Prototype v7

riskTolerance: 'high' config.header.center: "Major Career Categories" config.header.right: "" config.footer.center: "[[Change Preferences->Start]]" -- You now will be presented with a list of categories of careers, like "Management Occupations", "Arts, Design, Entertainment, Sports, and Media Occupations", "Farming, Fishing, and Forestry Occupations", and others. Choose the category that you find most interesting. Once you choose a category, you will be able to choose a type of occupation to see if you'd like it. [[Explain this to me->startMajorSOC-Explain]] > [[Explore categories->MajorSocGroups]]

Your answer helps tailor the questions that are shown as well as the possible career choices that are shown. **Uncomfortable:** I feel very uneasy about the possibility that AI could replace or greatly shrink my future job; the thought makes me nervous and I would prefer a career that is less likely to be affected. I would also like to avoid careers that are already in decline because of other factors, like Switchboard Operators. **Moderately comfortable:** I understand that AI may change many occupations, and I am somewhat okay with that risk, but I would still like to have a backup plan or develop new skills just in case. I would also like to avoid careers that are already in decline due to other factors, like Payroll and Timekeeping Clerks. **Accepting:** I accept that AI could reshape my field and I am confident I can adapt, learn new tools, and find opportunities even if my current role is altered or reduced. I am open to considering careers that are in fields that are in active decline, like First-Line Supervisors of Retail Sales Workers. *This is the only way* to select from careers where employment is actively shrinking according to the Bureau of Labor Statistics. > {back link, label: 'Close'}

# Copyright Copyright 2026 Careers After AI, LLC. All rights reserved. This interactive survey, including its narrative content, question logic, user interface design, and the specific arrangement and presentation of data, is the exclusive property of Careers After AI, LLC. While this application utilizes the open-source Twine software and the Chapbook story format, and incorporates publicly available data from the U.S. Bureau of Labor Statistics, the Brookings Institute, the National Bureau of Economic Research, WillRobotsTakeMyJob.com, the compilation, selection, and creative expression of this material within this survey are protected by copyright. No part of this work may be reproduced, distributed, transmitted, or used to create derivative works without the express written permission of Careers After AI, LLC, except as expressly permitted by applicable copyright law. For licensing inquiries or permission requests, contact: hello@careersafterai.com > {back link, label: 'Close'}

**Understanding Pre-Tax Income** A person lives in a small city and works fulltime as a graphic designer. They pay $1,500 each month for a one bedroom apartment, $300 for utilities, $250 for a car payment, $150 for insurance, $400 for groceries, and $200 for entertainment and dining out. They also set aside $300 monthly for savings and retirement contributions. After adding all these expenses, they find their total monthly cost is $3,100, which means they need at least $37,200 per year before taxes to keep their current lifestyle. Staying at or above this amount is essential to cover everything they value. > {back link, label: 'Close'}

Clicking the link below opens an external website that is not part of this interactive survey. The page will load in this same window unless you take extra steps. To open the link in a new tab, hold down the Control key while you click. Mac users should hold the Command key. You can also right click the link and select open in new tab. You can use the back button on your browser to return to this survey.

# Frequently Asked Questions ## Q. What if I get stuck? A. If you get stuck you can press the {restart link, label: 'Restart'} link in the bottom-right corner. ## Q. Why are the types of jobs from 2018? A. This is a limitation of the [[most recent data->socLink]] from the US Bureau of Labor Statistics (BLS). Their next planned update is 2028. ## Q. Why are the salary data from 2024? A. This is the [[most recent data->oesLink]] available from BLS. Their next planned update is 2026. The scope of the data is {pubLocale}. ## Q. Where is the data on AI and job impacts from? A. There is no official, US government source on the impact of AI on jobs in the US. The Brookings Institute published a reasonable [[report->nberReport2025]] and their [[source data->nberSourceData2025]] in January 2026 for the National Bureau of Economic Research. This interactive survey also incorporates data from [[WillRobotsTakeMyJob.com->WillRobotsTakeMyJob]]. As newer research is released, new editions of this survey will be released. > {back link, label: 'Close'}

# Privacy Statement **Last Updated:** March 21, 2026 ### Overview This interactive survey is designed to protect your privacy. Unlike traditional web applications, this survey does not connect to a server to process your answers, store your progress, or track your behavior. All operations occur locally within your web browser. ### How Your Data Is Handled **1\. Local Execution** This application is a self-contained HTML file generated using the Twine authoring tool and the Chapbook story format. When you open this file or load it in a browser: - No data is sent to any external server, cloud service, or third-party analytics provider. - No cookies or tracking pixels are placed on your device by this survey. - No personal identifiers (such as IP addresses or device IDs) are collected or logged. **2\. Data Storage** - **Progress Saving:** If you choose to save your progress, the survey uses your browser's local storage (a standard web technology) to store your current state. This data remains on your device and is accessible only to you when you revisit the survey in the same browser. Clearing your browser's local storage or cache will remove this saved progress. - **Session Data:** Any temporary data generated during your session exists only in your browser's memory and is deleted immediately when you close the tab or window. **3\. External Links** This survey contains links to external websites for reference purposes (e.g., the U.S. Bureau of Labor Statistics, the Brookings Institute, and WillRobotsTakeMyJob.com). - Clicking these links will open a new page outside of this survey. - Once you leave this survey, the privacy practices of the external website apply. We are not responsible for the content or privacy policies of these third-party sites. - The survey itself does not transmit any of your answers or selections to these external sites. ### Data Sources The career data, salary figures, and AI risk assessments displayed in this survey are derived from publicly available sources, including: - U.S. Bureau of Labor Statistics (BLS) - Brookings Institute - National Bureau of Economic Research (NBER) - WillRobotsTakeMyJob.com These data points are static and embedded within the survey file at the time of publication. They are not updated in real-time, nor are they used to build a profile of the user. ### No AI Processing Despite the subject matter, this survey does not use Artificial Intelligence to generate questions, analyze your answers, or make recommendations. The logic is strictly rule-based and deterministic, ensuring that your inputs are processed locally without being sent to an AI model for analysis. ### Your Rights Because no data is transmitted to us: - We cannot delete your data because we never possess it. - We cannot provide a data export because no central database exists. - To remove your saved progress, you must clear your browser's local storage for this specific file. ### Changes to This Statement As this is a static application, this privacy statement is fixed at the version included in the file. Future editions of the survey may update this text if the technical architecture changes, but the core principle of local-only processing will remain unless explicitly stated otherwise in a new version. ### Contact For questions regarding this privacy statement or the survey content, please refer to the contact information provided in the "Copyright" section of the application. > {back link, label: 'Close'}

minSalary: 100000 config.header.right: '2/2' -- Considering how AI might impact jobs, how comfortable are you with the chance that your future career could be changed or significantly reduced because of AI? [[Explain these levels to me->AI Risk Tolerance]] > [[Uncomfortable->lowRisk]] > [[Moderately Comfortable->moderateRisk]] > [[Accepting-> highRisk]]

minSalary: 37500 config.header.right: '2/2' -- Considering how AI might impact jobs, how comfortable are you with the chance that your future career could be changed or significantly reduced because of AI? [[Explain these levels to me->AI Risk Tolerance]] > [[Uncomfortable->lowRisk]] > [[Moderately Comfortable->moderateRisk]] > [[Accepting-> highRisk]]

minSalary: 50000 config.header.right: '2/2' -- Considering how AI might impact jobs, how comfortable are you with the chance that your future career could be changed or significantly reduced because of AI? [[Explain these levels to me->AI Risk Tolerance]] > [[Uncomfortable->lowRisk]] > [[Moderately Comfortable->moderateRisk]] > [[Accepting-> highRisk]]

minSalary: 75000 config.header.right: '2/2' -- Considering how AI might impact jobs, how comfortable are you with the chance that your future career could be changed or significantly reduced because of AI? [[Explain these levels to me->AI Risk Tolerance]] > [[Uncomfortable->lowRisk]] > [[Moderately Comfortable->moderateRisk]] > [[Accepting-> highRisk]]

minSalary: 0 config.header.right: '2/2' -- Considering how AI might impact jobs, how comfortable are you with the chance that your future career could be changed or significantly reduced because of AI? [[Explain these levels to me->AI Risk Tolerance]] > [[Uncomfortable->lowRisk]] > [[Moderately Comfortable->moderateRisk]] > [[Accepting-> highRisk]]

config.header.center: 'Getting Started' config.header.right: '1/2' config.footer.center: '' -- What's your minimum annual pre-tax income in order to maintain your current standard of living? [[Explain this to me->Explain Pre-Tax Income]] > [[Less than $37,500->SalaryLessThan38k]] > [[$37,500 to $49,999->SalaryBetween38and50k]] > [[$50,000 to $74,999->SalaryBetween50and75k]] > [[$75,000 to $99,999->SalaryBetween75and100k]] > [[$100,000 or more->SalaryAbove100k]]

config.style..color: "gray-6 on gray-1" config.style..link.active.color: "indigo-6 on indigo-2" config.style..link.color: "gray-6" config.style..link.lineColor: "indigo-4" config.style.dark..color: "gray-1 on gray-6" config.style.dark..link.active.color: "azure-3 on azure-6" config.style.dark..link.color: "gray-1" config.style.dark..link.lineColor: "azure-4" config.style.dark.page.color: "gray-1 on gray-6" config.style.dark.page.link.active.color: "azure-3 on azure-6" config.style.dark.page.link.color: "gray-1" config.style.dark.page.link.lineColor: "azure-4" config.style.page.color: "gray-6 on gray-1" config.style.page.link.active.color: "indigo-6 on indigo-2" config.style.page.link.lineColor: "indigo-4" config.footer.left: "[[Help]]" pubLocale: "United States" pubDate: "March 21, 2026" -- # {pubLocale} Edition {pubDate} Welcome! This short, private survey is designed to help workers whose jobs have been displaced - or might be displaced - in the future by artificial intelligence. Everything runs locally in this interactive survey, so none of your answers are sent anywhere. No AI powers the questionnaire; it simply follows a set of rules to show you new career possibilities. > [[Next->Startup-1]] > [[Get Started->Start]] > [[Copyright]] > [[Privacy]]

## What the survey does: * Ask for a few basic details, such as the minimum yearly income you need to keep your current standard of living. * Find out how comfortable you feel about the idea of a future job being replaced by AI. * Show you a list of major occupational groups. You can explore a specific type of work that interests you. As you explore each category, the survey will display information about the jobs in that group, including typical salaries, required training, and other key facts. The data comes from publicly available sources, including which occupations are currently declining or projected to decline, helping you avoid jobs that may disappear soon. > [[Next->Startup-2]] > [[Previous->Startup]] > [[Start]]

## Why the survey skips typical questions This survey does not ask about your former job title or your education level. Some people who lose work to automation need new skills, and the survey focuses on what you might want to do next rather than what you have done before. Take a few minutes to answer honestly, and let the survey point you toward realistic, growing career options that fit your financial needs and personal preferences. > [[Next->Startup-3]] > [[Previous->Startup-1]] > [[Start]]

## Saving your progress This survey automatically saves your progress for you. If you close this interactive survey and re-open this survey, it will pick up where you left off. If you want to restart at any time, click "Restart" in the lower-right of the screen. > [[Previous->Startup-2]] > [[Start]]

config.header.center: "Part 5 of 5: No matching jobs" config.header.right: '5/5' --- Sorry, there are no recommended jobs based on the choices you made, your minimum salary requirements, and your personal risk tolernace to future AI job losses. Minimum Salary: {minSalary} Risk Tolerance: {riskTolerance} Please {restart link}

{embed passage: 'ExternalLink'} https://WillRobotsTakeMyJob.com > {back link, label: 'Back'}

riskTolerance: 'low' config.header.center: "Major Career Categories" config.header.right: "" config.footer.center: "[[Change Preferences->Start]]" -- You now will be presented with a list of categories of careers, like "Management Occupations", "Arts, Design, Entertainment, Sports, and Media Occupations", "Farming, Fishing, and Forestry Occupations", and others. Choose the category that you find most interesting. Once you choose a category, you will be able to choose a type of occupation to see if you'd like it. [[Explain this to me->startMajorSOC-Explain]] > [[Explore categories->MajorSocGroups]]

riskTolerance: 'moderate' config.header.center: "Major Career Categories" config.header.right: "" config.footer.center: "[[Change Preferences->Start]]" -- You now will be presented with a list of categories of careers, like "Management Occupations", "Arts, Design, Entertainment, Sports, and Media Occupations", "Farming, Fishing, and Forestry Occupations", and others. Choose the category that you find most interesting. Once you choose a category, you will be able to choose a type of occupation to see if you'd like it. [[Explain this to me->startMajorSOC-Explain]] > [[Explore categories->MajorSocGroups]]

{embed passage: 'ExternalLink'} https://www.nber.org/system/files/chapters/c15313/c15313.pdf > {back link, label: 'Back'}

{embed passage: 'ExternalLink'} https://data.nber.org/data-appendix/c15313/appendix.pdf > {back link, label: 'Back'}

{embed passage: 'ExternalLink'} https://www.bls.gov/oes/tables.htm > {back link, label: 'Back'}

This interactive survey is provided by PLACEHOLDER.

{embed passage: 'ExternalLink'} https://www.bls.gov/soc/ > {back link, label: 'Back'}

These categories are based on your minimum salary, and your personal comfort level with future job risks due to AI and jobs in decline (like Door-to-Door Sales Workers, News and Street Vendors, Word Processors and Typists, and others). If you set your minimum salary very low (<$37,500), you'll get more questions than if you set your minimum salary very high ($100,000+), because there are more possible jobs that pay more than $37,500 a year than those that pay more than $100,000 a year. > {back link, label: 'Close'}

{embed passage: '11-0000-Variables'} {embed passage: '13-0000-Variables'} {embed passage: '15-0000-Variables'} {embed passage: '17-0000-Variables'} {embed passage: '19-0000-Variables'} {embed passage: '21-0000-Variables'} {embed passage: '23-0000-Variables'} {embed passage: '25-0000-Variables'} {embed passage: '27-0000-Variables'} {embed passage: '29-0000-Variables'} {embed passage: '31-0000-Variables'} {embed passage: '33-0000-Variables'} {embed passage: '35-0000-Variables'} {embed passage: '37-0000-Variables'} {embed passage: '39-0000-Variables'} {embed passage: '41-0000-Variables'} {embed passage: '43-0000-Variables'} {embed passage: '45-0000-Variables'} {embed passage: '47-0000-Variables'} {embed passage: '49-0000-Variables'} {embed passage: '51-0000-Variables'} {embed passage: '53-0000-Variables'} Welcome to the SOC Explorer. [if var11_0000_MaxSalaryInMajor >= minSalary] > [[Management Occupations->11-0000-Major]] [continued] [if var13_0000_MaxSalaryInMajor >= minSalary] > [[Business and Financial Operations Occupations->13-0000-Major]] [continued] [if var15_0000_MaxSalaryInMajor >= minSalary] > [[Computer and Mathematical Occupations->15-0000-Major]] [continued] [if var17_0000_MaxSalaryInMajor >= minSalary] > [[Architecture and Engineering Occupations->17-0000-Major]] [continued] [if var19_0000_MaxSalaryInMajor >= minSalary] > [[Life, Physical, and Social Science Occupations->19-0000-Major]] [continued] [if var21_0000_MaxSalaryInMajor >= minSalary] > [[Community and Social Service Occupations->21-0000-Major]] [continued] [if var23_0000_MaxSalaryInMajor >= minSalary] > [[Legal Occupations->23-0000-Major]] [continued] [if var25_0000_MaxSalaryInMajor >= minSalary] > [[Educational Instruction and Library Occupations->25-0000-Major]] [continued] [if var27_0000_MaxSalaryInMajor >= minSalary] > [[Arts, Design, Entertainment, Sports, and Media Occupations->27-0000-Major]] [continued] [if var29_0000_MaxSalaryInMajor >= minSalary] > [[Healthcare Practitioners and Technical Occupations->29-0000-Major]] [continued] [if var31_0000_MaxSalaryInMajor >= minSalary] > [[Healthcare Support Occupations->31-0000-Major]] [continued] [if var33_0000_MaxSalaryInMajor >= minSalary] > [[Protective Service Occupations->33-0000-Major]] [continued] [if var35_0000_MaxSalaryInMajor >= minSalary] > [[Food Preparation and Serving Related Occupations->35-0000-Major]] [continued] [if var37_0000_MaxSalaryInMajor >= minSalary] > [[Building and Grounds Cleaning and Maintenance Occupations->37-0000-Major]] [continued] [if var39_0000_MaxSalaryInMajor >= minSalary] > [[Personal Care and Service Occupations->39-0000-Major]] [continued] [if var41_0000_MaxSalaryInMajor >= minSalary] > [[Sales and Related Occupations->41-0000-Major]] [continued] [if var43_0000_MaxSalaryInMajor >= minSalary] > [[Office and Administrative Support Occupations->43-0000-Major]] [continued] [if var45_0000_MaxSalaryInMajor >= minSalary] > [[Farming, Fishing, and Forestry Occupations->45-0000-Major]] [continued] [if var47_0000_MaxSalaryInMajor >= minSalary] > [[Construction and Extraction Occupations->47-0000-Major]] [continued] [if var49_0000_MaxSalaryInMajor >= minSalary] > [[Installation, Maintenance, and Repair Occupations->49-0000-Major]] [continued] [if var51_0000_MaxSalaryInMajor >= minSalary] > [[Production Occupations->51-0000-Major]] [continued] [if var53_0000_MaxSalaryInMajor >= minSalary] > [[Transportation and Material Moving Occupations->53-0000-Major]] [continued]

config.header.center: "Major" -- {embed passage: '11-1000-Variables'} {embed passage: '11-2000-Variables'} {embed passage: '11-3000-Variables'} {embed passage: '11-9000-Variables'} # Management Occupations [if var11_1000_MaxSalaryInMinor >= minSalary] > [[Top Executives->11-1000-Minor]] [continued] [if var11_2000_MaxSalaryInMinor >= minSalary] > [[Advertising, Marketing, Promotions, Public Relations, and Sales Managers->11-2000-Minor]] [continued] [if var11_3000_MaxSalaryInMinor >= minSalary] > [[Operations Specialties Managers->11-3000-Minor]] [continued] [if var11_9000_MaxSalaryInMinor >= minSalary] > [[Other Management Occupations->11-9000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Accountants and Auditors ## AI Risk Level: moderate ## Definition: Examine, analyze, and interpret accounting records to prepare financial statements, give advice, or audit and evaluate statements prepared by others. Install or advise on systems of recording costs or other financial and budgetary data. Excludes "Tax Examiners and Collectors, and Revenue Agents" (13-2081). > [[Video Version->13-2011-Video]] > [[What They Do->13-2011-WhatTheyDo-1]] > [[Work Environment->13-2011-WorkEnvironment-1]] > [[How to Become One->13-2011-HowToBecomeOne-1]] > [[Pay->13-2011-Pay-1]] > [[Job Outlook->13-2011-JobOutlook-1]] > [[Back->13-2000-Minor]]

config.header.center: "Minor" -- {embed passage: '11-1010-Variables'} {embed passage: '11-1011-Variables'} {embed passage: '11-1020-Variables'} {embed passage: '11-1021-Variables'} {embed passage: '11-1030-Variables'} {embed passage: '11-1031-Variables'} # Top Executives [if var11_1011_medianPay >= minSalary & (riskTolerance === 'high' | var11_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_1011_highAIRisk === "low" | var11_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_1011_highAIRisk === "low"))] > [[Chief Executives->11-1011-Detailed]] [continued] [if var11_1021_medianPay >= minSalary & (riskTolerance === 'high' | var11_1021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_1021_highAIRisk === "low" | var11_1021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_1021_highAIRisk === "low"))] > [[General and Operations Managers->11-1021-Detailed]] [continued] [if var11_1031_medianPay >= minSalary & (riskTolerance === 'high' | var11_1031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_1031_highAIRisk === "low" | var11_1031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_1031_highAIRisk === "low"))] > [[Legislators->11-1031-Detailed]] [continued] > [[Back->11-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Actors ## AI Risk Level: low ## Definition: Play parts in stage, television, radio, video, or film productions, or other settings for entertainment, information, or instruction. Interpret serious or comic role by speech, gesture, and body movement to entertain or inform audience. May dance and sing. > [[Video Version->27-2011-Video]] > [[What They Do->27-2011-WhatTheyDo-1]] > [[Work Environment->27-2011-WorkEnvironment-1]] > [[How to Become One->27-2011-HowToBecomeOne-1]] > [[Pay->27-2011-Pay-1]] > [[Job Outlook->27-2011-JobOutlook-1]] > [[Back->27-2010-Broad]]

config.header.center: "Broad" -- {embed passage: '11-1011-Variables'} # Chief Executives [if var11_1011_medianPay >= minSalary & (riskTolerance === 'high' | var11_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_1011_highAIRisk === "low" | var11_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_1011_highAIRisk === "low"))] > [[Chief Executives->11-1011-Detailed]] [continued] > [[Back->11-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Actuaries ## AI Risk Level: moderate ## Definition: Analyze statistical data, such as mortality, accident, sickness, disability, and retirement rates and construct probability tables to forecast risk and liability for payment of future benefits. May ascertain insurance rates required and cash reserves necessary to ensure payment of future benefits. > [[Video Version->15-2011-Video]] > [[What They Do->15-2011-WhatTheyDo-1]] > [[Work Environment->15-2011-WorkEnvironment-1]] > [[How to Become One->15-2011-HowToBecomeOne-1]] > [[Pay->15-2011-Pay-1]] > [[Job Outlook->15-2011-JobOutlook-1]] > [[Back->15-2000-Minor]]

config.header.center: "Detailed" -- # Chief Executives ## AI Risk Level: low ## Definition: Determine and formulate policies and provide overall direction of companies or private and public sector organizations within guidelines set up by a board of directors or similar governing body. Plan, direct, or coordinate operational activities at the highest level of management with the help of subordinate executives and staff managers. > [[Video Version->11-1011-Video]] > [[What They Do->11-1011-WhatTheyDo-1]] > [[Work Environment->11-1011-WorkEnvironment-1]] > [[How to Become One->11-1011-HowToBecomeOne-1]] > [[Pay->11-1011-Pay-1]] > [[Job Outlook->11-1011-JobOutlook-1]] > [[Back->11-1000-Minor]]

config.header.center: "Detailed" -- # Acupuncturists ## AI Risk Level: low ## Definition: Diagnose, treat, and prevent disorders by stimulating specific acupuncture points within the body using acupuncture needles. May also use cups, nutritional supplements, therapeutic massage, acupressure, and other alternative health therapies. Excludes "Chiropractors" (29-1011). > [[Back->29-1290-Broad]]

config.header.center: "Broad" -- {embed passage: '11-1021-Variables'} # General and Operations Managers [if var11_1021_medianPay >= minSalary & (riskTolerance === 'high' | var11_1021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_1021_highAIRisk === "low" | var11_1021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_1021_highAIRisk === "low"))] > [[General and Operations Managers->11-1021-Detailed]] [continued] > [[Back->11-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # General and Operations Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate the operations of public or private sector organizations, overseeing multiple departments or locations. Duties and responsibilities include formulating policies, managing daily operations, and planning the use of materials and human resources, but are too diverse and general in nature to be classified in any one functional area of management or administration, such as personnel, purchasing, or administrative services. Usually manage through subordinate supervisors. Excludes First-Line Supervisors. > [[Video Version->11-1021-Video]] > [[What They Do->11-1021-WhatTheyDo-1]] > [[Work Environment->11-1021-WorkEnvironment-1]] > [[How to Become One->11-1021-HowToBecomeOne-1]] > [[Pay->11-1021-Pay-1]] > [[Job Outlook->11-1021-JobOutlook-1]] > [[Back->11-1000-Minor]]

config.header.center: "Detailed" -- # Administrative Law Judges, Adjudicators, and Hearing Officers ## AI Risk Level: low ## Definition: Conduct hearings to recommend or make decisions on claims concerning government programs or other government-related matters. Determine liability, sanctions, or penalties, or recommend the acceptance or rejection of claims or settlements. Excludes "Arbitrators, Mediators, and Conciliators" (23-1022). > [[Video Version->23-1021-Video]] > [[What They Do->23-1021-WhatTheyDo-1]] > [[Work Environment->23-1021-WorkEnvironment-1]] > [[How to Become One->23-1021-HowToBecomeOne-1]] > [[Pay->23-1021-Pay-1]] > [[Job Outlook->23-1021-JobOutlook-1]] > [[Back->23-1020-Broad]]

config.header.center: "Broad" -- {embed passage: '11-1031-Variables'} # Legislators [if var11_1031_medianPay >= minSalary & (riskTolerance === 'high' | var11_1031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_1031_highAIRisk === "low" | var11_1031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_1031_highAIRisk === "low"))] > [[Legislators->11-1031-Detailed]] [continued] > [[Back->11-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Administrative Services Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate one or more administrative services of an organization, such as records and information management, mail distribution, and other office support services. Medical records administrators are included in "Medical and Health Services Managers" (11-9111). Excludes "Facilities Managers" (11-3013) and "Purchasing Managers" (11-3061). > [[Video Version->11-3012-Video]] > [[What They Do->11-3012-WhatTheyDo-1]] > [[Work Environment->11-3012-WorkEnvironment-1]] > [[How to Become One->11-3012-HowToBecomeOne-1]] > [[Pay->11-3012-Pay-1]] > [[Job Outlook->11-3012-JobOutlook-1]] > [[Back->11-3010-Broad]]

config.header.center: "Detailed" -- # Legislators ## Definition: Develop, introduce, or enact laws and statutes at the local, tribal, state, or federal level. Includes only workers in elected positions. > [[Back->11-1000-Minor]]

config.header.center: "Detailed" -- # Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors ## AI Risk Level: low ## Definition: Teach or instruct out-of-school youths and adults in basic education, literacy, or English as a Second Language classes, or in classes for earning a high school equivalency credential. > [[Video Version->25-3011-Video]] > [[What They Do->25-3011-WhatTheyDo-1]] > [[Work Environment->25-3011-WorkEnvironment-1]] > [[How to Become One->25-3011-HowToBecomeOne-1]] > [[Pay->25-3011-Pay-1]] > [[Job Outlook->25-3011-JobOutlook-1]] > [[Back->25-3000-Minor]]

config.header.center: "Minor" -- {embed passage: '11-2010-Variables'} {embed passage: '11-2011-Variables'} {embed passage: '11-2020-Variables'} {embed passage: '11-2021-Variables'} {embed passage: '11-2022-Variables'} {embed passage: '11-2030-Variables'} {embed passage: '11-2032-Variables'} {embed passage: '11-2033-Variables'} # Advertising, Marketing, Promotions, Public Relations, and Sales Managers [if var11_2011_medianPay >= minSalary & (riskTolerance === 'high' | var11_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_2011_highAIRisk === "low" | var11_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_2011_highAIRisk === "low"))] > [[Advertising and Promotions Managers->11-2011-Detailed]] [continued] [if var11_2020_MaxSalaryInBroad >= minSalary] > [[Marketing and Sales Managers->11-2020-Broad]] [continued] [if var11_2030_MaxSalaryInBroad >= minSalary] > [[Public Relations and Fundraising Managers->11-2030-Broad]] [continued] > [[Back->11-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Advertising and Promotions Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate advertising policies and programs or produce collateral materials, such as posters, contests, coupons, or giveaways, to create extra interest in the purchase of a product or service for a department, an entire organization, or on an account basis. > [[Video Version->11-2011-Video]] > [[What They Do->11-2011-WhatTheyDo-1]] > [[Work Environment->11-2011-WorkEnvironment-1]] > [[How to Become One->11-2011-HowToBecomeOne-1]] > [[Pay->11-2011-Pay-1]] > [[Job Outlook->11-2011-JobOutlook-1]] > [[Back->11-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '11-2011-Variables'} # Advertising and Promotions Managers [if var11_2011_medianPay >= minSalary & (riskTolerance === 'high' | var11_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_2011_highAIRisk === "low" | var11_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_2011_highAIRisk === "low"))] > [[Advertising and Promotions Managers->11-2011-Detailed]] [continued] > [[Back->11-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Aerospace Engineering and Operations Technologists and Technicians ## AI Risk Level: low ## Definition: Operate, install, adjust, and maintain integrated computer/communications systems, consoles, simulators, and other data acquisition, test, and measurement instruments and equipment, which are used to launch, track, position, and evaluate air and space vehicles. May record and interpret test data. > [[Video Version->17-3021-Video]] > [[What They Do->17-3021-WhatTheyDo-1]] > [[Work Environment->17-3021-WorkEnvironment-1]] > [[How to Become One->17-3021-HowToBecomeOne-1]] > [[Pay->17-3021-Pay-1]] > [[Job Outlook->17-3021-JobOutlook-1]] > [[Back->17-3020-Broad]]

config.header.center: "Broad" -- {embed passage: '11-2021-Variables'} {embed passage: '11-2022-Variables'} # Marketing and Sales Managers [if var11_2021_medianPay >= minSalary & (riskTolerance === 'high' | var11_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_2021_highAIRisk === "low" | var11_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_2021_highAIRisk === "low"))] > [[Marketing Managers->11-2021-Detailed]] [continued] [if var11_2022_medianPay >= minSalary & (riskTolerance === 'high' | var11_2022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_2022_highAIRisk === "low" | var11_2022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_2022_highAIRisk === "low"))] > [[Sales Managers->11-2022-Detailed]] [continued] > [[Back->11-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Aerospace Engineers ## AI Risk Level: low ## Definition: Perform engineering duties in designing, constructing, and testing aircraft, missiles, and spacecraft. May conduct basic and applied research to evaluate adaptability of materials and equipment to aircraft design and manufacture. May recommend improvements in testing equipment and techniques. > [[Video Version->17-2011-Video]] > [[What They Do->17-2011-WhatTheyDo-1]] > [[Work Environment->17-2011-WorkEnvironment-1]] > [[How to Become One->17-2011-HowToBecomeOne-1]] > [[Pay->17-2011-Pay-1]] > [[Job Outlook->17-2011-JobOutlook-1]] > [[Back->17-2000-Minor]]

config.header.center: "Detailed" -- # Marketing Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate marketing policies and programs, such as determining the demand for products and services offered by a firm and its competitors, and identify potential customers. Develop pricing strategies with the goal of maximizing the firm's profits or share of the market while ensuring the firm's customers are satisfied. Oversee product development or monitor trends that indicate the need for new products and services. > [[Video Version->11-2021-Video]] > [[What They Do->11-2021-WhatTheyDo-1]] > [[Work Environment->11-2021-WorkEnvironment-1]] > [[How to Become One->11-2021-HowToBecomeOne-1]] > [[Pay->11-2021-Pay-1]] > [[Job Outlook->11-2021-JobOutlook-1]] > [[Back->11-2020-Broad]]

config.header.center: "Detailed" -- # Agents and Business Managers of Artists, Performers, and Athletes ## AI Risk Level: low ## Definition: Represent and promote artists, performers, and athletes in dealings with current or prospective employers. May handle contract negotiation and other business matters for clients. > [[Back->13-1000-Minor]]

config.header.center: "Detailed" -- # Sales Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate the actual distribution or movement of a product or service to the customer. Coordinate sales distribution by establishing sales territories, quotas, and goals and establish training programs for sales representatives. Analyze sales statistics gathered by staff to determine sales potential and inventory requirements and monitor the preferences of customers. > [[Video Version->11-2022-Video]] > [[What They Do->11-2022-WhatTheyDo-1]] > [[Work Environment->11-2022-WorkEnvironment-1]] > [[How to Become One->11-2022-HowToBecomeOne-1]] > [[Pay->11-2022-Pay-1]] > [[Job Outlook->11-2022-JobOutlook-1]] > [[Back->11-2020-Broad]]

config.header.center: "Detailed" -- # Agricultural Engineers ## AI Risk Level: low ## Definition: Apply knowledge of engineering technology and biological science to agricultural problems concerned with power and machinery, electrification, structures, soil and water conservation, and processing of agricultural products. > [[Video Version->17-2021-Video]] > [[What They Do->17-2021-WhatTheyDo-1]] > [[Work Environment->17-2021-WorkEnvironment-1]] > [[How to Become One->17-2021-HowToBecomeOne-1]] > [[Pay->17-2021-Pay-1]] > [[Job Outlook->17-2021-JobOutlook-1]] > [[Back->17-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '11-2032-Variables'} {embed passage: '11-2033-Variables'} # Public Relations and Fundraising Managers [if var11_2032_medianPay >= minSalary & (riskTolerance === 'high' | var11_2032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_2032_highAIRisk === "low" | var11_2032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_2032_highAIRisk === "low"))] > [[Public Relations Managers->11-2032-Detailed]] [continued] [if var11_2033_medianPay >= minSalary & (riskTolerance === 'high' | var11_2033_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_2033_highAIRisk === "low" | var11_2033_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_2033_highAIRisk === "low"))] > [[Fundraising Managers->11-2033-Detailed]] [continued] > [[Back->11-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Public Relations Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate activities designed to create or maintain a favorable public image or raise issue awareness for their organization or client. > [[Video Version->11-2032-Video]] > [[What They Do->11-2032-WhatTheyDo-1]] > [[Work Environment->11-2032-WorkEnvironment-1]] > [[How to Become One->11-2032-HowToBecomeOne-1]] > [[Pay->11-2032-Pay-1]] > [[Job Outlook->11-2032-JobOutlook-1]] > [[Back->11-2030-Broad]]

config.header.center: "Detailed" -- # Fundraising Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate activities to solicit and maintain funds for special projects or nonprofit organizations. > [[Video Version->11-2033-Video]] > [[What They Do->11-2033-WhatTheyDo-1]] > [[Work Environment->11-2033-WorkEnvironment-1]] > [[How to Become One->11-2033-HowToBecomeOne-1]] > [[Pay->11-2033-Pay-1]] > [[Job Outlook->11-2033-JobOutlook-1]] > [[Back->11-2030-Broad]]

config.header.center: "Detailed" -- # Agricultural Sciences Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in the agricultural sciences. Includes teachers of agronomy, dairy sciences, fisheries management, horticultural sciences, poultry sciences, range management, and agricultural soil conservation. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. Excludes "Forestry and Conservation Science Teachers, Postsecondary" (25-1043). > [[Video Version->25-1041-Video]] > [[What They Do->25-1041-WhatTheyDo-1]] > [[Work Environment->25-1041-WorkEnvironment-1]] > [[How to Become One->25-1041-HowToBecomeOne-1]] > [[Pay->25-1041-Pay-1]] > [[Job Outlook->25-1041-JobOutlook-1]] > [[Back->25-1040-Broad]]

config.header.center: "Minor" -- {embed passage: '11-3010-Variables'} {embed passage: '11-3012-Variables'} {embed passage: '11-3013-Variables'} {embed passage: '11-3020-Variables'} {embed passage: '11-3021-Variables'} {embed passage: '11-3030-Variables'} {embed passage: '11-3031-Variables'} {embed passage: '11-3050-Variables'} {embed passage: '11-3051-Variables'} {embed passage: '11-3060-Variables'} {embed passage: '11-3061-Variables'} {embed passage: '11-3070-Variables'} {embed passage: '11-3071-Variables'} # Operations Specialties Managers [if var11_3010_MaxSalaryInBroad >= minSalary] > [[Administrative Services and Facilities Managers->11-3010-Broad]] [continued] [if var11_3021_medianPay >= minSalary & (riskTolerance === 'high' | var11_3021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_3021_highAIRisk === "low" | var11_3021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_3021_highAIRisk === "low"))] > [[Computer and Information Systems Managers->11-3021-Detailed]] [continued] [if var11_3031_medianPay >= minSalary & (riskTolerance === 'high' | var11_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_3031_highAIRisk === "low" | var11_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_3031_highAIRisk === "low"))] > [[Financial Managers->11-3031-Detailed]] [continued] [if var11_3051_medianPay >= minSalary & (riskTolerance === 'high' | var11_3051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_3051_highAIRisk === "low" | var11_3051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_3051_highAIRisk === "low"))] > [[Industrial Production Managers->11-3051-Detailed]] [continued] [if var11_3061_medianPay >= minSalary & (riskTolerance === 'high' | var11_3061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_3061_highAIRisk === "low" | var11_3061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_3061_highAIRisk === "low"))] > [[Purchasing Managers->11-3061-Detailed]] [continued] [if var11_3071_medianPay >= minSalary & (riskTolerance === 'high' | var11_3071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_3071_highAIRisk === "low" | var11_3071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_3071_highAIRisk === "low"))] > [[Transportation, Storage, and Distribution Managers->11-3071-Detailed]] [continued] > [[Back->11-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Agricultural Technicians ## AI Risk Level: low ## Definition: Work with agricultural scientists in plant, fiber, and animal research, or assist with animal breeding and nutrition. Set up or maintain laboratory equipment and collect samples from crops or animals. Prepare specimens or record data to assist scientists in biology or related life science experiments. Conduct tests and experiments to improve yield and quality of crops or to increase the resistance of plants and animals to disease or insects. > [[Video Version->19-4012-Video]] > [[What They Do->19-4012-WhatTheyDo-1]] > [[Work Environment->19-4012-WorkEnvironment-1]] > [[How to Become One->19-4012-HowToBecomeOne-1]] > [[Pay->19-4012-Pay-1]] > [[Job Outlook->19-4012-JobOutlook-1]] > [[Back->19-4010-Broad]]

config.header.center: "Broad" -- {embed passage: '11-3012-Variables'} {embed passage: '11-3013-Variables'} # Administrative Services and Facilities Managers [if var11_3012_medianPay >= minSalary & (riskTolerance === 'high' | var11_3012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_3012_highAIRisk === "low" | var11_3012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_3012_highAIRisk === "low"))] > [[Administrative Services Managers->11-3012-Detailed]] [continued] [if var11_3013_medianPay >= minSalary & (riskTolerance === 'high' | var11_3013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_3013_highAIRisk === "low" | var11_3013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_3013_highAIRisk === "low"))] > [[Facilities Managers->11-3013-Detailed]] [continued] > [[Back->11-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Web Developers ## AI Risk Level: low ## Definition: Develop and implement websites, web applications, application databases, and interactive web interfaces. Evaluate code to ensure that it is properly structured, meets industry standards, and is compatible with browsers and devices. Optimize website performance, scalability, and server-side code and processes. May develop website infrastructure and integrate websites with other computer applications. Excludes "Special Effects Artists and Animators" (27-1014). > [[Video Version->15-1254-Video]] > [[What They Do->15-1254-WhatTheyDo-1]] > [[Work Environment->15-1254-WorkEnvironment-1]] > [[How to Become One->15-1254-HowToBecomeOne-1]] > [[Pay->15-1254-Pay-1]] > [[Job Outlook->15-1254-JobOutlook-1]] > [[Back->15-1250-Broad]]

config.header.center: "Detailed" -- # Facilities Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate operations and functionalities of facilities and buildings. May include surrounding grounds or multiple facilities of an organization's campus. Excludes "Administrative Services Managers" (11-3012), "Property, Real Estate, and Community Association Managers" (11-9141), "First-Line Supervisors of Building and Grounds Cleaning and Maintenance Workers" (37-1010), "First-Line Supervisors of Mechanics and Repairers" (49-1011), and "Maintenance and Repair Workers, General" (49-9071). > [[Video Version->11-3013-Video]] > [[What They Do->11-3013-WhatTheyDo-1]] > [[Work Environment->11-3013-WorkEnvironment-1]] > [[How to Become One->11-3013-HowToBecomeOne-1]] > [[Pay->11-3013-Pay-1]] > [[Job Outlook->11-3013-JobOutlook-1]] > [[Back->11-3010-Broad]]

config.header.center: "Broad" -- {embed passage: '11-3021-Variables'} # Computer and Information Systems Managers [if var11_3021_medianPay >= minSalary & (riskTolerance === 'high' | var11_3021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_3021_highAIRisk === "low" | var11_3021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_3021_highAIRisk === "low"))] > [[Computer and Information Systems Managers->11-3021-Detailed]] [continued] > [[Back->11-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Computer and Information Systems Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate activities in such fields as electronic data processing, information systems, systems analysis, and computer programming. Excludes "Computer Occupations" (15-1211 through 15-1299). > [[Video Version->11-3021-Video]] > [[What They Do->11-3021-WhatTheyDo-1]] > [[Work Environment->11-3021-WorkEnvironment-1]] > [[How to Become One->11-3021-HowToBecomeOne-1]] > [[Pay->11-3021-Pay-1]] > [[Job Outlook->11-3021-JobOutlook-1]] > [[Back->11-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '11-3031-Variables'} # Financial Managers [if var11_3031_medianPay >= minSalary & (riskTolerance === 'high' | var11_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_3031_highAIRisk === "low" | var11_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_3031_highAIRisk === "low"))] > [[Financial Managers->11-3031-Detailed]] [continued] > [[Back->11-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Financial Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate accounting, investing, banking, insurance, securities, and other financial activities of a branch, office, or department of an establishment. Excludes "Financial Risk Specialists" (13-2054). > [[Video Version->11-3031-Video]] > [[What They Do->11-3031-WhatTheyDo-1]] > [[Work Environment->11-3031-WorkEnvironment-1]] > [[How to Become One->11-3031-HowToBecomeOne-1]] > [[Pay->11-3031-Pay-1]] > [[Job Outlook->11-3031-JobOutlook-1]] > [[Back->11-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '11-3051-Variables'} # Industrial Production Managers [if var11_3051_medianPay >= minSalary & (riskTolerance === 'high' | var11_3051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_3051_highAIRisk === "low" | var11_3051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_3051_highAIRisk === "low"))] > [[Industrial Production Managers->11-3051-Detailed]] [continued] > [[Back->11-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Industrial Production Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate the work activities and resources necessary for manufacturing products in accordance with cost, quality, and quantity specifications. > [[Video Version->11-3051-Video]] > [[What They Do->11-3051-WhatTheyDo-1]] > [[Work Environment->11-3051-WorkEnvironment-1]] > [[How to Become One->11-3051-HowToBecomeOne-1]] > [[Pay->11-3051-Pay-1]] > [[Job Outlook->11-3051-JobOutlook-1]] > [[Back->11-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '11-3061-Variables'} # Purchasing Managers [if var11_3061_medianPay >= minSalary & (riskTolerance === 'high' | var11_3061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_3061_highAIRisk === "low" | var11_3061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_3061_highAIRisk === "low"))] > [[Purchasing Managers->11-3061-Detailed]] [continued] > [[Back->11-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Anesthesiologists ## AI Risk Level: low ## Definition: Administer anesthetics and analgesics for pain management prior to, during, or after surgery. > [[Video Version->29-1211-Video]] > [[What They Do->29-1211-WhatTheyDo-1]] > [[Work Environment->29-1211-WorkEnvironment-1]] > [[How to Become One->29-1211-HowToBecomeOne-1]] > [[Pay->29-1211-Pay-1]] > [[Job Outlook->29-1211-JobOutlook-1]] > [[Back->29-1210-Broad]]

config.header.center: "Detailed" -- # Purchasing Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate the activities of buyers, purchasing officers, and related workers involved in purchasing materials, products, and services. Includes wholesale or retail trade merchandising managers and procurement managers. > [[Video Version->11-3061-Video]] > [[What They Do->11-3061-WhatTheyDo-1]] > [[Work Environment->11-3061-WorkEnvironment-1]] > [[How to Become One->11-3061-HowToBecomeOne-1]] > [[Pay->11-3061-Pay-1]] > [[Job Outlook->11-3061-JobOutlook-1]] > [[Back->11-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '11-3071-Variables'} # Transportation, Storage, and Distribution Managers [if var11_3071_medianPay >= minSalary & (riskTolerance === 'high' | var11_3071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_3071_highAIRisk === "low" | var11_3071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_3071_highAIRisk === "low"))] > [[Transportation, Storage, and Distribution Managers->11-3071-Detailed]] [continued] > [[Back->11-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Animal Caretakers ## AI Risk Level: low ## Definition: Feed, water, groom, bathe, exercise, or otherwise provide care to promote and maintain the well-being of pets and other animals that are not raised for consumption, such as dogs, cats, race horses, ornamental fish or birds, zoo animals, and mice. Work in settings such as kennels, animal shelters, zoos, circuses, and aquariums. May keep records of feedings, treatments, and animals received or discharged. May clean, disinfect, and repair cages, pens, or fish tanks. Excludes "Veterinary Assistants and Laboratory Animal Caretakers" (31-9096) and "Farmworkers, Farm, Ranch, and Aquacultural Animals" (45-2093). > [[Video Version->39-2021-Video]] > [[What They Do->39-2021-WhatTheyDo-1]] > [[Work Environment->39-2021-WorkEnvironment-1]] > [[How to Become One->39-2021-HowToBecomeOne-1]] > [[Pay->39-2021-Pay-1]] > [[Job Outlook->39-2021-JobOutlook-1]] > [[Back->39-2000-Minor]]

config.header.center: "Detailed" -- # Transportation, Storage, and Distribution Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate transportation, storage, or distribution activities in accordance with organizational policies and applicable government laws or regulations. Includes logistics managers. > [[Video Version->11-3071-Video]] > [[What They Do->11-3071-WhatTheyDo-1]] > [[Work Environment->11-3071-WorkEnvironment-1]] > [[How to Become One->11-3071-HowToBecomeOne-1]] > [[Pay->11-3071-Pay-1]] > [[Job Outlook->11-3071-JobOutlook-1]] > [[Back->11-3000-Minor]]

config.header.center: "Detailed" -- # Animal Control Workers ## AI Risk Level: low ## Definition: Handle animals for the purpose of investigations of mistreatment, or control of abandoned, dangerous, or unattended animals. > [[Back->33-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '11-3111-Variables'} # Compensation and Benefits Managers [if var11_3111_medianPay >= minSalary & (riskTolerance === 'high' | var11_3111_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_3111_highAIRisk === "low" | var11_3111_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_3111_highAIRisk === "low"))] > [[Compensation and Benefits Managers->11-3111-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Animal Scientists ## AI Risk Level: low ## Definition: Conduct research in the genetics, nutrition, reproduction, growth, and development of domestic farm animals. > [[Video Version->19-1011-Video]] > [[What They Do->19-1011-WhatTheyDo-1]] > [[Work Environment->19-1011-WorkEnvironment-1]] > [[How to Become One->19-1011-HowToBecomeOne-1]] > [[Pay->19-1011-Pay-1]] > [[Job Outlook->19-1011-JobOutlook-1]] > [[Back->19-1010-Broad]]

config.header.center: "Detailed" -- # Compensation and Benefits Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate compensation and benefits activities of an organization. Job analysis and position description managers are included in "Human Resources Managers" (11-3121). > [[What They Do->11-3111-WhatTheyDo-1]] > [[Work Environment->11-3111-WorkEnvironment-1]] > [[How to Become One->11-3111-HowToBecomeOne-1]] > [[Pay->11-3111-Pay-1]] > [[Job Outlook->11-3111-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Animal Trainers ## AI Risk Level: low ## Definition: Train animals for riding, harness, security, performance, or obedience, or for assisting persons with disabilities. Accustom animals to human voice and contact, and condition animals to respond to commands. Train animals according to prescribed standards for show or competition. May train animals to carry pack loads or work as part of pack team. > [[Video Version->39-2011-Video]] > [[What They Do->39-2011-WhatTheyDo-1]] > [[Work Environment->39-2011-WorkEnvironment-1]] > [[How to Become One->39-2011-HowToBecomeOne-1]] > [[Pay->39-2011-Pay-1]] > [[Job Outlook->39-2011-JobOutlook-1]] > [[Back->39-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '11-3121-Variables'} # Human Resources Managers [if var11_3121_medianPay >= minSalary & (riskTolerance === 'high' | var11_3121_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_3121_highAIRisk === "low" | var11_3121_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_3121_highAIRisk === "low"))] > [[Human Resources Managers->11-3121-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Anthropologists and Archeologists ## AI Risk Level: low ## Definition: Study the origin, development, and behavior of human beings. May study the way of life, language, or physical characteristics of people in various parts of the world. May engage in systematic recovery and examination of material evidence, such as tools or pottery remaining from past human cultures, in order to determine the history, customs, and living habits of earlier civilizations. > [[Video Version->19-3091-Video]] > [[What They Do->19-3091-WhatTheyDo-1]] > [[Work Environment->19-3091-WorkEnvironment-1]] > [[How to Become One->19-3091-HowToBecomeOne-1]] > [[Pay->19-3091-Pay-1]] > [[Job Outlook->19-3091-JobOutlook-1]] > [[Back->19-3090-Broad]]

config.header.center: "Detailed" -- # Human Resources Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate human resources activities and staff of an organization. Excludes managers who primarily focus on compensation and benefits (11-3111) and training and development (11-3131). > [[Video Version->11-3121-Video]] > [[What They Do->11-3121-WhatTheyDo-1]] > [[Work Environment->11-3121-WorkEnvironment-1]] > [[How to Become One->11-3121-HowToBecomeOne-1]] > [[Pay->11-3121-Pay-1]] > [[Job Outlook->11-3121-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Anthropology and Archeology Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in anthropology or archeology. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1061-Video]] > [[What They Do->25-1061-WhatTheyDo-1]] > [[Work Environment->25-1061-WorkEnvironment-1]] > [[How to Become One->25-1061-HowToBecomeOne-1]] > [[Pay->25-1061-Pay-1]] > [[Job Outlook->25-1061-JobOutlook-1]] > [[Back->25-1060-Broad]]

config.header.center: "Broad" -- {embed passage: '11-3131-Variables'} # Training and Development Managers [if var11_3131_medianPay >= minSalary & (riskTolerance === 'high' | var11_3131_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_3131_highAIRisk === "low" | var11_3131_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_3131_highAIRisk === "low"))] > [[Training and Development Managers->11-3131-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Appraisers and Assessors of Real Estate ## AI Risk Level: moderate ## Definition: Appraise real estate, exclusively, and estimate its fair value. May assess taxes in accordance with prescribed schedules. Excludes "Appraisers of Personal and Business Property" (13-2022). > [[Back->13-2020-Broad]]

config.header.center: "Detailed" -- # Training and Development Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate the training and development activities and staff of an organization. > [[Video Version->11-3131-Video]] > [[What They Do->11-3131-WhatTheyDo-1]] > [[Work Environment->11-3131-WorkEnvironment-1]] > [[How to Become One->11-3131-HowToBecomeOne-1]] > [[Pay->11-3131-Pay-1]] > [[Job Outlook->11-3131-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Arbitrators, Mediators, and Conciliators ## AI Risk Level: low ## Definition: Facilitate negotiation and conflict resolution through dialogue. Resolve conflicts outside of the court system by mutual consent of parties involved. > [[Video Version->23-1022-Video]] > [[What They Do->23-1022-WhatTheyDo-1]] > [[Work Environment->23-1022-WorkEnvironment-1]] > [[How to Become One->23-1022-HowToBecomeOne-1]] > [[Pay->23-1022-Pay-1]] > [[Job Outlook->23-1022-JobOutlook-1]] > [[Back->23-1020-Broad]]

config.header.center: "Minor" -- {embed passage: '11-9010-Variables'} {embed passage: '11-9013-Variables'} {embed passage: '11-9020-Variables'} {embed passage: '11-9021-Variables'} {embed passage: '11-9030-Variables'} {embed passage: '11-9031-Variables'} {embed passage: '11-9032-Variables'} {embed passage: '11-9033-Variables'} {embed passage: '11-9039-Variables'} {embed passage: '11-9040-Variables'} {embed passage: '11-9041-Variables'} {embed passage: '11-9050-Variables'} {embed passage: '11-9051-Variables'} {embed passage: '11-9070-Variables'} {embed passage: '11-9071-Variables'} {embed passage: '11-9072-Variables'} {embed passage: '11-9080-Variables'} {embed passage: '11-9081-Variables'} # Other Management Occupations [if var11_9013_medianPay >= minSalary & (riskTolerance === 'high' | var11_9013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9013_highAIRisk === "low" | var11_9013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9013_highAIRisk === "low"))] > [[Farmers, Ranchers, and Other Agricultural Managers->11-9013-Detailed]] [continued] [if var11_9021_medianPay >= minSalary & (riskTolerance === 'high' | var11_9021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9021_highAIRisk === "low" | var11_9021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9021_highAIRisk === "low"))] > [[Construction Managers->11-9021-Detailed]] [continued] [if var11_9030_MaxSalaryInBroad >= minSalary] > [[Education and Childcare Administrators->11-9030-Broad]] [continued] [if var11_9041_medianPay >= minSalary & (riskTolerance === 'high' | var11_9041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9041_highAIRisk === "low" | var11_9041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9041_highAIRisk === "low"))] > [[Architectural and Engineering Managers->11-9041-Detailed]] [continued] [if var11_9051_medianPay >= minSalary & (riskTolerance === 'high' | var11_9051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9051_highAIRisk === "low" | var11_9051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9051_highAIRisk === "low"))] > [[Food Service Managers->11-9051-Detailed]] [continued] [if var11_9070_MaxSalaryInBroad >= minSalary] > [[Entertainment and Recreation Managers->11-9070-Broad]] [continued] [if var11_9081_medianPay >= minSalary & (riskTolerance === 'high' | var11_9081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9081_highAIRisk === "low" | var11_9081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9081_highAIRisk === "low"))] > [[Lodging Managers->11-9081-Detailed]] [continued] > [[Back->11-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Architects, Except Landscape and Naval ## AI Risk Level: low ## Definition: Plan and design structures, such as private residences, office buildings, theaters, factories, and other structural property. Excludes "Landscape Architects" (17-1012) and "Marine Engineers and Naval Architects" (17-2121). > [[Video Version->17-1011-Video]] > [[What They Do->17-1011-WhatTheyDo-1]] > [[Work Environment->17-1011-WorkEnvironment-1]] > [[How to Become One->17-1011-HowToBecomeOne-1]] > [[Pay->17-1011-Pay-1]] > [[Job Outlook->17-1011-JobOutlook-1]] > [[Back->17-1010-Broad]]

config.header.center: "Broad" -- {embed passage: '11-9013-Variables'} # Farmers, Ranchers, and Other Agricultural Managers [if var11_9013_medianPay >= minSalary & (riskTolerance === 'high' | var11_9013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9013_highAIRisk === "low" | var11_9013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9013_highAIRisk === "low"))] > [[Farmers, Ranchers, and Other Agricultural Managers->11-9013-Detailed]] [continued] > [[Back->11-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Architectural and Civil Drafters ## AI Risk Level: low ## Definition: Prepare detailed drawings of architectural and structural features of buildings or drawings and topographical relief maps used in civil engineering projects, such as highways, bridges, and public works. Use knowledge of building materials, engineering practices, and mathematics to complete drawings. > [[Video Version->17-3011-Video]] > [[What They Do->17-3011-WhatTheyDo-1]] > [[Work Environment->17-3011-WorkEnvironment-1]] > [[How to Become One->17-3011-HowToBecomeOne-1]] > [[Pay->17-3011-Pay-1]] > [[Job Outlook->17-3011-JobOutlook-1]] > [[Back->17-3010-Broad]]

config.header.center: "Detailed" -- # Farmers, Ranchers, and Other Agricultural Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate the management or operation of farms, ranches, greenhouses, aquacultural operations, nurseries, timber tracts, or other agricultural establishments. May hire, train, and supervise farm workers or contract for services to carry out the day-to-day activities of the managed operation. May engage in or supervise planting, cultivating, harvesting, and financial and marketing activities. Excludes "First-Line Supervisors of Farming, Fishing, and Forestry Workers" (45-1011). > [[Video Version->11-9013-Video]] > [[What They Do->11-9013-WhatTheyDo-1]] > [[Work Environment->11-9013-WorkEnvironment-1]] > [[How to Become One->11-9013-HowToBecomeOne-1]] > [[Pay->11-9013-Pay-1]] > [[Job Outlook->11-9013-JobOutlook-1]] > [[Back->11-9000-Minor]]

config.header.center: "Detailed" -- # Architectural and Engineering Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate activities in such fields as architecture and engineering or research and development in these fields. Excludes "Natural Sciences Managers" (11-9121). > [[Video Version->11-9041-Video]] > [[What They Do->11-9041-WhatTheyDo-1]] > [[Work Environment->11-9041-WorkEnvironment-1]] > [[How to Become One->11-9041-HowToBecomeOne-1]] > [[Pay->11-9041-Pay-1]] > [[Job Outlook->11-9041-JobOutlook-1]] > [[Back->11-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '11-9021-Variables'} # Construction Managers [if var11_9021_medianPay >= minSalary & (riskTolerance === 'high' | var11_9021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9021_highAIRisk === "low" | var11_9021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9021_highAIRisk === "low"))] > [[Construction Managers->11-9021-Detailed]] [continued] > [[Back->11-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Architecture Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in architecture and architectural design, such as architectural environmental design, interior architecture/design, and landscape architecture. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1031-Video]] > [[What They Do->25-1031-WhatTheyDo-1]] > [[Work Environment->25-1031-WorkEnvironment-1]] > [[How to Become One->25-1031-HowToBecomeOne-1]] > [[Pay->25-1031-Pay-1]] > [[Job Outlook->25-1031-JobOutlook-1]] > [[Back->25-1030-Broad]]

config.header.center: "Detailed" -- # Construction Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate, usually through subordinate supervisory personnel, activities concerned with the construction and maintenance of structures, facilities, and systems. Participate in the conceptual development of a construction project and oversee its organization, scheduling, budgeting, and implementation. Includes managers in specialized construction fields, such as carpentry or plumbing. > [[Video Version->11-9021-Video]] > [[What They Do->11-9021-WhatTheyDo-1]] > [[Work Environment->11-9021-WorkEnvironment-1]] > [[How to Become One->11-9021-HowToBecomeOne-1]] > [[Pay->11-9021-Pay-1]] > [[Job Outlook->11-9021-JobOutlook-1]] > [[Back->11-9000-Minor]]

config.header.center: "Detailed" -- # Archivists ## AI Risk Level: low ## Definition: Appraise, edit, and direct safekeeping of permanent records and historically valuable documents. Participate in research activities based on archival materials. > [[Video Version->25-4011-Video]] > [[What They Do->25-4011-WhatTheyDo-1]] > [[Work Environment->25-4011-WorkEnvironment-1]] > [[How to Become One->25-4011-HowToBecomeOne-1]] > [[Pay->25-4011-Pay-1]] > [[Job Outlook->25-4011-JobOutlook-1]] > [[Back->25-4010-Broad]]

config.header.center: "Broad" -- {embed passage: '11-9031-Variables'} {embed passage: '11-9032-Variables'} {embed passage: '11-9033-Variables'} {embed passage: '11-9039-Variables'} # Education and Childcare Administrators [if var11_9031_medianPay >= minSalary & (riskTolerance === 'high' | var11_9031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9031_highAIRisk === "low" | var11_9031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9031_highAIRisk === "low"))] > [[Education and Childcare Administrators, Preschool and Daycare->11-9031-Detailed]] [continued] [if var11_9032_medianPay >= minSalary & (riskTolerance === 'high' | var11_9032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9032_highAIRisk === "low" | var11_9032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9032_highAIRisk === "low"))] > [[Education Administrators, Kindergarten through Secondary->11-9032-Detailed]] [continued] [if var11_9033_medianPay >= minSalary & (riskTolerance === 'high' | var11_9033_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9033_highAIRisk === "low" | var11_9033_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9033_highAIRisk === "low"))] > [[Education Administrators, Postsecondary->11-9033-Detailed]] [continued] [if var11_9039_medianPay >= minSalary & (riskTolerance === 'high' | var11_9039_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9039_highAIRisk === "low" | var11_9039_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9039_highAIRisk === "low"))] > [[Education Administrators, All Other->11-9039-Detailed]] [continued] > [[Back->11-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Area, Ethnic, and Cultural Studies Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses pertaining to the culture and development of an area, an ethnic group, or any other group, such as Latin American studies, women's studies, or urban affairs. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1062-Video]] > [[What They Do->25-1062-WhatTheyDo-1]] > [[Work Environment->25-1062-WorkEnvironment-1]] > [[How to Become One->25-1062-HowToBecomeOne-1]] > [[Pay->25-1062-Pay-1]] > [[Job Outlook->25-1062-JobOutlook-1]] > [[Back->25-1060-Broad]]

config.header.center: "Detailed" -- # Education and Childcare Administrators, Preschool and Daycare ## AI Risk Level: low ## Definition: Plan, direct, or coordinate academic or nonacademic activities of preschools or childcare centers and programs, including before- and after-school care. Excludes "Preschool Teachers, Except Special Education" (25-2011) and "Childcare Workers" (39-9011). > [[Video Version->11-9031-Video]] > [[What They Do->11-9031-WhatTheyDo-1]] > [[Work Environment->11-9031-WorkEnvironment-1]] > [[How to Become One->11-9031-HowToBecomeOne-1]] > [[Pay->11-9031-Pay-1]] > [[Job Outlook->11-9031-JobOutlook-1]] > [[Back->11-9030-Broad]]

config.header.center: "Detailed" -- # Art Directors ## AI Risk Level: low ## Definition: Formulate design concepts and presentation approaches for visual productions and media, such as print, broadcasting, video, and film. Direct workers engaged in artwork or layout design. Excludes "Set and Exhibit Designers" (27-1027). > [[Video Version->27-1011-Video]] > [[What They Do->27-1011-WhatTheyDo-1]] > [[Work Environment->27-1011-WorkEnvironment-1]] > [[How to Become One->27-1011-HowToBecomeOne-1]] > [[Pay->27-1011-Pay-1]] > [[Job Outlook->27-1011-JobOutlook-1]] > [[Back->27-1010-Broad]]

config.header.center: "Detailed" -- # Education Administrators, Kindergarten through Secondary ## AI Risk Level: low ## Definition: Plan, direct, or coordinate the academic, administrative, or auxiliary activities of kindergarten, elementary, or secondary schools. > [[Video Version->11-9032-Video]] > [[What They Do->11-9032-WhatTheyDo-1]] > [[Work Environment->11-9032-WorkEnvironment-1]] > [[How to Become One->11-9032-HowToBecomeOne-1]] > [[Pay->11-9032-Pay-1]] > [[Job Outlook->11-9032-JobOutlook-1]] > [[Back->11-9030-Broad]]

config.header.center: "Detailed" -- # Art, Drama, and Music Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in drama, music, and the arts including fine and applied art, such as painting and sculpture, or design and crafts. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1121-Video]] > [[What They Do->25-1121-WhatTheyDo-1]] > [[Work Environment->25-1121-WorkEnvironment-1]] > [[How to Become One->25-1121-HowToBecomeOne-1]] > [[Pay->25-1121-Pay-1]] > [[Job Outlook->25-1121-JobOutlook-1]] > [[Back->25-1120-Broad]]

config.header.center: "Detailed" -- # Education Administrators, Postsecondary ## AI Risk Level: low ## Definition: Plan, direct, or coordinate student instruction, administration, and services, as well as other research and educational activities, at postsecondary institutions, including universities, colleges, and junior and community colleges. > [[Video Version->11-9033-Video]] > [[What They Do->11-9033-WhatTheyDo-1]] > [[Work Environment->11-9033-WorkEnvironment-1]] > [[How to Become One->11-9033-HowToBecomeOne-1]] > [[Pay->11-9033-Pay-1]] > [[Job Outlook->11-9033-JobOutlook-1]] > [[Back->11-9030-Broad]]

config.header.center: "Detailed" -- # Fine Artists, Including Painters, Sculptors, and Illustrators ## AI Risk Level: moderate ## Definition: Create original artwork using any of a wide variety of media and techniques. > [[Video Version->27-1013-Video]] > [[What They Do->27-1013-WhatTheyDo-1]] > [[Work Environment->27-1013-WorkEnvironment-1]] > [[How to Become One->27-1013-HowToBecomeOne-1]] > [[Pay->27-1013-Pay-1]] > [[Job Outlook->27-1013-JobOutlook-1]] > [[Back->27-1010-Broad]]

config.header.center: "Detailed" -- # Education Administrators, All Other ## Definition: All education administrators not listed separately. > [[Back->11-9030-Broad]]

config.header.center: "Detailed" -- # Astronomers ## AI Risk Level: low ## Definition: Observe, research, and interpret astronomical phenomena to increase basic knowledge or apply such information to practical problems. > [[Video Version->19-2011-Video]] > [[What They Do->19-2011-WhatTheyDo-1]] > [[Work Environment->19-2011-WorkEnvironment-1]] > [[How to Become One->19-2011-HowToBecomeOne-1]] > [[Pay->19-2011-Pay-1]] > [[Job Outlook->19-2011-JobOutlook-1]] > [[Back->19-2010-Broad]]

config.header.center: "Broad" -- {embed passage: '11-9041-Variables'} # Architectural and Engineering Managers [if var11_9041_medianPay >= minSalary & (riskTolerance === 'high' | var11_9041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9041_highAIRisk === "low" | var11_9041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9041_highAIRisk === "low"))] > [[Architectural and Engineering Managers->11-9041-Detailed]] [continued] > [[Back->11-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Athletes and Sports Competitors ## AI Risk Level: low ## Definition: Compete in athletic events. > [[Video Version->27-2021-Video]] > [[What They Do->27-2021-WhatTheyDo-1]] > [[Work Environment->27-2021-WorkEnvironment-1]] > [[How to Become One->27-2021-HowToBecomeOne-1]] > [[Pay->27-2021-Pay-1]] > [[Job Outlook->27-2021-JobOutlook-1]] > [[Back->27-2020-Broad]]

config.header.center: "Detailed" -- # Athletic Trainers ## AI Risk Level: low ## Definition: Evaluate and treat musculoskeletal injuries or illnesses. Provide preventive, therapeutic, emergency, and rehabilitative care. Excludes "Physical Therapists" (29-1123). > [[Video Version->29-9091-Video]] > [[What They Do->29-9091-WhatTheyDo-1]] > [[Work Environment->29-9091-WorkEnvironment-1]] > [[How to Become One->29-9091-HowToBecomeOne-1]] > [[Pay->29-9091-Pay-1]] > [[Job Outlook->29-9091-JobOutlook-1]] > [[Back->29-9090-Broad]]

config.header.center: "Broad" -- {embed passage: '11-9051-Variables'} # Food Service Managers [if var11_9051_medianPay >= minSalary & (riskTolerance === 'high' | var11_9051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9051_highAIRisk === "low" | var11_9051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9051_highAIRisk === "low"))] > [[Food Service Managers->11-9051-Detailed]] [continued] > [[Back->11-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Atmospheric and Space Scientists ## AI Risk Level: low ## Definition: Investigate atmospheric phenomena and interpret meteorological data, gathered by surface and air stations, satellites, and radar to prepare reports and forecasts for public and other uses. Includes weather analysts and forecasters whose functions require the detailed knowledge of meteorology. > [[Video Version->19-2021-Video]] > [[What They Do->19-2021-WhatTheyDo-1]] > [[Work Environment->19-2021-WorkEnvironment-1]] > [[How to Become One->19-2021-HowToBecomeOne-1]] > [[Pay->19-2021-Pay-1]] > [[Job Outlook->19-2021-JobOutlook-1]] > [[Back->19-2000-Minor]]

config.header.center: "Detailed" -- # Food Service Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate activities of an organization or department that serves food and beverages. Excludes "Chefs and Head Cooks" (35-1011). > [[Video Version->11-9051-Video]] > [[What They Do->11-9051-WhatTheyDo-1]] > [[Work Environment->11-9051-WorkEnvironment-1]] > [[How to Become One->11-9051-HowToBecomeOne-1]] > [[Pay->11-9051-Pay-1]] > [[Job Outlook->11-9051-JobOutlook-1]] > [[Back->11-9000-Minor]]

config.header.center: "Detailed" -- # Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in the physical sciences, except chemistry and physics. Includes both teachers primarily engaged in teaching, and those who do a combination of teaching and research. > [[Video Version->25-1051-Video]] > [[What They Do->25-1051-WhatTheyDo-1]] > [[Work Environment->25-1051-WorkEnvironment-1]] > [[How to Become One->25-1051-HowToBecomeOne-1]] > [[Pay->25-1051-Pay-1]] > [[Job Outlook->25-1051-JobOutlook-1]] > [[Back->25-1050-Broad]]

config.header.center: "Broad" -- {embed passage: '11-9071-Variables'} {embed passage: '11-9072-Variables'} # Entertainment and Recreation Managers [if var11_9071_medianPay >= minSalary & (riskTolerance === 'high' | var11_9071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9071_highAIRisk === "low" | var11_9071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9071_highAIRisk === "low"))] > [[Gambling Managers->11-9071-Detailed]] [continued] [if var11_9072_medianPay >= minSalary & (riskTolerance === 'high' | var11_9072_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9072_highAIRisk === "low" | var11_9072_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9072_highAIRisk === "low"))] > [[Entertainment and Recreation Managers, Except Gambling->11-9072-Detailed]] [continued] > [[Back->11-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Audio and Video Technicians ## AI Risk Level: low ## Definition: Set up, maintain, and dismantle audio and video equipment, such as microphones, sound speakers, connecting wires and cables, sound and mixing boards, video cameras, video monitors and servers, and related electronic equipment for live or recorded events, such as concerts, meetings, conventions, presentations, podcasts, news conferences, and sporting events. Excludes "Sound Engineering Technicians" (27-4014), "Lighting Technicians" (27-4015), and "Audiovisual Equipment Installers and Repairers" (49-2097). > [[Video Version->27-4011-Video]] > [[What They Do->27-4011-WhatTheyDo-1]] > [[Work Environment->27-4011-WorkEnvironment-1]] > [[How to Become One->27-4011-HowToBecomeOne-1]] > [[Pay->27-4011-Pay-1]] > [[Job Outlook->27-4011-JobOutlook-1]] > [[Back->27-4010-Broad]]

config.header.center: "Detailed" -- # Gambling Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate gambling operations in a casino. May formulate house rules. > [[Video Version->11-9071-Video]] > [[What They Do->11-9071-WhatTheyDo-1]] > [[Work Environment->11-9071-WorkEnvironment-1]] > [[How to Become One->11-9071-HowToBecomeOne-1]] > [[Pay->11-9071-Pay-1]] > [[Job Outlook->11-9071-JobOutlook-1]] > [[Back->11-9070-Broad]]

config.header.center: "Detailed" -- # Audiologists ## AI Risk Level: low ## Definition: Assess and treat persons with hearing and related disorders. May fit hearing aids and provide auditory training. May perform research related to hearing problems. > [[Video Version->29-1181-Video]] > [[What They Do->29-1181-WhatTheyDo-1]] > [[Work Environment->29-1181-WorkEnvironment-1]] > [[How to Become One->29-1181-HowToBecomeOne-1]] > [[Pay->29-1181-Pay-1]] > [[Job Outlook->29-1181-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Entertainment and Recreation Managers, Except Gambling ## Definition: Plan, direct, or coordinate entertainment and recreational activities and operations of a recreational facility, including cruise ships and parks. > [[What They Do->11-9072-WhatTheyDo-1]] > [[Work Environment->11-9072-WorkEnvironment-1]] > [[How to Become One->11-9072-HowToBecomeOne-1]] > [[Pay->11-9072-Pay-1]] > [[Job Outlook->11-9072-JobOutlook-1]] > [[Back->11-9070-Broad]]

config.header.center: "Broad" -- {embed passage: '11-9081-Variables'} # Lodging Managers [if var11_9081_medianPay >= minSalary & (riskTolerance === 'high' | var11_9081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9081_highAIRisk === "low" | var11_9081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9081_highAIRisk === "low"))] > [[Lodging Managers->11-9081-Detailed]] [continued] > [[Back->11-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Lodging Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate activities of an organization or department that provides lodging and other accommodations. Excludes "Food Service Managers" (11-9051) in lodging establishments. > [[Video Version->11-9081-Video]] > [[What They Do->11-9081-WhatTheyDo-1]] > [[Work Environment->11-9081-WorkEnvironment-1]] > [[How to Become One->11-9081-HowToBecomeOne-1]] > [[Pay->11-9081-Pay-1]] > [[Job Outlook->11-9081-JobOutlook-1]] > [[Back->11-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '11-9111-Variables'} # Medical and Health Services Managers [if var11_9111_medianPay >= minSalary & (riskTolerance === 'high' | var11_9111_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9111_highAIRisk === "low" | var11_9111_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9111_highAIRisk === "low"))] > [[Medical and Health Services Managers->11-9111-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Medical and Health Services Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate medical and health services in hospitals, clinics, managed care organizations, public health agencies, or similar organizations. > [[Video Version->11-9111-Video]] > [[What They Do->11-9111-WhatTheyDo-1]] > [[Work Environment->11-9111-WorkEnvironment-1]] > [[How to Become One->11-9111-HowToBecomeOne-1]] > [[Pay->11-9111-Pay-1]] > [[Job Outlook->11-9111-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '11-9121-Variables'} # Natural Sciences Managers [if var11_9121_medianPay >= minSalary & (riskTolerance === 'high' | var11_9121_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9121_highAIRisk === "low" | var11_9121_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9121_highAIRisk === "low"))] > [[Natural Sciences Managers->11-9121-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Natural Sciences Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate activities in such fields as life sciences, physical sciences, mathematics, statistics, and research and development in these fields. Excludes "Computer and Information Systems Managers" (11-3021) and "Architecture and Engineering Managers" (11-9041). > [[Video Version->11-9121-Video]] > [[What They Do->11-9121-WhatTheyDo-1]] > [[Work Environment->11-9121-WorkEnvironment-1]] > [[How to Become One->11-9121-HowToBecomeOne-1]] > [[Pay->11-9121-Pay-1]] > [[Job Outlook->11-9121-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '11-9131-Variables'} # Postmasters and Mail Superintendents [if var11_9131_medianPay >= minSalary & (riskTolerance === 'high' | var11_9131_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9131_highAIRisk === "low" | var11_9131_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9131_highAIRisk === "low"))] > [[Postmasters and Mail Superintendents->11-9131-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Bailiffs ## AI Risk Level: low ## Definition: Maintain order in courts of law. > [[Video Version->33-3011-Video]] > [[What They Do->33-3011-WhatTheyDo-1]] > [[Work Environment->33-3011-WorkEnvironment-1]] > [[How to Become One->33-3011-HowToBecomeOne-1]] > [[Pay->33-3011-Pay-1]] > [[Job Outlook->33-3011-JobOutlook-1]] > [[Back->33-3010-Broad]]

config.header.center: "Detailed" -- # Postmasters and Mail Superintendents ## AI Risk Level: low ## Definition: Plan, direct, or coordinate operational, administrative, management, and support services of a U.S. post office; or coordinate activities of workers engaged in postal and related work in assigned post office. > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '11-9141-Variables'} # Property, Real Estate, and Community Association Managers [if var11_9141_medianPay >= minSalary & (riskTolerance === 'high' | var11_9141_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9141_highAIRisk === "low" | var11_9141_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9141_highAIRisk === "low"))] > [[Property, Real Estate, and Community Association Managers->11-9141-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Property, Real Estate, and Community Association Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate the selling, buying, leasing, or governance activities of commercial, industrial, or residential real estate properties. Includes managers of homeowner and condominium associations, rented or leased housing units, buildings, or land (including rights-of-way). > [[Video Version->11-9141-Video]] > [[What They Do->11-9141-WhatTheyDo-1]] > [[Work Environment->11-9141-WorkEnvironment-1]] > [[How to Become One->11-9141-HowToBecomeOne-1]] > [[Pay->11-9141-Pay-1]] > [[Job Outlook->11-9141-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Bartenders ## AI Risk Level: low ## Definition: Mix and serve drinks to patrons, directly or through waitstaff. > [[Video Version->35-3011-Video]] > [[What They Do->35-3011-WhatTheyDo-1]] > [[Work Environment->35-3011-WorkEnvironment-1]] > [[How to Become One->35-3011-HowToBecomeOne-1]] > [[Pay->35-3011-Pay-1]] > [[Job Outlook->35-3011-JobOutlook-1]] > [[Back->35-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '11-9151-Variables'} # Social and Community Service Managers [if var11_9151_medianPay >= minSalary & (riskTolerance === 'high' | var11_9151_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9151_highAIRisk === "low" | var11_9151_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9151_highAIRisk === "low"))] > [[Social and Community Service Managers->11-9151-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Social and Community Service Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate the activities of a social service program or community outreach organization. Oversee the program or organization's budget and policies regarding participant involvement, program requirements, and benefits. Work may involve directing social workers, counselors, or probation officers. > [[Video Version->11-9151-Video]] > [[What They Do->11-9151-WhatTheyDo-1]] > [[Work Environment->11-9151-WorkEnvironment-1]] > [[How to Become One->11-9151-HowToBecomeOne-1]] > [[Pay->11-9151-Pay-1]] > [[Job Outlook->11-9151-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '11-9161-Variables'} # Emergency Management Directors [if var11_9161_medianPay >= minSalary & (riskTolerance === 'high' | var11_9161_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9161_highAIRisk === "low" | var11_9161_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9161_highAIRisk === "low"))] > [[Emergency Management Directors->11-9161-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Emergency Management Directors ## AI Risk Level: low ## Definition: Plan and direct disaster response or crisis management activities, provide disaster preparedness training, and prepare emergency plans and procedures for natural (e.g., hurricanes, floods, earthquakes), wartime, or technological (e.g., nuclear power plant emergencies or hazardous materials spills) disasters or hostage situations. > [[Video Version->11-9161-Video]] > [[What They Do->11-9161-WhatTheyDo-1]] > [[Work Environment->11-9161-WorkEnvironment-1]] > [[How to Become One->11-9161-HowToBecomeOne-1]] > [[Pay->11-9161-Pay-1]] > [[Job Outlook->11-9161-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Biochemists and Biophysicists ## AI Risk Level: low ## Definition: Study the chemical composition or physical principles of living cells and organisms, their electrical and mechanical energy, and related phenomena. May conduct research to further understanding of the complex chemical combinations and reactions involved in metabolism, reproduction, growth, and heredity. May determine the effects of foods, drugs, serums, hormones, and other substances on tissues and vital processes of living organisms. > [[Video Version->19-1021-Video]] > [[What They Do->19-1021-WhatTheyDo-1]] > [[Work Environment->19-1021-WorkEnvironment-1]] > [[How to Become One->19-1021-HowToBecomeOne-1]] > [[Pay->19-1021-Pay-1]] > [[Job Outlook->19-1021-JobOutlook-1]] > [[Back->19-1020-Broad]]

config.header.center: "Broad" -- {embed passage: '11-9171-Variables'} {embed passage: '11-9179-Variables'} # Personal Service Managers [if var11_9171_medianPay >= minSalary & (riskTolerance === 'high' | var11_9171_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9171_highAIRisk === "low" | var11_9171_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9171_highAIRisk === "low"))] > [[Funeral Home Managers->11-9171-Detailed]] [continued] [if var11_9179_medianPay >= minSalary & (riskTolerance === 'high' | var11_9179_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9179_highAIRisk === "low" | var11_9179_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9179_highAIRisk === "low"))] > [[Personal Service Managers, All Other->11-9179-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Bioengineers and Biomedical Engineers ## AI Risk Level: low ## Definition: Apply knowledge of engineering, biology, chemistry, computer science, and biomechanical principles to the design, development, and evaluation of biological, agricultural, and health systems and products, such as artificial organs, prostheses, instrumentation, medical information systems, and health management and care delivery systems. > [[Video Version->17-2031-Video]] > [[What They Do->17-2031-WhatTheyDo-1]] > [[Work Environment->17-2031-WorkEnvironment-1]] > [[How to Become One->17-2031-HowToBecomeOne-1]] > [[Pay->17-2031-Pay-1]] > [[Job Outlook->17-2031-JobOutlook-1]] > [[Back->17-2000-Minor]]

config.header.center: "Detailed" -- # Funeral Home Managers ## AI Risk Level: low ## Definition: Plan, direct, or coordinate the services or resources of funeral homes. Includes activities such as determining prices for services or merchandise and managing the facilities of funeral homes. Excludes "Morticians, Undertakers, and Funeral Arrangers" (39-4031). > [[Video Version->11-9171-Video]] > [[What They Do->11-9171-WhatTheyDo-1]] > [[Work Environment->11-9171-WorkEnvironment-1]] > [[How to Become One->11-9171-HowToBecomeOne-1]] > [[Pay->11-9171-Pay-1]] > [[Job Outlook->11-9171-JobOutlook-1]] > [[Back->11-9170-Broad]]

config.header.center: "Detailed" -- # Biological Science Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in biological sciences. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1042-Video]] > [[What They Do->25-1042-WhatTheyDo-1]] > [[Work Environment->25-1042-WorkEnvironment-1]] > [[How to Become One->25-1042-HowToBecomeOne-1]] > [[Pay->25-1042-Pay-1]] > [[Job Outlook->25-1042-JobOutlook-1]] > [[Back->25-1040-Broad]]

config.header.center: "Detailed" -- # Personal Service Managers, All Other ## Definition: All personal service managers not listed separately. Excludes "Financial Specialists" (13-2000). Daycare Managers are included in Education and Childcare Administrators, Preschool and Daycare (11-9031). > [[Back->11-9170-Broad]]

config.header.center: "Detailed" -- # Biological Technicians ## AI Risk Level: moderate ## Definition: Assist biological and medical scientists. Set up, operate, and maintain laboratory instruments and equipment, monitor experiments, collect data and samples, make observations, and calculate and record results. May analyze organic substances, such as blood, food, and drugs. > [[Video Version->19-4021-Video]] > [[What They Do->19-4021-WhatTheyDo-1]] > [[Work Environment->19-4021-WorkEnvironment-1]] > [[How to Become One->19-4021-HowToBecomeOne-1]] > [[Pay->19-4021-Pay-1]] > [[Job Outlook->19-4021-JobOutlook-1]] > [[Back->19-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '11-9199-Variables'} # Miscellaneous Managers [if var11_9199_medianPay >= minSalary & (riskTolerance === 'high' | var11_9199_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var11_9199_highAIRisk === "low" | var11_9199_highAIRisk === "moderate")) | (riskTolerance === 'low' & var11_9199_highAIRisk === "low"))] > [[Managers, All Other->11-9199-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Managers, All Other ## Definition: All managers not listed separately. > [[Back->-Minor]]

config.header.center: "Major" -- {embed passage: '13-1000-Variables'} {embed passage: '13-2000-Variables'} # Business and Financial Operations Occupations [if var13_1000_MaxSalaryInMinor >= minSalary] > [[Business Operations Specialists->13-1000-Minor]] [continued] [if var13_2000_MaxSalaryInMinor >= minSalary] > [[Financial Specialists->13-2000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '13-1010-Variables'} {embed passage: '13-1011-Variables'} {embed passage: '13-1020-Variables'} {embed passage: '13-1021-Variables'} {embed passage: '13-1022-Variables'} {embed passage: '13-1023-Variables'} {embed passage: '13-1030-Variables'} {embed passage: '13-1031-Variables'} {embed passage: '13-1032-Variables'} {embed passage: '13-1040-Variables'} {embed passage: '13-1041-Variables'} {embed passage: '13-1050-Variables'} {embed passage: '13-1051-Variables'} {embed passage: '13-1070-Variables'} {embed passage: '13-1071-Variables'} {embed passage: '13-1074-Variables'} {embed passage: '13-1075-Variables'} {embed passage: '13-1080-Variables'} {embed passage: '13-1081-Variables'} {embed passage: '13-1082-Variables'} # Business Operations Specialists [if var13_1011_medianPay >= minSalary & (riskTolerance === 'high' | var13_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1011_highAIRisk === "low" | var13_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1011_highAIRisk === "low"))] > [[Agents and Business Managers of Artists, Performers, and Athletes->13-1011-Detailed]] [continued] [if var13_1020_MaxSalaryInBroad >= minSalary] > [[Buyers and Purchasing Agents->13-1020-Broad]] [continued] [if var13_1030_MaxSalaryInBroad >= minSalary] > [[Claims Adjusters, Appraisers, Examiners, and Investigators->13-1030-Broad]] [continued] [if var13_1041_medianPay >= minSalary & (riskTolerance === 'high' | var13_1041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1041_highAIRisk === "low" | var13_1041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1041_highAIRisk === "low"))] > [[Compliance Officers->13-1041-Detailed]] [continued] [if var13_1051_medianPay >= minSalary & (riskTolerance === 'high' | var13_1051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1051_highAIRisk === "low" | var13_1051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1051_highAIRisk === "low"))] > [[Cost Estimators->13-1051-Detailed]] [continued] [if var13_1070_MaxSalaryInBroad >= minSalary] > [[Human Resources Workers->13-1070-Broad]] [continued] [if var13_1080_MaxSalaryInBroad >= minSalary] > [[Logisticians and Project Management Specialists->13-1080-Broad]] [continued] > [[Back->13-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '13-1011-Variables'} # Agents and Business Managers of Artists, Performers, and Athletes [if var13_1011_medianPay >= minSalary & (riskTolerance === 'high' | var13_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1011_highAIRisk === "low" | var13_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1011_highAIRisk === "low"))] > [[Agents and Business Managers of Artists, Performers, and Athletes->13-1011-Detailed]] [continued] > [[Back->13-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Broadcast Announcers and Radio Disc Jockeys ## AI Risk Level: low ## Definition: Speak or read from scripted materials, such as news reports or commercial messages, on radio, television, or other communications media. May play and queue music, announce artist or title of performance, identify station, or interview guests. Excludes "News Analysts, Reporters, and Journalists" (27-3023). > [[Video Version->27-3011-Video]] > [[What They Do->27-3011-WhatTheyDo-1]] > [[Work Environment->27-3011-WorkEnvironment-1]] > [[How to Become One->27-3011-HowToBecomeOne-1]] > [[Pay->27-3011-Pay-1]] > [[Job Outlook->27-3011-JobOutlook-1]] > [[Back->27-3000-Minor]]

config.header.center: "Detailed" -- # Broadcast Technicians ## AI Risk Level: moderate ## Definition: Set up, operate, and maintain the electronic equipment used to acquire, edit, and transmit audio and video for radio or television programs. Control and adjust incoming and outgoing broadcast signals to regulate sound volume, signal strength, and signal clarity. Operate satellite, microwave, or other transmitter equipment to broadcast radio or television programs. > [[Video Version->27-4012-Video]] > [[What They Do->27-4012-WhatTheyDo-1]] > [[Work Environment->27-4012-WorkEnvironment-1]] > [[How to Become One->27-4012-HowToBecomeOne-1]] > [[Pay->27-4012-Pay-1]] > [[Job Outlook->27-4012-JobOutlook-1]] > [[Back->27-4010-Broad]]

config.header.center: "Broad" -- {embed passage: '13-1021-Variables'} {embed passage: '13-1022-Variables'} {embed passage: '13-1023-Variables'} # Buyers and Purchasing Agents [if var13_1021_medianPay >= minSalary & (riskTolerance === 'high' | var13_1021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1021_highAIRisk === "low" | var13_1021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1021_highAIRisk === "low"))] > [[Buyers and Purchasing Agents, Farm Products->13-1021-Detailed]] [continued] [if var13_1022_medianPay >= minSalary & (riskTolerance === 'high' | var13_1022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1022_highAIRisk === "low" | var13_1022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1022_highAIRisk === "low"))] > [[Wholesale and Retail Buyers, Except Farm Products->13-1022-Detailed]] [continued] [if var13_1023_medianPay >= minSalary & (riskTolerance === 'high' | var13_1023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1023_highAIRisk === "low" | var13_1023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1023_highAIRisk === "low"))] > [[Purchasing Agents, Except Wholesale, Retail, and Farm Products->13-1023-Detailed]] [continued] > [[Back->13-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Buyers and Purchasing Agents, Farm Products ## AI Risk Level: low ## Definition: Purchase farm products either for further processing or resale. Includes tree farm contractors, grain brokers and market operators, grain buyers, and tobacco buyers. May negotiate contracts. > [[Back->13-1020-Broad]]

config.header.center: "Detailed" -- # Budget Analysts ## AI Risk Level: high ## Definition: Examine budget estimates for completeness, accuracy, and conformance with procedures and regulations. Analyze budgeting and accounting reports. Excludes "Financial and Investment Analysts" (13-2051). > [[Video Version->13-2031-Video]] > [[What They Do->13-2031-WhatTheyDo-1]] > [[Work Environment->13-2031-WorkEnvironment-1]] > [[How to Become One->13-2031-HowToBecomeOne-1]] > [[Pay->13-2031-Pay-1]] > [[Job Outlook->13-2031-JobOutlook-1]] > [[Back->13-2000-Minor]]

config.header.center: "Detailed" -- # Wholesale and Retail Buyers, Except Farm Products ## AI Risk Level: low ## Definition: Buy merchandise or commodities, other than farm products, for resale to consumers at the wholesale or retail level, including both durable and nondurable goods. Analyze past buying trends, sales records, price, and quality of merchandise to determine value and yield. Select, order, and authorize payment for merchandise according to contractual agreements. May conduct meetings with sales personnel and introduce new products. May negotiate contracts. Includes assistant wholesale and retail buyers of nonfarm products. Excludes "Procurement Clerks" (43-3061). > [[Back->13-1020-Broad]]

config.header.center: "Detailed" -- # Purchasing Agents, Except Wholesale, Retail, and Farm Products ## AI Risk Level: low ## Definition: Purchase machinery, equipment, tools, parts, supplies, or services necessary for the operation of an establishment. Purchase raw or semifinished materials for manufacturing. May negotiate contracts. Excludes "Buyers and Purchasing Agents, Farm Products" (13-1021) and "Wholesale and Retail Buyers, Except Farm Products" (13-1022). > [[Back->13-1020-Broad]]

config.header.center: "Broad" -- {embed passage: '13-1031-Variables'} {embed passage: '13-1032-Variables'} # Claims Adjusters, Appraisers, Examiners, and Investigators [if var13_1031_medianPay >= minSalary & (riskTolerance === 'high' | var13_1031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1031_highAIRisk === "low" | var13_1031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1031_highAIRisk === "low"))] > [[Claims Adjusters, Examiners, and Investigators->13-1031-Detailed]] [continued] [if var13_1032_medianPay >= minSalary & (riskTolerance === 'high' | var13_1032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1032_highAIRisk === "low" | var13_1032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1032_highAIRisk === "low"))] > [[Insurance Appraisers, Auto Damage->13-1032-Detailed]] [continued] > [[Back->13-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Claims Adjusters, Examiners, and Investigators ## AI Risk Level: moderate ## Definition: Review settled claims to determine that payments and settlements are made in accordance with company practices and procedures. Confer with legal counsel on claims requiring litigation. May also settle insurance claims. Excludes "Fire Inspectors and Investigators" (33-2021). > [[Video Version->13-1031-Video]] > [[What They Do->13-1031-WhatTheyDo-1]] > [[Work Environment->13-1031-WorkEnvironment-1]] > [[How to Become One->13-1031-HowToBecomeOne-1]] > [[Pay->13-1031-Pay-1]] > [[Job Outlook->13-1031-JobOutlook-1]] > [[Back->13-1030-Broad]]

config.header.center: "Detailed" -- # Business Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in business administration and management, such as accounting, finance, human resources, labor and industrial relations, marketing, and operations research. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1011-Video]] > [[What They Do->25-1011-WhatTheyDo-1]] > [[Work Environment->25-1011-WorkEnvironment-1]] > [[How to Become One->25-1011-HowToBecomeOne-1]] > [[Pay->25-1011-Pay-1]] > [[Job Outlook->25-1011-JobOutlook-1]] > [[Back->25-1000-Minor]]

config.header.center: "Detailed" -- # Insurance Appraisers, Auto Damage ## AI Risk Level: moderate ## Definition: Appraise automobile or other vehicle damage to determine repair costs for insurance claim settlement. Prepare insurance forms to indicate repair cost or cost estimates and recommendations. May seek agreement with automotive repair shop on repair costs. > [[Video Version->13-1032-Video]] > [[What They Do->13-1032-WhatTheyDo-1]] > [[Work Environment->13-1032-WorkEnvironment-1]] > [[How to Become One->13-1032-HowToBecomeOne-1]] > [[Pay->13-1032-Pay-1]] > [[Job Outlook->13-1032-JobOutlook-1]] > [[Back->13-1030-Broad]]

config.header.center: "Broad" -- {embed passage: '13-1041-Variables'} # Compliance Officers [if var13_1041_medianPay >= minSalary & (riskTolerance === 'high' | var13_1041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1041_highAIRisk === "low" | var13_1041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1041_highAIRisk === "low"))] > [[Compliance Officers->13-1041-Detailed]] [continued] > [[Back->13-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Compliance Officers ## AI Risk Level: low ## Definition: Examine, evaluate, and investigate eligibility for or conformity with laws and regulations governing contract compliance of licenses and permits, and perform other compliance and enforcement inspection and analysis activities not classified elsewhere. Excludes "Financial Examiners" (13-2061), "Tax Examiners and Collectors, and Revenue Agents" (13-2081), "Occupational Health and Safety Specialists" (19-5011), "Occupational Health and Safety Technicians" (19-5012), "Transportation Security Screeners" (33-9093), "Agricultural Inspectors" (45-2011), "Construction and Building Inspectors" (47-4011), and "Transportation Inspectors" (53-6051). > [[Video Version->13-1041-Video]] > [[What They Do->13-1041-WhatTheyDo-1]] > [[Work Environment->13-1041-WorkEnvironment-1]] > [[How to Become One->13-1041-HowToBecomeOne-1]] > [[Pay->13-1041-Pay-1]] > [[Job Outlook->13-1041-JobOutlook-1]] > [[Back->13-1000-Minor]]

config.header.center: "Broad" -- {embed passage: '13-1051-Variables'} # Cost Estimators [if var13_1051_medianPay >= minSalary & (riskTolerance === 'high' | var13_1051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1051_highAIRisk === "low" | var13_1051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1051_highAIRisk === "low"))] > [[Cost Estimators->13-1051-Detailed]] [continued] > [[Back->13-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Cost Estimators ## AI Risk Level: low ## Definition: Prepare cost estimates for product manufacturing, construction projects, or services to aid management in bidding on or determining price of product or service. May specialize according to particular service performed or type of product manufactured. > [[Video Version->13-1051-Video]] > [[What They Do->13-1051-WhatTheyDo-1]] > [[Work Environment->13-1051-WorkEnvironment-1]] > [[How to Become One->13-1051-HowToBecomeOne-1]] > [[Pay->13-1051-Pay-1]] > [[Job Outlook->13-1051-JobOutlook-1]] > [[Back->13-1000-Minor]]

config.header.center: "Detailed" -- # Camera Operators, Television, Video, and Film ## AI Risk Level: low ## Definition: Operate television, video, or film camera to record images or scenes for television, video, or film productions. > [[Video Version->27-4031-Video]] > [[What They Do->27-4031-WhatTheyDo-1]] > [[Work Environment->27-4031-WorkEnvironment-1]] > [[How to Become One->27-4031-HowToBecomeOne-1]] > [[Pay->27-4031-Pay-1]] > [[Job Outlook->27-4031-JobOutlook-1]] > [[Back->27-4030-Broad]]

config.header.center: "Broad" -- {embed passage: '13-1071-Variables'} {embed passage: '13-1074-Variables'} {embed passage: '13-1075-Variables'} # Human Resources Workers [if var13_1071_medianPay >= minSalary & (riskTolerance === 'high' | var13_1071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1071_highAIRisk === "low" | var13_1071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1071_highAIRisk === "low"))] > [[Human Resources Specialists->13-1071-Detailed]] [continued] [if var13_1074_medianPay >= minSalary & (riskTolerance === 'high' | var13_1074_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1074_highAIRisk === "low" | var13_1074_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1074_highAIRisk === "low"))] > [[Farm Labor Contractors->13-1074-Detailed]] [continued] [if var13_1075_medianPay >= minSalary & (riskTolerance === 'high' | var13_1075_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1075_highAIRisk === "low" | var13_1075_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1075_highAIRisk === "low"))] > [[Labor Relations Specialists->13-1075-Detailed]] [continued] > [[Back->13-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Human Resources Specialists ## AI Risk Level: low ## Definition: Recruit, screen, interview, or place individuals within an organization. May perform other activities in multiple human resources areas. Excludes "Compensation, Benefits, and Job Analysis Specialists" (13-1141) and "Training and Development Specialists" (13-1151). > [[Video Version->13-1071-Video]] > [[What They Do->13-1071-WhatTheyDo-1]] > [[Work Environment->13-1071-WorkEnvironment-1]] > [[How to Become One->13-1071-HowToBecomeOne-1]] > [[Pay->13-1071-Pay-1]] > [[Job Outlook->13-1071-JobOutlook-1]] > [[Back->13-1070-Broad]]

config.header.center: "Detailed" -- # Cardiovascular Technologists and Technicians ## AI Risk Level: low ## Definition: Conduct tests on pulmonary or cardiovascular systems of patients for diagnostic, therapeutic, or research purposes. May conduct or assist in electrocardiograms, cardiac catheterizations, pulmonary functions, lung capacity, and similar tests. > [[Video Version->29-2031-Video]] > [[What They Do->29-2031-WhatTheyDo-1]] > [[Work Environment->29-2031-WorkEnvironment-1]] > [[How to Become One->29-2031-HowToBecomeOne-1]] > [[Pay->29-2031-Pay-1]] > [[Job Outlook->29-2031-JobOutlook-1]] > [[Back->29-2030-Broad]]

config.header.center: "Detailed" -- # Farm Labor Contractors ## AI Risk Level: high ## Definition: Recruit and hire seasonal or temporary agricultural laborers. May transport, house, and provide meals for workers. > [[Back->13-1070-Broad]]

config.header.center: "Detailed" -- # Career/Technical Education Teachers, Middle School ## AI Risk Level: low ## Definition: Teach occupational, vocational, career, or technical subjects to students at the middle, intermediate, or junior high school level. Excludes "Special Education Teachers" (25-2050) and "Substitute Teachers, Short-Term" (25-3031). > [[Video Version->25-2023-Video]] > [[What They Do->25-2023-WhatTheyDo-1]] > [[Work Environment->25-2023-WorkEnvironment-1]] > [[How to Become One->25-2023-HowToBecomeOne-1]] > [[Pay->25-2023-Pay-1]] > [[Job Outlook->25-2023-JobOutlook-1]] > [[Back->25-2020-Broad]]

config.header.center: "Detailed" -- # Labor Relations Specialists ## AI Risk Level: low ## Definition: Resolve disputes between workers and managers, negotiate collective bargaining agreements, or coordinate grievance procedures to handle employee complaints. Excludes equal employment opportunity (EEO) officers, who are included in "Compliance Officers" (13-1041). > [[Video Version->13-1075-Video]] > [[What They Do->13-1075-WhatTheyDo-1]] > [[Work Environment->13-1075-WorkEnvironment-1]] > [[How to Become One->13-1075-HowToBecomeOne-1]] > [[Pay->13-1075-Pay-1]] > [[Job Outlook->13-1075-JobOutlook-1]] > [[Back->13-1070-Broad]]

config.header.center: "Detailed" -- # Career/Technical Education Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach vocational courses intended to provide occupational training below the baccalaureate level in subjects such as construction, mechanics/repair, manufacturing, transportation, or cosmetology, primarily to students who have graduated from or left high school. Teaching takes place in public or private schools whose primary business is academic or vocational education. Excludes "Training and Development Specialists" (13-1151), "Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors" (25-3011), and postsecondary teachers classified elsewhere in the 25-1000 minor group. Flight instructors are included with "Aircraft Pilots and Flight Engineers" (53-2010). > [[Video Version->25-1194-Video]] > [[What They Do->25-1194-WhatTheyDo-1]] > [[Work Environment->25-1194-WorkEnvironment-1]] > [[How to Become One->25-1194-HowToBecomeOne-1]] > [[Pay->25-1194-Pay-1]] > [[Job Outlook->25-1194-JobOutlook-1]] > [[Back->25-1190-Broad]]

config.header.center: "Broad" -- {embed passage: '13-1081-Variables'} {embed passage: '13-1082-Variables'} # Logisticians and Project Management Specialists [if var13_1081_medianPay >= minSalary & (riskTolerance === 'high' | var13_1081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1081_highAIRisk === "low" | var13_1081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1081_highAIRisk === "low"))] > [[Logisticians->13-1081-Detailed]] [continued] [if var13_1082_medianPay >= minSalary & (riskTolerance === 'high' | var13_1082_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1082_highAIRisk === "low" | var13_1082_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1082_highAIRisk === "low"))] > [[Project Management Specialists->13-1082-Detailed]] [continued] > [[Back->13-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Career/Technical Education Teachers, Secondary School ## AI Risk Level: low ## Definition: Teach occupational, vocational, career, or technical subjects to students at the secondary school level. Excludes "Special Education Teachers" (25-2050), and "Substitute Teachers, Short-Term" (25-3031). > [[Video Version->25-2032-Video]] > [[What They Do->25-2032-WhatTheyDo-1]] > [[Work Environment->25-2032-WorkEnvironment-1]] > [[How to Become One->25-2032-HowToBecomeOne-1]] > [[Pay->25-2032-Pay-1]] > [[Job Outlook->25-2032-JobOutlook-1]] > [[Back->25-2030-Broad]]

config.header.center: "Detailed" -- # Logisticians ## AI Risk Level: low ## Definition: Analyze and coordinate the ongoing logistical functions of a firm or organization. Responsible for the entire life cycle of a product, including acquisition, distribution, internal allocation, delivery, and final disposal of resources. Excludes "Transportation, Storage, and Distribution Managers" (11-3071) and "Project Management Specialists" (13-1082). > [[Video Version->13-1081-Video]] > [[What They Do->13-1081-WhatTheyDo-1]] > [[Work Environment->13-1081-WorkEnvironment-1]] > [[How to Become One->13-1081-HowToBecomeOne-1]] > [[Pay->13-1081-Pay-1]] > [[Job Outlook->13-1081-JobOutlook-1]] > [[Back->13-1080-Broad]]

config.header.center: "Detailed" -- # Project Management Specialists ## Definition: Analyze and coordinate the schedule, timeline, procurement, staffing, and budget of a product or service on a per project basis. Lead and guide the work of technical staff. May serve as a point of contact for the client or customer. Excludes "Management Occupations" (11-0000), "Logisticians" (13-1081), "Meeting, Convention, and Event Planners" (13-1121), and "Production, Planning, and Expediting Clerks" (43-5061). > [[Video Version->13-1082-Video]] > [[What They Do->13-1082-WhatTheyDo-1]] > [[Work Environment->13-1082-WorkEnvironment-1]] > [[How to Become One->13-1082-HowToBecomeOne-1]] > [[Pay->13-1082-Pay-1]] > [[Job Outlook->13-1082-JobOutlook-1]] > [[Back->13-1080-Broad]]

config.header.center: "Broad" -- {embed passage: '13-1111-Variables'} # Management Analysts [if var13_1111_medianPay >= minSalary & (riskTolerance === 'high' | var13_1111_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1111_highAIRisk === "low" | var13_1111_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1111_highAIRisk === "low"))] > [[Management Analysts->13-1111-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Management Analysts ## AI Risk Level: low ## Definition: Conduct organizational studies and evaluations, design systems and procedures, conduct work simplification and measurement studies, and prepare operations and procedures manuals to assist management in operating more efficiently and effectively. Includes program analysts and management consultants. Excludes "Computer Systems Analysts" (15-1211) and "Operations Research Analysts" (15-2031). > [[Video Version->13-1111-Video]] > [[What They Do->13-1111-WhatTheyDo-1]] > [[Work Environment->13-1111-WorkEnvironment-1]] > [[How to Become One->13-1111-HowToBecomeOne-1]] > [[Pay->13-1111-Pay-1]] > [[Job Outlook->13-1111-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Cartographers and Photogrammetrists ## AI Risk Level: low ## Definition: Research, study, and prepare maps and other spatial data in digital or graphic form for one or more purposes, such as legal, social, political, educational, and design purposes. May work with Geographic Information Systems (GIS). May design and evaluate algorithms, data structures, and user interfaces for GIS and mapping systems. May collect, analyze, and interpret geographic information provided by geodetic surveys, aerial photographs, and satellite data. > [[Video Version->17-1021-Video]] > [[What They Do->17-1021-WhatTheyDo-1]] > [[Work Environment->17-1021-WorkEnvironment-1]] > [[How to Become One->17-1021-HowToBecomeOne-1]] > [[Pay->17-1021-Pay-1]] > [[Job Outlook->17-1021-JobOutlook-1]] > [[Back->17-1020-Broad]]

config.header.center: "Broad" -- {embed passage: '13-1121-Variables'} # Meeting, Convention, and Event Planners [if var13_1121_medianPay >= minSalary & (riskTolerance === 'high' | var13_1121_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1121_highAIRisk === "low" | var13_1121_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1121_highAIRisk === "low"))] > [[Meeting, Convention, and Event Planners->13-1121-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Meeting, Convention, and Event Planners ## AI Risk Level: low ## Definition: Coordinate activities of staff, convention personnel, or clients to make arrangements for group meetings, events, or conventions. > [[Video Version->13-1121-Video]] > [[What They Do->13-1121-WhatTheyDo-1]] > [[Work Environment->13-1121-WorkEnvironment-1]] > [[How to Become One->13-1121-HowToBecomeOne-1]] > [[Pay->13-1121-Pay-1]] > [[Job Outlook->13-1121-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '13-1131-Variables'} # Fundraisers [if var13_1131_medianPay >= minSalary & (riskTolerance === 'high' | var13_1131_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1131_highAIRisk === "low" | var13_1131_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1131_highAIRisk === "low"))] > [[Fundraisers->13-1131-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Chefs and Head Cooks ## AI Risk Level: low ## Definition: Direct and may participate in the preparation, seasoning, and cooking of salads, soups, fish, meats, vegetables, desserts, or other foods. May plan and price menu items, order supplies, and keep records and accounts. > [[Video Version->35-1011-Video]] > [[What They Do->35-1011-WhatTheyDo-1]] > [[Work Environment->35-1011-WorkEnvironment-1]] > [[How to Become One->35-1011-HowToBecomeOne-1]] > [[Pay->35-1011-Pay-1]] > [[Job Outlook->35-1011-JobOutlook-1]] > [[Back->35-1010-Broad]]

config.header.center: "Detailed" -- # Fundraisers ## AI Risk Level: low ## Definition: Organize activities to raise funds or otherwise solicit and gather monetary donations or other gifts for an organization. May design and produce promotional materials. May also raise awareness of the organization's work, goals, and financial needs. > [[What They Do->13-1131-WhatTheyDo-1]] > [[Work Environment->13-1131-WorkEnvironment-1]] > [[How to Become One->13-1131-HowToBecomeOne-1]] > [[Pay->13-1131-Pay-1]] > [[Job Outlook->13-1131-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Chemical Engineers ## AI Risk Level: low ## Definition: Design chemical plant equipment and devise processes for manufacturing chemicals and products, such as gasoline, synthetic rubber, plastics, detergents, cement, paper, and pulp, by applying principles and technology of chemistry, physics, and engineering. > [[Video Version->17-2041-Video]] > [[What They Do->17-2041-WhatTheyDo-1]] > [[Work Environment->17-2041-WorkEnvironment-1]] > [[How to Become One->17-2041-HowToBecomeOne-1]] > [[Pay->17-2041-Pay-1]] > [[Job Outlook->17-2041-JobOutlook-1]] > [[Back->17-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '13-1141-Variables'} # Compensation, Benefits, and Job Analysis Specialists [if var13_1141_medianPay >= minSalary & (riskTolerance === 'high' | var13_1141_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1141_highAIRisk === "low" | var13_1141_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1141_highAIRisk === "low"))] > [[Compensation, Benefits, and Job Analysis Specialists->13-1141-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Compensation, Benefits, and Job Analysis Specialists ## AI Risk Level: low ## Definition: Conduct programs of compensation and benefits and job analysis for employer. May specialize in specific areas, such as position classification and pension programs. > [[Video Version->13-1141-Video]] > [[What They Do->13-1141-WhatTheyDo-1]] > [[Work Environment->13-1141-WorkEnvironment-1]] > [[How to Become One->13-1141-HowToBecomeOne-1]] > [[Pay->13-1141-Pay-1]] > [[Job Outlook->13-1141-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '13-1151-Variables'} # Training and Development Specialists [if var13_1151_medianPay >= minSalary & (riskTolerance === 'high' | var13_1151_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1151_highAIRisk === "low" | var13_1151_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1151_highAIRisk === "low"))] > [[Training and Development Specialists->13-1151-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Chemical Technicians ## AI Risk Level: moderate ## Definition: Conduct chemical and physical laboratory tests to assist scientists in making qualitative and quantitative analyses of solids, liquids, and gaseous materials for research and development of new products or processes, quality control, maintenance of environmental standards, and other work involving experimental, theoretical, or practical application of chemistry and related sciences. > [[Video Version->19-4031-Video]] > [[What They Do->19-4031-WhatTheyDo-1]] > [[Work Environment->19-4031-WorkEnvironment-1]] > [[How to Become One->19-4031-HowToBecomeOne-1]] > [[Pay->19-4031-Pay-1]] > [[Job Outlook->19-4031-JobOutlook-1]] > [[Back->19-4000-Minor]]

config.header.center: "Detailed" -- # Training and Development Specialists ## AI Risk Level: low ## Definition: Design or conduct work-related training and development programs to improve individual skills or organizational performance. May analyze organizational training needs or evaluate training effectiveness. Excludes "Career/Technical Education Teachers, Postsecondary" (25-1194) and "Other Teachers and Instructors" (25-3000). Flight instructors are included with "Aircraft Pilots and Flight Engineers" (53-2010). > [[Video Version->13-1151-Video]] > [[What They Do->13-1151-WhatTheyDo-1]] > [[Work Environment->13-1151-WorkEnvironment-1]] > [[How to Become One->13-1151-HowToBecomeOne-1]] > [[Pay->13-1151-Pay-1]] > [[Job Outlook->13-1151-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Chemistry Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses pertaining to the chemical and physical properties and compositional changes of substances. Work may include providing instruction in the methods of qualitative and quantitative chemical analysis. Includes both teachers primarily engaged in teaching, and those who do a combination of teaching and research. Excludes "Biological Science Teachers, Postsecondary" (25-1042) who teach biochemistry. > [[Video Version->25-1052-Video]] > [[What They Do->25-1052-WhatTheyDo-1]] > [[Work Environment->25-1052-WorkEnvironment-1]] > [[How to Become One->25-1052-HowToBecomeOne-1]] > [[Pay->25-1052-Pay-1]] > [[Job Outlook->25-1052-JobOutlook-1]] > [[Back->25-1050-Broad]]

config.header.center: "Broad" -- {embed passage: '13-1161-Variables'} # Market Research Analysts and Marketing Specialists [if var13_1161_medianPay >= minSalary & (riskTolerance === 'high' | var13_1161_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1161_highAIRisk === "low" | var13_1161_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1161_highAIRisk === "low"))] > [[Market Research Analysts and Marketing Specialists->13-1161-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Chemists ## AI Risk Level: low ## Definition: Conduct qualitative and quantitative chemical analyses or experiments in laboratories for quality or process control or to develop new products or knowledge. Excludes "Biochemists and Biophysicists" (19-1021) and "Geoscientists, Except Hydrologists and Geographers" (19-2042). > [[Video Version->19-2031-Video]] > [[What They Do->19-2031-WhatTheyDo-1]] > [[Work Environment->19-2031-WorkEnvironment-1]] > [[How to Become One->19-2031-HowToBecomeOne-1]] > [[Pay->19-2031-Pay-1]] > [[Job Outlook->19-2031-JobOutlook-1]] > [[Back->19-2030-Broad]]

config.header.center: "Detailed" -- # Market Research Analysts and Marketing Specialists ## AI Risk Level: low ## Definition: Research conditions in local, regional, national, or online markets. Gather information to determine potential sales of a product or service, or plan a marketing or advertising campaign. May gather information on competitors, prices, sales, and methods of marketing and distribution. May employ search marketing tactics, analyze web metrics, and develop recommendations to increase search engine ranking and visibility to target markets. Excludes "Web and Digital Interface Designers" (15-1255), "Art Directors" (27-1011), "Graphic Designers" (27-1024), and "Public Relations Specialists" (27-3031). > [[Video Version->13-1161-Video]] > [[What They Do->13-1161-WhatTheyDo-1]] > [[Work Environment->13-1161-WorkEnvironment-1]] > [[How to Become One->13-1161-HowToBecomeOne-1]] > [[Pay->13-1161-Pay-1]] > [[Job Outlook->13-1161-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '13-1199-Variables'} # Miscellaneous Business Operations Specialists [if var13_1199_medianPay >= minSalary & (riskTolerance === 'high' | var13_1199_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_1199_highAIRisk === "low" | var13_1199_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_1199_highAIRisk === "low"))] > [[Business Operations Specialists, All Other->13-1199-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Child, Family, and School Social Workers ## AI Risk Level: low ## Definition: Provide social services and assistance to improve the social and psychological functioning of children and their families and to maximize the family well-being and the academic functioning of children. May assist parents, arrange adoptions, and find foster homes for abandoned or abused children. In schools, they address such problems as teenage pregnancy, misbehavior, and truancy. May also advise teachers. > [[Video Version->21-1021-Video]] > [[What They Do->21-1021-WhatTheyDo-1]] > [[Work Environment->21-1021-WorkEnvironment-1]] > [[How to Become One->21-1021-HowToBecomeOne-1]] > [[Pay->21-1021-Pay-1]] > [[Job Outlook->21-1021-JobOutlook-1]] > [[Back->21-1020-Broad]]

config.header.center: "Detailed" -- # Business Operations Specialists, All Other ## Definition: All business operations specialists not listed separately. > [[Back->-Minor]]

config.header.center: "Minor" -- {embed passage: '13-2010-Variables'} {embed passage: '13-2011-Variables'} {embed passage: '13-2020-Variables'} {embed passage: '13-2022-Variables'} {embed passage: '13-2023-Variables'} {embed passage: '13-2030-Variables'} {embed passage: '13-2031-Variables'} {embed passage: '13-2040-Variables'} {embed passage: '13-2041-Variables'} {embed passage: '13-2050-Variables'} {embed passage: '13-2051-Variables'} {embed passage: '13-2052-Variables'} {embed passage: '13-2053-Variables'} {embed passage: '13-2054-Variables'} {embed passage: '13-2060-Variables'} {embed passage: '13-2061-Variables'} {embed passage: '13-2070-Variables'} {embed passage: '13-2071-Variables'} {embed passage: '13-2072-Variables'} {embed passage: '13-2080-Variables'} {embed passage: '13-2081-Variables'} {embed passage: '13-2082-Variables'} {embed passage: '13-2090-Variables'} {embed passage: '13-2099-Variables'} # Financial Specialists [if var13_2011_medianPay >= minSalary & (riskTolerance === 'high' | var13_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2011_highAIRisk === "low" | var13_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2011_highAIRisk === "low"))] > [[Accountants and Auditors->13-2011-Detailed]] [continued] [if var13_2020_MaxSalaryInBroad >= minSalary] > [[Property Appraisers and Assessors->13-2020-Broad]] [continued] [if var13_2031_medianPay >= minSalary & (riskTolerance === 'high' | var13_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2031_highAIRisk === "low" | var13_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2031_highAIRisk === "low"))] > [[Budget Analysts->13-2031-Detailed]] [continued] [if var13_2041_medianPay >= minSalary & (riskTolerance === 'high' | var13_2041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2041_highAIRisk === "low" | var13_2041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2041_highAIRisk === "low"))] > [[Credit Analysts->13-2041-Detailed]] [continued] [if var13_2050_MaxSalaryInBroad >= minSalary] > [[Financial Analysts and Advisors->13-2050-Broad]] [continued] [if var13_2061_medianPay >= minSalary & (riskTolerance === 'high' | var13_2061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2061_highAIRisk === "low" | var13_2061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2061_highAIRisk === "low"))] > [[Financial Examiners->13-2061-Detailed]] [continued] [if var13_2070_MaxSalaryInBroad >= minSalary] > [[Credit Counselors and Loan Officers->13-2070-Broad]] [continued] [if var13_2080_MaxSalaryInBroad >= minSalary] > [[Tax Examiners, Collectors and Preparers, and Revenue Agents->13-2080-Broad]] [continued] [if var13_2099_medianPay >= minSalary & (riskTolerance === 'high' | var13_2099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2099_highAIRisk === "low" | var13_2099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2099_highAIRisk === "low"))] > [[Financial Specialists, All Other->13-2099-Detailed]] [continued] > [[Back->13-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Chiropractors ## AI Risk Level: low ## Definition: Assess, treat, and care for patients by manipulation of spine and musculoskeletal system. May provide spinal adjustment or address sacral or pelvic misalignment. > [[Video Version->29-1011-Video]] > [[What They Do->29-1011-WhatTheyDo-1]] > [[Work Environment->29-1011-WorkEnvironment-1]] > [[How to Become One->29-1011-HowToBecomeOne-1]] > [[Pay->29-1011-Pay-1]] > [[Job Outlook->29-1011-JobOutlook-1]] > [[Back->29-1000-Minor]]

config.header.center: "Broad" -- {embed passage: '13-2011-Variables'} # Accountants and Auditors [if var13_2011_medianPay >= minSalary & (riskTolerance === 'high' | var13_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2011_highAIRisk === "low" | var13_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2011_highAIRisk === "low"))] > [[Accountants and Auditors->13-2011-Detailed]] [continued] > [[Back->13-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Choreographers ## AI Risk Level: low ## Definition: Create new dance routines. Rehearse performance of routines. May direct and stage presentations. > [[Video Version->27-2032-Video]] > [[What They Do->27-2032-WhatTheyDo-1]] > [[Work Environment->27-2032-WorkEnvironment-1]] > [[How to Become One->27-2032-HowToBecomeOne-1]] > [[Pay->27-2032-Pay-1]] > [[Job Outlook->27-2032-JobOutlook-1]] > [[Back->27-2030-Broad]]

config.header.center: "Detailed" -- # Civil Engineering Technologists and Technicians ## AI Risk Level: low ## Definition: Apply theory and principles of civil engineering in planning, designing, and overseeing construction and maintenance of structures and facilities under the direction of engineering staff or physical scientists. > [[Video Version->17-3022-Video]] > [[What They Do->17-3022-WhatTheyDo-1]] > [[Work Environment->17-3022-WorkEnvironment-1]] > [[How to Become One->17-3022-HowToBecomeOne-1]] > [[Pay->17-3022-Pay-1]] > [[Job Outlook->17-3022-JobOutlook-1]] > [[Back->17-3020-Broad]]

config.header.center: "Broad" -- {embed passage: '13-2022-Variables'} {embed passage: '13-2023-Variables'} # Property Appraisers and Assessors [if var13_2023_medianPay >= minSalary & (riskTolerance === 'high' | var13_2023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2023_highAIRisk === "low" | var13_2023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2023_highAIRisk === "low"))] > [[Appraisers and Assessors of Real Estate->13-2023-Detailed]] [continued] [if var13_2022_medianPay >= minSalary & (riskTolerance === 'high' | var13_2022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2022_highAIRisk === "low" | var13_2022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2022_highAIRisk === "low"))] > [[Appraisers of Personal and Business Property->13-2022-Detailed]] [continued] > [[Back->13-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Civil Engineers ## AI Risk Level: low ## Definition: Perform engineering duties in planning, designing, and overseeing construction and maintenance of building structures and facilities, such as roads, railroads, airports, bridges, harbors, channels, dams, irrigation projects, pipelines, power plants, and water and sewage systems. Includes architectural, structural, traffic, and geotechnical engineers. Excludes "Hydrologists" (19-2043). > [[Video Version->17-2051-Video]] > [[What They Do->17-2051-WhatTheyDo-1]] > [[Work Environment->17-2051-WorkEnvironment-1]] > [[How to Become One->17-2051-HowToBecomeOne-1]] > [[Pay->17-2051-Pay-1]] > [[Job Outlook->17-2051-JobOutlook-1]] > [[Back->17-2000-Minor]]

config.header.center: "Detailed" -- # Appraisers of Personal and Business Property ## Definition: Appraise and estimate the fair value of tangible personal or business property, such as jewelry, art, antiques, collectibles, and equipment. Includes workers who appraise both personal and business property as well as real estate. May also appraise land. Excludes "Claims Adjusters, Examiners, and Investigators" (13-1031), "Insurance Appraisers, Auto Damage" (13-1032), "Appraisers and Assessors of Real Estate" (13-2023), and "Tax Examiners and Collectors, and Revenue Agents" (13-2081). > [[Back->13-2020-Broad]]

config.header.center: "Broad" -- {embed passage: '13-2031-Variables'} # Budget Analysts [if var13_2031_medianPay >= minSalary & (riskTolerance === 'high' | var13_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2031_highAIRisk === "low" | var13_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2031_highAIRisk === "low"))] > [[Budget Analysts->13-2031-Detailed]] [continued] > [[Back->13-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Clergy ## AI Risk Level: low ## Definition: Conduct religious worship and perform other spiritual functions associated with beliefs and practices of religious faith or denomination. Provide spiritual and moral guidance and assistance to members. > [[Back->21-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '13-2041-Variables'} # Credit Analysts [if var13_2041_medianPay >= minSalary & (riskTolerance === 'high' | var13_2041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2041_highAIRisk === "low" | var13_2041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2041_highAIRisk === "low"))] > [[Credit Analysts->13-2041-Detailed]] [continued] > [[Back->13-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Clinical and Counseling Psychologists ## AI Risk Level: low ## Definition: Assess, diagnose, and treat mental and emotional disorders of individuals through observation, interview, and psychological tests. Help individuals with distress or maladjustment understand their problems through their knowledge of case history, interviews with patients, and theory. Provide individual or group counseling services to assist individuals in achieving more effective personal, social, educational, and vocational development and adjustment. May design behavior modification programs and consult with medical personnel regarding the best treatment for patients. Excludes "Psychiatrists" (29-1223). > [[Video Version->19-3033-Video]] > [[What They Do->19-3033-WhatTheyDo-1]] > [[Work Environment->19-3033-WorkEnvironment-1]] > [[How to Become One->19-3033-HowToBecomeOne-1]] > [[Pay->19-3033-Pay-1]] > [[Job Outlook->19-3033-JobOutlook-1]] > [[Back->19-3030-Broad]]

config.header.center: "Detailed" -- # Credit Analysts ## AI Risk Level: high ## Definition: Analyze credit data and financial statements of individuals or firms to determine the degree of risk involved in extending credit or lending money. Prepare reports with credit information for use in decisionmaking. Excludes "Financial Risk Specialists" (13-2054). > [[Back->13-2000-Minor]]

config.header.center: "Detailed" -- # Coaches and Scouts ## AI Risk Level: low ## Definition: Instruct or coach groups or individuals in the fundamentals of sports for the primary purpose of competition. Demonstrate techniques and methods of participation. May evaluate athletes' strengths and weaknesses as possible recruits or to improve the athletes' technique to prepare them for competition. Those required to hold teaching certifications should be reported in the appropriate teaching category. Excludes "Athletic Trainers" (29-9091). > [[Video Version->27-2022-Video]] > [[What They Do->27-2022-WhatTheyDo-1]] > [[Work Environment->27-2022-WorkEnvironment-1]] > [[How to Become One->27-2022-HowToBecomeOne-1]] > [[Pay->27-2022-Pay-1]] > [[Job Outlook->27-2022-JobOutlook-1]] > [[Back->27-2020-Broad]]

config.header.center: "Broad" -- {embed passage: '13-2051-Variables'} {embed passage: '13-2052-Variables'} {embed passage: '13-2053-Variables'} {embed passage: '13-2054-Variables'} # Financial Analysts and Advisors [if var13_2051_medianPay >= minSalary & (riskTolerance === 'high' | var13_2051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2051_highAIRisk === "low" | var13_2051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2051_highAIRisk === "low"))] > [[Financial and Investment Analysts->13-2051-Detailed]] [continued] [if var13_2052_medianPay >= minSalary & (riskTolerance === 'high' | var13_2052_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2052_highAIRisk === "low" | var13_2052_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2052_highAIRisk === "low"))] > [[Personal Financial Advisors->13-2052-Detailed]] [continued] [if var13_2053_medianPay >= minSalary & (riskTolerance === 'high' | var13_2053_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2053_highAIRisk === "low" | var13_2053_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2053_highAIRisk === "low"))] > [[Insurance Underwriters->13-2053-Detailed]] [continued] [if var13_2054_medianPay >= minSalary & (riskTolerance === 'high' | var13_2054_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2054_highAIRisk === "low" | var13_2054_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2054_highAIRisk === "low"))] > [[Financial Risk Specialists->13-2054-Detailed]] [continued] > [[Back->13-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Financial and Investment Analysts ## AI Risk Level: moderate ## Definition: Conduct quantitative analyses of information involving investment programs or financial data of public or private institutions, including valuation of businesses. Excludes "Budget Analysts" (13-2031), "Financial Risk Specialists" (13-2054), and "Securities, Commodities, and Financial Services Sales Agents" (41-3031). > [[Video Version->13-2051-Video]] > [[What They Do->13-2051-WhatTheyDo-1]] > [[Work Environment->13-2051-WorkEnvironment-1]] > [[How to Become One->13-2051-HowToBecomeOne-1]] > [[Pay->13-2051-Pay-1]] > [[Job Outlook->13-2051-JobOutlook-1]] > [[Back->13-2050-Broad]]

config.header.center: "Detailed" -- # Personal Financial Advisors ## AI Risk Level: low ## Definition: Advise clients on financial plans using knowledge of tax and investment strategies, securities, insurance, pension plans, and real estate. Duties include assessing clients' assets, liabilities, cash flow, insurance coverage, tax status, and financial objectives. May also buy and sell financial assets for clients. Excludes "Securities, Commodities, and Financial Services Sales Agents" (41-3031). > [[Video Version->13-2052-Video]] > [[What They Do->13-2052-WhatTheyDo-1]] > [[Work Environment->13-2052-WorkEnvironment-1]] > [[How to Become One->13-2052-HowToBecomeOne-1]] > [[Pay->13-2052-Pay-1]] > [[Job Outlook->13-2052-JobOutlook-1]] > [[Back->13-2050-Broad]]

config.header.center: "Detailed" -- # Insurance Underwriters ## AI Risk Level: high ## Definition: Review individual applications for insurance to evaluate degree of risk involved and determine acceptance of applications. > [[Video Version->13-2053-Video]] > [[What They Do->13-2053-WhatTheyDo-1]] > [[Work Environment->13-2053-WorkEnvironment-1]] > [[How to Become One->13-2053-HowToBecomeOne-1]] > [[Pay->13-2053-Pay-1]] > [[Job Outlook->13-2053-JobOutlook-1]] > [[Back->13-2050-Broad]]

config.header.center: "Detailed" -- # Commercial and Industrial Designers ## AI Risk Level: low ## Definition: Design and develop manufactured products, such as cars, home appliances, and children's toys. Combine artistic talent with research on product use, marketing, and materials to create the most functional and appealing product design. > [[Video Version->27-1021-Video]] > [[What They Do->27-1021-WhatTheyDo-1]] > [[Work Environment->27-1021-WorkEnvironment-1]] > [[How to Become One->27-1021-HowToBecomeOne-1]] > [[Pay->27-1021-Pay-1]] > [[Job Outlook->27-1021-JobOutlook-1]] > [[Back->27-1020-Broad]]

config.header.center: "Detailed" -- # Financial Risk Specialists ## Definition: Analyze and measure exposure to credit and market risk threatening the assets, earning capacity, or economic state of an organization. May make recommendations to limit risk. Excludes "Credit Analysts" (13-2041). > [[Video Version->13-2054-Video]] > [[What They Do->13-2054-WhatTheyDo-1]] > [[Work Environment->13-2054-WorkEnvironment-1]] > [[How to Become One->13-2054-HowToBecomeOne-1]] > [[Pay->13-2054-Pay-1]] > [[Job Outlook->13-2054-JobOutlook-1]] > [[Back->13-2050-Broad]]

config.header.center: "Broad" -- {embed passage: '13-2061-Variables'} # Financial Examiners [if var13_2061_medianPay >= minSalary & (riskTolerance === 'high' | var13_2061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2061_highAIRisk === "low" | var13_2061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2061_highAIRisk === "low"))] > [[Financial Examiners->13-2061-Detailed]] [continued] > [[Back->13-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Communications Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in communications, such as organizational communications, public relations, radio/television broadcasting, and journalism. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1122-Video]] > [[What They Do->25-1122-WhatTheyDo-1]] > [[Work Environment->25-1122-WorkEnvironment-1]] > [[How to Become One->25-1122-HowToBecomeOne-1]] > [[Pay->25-1122-Pay-1]] > [[Job Outlook->25-1122-JobOutlook-1]] > [[Back->25-1120-Broad]]

config.header.center: "Detailed" -- # Financial Examiners ## AI Risk Level: moderate ## Definition: Enforce or ensure compliance with laws and regulations governing financial and securities institutions and financial and real estate transactions. May examine, verify, or authenticate records. > [[Video Version->13-2061-Video]] > [[What They Do->13-2061-WhatTheyDo-1]] > [[Work Environment->13-2061-WorkEnvironment-1]] > [[How to Become One->13-2061-HowToBecomeOne-1]] > [[Pay->13-2061-Pay-1]] > [[Job Outlook->13-2061-JobOutlook-1]] > [[Back->13-2000-Minor]]

config.header.center: "Detailed" -- # Community Health Workers ## AI Risk Level: low ## Definition: Promote health within a community by assisting individuals to adopt healthy behaviors. Serve as an advocate for the health needs of individuals by assisting community residents in effectively communicating with healthcare providers or social service agencies. Act as liaison or advocate and implement programs that promote, maintain, and improve individual and overall community health. May deliver health-related preventive services such as blood pressure, glaucoma, and hearing screenings. May collect data to help identify community health needs. Excludes "Health Education Specialists" (21-1091). > [[What They Do->21-1094-WhatTheyDo-1]] > [[Work Environment->21-1094-WorkEnvironment-1]] > [[How to Become One->21-1094-HowToBecomeOne-1]] > [[Pay->21-1094-Pay-1]] > [[Job Outlook->21-1094-JobOutlook-1]] > [[Back->21-1090-Broad]]

config.header.center: "Broad" -- {embed passage: '13-2071-Variables'} {embed passage: '13-2072-Variables'} # Credit Counselors and Loan Officers [if var13_2071_medianPay >= minSalary & (riskTolerance === 'high' | var13_2071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2071_highAIRisk === "low" | var13_2071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2071_highAIRisk === "low"))] > [[Credit Counselors->13-2071-Detailed]] [continued] [if var13_2072_medianPay >= minSalary & (riskTolerance === 'high' | var13_2072_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2072_highAIRisk === "low" | var13_2072_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2072_highAIRisk === "low"))] > [[Loan Officers->13-2072-Detailed]] [continued] > [[Back->13-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Credit Counselors ## AI Risk Level: moderate ## Definition: Advise and educate individuals or organizations on acquiring and managing debt. May provide guidance in determining the best type of loan and explain loan requirements or restrictions. May help develop debt management plans or student financial aid packages. May advise on credit issues, or provide budget, mortgage, bankruptcy, or student financial aid counseling. > [[Video Version->13-2071-Video]] > [[What They Do->13-2071-WhatTheyDo-1]] > [[Work Environment->13-2071-WorkEnvironment-1]] > [[How to Become One->13-2071-HowToBecomeOne-1]] > [[Pay->13-2071-Pay-1]] > [[Job Outlook->13-2071-JobOutlook-1]] > [[Back->13-2070-Broad]]

config.header.center: "Detailed" -- # Loan Officers ## AI Risk Level: moderate ## Definition: Evaluate, authorize, or recommend approval of commercial, real estate, or credit loans. Advise borrowers on financial status and payment methods. Includes mortgage loan officers and agents, collection analysts, loan servicing officers, loan underwriters, and payday loan officers. > [[Video Version->13-2072-Video]] > [[What They Do->13-2072-WhatTheyDo-1]] > [[Work Environment->13-2072-WorkEnvironment-1]] > [[How to Become One->13-2072-HowToBecomeOne-1]] > [[Pay->13-2072-Pay-1]] > [[Job Outlook->13-2072-JobOutlook-1]] > [[Back->13-2070-Broad]]

config.header.center: "Broad" -- {embed passage: '13-2081-Variables'} {embed passage: '13-2082-Variables'} # Tax Examiners, Collectors and Preparers, and Revenue Agents [if var13_2081_medianPay >= minSalary & (riskTolerance === 'high' | var13_2081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2081_highAIRisk === "low" | var13_2081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2081_highAIRisk === "low"))] > [[Tax Examiners and Collectors, and Revenue Agents->13-2081-Detailed]] [continued] [if var13_2082_medianPay >= minSalary & (riskTolerance === 'high' | var13_2082_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2082_highAIRisk === "low" | var13_2082_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2082_highAIRisk === "low"))] > [[Tax Preparers->13-2082-Detailed]] [continued] > [[Back->13-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Computer and Information Research Scientists ## AI Risk Level: low ## Definition: Conduct research into fundamental computer and information science as theorists, designers, or inventors. Develop solutions to problems in the field of computer hardware and software. > [[Video Version->15-1221-Video]] > [[What They Do->15-1221-WhatTheyDo-1]] > [[Work Environment->15-1221-WorkEnvironment-1]] > [[How to Become One->15-1221-HowToBecomeOne-1]] > [[Pay->15-1221-Pay-1]] > [[Job Outlook->15-1221-JobOutlook-1]] > [[Back->15-1200-Minor]]

config.header.center: "Detailed" -- # Tax Examiners and Collectors, and Revenue Agents ## AI Risk Level: high ## Definition: Determine tax liability or collect taxes from individuals or business firms according to prescribed laws and regulations. > [[Video Version->13-2081-Video]] > [[What They Do->13-2081-WhatTheyDo-1]] > [[Work Environment->13-2081-WorkEnvironment-1]] > [[How to Become One->13-2081-HowToBecomeOne-1]] > [[Pay->13-2081-Pay-1]] > [[Job Outlook->13-2081-JobOutlook-1]] > [[Back->13-2080-Broad]]

config.header.center: "Detailed" -- # Tax Preparers ## AI Risk Level: high ## Definition: Prepare tax returns for individuals or small businesses. Excludes "Accountants and Auditors" (13-2011). > [[Back->13-2080-Broad]]

config.header.center: "Detailed" -- # Computer Hardware Engineers ## AI Risk Level: low ## Definition: Research, design, develop, or test computer or computer-related equipment for commercial, industrial, military, or scientific use. May supervise the manufacturing and installation of computer or computer-related equipment and components. Excludes "Software Developers" (15-1252) and "Web Developers" (15-1254). > [[Video Version->17-2061-Video]] > [[What They Do->17-2061-WhatTheyDo-1]] > [[Work Environment->17-2061-WorkEnvironment-1]] > [[How to Become One->17-2061-HowToBecomeOne-1]] > [[Pay->17-2061-Pay-1]] > [[Job Outlook->17-2061-JobOutlook-1]] > [[Back->17-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '13-2099-Variables'} # Miscellaneous Financial Specialists [if var13_2099_medianPay >= minSalary & (riskTolerance === 'high' | var13_2099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var13_2099_highAIRisk === "low" | var13_2099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var13_2099_highAIRisk === "low"))] > [[Financial Specialists, All Other->13-2099-Detailed]] [continued] > [[Back->13-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Computer Network Architects ## AI Risk Level: low ## Definition: Design and implement computer and information networks, such as local area networks (LAN), wide area networks (WAN), intranets, extranets, and other data communications networks. Perform network modeling, analysis, and planning, including analysis of capacity needs for network infrastructures. May also design network and computer security measures. May research and recommend network and data communications hardware and software. Excludes "Information Security Analysts" (15-1212), "Computer Network Support Specialists" (15-1231), and "Network and Computer Systems Administrators" (15-1244). > [[Video Version->15-1241-Video]] > [[What They Do->15-1241-WhatTheyDo-1]] > [[Work Environment->15-1241-WorkEnvironment-1]] > [[How to Become One->15-1241-HowToBecomeOne-1]] > [[Pay->15-1241-Pay-1]] > [[Job Outlook->15-1241-JobOutlook-1]] > [[Back->15-1240-Broad]]

config.header.center: "Detailed" -- # Financial Specialists, All Other ## Definition: All financial specialists not listed separately. > [[Back->13-2000-Minor]]

config.header.center: "Detailed" -- # Computer Network Support Specialists ## AI Risk Level: moderate ## Definition: Analyze, test, troubleshoot, and evaluate existing network systems, such as local area networks (LAN), wide area networks (WAN), cloud networks, servers, and other data communications networks. Perform network maintenance to ensure networks operate correctly with minimal interruption. Excludes "Computer Network Architects" (15-1241) and "Network and Computer Systems Administrators" (15-1244). > [[Video Version->15-1231-Video]] > [[What They Do->15-1231-WhatTheyDo-1]] > [[Work Environment->15-1231-WorkEnvironment-1]] > [[How to Become One->15-1231-HowToBecomeOne-1]] > [[Pay->15-1231-Pay-1]] > [[Job Outlook->15-1231-JobOutlook-1]] > [[Back->15-1230-Broad]]

config.header.center: "Major" -- {embed passage: '15-1200-Variables'} {embed passage: '15-2000-Variables'} # Computer and Mathematical Occupations [if var15_1200_MaxSalaryInMinor >= minSalary] > [[Computer Occupations->15-1200-Minor]] [continued] [if var15_2000_MaxSalaryInMinor >= minSalary] > [[Mathematical Science Occupations->15-2000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '15-1210-Variables'} {embed passage: '15-1211-Variables'} {embed passage: '15-1212-Variables'} {embed passage: '15-1220-Variables'} {embed passage: '15-1221-Variables'} {embed passage: '15-1230-Variables'} {embed passage: '15-1231-Variables'} {embed passage: '15-1232-Variables'} {embed passage: '15-1240-Variables'} {embed passage: '15-1241-Variables'} {embed passage: '15-1242-Variables'} {embed passage: '15-1243-Variables'} {embed passage: '15-1244-Variables'} {embed passage: '15-1250-Variables'} {embed passage: '15-1251-Variables'} {embed passage: '15-1252-Variables'} {embed passage: '15-1253-Variables'} {embed passage: '15-1254-Variables'} {embed passage: '15-1255-Variables'} {embed passage: '15-1290-Variables'} {embed passage: '15-1299-Variables'} # Computer Occupations [if var15_1210_MaxSalaryInBroad >= minSalary] > [[Computer and Information Analysts->15-1210-Broad]] [continued] [if var15_1221_medianPay >= minSalary & (riskTolerance === 'high' | var15_1221_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1221_highAIRisk === "low" | var15_1221_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1221_highAIRisk === "low"))] > [[Computer and Information Research Scientists->15-1221-Detailed]] [continued] [if var15_1230_MaxSalaryInBroad >= minSalary] > [[Computer Support Specialists->15-1230-Broad]] [continued] [if var15_1240_MaxSalaryInBroad >= minSalary] > [[Database and Network Administrators and Architects->15-1240-Broad]] [continued] [if var15_1250_MaxSalaryInBroad >= minSalary] > [[Software and Web Developers, Programmers, and Testers->15-1250-Broad]] [continued] [if var15_1299_medianPay >= minSalary & (riskTolerance === 'high' | var15_1299_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1299_highAIRisk === "low" | var15_1299_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1299_highAIRisk === "low"))] > [[Computer Occupations, All Other->15-1299-Detailed]] [continued] > [[Back->15-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '15-1211-Variables'} {embed passage: '15-1212-Variables'} # Computer and Information Analysts [if var15_1211_medianPay >= minSalary & (riskTolerance === 'high' | var15_1211_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1211_highAIRisk === "low" | var15_1211_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1211_highAIRisk === "low"))] > [[Computer Systems Analysts->15-1211-Detailed]] [continued] [if var15_1212_medianPay >= minSalary & (riskTolerance === 'high' | var15_1212_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1212_highAIRisk === "low" | var15_1212_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1212_highAIRisk === "low"))] > [[Information Security Analysts->15-1212-Detailed]] [continued] > [[Back->15-1200-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Computer Programmers ## AI Risk Level: moderate ## Definition: Create, modify, and test the code and scripts that allow computer applications to run. Work from specifications drawn up by software and web developers or other individuals. May develop and write computer programs to store, locate, and retrieve specific documents, data, and information. > [[Video Version->15-1251-Video]] > [[What They Do->15-1251-WhatTheyDo-1]] > [[Work Environment->15-1251-WorkEnvironment-1]] > [[How to Become One->15-1251-HowToBecomeOne-1]] > [[Pay->15-1251-Pay-1]] > [[Job Outlook->15-1251-JobOutlook-1]] > [[Back->15-1250-Broad]]

config.header.center: "Detailed" -- # Computer Systems Analysts ## AI Risk Level: moderate ## Definition: Analyze science, engineering, business, and other data processing problems to develop and implement solutions to complex applications problems, system administration issues, or network concerns. Perform systems management and integration functions, improve existing computer systems, and review computer system capabilities, workflow, and schedule limitations. May analyze or recommend commercially available software. > [[Video Version->15-1211-Video]] > [[What They Do->15-1211-WhatTheyDo-1]] > [[Work Environment->15-1211-WorkEnvironment-1]] > [[How to Become One->15-1211-HowToBecomeOne-1]] > [[Pay->15-1211-Pay-1]] > [[Job Outlook->15-1211-JobOutlook-1]] > [[Back->15-1210-Broad]]

config.header.center: "Detailed" -- # Computer Science Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in computer science. May specialize in a field of computer science, such as the design and function of computers or operations and research analysis. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1021-Video]] > [[What They Do->25-1021-WhatTheyDo-1]] > [[Work Environment->25-1021-WorkEnvironment-1]] > [[How to Become One->25-1021-HowToBecomeOne-1]] > [[Pay->25-1021-Pay-1]] > [[Job Outlook->25-1021-JobOutlook-1]] > [[Back->25-1020-Broad]]

config.header.center: "Detailed" -- # Information Security Analysts ## AI Risk Level: low ## Definition: Plan, implement, upgrade, or monitor security measures for the protection of computer networks and information. Assess system vulnerabilities for security risks and propose and implement risk mitigation strategies. May ensure appropriate security controls are in place that will safeguard digital files and vital electronic infrastructure. May respond to computer security breaches and viruses. Excludes "Computer Network Architects" (15-1241). > [[Video Version->15-1212-Video]] > [[What They Do->15-1212-WhatTheyDo-1]] > [[Work Environment->15-1212-WorkEnvironment-1]] > [[How to Become One->15-1212-HowToBecomeOne-1]] > [[Pay->15-1212-Pay-1]] > [[Job Outlook->15-1212-JobOutlook-1]] > [[Back->15-1210-Broad]]

config.header.center: "Broad" -- {embed passage: '15-1221-Variables'} # Computer and Information Research Scientists [if var15_1221_medianPay >= minSalary & (riskTolerance === 'high' | var15_1221_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1221_highAIRisk === "low" | var15_1221_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1221_highAIRisk === "low"))] > [[Computer and Information Research Scientists->15-1221-Detailed]] [continued] > [[Back->15-1200-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Computer User Support Specialists ## AI Risk Level: low ## Definition: Provide technical assistance to computer users. Answer questions or resolve computer problems for clients in person, via telephone, or electronically. May provide assistance concerning the use of computer hardware and software, including printing, installation, word processing, electronic mail, and operating systems. Excludes "Network and Computer Systems Administrators" (15-1244). > [[Video Version->15-1232-Video]] > [[What They Do->15-1232-WhatTheyDo-1]] > [[Work Environment->15-1232-WorkEnvironment-1]] > [[How to Become One->15-1232-HowToBecomeOne-1]] > [[Pay->15-1232-Pay-1]] > [[Job Outlook->15-1232-JobOutlook-1]] > [[Back->15-1230-Broad]]

config.header.center: "Broad" -- {embed passage: '15-1231-Variables'} {embed passage: '15-1232-Variables'} # Computer Support Specialists [if var15_1231_medianPay >= minSalary & (riskTolerance === 'high' | var15_1231_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1231_highAIRisk === "low" | var15_1231_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1231_highAIRisk === "low"))] > [[Computer Network Support Specialists->15-1231-Detailed]] [continued] [if var15_1232_medianPay >= minSalary & (riskTolerance === 'high' | var15_1232_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1232_highAIRisk === "low" | var15_1232_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1232_highAIRisk === "low"))] > [[Computer User Support Specialists->15-1232-Detailed]] [continued] > [[Back->15-1200-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Conservation Scientists ## AI Risk Level: low ## Definition: Manage, improve, and protect natural resources to maximize their use without damaging the environment. May conduct soil surveys and develop plans to eliminate soil erosion or to protect rangelands. May instruct farmers, agricultural production managers, or ranchers in best ways to use crop rotation, contour plowing, or terracing to conserve soil and water; in the number and kind of livestock and forage plants best suited to particular ranges; and in range and farm improvements, such as fencing and reservoirs for stock watering. Excludes "Zoologists and Wildlife Biologists" (19-1023) and "Foresters" (19-1032). > [[Video Version->19-1031-Video]] > [[What They Do->19-1031-WhatTheyDo-1]] > [[Work Environment->19-1031-WorkEnvironment-1]] > [[How to Become One->19-1031-HowToBecomeOne-1]] > [[Pay->19-1031-Pay-1]] > [[Job Outlook->19-1031-JobOutlook-1]] > [[Back->19-1030-Broad]]

config.header.center: "Broad" -- {embed passage: '15-1241-Variables'} {embed passage: '15-1242-Variables'} {embed passage: '15-1243-Variables'} {embed passage: '15-1244-Variables'} # Database and Network Administrators and Architects [if var15_1241_medianPay >= minSalary & (riskTolerance === 'high' | var15_1241_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1241_highAIRisk === "low" | var15_1241_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1241_highAIRisk === "low"))] > [[Computer Network Architects->15-1241-Detailed]] [continued] [if var15_1242_medianPay >= minSalary & (riskTolerance === 'high' | var15_1242_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1242_highAIRisk === "low" | var15_1242_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1242_highAIRisk === "low"))] > [[Database Administrators->15-1242-Detailed]] [continued] [if var15_1243_medianPay >= minSalary & (riskTolerance === 'high' | var15_1243_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1243_highAIRisk === "low" | var15_1243_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1243_highAIRisk === "low"))] > [[Database Architects->15-1243-Detailed]] [continued] [if var15_1244_medianPay >= minSalary & (riskTolerance === 'high' | var15_1244_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1244_highAIRisk === "low" | var15_1244_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1244_highAIRisk === "low"))] > [[Network and Computer Systems Administrators->15-1244-Detailed]] [continued] > [[Back->15-1200-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Database Administrators ## AI Risk Level: low ## Definition: Administer, test, and implement computer databases, applying knowledge of database management systems. Coordinate changes to computer databases. Identify, investigate, and resolve database performance issues, database capacity, and database scalability. May plan, coordinate, and implement security measures to safeguard computer databases. Excludes "Information Security Analysts" (15-1212) and "Database Architects" (15-1243). > [[Video Version->15-1242-Video]] > [[What They Do->15-1242-WhatTheyDo-1]] > [[Work Environment->15-1242-WorkEnvironment-1]] > [[How to Become One->15-1242-HowToBecomeOne-1]] > [[Pay->15-1242-Pay-1]] > [[Job Outlook->15-1242-JobOutlook-1]] > [[Back->15-1240-Broad]]

config.header.center: "Detailed" -- # Database Architects ## AI Risk Level: low ## Definition: Design strategies for enterprise databases, data warehouse systems, and multidimensional networks. Set standards for database operations, programming, query processes, and security. Model, design, and construct large relational databases or data warehouses. Create and optimize data models for warehouse infrastructure and workflow. Integrate new systems with existing warehouse structure and refine system performance and functionality. Excludes "Database Administrators" (15-1242). > [[Video Version->15-1243-Video]] > [[What They Do->15-1243-WhatTheyDo-1]] > [[Work Environment->15-1243-WorkEnvironment-1]] > [[How to Become One->15-1243-HowToBecomeOne-1]] > [[Pay->15-1243-Pay-1]] > [[Job Outlook->15-1243-JobOutlook-1]] > [[Back->15-1240-Broad]]

config.header.center: "Detailed" -- # Network and Computer Systems Administrators ## AI Risk Level: low ## Definition: Install, configure, and maintain an organization's local area network (LAN), wide area network (WAN), data communications network, operating systems, and physical and virtual servers. Perform system monitoring and verify the integrity and availability of hardware, network, and server resources and systems. Review system and application logs and verify completion of scheduled jobs, including system backups. Analyze network and server resource consumption and control user access. Install and upgrade software and maintain software licenses. May assist in network modeling, analysis, planning, and coordination between network and data communications hardware and software. Excludes "Information Security Analysts" (15-1212), "Computer Network Support Specialists" (15-1231), and "Computer User Support Specialists" (15-1232). > [[Video Version->15-1244-Video]] > [[What They Do->15-1244-WhatTheyDo-1]] > [[Work Environment->15-1244-WorkEnvironment-1]] > [[How to Become One->15-1244-HowToBecomeOne-1]] > [[Pay->15-1244-Pay-1]] > [[Job Outlook->15-1244-JobOutlook-1]] > [[Back->15-1240-Broad]]

config.header.center: "Broad" -- {embed passage: '15-1251-Variables'} {embed passage: '15-1252-Variables'} {embed passage: '15-1253-Variables'} {embed passage: '15-1254-Variables'} {embed passage: '15-1255-Variables'} # Software and Web Developers, Programmers, and Testers [if var15_1254_medianPay >= minSalary & (riskTolerance === 'high' | var15_1254_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1254_highAIRisk === "low" | var15_1254_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1254_highAIRisk === "low"))] > [[Web Developers->15-1254-Detailed]] [continued] [if var15_1251_medianPay >= minSalary & (riskTolerance === 'high' | var15_1251_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1251_highAIRisk === "low" | var15_1251_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1251_highAIRisk === "low"))] > [[Computer Programmers->15-1251-Detailed]] [continued] [if var15_1252_medianPay >= minSalary & (riskTolerance === 'high' | var15_1252_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1252_highAIRisk === "low" | var15_1252_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1252_highAIRisk === "low"))] > [[Software Developers->15-1252-Detailed]] [continued] [if var15_1253_medianPay >= minSalary & (riskTolerance === 'high' | var15_1253_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1253_highAIRisk === "low" | var15_1253_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1253_highAIRisk === "low"))] > [[Software Quality Assurance Analysts and Testers->15-1253-Detailed]] [continued] [if var15_1255_medianPay >= minSalary & (riskTolerance === 'high' | var15_1255_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1255_highAIRisk === "low" | var15_1255_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1255_highAIRisk === "low"))] > [[Web and Digital Interface Designers->15-1255-Detailed]] [continued] > [[Back->15-1200-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Cooks, Fast Food ## AI Risk Level: high ## Definition: Prepare and cook food in a fast food restaurant with a limited menu. Duties of these cooks are limited to preparation of a few basic items and normally involve operating large-volume single-purpose cooking equipment. > [[Video Version->35-2011-Video]] > [[What They Do->35-2011-WhatTheyDo-1]] > [[Work Environment->35-2011-WorkEnvironment-1]] > [[How to Become One->35-2011-HowToBecomeOne-1]] > [[Pay->35-2011-Pay-1]] > [[Job Outlook->35-2011-JobOutlook-1]] > [[Back->35-2010-Broad]]

config.header.center: "Detailed" -- # Cooks, Institution and Cafeteria ## AI Risk Level: moderate ## Definition: Prepare and cook large quantities of food for institutions, such as schools, hospitals, or cafeterias. > [[Video Version->35-2012-Video]] > [[What They Do->35-2012-WhatTheyDo-1]] > [[Work Environment->35-2012-WorkEnvironment-1]] > [[How to Become One->35-2012-HowToBecomeOne-1]] > [[Pay->35-2012-Pay-1]] > [[Job Outlook->35-2012-JobOutlook-1]] > [[Back->35-2010-Broad]]

config.header.center: "Detailed" -- # Software Developers ## Definition: Research, design, and develop computer and network software or specialized utility programs. Analyze user needs and develop software solutions, applying principles and techniques of computer science, engineering, and mathematical analysis. Update software or enhance existing software capabilities. May work with computer hardware engineers to integrate hardware and software systems, and develop specifications and performance requirements. May maintain databases within an application area, working individually or coordinating database development as part of a team. > [[Video Version->15-1252-Video]] > [[What They Do->15-1252-WhatTheyDo-1]] > [[Work Environment->15-1252-WorkEnvironment-1]] > [[How to Become One->15-1252-HowToBecomeOne-1]] > [[Pay->15-1252-Pay-1]] > [[Job Outlook->15-1252-JobOutlook-1]] > [[Back->15-1250-Broad]]

config.header.center: "Detailed" -- # Cooks, Private Household ## AI Risk Level: moderate ## Definition: Prepare meals in private homes. Includes personal chefs. > [[Video Version->35-2013-Video]] > [[What They Do->35-2013-WhatTheyDo-1]] > [[Work Environment->35-2013-WorkEnvironment-1]] > [[How to Become One->35-2013-HowToBecomeOne-1]] > [[Pay->35-2013-Pay-1]] > [[Job Outlook->35-2013-JobOutlook-1]] > [[Back->35-2010-Broad]]

config.header.center: "Detailed" -- # Software Quality Assurance Analysts and Testers ## AI Risk Level: low ## Definition: Develop and execute software tests to identify software problems and their causes. Test system modifications to prepare for implementation. Document software and application defects using a bug tracking system and report defects to software or web developers. Create and maintain databases of known defects. May participate in software design reviews to provide input on functional requirements, operational characteristics, product designs, and schedules. > [[Video Version->15-1253-Video]] > [[What They Do->15-1253-WhatTheyDo-1]] > [[Work Environment->15-1253-WorkEnvironment-1]] > [[How to Become One->15-1253-HowToBecomeOne-1]] > [[Pay->15-1253-Pay-1]] > [[Job Outlook->15-1253-JobOutlook-1]] > [[Back->15-1250-Broad]]

config.header.center: "Detailed" -- # Cooks, Restaurant ## AI Risk Level: moderate ## Definition: Prepare, season, and cook dishes such as soups, meats, vegetables, or desserts in restaurants. May order supplies, keep records and accounts, price items on menu, or plan menu. > [[Video Version->35-2014-Video]] > [[What They Do->35-2014-WhatTheyDo-1]] > [[Work Environment->35-2014-WorkEnvironment-1]] > [[How to Become One->35-2014-HowToBecomeOne-1]] > [[Pay->35-2014-Pay-1]] > [[Job Outlook->35-2014-JobOutlook-1]] > [[Back->35-2010-Broad]]

config.header.center: "Detailed" -- # Cooks, Short Order ## AI Risk Level: moderate ## Definition: Prepare and cook to order a variety of foods that require only a short preparation time. May take orders from customers and serve patrons at counters or tables. Excludes "Cooks, Fast Food" (35-2011). > [[Video Version->35-2015-Video]] > [[What They Do->35-2015-WhatTheyDo-1]] > [[Work Environment->35-2015-WorkEnvironment-1]] > [[How to Become One->35-2015-HowToBecomeOne-1]] > [[Pay->35-2015-Pay-1]] > [[Job Outlook->35-2015-JobOutlook-1]] > [[Back->35-2010-Broad]]

config.header.center: "Detailed" -- # Web and Digital Interface Designers ## Definition: Design digital user interfaces or websites. Develop and test layouts, interfaces, functionality, and navigation menus to ensure compatibility and usability across browsers or devices. May use web framework applications as well as client-side code and processes. May evaluate web design following web and accessibility standards, and may analyze web use metrics and optimize websites for marketability and search engine ranking. May design and test interfaces that facilitate the human-computer interaction and maximize the usability of digital devices, websites, and software with a focus on aesthetics and design. May create graphics used in websites and manage website content and links. Excludes "Special Effects Artists and Animators" (27-1014) and "Graphic Designers" (27-1024). > [[Video Version->15-1255-Video]] > [[What They Do->15-1255-WhatTheyDo-1]] > [[Work Environment->15-1255-WorkEnvironment-1]] > [[How to Become One->15-1255-HowToBecomeOne-1]] > [[Pay->15-1255-Pay-1]] > [[Job Outlook->15-1255-JobOutlook-1]] > [[Back->15-1250-Broad]]

config.header.center: "Broad" -- {embed passage: '15-1299-Variables'} # Miscellaneous Computer Occupations [if var15_1299_medianPay >= minSalary & (riskTolerance === 'high' | var15_1299_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_1299_highAIRisk === "low" | var15_1299_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_1299_highAIRisk === "low"))] > [[Computer Occupations, All Other->15-1299-Detailed]] [continued] > [[Back->15-1200-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Correctional Officers and Jailers ## AI Risk Level: low ## Definition: Guard inmates in penal or rehabilitative institutions in accordance with established regulations and procedures. May guard prisoners in transit between jail, courtroom, prison, or other point. Includes deputy sheriffs and police who spend the majority of their time guarding prisoners in correctional institutions. > [[Video Version->33-3012-Video]] > [[What They Do->33-3012-WhatTheyDo-1]] > [[Work Environment->33-3012-WorkEnvironment-1]] > [[How to Become One->33-3012-HowToBecomeOne-1]] > [[Pay->33-3012-Pay-1]] > [[Job Outlook->33-3012-JobOutlook-1]] > [[Back->33-3010-Broad]]

config.header.center: "Detailed" -- # Computer Occupations, All Other ## Definition: All computer occupations not listed separately. Excludes "Computer and Information Systems Managers" (11-3021), "Computer Hardware Engineers" (17-2061), "Electrical and Electronics Engineers" (17-2070), "Computer Science Teachers, Postsecondary" (25-1021), "Special Effects Artists and Animators" (27-1014), "Graphic Designers" (27-1024), "Health Information Technologists and Medical Registrars" (29-9021), and "Computer, Automated Teller, and Office Machine Repairers" (49-2011). > [[Back->15-1200-Minor]]

config.header.center: "Minor" -- {embed passage: '15-2010-Variables'} {embed passage: '15-2011-Variables'} {embed passage: '15-2020-Variables'} {embed passage: '15-2021-Variables'} {embed passage: '15-2030-Variables'} {embed passage: '15-2031-Variables'} {embed passage: '15-2040-Variables'} {embed passage: '15-2041-Variables'} {embed passage: '15-2050-Variables'} {embed passage: '15-2051-Variables'} {embed passage: '15-2090-Variables'} {embed passage: '15-2099-Variables'} # Mathematical Science Occupations [if var15_2011_medianPay >= minSalary & (riskTolerance === 'high' | var15_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_2011_highAIRisk === "low" | var15_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_2011_highAIRisk === "low"))] > [[Actuaries->15-2011-Detailed]] [continued] [if var15_2021_medianPay >= minSalary & (riskTolerance === 'high' | var15_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_2021_highAIRisk === "low" | var15_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_2021_highAIRisk === "low"))] > [[Mathematicians->15-2021-Detailed]] [continued] [if var15_2031_medianPay >= minSalary & (riskTolerance === 'high' | var15_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_2031_highAIRisk === "low" | var15_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_2031_highAIRisk === "low"))] > [[Operations Research Analysts->15-2031-Detailed]] [continued] [if var15_2041_medianPay >= minSalary & (riskTolerance === 'high' | var15_2041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_2041_highAIRisk === "low" | var15_2041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_2041_highAIRisk === "low"))] > [[Statisticians->15-2041-Detailed]] [continued] [if var15_2051_medianPay >= minSalary & (riskTolerance === 'high' | var15_2051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_2051_highAIRisk === "low" | var15_2051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_2051_highAIRisk === "low"))] > [[Data Scientists->15-2051-Detailed]] [continued] [if var15_2099_medianPay >= minSalary & (riskTolerance === 'high' | var15_2099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_2099_highAIRisk === "low" | var15_2099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_2099_highAIRisk === "low"))] > [[Mathematical Science Occupations, All Other->15-2099-Detailed]] [continued] > [[Back->15-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '15-2011-Variables'} # Actuaries [if var15_2011_medianPay >= minSalary & (riskTolerance === 'high' | var15_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_2011_highAIRisk === "low" | var15_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_2011_highAIRisk === "low"))] > [[Actuaries->15-2011-Detailed]] [continued] > [[Back->15-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '15-2021-Variables'} # Mathematicians [if var15_2021_medianPay >= minSalary & (riskTolerance === 'high' | var15_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_2021_highAIRisk === "low" | var15_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_2021_highAIRisk === "low"))] > [[Mathematicians->15-2021-Detailed]] [continued] > [[Back->15-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Mathematicians ## AI Risk Level: low ## Definition: Conduct research in fundamental mathematics or in application of mathematical techniques to science, management, and other fields. Solve problems in various fields using mathematical methods. > [[Video Version->15-2021-Video]] > [[What They Do->15-2021-WhatTheyDo-1]] > [[Work Environment->15-2021-WorkEnvironment-1]] > [[How to Become One->15-2021-HowToBecomeOne-1]] > [[Pay->15-2021-Pay-1]] > [[Job Outlook->15-2021-JobOutlook-1]] > [[Back->15-2000-Minor]]

config.header.center: "Detailed" -- # Court Reporters and Simultaneous Captioners ## AI Risk Level: high ## Definition: Use verbatim methods and equipment to capture, store, retrieve, and transcribe pretrial and trial proceedings or other information. Includes stenocaptioners who operate computerized stenographic captioning equipment to provide captions of live or prerecorded broadcasts for hearing-impaired viewers. > [[What They Do->27-3092-WhatTheyDo-1]] > [[Work Environment->27-3092-WorkEnvironment-1]] > [[How to Become One->27-3092-HowToBecomeOne-1]] > [[Pay->27-3092-Pay-1]] > [[Job Outlook->27-3092-JobOutlook-1]] > [[Back->27-3090-Broad]]

config.header.center: "Broad" -- {embed passage: '15-2031-Variables'} # Operations Research Analysts [if var15_2031_medianPay >= minSalary & (riskTolerance === 'high' | var15_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_2031_highAIRisk === "low" | var15_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_2031_highAIRisk === "low"))] > [[Operations Research Analysts->15-2031-Detailed]] [continued] > [[Back->15-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Operations Research Analysts ## AI Risk Level: low ## Definition: Formulate and apply mathematical modeling and other optimizing methods to develop and interpret information that assists management with decisionmaking, policy formulation, or other managerial functions. May collect and analyze data and develop decision support software, services, or products. May develop and supply optimal time, cost, or logistics networks for program evaluation, review, or implementation. > [[Video Version->15-2031-Video]] > [[What They Do->15-2031-WhatTheyDo-1]] > [[Work Environment->15-2031-WorkEnvironment-1]] > [[How to Become One->15-2031-HowToBecomeOne-1]] > [[Pay->15-2031-Pay-1]] > [[Job Outlook->15-2031-JobOutlook-1]] > [[Back->15-2000-Minor]]

config.header.center: "Detailed" -- # Craft Artists ## AI Risk Level: low ## Definition: Create or reproduce handmade objects for sale and exhibition using a variety of techniques, such as welding, weaving, pottery, and needlecraft. > [[Video Version->27-1012-Video]] > [[What They Do->27-1012-WhatTheyDo-1]] > [[Work Environment->27-1012-WorkEnvironment-1]] > [[How to Become One->27-1012-HowToBecomeOne-1]] > [[Pay->27-1012-Pay-1]] > [[Job Outlook->27-1012-JobOutlook-1]] > [[Back->27-1010-Broad]]

config.header.center: "Broad" -- {embed passage: '15-2041-Variables'} # Statisticians [if var15_2041_medianPay >= minSalary & (riskTolerance === 'high' | var15_2041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_2041_highAIRisk === "low" | var15_2041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_2041_highAIRisk === "low"))] > [[Statisticians->15-2041-Detailed]] [continued] > [[Back->15-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Statisticians ## AI Risk Level: low ## Definition: Develop or apply mathematical or statistical theory and methods to collect, organize, interpret, and summarize numerical data to provide usable information. May specialize in fields such as biostatistics, agricultural statistics, business statistics, or economic statistics. Includes mathematical and survey statisticians. Excludes "Survey Researchers" (19-3022). > [[Video Version->15-2041-Video]] > [[What They Do->15-2041-WhatTheyDo-1]] > [[Work Environment->15-2041-WorkEnvironment-1]] > [[How to Become One->15-2041-HowToBecomeOne-1]] > [[Pay->15-2041-Pay-1]] > [[Job Outlook->15-2041-JobOutlook-1]] > [[Back->15-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '15-2051-Variables'} # Data Scientists [if var15_2051_medianPay >= minSalary & (riskTolerance === 'high' | var15_2051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_2051_highAIRisk === "low" | var15_2051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_2051_highAIRisk === "low"))] > [[Data Scientists->15-2051-Detailed]] [continued] > [[Back->15-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Data Scientists ## Definition: Develop and implement a set of techniques or analytics applications to transform raw data into meaningful information using data-oriented programming languages and visualization software. Apply data mining, data modeling, natural language processing, and machine learning to extract and analyze information from large structured and unstructured datasets. Visualize, interpret, and report data findings. May create dynamic data reports. Excludes "Statisticians" (15-2041), "Cartographers and Photogrammetrists" (17-1021), and "Health Information Technologists and Medical Registrars" (29-9021). > [[Video Version->15-2051-Video]] > [[What They Do->15-2051-WhatTheyDo-1]] > [[Work Environment->15-2051-WorkEnvironment-1]] > [[How to Become One->15-2051-HowToBecomeOne-1]] > [[Pay->15-2051-Pay-1]] > [[Job Outlook->15-2051-JobOutlook-1]] > [[Back->15-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '15-2099-Variables'} # Miscellaneous Mathematical Science Occupations [if var15_2099_medianPay >= minSalary & (riskTolerance === 'high' | var15_2099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var15_2099_highAIRisk === "low" | var15_2099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var15_2099_highAIRisk === "low"))] > [[Mathematical Science Occupations, All Other->15-2099-Detailed]] [continued] > [[Back->15-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Criminal Justice and Law Enforcement Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in criminal justice, corrections, and law enforcement administration. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1111-Video]] > [[What They Do->25-1111-WhatTheyDo-1]] > [[Work Environment->25-1111-WorkEnvironment-1]] > [[How to Become One->25-1111-HowToBecomeOne-1]] > [[Pay->25-1111-Pay-1]] > [[Job Outlook->25-1111-JobOutlook-1]] > [[Back->25-1110-Broad]]

config.header.center: "Detailed" -- # Mathematical Science Occupations, All Other ## Definition: All mathematical scientists not listed separately. > [[Back->15-2000-Minor]]

config.header.center: "Detailed" -- # Crossing Guards and Flaggers ## AI Risk Level: high ## Definition: Guide or control vehicular or pedestrian traffic at such places as streets, schools, railroad crossings, or construction sites. > [[Back->33-9090-Broad]]

config.header.center: "Major" -- {embed passage: '17-1000-Variables'} {embed passage: '17-2000-Variables'} {embed passage: '17-3000-Variables'} # Architecture and Engineering Occupations [if var17_1000_MaxSalaryInMinor >= minSalary] > [[Architects, Surveyors, and Cartographers->17-1000-Minor]] [continued] [if var17_2000_MaxSalaryInMinor >= minSalary] > [[Engineers->17-2000-Minor]] [continued] [if var17_3000_MaxSalaryInMinor >= minSalary] > [[Drafters, Engineering Technicians, and Mapping Technicians->17-3000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '17-1010-Variables'} {embed passage: '17-1011-Variables'} {embed passage: '17-1012-Variables'} {embed passage: '17-1020-Variables'} {embed passage: '17-1021-Variables'} {embed passage: '17-1022-Variables'} # Architects, Surveyors, and Cartographers [if var17_1010_MaxSalaryInBroad >= minSalary] > [[Architects, Except Naval->17-1010-Broad]] [continued] [if var17_1020_MaxSalaryInBroad >= minSalary] > [[Surveyors, Cartographers, and Photogrammetrists->17-1020-Broad]] [continued] > [[Back->17-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Curators ## AI Risk Level: low ## Definition: Administer collections, such as artwork, collectibles, historic items, or scientific specimens of museums or other institutions. May conduct instructional, research, or public service activities of institution. > [[Video Version->25-4012-Video]] > [[What They Do->25-4012-WhatTheyDo-1]] > [[Work Environment->25-4012-WorkEnvironment-1]] > [[How to Become One->25-4012-HowToBecomeOne-1]] > [[Pay->25-4012-Pay-1]] > [[Job Outlook->25-4012-JobOutlook-1]] > [[Back->25-4010-Broad]]

config.header.center: "Broad" -- {embed passage: '17-1011-Variables'} {embed passage: '17-1012-Variables'} # Architects, Except Naval [if var17_1011_medianPay >= minSalary & (riskTolerance === 'high' | var17_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_1011_highAIRisk === "low" | var17_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_1011_highAIRisk === "low"))] > [[Architects, Except Landscape and Naval->17-1011-Detailed]] [continued] [if var17_1012_medianPay >= minSalary & (riskTolerance === 'high' | var17_1012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_1012_highAIRisk === "low" | var17_1012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_1012_highAIRisk === "low"))] > [[Landscape Architects->17-1012-Detailed]] [continued] > [[Back->17-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Landscape Architects ## AI Risk Level: low ## Definition: Plan and design land areas for projects such as parks and other recreational facilities, airports, highways, hospitals, schools, land subdivisions, and commercial, industrial, and residential sites. > [[Video Version->17-1012-Video]] > [[What They Do->17-1012-WhatTheyDo-1]] > [[Work Environment->17-1012-WorkEnvironment-1]] > [[How to Become One->17-1012-HowToBecomeOne-1]] > [[Pay->17-1012-Pay-1]] > [[Job Outlook->17-1012-JobOutlook-1]] > [[Back->17-1010-Broad]]

config.header.center: "Broad" -- {embed passage: '17-1021-Variables'} {embed passage: '17-1022-Variables'} # Surveyors, Cartographers, and Photogrammetrists [if var17_1021_medianPay >= minSalary & (riskTolerance === 'high' | var17_1021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_1021_highAIRisk === "low" | var17_1021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_1021_highAIRisk === "low"))] > [[Cartographers and Photogrammetrists->17-1021-Detailed]] [continued] [if var17_1022_medianPay >= minSalary & (riskTolerance === 'high' | var17_1022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_1022_highAIRisk === "low" | var17_1022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_1022_highAIRisk === "low"))] > [[Surveyors->17-1022-Detailed]] [continued] > [[Back->17-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Dancers ## AI Risk Level: low ## Definition: Perform dances. May perform on stage, for broadcasting, or for video recording. > [[Video Version->27-2031-Video]] > [[What They Do->27-2031-WhatTheyDo-1]] > [[Work Environment->27-2031-WorkEnvironment-1]] > [[How to Become One->27-2031-HowToBecomeOne-1]] > [[Pay->27-2031-Pay-1]] > [[Job Outlook->27-2031-JobOutlook-1]] > [[Back->27-2030-Broad]]

config.header.center: "Detailed" -- # Surveyors ## AI Risk Level: low ## Definition: Make exact measurements and determine property boundaries. Provide data relevant to the shape, contour, gravitation, location, elevation, or dimension of land or land features on or near the earth's surface for engineering, mapmaking, mining, land evaluation, construction, and other purposes. > [[Video Version->17-1022-Video]] > [[What They Do->17-1022-WhatTheyDo-1]] > [[Work Environment->17-1022-WorkEnvironment-1]] > [[How to Become One->17-1022-HowToBecomeOne-1]] > [[Pay->17-1022-Pay-1]] > [[Job Outlook->17-1022-JobOutlook-1]] > [[Back->17-1020-Broad]]

config.header.center: "Minor" -- {embed passage: '17-2010-Variables'} {embed passage: '17-2011-Variables'} {embed passage: '17-2020-Variables'} {embed passage: '17-2021-Variables'} {embed passage: '17-2030-Variables'} {embed passage: '17-2031-Variables'} {embed passage: '17-2040-Variables'} {embed passage: '17-2041-Variables'} {embed passage: '17-2050-Variables'} {embed passage: '17-2051-Variables'} {embed passage: '17-2060-Variables'} {embed passage: '17-2061-Variables'} {embed passage: '17-2070-Variables'} {embed passage: '17-2071-Variables'} {embed passage: '17-2072-Variables'} {embed passage: '17-2080-Variables'} {embed passage: '17-2081-Variables'} # Engineers [if var17_2011_medianPay >= minSalary & (riskTolerance === 'high' | var17_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2011_highAIRisk === "low" | var17_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2011_highAIRisk === "low"))] > [[Aerospace Engineers->17-2011-Detailed]] [continued] [if var17_2021_medianPay >= minSalary & (riskTolerance === 'high' | var17_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2021_highAIRisk === "low" | var17_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2021_highAIRisk === "low"))] > [[Agricultural Engineers->17-2021-Detailed]] [continued] [if var17_2031_medianPay >= minSalary & (riskTolerance === 'high' | var17_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2031_highAIRisk === "low" | var17_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2031_highAIRisk === "low"))] > [[Bioengineers and Biomedical Engineers->17-2031-Detailed]] [continued] [if var17_2041_medianPay >= minSalary & (riskTolerance === 'high' | var17_2041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2041_highAIRisk === "low" | var17_2041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2041_highAIRisk === "low"))] > [[Chemical Engineers->17-2041-Detailed]] [continued] [if var17_2051_medianPay >= minSalary & (riskTolerance === 'high' | var17_2051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2051_highAIRisk === "low" | var17_2051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2051_highAIRisk === "low"))] > [[Civil Engineers->17-2051-Detailed]] [continued] [if var17_2061_medianPay >= minSalary & (riskTolerance === 'high' | var17_2061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2061_highAIRisk === "low" | var17_2061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2061_highAIRisk === "low"))] > [[Computer Hardware Engineers->17-2061-Detailed]] [continued] [if var17_2070_MaxSalaryInBroad >= minSalary] > [[Electrical and Electronics Engineers->17-2070-Broad]] [continued] [if var17_2081_medianPay >= minSalary & (riskTolerance === 'high' | var17_2081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2081_highAIRisk === "low" | var17_2081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2081_highAIRisk === "low"))] > [[Environmental Engineers->17-2081-Detailed]] [continued] > [[Back->17-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '17-2011-Variables'} # Aerospace Engineers [if var17_2011_medianPay >= minSalary & (riskTolerance === 'high' | var17_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2011_highAIRisk === "low" | var17_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2011_highAIRisk === "low"))] > [[Aerospace Engineers->17-2011-Detailed]] [continued] > [[Back->17-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '17-2021-Variables'} # Agricultural Engineers [if var17_2021_medianPay >= minSalary & (riskTolerance === 'high' | var17_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2021_highAIRisk === "low" | var17_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2021_highAIRisk === "low"))] > [[Agricultural Engineers->17-2021-Detailed]] [continued] > [[Back->17-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Dental Assistants ## AI Risk Level: low ## Definition: Perform limited clinical duties under the direction of a dentist. Clinical duties may include equipment preparation and sterilization, preparing patients for treatment, assisting the dentist during treatment, and providing patients with instructions for oral healthcare procedures. May perform administrative duties such as scheduling appointments, maintaining medical records, billing, and coding information for insurance purposes. > [[Video Version->31-9091-Video]] > [[What They Do->31-9091-WhatTheyDo-1]] > [[Work Environment->31-9091-WorkEnvironment-1]] > [[How to Become One->31-9091-HowToBecomeOne-1]] > [[Pay->31-9091-Pay-1]] > [[Job Outlook->31-9091-JobOutlook-1]] > [[Back->31-9090-Broad]]

config.header.center: "Detailed" -- # Dental Hygienists ## AI Risk Level: low ## Definition: Administer oral hygiene care to patients. Assess patient oral hygiene problems or needs and maintain health records. Advise patients on oral health maintenance and disease prevention. May provide advanced care such as providing fluoride treatment or administering topical anesthesia. > [[Video Version->29-1292-Video]] > [[What They Do->29-1292-WhatTheyDo-1]] > [[Work Environment->29-1292-WorkEnvironment-1]] > [[How to Become One->29-1292-HowToBecomeOne-1]] > [[Pay->29-1292-Pay-1]] > [[Job Outlook->29-1292-JobOutlook-1]] > [[Back->29-1290-Broad]]

config.header.center: "Broad" -- {embed passage: '17-2031-Variables'} # Bioengineers and Biomedical Engineers [if var17_2031_medianPay >= minSalary & (riskTolerance === 'high' | var17_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2031_highAIRisk === "low" | var17_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2031_highAIRisk === "low"))] > [[Bioengineers and Biomedical Engineers->17-2031-Detailed]] [continued] > [[Back->17-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Dentists, General ## AI Risk Level: low ## Definition: Examine, diagnose, and treat diseases, injuries, and malformations of teeth and gums. May treat diseases of nerve, pulp, and other dental tissues affecting oral hygiene and retention of teeth. May fit dental appliances or provide preventive care. Excludes "Oral and Maxillofacial Surgeons" (29-1022), "Orthodontists" (29-1023), "Prosthodontists" (29-1024), and "Dentists, All Other Specialists" (29-1029). > [[Video Version->29-1021-Video]] > [[What They Do->29-1021-WhatTheyDo-1]] > [[Work Environment->29-1021-WorkEnvironment-1]] > [[How to Become One->29-1021-HowToBecomeOne-1]] > [[Pay->29-1021-Pay-1]] > [[Job Outlook->29-1021-JobOutlook-1]] > [[Back->29-1020-Broad]]

config.header.center: "Broad" -- {embed passage: '17-2041-Variables'} # Chemical Engineers [if var17_2041_medianPay >= minSalary & (riskTolerance === 'high' | var17_2041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2041_highAIRisk === "low" | var17_2041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2041_highAIRisk === "low"))] > [[Chemical Engineers->17-2041-Detailed]] [continued] > [[Back->17-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Dermatologists ## AI Risk Level: low ## Definition: Diagnose and treat diseases relating to the skin, hair, and nails. May perform both medical and dermatological surgery functions. > [[Video Version->29-1213-Video]] > [[What They Do->29-1213-WhatTheyDo-1]] > [[Work Environment->29-1213-WorkEnvironment-1]] > [[How to Become One->29-1213-HowToBecomeOne-1]] > [[Pay->29-1213-Pay-1]] > [[Job Outlook->29-1213-JobOutlook-1]] > [[Back->29-1210-Broad]]

config.header.center: "Broad" -- {embed passage: '17-2051-Variables'} # Civil Engineers [if var17_2051_medianPay >= minSalary & (riskTolerance === 'high' | var17_2051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2051_highAIRisk === "low" | var17_2051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2051_highAIRisk === "low"))] > [[Civil Engineers->17-2051-Detailed]] [continued] > [[Back->17-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Detectives and Criminal Investigators ## AI Risk Level: low ## Definition: Conduct investigations related to suspected violations of federal, state, or local laws to prevent or solve crimes. Excludes "Private Detectives and Investigators" (33-9021). > [[Video Version->33-3021-Video]] > [[What They Do->33-3021-WhatTheyDo-1]] > [[Work Environment->33-3021-WorkEnvironment-1]] > [[How to Become One->33-3021-HowToBecomeOne-1]] > [[Pay->33-3021-Pay-1]] > [[Job Outlook->33-3021-JobOutlook-1]] > [[Back->33-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '17-2061-Variables'} # Computer Hardware Engineers [if var17_2061_medianPay >= minSalary & (riskTolerance === 'high' | var17_2061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2061_highAIRisk === "low" | var17_2061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2061_highAIRisk === "low"))] > [[Computer Hardware Engineers->17-2061-Detailed]] [continued] > [[Back->17-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Diagnostic Medical Sonographers ## AI Risk Level: low ## Definition: Produce ultrasonic recordings of internal organs for use by physicians. Includes vascular technologists. Excludes "Cardiovascular Technologists and Technicians" (29-2031). > [[Video Version->29-2032-Video]] > [[What They Do->29-2032-WhatTheyDo-1]] > [[Work Environment->29-2032-WorkEnvironment-1]] > [[How to Become One->29-2032-HowToBecomeOne-1]] > [[Pay->29-2032-Pay-1]] > [[Job Outlook->29-2032-JobOutlook-1]] > [[Back->29-2030-Broad]]

config.header.center: "Detailed" -- # Dietetic Technicians ## AI Risk Level: low ## Definition: Assist in the provision of food service and nutritional programs, under the supervision of a dietitian. May plan and produce meals based on established guidelines, teach principles of food and nutrition, or counsel individuals. > [[Back->29-2050-Broad]]

config.header.center: "Broad" -- {embed passage: '17-2071-Variables'} {embed passage: '17-2072-Variables'} # Electrical and Electronics Engineers [if var17_2071_medianPay >= minSalary & (riskTolerance === 'high' | var17_2071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2071_highAIRisk === "low" | var17_2071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2071_highAIRisk === "low"))] > [[Electrical Engineers->17-2071-Detailed]] [continued] [if var17_2072_medianPay >= minSalary & (riskTolerance === 'high' | var17_2072_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2072_highAIRisk === "low" | var17_2072_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2072_highAIRisk === "low"))] > [[Electronics Engineers, Except Computer->17-2072-Detailed]] [continued] > [[Back->17-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Dietitians and Nutritionists ## AI Risk Level: low ## Definition: Plan and conduct food service or nutritional programs to assist in the promotion of health and control of disease. May supervise activities of a department providing quantity food services, counsel individuals, or conduct nutritional research. > [[Video Version->29-1031-Video]] > [[What They Do->29-1031-WhatTheyDo-1]] > [[Work Environment->29-1031-WorkEnvironment-1]] > [[How to Become One->29-1031-HowToBecomeOne-1]] > [[Pay->29-1031-Pay-1]] > [[Job Outlook->29-1031-JobOutlook-1]] > [[Back->29-1000-Minor]]

config.header.center: "Detailed" -- # Electrical Engineers ## AI Risk Level: low ## Definition: Research, design, develop, test, or supervise the manufacturing and installation of electrical equipment, components, or systems for commercial, industrial, military, or scientific use. Excludes "Computer Hardware Engineers" (17-2061). > [[Video Version->17-2071-Video]] > [[What They Do->17-2071-WhatTheyDo-1]] > [[Work Environment->17-2071-WorkEnvironment-1]] > [[How to Become One->17-2071-HowToBecomeOne-1]] > [[Pay->17-2071-Pay-1]] > [[Job Outlook->17-2071-JobOutlook-1]] > [[Back->17-2070-Broad]]

config.header.center: "Detailed" -- # Dining Room and Cafeteria Attendants and Bartender Helpers ## AI Risk Level: moderate ## Definition: Facilitate food service. Clean tables; remove dirty dishes; replace soiled table linens; set tables; replenish supply of clean linens, silverware, glassware, and dishes; supply service bar with food; and serve items such as water, condiments, and coffee to patrons. > [[Video Version->35-9011-Video]] > [[What They Do->35-9011-WhatTheyDo-1]] > [[Work Environment->35-9011-WorkEnvironment-1]] > [[How to Become One->35-9011-HowToBecomeOne-1]] > [[Pay->35-9011-Pay-1]] > [[Job Outlook->35-9011-JobOutlook-1]] > [[Back->35-9000-Minor]]

config.header.center: "Detailed" -- # Electronics Engineers, Except Computer ## AI Risk Level: low ## Definition: Research, design, develop, or test electronic components and systems for commercial, industrial, military, or scientific use employing knowledge of electronic theory and materials properties. Design electronic circuits and components for use in fields such as telecommunications, aerospace guidance and propulsion control, acoustics, or instruments and controls. Excludes "Computer Hardware Engineers" (17-2061). > [[Video Version->17-2072-Video]] > [[What They Do->17-2072-WhatTheyDo-1]] > [[Work Environment->17-2072-WorkEnvironment-1]] > [[How to Become One->17-2072-HowToBecomeOne-1]] > [[Pay->17-2072-Pay-1]] > [[Job Outlook->17-2072-JobOutlook-1]] > [[Back->17-2070-Broad]]

config.header.center: "Detailed" -- # Directors, Religious Activities and Education ## AI Risk Level: low ## Definition: Coordinate or design programs and conduct outreach to promote the religious education or activities of a denominational group. May provide counseling, guidance, and leadership relative to marital, health, financial, and religious problems. > [[Back->21-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '17-2081-Variables'} # Environmental Engineers [if var17_2081_medianPay >= minSalary & (riskTolerance === 'high' | var17_2081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2081_highAIRisk === "low" | var17_2081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2081_highAIRisk === "low"))] > [[Environmental Engineers->17-2081-Detailed]] [continued] > [[Back->17-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Dishwashers ## AI Risk Level: high ## Definition: Clean dishes, kitchen, food preparation equipment, or utensils. > [[Back->35-9000-Minor]]

config.header.center: "Detailed" -- # Environmental Engineers ## AI Risk Level: low ## Definition: Research, design, plan, or perform engineering duties in the prevention, control, and remediation of environmental hazards using various engineering disciplines. Work may include waste treatment, site remediation, or pollution control technology. > [[Video Version->17-2081-Video]] > [[What They Do->17-2081-WhatTheyDo-1]] > [[Work Environment->17-2081-WorkEnvironment-1]] > [[How to Become One->17-2081-HowToBecomeOne-1]] > [[Pay->17-2081-Pay-1]] > [[Job Outlook->17-2081-JobOutlook-1]] > [[Back->17-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '17-2111-Variables'} {embed passage: '17-2112-Variables'} # Industrial Engineers, Including Health and Safety [if var17_2111_medianPay >= minSalary & (riskTolerance === 'high' | var17_2111_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2111_highAIRisk === "low" | var17_2111_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2111_highAIRisk === "low"))] > [[Health and Safety Engineers, Except Mining Safety Engineers and Inspectors->17-2111-Detailed]] [continued] [if var17_2112_medianPay >= minSalary & (riskTolerance === 'high' | var17_2112_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2112_highAIRisk === "low" | var17_2112_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2112_highAIRisk === "low"))] > [[Industrial Engineers->17-2112-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Health and Safety Engineers, Except Mining Safety Engineers and Inspectors ## AI Risk Level: low ## Definition: Promote worksite or product safety by applying knowledge of industrial processes, mechanics, chemistry, psychology, and industrial health and safety laws. Includes industrial product safety engineers. > [[Video Version->17-2111-Video]] > [[What They Do->17-2111-WhatTheyDo-1]] > [[Work Environment->17-2111-WorkEnvironment-1]] > [[How to Become One->17-2111-HowToBecomeOne-1]] > [[Pay->17-2111-Pay-1]] > [[Job Outlook->17-2111-JobOutlook-1]] > [[Back->17-2110-Broad]]

config.header.center: "Detailed" -- # Industrial Engineers ## AI Risk Level: low ## Definition: Design, develop, test, and evaluate integrated systems for managing industrial production processes, including human work factors, quality control, inventory control, logistics and material flow, cost analysis, and production coordination. Excludes "Health and Safety Engineers, Except Mining Safety Engineers and Inspectors" (17-2111). > [[Video Version->17-2112-Video]] > [[What They Do->17-2112-WhatTheyDo-1]] > [[Work Environment->17-2112-WorkEnvironment-1]] > [[How to Become One->17-2112-HowToBecomeOne-1]] > [[Pay->17-2112-Pay-1]] > [[Job Outlook->17-2112-JobOutlook-1]] > [[Back->17-2110-Broad]]

config.header.center: "Broad" -- {embed passage: '17-2121-Variables'} # Marine Engineers and Naval Architects [if var17_2121_medianPay >= minSalary & (riskTolerance === 'high' | var17_2121_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2121_highAIRisk === "low" | var17_2121_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2121_highAIRisk === "low"))] > [[Marine Engineers and Naval Architects->17-2121-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Marine Engineers and Naval Architects ## AI Risk Level: low ## Definition: Design, develop, and evaluate the operation of marine vessels, ship machinery, and related equipment, such as power supply and propulsion systems. > [[Video Version->17-2121-Video]] > [[What They Do->17-2121-WhatTheyDo-1]] > [[Work Environment->17-2121-WorkEnvironment-1]] > [[How to Become One->17-2121-HowToBecomeOne-1]] > [[Pay->17-2121-Pay-1]] > [[Job Outlook->17-2121-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '17-2131-Variables'} # Materials Engineers [if var17_2131_medianPay >= minSalary & (riskTolerance === 'high' | var17_2131_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2131_highAIRisk === "low" | var17_2131_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2131_highAIRisk === "low"))] > [[Materials Engineers->17-2131-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Materials Engineers ## AI Risk Level: low ## Definition: Evaluate materials and develop machinery and processes to manufacture materials for use in products that must meet specialized design and performance specifications. Develop new uses for known materials. Includes those engineers working with composite materials or specializing in one type of material, such as graphite, metal and metal alloys, ceramics and glass, plastics and polymers, and naturally occurring materials. Includes metallurgists and metallurgical engineers, ceramic engineers, and welding engineers. > [[Video Version->17-2131-Video]] > [[What They Do->17-2131-WhatTheyDo-1]] > [[Work Environment->17-2131-WorkEnvironment-1]] > [[How to Become One->17-2131-HowToBecomeOne-1]] > [[Pay->17-2131-Pay-1]] > [[Job Outlook->17-2131-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Economics Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in economics. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1063-Video]] > [[What They Do->25-1063-WhatTheyDo-1]] > [[Work Environment->25-1063-WorkEnvironment-1]] > [[How to Become One->25-1063-HowToBecomeOne-1]] > [[Pay->25-1063-Pay-1]] > [[Job Outlook->25-1063-JobOutlook-1]] > [[Back->25-1060-Broad]]

config.header.center: "Broad" -- {embed passage: '17-2141-Variables'} # Mechanical Engineers [if var17_2141_medianPay >= minSalary & (riskTolerance === 'high' | var17_2141_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2141_highAIRisk === "low" | var17_2141_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2141_highAIRisk === "low"))] > [[Mechanical Engineers->17-2141-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Economists ## AI Risk Level: low ## Definition: Conduct research, prepare reports, or formulate plans to address economic problems related to the production and distribution of goods and services or monetary and fiscal policy. May collect and process economic and statistical data using sampling techniques and econometric methods. Excludes "Market Research Analysts and Marketing Specialists" (13-1161). > [[Video Version->19-3011-Video]] > [[What They Do->19-3011-WhatTheyDo-1]] > [[Work Environment->19-3011-WorkEnvironment-1]] > [[How to Become One->19-3011-HowToBecomeOne-1]] > [[Pay->19-3011-Pay-1]] > [[Job Outlook->19-3011-JobOutlook-1]] > [[Back->19-3000-Minor]]

config.header.center: "Detailed" -- # Mechanical Engineers ## AI Risk Level: low ## Definition: Perform engineering duties in planning and designing tools, engines, machines, and other mechanically functioning equipment. Oversee installation, operation, maintenance, and repair of equipment such as centralized heat, gas, water, and steam systems. > [[Video Version->17-2141-Video]] > [[What They Do->17-2141-WhatTheyDo-1]] > [[Work Environment->17-2141-WorkEnvironment-1]] > [[How to Become One->17-2141-HowToBecomeOne-1]] > [[Pay->17-2141-Pay-1]] > [[Job Outlook->17-2141-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Editors ## AI Risk Level: low ## Definition: Plan, coordinate, revise, or edit written material. May review proposals and drafts for possible publication. > [[Video Version->27-3041-Video]] > [[What They Do->27-3041-WhatTheyDo-1]] > [[Work Environment->27-3041-WorkEnvironment-1]] > [[How to Become One->27-3041-HowToBecomeOne-1]] > [[Pay->27-3041-Pay-1]] > [[Job Outlook->27-3041-JobOutlook-1]] > [[Back->27-3040-Broad]]

config.header.center: "Broad" -- {embed passage: '17-2151-Variables'} # Mining and Geological Engineers, Including Mining Safety Engineers [if var17_2151_medianPay >= minSalary & (riskTolerance === 'high' | var17_2151_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2151_highAIRisk === "low" | var17_2151_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2151_highAIRisk === "low"))] > [[Mining and Geological Engineers, Including Mining Safety Engineers->17-2151-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Mining and Geological Engineers, Including Mining Safety Engineers ## AI Risk Level: low ## Definition: Conduct subsurface surveys to identify the characteristics of potential land or mining development sites. May specify the ground support systems, processes, and equipment for safe, economical, and environmentally sound extraction or underground construction activities. May inspect areas for unsafe geological conditions, equipment, and working conditions. May design, implement, and coordinate mine safety programs. Excludes "Petroleum Engineers" (17-2171). > [[Video Version->17-2151-Video]] > [[What They Do->17-2151-WhatTheyDo-1]] > [[Work Environment->17-2151-WorkEnvironment-1]] > [[How to Become One->17-2151-HowToBecomeOne-1]] > [[Pay->17-2151-Pay-1]] > [[Job Outlook->17-2151-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '17-2161-Variables'} # Nuclear Engineers [if var17_2161_medianPay >= minSalary & (riskTolerance === 'high' | var17_2161_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2161_highAIRisk === "low" | var17_2161_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2161_highAIRisk === "low"))] > [[Nuclear Engineers->17-2161-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Nuclear Engineers ## AI Risk Level: low ## Definition: Conduct research on nuclear engineering projects or apply principles and theory of nuclear science to problems concerned with release, control, and use of nuclear energy and nuclear waste disposal. > [[Video Version->17-2161-Video]] > [[What They Do->17-2161-WhatTheyDo-1]] > [[Work Environment->17-2161-WorkEnvironment-1]] > [[How to Become One->17-2161-HowToBecomeOne-1]] > [[Pay->17-2161-Pay-1]] > [[Job Outlook->17-2161-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Education Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses pertaining to education, such as counseling, curriculum, guidance, instruction, teacher education, and teaching English as a second language. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1081-Video]] > [[What They Do->25-1081-WhatTheyDo-1]] > [[Work Environment->25-1081-WorkEnvironment-1]] > [[How to Become One->25-1081-HowToBecomeOne-1]] > [[Pay->25-1081-Pay-1]] > [[Job Outlook->25-1081-JobOutlook-1]] > [[Back->25-1080-Broad]]

config.header.center: "Broad" -- {embed passage: '17-2171-Variables'} # Petroleum Engineers [if var17_2171_medianPay >= minSalary & (riskTolerance === 'high' | var17_2171_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2171_highAIRisk === "low" | var17_2171_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2171_highAIRisk === "low"))] > [[Petroleum Engineers->17-2171-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Educational, Guidance, and Career Counselors and Advisors ## AI Risk Level: low ## Definition: Advise and assist students and provide educational and vocational guidance services. > [[Video Version->21-1012-Video]] > [[What They Do->21-1012-WhatTheyDo-1]] > [[Work Environment->21-1012-WorkEnvironment-1]] > [[How to Become One->21-1012-HowToBecomeOne-1]] > [[Pay->21-1012-Pay-1]] > [[Job Outlook->21-1012-JobOutlook-1]] > [[Back->21-1010-Broad]]

config.header.center: "Detailed" -- # Petroleum Engineers ## AI Risk Level: low ## Definition: Devise methods to improve oil and gas extraction and production and determine the need for new or modified tool designs. Oversee drilling and offer technical advice. > [[Video Version->17-2171-Video]] > [[What They Do->17-2171-WhatTheyDo-1]] > [[Work Environment->17-2171-WorkEnvironment-1]] > [[How to Become One->17-2171-HowToBecomeOne-1]] > [[Pay->17-2171-Pay-1]] > [[Job Outlook->17-2171-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '17-2199-Variables'} # Miscellaneous Engineers [if var17_2199_medianPay >= minSalary & (riskTolerance === 'high' | var17_2199_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_2199_highAIRisk === "low" | var17_2199_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_2199_highAIRisk === "low"))] > [[Engineers, All Other->17-2199-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Electrical and Electronic Engineering Technologists and Technicians ## AI Risk Level: low ## Definition: Apply electrical and electronic theory and related knowledge, usually under the direction of engineering staff, to design, build, repair, adjust, and modify electrical components, circuitry, controls, and machinery for subsequent evaluation and use by engineering staff in making engineering design decisions. Excludes "Broadcast Technicians" (27-4012). > [[Video Version->17-3023-Video]] > [[What They Do->17-3023-WhatTheyDo-1]] > [[Work Environment->17-3023-WorkEnvironment-1]] > [[How to Become One->17-3023-HowToBecomeOne-1]] > [[Pay->17-3023-Pay-1]] > [[Job Outlook->17-3023-JobOutlook-1]] > [[Back->17-3020-Broad]]

config.header.center: "Detailed" -- # Engineers, All Other ## Definition: All engineers not listed separately. Excludes "Sales Engineers" (41-9031), "Locomotive Engineers" (53-4011), and "Ship Engineers" (53-5031). > [[Back->-Minor]]

config.header.center: "Minor" -- {embed passage: '17-3010-Variables'} {embed passage: '17-3011-Variables'} {embed passage: '17-3012-Variables'} {embed passage: '17-3013-Variables'} {embed passage: '17-3019-Variables'} {embed passage: '17-3020-Variables'} {embed passage: '17-3021-Variables'} {embed passage: '17-3022-Variables'} {embed passage: '17-3023-Variables'} {embed passage: '17-3024-Variables'} {embed passage: '17-3025-Variables'} {embed passage: '17-3026-Variables'} {embed passage: '17-3027-Variables'} {embed passage: '17-3028-Variables'} {embed passage: '17-3029-Variables'} {embed passage: '17-3030-Variables'} {embed passage: '17-3031-Variables'} # Drafters, Engineering Technicians, and Mapping Technicians [if var17_3010_MaxSalaryInBroad >= minSalary] > [[Drafters->17-3010-Broad]] [continued] [if var17_3020_MaxSalaryInBroad >= minSalary] > [[Engineering Technologists and Technicians, Except Drafters->17-3020-Broad]] [continued] [if var17_3031_medianPay >= minSalary & (riskTolerance === 'high' | var17_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_3031_highAIRisk === "low" | var17_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_3031_highAIRisk === "low"))] > [[Surveying and Mapping Technicians->17-3031-Detailed]] [continued] > [[Back->17-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Electrical and Electronics Drafters ## AI Risk Level: moderate ## Definition: Prepare wiring diagrams, circuit board assembly diagrams, and layout drawings used for the manufacture, installation, or repair of electrical equipment. > [[Video Version->17-3012-Video]] > [[What They Do->17-3012-WhatTheyDo-1]] > [[Work Environment->17-3012-WorkEnvironment-1]] > [[How to Become One->17-3012-HowToBecomeOne-1]] > [[Pay->17-3012-Pay-1]] > [[Job Outlook->17-3012-JobOutlook-1]] > [[Back->17-3010-Broad]]

config.header.center: "Broad" -- {embed passage: '17-3011-Variables'} {embed passage: '17-3012-Variables'} {embed passage: '17-3013-Variables'} {embed passage: '17-3019-Variables'} # Drafters [if var17_3011_medianPay >= minSalary & (riskTolerance === 'high' | var17_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_3011_highAIRisk === "low" | var17_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_3011_highAIRisk === "low"))] > [[Architectural and Civil Drafters->17-3011-Detailed]] [continued] [if var17_3012_medianPay >= minSalary & (riskTolerance === 'high' | var17_3012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_3012_highAIRisk === "low" | var17_3012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_3012_highAIRisk === "low"))] > [[Electrical and Electronics Drafters->17-3012-Detailed]] [continued] [if var17_3013_medianPay >= minSalary & (riskTolerance === 'high' | var17_3013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_3013_highAIRisk === "low" | var17_3013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_3013_highAIRisk === "low"))] > [[Mechanical Drafters->17-3013-Detailed]] [continued] [if var17_3019_medianPay >= minSalary & (riskTolerance === 'high' | var17_3019_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_3019_highAIRisk === "low" | var17_3019_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_3019_highAIRisk === "low"))] > [[Drafters, All Other->17-3019-Detailed]] [continued] > [[Back->17-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Mechanical Drafters ## AI Risk Level: moderate ## Definition: Prepare detailed working diagrams of machinery and mechanical devices, including dimensions, fastening methods, and other engineering information. > [[Video Version->17-3013-Video]] > [[What They Do->17-3013-WhatTheyDo-1]] > [[Work Environment->17-3013-WorkEnvironment-1]] > [[How to Become One->17-3013-HowToBecomeOne-1]] > [[Pay->17-3013-Pay-1]] > [[Job Outlook->17-3013-JobOutlook-1]] > [[Back->17-3010-Broad]]

config.header.center: "Detailed" -- # Drafters, All Other ## Definition: All drafters not listed separately. > [[Video Version->17-3019-Video]] > [[What They Do->17-3019-WhatTheyDo-1]] > [[Work Environment->17-3019-WorkEnvironment-1]] > [[How to Become One->17-3019-HowToBecomeOne-1]] > [[Pay->17-3019-Pay-1]] > [[Job Outlook->17-3019-JobOutlook-1]] > [[Back->17-3010-Broad]]

config.header.center: "Broad" -- {embed passage: '17-3021-Variables'} {embed passage: '17-3022-Variables'} {embed passage: '17-3023-Variables'} {embed passage: '17-3024-Variables'} {embed passage: '17-3025-Variables'} {embed passage: '17-3026-Variables'} {embed passage: '17-3027-Variables'} {embed passage: '17-3028-Variables'} {embed passage: '17-3029-Variables'} # Engineering Technologists and Technicians, Except Drafters [if var17_3021_medianPay >= minSalary & (riskTolerance === 'high' | var17_3021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_3021_highAIRisk === "low" | var17_3021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_3021_highAIRisk === "low"))] > [[Aerospace Engineering and Operations Technologists and Technicians->17-3021-Detailed]] [continued] [if var17_3022_medianPay >= minSalary & (riskTolerance === 'high' | var17_3022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_3022_highAIRisk === "low" | var17_3022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_3022_highAIRisk === "low"))] > [[Civil Engineering Technologists and Technicians->17-3022-Detailed]] [continued] [if var17_3023_medianPay >= minSalary & (riskTolerance === 'high' | var17_3023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_3023_highAIRisk === "low" | var17_3023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_3023_highAIRisk === "low"))] > [[Electrical and Electronic Engineering Technologists and Technicians->17-3023-Detailed]] [continued] [if var17_3024_medianPay >= minSalary & (riskTolerance === 'high' | var17_3024_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_3024_highAIRisk === "low" | var17_3024_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_3024_highAIRisk === "low"))] > [[Electro-Mechanical and Mechatronics Technologists and Technicians->17-3024-Detailed]] [continued] [if var17_3025_medianPay >= minSalary & (riskTolerance === 'high' | var17_3025_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_3025_highAIRisk === "low" | var17_3025_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_3025_highAIRisk === "low"))] > [[Environmental Engineering Technologists and Technicians->17-3025-Detailed]] [continued] [if var17_3026_medianPay >= minSalary & (riskTolerance === 'high' | var17_3026_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_3026_highAIRisk === "low" | var17_3026_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_3026_highAIRisk === "low"))] > [[Industrial Engineering Technologists and Technicians->17-3026-Detailed]] [continued] [if var17_3027_medianPay >= minSalary & (riskTolerance === 'high' | var17_3027_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_3027_highAIRisk === "low" | var17_3027_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_3027_highAIRisk === "low"))] > [[Mechanical Engineering Technologists and Technicians->17-3027-Detailed]] [continued] [if var17_3028_medianPay >= minSalary & (riskTolerance === 'high' | var17_3028_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_3028_highAIRisk === "low" | var17_3028_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_3028_highAIRisk === "low"))] > [[Calibration Technologists and Technicians->17-3028-Detailed]] [continued] [if var17_3029_medianPay >= minSalary & (riskTolerance === 'high' | var17_3029_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_3029_highAIRisk === "low" | var17_3029_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_3029_highAIRisk === "low"))] > [[Engineering Technologists and Technicians, Except Drafters, All Other->17-3029-Detailed]] [continued] > [[Back->17-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Electro-Mechanical and Mechatronics Technologists and Technicians ## AI Risk Level: moderate ## Definition: Operate, test, maintain, or adjust unmanned, automated, servomechanical, or electromechanical equipment. May operate unmanned submarines, aircraft, or other equipment to observe or record visual information at sites such as oil rigs, crop fields, buildings, or for similar infrastructure, deep ocean exploration, or hazardous waste removal. May assist engineers in testing and designing robotics equipment. > [[Video Version->17-3024-Video]] > [[What They Do->17-3024-WhatTheyDo-1]] > [[Work Environment->17-3024-WorkEnvironment-1]] > [[How to Become One->17-3024-HowToBecomeOne-1]] > [[Pay->17-3024-Pay-1]] > [[Job Outlook->17-3024-JobOutlook-1]] > [[Back->17-3020-Broad]]

config.header.center: "Detailed" -- # Environmental Engineering Technologists and Technicians ## AI Risk Level: low ## Definition: Apply theory and principles of environmental engineering to modify, test, and operate equipment and devices used in the prevention, control, and remediation of environmental problems, including waste treatment and site remediation, under the direction of engineering staff or scientists. May assist in the development of environmental remediation devices. > [[Video Version->17-3025-Video]] > [[What They Do->17-3025-WhatTheyDo-1]] > [[Work Environment->17-3025-WorkEnvironment-1]] > [[How to Become One->17-3025-HowToBecomeOne-1]] > [[Pay->17-3025-Pay-1]] > [[Job Outlook->17-3025-JobOutlook-1]] > [[Back->17-3020-Broad]]

config.header.center: "Detailed" -- # Elementary School Teachers, Except Special Education ## AI Risk Level: low ## Definition: Teach academic and social skills to students at the elementary school level. Excludes "Special Education Teachers" (25-2050) and "Substitute Teachers, Short-Term" (25-3031). > [[Video Version->25-2021-Video]] > [[What They Do->25-2021-WhatTheyDo-1]] > [[Work Environment->25-2021-WorkEnvironment-1]] > [[How to Become One->25-2021-HowToBecomeOne-1]] > [[Pay->25-2021-Pay-1]] > [[Job Outlook->25-2021-JobOutlook-1]] > [[Back->25-2020-Broad]]

config.header.center: "Detailed" -- # Industrial Engineering Technologists and Technicians ## AI Risk Level: low ## Definition: Apply engineering theory and principles to problems of industrial layout or manufacturing production, usually under the direction of engineering staff. May perform time and motion studies on worker operations in a variety of industries for purposes such as establishing standard production rates or improving efficiency. > [[Video Version->17-3026-Video]] > [[What They Do->17-3026-WhatTheyDo-1]] > [[Work Environment->17-3026-WorkEnvironment-1]] > [[How to Become One->17-3026-HowToBecomeOne-1]] > [[Pay->17-3026-Pay-1]] > [[Job Outlook->17-3026-JobOutlook-1]] > [[Back->17-3020-Broad]]

config.header.center: "Detailed" -- # Mechanical Engineering Technologists and Technicians ## AI Risk Level: low ## Definition: Apply theory and principles of mechanical engineering to modify, develop, test, or adjust machinery and equipment under direction of engineering staff or physical scientists. > [[Video Version->17-3027-Video]] > [[What They Do->17-3027-WhatTheyDo-1]] > [[Work Environment->17-3027-WorkEnvironment-1]] > [[How to Become One->17-3027-HowToBecomeOne-1]] > [[Pay->17-3027-Pay-1]] > [[Job Outlook->17-3027-JobOutlook-1]] > [[Back->17-3020-Broad]]

config.header.center: "Detailed" -- # Calibration Technologists and Technicians ## Definition: Execute or adapt procedures and techniques for calibrating measurement devices, by applying knowledge of measurement science, mathematics, physics, chemistry, and electronics, sometimes under the direction of engineering staff. Determine measurement standard suitability for calibrating measurement devices. May perform preventive maintenance on equipment. May perform corrective actions to address identified calibration problems. Excludes "Medical Equipment Preparers" (31-9093) and "Timing Device Assemblers and Adjusters" (51-2061). > [[What They Do->17-3028-WhatTheyDo-1]] > [[Work Environment->17-3028-WorkEnvironment-1]] > [[How to Become One->17-3028-HowToBecomeOne-1]] > [[Pay->17-3028-Pay-1]] > [[Job Outlook->17-3028-JobOutlook-1]] > [[Back->17-3020-Broad]]

config.header.center: "Detailed" -- # Engineering Technologists and Technicians, Except Drafters, All Other ## Definition: All engineering technologists and technicians, except drafters, not listed separately. > [[Back->17-3020-Broad]]

config.header.center: "Broad" -- {embed passage: '17-3031-Variables'} # Surveying and Mapping Technicians [if var17_3031_medianPay >= minSalary & (riskTolerance === 'high' | var17_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var17_3031_highAIRisk === "low" | var17_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var17_3031_highAIRisk === "low"))] > [[Surveying and Mapping Technicians->17-3031-Detailed]] [continued] > [[Back->17-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Emergency Medical Technicians ## AI Risk Level: low ## Definition: Assess injuries and illnesses and administer basic emergency medical care. May transport injured or sick persons to medical facilities. Excludes "Paramedics" (29-2043), "Firefighters" (33-2011), and "Ambulance Drivers and Attendants, Except Emergency Medical Technicians" (53-3011). > [[Video Version->29-2042-Video]] > [[What They Do->29-2042-WhatTheyDo-1]] > [[Work Environment->29-2042-WorkEnvironment-1]] > [[How to Become One->29-2042-HowToBecomeOne-1]] > [[Pay->29-2042-Pay-1]] > [[Job Outlook->29-2042-JobOutlook-1]] > [[Back->29-2040-Broad]]

config.header.center: "Detailed" -- # Surveying and Mapping Technicians ## AI Risk Level: moderate ## Definition: Perform surveying and mapping duties, usually under the direction of an engineer, surveyor, cartographer, or photogrammetrist, to obtain data used for construction, mapmaking, boundary location, mining, or other purposes. May calculate mapmaking information and create maps from source data, such as surveying notes, aerial photography, satellite data, or other maps to show topographical features, political boundaries, and other features. May verify accuracy and completeness of maps. Excludes "Cartographers and Photogrammetrists" (17-1021), "Surveyors" (17-1022), and "Geoscientists, Except Hydrologists and Geographers" (19-2042). > [[Video Version->17-3031-Video]] > [[What They Do->17-3031-WhatTheyDo-1]] > [[Work Environment->17-3031-WorkEnvironment-1]] > [[How to Become One->17-3031-HowToBecomeOne-1]] > [[Pay->17-3031-Pay-1]] > [[Job Outlook->17-3031-JobOutlook-1]] > [[Back->17-3000-Minor]]

config.header.center: "Major" -- {embed passage: '19-1000-Variables'} {embed passage: '19-2000-Variables'} {embed passage: '19-3000-Variables'} {embed passage: '19-4000-Variables'} {embed passage: '19-5000-Variables'} # Life, Physical, and Social Science Occupations [if var19_1000_MaxSalaryInMinor >= minSalary] > [[Life Scientists->19-1000-Minor]] [continued] [if var19_2000_MaxSalaryInMinor >= minSalary] > [[Physical Scientists->19-2000-Minor]] [continued] [if var19_3000_MaxSalaryInMinor >= minSalary] > [[Social Scientists and Related Workers->19-3000-Minor]] [continued] [if var19_4000_MaxSalaryInMinor >= minSalary] > [[Life, Physical, and Social Science Technicians->19-4000-Minor]] [continued] [if var19_5000_MaxSalaryInMinor >= minSalary] > [[Occupational Health and Safety Specialists and Technicians->19-5000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Engineering Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses pertaining to the application of physical laws and principles of engineering for the development of machines, materials, instruments, processes, and services. Includes teachers of subjects such as chemical, civil, electrical, industrial, mechanical, mineral, and petroleum engineering. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. Excludes "Computer Science Teachers, Postsecondary" (25-1021). > [[Video Version->25-1032-Video]] > [[What They Do->25-1032-WhatTheyDo-1]] > [[Work Environment->25-1032-WorkEnvironment-1]] > [[How to Become One->25-1032-HowToBecomeOne-1]] > [[Pay->25-1032-Pay-1]] > [[Job Outlook->25-1032-JobOutlook-1]] > [[Back->25-1030-Broad]]

config.header.center: "Minor" -- {embed passage: '19-1010-Variables'} {embed passage: '19-1011-Variables'} {embed passage: '19-1012-Variables'} {embed passage: '19-1013-Variables'} {embed passage: '19-1020-Variables'} {embed passage: '19-1021-Variables'} {embed passage: '19-1022-Variables'} {embed passage: '19-1023-Variables'} {embed passage: '19-1029-Variables'} {embed passage: '19-1030-Variables'} {embed passage: '19-1031-Variables'} {embed passage: '19-1032-Variables'} {embed passage: '19-1040-Variables'} {embed passage: '19-1041-Variables'} {embed passage: '19-1042-Variables'} {embed passage: '19-1090-Variables'} {embed passage: '19-1099-Variables'} # Life Scientists [if var19_1010_MaxSalaryInBroad >= minSalary] > [[Agricultural and Food Scientists->19-1010-Broad]] [continued] [if var19_1020_MaxSalaryInBroad >= minSalary] > [[Biological Scientists->19-1020-Broad]] [continued] [if var19_1030_MaxSalaryInBroad >= minSalary] > [[Conservation Scientists and Foresters->19-1030-Broad]] [continued] [if var19_1040_MaxSalaryInBroad >= minSalary] > [[Medical Scientists->19-1040-Broad]] [continued] [if var19_1099_medianPay >= minSalary & (riskTolerance === 'high' | var19_1099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_1099_highAIRisk === "low" | var19_1099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_1099_highAIRisk === "low"))] > [[Life Scientists, All Other->19-1099-Detailed]] [continued] > [[Back->19-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # English Language and Literature Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in English language and literature, including linguistics and comparative literature. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1123-Video]] > [[What They Do->25-1123-WhatTheyDo-1]] > [[Work Environment->25-1123-WorkEnvironment-1]] > [[How to Become One->25-1123-HowToBecomeOne-1]] > [[Pay->25-1123-Pay-1]] > [[Job Outlook->25-1123-JobOutlook-1]] > [[Back->25-1120-Broad]]

config.header.center: "Broad" -- {embed passage: '19-1011-Variables'} {embed passage: '19-1012-Variables'} {embed passage: '19-1013-Variables'} # Agricultural and Food Scientists [if var19_1011_medianPay >= minSalary & (riskTolerance === 'high' | var19_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_1011_highAIRisk === "low" | var19_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_1011_highAIRisk === "low"))] > [[Animal Scientists->19-1011-Detailed]] [continued] [if var19_1012_medianPay >= minSalary & (riskTolerance === 'high' | var19_1012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_1012_highAIRisk === "low" | var19_1012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_1012_highAIRisk === "low"))] > [[Food Scientists and Technologists->19-1012-Detailed]] [continued] [if var19_1013_medianPay >= minSalary & (riskTolerance === 'high' | var19_1013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_1013_highAIRisk === "low" | var19_1013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_1013_highAIRisk === "low"))] > [[Soil and Plant Scientists->19-1013-Detailed]] [continued] > [[Back->19-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Food Scientists and Technologists ## AI Risk Level: low ## Definition: Use chemistry, microbiology, engineering, and other sciences to study the principles underlying the processing and deterioration of foods; analyze food content to determine levels of vitamins, fat, sugar, and protein; discover new food sources; research ways to make processed foods safe, palatable, and healthful; and apply food science knowledge to determine best ways to process, package, preserve, store, and distribute food. > [[Video Version->19-1012-Video]] > [[What They Do->19-1012-WhatTheyDo-1]] > [[Work Environment->19-1012-WorkEnvironment-1]] > [[How to Become One->19-1012-HowToBecomeOne-1]] > [[Pay->19-1012-Pay-1]] > [[Job Outlook->19-1012-JobOutlook-1]] > [[Back->19-1010-Broad]]

config.header.center: "Detailed" -- # Environmental Science and Protection Technicians, Including Health ## AI Risk Level: low ## Definition: Perform laboratory and field tests to monitor the environment and investigate sources of pollution, including those that affect health, under the direction of an environmental scientist, engineer, or other specialist. May collect samples of gases, soil, water, and other materials for testing. > [[Video Version->19-4042-Video]] > [[What They Do->19-4042-WhatTheyDo-1]] > [[Work Environment->19-4042-WorkEnvironment-1]] > [[How to Become One->19-4042-HowToBecomeOne-1]] > [[Pay->19-4042-Pay-1]] > [[Job Outlook->19-4042-JobOutlook-1]] > [[Back->19-4040-Broad]]

config.header.center: "Detailed" -- # Soil and Plant Scientists ## AI Risk Level: low ## Definition: Conduct research in breeding, physiology, production, yield, and management of crops and agricultural plants or trees, shrubs, and nursery stock, their growth in soils, and control of pests; or study the chemical, physical, biological, and mineralogical composition of soils as they relate to plant or crop growth. May classify and map soils and investigate effects of alternative practices on soil and crop productivity. > [[Video Version->19-1013-Video]] > [[What They Do->19-1013-WhatTheyDo-1]] > [[Work Environment->19-1013-WorkEnvironment-1]] > [[How to Become One->19-1013-HowToBecomeOne-1]] > [[Pay->19-1013-Pay-1]] > [[Job Outlook->19-1013-JobOutlook-1]] > [[Back->19-1010-Broad]]

config.header.center: "Detailed" -- # Environmental Science Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in environmental science. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. Excludes "Forestry and Conservation Science Teachers, Postsecondary" (25-1043). > [[Video Version->25-1053-Video]] > [[What They Do->25-1053-WhatTheyDo-1]] > [[Work Environment->25-1053-WorkEnvironment-1]] > [[How to Become One->25-1053-HowToBecomeOne-1]] > [[Pay->25-1053-Pay-1]] > [[Job Outlook->25-1053-JobOutlook-1]] > [[Back->25-1050-Broad]]

config.header.center: "Broad" -- {embed passage: '19-1021-Variables'} {embed passage: '19-1022-Variables'} {embed passage: '19-1023-Variables'} {embed passage: '19-1029-Variables'} # Biological Scientists [if var19_1021_medianPay >= minSalary & (riskTolerance === 'high' | var19_1021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_1021_highAIRisk === "low" | var19_1021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_1021_highAIRisk === "low"))] > [[Biochemists and Biophysicists->19-1021-Detailed]] [continued] [if var19_1022_medianPay >= minSalary & (riskTolerance === 'high' | var19_1022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_1022_highAIRisk === "low" | var19_1022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_1022_highAIRisk === "low"))] > [[Microbiologists->19-1022-Detailed]] [continued] [if var19_1023_medianPay >= minSalary & (riskTolerance === 'high' | var19_1023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_1023_highAIRisk === "low" | var19_1023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_1023_highAIRisk === "low"))] > [[Zoologists and Wildlife Biologists->19-1023-Detailed]] [continued] [if var19_1029_medianPay >= minSalary & (riskTolerance === 'high' | var19_1029_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_1029_highAIRisk === "low" | var19_1029_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_1029_highAIRisk === "low"))] > [[Biological Scientists, All Other->19-1029-Detailed]] [continued] > [[Back->19-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Environmental Scientists and Specialists, Including Health ## AI Risk Level: low ## Definition: Conduct research or perform investigation for the purpose of identifying, abating, or eliminating sources of pollutants or hazards that affect either the environment or public health. Using knowledge of various scientific disciplines, may collect, synthesize, study, report, and recommend action based on data derived from measurements or observations of air, food, soil, water, and other sources. Excludes "Zoologists and Wildlife Biologists" (19-1023), "Conservation Scientists" (19-1031), "Forest and Conservation Technicians" (19-4071), "Occupational Health and Safety Specialists" (19-5011), "Fish and Game Wardens" (33-3031), and "Forest and Conservation Workers" (45-4011). > [[Video Version->19-2041-Video]] > [[What They Do->19-2041-WhatTheyDo-1]] > [[Work Environment->19-2041-WorkEnvironment-1]] > [[How to Become One->19-2041-HowToBecomeOne-1]] > [[Pay->19-2041-Pay-1]] > [[Job Outlook->19-2041-JobOutlook-1]] > [[Back->19-2040-Broad]]

config.header.center: "Detailed" -- # Epidemiologists ## AI Risk Level: low ## Definition: Investigate and describe the determinants and distribution of disease, disability, or health outcomes. May develop the means for prevention and control. > [[Video Version->19-1041-Video]] > [[What They Do->19-1041-WhatTheyDo-1]] > [[Work Environment->19-1041-WorkEnvironment-1]] > [[How to Become One->19-1041-HowToBecomeOne-1]] > [[Pay->19-1041-Pay-1]] > [[Job Outlook->19-1041-JobOutlook-1]] > [[Back->19-1040-Broad]]

config.header.center: "Detailed" -- # Microbiologists ## AI Risk Level: low ## Definition: Investigate the growth, structure, development, and other characteristics of microscopic organisms, such as bacteria, algae, or fungi. Includes medical microbiologists who study the relationship between organisms and disease or the effects of antibiotics on microorganisms. > [[What They Do->19-1022-WhatTheyDo-1]] > [[Work Environment->19-1022-WorkEnvironment-1]] > [[How to Become One->19-1022-HowToBecomeOne-1]] > [[Pay->19-1022-Pay-1]] > [[Job Outlook->19-1022-JobOutlook-1]] > [[Back->19-1020-Broad]]

config.header.center: "Detailed" -- # Zoologists and Wildlife Biologists ## AI Risk Level: low ## Definition: Study the origins, behavior, diseases, genetics, and life processes of animals and wildlife. May specialize in wildlife research and management. May collect and analyze biological data to determine the environmental effects of present and potential use of land and water habitats. > [[Video Version->19-1023-Video]] > [[What They Do->19-1023-WhatTheyDo-1]] > [[Work Environment->19-1023-WorkEnvironment-1]] > [[How to Become One->19-1023-HowToBecomeOne-1]] > [[Pay->19-1023-Pay-1]] > [[Job Outlook->19-1023-JobOutlook-1]] > [[Back->19-1020-Broad]]

config.header.center: "Detailed" -- # Biological Scientists, All Other ## Definition: All biological scientists not listed separately. > [[Back->19-1020-Broad]]

config.header.center: "Broad" -- {embed passage: '19-1031-Variables'} {embed passage: '19-1032-Variables'} # Conservation Scientists and Foresters [if var19_1031_medianPay >= minSalary & (riskTolerance === 'high' | var19_1031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_1031_highAIRisk === "low" | var19_1031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_1031_highAIRisk === "low"))] > [[Conservation Scientists->19-1031-Detailed]] [continued] [if var19_1032_medianPay >= minSalary & (riskTolerance === 'high' | var19_1032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_1032_highAIRisk === "low" | var19_1032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_1032_highAIRisk === "low"))] > [[Foresters->19-1032-Detailed]] [continued] > [[Back->19-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Exercise Physiologists ## AI Risk Level: low ## Definition: Assess, plan, or implement fitness programs that include exercise or physical activities such as those designed to improve cardiorespiratory function, body composition, muscular strength, muscular endurance, or flexibility. Excludes "Physical Therapists" (29-1123), "Athletic Trainers" (29-9091), and "Exercise Trainers and Group Fitness Instructors" (39-9031). > [[Video Version->29-1128-Video]] > [[What They Do->29-1128-WhatTheyDo-1]] > [[Work Environment->29-1128-WorkEnvironment-1]] > [[How to Become One->29-1128-HowToBecomeOne-1]] > [[Pay->29-1128-Pay-1]] > [[Job Outlook->29-1128-JobOutlook-1]] > [[Back->29-1120-Broad]]

config.header.center: "Detailed" -- # Foresters ## AI Risk Level: low ## Definition: Manage public and private forested lands for economic, recreational, and conservation purposes. May inventory the type, amount, and location of standing timber, appraise the timber's worth, negotiate the purchase, and draw up contracts for procurement. May determine how to conserve wildlife habitats, creek beds, water quality, and soil stability, and how best to comply with environmental regulations. May devise plans for planting and growing new trees, monitor trees for healthy growth, and determine optimal harvesting schedules. > [[Video Version->19-1032-Video]] > [[What They Do->19-1032-WhatTheyDo-1]] > [[Work Environment->19-1032-WorkEnvironment-1]] > [[How to Become One->19-1032-HowToBecomeOne-1]] > [[Pay->19-1032-Pay-1]] > [[Job Outlook->19-1032-JobOutlook-1]] > [[Back->19-1030-Broad]]

config.header.center: "Broad" -- {embed passage: '19-1041-Variables'} {embed passage: '19-1042-Variables'} # Medical Scientists [if var19_1041_medianPay >= minSalary & (riskTolerance === 'high' | var19_1041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_1041_highAIRisk === "low" | var19_1041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_1041_highAIRisk === "low"))] > [[Epidemiologists->19-1041-Detailed]] [continued] [if var19_1042_medianPay >= minSalary & (riskTolerance === 'high' | var19_1042_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_1042_highAIRisk === "low" | var19_1042_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_1042_highAIRisk === "low"))] > [[Medical Scientists, Except Epidemiologists->19-1042-Detailed]] [continued] > [[Back->19-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Medical Scientists, Except Epidemiologists ## AI Risk Level: low ## Definition: Conduct research dealing with the understanding of human diseases and the improvement of human health. Engage in clinical investigation, research and development, or other related activities. Includes physicians, dentists, pharmacologists, and medical pathologists who primarily conduct research. Practitioners who primarily provide medical or dental care or dispense drugs are included in "Healthcare Diagnosing or Treating Practitioners" (29-1000). > [[Video Version->19-1042-Video]] > [[What They Do->19-1042-WhatTheyDo-1]] > [[Work Environment->19-1042-WorkEnvironment-1]] > [[How to Become One->19-1042-HowToBecomeOne-1]] > [[Pay->19-1042-Pay-1]] > [[Job Outlook->19-1042-JobOutlook-1]] > [[Back->19-1040-Broad]]

config.header.center: "Broad" -- {embed passage: '19-1099-Variables'} # Miscellaneous Life Scientists [if var19_1099_medianPay >= minSalary & (riskTolerance === 'high' | var19_1099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_1099_highAIRisk === "low" | var19_1099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_1099_highAIRisk === "low"))] > [[Life Scientists, All Other->19-1099-Detailed]] [continued] > [[Back->19-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Life Scientists, All Other ## Definition: All life scientists not listed separately. > [[Back->19-1000-Minor]]

config.header.center: "Minor" -- {embed passage: '19-2010-Variables'} {embed passage: '19-2011-Variables'} {embed passage: '19-2012-Variables'} {embed passage: '19-2020-Variables'} {embed passage: '19-2021-Variables'} {embed passage: '19-2030-Variables'} {embed passage: '19-2031-Variables'} {embed passage: '19-2032-Variables'} {embed passage: '19-2040-Variables'} {embed passage: '19-2041-Variables'} {embed passage: '19-2042-Variables'} {embed passage: '19-2043-Variables'} {embed passage: '19-2090-Variables'} {embed passage: '19-2099-Variables'} # Physical Scientists [if var19_2010_MaxSalaryInBroad >= minSalary] > [[Astronomers and Physicists->19-2010-Broad]] [continued] [if var19_2021_medianPay >= minSalary & (riskTolerance === 'high' | var19_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_2021_highAIRisk === "low" | var19_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_2021_highAIRisk === "low"))] > [[Atmospheric and Space Scientists->19-2021-Detailed]] [continued] [if var19_2030_MaxSalaryInBroad >= minSalary] > [[Chemists and Materials Scientists->19-2030-Broad]] [continued] [if var19_2040_MaxSalaryInBroad >= minSalary] > [[Environmental Scientists and Geoscientists->19-2040-Broad]] [continued] [if var19_2099_medianPay >= minSalary & (riskTolerance === 'high' | var19_2099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_2099_highAIRisk === "low" | var19_2099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_2099_highAIRisk === "low"))] > [[Physical Scientists, All Other->19-2099-Detailed]] [continued] > [[Back->19-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '19-2011-Variables'} {embed passage: '19-2012-Variables'} # Astronomers and Physicists [if var19_2011_medianPay >= minSalary & (riskTolerance === 'high' | var19_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_2011_highAIRisk === "low" | var19_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_2011_highAIRisk === "low"))] > [[Astronomers->19-2011-Detailed]] [continued] [if var19_2012_medianPay >= minSalary & (riskTolerance === 'high' | var19_2012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_2012_highAIRisk === "low" | var19_2012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_2012_highAIRisk === "low"))] > [[Physicists->19-2012-Detailed]] [continued] > [[Back->19-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Family and Consumer Sciences Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in childcare, family relations, finance, nutrition, and related subjects pertaining to home management. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1192-Video]] > [[What They Do->25-1192-WhatTheyDo-1]] > [[Work Environment->25-1192-WorkEnvironment-1]] > [[How to Become One->25-1192-HowToBecomeOne-1]] > [[Pay->25-1192-Pay-1]] > [[Job Outlook->25-1192-JobOutlook-1]] > [[Back->25-1190-Broad]]

config.header.center: "Detailed" -- # Family Medicine Physicians ## AI Risk Level: low ## Definition: Diagnose, treat, and provide preventive care to individuals and families across the lifespan. May refer patients to specialists when needed for further diagnosis or treatment. Excludes "General Internal Medicine Physicians" (29-1216) and "Pediatricians, General" (29-1221). > [[Video Version->29-1215-Video]] > [[What They Do->29-1215-WhatTheyDo-1]] > [[Work Environment->29-1215-WorkEnvironment-1]] > [[How to Become One->29-1215-HowToBecomeOne-1]] > [[Pay->29-1215-Pay-1]] > [[Job Outlook->29-1215-JobOutlook-1]] > [[Back->29-1210-Broad]]

config.header.center: "Detailed" -- # Physicists ## AI Risk Level: low ## Definition: Conduct research into physical phenomena, develop theories on the basis of observation and experiments, and devise methods to apply physical laws and theories. Excludes "Biochemists and Biophysicists" (19-1021). > [[Video Version->19-2012-Video]] > [[What They Do->19-2012-WhatTheyDo-1]] > [[Work Environment->19-2012-WorkEnvironment-1]] > [[How to Become One->19-2012-HowToBecomeOne-1]] > [[Pay->19-2012-Pay-1]] > [[Job Outlook->19-2012-JobOutlook-1]] > [[Back->19-2010-Broad]]

config.header.center: "Detailed" -- # Farm and Home Management Educators ## AI Risk Level: low ## Definition: Instruct and advise individuals and families engaged in agriculture, agricultural-related processes, or home management activities. Demonstrate procedures and apply research findings to advance agricultural and home management activities. May develop educational outreach programs. May instruct on either agricultural issues such as agricultural processes and techniques, pest management, and food safety, or on home management issues such as budgeting, nutrition, and child development. Excludes "Dietitians and Nutritionists" (29-1031). > [[Back->25-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '19-2021-Variables'} # Atmospheric and Space Scientists [if var19_2021_medianPay >= minSalary & (riskTolerance === 'high' | var19_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_2021_highAIRisk === "low" | var19_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_2021_highAIRisk === "low"))] > [[Atmospheric and Space Scientists->19-2021-Detailed]] [continued] > [[Back->19-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '19-2031-Variables'} {embed passage: '19-2032-Variables'} # Chemists and Materials Scientists [if var19_2031_medianPay >= minSalary & (riskTolerance === 'high' | var19_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_2031_highAIRisk === "low" | var19_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_2031_highAIRisk === "low"))] > [[Chemists->19-2031-Detailed]] [continued] [if var19_2032_medianPay >= minSalary & (riskTolerance === 'high' | var19_2032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_2032_highAIRisk === "low" | var19_2032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_2032_highAIRisk === "low"))] > [[Materials Scientists->19-2032-Detailed]] [continued] > [[Back->19-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Materials Scientists ## AI Risk Level: low ## Definition: Research and study the structures and chemical properties of various natural and synthetic or composite materials, including metals, alloys, rubber, ceramics, semiconductors, polymers, and glass. Determine ways to strengthen or combine materials or develop new materials with new or specific properties for use in a variety of products and applications. Includes glass scientists, ceramic scientists, metallurgical scientists, and polymer scientists. > [[Video Version->19-2032-Video]] > [[What They Do->19-2032-WhatTheyDo-1]] > [[Work Environment->19-2032-WorkEnvironment-1]] > [[How to Become One->19-2032-HowToBecomeOne-1]] > [[Pay->19-2032-Pay-1]] > [[Job Outlook->19-2032-JobOutlook-1]] > [[Back->19-2030-Broad]]

config.header.center: "Broad" -- {embed passage: '19-2041-Variables'} {embed passage: '19-2042-Variables'} {embed passage: '19-2043-Variables'} # Environmental Scientists and Geoscientists [if var19_2041_medianPay >= minSalary & (riskTolerance === 'high' | var19_2041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_2041_highAIRisk === "low" | var19_2041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_2041_highAIRisk === "low"))] > [[Environmental Scientists and Specialists, Including Health->19-2041-Detailed]] [continued] [if var19_2042_medianPay >= minSalary & (riskTolerance === 'high' | var19_2042_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_2042_highAIRisk === "low" | var19_2042_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_2042_highAIRisk === "low"))] > [[Geoscientists, Except Hydrologists and Geographers->19-2042-Detailed]] [continued] [if var19_2043_medianPay >= minSalary & (riskTolerance === 'high' | var19_2043_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_2043_highAIRisk === "low" | var19_2043_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_2043_highAIRisk === "low"))] > [[Hydrologists->19-2043-Detailed]] [continued] > [[Back->19-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Fashion Designers ## AI Risk Level: low ## Definition: Design clothing and accessories. Create original designs or adapt fashion trends. > [[Video Version->27-1022-Video]] > [[What They Do->27-1022-WhatTheyDo-1]] > [[Work Environment->27-1022-WorkEnvironment-1]] > [[How to Become One->27-1022-HowToBecomeOne-1]] > [[Pay->27-1022-Pay-1]] > [[Job Outlook->27-1022-JobOutlook-1]] > [[Back->27-1020-Broad]]

config.header.center: "Detailed" -- # Fast Food and Counter Workers ## AI Risk Level: high ## Definition: Perform duties such as taking orders and serving food and beverages. Serve customers at counter or from a steam table. May take payment. May prepare food and beverages. Counter attendants who also wait tables are included in "Waiters and Waitresses" (35-3031), > [[Video Version->35-3023-Video]] > [[What They Do->35-3023-WhatTheyDo-1]] > [[Work Environment->35-3023-WorkEnvironment-1]] > [[How to Become One->35-3023-HowToBecomeOne-1]] > [[Pay->35-3023-Pay-1]] > [[Job Outlook->35-3023-JobOutlook-1]] > [[Back->35-3000-Minor]]

config.header.center: "Detailed" -- # Geoscientists, Except Hydrologists and Geographers ## AI Risk Level: low ## Definition: Study the composition, structure, and other physical aspects of the Earth. May use geological, physics, and mathematics knowledge in exploration for oil, gas, minerals, or underground water; or in waste disposal, land reclamation, or other environmental problems. May study the Earth's internal composition, atmospheres, and oceans, and its magnetic, electrical, and gravitational forces. Includes mineralogists, paleontologists, stratigraphers, geodesists, and seismologists. > [[Video Version->19-2042-Video]] > [[What They Do->19-2042-WhatTheyDo-1]] > [[Work Environment->19-2042-WorkEnvironment-1]] > [[How to Become One->19-2042-HowToBecomeOne-1]] > [[Pay->19-2042-Pay-1]] > [[Job Outlook->19-2042-JobOutlook-1]] > [[Back->19-2040-Broad]]

config.header.center: "Detailed" -- # Hydrologists ## AI Risk Level: low ## Definition: Research the distribution, circulation, and physical properties of underground and surface waters; and study the form and intensity of precipitation and its rate of infiltration into the soil, movement through the earth, and return to the ocean and atmosphere. > [[Video Version->19-2043-Video]] > [[What They Do->19-2043-WhatTheyDo-1]] > [[Work Environment->19-2043-WorkEnvironment-1]] > [[How to Become One->19-2043-HowToBecomeOne-1]] > [[Pay->19-2043-Pay-1]] > [[Job Outlook->19-2043-JobOutlook-1]] > [[Back->19-2040-Broad]]

config.header.center: "Broad" -- {embed passage: '19-2099-Variables'} # Miscellaneous Physical Scientists [if var19_2099_medianPay >= minSalary & (riskTolerance === 'high' | var19_2099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_2099_highAIRisk === "low" | var19_2099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_2099_highAIRisk === "low"))] > [[Physical Scientists, All Other->19-2099-Detailed]] [continued] > [[Back->19-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Physical Scientists, All Other ## Definition: All physical scientists not listed separately. > [[Back->19-2000-Minor]]

config.header.center: "Detailed" -- # Film and Video Editors ## AI Risk Level: moderate ## Definition: Edit moving images on film, video, or other media. May work with a producer or director to organize images for final production. May edit or synchronize soundtracks with images. Excludes "Sound Engineering Technicians" (27-4014). > [[Video Version->27-4032-Video]] > [[What They Do->27-4032-WhatTheyDo-1]] > [[Work Environment->27-4032-WorkEnvironment-1]] > [[How to Become One->27-4032-HowToBecomeOne-1]] > [[Pay->27-4032-Pay-1]] > [[Job Outlook->27-4032-JobOutlook-1]] > [[Back->27-4030-Broad]]

config.header.center: "Minor" -- {embed passage: '19-3010-Variables'} {embed passage: '19-3011-Variables'} {embed passage: '19-3020-Variables'} {embed passage: '19-3022-Variables'} {embed passage: '19-3030-Variables'} {embed passage: '19-3032-Variables'} {embed passage: '19-3033-Variables'} {embed passage: '19-3034-Variables'} {embed passage: '19-3039-Variables'} {embed passage: '19-3040-Variables'} {embed passage: '19-3041-Variables'} {embed passage: '19-3050-Variables'} {embed passage: '19-3051-Variables'} {embed passage: '19-3090-Variables'} {embed passage: '19-3091-Variables'} {embed passage: '19-3092-Variables'} {embed passage: '19-3093-Variables'} {embed passage: '19-3094-Variables'} {embed passage: '19-3099-Variables'} # Social Scientists and Related Workers [if var19_3011_medianPay >= minSalary & (riskTolerance === 'high' | var19_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3011_highAIRisk === "low" | var19_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3011_highAIRisk === "low"))] > [[Economists->19-3011-Detailed]] [continued] [if var19_3022_medianPay >= minSalary & (riskTolerance === 'high' | var19_3022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3022_highAIRisk === "low" | var19_3022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3022_highAIRisk === "low"))] > [[Survey Researchers->19-3022-Detailed]] [continued] [if var19_3030_MaxSalaryInBroad >= minSalary] > [[Psychologists->19-3030-Broad]] [continued] [if var19_3041_medianPay >= minSalary & (riskTolerance === 'high' | var19_3041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3041_highAIRisk === "low" | var19_3041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3041_highAIRisk === "low"))] > [[Sociologists->19-3041-Detailed]] [continued] [if var19_3051_medianPay >= minSalary & (riskTolerance === 'high' | var19_3051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3051_highAIRisk === "low" | var19_3051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3051_highAIRisk === "low"))] > [[Urban and Regional Planners->19-3051-Detailed]] [continued] [if var19_3090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Social Scientists and Related Workers->19-3090-Broad]] [continued] > [[Back->19-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '19-3011-Variables'} # Economists [if var19_3011_medianPay >= minSalary & (riskTolerance === 'high' | var19_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3011_highAIRisk === "low" | var19_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3011_highAIRisk === "low"))] > [[Economists->19-3011-Detailed]] [continued] > [[Back->19-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '19-3022-Variables'} # Survey Researchers [if var19_3022_medianPay >= minSalary & (riskTolerance === 'high' | var19_3022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3022_highAIRisk === "low" | var19_3022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3022_highAIRisk === "low"))] > [[Survey Researchers->19-3022-Detailed]] [continued] > [[Back->19-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Survey Researchers ## AI Risk Level: low ## Definition: Plan, develop, or conduct surveys. May analyze and interpret the meaning of survey data, determine survey objectives, or suggest or test question wording. Includes social scientists who primarily design questionnaires or supervise survey teams. Excludes "Market Research Analysts and Marketing Specialists" (13-1161) and "Statisticians" (15-2041). > [[Video Version->19-3022-Video]] > [[What They Do->19-3022-WhatTheyDo-1]] > [[Work Environment->19-3022-WorkEnvironment-1]] > [[How to Become One->19-3022-HowToBecomeOne-1]] > [[Pay->19-3022-Pay-1]] > [[Job Outlook->19-3022-JobOutlook-1]] > [[Back->19-3000-Minor]]

config.header.center: "Detailed" -- # Fire Inspectors and Investigators ## AI Risk Level: low ## Definition: Inspect buildings to detect fire hazards and enforce local ordinances and state laws, or investigate and gather facts to determine cause of fires and explosions. > [[Video Version->33-2021-Video]] > [[What They Do->33-2021-WhatTheyDo-1]] > [[Work Environment->33-2021-WorkEnvironment-1]] > [[How to Become One->33-2021-HowToBecomeOne-1]] > [[Pay->33-2021-Pay-1]] > [[Job Outlook->33-2021-JobOutlook-1]] > [[Back->33-2020-Broad]]

config.header.center: "Broad" -- {embed passage: '19-3032-Variables'} {embed passage: '19-3033-Variables'} {embed passage: '19-3034-Variables'} {embed passage: '19-3039-Variables'} # Psychologists [if var19_3033_medianPay >= minSalary & (riskTolerance === 'high' | var19_3033_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3033_highAIRisk === "low" | var19_3033_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3033_highAIRisk === "low"))] > [[Clinical and Counseling Psychologists->19-3033-Detailed]] [continued] [if var19_3032_medianPay >= minSalary & (riskTolerance === 'high' | var19_3032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3032_highAIRisk === "low" | var19_3032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3032_highAIRisk === "low"))] > [[Industrial-Organizational Psychologists->19-3032-Detailed]] [continued] [if var19_3034_medianPay >= minSalary & (riskTolerance === 'high' | var19_3034_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3034_highAIRisk === "low" | var19_3034_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3034_highAIRisk === "low"))] > [[School Psychologists->19-3034-Detailed]] [continued] [if var19_3039_medianPay >= minSalary & (riskTolerance === 'high' | var19_3039_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3039_highAIRisk === "low" | var19_3039_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3039_highAIRisk === "low"))] > [[Psychologists, All Other->19-3039-Detailed]] [continued] > [[Back->19-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Firefighters ## AI Risk Level: low ## Definition: Control and extinguish fires or respond to emergency situations where life, property, or the environment is at risk. Duties may include fire prevention, emergency medical service, hazardous material response, search and rescue, and disaster assistance. > [[Video Version->33-2011-Video]] > [[What They Do->33-2011-WhatTheyDo-1]] > [[Work Environment->33-2011-WorkEnvironment-1]] > [[How to Become One->33-2011-HowToBecomeOne-1]] > [[Pay->33-2011-Pay-1]] > [[Job Outlook->33-2011-JobOutlook-1]] > [[Back->33-2000-Minor]]

config.header.center: "Detailed" -- # Industrial-Organizational Psychologists ## AI Risk Level: low ## Definition: Apply principles of psychology to human resources, administration, management, sales, and marketing problems. Activities may include policy planning; employee testing and selection, training, and development; and organizational development and analysis. May work with management to organize the work setting to improve worker productivity. > [[Video Version->19-3032-Video]] > [[What They Do->19-3032-WhatTheyDo-1]] > [[Work Environment->19-3032-WorkEnvironment-1]] > [[How to Become One->19-3032-HowToBecomeOne-1]] > [[Pay->19-3032-Pay-1]] > [[Job Outlook->19-3032-JobOutlook-1]] > [[Back->19-3030-Broad]]

config.header.center: "Detailed" -- # First-Line Supervisors of Correctional Officers ## AI Risk Level: low ## Definition: Directly supervise and coordinate activities of correctional officers and jailers. > [[Back->33-1010-Broad]]

config.header.center: "Detailed" -- # School Psychologists ## AI Risk Level: low ## Definition: Diagnose and implement individual or schoolwide interventions or strategies to address educational, behavioral, or developmental issues that adversely impact educational functioning in a school. May address student learning and behavioral problems and counsel students or families. May design and implement performance plans, and evaluate performance. May consult with other school-based personnel. > [[Video Version->19-3034-Video]] > [[What They Do->19-3034-WhatTheyDo-1]] > [[Work Environment->19-3034-WorkEnvironment-1]] > [[How to Become One->19-3034-HowToBecomeOne-1]] > [[Pay->19-3034-Pay-1]] > [[Job Outlook->19-3034-JobOutlook-1]] > [[Back->19-3030-Broad]]

config.header.center: "Detailed" -- # First-Line Supervisors of Entertainment and Recreation Workers, Except Gambling Services ## AI Risk Level: low ## Definition: Directly supervise and coordinate activities of entertainment and recreation related workers. > [[Back->39-1010-Broad]]

config.header.center: "Detailed" -- # Psychologists, All Other ## Definition: All psychologists not listed separately. > [[Video Version->19-3039-Video]] > [[What They Do->19-3039-WhatTheyDo-1]] > [[Work Environment->19-3039-WorkEnvironment-1]] > [[How to Become One->19-3039-HowToBecomeOne-1]] > [[Pay->19-3039-Pay-1]] > [[Job Outlook->19-3039-JobOutlook-1]] > [[Back->19-3030-Broad]]

config.header.center: "Broad" -- {embed passage: '19-3041-Variables'} # Sociologists [if var19_3041_medianPay >= minSalary & (riskTolerance === 'high' | var19_3041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3041_highAIRisk === "low" | var19_3041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3041_highAIRisk === "low"))] > [[Sociologists->19-3041-Detailed]] [continued] > [[Back->19-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # First-Line Supervisors of Firefighting and Prevention Workers ## AI Risk Level: low ## Definition: Directly supervise and coordinate activities of workers engaged in firefighting and fire prevention and control. > [[Back->33-1000-Minor]]

config.header.center: "Detailed" -- # Sociologists ## AI Risk Level: low ## Definition: Study human society and social behavior by examining the groups and social institutions that people form, as well as various social, religious, political, and business organizations. May study the behavior and interaction of groups, trace their origin and growth, and analyze the influence of group activities on individual members. > [[Video Version->19-3041-Video]] > [[What They Do->19-3041-WhatTheyDo-1]] > [[Work Environment->19-3041-WorkEnvironment-1]] > [[How to Become One->19-3041-HowToBecomeOne-1]] > [[Pay->19-3041-Pay-1]] > [[Job Outlook->19-3041-JobOutlook-1]] > [[Back->19-3000-Minor]]

config.header.center: "Detailed" -- # First-Line Supervisors of Food Preparation and Serving Workers ## AI Risk Level: low ## Definition: Directly supervise and coordinate activities of workers engaged in preparing and serving food. > [[Back->35-1010-Broad]]

config.header.center: "Broad" -- {embed passage: '19-3051-Variables'} # Urban and Regional Planners [if var19_3051_medianPay >= minSalary & (riskTolerance === 'high' | var19_3051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3051_highAIRisk === "low" | var19_3051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3051_highAIRisk === "low"))] > [[Urban and Regional Planners->19-3051-Detailed]] [continued] > [[Back->19-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # First-Line Supervisors of Gambling Services Workers ## AI Risk Level: low ## Definition: Directly supervise and coordinate activities of workers in assigned gambling areas. May circulate among tables, observe operations, and ensure that stations and games are covered for each shift. May verify and pay off jackpots. May reset slot machines after payoffs and make repairs or adjustments to slot machines or recommend removal of slot machines for repair. May plan and organize activities and services for guests in hotels/casinos. > [[Video Version->39-1013-Video]] > [[What They Do->39-1013-WhatTheyDo-1]] > [[Work Environment->39-1013-WorkEnvironment-1]] > [[How to Become One->39-1013-HowToBecomeOne-1]] > [[Pay->39-1013-Pay-1]] > [[Job Outlook->39-1013-JobOutlook-1]] > [[Back->39-1010-Broad]]

config.header.center: "Detailed" -- # Urban and Regional Planners ## AI Risk Level: low ## Definition: Develop comprehensive plans and programs for use of land and physical facilities of jurisdictions, such as towns, cities, counties, and metropolitan areas. > [[Video Version->19-3051-Video]] > [[What They Do->19-3051-WhatTheyDo-1]] > [[Work Environment->19-3051-WorkEnvironment-1]] > [[How to Become One->19-3051-HowToBecomeOne-1]] > [[Pay->19-3051-Pay-1]] > [[Job Outlook->19-3051-JobOutlook-1]] > [[Back->19-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '19-3091-Variables'} {embed passage: '19-3092-Variables'} {embed passage: '19-3093-Variables'} {embed passage: '19-3094-Variables'} {embed passage: '19-3099-Variables'} # Miscellaneous Social Scientists and Related Workers [if var19_3091_medianPay >= minSalary & (riskTolerance === 'high' | var19_3091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3091_highAIRisk === "low" | var19_3091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3091_highAIRisk === "low"))] > [[Anthropologists and Archeologists->19-3091-Detailed]] [continued] [if var19_3092_medianPay >= minSalary & (riskTolerance === 'high' | var19_3092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3092_highAIRisk === "low" | var19_3092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3092_highAIRisk === "low"))] > [[Geographers->19-3092-Detailed]] [continued] [if var19_3093_medianPay >= minSalary & (riskTolerance === 'high' | var19_3093_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3093_highAIRisk === "low" | var19_3093_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3093_highAIRisk === "low"))] > [[Historians->19-3093-Detailed]] [continued] [if var19_3094_medianPay >= minSalary & (riskTolerance === 'high' | var19_3094_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3094_highAIRisk === "low" | var19_3094_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3094_highAIRisk === "low"))] > [[Political Scientists->19-3094-Detailed]] [continued] [if var19_3099_medianPay >= minSalary & (riskTolerance === 'high' | var19_3099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_3099_highAIRisk === "low" | var19_3099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_3099_highAIRisk === "low"))] > [[Social Scientists and Related Workers, All Other->19-3099-Detailed]] [continued] > [[Back->19-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # First-Line Supervisors of Housekeeping and Janitorial Workers ## AI Risk Level: low ## Definition: Directly supervise and coordinate work activities of cleaning personnel in hotels, hospitals, offices, and other establishments. > [[Back->37-1010-Broad]]

config.header.center: "Detailed" -- # First-Line Supervisors of Landscaping, Lawn Service, and Groundskeeping Workers ## AI Risk Level: low ## Definition: Directly supervise and coordinate activities of workers engaged in landscaping or groundskeeping activities. Work may involve reviewing contracts to ascertain service, machine, and workforce requirements; answering inquiries from potential customers regarding methods, material, and price ranges; and preparing estimates according to labor, material, and machine costs. > [[Back->37-1010-Broad]]

config.header.center: "Detailed" -- # Geographers ## AI Risk Level: low ## Definition: Study the nature and use of areas of the Earth's surface, relating and interpreting interactions of physical and cultural phenomena. Conduct research on physical aspects of a region, including land forms, climates, soils, plants, and animals, and conduct research on the spatial implications of human activities within a given area, including social characteristics, economic activities, and political organization, as well as researching interdependence between regions at scales ranging from local to global. > [[Video Version->19-3092-Video]] > [[What They Do->19-3092-WhatTheyDo-1]] > [[Work Environment->19-3092-WorkEnvironment-1]] > [[How to Become One->19-3092-HowToBecomeOne-1]] > [[Pay->19-3092-Pay-1]] > [[Job Outlook->19-3092-JobOutlook-1]] > [[Back->19-3090-Broad]]

config.header.center: "Detailed" -- # Historians ## AI Risk Level: low ## Definition: Research, analyze, record, and interpret the past as recorded in sources, such as government and institutional records, newspapers and other periodicals, photographs, interviews, films, electronic media, and unpublished manuscripts, such as personal diaries and letters. > [[What They Do->19-3093-WhatTheyDo-1]] > [[Work Environment->19-3093-WorkEnvironment-1]] > [[How to Become One->19-3093-HowToBecomeOne-1]] > [[Pay->19-3093-Pay-1]] > [[Job Outlook->19-3093-JobOutlook-1]] > [[Back->19-3090-Broad]]

config.header.center: "Detailed" -- # Political Scientists ## AI Risk Level: low ## Definition: Study the origin, development, and operation of political systems. May study topics, such as public opinion, political decisionmaking, and ideology. May analyze the structure and operation of governments, as well as various political entities. May conduct public opinion surveys, analyze election results, or analyze public documents. Excludes "Survey Researchers" (19-3022). > [[What They Do->19-3094-WhatTheyDo-1]] > [[Work Environment->19-3094-WorkEnvironment-1]] > [[How to Become One->19-3094-HowToBecomeOne-1]] > [[Pay->19-3094-Pay-1]] > [[Job Outlook->19-3094-JobOutlook-1]] > [[Back->19-3090-Broad]]

config.header.center: "Detailed" -- # Social Scientists and Related Workers, All Other ## Definition: All social scientists and related workers not listed separately. > [[Back->19-3090-Broad]]

config.header.center: "Minor" -- {embed passage: '19-4010-Variables'} {embed passage: '19-4012-Variables'} {embed passage: '19-4013-Variables'} {embed passage: '19-4020-Variables'} {embed passage: '19-4021-Variables'} {embed passage: '19-4030-Variables'} {embed passage: '19-4031-Variables'} {embed passage: '19-4040-Variables'} {embed passage: '19-4042-Variables'} {embed passage: '19-4043-Variables'} {embed passage: '19-4044-Variables'} {embed passage: '19-4050-Variables'} {embed passage: '19-4051-Variables'} {embed passage: '19-4060-Variables'} {embed passage: '19-4061-Variables'} {embed passage: '19-4070-Variables'} {embed passage: '19-4071-Variables'} {embed passage: '19-4090-Variables'} {embed passage: '19-4092-Variables'} {embed passage: '19-4099-Variables'} # Life, Physical, and Social Science Technicians [if var19_4010_MaxSalaryInBroad >= minSalary] > [[Agricultural and Food Science Technicians->19-4010-Broad]] [continued] [if var19_4021_medianPay >= minSalary & (riskTolerance === 'high' | var19_4021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4021_highAIRisk === "low" | var19_4021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4021_highAIRisk === "low"))] > [[Biological Technicians->19-4021-Detailed]] [continued] [if var19_4031_medianPay >= minSalary & (riskTolerance === 'high' | var19_4031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4031_highAIRisk === "low" | var19_4031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4031_highAIRisk === "low"))] > [[Chemical Technicians->19-4031-Detailed]] [continued] [if var19_4040_MaxSalaryInBroad >= minSalary] > [[Environmental Science and Geoscience Technicians->19-4040-Broad]] [continued] [if var19_4051_medianPay >= minSalary & (riskTolerance === 'high' | var19_4051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4051_highAIRisk === "low" | var19_4051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4051_highAIRisk === "low"))] > [[Nuclear Technicians->19-4051-Detailed]] [continued] [if var19_4061_medianPay >= minSalary & (riskTolerance === 'high' | var19_4061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4061_highAIRisk === "low" | var19_4061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4061_highAIRisk === "low"))] > [[Social Science Research Assistants->19-4061-Detailed]] [continued] [if var19_4071_medianPay >= minSalary & (riskTolerance === 'high' | var19_4071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4071_highAIRisk === "low" | var19_4071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4071_highAIRisk === "low"))] > [[Forest and Conservation Technicians->19-4071-Detailed]] [continued] [if var19_4090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Life, Physical, and Social Science Technicians->19-4090-Broad]] [continued] > [[Back->19-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # First-Line Supervisors of Personal Service Workers ## AI Risk Level: low ## Definition: Supervise and coordinate activities of personal service workers. > [[Back->39-1000-Minor]]

config.header.center: "Broad" -- {embed passage: '19-4012-Variables'} {embed passage: '19-4013-Variables'} # Agricultural and Food Science Technicians [if var19_4012_medianPay >= minSalary & (riskTolerance === 'high' | var19_4012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4012_highAIRisk === "low" | var19_4012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4012_highAIRisk === "low"))] > [[Agricultural Technicians->19-4012-Detailed]] [continued] [if var19_4013_medianPay >= minSalary & (riskTolerance === 'high' | var19_4013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4013_highAIRisk === "low" | var19_4013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4013_highAIRisk === "low"))] > [[Food Science Technicians->19-4013-Detailed]] [continued] > [[Back->19-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # First-Line Supervisors of Police and Detectives ## AI Risk Level: low ## Definition: Directly supervise and coordinate activities of members of police force. > [[Back->33-1010-Broad]]

config.header.center: "Detailed" -- # Food Science Technicians ## AI Risk Level: high ## Definition: Work with food scientists or technologists to perform standardized qualitative and quantitative tests to determine physical or chemical properties of food or beverage products. Includes technicians who assist in research and development of production technology, quality control, packaging, processing, and use of foods. > [[Video Version->19-4013-Video]] > [[What They Do->19-4013-WhatTheyDo-1]] > [[Work Environment->19-4013-WorkEnvironment-1]] > [[How to Become One->19-4013-HowToBecomeOne-1]] > [[Pay->19-4013-Pay-1]] > [[Job Outlook->19-4013-JobOutlook-1]] > [[Back->19-4010-Broad]]

config.header.center: "Broad" -- {embed passage: '19-4021-Variables'} # Biological Technicians [if var19_4021_medianPay >= minSalary & (riskTolerance === 'high' | var19_4021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4021_highAIRisk === "low" | var19_4021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4021_highAIRisk === "low"))] > [[Biological Technicians->19-4021-Detailed]] [continued] > [[Back->19-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Fish and Game Wardens ## AI Risk Level: low ## Definition: Patrol assigned area to prevent fish and game law violations. Investigate reports of damage to crops or property by wildlife. Compile biological data. > [[Video Version->33-3031-Video]] > [[What They Do->33-3031-WhatTheyDo-1]] > [[Work Environment->33-3031-WorkEnvironment-1]] > [[How to Become One->33-3031-HowToBecomeOne-1]] > [[Pay->33-3031-Pay-1]] > [[Job Outlook->33-3031-JobOutlook-1]] > [[Back->33-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '19-4031-Variables'} # Chemical Technicians [if var19_4031_medianPay >= minSalary & (riskTolerance === 'high' | var19_4031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4031_highAIRisk === "low" | var19_4031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4031_highAIRisk === "low"))] > [[Chemical Technicians->19-4031-Detailed]] [continued] > [[Back->19-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '19-4042-Variables'} {embed passage: '19-4043-Variables'} {embed passage: '19-4044-Variables'} # Environmental Science and Geoscience Technicians [if var19_4042_medianPay >= minSalary & (riskTolerance === 'high' | var19_4042_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4042_highAIRisk === "low" | var19_4042_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4042_highAIRisk === "low"))] > [[Environmental Science and Protection Technicians, Including Health->19-4042-Detailed]] [continued] [if var19_4043_medianPay >= minSalary & (riskTolerance === 'high' | var19_4043_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4043_highAIRisk === "low" | var19_4043_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4043_highAIRisk === "low"))] > [[Geological Technicians, Except Hydrologic Technicians->19-4043-Detailed]] [continued] [if var19_4044_medianPay >= minSalary & (riskTolerance === 'high' | var19_4044_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4044_highAIRisk === "low" | var19_4044_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4044_highAIRisk === "low"))] > [[Hydrologic Technicians->19-4044-Detailed]] [continued] > [[Back->19-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Floral Designers ## AI Risk Level: low ## Definition: Design, cut, and arrange live, dried, or artificial flowers and foliage. > [[Video Version->27-1023-Video]] > [[What They Do->27-1023-WhatTheyDo-1]] > [[Work Environment->27-1023-WorkEnvironment-1]] > [[How to Become One->27-1023-HowToBecomeOne-1]] > [[Pay->27-1023-Pay-1]] > [[Job Outlook->27-1023-JobOutlook-1]] > [[Back->27-1020-Broad]]

config.header.center: "Detailed" -- # Geological Technicians, Except Hydrologic Technicians ## AI Risk Level: moderate ## Definition: Assist scientists or engineers in the use of electronic, sonic, or nuclear measuring instruments in laboratory, exploration, and production activities to obtain data indicating resources such as metallic ore, minerals, gas, coal, or petroleum. Analyze mud and drill cuttings. Chart pressure, temperature, and other characteristics of wells or bore holes. > [[Video Version->19-4043-Video]] > [[What They Do->19-4043-WhatTheyDo-1]] > [[Work Environment->19-4043-WorkEnvironment-1]] > [[How to Become One->19-4043-HowToBecomeOne-1]] > [[Pay->19-4043-Pay-1]] > [[Job Outlook->19-4043-JobOutlook-1]] > [[Back->19-4040-Broad]]

config.header.center: "Detailed" -- # Hydrologic Technicians ## Definition: Collect and organize data concerning the distribution and circulation of ground and surface water, and data on its physical, chemical, and biological properties. Measure and report on flow rates and ground water levels, maintain field equipment, collect water samples, install and collect sampling equipment, and process samples for shipment to testing laboratories. May collect data on behalf of hydrologists, engineers, developers, government agencies, or agriculture. Excludes "Hydrologists" (19-2043). > [[Video Version->19-4044-Video]] > [[What They Do->19-4044-WhatTheyDo-1]] > [[Work Environment->19-4044-WorkEnvironment-1]] > [[How to Become One->19-4044-HowToBecomeOne-1]] > [[Pay->19-4044-Pay-1]] > [[Job Outlook->19-4044-JobOutlook-1]] > [[Back->19-4040-Broad]]

config.header.center: "Broad" -- {embed passage: '19-4051-Variables'} # Nuclear Technicians [if var19_4051_medianPay >= minSalary & (riskTolerance === 'high' | var19_4051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4051_highAIRisk === "low" | var19_4051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4051_highAIRisk === "low"))] > [[Nuclear Technicians->19-4051-Detailed]] [continued] > [[Back->19-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Nuclear Technicians ## AI Risk Level: moderate ## Definition: Assist nuclear physicists, nuclear engineers, or other scientists in laboratory, power generation, or electricity production activities. May operate, maintain, or provide quality control for nuclear testing and research equipment. May monitor radiation. > [[What They Do->19-4051-WhatTheyDo-1]] > [[Work Environment->19-4051-WorkEnvironment-1]] > [[How to Become One->19-4051-HowToBecomeOne-1]] > [[Pay->19-4051-Pay-1]] > [[Job Outlook->19-4051-JobOutlook-1]] > [[Back->19-4000-Minor]]

config.header.center: "Detailed" -- # Food Preparation Workers ## AI Risk Level: moderate ## Definition: Perform a variety of food preparation duties other than cooking, such as preparing cold foods and shellfish, slicing meat, and brewing coffee or tea. > [[Video Version->35-2021-Video]] > [[What They Do->35-2021-WhatTheyDo-1]] > [[Work Environment->35-2021-WorkEnvironment-1]] > [[How to Become One->35-2021-HowToBecomeOne-1]] > [[Pay->35-2021-Pay-1]] > [[Job Outlook->35-2021-JobOutlook-1]] > [[Back->35-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '19-4061-Variables'} # Social Science Research Assistants [if var19_4061_medianPay >= minSalary & (riskTolerance === 'high' | var19_4061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4061_highAIRisk === "low" | var19_4061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4061_highAIRisk === "low"))] > [[Social Science Research Assistants->19-4061-Detailed]] [continued] > [[Back->19-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Social Science Research Assistants ## AI Risk Level: moderate ## Definition: Assist social scientists in laboratory, survey, and other social science research. May help prepare findings for publication and assist in laboratory analysis, quality control, or data management. Excludes "Teaching Assistants, Postsecondary" (25-9044). > [[Back->19-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '19-4071-Variables'} # Forest and Conservation Technicians [if var19_4071_medianPay >= minSalary & (riskTolerance === 'high' | var19_4071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4071_highAIRisk === "low" | var19_4071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4071_highAIRisk === "low"))] > [[Forest and Conservation Technicians->19-4071-Detailed]] [continued] > [[Back->19-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Food Servers, Nonrestaurant ## AI Risk Level: moderate ## Definition: Serve food to individuals outside of a restaurant environment, such as in hotel rooms, hospital rooms, residential care facilities, or cars. Excludes "Fast Food and Counter Workers" (35-3023) and "Door-to-Door Sales Workers, News and Street Vendors, and Related Workers" (41-9091). > [[Video Version->35-3041-Video]] > [[What They Do->35-3041-WhatTheyDo-1]] > [[Work Environment->35-3041-WorkEnvironment-1]] > [[How to Become One->35-3041-HowToBecomeOne-1]] > [[Pay->35-3041-Pay-1]] > [[Job Outlook->35-3041-JobOutlook-1]] > [[Back->35-3000-Minor]]

config.header.center: "Detailed" -- # Forest and Conservation Technicians ## AI Risk Level: low ## Definition: Provide technical assistance regarding the conservation of soil, water, forests, or related natural resources. May compile data pertaining to size, content, condition, and other characteristics of forest tracts under the direction of foresters, or train and lead forest workers in forest propagation and fire prevention and suppression. May assist conservation scientists in managing, improving, and protecting rangelands and wildlife habitats. Excludes "Conservation Scientists" (19-1031) and "Foresters" (19-1032). > [[Back->19-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '19-4092-Variables'} {embed passage: '19-4099-Variables'} # Miscellaneous Life, Physical, and Social Science Technicians [if var19_4092_medianPay >= minSalary & (riskTolerance === 'high' | var19_4092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4092_highAIRisk === "low" | var19_4092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4092_highAIRisk === "low"))] > [[Forensic Science Technicians->19-4092-Detailed]] [continued] [if var19_4099_medianPay >= minSalary & (riskTolerance === 'high' | var19_4099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_4099_highAIRisk === "low" | var19_4099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_4099_highAIRisk === "low"))] > [[Life, Physical, and Social Science Technicians, All Other->19-4099-Detailed]] [continued] > [[Back->19-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Foreign Language and Literature Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach languages and literature courses in languages other than English. Includes teachers of American Sign Language (ASL). Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1124-Video]] > [[What They Do->25-1124-WhatTheyDo-1]] > [[Work Environment->25-1124-WorkEnvironment-1]] > [[How to Become One->25-1124-HowToBecomeOne-1]] > [[Pay->25-1124-Pay-1]] > [[Job Outlook->25-1124-JobOutlook-1]] > [[Back->25-1120-Broad]]

config.header.center: "Detailed" -- # Forensic Science Technicians ## AI Risk Level: low ## Definition: Collect, identify, classify, and analyze physical evidence related to criminal investigations. Perform tests on weapons or substances, such as fiber, hair, and tissue to determine significance to investigation. May testify as expert witnesses on evidence or crime laboratory techniques. May serve as specialists in area of expertise, such as ballistics, fingerprinting, handwriting, or biochemistry. > [[Video Version->19-4092-Video]] > [[What They Do->19-4092-WhatTheyDo-1]] > [[Work Environment->19-4092-WorkEnvironment-1]] > [[How to Become One->19-4092-HowToBecomeOne-1]] > [[Pay->19-4092-Pay-1]] > [[Job Outlook->19-4092-JobOutlook-1]] > [[Back->19-4090-Broad]]

config.header.center: "Detailed" -- # Life, Physical, and Social Science Technicians, All Other ## Definition: All life, physical, and social science technicians not listed separately. > [[Back->19-4090-Broad]]

config.header.center: "Minor" -- {embed passage: '19-5010-Variables'} {embed passage: '19-5011-Variables'} {embed passage: '19-5012-Variables'} # Occupational Health and Safety Specialists and Technicians [if var19_5010_MaxSalaryInBroad >= minSalary] > [[Occupational Health and Safety Specialists and Technicians->19-5010-Broad]] [continued] > [[Back->19-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '19-5011-Variables'} {embed passage: '19-5012-Variables'} # Occupational Health and Safety Specialists and Technicians [if var19_5011_medianPay >= minSalary & (riskTolerance === 'high' | var19_5011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_5011_highAIRisk === "low" | var19_5011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_5011_highAIRisk === "low"))] > [[Occupational Health and Safety Specialists->19-5011-Detailed]] [continued] [if var19_5012_medianPay >= minSalary & (riskTolerance === 'high' | var19_5012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var19_5012_highAIRisk === "low" | var19_5012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var19_5012_highAIRisk === "low"))] > [[Occupational Health and Safety Technicians->19-5012-Detailed]] [continued] > [[Back->19-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Forest Fire Inspectors and Prevention Specialists ## AI Risk Level: low ## Definition: Enforce fire regulations, inspect forest for fire hazards, and recommend forest fire prevention or control measures. May report forest fires and weather conditions. > [[Video Version->33-2022-Video]] > [[What They Do->33-2022-WhatTheyDo-1]] > [[Work Environment->33-2022-WorkEnvironment-1]] > [[How to Become One->33-2022-HowToBecomeOne-1]] > [[Pay->33-2022-Pay-1]] > [[Job Outlook->33-2022-JobOutlook-1]] > [[Back->33-2020-Broad]]

config.header.center: "Detailed" -- # Occupational Health and Safety Specialists ## AI Risk Level: low ## Definition: Review, evaluate, and analyze work environments and design programs and procedures to control, eliminate, and prevent disease or injury caused by chemical, physical, and biological agents or ergonomic factors. May conduct inspections and enforce adherence to laws and regulations governing the health and safety of individuals. May be employed in the public or private sector. > [[Video Version->19-5011-Video]] > [[What They Do->19-5011-WhatTheyDo-1]] > [[Work Environment->19-5011-WorkEnvironment-1]] > [[How to Become One->19-5011-HowToBecomeOne-1]] > [[Pay->19-5011-Pay-1]] > [[Job Outlook->19-5011-JobOutlook-1]] > [[Back->19-5010-Broad]]

config.header.center: "Detailed" -- # Occupational Health and Safety Technicians ## AI Risk Level: low ## Definition: Collect data on work environments for analysis by occupational health and safety specialists. Implement and conduct evaluation of programs designed to limit chemical, physical, biological, and ergonomic risks to workers. > [[Video Version->19-5012-Video]] > [[What They Do->19-5012-WhatTheyDo-1]] > [[Work Environment->19-5012-WorkEnvironment-1]] > [[How to Become One->19-5012-HowToBecomeOne-1]] > [[Pay->19-5012-Pay-1]] > [[Job Outlook->19-5012-JobOutlook-1]] > [[Back->19-5010-Broad]]

config.header.center: "Detailed" -- # Forestry and Conservation Science Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in forestry and conservation science. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. Excludes "Agricultural Science Teachers, Postsecondary" (25-1041) and "Environmental Science Teachers, Postsecondary" (25-1053). > [[Video Version->25-1043-Video]] > [[What They Do->25-1043-WhatTheyDo-1]] > [[Work Environment->25-1043-WorkEnvironment-1]] > [[How to Become One->25-1043-HowToBecomeOne-1]] > [[Pay->25-1043-Pay-1]] > [[Job Outlook->25-1043-JobOutlook-1]] > [[Back->25-1040-Broad]]

config.header.center: "Major" -- {embed passage: '21-1000-Variables'} {embed passage: '21-2000-Variables'} # Community and Social Service Occupations [if var21_1000_MaxSalaryInMinor >= minSalary] > [[Counselors, Social Workers, and Other Community and Social Service Specialists->21-1000-Minor]] [continued] [if var21_2000_MaxSalaryInMinor >= minSalary] > [[Religious Workers->21-2000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '21-1010-Variables'} {embed passage: '21-1011-Variables'} {embed passage: '21-1012-Variables'} {embed passage: '21-1013-Variables'} {embed passage: '21-1014-Variables'} {embed passage: '21-1015-Variables'} {embed passage: '21-1019-Variables'} {embed passage: '21-1020-Variables'} {embed passage: '21-1021-Variables'} {embed passage: '21-1022-Variables'} {embed passage: '21-1023-Variables'} {embed passage: '21-1029-Variables'} {embed passage: '21-1090-Variables'} {embed passage: '21-1091-Variables'} {embed passage: '21-1092-Variables'} {embed passage: '21-1093-Variables'} {embed passage: '21-1094-Variables'} {embed passage: '21-1099-Variables'} # Counselors, Social Workers, and Other Community and Social Service Specialists [if var21_1010_MaxSalaryInBroad >= minSalary] > [[Counselors->21-1010-Broad]] [continued] [if var21_1020_MaxSalaryInBroad >= minSalary] > [[Social Workers->21-1020-Broad]] [continued] [if var21_1090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Community and Social Service Specialists->21-1090-Broad]] [continued] > [[Back->21-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '21-1011-Variables'} {embed passage: '21-1012-Variables'} {embed passage: '21-1013-Variables'} {embed passage: '21-1014-Variables'} {embed passage: '21-1015-Variables'} {embed passage: '21-1019-Variables'} # Counselors [if var21_1012_medianPay >= minSalary & (riskTolerance === 'high' | var21_1012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_1012_highAIRisk === "low" | var21_1012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_1012_highAIRisk === "low"))] > [[Educational, Guidance, and Career Counselors and Advisors->21-1012-Detailed]] [continued] [if var21_1011_medianPay >= minSalary & (riskTolerance === 'high' | var21_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_1011_highAIRisk === "low" | var21_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_1011_highAIRisk === "low"))] > [[Substance Abuse and Behavioral Disorder Counselors->21-1011-Detailed]] [continued] [if var21_1013_medianPay >= minSalary & (riskTolerance === 'high' | var21_1013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_1013_highAIRisk === "low" | var21_1013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_1013_highAIRisk === "low"))] > [[Marriage and Family Therapists->21-1013-Detailed]] [continued] [if var21_1014_medianPay >= minSalary & (riskTolerance === 'high' | var21_1014_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_1014_highAIRisk === "low" | var21_1014_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_1014_highAIRisk === "low"))] > [[Mental Health Counselors->21-1014-Detailed]] [continued] [if var21_1015_medianPay >= minSalary & (riskTolerance === 'high' | var21_1015_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_1015_highAIRisk === "low" | var21_1015_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_1015_highAIRisk === "low"))] > [[Rehabilitation Counselors->21-1015-Detailed]] [continued] [if var21_1019_medianPay >= minSalary & (riskTolerance === 'high' | var21_1019_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_1019_highAIRisk === "low" | var21_1019_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_1019_highAIRisk === "low"))] > [[Counselors, All Other->21-1019-Detailed]] [continued] > [[Back->21-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Substance Abuse and Behavioral Disorder Counselors ## AI Risk Level: low ## Definition: Counsel and advise individuals with alcohol, tobacco, drug, or other problems, such as gambling and eating disorders. May counsel individuals, families, or groups or engage in prevention programs. Excludes "Psychologists" (19-3032 through 19-3039), "Mental Health Counselors" (21-1014), and "Social Workers" (21-1021 through 21-1029) providing these services. > [[Back->21-1010-Broad]]

config.header.center: "Detailed" -- # Marriage and Family Therapists ## AI Risk Level: low ## Definition: Diagnose and treat mental and emotional disorders, whether cognitive, affective, or behavioral, within the context of marriage and family systems. Apply psychotherapeutic and family systems theories and techniques in the delivery of services to individuals, couples, and families for the purpose of treating such diagnosed nervous and mental disorders. Excludes "Psychologists" (19-3032 through 19-3039) and "Social Workers" (21-1020). > [[Video Version->21-1013-Video]] > [[What They Do->21-1013-WhatTheyDo-1]] > [[Work Environment->21-1013-WorkEnvironment-1]] > [[How to Become One->21-1013-HowToBecomeOne-1]] > [[Pay->21-1013-Pay-1]] > [[Job Outlook->21-1013-JobOutlook-1]] > [[Back->21-1010-Broad]]

config.header.center: "Detailed" -- # Mental Health Counselors ## AI Risk Level: low ## Definition: Counsel and advise individuals and groups to promote optimum mental and emotional health, with an emphasis on prevention. May help individuals deal with a broad range of mental health issues, such as those associated with addictions and substance abuse; family, parenting, and marital problems; stress management; self-esteem; or aging. Excludes "Psychologists" (19-3030), "Social Workers" (21-1020), and "Psychiatrists" (29-1223). > [[Back->21-1010-Broad]]

config.header.center: "Detailed" -- # Rehabilitation Counselors ## AI Risk Level: low ## Definition: Counsel individuals to maximize the independence and employability of persons coping with personal, social, and vocational difficulties that result from birth defects, illness, disease, accidents, aging, or the stress of daily life. Coordinate activities for residents of care and treatment facilities. Assess client needs and design and implement rehabilitation programs that may include personal and vocational counseling, training, and job placement. Excludes "Occupational Therapists" (29-1122). > [[Video Version->21-1015-Video]] > [[What They Do->21-1015-WhatTheyDo-1]] > [[Work Environment->21-1015-WorkEnvironment-1]] > [[How to Become One->21-1015-HowToBecomeOne-1]] > [[Pay->21-1015-Pay-1]] > [[Job Outlook->21-1015-JobOutlook-1]] > [[Back->21-1010-Broad]]

config.header.center: "Detailed" -- # Counselors, All Other ## Definition: All counselors not listed separately. > [[Back->21-1010-Broad]]

config.header.center: "Detailed" -- # Gambling and Sports Book Writers and Runners ## AI Risk Level: high ## Definition: Post information enabling patrons to wager on various races and sporting events. Assist in the operation of games such as keno and bingo. May operate random number-generating equipment and announce the numbers for patrons. Receive, verify, and record patrons' wagers. Scan and process winning tickets presented by patrons and pay out winnings for those wagers. > [[Video Version->39-3012-Video]] > [[What They Do->39-3012-WhatTheyDo-1]] > [[Work Environment->39-3012-WorkEnvironment-1]] > [[How to Become One->39-3012-HowToBecomeOne-1]] > [[Pay->39-3012-Pay-1]] > [[Job Outlook->39-3012-JobOutlook-1]] > [[Back->39-3010-Broad]]

config.header.center: "Broad" -- {embed passage: '21-1021-Variables'} {embed passage: '21-1022-Variables'} {embed passage: '21-1023-Variables'} {embed passage: '21-1029-Variables'} # Social Workers [if var21_1021_medianPay >= minSalary & (riskTolerance === 'high' | var21_1021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_1021_highAIRisk === "low" | var21_1021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_1021_highAIRisk === "low"))] > [[Child, Family, and School Social Workers->21-1021-Detailed]] [continued] [if var21_1022_medianPay >= minSalary & (riskTolerance === 'high' | var21_1022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_1022_highAIRisk === "low" | var21_1022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_1022_highAIRisk === "low"))] > [[Healthcare Social Workers->21-1022-Detailed]] [continued] [if var21_1023_medianPay >= minSalary & (riskTolerance === 'high' | var21_1023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_1023_highAIRisk === "low" | var21_1023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_1023_highAIRisk === "low"))] > [[Mental Health and Substance Abuse Social Workers->21-1023-Detailed]] [continued] [if var21_1029_medianPay >= minSalary & (riskTolerance === 'high' | var21_1029_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_1029_highAIRisk === "low" | var21_1029_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_1029_highAIRisk === "low"))] > [[Social Workers, All Other->21-1029-Detailed]] [continued] > [[Back->21-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Healthcare Social Workers ## AI Risk Level: low ## Definition: Provide individuals, families, and groups with the psychosocial support needed to cope with chronic, acute, or terminal illnesses. Services include advising family caregivers. Provide patients with information and counseling, and make referrals for other services. May also provide case and care management or interventions designed to promote health, prevent disease, and address barriers to access to healthcare. > [[Video Version->21-1022-Video]] > [[What They Do->21-1022-WhatTheyDo-1]] > [[Work Environment->21-1022-WorkEnvironment-1]] > [[How to Become One->21-1022-HowToBecomeOne-1]] > [[Pay->21-1022-Pay-1]] > [[Job Outlook->21-1022-JobOutlook-1]] > [[Back->21-1020-Broad]]

config.header.center: "Detailed" -- # Gambling Dealers ## AI Risk Level: high ## Definition: Operate table games. Stand or sit behind table and operate games of chance by dispensing the appropriate number of cards or blocks to players, or operating other gambling equipment. Distribute winnings or collect players' money or chips. May compare the house's hand against players' hands. > [[Video Version->39-3011-Video]] > [[What They Do->39-3011-WhatTheyDo-1]] > [[Work Environment->39-3011-WorkEnvironment-1]] > [[How to Become One->39-3011-HowToBecomeOne-1]] > [[Pay->39-3011-Pay-1]] > [[Job Outlook->39-3011-JobOutlook-1]] > [[Back->39-3010-Broad]]

config.header.center: "Detailed" -- # Mental Health and Substance Abuse Social Workers ## AI Risk Level: low ## Definition: Assess and treat individuals with mental, emotional, or substance abuse problems, including abuse of alcohol, tobacco, and/or other drugs. Activities may include individual and group therapy, crisis intervention, case management, client advocacy, prevention, and education. > [[Video Version->21-1023-Video]] > [[What They Do->21-1023-WhatTheyDo-1]] > [[Work Environment->21-1023-WorkEnvironment-1]] > [[How to Become One->21-1023-HowToBecomeOne-1]] > [[Pay->21-1023-Pay-1]] > [[Job Outlook->21-1023-JobOutlook-1]] > [[Back->21-1020-Broad]]

config.header.center: "Detailed" -- # Social Workers, All Other ## Definition: All social workers not listed separately. > [[Video Version->21-1029-Video]] > [[What They Do->21-1029-WhatTheyDo-1]] > [[Work Environment->21-1029-WorkEnvironment-1]] > [[How to Become One->21-1029-HowToBecomeOne-1]] > [[Pay->21-1029-Pay-1]] > [[Job Outlook->21-1029-JobOutlook-1]] > [[Back->21-1020-Broad]]

config.header.center: "Detailed" -- # Gambling Surveillance Officers and Gambling Investigators ## AI Risk Level: high ## Definition: Observe gambling operation for irregular activities such as cheating or theft by either employees or patrons. Investigate potential threats to gambling assets such as money, chips, and gambling equipment. Act as oversight and security agent for management and customers. > [[Video Version->33-9031-Video]] > [[What They Do->33-9031-WhatTheyDo-1]] > [[Work Environment->33-9031-WorkEnvironment-1]] > [[How to Become One->33-9031-HowToBecomeOne-1]] > [[Pay->33-9031-Pay-1]] > [[Job Outlook->33-9031-JobOutlook-1]] > [[Back->33-9030-Broad]]

config.header.center: "Broad" -- {embed passage: '21-1091-Variables'} {embed passage: '21-1092-Variables'} {embed passage: '21-1093-Variables'} {embed passage: '21-1094-Variables'} {embed passage: '21-1099-Variables'} # Miscellaneous Community and Social Service Specialists [if var21_1094_medianPay >= minSalary & (riskTolerance === 'high' | var21_1094_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_1094_highAIRisk === "low" | var21_1094_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_1094_highAIRisk === "low"))] > [[Community Health Workers->21-1094-Detailed]] [continued] [if var21_1091_medianPay >= minSalary & (riskTolerance === 'high' | var21_1091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_1091_highAIRisk === "low" | var21_1091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_1091_highAIRisk === "low"))] > [[Health Education Specialists->21-1091-Detailed]] [continued] [if var21_1092_medianPay >= minSalary & (riskTolerance === 'high' | var21_1092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_1092_highAIRisk === "low" | var21_1092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_1092_highAIRisk === "low"))] > [[Probation Officers and Correctional Treatment Specialists->21-1092-Detailed]] [continued] [if var21_1093_medianPay >= minSalary & (riskTolerance === 'high' | var21_1093_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_1093_highAIRisk === "low" | var21_1093_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_1093_highAIRisk === "low"))] > [[Social and Human Service Assistants->21-1093-Detailed]] [continued] [if var21_1099_medianPay >= minSalary & (riskTolerance === 'high' | var21_1099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_1099_highAIRisk === "low" | var21_1099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_1099_highAIRisk === "low"))] > [[Community and Social Service Specialists, All Other->21-1099-Detailed]] [continued] > [[Back->21-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Health Education Specialists ## AI Risk Level: low ## Definition: Provide and manage health education programs that help individuals, families, and their communities maximize and maintain healthy lifestyles. Use data to identify community needs prior to planning, implementing, monitoring, and evaluating programs designed to encourage healthy lifestyles, policies, and environments. May link health systems, health providers, insurers, and patients to address individual and population health needs. May serve as resource to assist individuals, other health professionals, or the community, and may administer fiscal resources for health education programs. Excludes "Community Health Workers" (21-1094). > [[Video Version->21-1091-Video]] > [[What They Do->21-1091-WhatTheyDo-1]] > [[Work Environment->21-1091-WorkEnvironment-1]] > [[How to Become One->21-1091-HowToBecomeOne-1]] > [[Pay->21-1091-Pay-1]] > [[Job Outlook->21-1091-JobOutlook-1]] > [[Back->21-1090-Broad]]

config.header.center: "Detailed" -- # Probation Officers and Correctional Treatment Specialists ## AI Risk Level: low ## Definition: Provide social services to assist in rehabilitation of law offenders in custody or on probation or parole. Make recommendations for actions involving formulation of rehabilitation plan and treatment of offender, including conditional release and education and employment stipulations. > [[Video Version->21-1092-Video]] > [[What They Do->21-1092-WhatTheyDo-1]] > [[Work Environment->21-1092-WorkEnvironment-1]] > [[How to Become One->21-1092-HowToBecomeOne-1]] > [[Pay->21-1092-Pay-1]] > [[Job Outlook->21-1092-JobOutlook-1]] > [[Back->21-1090-Broad]]

config.header.center: "Detailed" -- # Social and Human Service Assistants ## AI Risk Level: low ## Definition: Assist other social and human service providers in providing client services in a wide variety of fields, such as psychology, rehabilitation, or social work, including support for families. May assist clients in identifying and obtaining available benefits and social and community services. May assist social workers with developing, organizing, and conducting programs to prevent and resolve problems relevant to substance abuse, human relationships, rehabilitation, or dependent care. Excludes "Rehabilitation Counselors" (21-1015), "Psychiatric Technicians" (29-2053), "Personal Care Aides" (31-1122), and "Eligibility Interviewers, Government Programs" (43-4061). > [[Video Version->21-1093-Video]] > [[What They Do->21-1093-WhatTheyDo-1]] > [[Work Environment->21-1093-WorkEnvironment-1]] > [[How to Become One->21-1093-HowToBecomeOne-1]] > [[Pay->21-1093-Pay-1]] > [[Job Outlook->21-1093-JobOutlook-1]] > [[Back->21-1090-Broad]]

config.header.center: "Detailed" -- # General Internal Medicine Physicians ## AI Risk Level: low ## Definition: Diagnose and provide nonsurgical treatment for a wide range of diseases and injuries of internal organ systems. Provide care mainly for adults and adolescents, and are based primarily in an outpatient care setting. Excludes "Family Medicine Physicians" (29-1215) and "Pediatricians, General" (29-1221). > [[Video Version->29-1216-Video]] > [[What They Do->29-1216-WhatTheyDo-1]] > [[Work Environment->29-1216-WorkEnvironment-1]] > [[How to Become One->29-1216-HowToBecomeOne-1]] > [[Pay->29-1216-Pay-1]] > [[Job Outlook->29-1216-JobOutlook-1]] > [[Back->29-1210-Broad]]

config.header.center: "Detailed" -- # Genetic Counselors ## AI Risk Level: low ## Definition: Assess individual or family risk for a variety of inherited conditions, such as genetic disorders and birth defects. Provide information to other healthcare providers or to individuals and families concerned with the risk of inherited conditions. Advise individuals and families to support informed decisionmaking and coping methods for those at risk. May help conduct research related to genetic conditions or genetic counseling. > [[Video Version->29-9092-Video]] > [[What They Do->29-9092-WhatTheyDo-1]] > [[Work Environment->29-9092-WorkEnvironment-1]] > [[How to Become One->29-9092-HowToBecomeOne-1]] > [[Pay->29-9092-Pay-1]] > [[Job Outlook->29-9092-JobOutlook-1]] > [[Back->29-9090-Broad]]

config.header.center: "Detailed" -- # Community and Social Service Specialists, All Other ## Definition: All community and social service specialists not listed separately. > [[Back->21-1090-Broad]]

config.header.center: "Minor" -- {embed passage: '21-2010-Variables'} {embed passage: '21-2011-Variables'} {embed passage: '21-2020-Variables'} {embed passage: '21-2021-Variables'} {embed passage: '21-2090-Variables'} {embed passage: '21-2099-Variables'} # Religious Workers [if var21_2011_medianPay >= minSalary & (riskTolerance === 'high' | var21_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_2011_highAIRisk === "low" | var21_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_2011_highAIRisk === "low"))] > [[Clergy->21-2011-Detailed]] [continued] [if var21_2021_medianPay >= minSalary & (riskTolerance === 'high' | var21_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_2021_highAIRisk === "low" | var21_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_2021_highAIRisk === "low"))] > [[Directors, Religious Activities and Education->21-2021-Detailed]] [continued] [if var21_2099_medianPay >= minSalary & (riskTolerance === 'high' | var21_2099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_2099_highAIRisk === "low" | var21_2099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_2099_highAIRisk === "low"))] > [[Religious Workers, All Other->21-2099-Detailed]] [continued] > [[Back->21-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Geography Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in geography. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1064-Video]] > [[What They Do->25-1064-WhatTheyDo-1]] > [[Work Environment->25-1064-WorkEnvironment-1]] > [[How to Become One->25-1064-HowToBecomeOne-1]] > [[Pay->25-1064-Pay-1]] > [[Job Outlook->25-1064-JobOutlook-1]] > [[Back->25-1060-Broad]]

config.header.center: "Broad" -- {embed passage: '21-2011-Variables'} # Clergy [if var21_2011_medianPay >= minSalary & (riskTolerance === 'high' | var21_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_2011_highAIRisk === "low" | var21_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_2011_highAIRisk === "low"))] > [[Clergy->21-2011-Detailed]] [continued] > [[Back->21-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '21-2021-Variables'} # Directors, Religious Activities and Education [if var21_2021_medianPay >= minSalary & (riskTolerance === 'high' | var21_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_2021_highAIRisk === "low" | var21_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_2021_highAIRisk === "low"))] > [[Directors, Religious Activities and Education->21-2021-Detailed]] [continued] > [[Back->21-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '21-2099-Variables'} # Miscellaneous Religious Workers [if var21_2099_medianPay >= minSalary & (riskTolerance === 'high' | var21_2099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var21_2099_highAIRisk === "low" | var21_2099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var21_2099_highAIRisk === "low"))] > [[Religious Workers, All Other->21-2099-Detailed]] [continued] > [[Back->21-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Graphic Designers ## AI Risk Level: low ## Definition: Design or create graphics to meet specific commercial or promotional needs, such as packaging, displays, or logos. May use a variety of mediums to achieve artistic or decorative effects. Excludes "Web and Digital Interface Designers" (15-1255). > [[Video Version->27-1024-Video]] > [[What They Do->27-1024-WhatTheyDo-1]] > [[Work Environment->27-1024-WorkEnvironment-1]] > [[How to Become One->27-1024-HowToBecomeOne-1]] > [[Pay->27-1024-Pay-1]] > [[Job Outlook->27-1024-JobOutlook-1]] > [[Back->27-1020-Broad]]

config.header.center: "Detailed" -- # Religious Workers, All Other ## Definition: All religious workers not listed separately. > [[Back->21-2000-Minor]]

config.header.center: "Major" -- {embed passage: '23-1000-Variables'} {embed passage: '23-2000-Variables'} # Legal Occupations [if var23_1000_MaxSalaryInMinor >= minSalary] > [[Lawyers, Judges, and Related Workers->23-1000-Minor]] [continued] [if var23_2000_MaxSalaryInMinor >= minSalary] > [[Legal Support Workers->23-2000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '23-1010-Variables'} {embed passage: '23-1011-Variables'} {embed passage: '23-1012-Variables'} {embed passage: '23-1020-Variables'} {embed passage: '23-1021-Variables'} {embed passage: '23-1022-Variables'} {embed passage: '23-1023-Variables'} # Lawyers, Judges, and Related Workers [if var23_1010_MaxSalaryInBroad >= minSalary] > [[Lawyers and Judicial Law Clerks->23-1010-Broad]] [continued] [if var23_1020_MaxSalaryInBroad >= minSalary] > [[Judges, Magistrates, and Other Judicial Workers->23-1020-Broad]] [continued] > [[Back->23-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '23-1011-Variables'} {embed passage: '23-1012-Variables'} # Lawyers and Judicial Law Clerks [if var23_1011_medianPay >= minSalary & (riskTolerance === 'high' | var23_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var23_1011_highAIRisk === "low" | var23_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var23_1011_highAIRisk === "low"))] > [[Lawyers->23-1011-Detailed]] [continued] [if var23_1012_medianPay >= minSalary & (riskTolerance === 'high' | var23_1012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var23_1012_highAIRisk === "low" | var23_1012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var23_1012_highAIRisk === "low"))] > [[Judicial Law Clerks->23-1012-Detailed]] [continued] > [[Back->23-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Lawyers ## AI Risk Level: low ## Definition: Represent clients in criminal and civil litigation and other legal proceedings, draw up legal documents, or manage or advise clients on legal transactions. May specialize in a single area or may practice broadly in many areas of law. > [[Video Version->23-1011-Video]] > [[What They Do->23-1011-WhatTheyDo-1]] > [[Work Environment->23-1011-WorkEnvironment-1]] > [[How to Become One->23-1011-HowToBecomeOne-1]] > [[Pay->23-1011-Pay-1]] > [[Job Outlook->23-1011-JobOutlook-1]] > [[Back->23-1010-Broad]]

config.header.center: "Detailed" -- # Judicial Law Clerks ## AI Risk Level: high ## Definition: Assist judges in court or by conducting research or preparing legal documents. Excludes "Lawyers" (23-1011) and "Paralegals and Legal Assistants" (23-2011). > [[Back->23-1010-Broad]]

config.header.center: "Broad" -- {embed passage: '23-1021-Variables'} {embed passage: '23-1022-Variables'} {embed passage: '23-1023-Variables'} # Judges, Magistrates, and Other Judicial Workers [if var23_1021_medianPay >= minSalary & (riskTolerance === 'high' | var23_1021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var23_1021_highAIRisk === "low" | var23_1021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var23_1021_highAIRisk === "low"))] > [[Administrative Law Judges, Adjudicators, and Hearing Officers->23-1021-Detailed]] [continued] [if var23_1022_medianPay >= minSalary & (riskTolerance === 'high' | var23_1022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var23_1022_highAIRisk === "low" | var23_1022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var23_1022_highAIRisk === "low"))] > [[Arbitrators, Mediators, and Conciliators->23-1022-Detailed]] [continued] [if var23_1023_medianPay >= minSalary & (riskTolerance === 'high' | var23_1023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var23_1023_highAIRisk === "low" | var23_1023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var23_1023_highAIRisk === "low"))] > [[Judges, Magistrate Judges, and Magistrates->23-1023-Detailed]] [continued] > [[Back->23-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Health Specialties Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in health specialties, in fields such as dentistry, laboratory technology, medicine, pharmacy, public health, therapy, and veterinary medicine. Excludes "Biological Science Teachers, Postsecondary" (25-1042) and "Nursing Instructors and Teachers, Postsecondary" (25-1072) who teach medical science. > [[Video Version->25-1071-Video]] > [[What They Do->25-1071-WhatTheyDo-1]] > [[Work Environment->25-1071-WorkEnvironment-1]] > [[How to Become One->25-1071-HowToBecomeOne-1]] > [[Pay->25-1071-Pay-1]] > [[Job Outlook->25-1071-JobOutlook-1]] > [[Back->25-1070-Broad]]

config.header.center: "Detailed" -- # Hearing Aid Specialists ## AI Risk Level: low ## Definition: Select and fit hearing aids for customers. Administer and interpret tests of hearing. Assess hearing instrument efficacy. Take ear impressions and prepare, design, and modify ear molds. Excludes "Audiologists" (29-1181). > [[Back->29-2090-Broad]]

config.header.center: "Detailed" -- # Judges, Magistrate Judges, and Magistrates ## AI Risk Level: low ## Definition: Arbitrate, advise, adjudicate, or administer justice in a court of law. May sentence defendant in criminal cases according to government statutes or sentencing guidelines. May determine liability of defendant in civil cases. May perform wedding ceremonies. > [[Video Version->23-1023-Video]] > [[What They Do->23-1023-WhatTheyDo-1]] > [[Work Environment->23-1023-WorkEnvironment-1]] > [[How to Become One->23-1023-HowToBecomeOne-1]] > [[Pay->23-1023-Pay-1]] > [[Job Outlook->23-1023-JobOutlook-1]] > [[Back->23-1020-Broad]]

config.header.center: "Minor" -- {embed passage: '23-2010-Variables'} {embed passage: '23-2011-Variables'} {embed passage: '23-2090-Variables'} {embed passage: '23-2093-Variables'} {embed passage: '23-2099-Variables'} # Legal Support Workers [if var23_2011_medianPay >= minSalary & (riskTolerance === 'high' | var23_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var23_2011_highAIRisk === "low" | var23_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var23_2011_highAIRisk === "low"))] > [[Paralegals and Legal Assistants->23-2011-Detailed]] [continued] [if var23_2090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Legal Support Workers->23-2090-Broad]] [continued] > [[Back->23-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '23-2011-Variables'} # Paralegals and Legal Assistants [if var23_2011_medianPay >= minSalary & (riskTolerance === 'high' | var23_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var23_2011_highAIRisk === "low" | var23_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var23_2011_highAIRisk === "low"))] > [[Paralegals and Legal Assistants->23-2011-Detailed]] [continued] > [[Back->23-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Paralegals and Legal Assistants ## AI Risk Level: high ## Definition: Assist lawyers by investigating facts, preparing legal documents, or researching legal precedent. Conduct research to support a legal proceeding, to formulate a defense, or to initiate legal action. Excludes "Legal Secretaries and Administrative Assistants" (43-6012). > [[Video Version->23-2011-Video]] > [[What They Do->23-2011-WhatTheyDo-1]] > [[Work Environment->23-2011-WorkEnvironment-1]] > [[How to Become One->23-2011-HowToBecomeOne-1]] > [[Pay->23-2011-Pay-1]] > [[Job Outlook->23-2011-JobOutlook-1]] > [[Back->23-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '23-2093-Variables'} {embed passage: '23-2099-Variables'} # Miscellaneous Legal Support Workers [if var23_2093_medianPay >= minSalary & (riskTolerance === 'high' | var23_2093_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var23_2093_highAIRisk === "low" | var23_2093_highAIRisk === "moderate")) | (riskTolerance === 'low' & var23_2093_highAIRisk === "low"))] > [[Title Examiners, Abstractors, and Searchers->23-2093-Detailed]] [continued] [if var23_2099_medianPay >= minSalary & (riskTolerance === 'high' | var23_2099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var23_2099_highAIRisk === "low" | var23_2099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var23_2099_highAIRisk === "low"))] > [[Legal Support Workers, All Other->23-2099-Detailed]] [continued] > [[Back->23-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Title Examiners, Abstractors, and Searchers ## AI Risk Level: high ## Definition: Search real estate records, examine titles, or summarize pertinent legal or insurance documents or details for a variety of purposes. May compile lists of mortgages, contracts, and other instruments pertaining to titles by searching public and private records for law firms, real estate agencies, or title insurance companies. Excludes "Loan Officers" (13-2072). > [[Back->23-2090-Broad]]

config.header.center: "Detailed" -- # Legal Support Workers, All Other ## Definition: All legal support workers not listed separately. > [[Back->23-2090-Broad]]

config.header.center: "Major" -- {embed passage: '25-1000-Variables'} {embed passage: '25-2000-Variables'} {embed passage: '25-3000-Variables'} {embed passage: '25-4000-Variables'} {embed passage: '25-9000-Variables'} # Educational Instruction and Library Occupations [if var25_1000_MaxSalaryInMinor >= minSalary] > [[Postsecondary Teachers->25-1000-Minor]] [continued] [if var25_2000_MaxSalaryInMinor >= minSalary] > [[Preschool, Elementary, Middle, Secondary, and Special Education Teachers->25-2000-Minor]] [continued] [if var25_3000_MaxSalaryInMinor >= minSalary] > [[Other Teachers and Instructors->25-3000-Minor]] [continued] [if var25_4000_MaxSalaryInMinor >= minSalary] > [[Librarians, Curators, and Archivists->25-4000-Minor]] [continued] [if var25_9000_MaxSalaryInMinor >= minSalary] > [[Other Educational Instruction and Library Occupations->25-9000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '25-1010-Variables'} {embed passage: '25-1011-Variables'} {embed passage: '25-1020-Variables'} {embed passage: '25-1021-Variables'} {embed passage: '25-1022-Variables'} {embed passage: '25-1030-Variables'} {embed passage: '25-1031-Variables'} {embed passage: '25-1032-Variables'} {embed passage: '25-1040-Variables'} {embed passage: '25-1041-Variables'} {embed passage: '25-1042-Variables'} {embed passage: '25-1043-Variables'} {embed passage: '25-1050-Variables'} {embed passage: '25-1051-Variables'} {embed passage: '25-1052-Variables'} {embed passage: '25-1053-Variables'} {embed passage: '25-1054-Variables'} {embed passage: '25-1060-Variables'} {embed passage: '25-1061-Variables'} {embed passage: '25-1062-Variables'} {embed passage: '25-1063-Variables'} {embed passage: '25-1064-Variables'} {embed passage: '25-1065-Variables'} {embed passage: '25-1066-Variables'} {embed passage: '25-1067-Variables'} {embed passage: '25-1069-Variables'} {embed passage: '25-1070-Variables'} {embed passage: '25-1071-Variables'} {embed passage: '25-1072-Variables'} {embed passage: '25-1080-Variables'} {embed passage: '25-1081-Variables'} {embed passage: '25-1082-Variables'} # Postsecondary Teachers ## AI Risk Level: low [if var25_1011_medianPay >= minSalary & (riskTolerance === 'high' | var25_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1011_highAIRisk === "low" | var25_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1011_highAIRisk === "low"))] > [[Business Teachers, Postsecondary->25-1011-Detailed]] [continued] [if var25_1020_MaxSalaryInBroad >= minSalary] > [[Math and Computer Science Teachers, Postsecondary->25-1020-Broad]] [continued] [if var25_1030_MaxSalaryInBroad >= minSalary] > [[Engineering and Architecture Teachers, Postsecondary->25-1030-Broad]] [continued] [if var25_1040_MaxSalaryInBroad >= minSalary] > [[Life Sciences Teachers, Postsecondary->25-1040-Broad]] [continued] [if var25_1050_MaxSalaryInBroad >= minSalary] > [[Physical Sciences Teachers, Postsecondary->25-1050-Broad]] [continued] [if var25_1060_MaxSalaryInBroad >= minSalary] > [[Social Sciences Teachers, Postsecondary->25-1060-Broad]] [continued] [if var25_1070_MaxSalaryInBroad >= minSalary] > [[Health Teachers, Postsecondary->25-1070-Broad]] [continued] [if var25_1080_MaxSalaryInBroad >= minSalary] > [[Education and Library Science Teachers, Postsecondary->25-1080-Broad]] [continued] > [[Back->25-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '25-1011-Variables'} # Business Teachers, Postsecondary [if var25_1011_medianPay >= minSalary & (riskTolerance === 'high' | var25_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1011_highAIRisk === "low" | var25_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1011_highAIRisk === "low"))] > [[Business Teachers, Postsecondary->25-1011-Detailed]] [continued] > [[Back->25-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '25-1021-Variables'} {embed passage: '25-1022-Variables'} # Math and Computer Science Teachers, Postsecondary [if var25_1021_medianPay >= minSalary & (riskTolerance === 'high' | var25_1021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1021_highAIRisk === "low" | var25_1021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1021_highAIRisk === "low"))] > [[Computer Science Teachers, Postsecondary->25-1021-Detailed]] [continued] [if var25_1022_medianPay >= minSalary & (riskTolerance === 'high' | var25_1022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1022_highAIRisk === "low" | var25_1022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1022_highAIRisk === "low"))] > [[Mathematical Science Teachers, Postsecondary->25-1022-Detailed]] [continued] > [[Back->25-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Mathematical Science Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses pertaining to mathematical concepts, statistics, and actuarial science and to the application of original and standardized mathematical techniques in solving specific problems and situations. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1022-Video]] > [[What They Do->25-1022-WhatTheyDo-1]] > [[Work Environment->25-1022-WorkEnvironment-1]] > [[How to Become One->25-1022-HowToBecomeOne-1]] > [[Pay->25-1022-Pay-1]] > [[Job Outlook->25-1022-JobOutlook-1]] > [[Back->25-1020-Broad]]

config.header.center: "Broad" -- {embed passage: '25-1031-Variables'} {embed passage: '25-1032-Variables'} # Engineering and Architecture Teachers, Postsecondary [if var25_1031_medianPay >= minSalary & (riskTolerance === 'high' | var25_1031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1031_highAIRisk === "low" | var25_1031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1031_highAIRisk === "low"))] > [[Architecture Teachers, Postsecondary->25-1031-Detailed]] [continued] [if var25_1032_medianPay >= minSalary & (riskTolerance === 'high' | var25_1032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1032_highAIRisk === "low" | var25_1032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1032_highAIRisk === "low"))] > [[Engineering Teachers, Postsecondary->25-1032-Detailed]] [continued] > [[Back->25-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # History Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in human history and historiography. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1125-Video]] > [[What They Do->25-1125-WhatTheyDo-1]] > [[Work Environment->25-1125-WorkEnvironment-1]] > [[How to Become One->25-1125-HowToBecomeOne-1]] > [[Pay->25-1125-Pay-1]] > [[Job Outlook->25-1125-JobOutlook-1]] > [[Back->25-1120-Broad]]

config.header.center: "Broad" -- {embed passage: '25-1041-Variables'} {embed passage: '25-1042-Variables'} {embed passage: '25-1043-Variables'} # Life Sciences Teachers, Postsecondary [if var25_1041_medianPay >= minSalary & (riskTolerance === 'high' | var25_1041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1041_highAIRisk === "low" | var25_1041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1041_highAIRisk === "low"))] > [[Agricultural Sciences Teachers, Postsecondary->25-1041-Detailed]] [continued] [if var25_1042_medianPay >= minSalary & (riskTolerance === 'high' | var25_1042_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1042_highAIRisk === "low" | var25_1042_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1042_highAIRisk === "low"))] > [[Biological Science Teachers, Postsecondary->25-1042-Detailed]] [continued] [if var25_1043_medianPay >= minSalary & (riskTolerance === 'high' | var25_1043_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1043_highAIRisk === "low" | var25_1043_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1043_highAIRisk === "low"))] > [[Forestry and Conservation Science Teachers, Postsecondary->25-1043-Detailed]] [continued] > [[Back->25-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Home Health Aides ## AI Risk Level: low ## Definition: Monitor the health status of an individual with disabilities or illness, and address their health-related needs, such as changing bandages, dressing wounds, or administering medication. Work is performed under the direction of offsite or intermittent onsite licensed nursing staff. Provide assistance with routine healthcare tasks or activities of daily living, such as feeding, bathing, toileting, or ambulation. May also help with tasks such as preparing meals, doing light housekeeping, and doing laundry depending on the patient's abilities. > [[Back->31-1120-Broad]]

config.header.center: "Detailed" -- # Hosts and Hostesses, Restaurant, Lounge, and Coffee Shop ## AI Risk Level: moderate ## Definition: Welcome patrons, seat them at tables or in lounge, and help ensure quality of facilities and service. > [[Video Version->35-9031-Video]] > [[What They Do->35-9031-WhatTheyDo-1]] > [[Work Environment->35-9031-WorkEnvironment-1]] > [[How to Become One->35-9031-HowToBecomeOne-1]] > [[Pay->35-9031-Pay-1]] > [[Job Outlook->35-9031-JobOutlook-1]] > [[Back->35-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '25-1051-Variables'} {embed passage: '25-1052-Variables'} {embed passage: '25-1053-Variables'} {embed passage: '25-1054-Variables'} # Physical Sciences Teachers, Postsecondary [if var25_1051_medianPay >= minSalary & (riskTolerance === 'high' | var25_1051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1051_highAIRisk === "low" | var25_1051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1051_highAIRisk === "low"))] > [[Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary->25-1051-Detailed]] [continued] [if var25_1052_medianPay >= minSalary & (riskTolerance === 'high' | var25_1052_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1052_highAIRisk === "low" | var25_1052_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1052_highAIRisk === "low"))] > [[Chemistry Teachers, Postsecondary->25-1052-Detailed]] [continued] [if var25_1053_medianPay >= minSalary & (riskTolerance === 'high' | var25_1053_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1053_highAIRisk === "low" | var25_1053_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1053_highAIRisk === "low"))] > [[Environmental Science Teachers, Postsecondary->25-1053-Detailed]] [continued] [if var25_1054_medianPay >= minSalary & (riskTolerance === 'high' | var25_1054_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1054_highAIRisk === "low" | var25_1054_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1054_highAIRisk === "low"))] > [[Physics Teachers, Postsecondary->25-1054-Detailed]] [continued] > [[Back->25-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Physics Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses pertaining to the laws of matter and energy. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1054-Video]] > [[What They Do->25-1054-WhatTheyDo-1]] > [[Work Environment->25-1054-WorkEnvironment-1]] > [[How to Become One->25-1054-HowToBecomeOne-1]] > [[Pay->25-1054-Pay-1]] > [[Job Outlook->25-1054-JobOutlook-1]] > [[Back->25-1050-Broad]]

config.header.center: "Broad" -- {embed passage: '25-1061-Variables'} {embed passage: '25-1062-Variables'} {embed passage: '25-1063-Variables'} {embed passage: '25-1064-Variables'} {embed passage: '25-1065-Variables'} {embed passage: '25-1066-Variables'} {embed passage: '25-1067-Variables'} {embed passage: '25-1069-Variables'} # Social Sciences Teachers, Postsecondary [if var25_1061_medianPay >= minSalary & (riskTolerance === 'high' | var25_1061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1061_highAIRisk === "low" | var25_1061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1061_highAIRisk === "low"))] > [[Anthropology and Archeology Teachers, Postsecondary->25-1061-Detailed]] [continued] [if var25_1062_medianPay >= minSalary & (riskTolerance === 'high' | var25_1062_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1062_highAIRisk === "low" | var25_1062_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1062_highAIRisk === "low"))] > [[Area, Ethnic, and Cultural Studies Teachers, Postsecondary->25-1062-Detailed]] [continued] [if var25_1063_medianPay >= minSalary & (riskTolerance === 'high' | var25_1063_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1063_highAIRisk === "low" | var25_1063_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1063_highAIRisk === "low"))] > [[Economics Teachers, Postsecondary->25-1063-Detailed]] [continued] [if var25_1064_medianPay >= minSalary & (riskTolerance === 'high' | var25_1064_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1064_highAIRisk === "low" | var25_1064_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1064_highAIRisk === "low"))] > [[Geography Teachers, Postsecondary->25-1064-Detailed]] [continued] [if var25_1065_medianPay >= minSalary & (riskTolerance === 'high' | var25_1065_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1065_highAIRisk === "low" | var25_1065_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1065_highAIRisk === "low"))] > [[Political Science Teachers, Postsecondary->25-1065-Detailed]] [continued] [if var25_1066_medianPay >= minSalary & (riskTolerance === 'high' | var25_1066_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1066_highAIRisk === "low" | var25_1066_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1066_highAIRisk === "low"))] > [[Psychology Teachers, Postsecondary->25-1066-Detailed]] [continued] [if var25_1067_medianPay >= minSalary & (riskTolerance === 'high' | var25_1067_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1067_highAIRisk === "low" | var25_1067_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1067_highAIRisk === "low"))] > [[Sociology Teachers, Postsecondary->25-1067-Detailed]] [continued] [if var25_1069_medianPay >= minSalary & (riskTolerance === 'high' | var25_1069_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1069_highAIRisk === "low" | var25_1069_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1069_highAIRisk === "low"))] > [[Social Sciences Teachers, Postsecondary, All Other->25-1069-Detailed]] [continued] > [[Back->25-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Political Science Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in political science, international affairs, and international relations. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1065-Video]] > [[What They Do->25-1065-WhatTheyDo-1]] > [[Work Environment->25-1065-WorkEnvironment-1]] > [[How to Become One->25-1065-HowToBecomeOne-1]] > [[Pay->25-1065-Pay-1]] > [[Job Outlook->25-1065-JobOutlook-1]] > [[Back->25-1060-Broad]]

config.header.center: "Detailed" -- # Psychology Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in psychology, such as child, clinical, and developmental psychology, and psychological counseling. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1066-Video]] > [[What They Do->25-1066-WhatTheyDo-1]] > [[Work Environment->25-1066-WorkEnvironment-1]] > [[How to Become One->25-1066-HowToBecomeOne-1]] > [[Pay->25-1066-Pay-1]] > [[Job Outlook->25-1066-JobOutlook-1]] > [[Back->25-1060-Broad]]

config.header.center: "Detailed" -- # Sociology Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in sociology. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1067-Video]] > [[What They Do->25-1067-WhatTheyDo-1]] > [[Work Environment->25-1067-WorkEnvironment-1]] > [[How to Become One->25-1067-HowToBecomeOne-1]] > [[Pay->25-1067-Pay-1]] > [[Job Outlook->25-1067-JobOutlook-1]] > [[Back->25-1060-Broad]]

config.header.center: "Detailed" -- # Instructional Coordinators ## AI Risk Level: low ## Definition: Develop instructional material, coordinate educational content, and incorporate current technology into instruction in order to provide guidelines to educators and instructors for developing curricula and conducting courses. May train and coach teachers. Includes educational consultants and specialists, and instructional material directors. > [[Video Version->25-9031-Video]] > [[What They Do->25-9031-WhatTheyDo-1]] > [[Work Environment->25-9031-WorkEnvironment-1]] > [[How to Become One->25-9031-HowToBecomeOne-1]] > [[Pay->25-9031-Pay-1]] > [[Job Outlook->25-9031-JobOutlook-1]] > [[Back->25-9000-Minor]]

config.header.center: "Detailed" -- # Social Sciences Teachers, Postsecondary, All Other ## Definition: All postsecondary social sciences teachers not listed separately. > [[Video Version->25-1069-Video]] > [[What They Do->25-1069-WhatTheyDo-1]] > [[Work Environment->25-1069-WorkEnvironment-1]] > [[How to Become One->25-1069-HowToBecomeOne-1]] > [[Pay->25-1069-Pay-1]] > [[Job Outlook->25-1069-JobOutlook-1]] > [[Back->25-1060-Broad]]

config.header.center: "Broad" -- {embed passage: '25-1071-Variables'} {embed passage: '25-1072-Variables'} # Health Teachers, Postsecondary [if var25_1071_medianPay >= minSalary & (riskTolerance === 'high' | var25_1071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1071_highAIRisk === "low" | var25_1071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1071_highAIRisk === "low"))] > [[Health Specialties Teachers, Postsecondary->25-1071-Detailed]] [continued] [if var25_1072_medianPay >= minSalary & (riskTolerance === 'high' | var25_1072_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1072_highAIRisk === "low" | var25_1072_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1072_highAIRisk === "low"))] > [[Nursing Instructors and Teachers, Postsecondary->25-1072-Detailed]] [continued] > [[Back->25-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Nursing Instructors and Teachers, Postsecondary ## AI Risk Level: low ## Definition: Demonstrate and teach patient care in classroom and clinical units to nursing students. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1072-Video]] > [[What They Do->25-1072-WhatTheyDo-1]] > [[Work Environment->25-1072-WorkEnvironment-1]] > [[How to Become One->25-1072-HowToBecomeOne-1]] > [[Pay->25-1072-Pay-1]] > [[Job Outlook->25-1072-JobOutlook-1]] > [[Back->25-1070-Broad]]

config.header.center: "Broad" -- {embed passage: '25-1081-Variables'} {embed passage: '25-1082-Variables'} # Education and Library Science Teachers, Postsecondary [if var25_1081_medianPay >= minSalary & (riskTolerance === 'high' | var25_1081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1081_highAIRisk === "low" | var25_1081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1081_highAIRisk === "low"))] > [[Education Teachers, Postsecondary->25-1081-Detailed]] [continued] [if var25_1082_medianPay >= minSalary & (riskTolerance === 'high' | var25_1082_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1082_highAIRisk === "low" | var25_1082_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1082_highAIRisk === "low"))] > [[Library Science Teachers, Postsecondary->25-1082-Detailed]] [continued] > [[Back->25-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Library Science Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in library science. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1082-Video]] > [[What They Do->25-1082-WhatTheyDo-1]] > [[Work Environment->25-1082-WorkEnvironment-1]] > [[How to Become One->25-1082-HowToBecomeOne-1]] > [[Pay->25-1082-Pay-1]] > [[Job Outlook->25-1082-JobOutlook-1]] > [[Back->25-1080-Broad]]

config.header.center: "Detailed" -- # Interior Designers ## AI Risk Level: low ## Definition: Plan, design, and furnish the internal space of rooms or buildings. Design interior environments or create physical layouts that are practical, aesthetic, and conducive to the intended purposes. May specialize in a particular field, style, or phase of interior design. Excludes "Merchandise Displayers and Window Trimmers" (27-1026). > [[Video Version->27-1025-Video]] > [[What They Do->27-1025-WhatTheyDo-1]] > [[Work Environment->27-1025-WorkEnvironment-1]] > [[How to Become One->27-1025-HowToBecomeOne-1]] > [[Pay->27-1025-Pay-1]] > [[Job Outlook->27-1025-JobOutlook-1]] > [[Back->27-1020-Broad]]

config.header.center: "Broad" -- {embed passage: '25-1111-Variables'} {embed passage: '25-1112-Variables'} {embed passage: '25-1113-Variables'} # Law, Criminal Justice, and Social Work Teachers, Postsecondary [if var25_1111_medianPay >= minSalary & (riskTolerance === 'high' | var25_1111_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1111_highAIRisk === "low" | var25_1111_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1111_highAIRisk === "low"))] > [[Criminal Justice and Law Enforcement Teachers, Postsecondary->25-1111-Detailed]] [continued] [if var25_1112_medianPay >= minSalary & (riskTolerance === 'high' | var25_1112_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1112_highAIRisk === "low" | var25_1112_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1112_highAIRisk === "low"))] > [[Law Teachers, Postsecondary->25-1112-Detailed]] [continued] [if var25_1113_medianPay >= minSalary & (riskTolerance === 'high' | var25_1113_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1113_highAIRisk === "low" | var25_1113_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1113_highAIRisk === "low"))] > [[Social Work Teachers, Postsecondary->25-1113-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Interpreters and Translators ## AI Risk Level: moderate ## Definition: Interpret oral or sign language, or translate written text from one language into another. > [[Video Version->27-3091-Video]] > [[What They Do->27-3091-WhatTheyDo-1]] > [[Work Environment->27-3091-WorkEnvironment-1]] > [[How to Become One->27-3091-HowToBecomeOne-1]] > [[Pay->27-3091-Pay-1]] > [[Job Outlook->27-3091-JobOutlook-1]] > [[Back->27-3090-Broad]]

config.header.center: "Detailed" -- # Law Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in law. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1112-Video]] > [[What They Do->25-1112-WhatTheyDo-1]] > [[Work Environment->25-1112-WorkEnvironment-1]] > [[How to Become One->25-1112-HowToBecomeOne-1]] > [[Pay->25-1112-Pay-1]] > [[Job Outlook->25-1112-JobOutlook-1]] > [[Back->25-1110-Broad]]

config.header.center: "Detailed" -- # Janitors and Cleaners, Except Maids and Housekeeping Cleaners ## AI Risk Level: moderate ## Definition: Keep buildings in clean and orderly condition. Perform heavy cleaning duties, such as cleaning floors, shampooing rugs, washing walls and glass, and removing rubbish. Duties may include tending furnace and boiler, performing routine maintenance activities, notifying management of need for repairs, and cleaning snow or debris from sidewalk. > [[Video Version->37-2011-Video]] > [[What They Do->37-2011-WhatTheyDo-1]] > [[Work Environment->37-2011-WorkEnvironment-1]] > [[How to Become One->37-2011-HowToBecomeOne-1]] > [[Pay->37-2011-Pay-1]] > [[Job Outlook->37-2011-JobOutlook-1]] > [[Back->37-2010-Broad]]

config.header.center: "Detailed" -- # Social Work Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in social work. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1113-Video]] > [[What They Do->25-1113-WhatTheyDo-1]] > [[Work Environment->25-1113-WorkEnvironment-1]] > [[How to Become One->25-1113-HowToBecomeOne-1]] > [[Pay->25-1113-Pay-1]] > [[Job Outlook->25-1113-JobOutlook-1]] > [[Back->25-1110-Broad]]

config.header.center: "Broad" -- {embed passage: '25-1121-Variables'} {embed passage: '25-1122-Variables'} {embed passage: '25-1123-Variables'} {embed passage: '25-1124-Variables'} {embed passage: '25-1125-Variables'} {embed passage: '25-1126-Variables'} # Arts, Communications, History, and Humanities Teachers, Postsecondary [if var25_1121_medianPay >= minSalary & (riskTolerance === 'high' | var25_1121_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1121_highAIRisk === "low" | var25_1121_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1121_highAIRisk === "low"))] > [[Art, Drama, and Music Teachers, Postsecondary->25-1121-Detailed]] [continued] [if var25_1122_medianPay >= minSalary & (riskTolerance === 'high' | var25_1122_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1122_highAIRisk === "low" | var25_1122_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1122_highAIRisk === "low"))] > [[Communications Teachers, Postsecondary->25-1122-Detailed]] [continued] [if var25_1123_medianPay >= minSalary & (riskTolerance === 'high' | var25_1123_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1123_highAIRisk === "low" | var25_1123_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1123_highAIRisk === "low"))] > [[English Language and Literature Teachers, Postsecondary->25-1123-Detailed]] [continued] [if var25_1124_medianPay >= minSalary & (riskTolerance === 'high' | var25_1124_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1124_highAIRisk === "low" | var25_1124_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1124_highAIRisk === "low"))] > [[Foreign Language and Literature Teachers, Postsecondary->25-1124-Detailed]] [continued] [if var25_1125_medianPay >= minSalary & (riskTolerance === 'high' | var25_1125_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1125_highAIRisk === "low" | var25_1125_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1125_highAIRisk === "low"))] > [[History Teachers, Postsecondary->25-1125-Detailed]] [continued] [if var25_1126_medianPay >= minSalary & (riskTolerance === 'high' | var25_1126_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1126_highAIRisk === "low" | var25_1126_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1126_highAIRisk === "low"))] > [[Philosophy and Religion Teachers, Postsecondary->25-1126-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Kindergarten Teachers, Except Special Education ## AI Risk Level: low ## Definition: Teach academic and social skills to kindergarten students. Excludes "Special Education Teachers" (25-2050) and "Substitute Teachers, Short-Term" (25-3031). > [[Video Version->25-2012-Video]] > [[What They Do->25-2012-WhatTheyDo-1]] > [[Work Environment->25-2012-WorkEnvironment-1]] > [[How to Become One->25-2012-HowToBecomeOne-1]] > [[Pay->25-2012-Pay-1]] > [[Job Outlook->25-2012-JobOutlook-1]] > [[Back->25-2010-Broad]]

config.header.center: "Detailed" -- # Philosophy and Religion Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses in philosophy, religion, and theology. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1126-Video]] > [[What They Do->25-1126-WhatTheyDo-1]] > [[Work Environment->25-1126-WorkEnvironment-1]] > [[How to Become One->25-1126-HowToBecomeOne-1]] > [[Pay->25-1126-Pay-1]] > [[Job Outlook->25-1126-JobOutlook-1]] > [[Back->25-1120-Broad]]

config.header.center: "Detailed" -- # Landscaping and Groundskeeping Workers ## AI Risk Level: high ## Definition: Landscape or maintain grounds of property using hand or power tools or equipment. Workers typically perform a variety of tasks, which may include any combination of the following: sod laying, mowing, trimming, planting, watering, fertilizing, digging, raking, sprinkler installation, and installation of mortarless segmental concrete masonry wall units. Excludes "Farmworkers and Laborers, Crop, Nursery, and Greenhouse" (45-2092). > [[Video Version->37-3011-Video]] > [[What They Do->37-3011-WhatTheyDo-1]] > [[Work Environment->37-3011-WorkEnvironment-1]] > [[How to Become One->37-3011-HowToBecomeOne-1]] > [[Pay->37-3011-Pay-1]] > [[Job Outlook->37-3011-JobOutlook-1]] > [[Back->37-3010-Broad]]

config.header.center: "Broad" -- {embed passage: '25-1192-Variables'} {embed passage: '25-1193-Variables'} {embed passage: '25-1194-Variables'} {embed passage: '25-1199-Variables'} # Miscellaneous Postsecondary Teachers [if var25_1194_medianPay >= minSalary & (riskTolerance === 'high' | var25_1194_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1194_highAIRisk === "low" | var25_1194_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1194_highAIRisk === "low"))] > [[Career/Technical Education Teachers, Postsecondary->25-1194-Detailed]] [continued] [if var25_1192_medianPay >= minSalary & (riskTolerance === 'high' | var25_1192_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1192_highAIRisk === "low" | var25_1192_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1192_highAIRisk === "low"))] > [[Family and Consumer Sciences Teachers, Postsecondary->25-1192-Detailed]] [continued] [if var25_1193_medianPay >= minSalary & (riskTolerance === 'high' | var25_1193_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1193_highAIRisk === "low" | var25_1193_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1193_highAIRisk === "low"))] > [[Recreation and Fitness Studies Teachers, Postsecondary->25-1193-Detailed]] [continued] [if var25_1199_medianPay >= minSalary & (riskTolerance === 'high' | var25_1199_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_1199_highAIRisk === "low" | var25_1199_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_1199_highAIRisk === "low"))] > [[Postsecondary Teachers, All Other->25-1199-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Recreation and Fitness Studies Teachers, Postsecondary ## AI Risk Level: low ## Definition: Teach courses pertaining to recreation, leisure, and fitness studies, including exercise physiology and facilities management. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research. > [[Video Version->25-1193-Video]] > [[What They Do->25-1193-WhatTheyDo-1]] > [[Work Environment->25-1193-WorkEnvironment-1]] > [[How to Become One->25-1193-HowToBecomeOne-1]] > [[Pay->25-1193-Pay-1]] > [[Job Outlook->25-1193-JobOutlook-1]] > [[Back->25-1190-Broad]]

config.header.center: "Detailed" -- # Postsecondary Teachers, All Other ## Definition: All postsecondary teachers not listed separately. > [[Back->25-1190-Broad]]

config.header.center: "Minor" -- {embed passage: '25-2010-Variables'} {embed passage: '25-2011-Variables'} {embed passage: '25-2012-Variables'} {embed passage: '25-2020-Variables'} {embed passage: '25-2021-Variables'} {embed passage: '25-2022-Variables'} {embed passage: '25-2023-Variables'} {embed passage: '25-2030-Variables'} {embed passage: '25-2031-Variables'} {embed passage: '25-2032-Variables'} {embed passage: '25-2050-Variables'} {embed passage: '25-2051-Variables'} {embed passage: '25-2055-Variables'} {embed passage: '25-2056-Variables'} {embed passage: '25-2057-Variables'} {embed passage: '25-2058-Variables'} {embed passage: '25-2059-Variables'} # Preschool, Elementary, Middle, Secondary, and Special Education Teachers ## AI Risk Level: low [if var25_2010_MaxSalaryInBroad >= minSalary] > [[Preschool and Kindergarten Teachers->25-2010-Broad]] [continued] [if var25_2020_MaxSalaryInBroad >= minSalary] > [[Elementary and Middle School Teachers->25-2020-Broad]] [continued] [if var25_2030_MaxSalaryInBroad >= minSalary] > [[Secondary School Teachers->25-2030-Broad]] [continued] [if var25_2050_MaxSalaryInBroad >= minSalary] > [[Special Education Teachers->25-2050-Broad]] [continued] > [[Back->25-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '25-2011-Variables'} {embed passage: '25-2012-Variables'} # Preschool and Kindergarten Teachers [if var25_2012_medianPay >= minSalary & (riskTolerance === 'high' | var25_2012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_2012_highAIRisk === "low" | var25_2012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_2012_highAIRisk === "low"))] > [[Kindergarten Teachers, Except Special Education->25-2012-Detailed]] [continued] [if var25_2011_medianPay >= minSalary & (riskTolerance === 'high' | var25_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_2011_highAIRisk === "low" | var25_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_2011_highAIRisk === "low"))] > [[Preschool Teachers, Except Special Education->25-2011-Detailed]] [continued] > [[Back->25-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Librarians and Media Collections Specialists ## AI Risk Level: low ## Definition: Administer and maintain libraries or collections of information, for public or private access through reference or borrowing. Work in a variety of settings, such as educational institutions, museums, and corporations, and with various types of informational materials, such as books, periodicals, recordings, films, and databases. Tasks may include acquiring, cataloging, and circulating library materials, and user services such as locating and organizing information, providing instruction on how to access information, and setting up and operating a library's media equipment. > [[Video Version->25-4022-Video]] > [[What They Do->25-4022-WhatTheyDo-1]] > [[Work Environment->25-4022-WorkEnvironment-1]] > [[How to Become One->25-4022-HowToBecomeOne-1]] > [[Pay->25-4022-Pay-1]] > [[Job Outlook->25-4022-JobOutlook-1]] > [[Back->25-4000-Minor]]

config.header.center: "Detailed" -- # Preschool Teachers, Except Special Education ## AI Risk Level: low ## Definition: Instruct preschool-aged students, following curricula or lesson plans, in activities designed to promote social, physical, and intellectual growth. Excludes "Special Education Teachers" (25-2050), "Substitute Teachers, Short-Term" (25-3031), and "Childcare Workers" (39-9011). > [[Video Version->25-2011-Video]] > [[What They Do->25-2011-WhatTheyDo-1]] > [[Work Environment->25-2011-WorkEnvironment-1]] > [[How to Become One->25-2011-HowToBecomeOne-1]] > [[Pay->25-2011-Pay-1]] > [[Job Outlook->25-2011-JobOutlook-1]] > [[Back->25-2010-Broad]]

config.header.center: "Broad" -- {embed passage: '25-2021-Variables'} {embed passage: '25-2022-Variables'} {embed passage: '25-2023-Variables'} # Elementary and Middle School Teachers [if var25_2023_medianPay >= minSalary & (riskTolerance === 'high' | var25_2023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_2023_highAIRisk === "low" | var25_2023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_2023_highAIRisk === "low"))] > [[Career/Technical Education Teachers, Middle School->25-2023-Detailed]] [continued] [if var25_2021_medianPay >= minSalary & (riskTolerance === 'high' | var25_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_2021_highAIRisk === "low" | var25_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_2021_highAIRisk === "low"))] > [[Elementary School Teachers, Except Special Education->25-2021-Detailed]] [continued] [if var25_2022_medianPay >= minSalary & (riskTolerance === 'high' | var25_2022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_2022_highAIRisk === "low" | var25_2022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_2022_highAIRisk === "low"))] > [[Middle School Teachers, Except Special and Career/Technical Education->25-2022-Detailed]] [continued] > [[Back->25-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Library Technicians ## AI Risk Level: moderate ## Definition: Assist librarians by helping readers in the use of library catalogs, databases, and indexes to locate books and other materials; and by answering questions that require only brief consultation of standard reference. Compile records; sort and shelve books or other media; remove or repair damaged books or other media; register patrons; and check materials in and out of the circulation process. Replace materials in shelving area (stacks) or files. Includes bookmobile drivers who assist with providing services in mobile libraries. > [[Video Version->25-4031-Video]] > [[What They Do->25-4031-WhatTheyDo-1]] > [[Work Environment->25-4031-WorkEnvironment-1]] > [[How to Become One->25-4031-HowToBecomeOne-1]] > [[Pay->25-4031-Pay-1]] > [[Job Outlook->25-4031-JobOutlook-1]] > [[Back->25-4000-Minor]]

config.header.center: "Detailed" -- # Licensed Practical and Licensed Vocational Nurses ## AI Risk Level: low ## Definition: Care for ill, injured, or convalescing patients or persons with disabilities in hospitals, nursing homes, clinics, private homes, group homes, and similar institutions. May work under the supervision of a registered nurse. Licensing required. > [[Video Version->29-2061-Video]] > [[What They Do->29-2061-WhatTheyDo-1]] > [[Work Environment->29-2061-WorkEnvironment-1]] > [[How to Become One->29-2061-HowToBecomeOne-1]] > [[Pay->29-2061-Pay-1]] > [[Job Outlook->29-2061-JobOutlook-1]] > [[Back->29-2000-Minor]]

config.header.center: "Detailed" -- # Middle School Teachers, Except Special and Career/Technical Education ## AI Risk Level: low ## Definition: Teach one or more subjects to students at the middle, intermediate, or junior high school level. Excludes "Career/Technical Education Teachers, Middle School" (25-2023), "Special Education Teachers" (25-2050), and "Substitute Teachers, Short Term" (25-3031). > [[What They Do->25-2022-WhatTheyDo-1]] > [[Work Environment->25-2022-WorkEnvironment-1]] > [[How to Become One->25-2022-HowToBecomeOne-1]] > [[Pay->25-2022-Pay-1]] > [[Job Outlook->25-2022-JobOutlook-1]] > [[Back->25-2020-Broad]]

config.header.center: "Detailed" -- # Lifeguards, Ski Patrol, and Other Recreational Protective Service Workers ## AI Risk Level: low ## Definition: Monitor recreational areas, such as pools, beaches, or ski slopes, to provide assistance and protection to participants. > [[Back->33-9090-Broad]]

config.header.center: "Broad" -- {embed passage: '25-2031-Variables'} {embed passage: '25-2032-Variables'} # Secondary School Teachers [if var25_2032_medianPay >= minSalary & (riskTolerance === 'high' | var25_2032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_2032_highAIRisk === "low" | var25_2032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_2032_highAIRisk === "low"))] > [[Career/Technical Education Teachers, Secondary School->25-2032-Detailed]] [continued] [if var25_2031_medianPay >= minSalary & (riskTolerance === 'high' | var25_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_2031_highAIRisk === "low" | var25_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_2031_highAIRisk === "low"))] > [[Secondary School Teachers, Except Special and Career/Technical Education->25-2031-Detailed]] [continued] > [[Back->25-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Secondary School Teachers, Except Special and Career/Technical Education ## AI Risk Level: low ## Definition: Teach one or more subjects to students at the secondary school level. Excludes "Career/Technical Education Teachers, Secondary School" (25-2032), "Special Education Teachers" (25-2050), and "Substitute Teachers, Short-Term" (25-3031). > [[Video Version->25-2031-Video]] > [[What They Do->25-2031-WhatTheyDo-1]] > [[Work Environment->25-2031-WorkEnvironment-1]] > [[How to Become One->25-2031-HowToBecomeOne-1]] > [[Pay->25-2031-Pay-1]] > [[Job Outlook->25-2031-JobOutlook-1]] > [[Back->25-2030-Broad]]

config.header.center: "Broad" -- {embed passage: '25-2051-Variables'} {embed passage: '25-2055-Variables'} {embed passage: '25-2056-Variables'} {embed passage: '25-2057-Variables'} {embed passage: '25-2058-Variables'} {embed passage: '25-2059-Variables'} # Special Education Teachers [if var25_2051_medianPay >= minSalary & (riskTolerance === 'high' | var25_2051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_2051_highAIRisk === "low" | var25_2051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_2051_highAIRisk === "low"))] > [[Special Education Teachers, Preschool->25-2051-Detailed]] [continued] [if var25_2055_medianPay >= minSalary & (riskTolerance === 'high' | var25_2055_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_2055_highAIRisk === "low" | var25_2055_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_2055_highAIRisk === "low"))] > [[Special Education Teachers, Kindergarten->25-2055-Detailed]] [continued] [if var25_2056_medianPay >= minSalary & (riskTolerance === 'high' | var25_2056_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_2056_highAIRisk === "low" | var25_2056_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_2056_highAIRisk === "low"))] > [[Special Education Teachers, Elementary School->25-2056-Detailed]] [continued] [if var25_2057_medianPay >= minSalary & (riskTolerance === 'high' | var25_2057_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_2057_highAIRisk === "low" | var25_2057_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_2057_highAIRisk === "low"))] > [[Special Education Teachers, Middle School->25-2057-Detailed]] [continued] [if var25_2058_medianPay >= minSalary & (riskTolerance === 'high' | var25_2058_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_2058_highAIRisk === "low" | var25_2058_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_2058_highAIRisk === "low"))] > [[Special Education Teachers, Secondary School->25-2058-Detailed]] [continued] [if var25_2059_medianPay >= minSalary & (riskTolerance === 'high' | var25_2059_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_2059_highAIRisk === "low" | var25_2059_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_2059_highAIRisk === "low"))] > [[Special Education Teachers, All Other->25-2059-Detailed]] [continued] > [[Back->25-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Special Education Teachers, Preschool ## AI Risk Level: low ## Definition: Teach academic, social, and life skills to preschool-aged students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities. Excludes "Substitute Teachers, Short-Term" (25-3031). > [[Video Version->25-2051-Video]] > [[What They Do->25-2051-WhatTheyDo-1]] > [[Work Environment->25-2051-WorkEnvironment-1]] > [[How to Become One->25-2051-HowToBecomeOne-1]] > [[Pay->25-2051-Pay-1]] > [[Job Outlook->25-2051-JobOutlook-1]] > [[Back->25-2050-Broad]]

config.header.center: "Detailed" -- # Special Education Teachers, Kindergarten ## AI Risk Level: low ## Definition: Teach academic, social, and life skills to kindergarten students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities. Excludes "Substitute Teachers, Short-Term" (25-3031). > [[Back->25-2050-Broad]]

config.header.center: "Detailed" -- # Special Education Teachers, Elementary School ## AI Risk Level: low ## Definition: Teach academic, social, and life skills to elementary school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities. Excludes "Substitute Teachers, Short-Term" (25-3031). > [[Back->25-2050-Broad]]

config.header.center: "Detailed" -- # Special Education Teachers, Middle School ## AI Risk Level: low ## Definition: Teach academic, social, and life skills to middle school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities. Excludes "Substitute Teachers, Short-Term" (25-3031). > [[Video Version->25-2057-Video]] > [[What They Do->25-2057-WhatTheyDo-1]] > [[Work Environment->25-2057-WorkEnvironment-1]] > [[How to Become One->25-2057-HowToBecomeOne-1]] > [[Pay->25-2057-Pay-1]] > [[Job Outlook->25-2057-JobOutlook-1]] > [[Back->25-2050-Broad]]

config.header.center: "Detailed" -- # Special Education Teachers, Secondary School ## AI Risk Level: low ## Definition: Teach academic, social, and life skills to secondary school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities. Excludes "Substitute Teachers, Short-Term" (25-3031). > [[Video Version->25-2058-Video]] > [[What They Do->25-2058-WhatTheyDo-1]] > [[Work Environment->25-2058-WorkEnvironment-1]] > [[How to Become One->25-2058-HowToBecomeOne-1]] > [[Pay->25-2058-Pay-1]] > [[Job Outlook->25-2058-JobOutlook-1]] > [[Back->25-2050-Broad]]

config.header.center: "Detailed" -- # Special Education Teachers, All Other ## Definition: All special education teachers not listed separately. > [[Video Version->25-2059-Video]] > [[What They Do->25-2059-WhatTheyDo-1]] > [[Work Environment->25-2059-WorkEnvironment-1]] > [[How to Become One->25-2059-HowToBecomeOne-1]] > [[Pay->25-2059-Pay-1]] > [[Job Outlook->25-2059-JobOutlook-1]] > [[Back->25-2050-Broad]]

config.header.center: "Minor" -- {embed passage: '25-3010-Variables'} {embed passage: '25-3011-Variables'} {embed passage: '25-3020-Variables'} {embed passage: '25-3021-Variables'} {embed passage: '25-3030-Variables'} {embed passage: '25-3031-Variables'} {embed passage: '25-3040-Variables'} {embed passage: '25-3041-Variables'} {embed passage: '25-3090-Variables'} {embed passage: '25-3099-Variables'} # Other Teachers and Instructors [if var25_3011_medianPay >= minSalary & (riskTolerance === 'high' | var25_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_3011_highAIRisk === "low" | var25_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_3011_highAIRisk === "low"))] > [[Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors->25-3011-Detailed]] [continued] [if var25_3021_medianPay >= minSalary & (riskTolerance === 'high' | var25_3021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_3021_highAIRisk === "low" | var25_3021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_3021_highAIRisk === "low"))] > [[Self-Enrichment Teachers->25-3021-Detailed]] [continued] [if var25_3031_medianPay >= minSalary & (riskTolerance === 'high' | var25_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_3031_highAIRisk === "low" | var25_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_3031_highAIRisk === "low"))] > [[Substitute Teachers, Short-Term->25-3031-Detailed]] [continued] [if var25_3041_medianPay >= minSalary & (riskTolerance === 'high' | var25_3041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_3041_highAIRisk === "low" | var25_3041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_3041_highAIRisk === "low"))] > [[Tutors->25-3041-Detailed]] [continued] [if var25_3099_medianPay >= minSalary & (riskTolerance === 'high' | var25_3099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_3099_highAIRisk === "low" | var25_3099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_3099_highAIRisk === "low"))] > [[Teachers and Instructors, All Other->25-3099-Detailed]] [continued] > [[Back->25-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '25-3011-Variables'} # Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors [if var25_3011_medianPay >= minSalary & (riskTolerance === 'high' | var25_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_3011_highAIRisk === "low" | var25_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_3011_highAIRisk === "low"))] > [[Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors->25-3011-Detailed]] [continued] > [[Back->25-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Magnetic Resonance Imaging Technologists ## AI Risk Level: low ## Definition: Operate Magnetic Resonance Imaging (MRI) scanners. Monitor patient safety and comfort, and view images of area being scanned to ensure quality of pictures. May administer gadolinium contrast dosage intravenously. May interview patient, explain MRI procedures, and position patient on examining table. May enter into the computer data such as patient history, anatomical area to be scanned, orientation specified, and position of entry. > [[Video Version->29-2035-Video]] > [[What They Do->29-2035-WhatTheyDo-1]] > [[Work Environment->29-2035-WorkEnvironment-1]] > [[How to Become One->29-2035-HowToBecomeOne-1]] > [[Pay->29-2035-Pay-1]] > [[Job Outlook->29-2035-JobOutlook-1]] > [[Back->29-2030-Broad]]

config.header.center: "Broad" -- {embed passage: '25-3021-Variables'} # Self-Enrichment Teachers [if var25_3021_medianPay >= minSalary & (riskTolerance === 'high' | var25_3021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_3021_highAIRisk === "low" | var25_3021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_3021_highAIRisk === "low"))] > [[Self-Enrichment Teachers->25-3021-Detailed]] [continued] > [[Back->25-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Maids and Housekeeping Cleaners ## AI Risk Level: moderate ## Definition: Perform any combination of light cleaning duties to maintain private households or commercial establishments, such as hotels and hospitals, in a clean and orderly manner. Duties may include making beds, replenishing linens, cleaning rooms and halls, and vacuuming. > [[Back->37-2010-Broad]]

config.header.center: "Detailed" -- # Self-Enrichment Teachers ## AI Risk Level: low ## Definition: Teach or instruct individuals or groups for the primary purpose of self-enrichment or recreation, rather than for an occupational objective, educational attainment, competition, or fitness. Excludes "Coaches and Scouts" (27-2022) and "Exercise Trainers and Group Fitness Instructors" (39-9031). Flight instructors are included with "Aircraft Pilots and Flight Engineers" (53-2010). > [[Back->25-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '25-3031-Variables'} # Substitute Teachers, Short-Term [if var25_3031_medianPay >= minSalary & (riskTolerance === 'high' | var25_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_3031_highAIRisk === "low" | var25_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_3031_highAIRisk === "low"))] > [[Substitute Teachers, Short-Term->25-3031-Detailed]] [continued] > [[Back->25-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Substitute Teachers, Short-Term ## Definition: Teach students on a short-term basis as a temporary replacement for a regular classroom teacher, typically using the regular teacher's lesson plan. Excludes long-term substitute teachers who perform all the duties of a regular teacher; these teachers are coded within the 25-1000 or 25-2000 minor groups. > [[Back->25-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '25-3041-Variables'} # Tutors [if var25_3041_medianPay >= minSalary & (riskTolerance === 'high' | var25_3041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_3041_highAIRisk === "low" | var25_3041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_3041_highAIRisk === "low"))] > [[Tutors->25-3041-Detailed]] [continued] > [[Back->25-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Tutors ## AI Risk Level: low ## Definition: Instruct individual students or small groups of students in academic subjects to support formal class instruction or to prepare students for standardized or admissions tests. Excludes "Postsecondary Teachers" (25-1000), "Elementary, Middle, Secondary, and Special Education Teachers" (25-2000), "Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors" (25-3011), and "Self-Enrichment Teachers" (25-3021). > [[Video Version->25-3041-Video]] > [[What They Do->25-3041-WhatTheyDo-1]] > [[Work Environment->25-3041-WorkEnvironment-1]] > [[How to Become One->25-3041-HowToBecomeOne-1]] > [[Pay->25-3041-Pay-1]] > [[Job Outlook->25-3041-JobOutlook-1]] > [[Back->25-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '25-3099-Variables'} # Miscellaneous Teachers and Instructors [if var25_3099_medianPay >= minSalary & (riskTolerance === 'high' | var25_3099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_3099_highAIRisk === "low" | var25_3099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_3099_highAIRisk === "low"))] > [[Teachers and Instructors, All Other->25-3099-Detailed]] [continued] > [[Back->25-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Teachers and Instructors, All Other ## Definition: All teachers and instructors not listed separately. > [[Back->25-3000-Minor]]

config.header.center: "Minor" -- {embed passage: '25-4010-Variables'} {embed passage: '25-4011-Variables'} {embed passage: '25-4012-Variables'} {embed passage: '25-4013-Variables'} {embed passage: '25-4020-Variables'} {embed passage: '25-4022-Variables'} {embed passage: '25-4030-Variables'} {embed passage: '25-4031-Variables'} # Librarians, Curators, and Archivists [if var25_4010_MaxSalaryInBroad >= minSalary] > [[Archivists, Curators, and Museum Technicians->25-4010-Broad]] [continued] [if var25_4022_medianPay >= minSalary & (riskTolerance === 'high' | var25_4022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_4022_highAIRisk === "low" | var25_4022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_4022_highAIRisk === "low"))] > [[Librarians and Media Collections Specialists->25-4022-Detailed]] [continued] [if var25_4031_medianPay >= minSalary & (riskTolerance === 'high' | var25_4031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_4031_highAIRisk === "low" | var25_4031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_4031_highAIRisk === "low"))] > [[Library Technicians->25-4031-Detailed]] [continued] > [[Back->25-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '25-4011-Variables'} {embed passage: '25-4012-Variables'} {embed passage: '25-4013-Variables'} # Archivists, Curators, and Museum Technicians [if var25_4011_medianPay >= minSalary & (riskTolerance === 'high' | var25_4011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_4011_highAIRisk === "low" | var25_4011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_4011_highAIRisk === "low"))] > [[Archivists->25-4011-Detailed]] [continued] [if var25_4012_medianPay >= minSalary & (riskTolerance === 'high' | var25_4012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_4012_highAIRisk === "low" | var25_4012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_4012_highAIRisk === "low"))] > [[Curators->25-4012-Detailed]] [continued] [if var25_4013_medianPay >= minSalary & (riskTolerance === 'high' | var25_4013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_4013_highAIRisk === "low" | var25_4013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_4013_highAIRisk === "low"))] > [[Museum Technicians and Conservators->25-4013-Detailed]] [continued] > [[Back->25-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Museum Technicians and Conservators ## AI Risk Level: low ## Definition: Restore, maintain, or prepare objects in museum collections for storage, research, or exhibit. May work with specimens such as fossils, skeletal parts, or botanicals; or artifacts, textiles, or art. May identify and record objects or install and arrange them in exhibits. Includes book or document conservators. > [[Video Version->25-4013-Video]] > [[What They Do->25-4013-WhatTheyDo-1]] > [[Work Environment->25-4013-WorkEnvironment-1]] > [[How to Become One->25-4013-HowToBecomeOne-1]] > [[Pay->25-4013-Pay-1]] > [[Job Outlook->25-4013-JobOutlook-1]] > [[Back->25-4010-Broad]]

config.header.center: "Detailed" -- # Massage Therapists ## AI Risk Level: low ## Definition: Perform therapeutic massages of soft tissues and joints. May assist in the assessment of range of motion and muscle strength, or propose client therapy plans. > [[Video Version->31-9011-Video]] > [[What They Do->31-9011-WhatTheyDo-1]] > [[Work Environment->31-9011-WorkEnvironment-1]] > [[How to Become One->31-9011-HowToBecomeOne-1]] > [[Pay->31-9011-Pay-1]] > [[Job Outlook->31-9011-JobOutlook-1]] > [[Back->31-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '25-4022-Variables'} # Librarians and Media Collections Specialists [if var25_4022_medianPay >= minSalary & (riskTolerance === 'high' | var25_4022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_4022_highAIRisk === "low" | var25_4022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_4022_highAIRisk === "low"))] > [[Librarians and Media Collections Specialists->25-4022-Detailed]] [continued] > [[Back->25-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '25-4031-Variables'} # Library Technicians [if var25_4031_medianPay >= minSalary & (riskTolerance === 'high' | var25_4031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_4031_highAIRisk === "low" | var25_4031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_4031_highAIRisk === "low"))] > [[Library Technicians->25-4031-Detailed]] [continued] > [[Back->25-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '25-9020-Variables'} {embed passage: '25-9021-Variables'} {embed passage: '25-9030-Variables'} {embed passage: '25-9031-Variables'} {embed passage: '25-9040-Variables'} {embed passage: '25-9042-Variables'} {embed passage: '25-9043-Variables'} {embed passage: '25-9044-Variables'} {embed passage: '25-9049-Variables'} {embed passage: '25-9090-Variables'} {embed passage: '25-9099-Variables'} # Other Educational Instruction and Library Occupations [if var25_9021_medianPay >= minSalary & (riskTolerance === 'high' | var25_9021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_9021_highAIRisk === "low" | var25_9021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_9021_highAIRisk === "low"))] > [[Farm and Home Management Educators->25-9021-Detailed]] [continued] [if var25_9031_medianPay >= minSalary & (riskTolerance === 'high' | var25_9031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_9031_highAIRisk === "low" | var25_9031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_9031_highAIRisk === "low"))] > [[Instructional Coordinators->25-9031-Detailed]] [continued] [if var25_9040_MaxSalaryInBroad >= minSalary] > [[Teaching Assistants->25-9040-Broad]] [continued] [if var25_9099_medianPay >= minSalary & (riskTolerance === 'high' | var25_9099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_9099_highAIRisk === "low" | var25_9099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_9099_highAIRisk === "low"))] > [[Educational Instruction and Library Workers, All Other->25-9099-Detailed]] [continued] > [[Back->25-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '25-9021-Variables'} # Farm and Home Management Educators [if var25_9021_medianPay >= minSalary & (riskTolerance === 'high' | var25_9021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_9021_highAIRisk === "low" | var25_9021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_9021_highAIRisk === "low"))] > [[Farm and Home Management Educators->25-9021-Detailed]] [continued] > [[Back->25-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '25-9031-Variables'} # Instructional Coordinators [if var25_9031_medianPay >= minSalary & (riskTolerance === 'high' | var25_9031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_9031_highAIRisk === "low" | var25_9031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_9031_highAIRisk === "low"))] > [[Instructional Coordinators->25-9031-Detailed]] [continued] > [[Back->25-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '25-9042-Variables'} {embed passage: '25-9043-Variables'} {embed passage: '25-9044-Variables'} {embed passage: '25-9049-Variables'} # Teaching Assistants [if var25_9042_medianPay >= minSalary & (riskTolerance === 'high' | var25_9042_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_9042_highAIRisk === "low" | var25_9042_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_9042_highAIRisk === "low"))] > [[Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education->25-9042-Detailed]] [continued] [if var25_9043_medianPay >= minSalary & (riskTolerance === 'high' | var25_9043_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_9043_highAIRisk === "low" | var25_9043_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_9043_highAIRisk === "low"))] > [[Teaching Assistants, Special Education->25-9043-Detailed]] [continued] [if var25_9044_medianPay >= minSalary & (riskTolerance === 'high' | var25_9044_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_9044_highAIRisk === "low" | var25_9044_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_9044_highAIRisk === "low"))] > [[Teaching Assistants, Postsecondary->25-9044-Detailed]] [continued] [if var25_9049_medianPay >= minSalary & (riskTolerance === 'high' | var25_9049_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_9049_highAIRisk === "low" | var25_9049_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_9049_highAIRisk === "low"))] > [[Teaching Assistants, All Other->25-9049-Detailed]] [continued] > [[Back->25-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Medical and Clinical Laboratory Technicians ## AI Risk Level: moderate ## Definition: Perform routine medical laboratory tests for the diagnosis, treatment, and prevention of disease. May work under the supervision of a medical technologist. > [[Back->29-2010-Broad]]

config.header.center: "Detailed" -- # Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education ## AI Risk Level: low ## Definition: Assist a preschool, elementary, middle, or secondary school teacher with instructional duties. Serve in a position for which a teacher has primary responsibility for the design and implementation of educational programs and services. Excludes "Teaching Assistants, Special Education" (25-9043). > [[Back->25-9040-Broad]]

config.header.center: "Detailed" -- # Medical and Clinical Laboratory Technologists ## AI Risk Level: low ## Definition: Perform complex medical laboratory tests for diagnosis, treatment, and prevention of disease. May train or supervise staff. > [[Back->29-2010-Broad]]

config.header.center: "Detailed" -- # Teaching Assistants, Special Education ## AI Risk Level: low ## Definition: Assist a preschool, elementary, middle, or secondary school teacher to provide academic, social, or life skills to students who have learning, emotional, or physical disabilities. Serve in a position for which a teacher has primary responsibility for the design and implementation of educational programs and services. > [[Back->25-9040-Broad]]

config.header.center: "Detailed" -- # Teaching Assistants, Postsecondary ## AI Risk Level: low ## Definition: Assist faculty or other instructional staff in postsecondary institutions by performing instructional support activities, such as developing teaching materials, leading discussion groups, preparing and giving examinations, and grading examinations or papers. Graduate students who teach one or more full courses should be classified in the 25-1000 minor group. > [[Back->25-9040-Broad]]

config.header.center: "Detailed" -- # Teaching Assistants, All Other ## AI Risk Level: low ## Definition: All teaching assistants not listed separately. > [[Back->25-9040-Broad]]

config.header.center: "Detailed" -- # Medical Assistants ## AI Risk Level: low ## Definition: Perform administrative and certain clinical duties under the direction of a physician. Administrative duties may include scheduling appointments, maintaining medical records, billing, and coding information for insurance purposes. Clinical duties may include taking and recording vital signs and medical histories, preparing patients for examination, drawing blood, and administering medications as directed by physician. Excludes "Physician Assistants" (29-1071). > [[Video Version->31-9092-Video]] > [[What They Do->31-9092-WhatTheyDo-1]] > [[Work Environment->31-9092-WorkEnvironment-1]] > [[How to Become One->31-9092-HowToBecomeOne-1]] > [[Pay->31-9092-Pay-1]] > [[Job Outlook->31-9092-JobOutlook-1]] > [[Back->31-9090-Broad]]

config.header.center: "Broad" -- {embed passage: '25-9099-Variables'} # Miscellaneous Educational Instruction and Library Workers [if var25_9099_medianPay >= minSalary & (riskTolerance === 'high' | var25_9099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var25_9099_highAIRisk === "low" | var25_9099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var25_9099_highAIRisk === "low"))] > [[Educational Instruction and Library Workers, All Other->25-9099-Detailed]] [continued] > [[Back->25-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Medical Equipment Preparers ## AI Risk Level: moderate ## Definition: Prepare, sterilize, install, or clean laboratory or healthcare equipment. May perform routine laboratory tasks and operate or inspect equipment. > [[Back->31-9090-Broad]]

config.header.center: "Detailed" -- # Educational Instruction and Library Workers, All Other ## Definition: All educational instruction and library workers not listed separately. > [[Back->25-9000-Minor]]

config.header.center: "Major" -- {embed passage: '27-1000-Variables'} {embed passage: '27-2000-Variables'} {embed passage: '27-3000-Variables'} {embed passage: '27-4000-Variables'} # Arts, Design, Entertainment, Sports, and Media Occupations [if var27_1000_MaxSalaryInMinor >= minSalary] > [[Art and Design Workers->27-1000-Minor]] [continued] [if var27_2000_MaxSalaryInMinor >= minSalary] > [[Entertainers and Performers, Sports and Related Workers->27-2000-Minor]] [continued] [if var27_3000_MaxSalaryInMinor >= minSalary] > [[Media and Communication Workers->27-3000-Minor]] [continued] [if var27_4000_MaxSalaryInMinor >= minSalary] > [[Media and Communication Equipment Workers->27-4000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Medical Records Specialists ## AI Risk Level: high ## Definition: Compile, process, and maintain medical records of hospital and clinic patients in a manner consistent with medical, administrative, ethical, legal, and regulatory requirements of the healthcare system. Classify medical and healthcare concepts, including diagnosis, procedures, medical services, and equipment, into the healthcare industry's numerical coding system. Includes medical coders. Excludes "Health Information Technologists and Medical Registrars" (29-9021) and "File Clerks" (43-4071). > [[Video Version->29-2072-Video]] > [[What They Do->29-2072-WhatTheyDo-1]] > [[Work Environment->29-2072-WorkEnvironment-1]] > [[How to Become One->29-2072-HowToBecomeOne-1]] > [[Pay->29-2072-Pay-1]] > [[Job Outlook->29-2072-JobOutlook-1]] > [[Back->29-2000-Minor]]

config.header.center: "Minor" -- {embed passage: '27-1010-Variables'} {embed passage: '27-1011-Variables'} {embed passage: '27-1012-Variables'} {embed passage: '27-1013-Variables'} {embed passage: '27-1014-Variables'} {embed passage: '27-1019-Variables'} {embed passage: '27-1020-Variables'} {embed passage: '27-1021-Variables'} {embed passage: '27-1022-Variables'} {embed passage: '27-1023-Variables'} {embed passage: '27-1024-Variables'} {embed passage: '27-1025-Variables'} {embed passage: '27-1026-Variables'} {embed passage: '27-1027-Variables'} {embed passage: '27-1029-Variables'} # Art and Design Workers [if var27_1010_MaxSalaryInBroad >= minSalary] > [[Artists and Related Workers->27-1010-Broad]] [continued] [if var27_1020_MaxSalaryInBroad >= minSalary] > [[Designers->27-1020-Broad]] [continued] > [[Back->27-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '27-1011-Variables'} {embed passage: '27-1012-Variables'} {embed passage: '27-1013-Variables'} {embed passage: '27-1014-Variables'} {embed passage: '27-1019-Variables'} # Artists and Related Workers [if var27_1011_medianPay >= minSalary & (riskTolerance === 'high' | var27_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_1011_highAIRisk === "low" | var27_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_1011_highAIRisk === "low"))] > [[Art Directors->27-1011-Detailed]] [continued] [if var27_1013_medianPay >= minSalary & (riskTolerance === 'high' | var27_1013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_1013_highAIRisk === "low" | var27_1013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_1013_highAIRisk === "low"))] > [[Fine Artists, Including Painters, Sculptors, and Illustrators->27-1013-Detailed]] [continued] [if var27_1012_medianPay >= minSalary & (riskTolerance === 'high' | var27_1012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_1012_highAIRisk === "low" | var27_1012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_1012_highAIRisk === "low"))] > [[Craft Artists->27-1012-Detailed]] [continued] [if var27_1014_medianPay >= minSalary & (riskTolerance === 'high' | var27_1014_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_1014_highAIRisk === "low" | var27_1014_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_1014_highAIRisk === "low"))] > [[Special Effects Artists and Animators->27-1014-Detailed]] [continued] [if var27_1019_medianPay >= minSalary & (riskTolerance === 'high' | var27_1019_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_1019_highAIRisk === "low" | var27_1019_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_1019_highAIRisk === "low"))] > [[Artists and Related Workers, All Other->27-1019-Detailed]] [continued] > [[Back->27-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Medical Transcriptionists ## AI Risk Level: high ## Definition: Transcribe medical reports recorded by physicians and other healthcare practitioners using various electronic devices, covering office visits, emergency room visits, diagnostic imaging studies, operations, chart reviews, and final summaries. Transcribe dictated reports and translate abbreviations into fully understandable form. Edit as necessary and return reports in either printed or electronic form for review and signature, or correction. > [[Video Version->31-9094-Video]] > [[What They Do->31-9094-WhatTheyDo-1]] > [[Work Environment->31-9094-WorkEnvironment-1]] > [[How to Become One->31-9094-HowToBecomeOne-1]] > [[Pay->31-9094-Pay-1]] > [[Job Outlook->31-9094-JobOutlook-1]] > [[Back->31-9090-Broad]]

config.header.center: "Detailed" -- # Special Effects Artists and Animators ## AI Risk Level: moderate ## Definition: Create special effects or animations using film, video, computers, or other electronic tools and media for use in products, such as computer games, movies, music videos, and commercials. > [[Video Version->27-1014-Video]] > [[What They Do->27-1014-WhatTheyDo-1]] > [[Work Environment->27-1014-WorkEnvironment-1]] > [[How to Become One->27-1014-HowToBecomeOne-1]] > [[Pay->27-1014-Pay-1]] > [[Job Outlook->27-1014-JobOutlook-1]] > [[Back->27-1010-Broad]]

config.header.center: "Detailed" -- # Artists and Related Workers, All Other ## Definition: All artists and related workers not listed separately. > [[Video Version->27-1019-Video]] > [[What They Do->27-1019-WhatTheyDo-1]] > [[Work Environment->27-1019-WorkEnvironment-1]] > [[How to Become One->27-1019-HowToBecomeOne-1]] > [[Pay->27-1019-Pay-1]] > [[Job Outlook->27-1019-JobOutlook-1]] > [[Back->27-1010-Broad]]

config.header.center: "Detailed" -- # Merchandise Displayers and Window Trimmers ## AI Risk Level: low ## Definition: Plan and erect commercial displays, such as those in windows and interiors of retail stores and at trade exhibitions. > [[Back->27-1020-Broad]]

config.header.center: "Broad" -- {embed passage: '27-1021-Variables'} {embed passage: '27-1022-Variables'} {embed passage: '27-1023-Variables'} {embed passage: '27-1024-Variables'} {embed passage: '27-1025-Variables'} {embed passage: '27-1026-Variables'} {embed passage: '27-1027-Variables'} {embed passage: '27-1029-Variables'} # Designers [if var27_1021_medianPay >= minSalary & (riskTolerance === 'high' | var27_1021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_1021_highAIRisk === "low" | var27_1021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_1021_highAIRisk === "low"))] > [[Commercial and Industrial Designers->27-1021-Detailed]] [continued] [if var27_1022_medianPay >= minSalary & (riskTolerance === 'high' | var27_1022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_1022_highAIRisk === "low" | var27_1022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_1022_highAIRisk === "low"))] > [[Fashion Designers->27-1022-Detailed]] [continued] [if var27_1023_medianPay >= minSalary & (riskTolerance === 'high' | var27_1023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_1023_highAIRisk === "low" | var27_1023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_1023_highAIRisk === "low"))] > [[Floral Designers->27-1023-Detailed]] [continued] [if var27_1024_medianPay >= minSalary & (riskTolerance === 'high' | var27_1024_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_1024_highAIRisk === "low" | var27_1024_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_1024_highAIRisk === "low"))] > [[Graphic Designers->27-1024-Detailed]] [continued] [if var27_1025_medianPay >= minSalary & (riskTolerance === 'high' | var27_1025_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_1025_highAIRisk === "low" | var27_1025_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_1025_highAIRisk === "low"))] > [[Interior Designers->27-1025-Detailed]] [continued] [if var27_1026_medianPay >= minSalary & (riskTolerance === 'high' | var27_1026_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_1026_highAIRisk === "low" | var27_1026_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_1026_highAIRisk === "low"))] > [[Merchandise Displayers and Window Trimmers->27-1026-Detailed]] [continued] [if var27_1027_medianPay >= minSalary & (riskTolerance === 'high' | var27_1027_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_1027_highAIRisk === "low" | var27_1027_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_1027_highAIRisk === "low"))] > [[Set and Exhibit Designers->27-1027-Detailed]] [continued] [if var27_1029_medianPay >= minSalary & (riskTolerance === 'high' | var27_1029_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_1029_highAIRisk === "low" | var27_1029_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_1029_highAIRisk === "low"))] > [[Designers, All Other->27-1029-Detailed]] [continued] > [[Back->27-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Set and Exhibit Designers ## AI Risk Level: low ## Definition: Design special exhibits and sets for film, video, television, and theater productions. May study scripts, confer with directors, and conduct research to determine appropriate architectural styles. > [[Video Version->27-1027-Video]] > [[What They Do->27-1027-WhatTheyDo-1]] > [[Work Environment->27-1027-WorkEnvironment-1]] > [[How to Become One->27-1027-HowToBecomeOne-1]] > [[Pay->27-1027-Pay-1]] > [[Job Outlook->27-1027-JobOutlook-1]] > [[Back->27-1020-Broad]]

config.header.center: "Detailed" -- # Designers, All Other ## Definition: All designers not listed separately. > [[Back->27-1020-Broad]]

config.header.center: "Minor" -- {embed passage: '27-2010-Variables'} {embed passage: '27-2011-Variables'} {embed passage: '27-2012-Variables'} {embed passage: '27-2020-Variables'} {embed passage: '27-2021-Variables'} {embed passage: '27-2022-Variables'} {embed passage: '27-2023-Variables'} {embed passage: '27-2030-Variables'} {embed passage: '27-2031-Variables'} {embed passage: '27-2032-Variables'} {embed passage: '27-2040-Variables'} {embed passage: '27-2041-Variables'} {embed passage: '27-2042-Variables'} {embed passage: '27-2090-Variables'} {embed passage: '27-2091-Variables'} {embed passage: '27-2099-Variables'} # Entertainers and Performers, Sports and Related Workers [if var27_2010_MaxSalaryInBroad >= minSalary] > [[Actors, Producers, and Directors->27-2010-Broad]] [continued] [if var27_2020_MaxSalaryInBroad >= minSalary] > [[Athletes, Coaches, Umpires, and Related Workers->27-2020-Broad]] [continued] [if var27_2030_MaxSalaryInBroad >= minSalary] > [[Dancers and Choreographers->27-2030-Broad]] [continued] [if var27_2040_MaxSalaryInBroad >= minSalary] > [[Musicians, Singers, and Related Workers->27-2040-Broad]] [continued] [if var27_2090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Entertainers and Performers, Sports and Related Workers->27-2090-Broad]] [continued] > [[Back->27-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '27-2011-Variables'} {embed passage: '27-2012-Variables'} # Actors, Producers, and Directors [if var27_2011_medianPay >= minSalary & (riskTolerance === 'high' | var27_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_2011_highAIRisk === "low" | var27_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_2011_highAIRisk === "low"))] > [[Actors->27-2011-Detailed]] [continued] [if var27_2012_medianPay >= minSalary & (riskTolerance === 'high' | var27_2012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_2012_highAIRisk === "low" | var27_2012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_2012_highAIRisk === "low"))] > [[Producers and Directors->27-2012-Detailed]] [continued] > [[Back->27-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Producers and Directors ## AI Risk Level: low ## Definition: Produce or direct stage, television, radio, video, or film productions for entertainment, information, or instruction. Responsible for creative decisions, such as interpretation of script, choice of actors or guests, set design, sound, special effects, and choreography. > [[Video Version->27-2012-Video]] > [[What They Do->27-2012-WhatTheyDo-1]] > [[Work Environment->27-2012-WorkEnvironment-1]] > [[How to Become One->27-2012-HowToBecomeOne-1]] > [[Pay->27-2012-Pay-1]] > [[Job Outlook->27-2012-JobOutlook-1]] > [[Back->27-2010-Broad]]

config.header.center: "Broad" -- {embed passage: '27-2021-Variables'} {embed passage: '27-2022-Variables'} {embed passage: '27-2023-Variables'} # Athletes, Coaches, Umpires, and Related Workers [if var27_2021_medianPay >= minSalary & (riskTolerance === 'high' | var27_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_2021_highAIRisk === "low" | var27_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_2021_highAIRisk === "low"))] > [[Athletes and Sports Competitors->27-2021-Detailed]] [continued] [if var27_2022_medianPay >= minSalary & (riskTolerance === 'high' | var27_2022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_2022_highAIRisk === "low" | var27_2022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_2022_highAIRisk === "low"))] > [[Coaches and Scouts->27-2022-Detailed]] [continued] [if var27_2023_medianPay >= minSalary & (riskTolerance === 'high' | var27_2023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_2023_highAIRisk === "low" | var27_2023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_2023_highAIRisk === "low"))] > [[Umpires, Referees, and Other Sports Officials->27-2023-Detailed]] [continued] > [[Back->27-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Umpires, Referees, and Other Sports Officials ## AI Risk Level: moderate ## Definition: Officiate at competitive athletic or sporting events. Detect infractions of rules and decide penalties according to established regulations. Includes all sporting officials, referees, and competition judges. > [[Video Version->27-2023-Video]] > [[What They Do->27-2023-WhatTheyDo-1]] > [[Work Environment->27-2023-WorkEnvironment-1]] > [[How to Become One->27-2023-HowToBecomeOne-1]] > [[Pay->27-2023-Pay-1]] > [[Job Outlook->27-2023-JobOutlook-1]] > [[Back->27-2020-Broad]]

config.header.center: "Broad" -- {embed passage: '27-2031-Variables'} {embed passage: '27-2032-Variables'} # Dancers and Choreographers [if var27_2032_medianPay >= minSalary & (riskTolerance === 'high' | var27_2032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_2032_highAIRisk === "low" | var27_2032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_2032_highAIRisk === "low"))] > [[Choreographers->27-2032-Detailed]] [continued] [if var27_2031_medianPay >= minSalary & (riskTolerance === 'high' | var27_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_2031_highAIRisk === "low" | var27_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_2031_highAIRisk === "low"))] > [[Dancers->27-2031-Detailed]] [continued] > [[Back->27-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '27-2041-Variables'} {embed passage: '27-2042-Variables'} # Musicians, Singers, and Related Workers [if var27_2041_medianPay >= minSalary & (riskTolerance === 'high' | var27_2041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_2041_highAIRisk === "low" | var27_2041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_2041_highAIRisk === "low"))] > [[Music Directors and Composers->27-2041-Detailed]] [continued] [if var27_2042_medianPay >= minSalary & (riskTolerance === 'high' | var27_2042_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_2042_highAIRisk === "low" | var27_2042_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_2042_highAIRisk === "low"))] > [[Musicians and Singers->27-2042-Detailed]] [continued] > [[Back->27-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Music Directors and Composers ## AI Risk Level: low ## Definition: Conduct, direct, plan, and lead instrumental or vocal performances by musical artists or groups, such as orchestras, bands, choirs, and glee clubs; or create original works of music. > [[Video Version->27-2041-Video]] > [[What They Do->27-2041-WhatTheyDo-1]] > [[Work Environment->27-2041-WorkEnvironment-1]] > [[How to Become One->27-2041-HowToBecomeOne-1]] > [[Pay->27-2041-Pay-1]] > [[Job Outlook->27-2041-JobOutlook-1]] > [[Back->27-2040-Broad]]

config.header.center: "Detailed" -- # Musicians and Singers ## AI Risk Level: low ## Definition: Play one or more musical instruments or sing. May perform on stage, for broadcasting, or for sound or video recording. > [[Video Version->27-2042-Video]] > [[What They Do->27-2042-WhatTheyDo-1]] > [[Work Environment->27-2042-WorkEnvironment-1]] > [[How to Become One->27-2042-HowToBecomeOne-1]] > [[Pay->27-2042-Pay-1]] > [[Job Outlook->27-2042-JobOutlook-1]] > [[Back->27-2040-Broad]]

config.header.center: "Broad" -- {embed passage: '27-2091-Variables'} {embed passage: '27-2099-Variables'} # Miscellaneous Entertainers and Performers, Sports and Related Workers [if var27_2091_medianPay >= minSalary & (riskTolerance === 'high' | var27_2091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_2091_highAIRisk === "low" | var27_2091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_2091_highAIRisk === "low"))] > [[Disc Jockeys, Except Radio->27-2091-Detailed]] [continued] [if var27_2099_medianPay >= minSalary & (riskTolerance === 'high' | var27_2099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_2099_highAIRisk === "low" | var27_2099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_2099_highAIRisk === "low"))] > [[Entertainers and Performers, Sports and Related Workers, All Other->27-2099-Detailed]] [continued] > [[Back->27-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Disc Jockeys, Except Radio ## Definition: Play prerecorded music for live audiences at venues or events such as clubs, parties, or wedding receptions. May use techniques such as mixing, cutting, or sampling to manipulate recordings. May also perform as emcee (master of ceremonies). Radio disc jockeys are included in "Broadcast Announcers and Radio Disc Jockeys" (27-3011). Excludes "Musicians and Singers" (27-2042), "Audio and Video Technicians" (27-4011), and "Sound Engineering Technicians" (27-4014). > [[Video Version->27-2091-Video]] > [[What They Do->27-2091-WhatTheyDo-1]] > [[Work Environment->27-2091-WorkEnvironment-1]] > [[How to Become One->27-2091-HowToBecomeOne-1]] > [[Pay->27-2091-Pay-1]] > [[Job Outlook->27-2091-JobOutlook-1]] > [[Back->27-2090-Broad]]

config.header.center: "Detailed" -- # Entertainers and Performers, Sports and Related Workers, All Other ## Definition: All entertainers and performers, sports and related workers not listed separately. > [[Back->27-2090-Broad]]

config.header.center: "Minor" -- {embed passage: '27-3010-Variables'} {embed passage: '27-3011-Variables'} {embed passage: '27-3020-Variables'} {embed passage: '27-3023-Variables'} {embed passage: '27-3030-Variables'} {embed passage: '27-3031-Variables'} {embed passage: '27-3040-Variables'} {embed passage: '27-3041-Variables'} {embed passage: '27-3042-Variables'} {embed passage: '27-3043-Variables'} {embed passage: '27-3090-Variables'} {embed passage: '27-3091-Variables'} {embed passage: '27-3092-Variables'} {embed passage: '27-3099-Variables'} # Media and Communication Workers [if var27_3011_medianPay >= minSalary & (riskTolerance === 'high' | var27_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_3011_highAIRisk === "low" | var27_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_3011_highAIRisk === "low"))] > [[Broadcast Announcers and Radio Disc Jockeys->27-3011-Detailed]] [continued] [if var27_3023_medianPay >= minSalary & (riskTolerance === 'high' | var27_3023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_3023_highAIRisk === "low" | var27_3023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_3023_highAIRisk === "low"))] > [[News Analysts, Reporters, and Journalists->27-3023-Detailed]] [continued] [if var27_3031_medianPay >= minSalary & (riskTolerance === 'high' | var27_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_3031_highAIRisk === "low" | var27_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_3031_highAIRisk === "low"))] > [[Public Relations Specialists->27-3031-Detailed]] [continued] [if var27_3040_MaxSalaryInBroad >= minSalary] > [[Writers and Editors->27-3040-Broad]] [continued] [if var27_3090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Media and Communication Workers->27-3090-Broad]] [continued] > [[Back->27-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Neurologists ## AI Risk Level: low ## Definition: Diagnose, manage, and treat disorders and diseases of the brain, spinal cord, and peripheral nerves, with a primarily nonsurgical focus. > [[Video Version->29-1217-Video]] > [[What They Do->29-1217-WhatTheyDo-1]] > [[Work Environment->29-1217-WorkEnvironment-1]] > [[How to Become One->29-1217-HowToBecomeOne-1]] > [[Pay->29-1217-Pay-1]] > [[Job Outlook->29-1217-JobOutlook-1]] > [[Back->29-1210-Broad]]

config.header.center: "Broad" -- {embed passage: '27-3011-Variables'} # Broadcast Announcers and Radio Disc Jockeys [if var27_3011_medianPay >= minSalary & (riskTolerance === 'high' | var27_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_3011_highAIRisk === "low" | var27_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_3011_highAIRisk === "low"))] > [[Broadcast Announcers and Radio Disc Jockeys->27-3011-Detailed]] [continued] > [[Back->27-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # News Analysts, Reporters, and Journalists ## AI Risk Level: low ## Definition: Narrate or write news stories, reviews, or commentary for print, broadcast, or other communications media such as newspapers, magazines, radio, or television. May collect and analyze information through interview, investigation, or observation. > [[Video Version->27-3023-Video]] > [[What They Do->27-3023-WhatTheyDo-1]] > [[Work Environment->27-3023-WorkEnvironment-1]] > [[How to Become One->27-3023-HowToBecomeOne-1]] > [[Pay->27-3023-Pay-1]] > [[Job Outlook->27-3023-JobOutlook-1]] > [[Back->27-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '27-3023-Variables'} # News Analysts, Reporters and Journalists [if var27_3023_medianPay >= minSalary & (riskTolerance === 'high' | var27_3023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_3023_highAIRisk === "low" | var27_3023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_3023_highAIRisk === "low"))] > [[News Analysts, Reporters, and Journalists->27-3023-Detailed]] [continued] > [[Back->27-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Nuclear Medicine Technologists ## AI Risk Level: low ## Definition: Prepare, administer, and measure radioactive isotopes in therapeutic, diagnostic, and tracer studies using a variety of radioisotope equipment. Prepare stock solutions of radioactive materials and calculate doses to be administered by radiologists. Subject patients to radiation. Execute blood volume, red cell survival, and fat absorption studies following standard laboratory techniques. > [[Video Version->29-2033-Video]] > [[What They Do->29-2033-WhatTheyDo-1]] > [[Work Environment->29-2033-WorkEnvironment-1]] > [[How to Become One->29-2033-HowToBecomeOne-1]] > [[Pay->29-2033-Pay-1]] > [[Job Outlook->29-2033-JobOutlook-1]] > [[Back->29-2030-Broad]]

config.header.center: "Broad" -- {embed passage: '27-3031-Variables'} # Public Relations Specialists [if var27_3031_medianPay >= minSalary & (riskTolerance === 'high' | var27_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_3031_highAIRisk === "low" | var27_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_3031_highAIRisk === "low"))] > [[Public Relations Specialists->27-3031-Detailed]] [continued] > [[Back->27-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Public Relations Specialists ## AI Risk Level: low ## Definition: Promote or create an intended public image for individuals, groups, or organizations. May write or select material for release to various communications media. May specialize in using social media. > [[Video Version->27-3031-Video]] > [[What They Do->27-3031-WhatTheyDo-1]] > [[Work Environment->27-3031-WorkEnvironment-1]] > [[How to Become One->27-3031-HowToBecomeOne-1]] > [[Pay->27-3031-Pay-1]] > [[Job Outlook->27-3031-JobOutlook-1]] > [[Back->27-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '27-3041-Variables'} {embed passage: '27-3042-Variables'} {embed passage: '27-3043-Variables'} # Writers and Editors [if var27_3041_medianPay >= minSalary & (riskTolerance === 'high' | var27_3041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_3041_highAIRisk === "low" | var27_3041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_3041_highAIRisk === "low"))] > [[Editors->27-3041-Detailed]] [continued] [if var27_3042_medianPay >= minSalary & (riskTolerance === 'high' | var27_3042_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_3042_highAIRisk === "low" | var27_3042_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_3042_highAIRisk === "low"))] > [[Technical Writers->27-3042-Detailed]] [continued] [if var27_3043_medianPay >= minSalary & (riskTolerance === 'high' | var27_3043_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_3043_highAIRisk === "low" | var27_3043_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_3043_highAIRisk === "low"))] > [[Writers and Authors->27-3043-Detailed]] [continued] > [[Back->27-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Nurse Anesthetists ## AI Risk Level: low ## Definition: Administer anesthesia, monitor patient's vital signs, and oversee patient recovery from anesthesia. May assist anesthesiologists, surgeons, other physicians, or dentists. Must be registered nurses who have specialized graduate education. > [[Video Version->29-1151-Video]] > [[What They Do->29-1151-WhatTheyDo-1]] > [[Work Environment->29-1151-WorkEnvironment-1]] > [[How to Become One->29-1151-HowToBecomeOne-1]] > [[Pay->29-1151-Pay-1]] > [[Job Outlook->29-1151-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Nurse Midwives ## AI Risk Level: low ## Definition: Diagnose and coordinate all aspects of the birthing process, either independently or as part of a healthcare team. May provide well-woman gynecological care. Must have specialized, graduate nursing education. > [[Video Version->29-1161-Video]] > [[What They Do->29-1161-WhatTheyDo-1]] > [[Work Environment->29-1161-WorkEnvironment-1]] > [[How to Become One->29-1161-HowToBecomeOne-1]] > [[Pay->29-1161-Pay-1]] > [[Job Outlook->29-1161-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Technical Writers ## AI Risk Level: high ## Definition: Write technical materials, such as equipment manuals, appendices, or operating and maintenance instructions. May assist in layout work. > [[Video Version->27-3042-Video]] > [[What They Do->27-3042-WhatTheyDo-1]] > [[Work Environment->27-3042-WorkEnvironment-1]] > [[How to Become One->27-3042-HowToBecomeOne-1]] > [[Pay->27-3042-Pay-1]] > [[Job Outlook->27-3042-JobOutlook-1]] > [[Back->27-3040-Broad]]

config.header.center: "Detailed" -- # Nurse Practitioners ## AI Risk Level: low ## Definition: Diagnose and treat acute, episodic, or chronic illness, independently or as part of a healthcare team. May focus on health promotion and disease prevention. May order, perform, or interpret diagnostic tests such as lab work and x rays. May prescribe medication. Must be registered nurses who have specialized graduate education. > [[Video Version->29-1171-Video]] > [[What They Do->29-1171-WhatTheyDo-1]] > [[Work Environment->29-1171-WorkEnvironment-1]] > [[How to Become One->29-1171-HowToBecomeOne-1]] > [[Pay->29-1171-Pay-1]] > [[Job Outlook->29-1171-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Writers and Authors ## AI Risk Level: moderate ## Definition: Originate and prepare written material, such as scripts, stories, advertisements, and other material. Excludes "News Analysts, Reporters, and Journalists" (27-3023), "Public Relations Specialists" (27-3031), and "Technical Writers" (27-3042). > [[Video Version->27-3043-Video]] > [[What They Do->27-3043-WhatTheyDo-1]] > [[Work Environment->27-3043-WorkEnvironment-1]] > [[How to Become One->27-3043-HowToBecomeOne-1]] > [[Pay->27-3043-Pay-1]] > [[Job Outlook->27-3043-JobOutlook-1]] > [[Back->27-3040-Broad]]

config.header.center: "Detailed" -- # Nursing Assistants ## AI Risk Level: low ## Definition: Provide or assist with basic care or support under the direction of onsite licensed nursing staff. Perform duties such as monitoring of health status, feeding, bathing, dressing, grooming, toileting, or ambulation of patients in a health or nursing facility. May include medication administration and other health-related tasks. Includes nursing care attendants, nursing aides, and nursing attendants. Excludes "Home Health Aides" (31-1121), "Personal Care Aides" (31-1122), "Orderlies" (31-1132), and "Psychiatric Aides" (31-1133). > [[Video Version->31-1131-Video]] > [[What They Do->31-1131-WhatTheyDo-1]] > [[Work Environment->31-1131-WorkEnvironment-1]] > [[How to Become One->31-1131-HowToBecomeOne-1]] > [[Pay->31-1131-Pay-1]] > [[Job Outlook->31-1131-JobOutlook-1]] > [[Back->31-1130-Broad]]

config.header.center: "Broad" -- {embed passage: '27-3091-Variables'} {embed passage: '27-3092-Variables'} {embed passage: '27-3099-Variables'} # Miscellaneous Media and Communication Workers [if var27_3092_medianPay >= minSalary & (riskTolerance === 'high' | var27_3092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_3092_highAIRisk === "low" | var27_3092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_3092_highAIRisk === "low"))] > [[Court Reporters and Simultaneous Captioners->27-3092-Detailed]] [continued] [if var27_3091_medianPay >= minSalary & (riskTolerance === 'high' | var27_3091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_3091_highAIRisk === "low" | var27_3091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_3091_highAIRisk === "low"))] > [[Interpreters and Translators->27-3091-Detailed]] [continued] [if var27_3099_medianPay >= minSalary & (riskTolerance === 'high' | var27_3099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_3099_highAIRisk === "low" | var27_3099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_3099_highAIRisk === "low"))] > [[Media and Communication Workers, All Other->27-3099-Detailed]] [continued] > [[Back->27-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Obstetricians and Gynecologists ## AI Risk Level: low ## Definition: Provide medical care related to pregnancy or childbirth. Diagnose, treat, and help prevent diseases of women, particularly those affecting the reproductive system. May also provide general care to women. May perform both medical and gynecological surgery functions. > [[Video Version->29-1218-Video]] > [[What They Do->29-1218-WhatTheyDo-1]] > [[Work Environment->29-1218-WorkEnvironment-1]] > [[How to Become One->29-1218-HowToBecomeOne-1]] > [[Pay->29-1218-Pay-1]] > [[Job Outlook->29-1218-JobOutlook-1]] > [[Back->29-1210-Broad]]

config.header.center: "Detailed" -- # Media and Communication Workers, All Other ## Definition: All media and communication workers not listed separately. > [[Back->27-3090-Broad]]

config.header.center: "Minor" -- {embed passage: '27-4010-Variables'} {embed passage: '27-4011-Variables'} {embed passage: '27-4012-Variables'} {embed passage: '27-4014-Variables'} {embed passage: '27-4015-Variables'} {embed passage: '27-4020-Variables'} {embed passage: '27-4021-Variables'} {embed passage: '27-4030-Variables'} {embed passage: '27-4031-Variables'} {embed passage: '27-4032-Variables'} {embed passage: '27-4090-Variables'} {embed passage: '27-4099-Variables'} # Media and Communication Equipment Workers [if var27_4010_MaxSalaryInBroad >= minSalary] > [[Broadcast, Sound, and Lighting Technicians->27-4010-Broad]] [continued] [if var27_4021_medianPay >= minSalary & (riskTolerance === 'high' | var27_4021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_4021_highAIRisk === "low" | var27_4021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_4021_highAIRisk === "low"))] > [[Photographers->27-4021-Detailed]] [continued] [if var27_4030_MaxSalaryInBroad >= minSalary] > [[Television, Video, and Film Camera Operators and Editors->27-4030-Broad]] [continued] [if var27_4099_medianPay >= minSalary & (riskTolerance === 'high' | var27_4099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_4099_highAIRisk === "low" | var27_4099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_4099_highAIRisk === "low"))] > [[Media and Communication Equipment Workers, All Other->27-4099-Detailed]] [continued] > [[Back->27-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Occupational Therapists ## AI Risk Level: low ## Definition: Assess, plan, and organize rehabilitative programs that help build or restore vocational, homemaking, and daily living skills, as well as general independence, to persons with disabilities or developmental delays. Use therapeutic techniques, adapt the individual's environment, teach skills, and modify specific tasks that present barriers to the individual. Excludes "Rehabilitation Counselors" (21-1015). > [[Video Version->29-1122-Video]] > [[What They Do->29-1122-WhatTheyDo-1]] > [[Work Environment->29-1122-WorkEnvironment-1]] > [[How to Become One->29-1122-HowToBecomeOne-1]] > [[Pay->29-1122-Pay-1]] > [[Job Outlook->29-1122-JobOutlook-1]] > [[Back->29-1120-Broad]]

config.header.center: "Broad" -- {embed passage: '27-4011-Variables'} {embed passage: '27-4012-Variables'} {embed passage: '27-4014-Variables'} {embed passage: '27-4015-Variables'} # Broadcast, Sound, and Lighting Technicians [if var27_4011_medianPay >= minSalary & (riskTolerance === 'high' | var27_4011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_4011_highAIRisk === "low" | var27_4011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_4011_highAIRisk === "low"))] > [[Audio and Video Technicians->27-4011-Detailed]] [continued] [if var27_4012_medianPay >= minSalary & (riskTolerance === 'high' | var27_4012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_4012_highAIRisk === "low" | var27_4012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_4012_highAIRisk === "low"))] > [[Broadcast Technicians->27-4012-Detailed]] [continued] [if var27_4014_medianPay >= minSalary & (riskTolerance === 'high' | var27_4014_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_4014_highAIRisk === "low" | var27_4014_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_4014_highAIRisk === "low"))] > [[Sound Engineering Technicians->27-4014-Detailed]] [continued] [if var27_4015_medianPay >= minSalary & (riskTolerance === 'high' | var27_4015_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_4015_highAIRisk === "low" | var27_4015_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_4015_highAIRisk === "low"))] > [[Lighting Technicians->27-4015-Detailed]] [continued] > [[Back->27-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Occupational Therapy Aides ## AI Risk Level: low ## Definition: Under close supervision of an occupational therapist or occupational therapy assistant, perform only delegated, selected, or routine tasks in specific situations. These duties include preparing patient and treatment room. > [[Video Version->31-2012-Video]] > [[What They Do->31-2012-WhatTheyDo-1]] > [[Work Environment->31-2012-WorkEnvironment-1]] > [[How to Become One->31-2012-HowToBecomeOne-1]] > [[Pay->31-2012-Pay-1]] > [[Job Outlook->31-2012-JobOutlook-1]] > [[Back->31-2010-Broad]]

config.header.center: "Detailed" -- # Occupational Therapy Assistants ## AI Risk Level: low ## Definition: Assist occupational therapists in providing occupational therapy treatments and procedures. May, in accordance with state laws, assist in development of treatment plans, carry out routine functions, direct activity programs, and document the progress of treatments. Generally requires formal training. > [[Video Version->31-2011-Video]] > [[What They Do->31-2011-WhatTheyDo-1]] > [[Work Environment->31-2011-WorkEnvironment-1]] > [[How to Become One->31-2011-HowToBecomeOne-1]] > [[Pay->31-2011-Pay-1]] > [[Job Outlook->31-2011-JobOutlook-1]] > [[Back->31-2010-Broad]]

config.header.center: "Detailed" -- # Sound Engineering Technicians ## AI Risk Level: low ## Definition: Assemble and operate equipment to record, synchronize, mix, edit, or reproduce sound, including music, voices, or sound effects, for theater, video, film, television, podcasts, sporting events, and other productions. Excludes "Audio and Video Technicians" (27-4011). > [[Video Version->27-4014-Video]] > [[What They Do->27-4014-WhatTheyDo-1]] > [[Work Environment->27-4014-WorkEnvironment-1]] > [[How to Become One->27-4014-HowToBecomeOne-1]] > [[Pay->27-4014-Pay-1]] > [[Job Outlook->27-4014-JobOutlook-1]] > [[Back->27-4010-Broad]]

config.header.center: "Detailed" -- # Lighting Technicians ## Definition: Set up, maintain, and dismantle light fixtures, lighting control devices, and the associated lighting electrical and rigging equipment used for photography, television, film, video, and live productions. May focus or operate light fixtures, or attach color filters or other lighting accessories. Excludes "Audio and Video Technicians" (27-4011). > [[Video Version->27-4015-Video]] > [[What They Do->27-4015-WhatTheyDo-1]] > [[Work Environment->27-4015-WorkEnvironment-1]] > [[How to Become One->27-4015-HowToBecomeOne-1]] > [[Pay->27-4015-Pay-1]] > [[Job Outlook->27-4015-JobOutlook-1]] > [[Back->27-4010-Broad]]

config.header.center: "Broad" -- {embed passage: '27-4021-Variables'} # Photographers [if var27_4021_medianPay >= minSalary & (riskTolerance === 'high' | var27_4021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_4021_highAIRisk === "low" | var27_4021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_4021_highAIRisk === "low"))] > [[Photographers->27-4021-Detailed]] [continued] > [[Back->27-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Photographers ## AI Risk Level: low ## Definition: Photograph people, landscapes, merchandise, or other subjects. May use lighting equipment to enhance a subject's appearance. May use editing software to produce finished images and prints. Includes commercial and industrial photographers, scientific photographers, and photojournalists. Excludes "Camera Operators, Television, Video, and Film" (27-4031). > [[Video Version->27-4021-Video]] > [[What They Do->27-4021-WhatTheyDo-1]] > [[Work Environment->27-4021-WorkEnvironment-1]] > [[How to Become One->27-4021-HowToBecomeOne-1]] > [[Pay->27-4021-Pay-1]] > [[Job Outlook->27-4021-JobOutlook-1]] > [[Back->27-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '27-4031-Variables'} {embed passage: '27-4032-Variables'} # Television, Video, and Film Camera Operators and Editors [if var27_4031_medianPay >= minSalary & (riskTolerance === 'high' | var27_4031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_4031_highAIRisk === "low" | var27_4031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_4031_highAIRisk === "low"))] > [[Camera Operators, Television, Video, and Film->27-4031-Detailed]] [continued] [if var27_4032_medianPay >= minSalary & (riskTolerance === 'high' | var27_4032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_4032_highAIRisk === "low" | var27_4032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_4032_highAIRisk === "low"))] > [[Film and Video Editors->27-4032-Detailed]] [continued] > [[Back->27-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Ophthalmic Medical Technicians ## AI Risk Level: moderate ## Definition: Assist ophthalmologists by performing ophthalmic clinical functions. May administer eye exams, administer eye medications, and instruct the patient in care and use of corrective lenses. > [[Back->29-2050-Broad]]

config.header.center: "Detailed" -- # Ophthalmologists, Except Pediatric ## AI Risk Level: low ## Definition: Diagnose and perform surgery to treat and help prevent disorders and diseases of the eye. May also provide vision services for treatment including glasses and contacts. Excludes "Optometrists" (29-1041) and "Pediatric Surgeons" (29-1243). > [[Video Version->29-1241-Video]] > [[What They Do->29-1241-WhatTheyDo-1]] > [[Work Environment->29-1241-WorkEnvironment-1]] > [[How to Become One->29-1241-HowToBecomeOne-1]] > [[Pay->29-1241-Pay-1]] > [[Job Outlook->29-1241-JobOutlook-1]] > [[Back->29-1240-Broad]]

config.header.center: "Detailed" -- # Opticians, Dispensing ## AI Risk Level: low ## Definition: Design, measure, fit, and adapt lenses and frames for client according to written optical prescription or specification. Assist client with inserting, removing, and caring for contact lenses. Assist client with selecting frames. Measure customer for size of eyeglasses and coordinate frames with facial and eye measurements and optical prescription. Prepare work order for optical laboratory containing instructions for grinding and mounting lenses in frames. Verify exactness of finished lens spectacles. Adjust frame and lens position to fit client. May shape or reshape frames. Includes contact lens opticians. > [[Video Version->29-2081-Video]] > [[What They Do->29-2081-WhatTheyDo-1]] > [[Work Environment->29-2081-WorkEnvironment-1]] > [[How to Become One->29-2081-HowToBecomeOne-1]] > [[Pay->29-2081-Pay-1]] > [[Job Outlook->29-2081-JobOutlook-1]] > [[Back->29-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '27-4099-Variables'} # Miscellaneous Media and Communication Equipment Workers [if var27_4099_medianPay >= minSalary & (riskTolerance === 'high' | var27_4099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var27_4099_highAIRisk === "low" | var27_4099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var27_4099_highAIRisk === "low"))] > [[Media and Communication Equipment Workers, All Other->27-4099-Detailed]] [continued] > [[Back->27-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Optometrists ## AI Risk Level: low ## Definition: Diagnose, manage, and treat conditions and diseases of the human eye and visual system. Examine eyes and visual system, diagnose problems or impairments, prescribe corrective lenses, and provide treatment. May prescribe therapeutic drugs to treat specific eye conditions. Ophthalmologists are included in "Ophthalmologists, Except Pediatric" (29-1241). > [[Video Version->29-1041-Video]] > [[What They Do->29-1041-WhatTheyDo-1]] > [[Work Environment->29-1041-WorkEnvironment-1]] > [[How to Become One->29-1041-HowToBecomeOne-1]] > [[Pay->29-1041-Pay-1]] > [[Job Outlook->29-1041-JobOutlook-1]] > [[Back->29-1000-Minor]]

config.header.center: "Detailed" -- # Media and Communication Equipment Workers, All Other ## Definition: All media and communication equipment workers not listed separately. > [[Back->27-4000-Minor]]

config.header.center: "Detailed" -- # Oral and Maxillofacial Surgeons ## AI Risk Level: low ## Definition: Perform surgery and related procedures on the hard and soft tissues of the oral and maxillofacial regions to treat diseases, injuries, or defects. May diagnose problems of the oral and maxillofacial regions. May perform surgery to improve function or appearance. > [[Video Version->29-1022-Video]] > [[What They Do->29-1022-WhatTheyDo-1]] > [[Work Environment->29-1022-WorkEnvironment-1]] > [[How to Become One->29-1022-HowToBecomeOne-1]] > [[Pay->29-1022-Pay-1]] > [[Job Outlook->29-1022-JobOutlook-1]] > [[Back->29-1020-Broad]]

config.header.center: "Major" -- {embed passage: '29-1000-Variables'} {embed passage: '29-2000-Variables'} {embed passage: '29-9000-Variables'} # Healthcare Practitioners and Technical Occupations [if var29_1000_MaxSalaryInMinor >= minSalary] > [[Healthcare Diagnosing or Treating Practitioners->29-1000-Minor]] [continued] [if var29_2000_MaxSalaryInMinor >= minSalary] > [[Health Technologists and Technicians->29-2000-Minor]] [continued] [if var29_9000_MaxSalaryInMinor >= minSalary] > [[Other Healthcare Practitioners and Technical Occupations->29-9000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '29-1010-Variables'} {embed passage: '29-1011-Variables'} {embed passage: '29-1020-Variables'} {embed passage: '29-1021-Variables'} {embed passage: '29-1022-Variables'} {embed passage: '29-1023-Variables'} {embed passage: '29-1024-Variables'} {embed passage: '29-1029-Variables'} {embed passage: '29-1030-Variables'} {embed passage: '29-1031-Variables'} {embed passage: '29-1040-Variables'} {embed passage: '29-1041-Variables'} {embed passage: '29-1050-Variables'} {embed passage: '29-1051-Variables'} {embed passage: '29-1070-Variables'} {embed passage: '29-1071-Variables'} {embed passage: '29-1080-Variables'} {embed passage: '29-1081-Variables'} # Healthcare Diagnosing or Treating Practitioners [if var29_1011_medianPay >= minSalary & (riskTolerance === 'high' | var29_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1011_highAIRisk === "low" | var29_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1011_highAIRisk === "low"))] > [[Chiropractors->29-1011-Detailed]] [continued] [if var29_1020_MaxSalaryInBroad >= minSalary] > [[Dentists->29-1020-Broad]] [continued] [if var29_1031_medianPay >= minSalary & (riskTolerance === 'high' | var29_1031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1031_highAIRisk === "low" | var29_1031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1031_highAIRisk === "low"))] > [[Dietitians and Nutritionists->29-1031-Detailed]] [continued] [if var29_1041_medianPay >= minSalary & (riskTolerance === 'high' | var29_1041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1041_highAIRisk === "low" | var29_1041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1041_highAIRisk === "low"))] > [[Optometrists->29-1041-Detailed]] [continued] [if var29_1051_medianPay >= minSalary & (riskTolerance === 'high' | var29_1051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1051_highAIRisk === "low" | var29_1051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1051_highAIRisk === "low"))] > [[Pharmacists->29-1051-Detailed]] [continued] [if var29_1071_medianPay >= minSalary & (riskTolerance === 'high' | var29_1071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1071_highAIRisk === "low" | var29_1071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1071_highAIRisk === "low"))] > [[Physician Assistants->29-1071-Detailed]] [continued] [if var29_1081_medianPay >= minSalary & (riskTolerance === 'high' | var29_1081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1081_highAIRisk === "low" | var29_1081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1081_highAIRisk === "low"))] > [[Podiatrists->29-1081-Detailed]] [continued] > [[Back->29-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Orderlies ## AI Risk Level: moderate ## Definition: Transport patients to areas such as operating rooms or x-ray rooms using wheelchairs, stretchers, or moveable beds. May maintain stocks of supplies or clean and transport equipment. Excludes "Nursing Assistants" (31-1131). Psychiatric orderlies are included in "Psychiatric Aides" (31-1133). > [[Video Version->31-1132-Video]] > [[What They Do->31-1132-WhatTheyDo-1]] > [[Work Environment->31-1132-WorkEnvironment-1]] > [[How to Become One->31-1132-HowToBecomeOne-1]] > [[Pay->31-1132-Pay-1]] > [[Job Outlook->31-1132-JobOutlook-1]] > [[Back->31-1130-Broad]]

config.header.center: "Broad" -- {embed passage: '29-1011-Variables'} # Chiropractors [if var29_1011_medianPay >= minSalary & (riskTolerance === 'high' | var29_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1011_highAIRisk === "low" | var29_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1011_highAIRisk === "low"))] > [[Chiropractors->29-1011-Detailed]] [continued] > [[Back->29-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Orthodontists ## AI Risk Level: low ## Definition: Examine, diagnose, and treat dental malocclusions and oral cavity anomalies. Design and fabricate appliances to realign teeth and jaws to produce and maintain normal function and to improve appearance. > [[Video Version->29-1023-Video]] > [[What They Do->29-1023-WhatTheyDo-1]] > [[Work Environment->29-1023-WorkEnvironment-1]] > [[How to Become One->29-1023-HowToBecomeOne-1]] > [[Pay->29-1023-Pay-1]] > [[Job Outlook->29-1023-JobOutlook-1]] > [[Back->29-1020-Broad]]

config.header.center: "Detailed" -- # Orthopedic Surgeons, Except Pediatric ## AI Risk Level: low ## Definition: Diagnose and perform surgery to treat and prevent rheumatic and other diseases in the musculoskeletal system. Excludes "Pediatric Surgeons" (29-1243). > [[Video Version->29-1242-Video]] > [[What They Do->29-1242-WhatTheyDo-1]] > [[Work Environment->29-1242-WorkEnvironment-1]] > [[How to Become One->29-1242-HowToBecomeOne-1]] > [[Pay->29-1242-Pay-1]] > [[Job Outlook->29-1242-JobOutlook-1]] > [[Back->29-1240-Broad]]

config.header.center: "Broad" -- {embed passage: '29-1021-Variables'} {embed passage: '29-1022-Variables'} {embed passage: '29-1023-Variables'} {embed passage: '29-1024-Variables'} {embed passage: '29-1029-Variables'} # Dentists [if var29_1021_medianPay >= minSalary & (riskTolerance === 'high' | var29_1021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1021_highAIRisk === "low" | var29_1021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1021_highAIRisk === "low"))] > [[Dentists, General->29-1021-Detailed]] [continued] [if var29_1022_medianPay >= minSalary & (riskTolerance === 'high' | var29_1022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1022_highAIRisk === "low" | var29_1022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1022_highAIRisk === "low"))] > [[Oral and Maxillofacial Surgeons->29-1022-Detailed]] [continued] [if var29_1023_medianPay >= minSalary & (riskTolerance === 'high' | var29_1023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1023_highAIRisk === "low" | var29_1023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1023_highAIRisk === "low"))] > [[Orthodontists->29-1023-Detailed]] [continued] [if var29_1024_medianPay >= minSalary & (riskTolerance === 'high' | var29_1024_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1024_highAIRisk === "low" | var29_1024_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1024_highAIRisk === "low"))] > [[Prosthodontists->29-1024-Detailed]] [continued] [if var29_1029_medianPay >= minSalary & (riskTolerance === 'high' | var29_1029_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1029_highAIRisk === "low" | var29_1029_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1029_highAIRisk === "low"))] > [[Dentists, All Other Specialists->29-1029-Detailed]] [continued] > [[Back->29-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Orthotists and Prosthetists ## AI Risk Level: low ## Definition: Design, measure, fit, and adapt orthopedic braces, appliances or prostheses, such as limbs or facial parts for patients with disabling conditions. > [[Video Version->29-2091-Video]] > [[What They Do->29-2091-WhatTheyDo-1]] > [[Work Environment->29-2091-WorkEnvironment-1]] > [[How to Become One->29-2091-HowToBecomeOne-1]] > [[Pay->29-2091-Pay-1]] > [[Job Outlook->29-2091-JobOutlook-1]] > [[Back->29-2090-Broad]]

config.header.center: "Detailed" -- # Prosthodontists ## AI Risk Level: low ## Definition: Diagnose, treat, rehabilitate, design, and fit prostheses that maintain oral function, health, and appearance for patients with clinical conditions associated with teeth, oral and maxillofacial tissues, or the jaw. > [[Video Version->29-1024-Video]] > [[What They Do->29-1024-WhatTheyDo-1]] > [[Work Environment->29-1024-WorkEnvironment-1]] > [[How to Become One->29-1024-HowToBecomeOne-1]] > [[Pay->29-1024-Pay-1]] > [[Job Outlook->29-1024-JobOutlook-1]] > [[Back->29-1020-Broad]]

config.header.center: "Detailed" -- # Dentists, All Other Specialists ## Definition: All dentists not listed separately. > [[Video Version->29-1029-Video]] > [[What They Do->29-1029-WhatTheyDo-1]] > [[Work Environment->29-1029-WorkEnvironment-1]] > [[How to Become One->29-1029-HowToBecomeOne-1]] > [[Pay->29-1029-Pay-1]] > [[Job Outlook->29-1029-JobOutlook-1]] > [[Back->29-1020-Broad]]

config.header.center: "Broad" -- {embed passage: '29-1031-Variables'} # Dietitians and Nutritionists [if var29_1031_medianPay >= minSalary & (riskTolerance === 'high' | var29_1031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1031_highAIRisk === "low" | var29_1031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1031_highAIRisk === "low"))] > [[Dietitians and Nutritionists->29-1031-Detailed]] [continued] > [[Back->29-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '29-1041-Variables'} # Optometrists [if var29_1041_medianPay >= minSalary & (riskTolerance === 'high' | var29_1041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1041_highAIRisk === "low" | var29_1041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1041_highAIRisk === "low"))] > [[Optometrists->29-1041-Detailed]] [continued] > [[Back->29-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Paramedics ## AI Risk Level: low ## Definition: Administer basic or advanced emergency medical care and assess injuries and illnesses. May administer medication intravenously, use equipment such as EKGs, or administer advanced life support to sick or injured individuals. Excludes "Emergency Medical Technicians" (29-2042) and "Ambulance Drivers and Attendants, Except Emergency Medical Technicians" (53-3011). > [[Video Version->29-2043-Video]] > [[What They Do->29-2043-WhatTheyDo-1]] > [[Work Environment->29-2043-WorkEnvironment-1]] > [[How to Become One->29-2043-HowToBecomeOne-1]] > [[Pay->29-2043-Pay-1]] > [[Job Outlook->29-2043-JobOutlook-1]] > [[Back->29-2040-Broad]]

config.header.center: "Broad" -- {embed passage: '29-1051-Variables'} # Pharmacists [if var29_1051_medianPay >= minSalary & (riskTolerance === 'high' | var29_1051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1051_highAIRisk === "low" | var29_1051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1051_highAIRisk === "low"))] > [[Pharmacists->29-1051-Detailed]] [continued] > [[Back->29-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Pharmacists ## AI Risk Level: low ## Definition: Dispense drugs prescribed by physicians and other health practitioners and provide information to patients about medications and their use. May advise physicians and other health practitioners on the selection, dosage, interactions, and side effects of medications. > [[Video Version->29-1051-Video]] > [[What They Do->29-1051-WhatTheyDo-1]] > [[Work Environment->29-1051-WorkEnvironment-1]] > [[How to Become One->29-1051-HowToBecomeOne-1]] > [[Pay->29-1051-Pay-1]] > [[Job Outlook->29-1051-JobOutlook-1]] > [[Back->29-1000-Minor]]

config.header.center: "Detailed" -- # Parking Enforcement Workers ## AI Risk Level: moderate ## Definition: Patrol assigned area, such as public parking lot or city streets to issue tickets to overtime parking violators and illegally parked vehicles. > [[Back->33-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '29-1071-Variables'} # Physician Assistants [if var29_1071_medianPay >= minSalary & (riskTolerance === 'high' | var29_1071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1071_highAIRisk === "low" | var29_1071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1071_highAIRisk === "low"))] > [[Physician Assistants->29-1071-Detailed]] [continued] > [[Back->29-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Physician Assistants ## AI Risk Level: low ## Definition: Provide healthcare services typically performed by a physician, under the supervision of a physician. Conduct complete physicals, provide treatment, and counsel patients. May, in some cases, prescribe medication. Must graduate from an accredited educational program for physician assistants. Excludes "Registered Nurses" (29-1141), "Nurse Anesthetists" (29-1151), "Nurse Midwives" (29-1161), "Nurse Practitioners" (29-1171), "Emergency Medical Technicians" (29-2042), "Paramedics" (29-2043), "Surgical Assistants" (29-9093), and "Medical Assistants" (31-9092). > [[Video Version->29-1071-Video]] > [[What They Do->29-1071-WhatTheyDo-1]] > [[Work Environment->29-1071-WorkEnvironment-1]] > [[How to Become One->29-1071-HowToBecomeOne-1]] > [[Pay->29-1071-Pay-1]] > [[Job Outlook->29-1071-JobOutlook-1]] > [[Back->29-1000-Minor]]

config.header.center: "Broad" -- {embed passage: '29-1081-Variables'} # Podiatrists [if var29_1081_medianPay >= minSalary & (riskTolerance === 'high' | var29_1081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1081_highAIRisk === "low" | var29_1081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1081_highAIRisk === "low"))] > [[Podiatrists->29-1081-Detailed]] [continued] > [[Back->29-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Podiatrists ## AI Risk Level: low ## Definition: Diagnose and treat diseases and deformities of the human foot. > [[Video Version->29-1081-Video]] > [[What They Do->29-1081-WhatTheyDo-1]] > [[Work Environment->29-1081-WorkEnvironment-1]] > [[How to Become One->29-1081-HowToBecomeOne-1]] > [[Pay->29-1081-Pay-1]] > [[Job Outlook->29-1081-JobOutlook-1]] > [[Back->29-1000-Minor]]

config.header.center: "Broad" -- {embed passage: '29-1122-Variables'} {embed passage: '29-1123-Variables'} {embed passage: '29-1124-Variables'} {embed passage: '29-1125-Variables'} {embed passage: '29-1126-Variables'} {embed passage: '29-1127-Variables'} {embed passage: '29-1128-Variables'} {embed passage: '29-1129-Variables'} # Therapists [if var29_1128_medianPay >= minSalary & (riskTolerance === 'high' | var29_1128_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1128_highAIRisk === "low" | var29_1128_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1128_highAIRisk === "low"))] > [[Exercise Physiologists->29-1128-Detailed]] [continued] [if var29_1122_medianPay >= minSalary & (riskTolerance === 'high' | var29_1122_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1122_highAIRisk === "low" | var29_1122_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1122_highAIRisk === "low"))] > [[Occupational Therapists->29-1122-Detailed]] [continued] [if var29_1123_medianPay >= minSalary & (riskTolerance === 'high' | var29_1123_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1123_highAIRisk === "low" | var29_1123_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1123_highAIRisk === "low"))] > [[Physical Therapists->29-1123-Detailed]] [continued] [if var29_1124_medianPay >= minSalary & (riskTolerance === 'high' | var29_1124_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1124_highAIRisk === "low" | var29_1124_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1124_highAIRisk === "low"))] > [[Radiation Therapists->29-1124-Detailed]] [continued] [if var29_1125_medianPay >= minSalary & (riskTolerance === 'high' | var29_1125_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1125_highAIRisk === "low" | var29_1125_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1125_highAIRisk === "low"))] > [[Recreational Therapists->29-1125-Detailed]] [continued] [if var29_1126_medianPay >= minSalary & (riskTolerance === 'high' | var29_1126_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1126_highAIRisk === "low" | var29_1126_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1126_highAIRisk === "low"))] > [[Respiratory Therapists->29-1126-Detailed]] [continued] [if var29_1127_medianPay >= minSalary & (riskTolerance === 'high' | var29_1127_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1127_highAIRisk === "low" | var29_1127_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1127_highAIRisk === "low"))] > [[Speech-Language Pathologists->29-1127-Detailed]] [continued] [if var29_1129_medianPay >= minSalary & (riskTolerance === 'high' | var29_1129_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1129_highAIRisk === "low" | var29_1129_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1129_highAIRisk === "low"))] > [[Therapists, All Other->29-1129-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Physical Therapists ## AI Risk Level: low ## Definition: Assess, plan, organize, and participate in rehabilitative programs that improve mobility, relieve pain, increase strength, and improve or correct disabling conditions resulting from disease or injury. > [[Video Version->29-1123-Video]] > [[What They Do->29-1123-WhatTheyDo-1]] > [[Work Environment->29-1123-WorkEnvironment-1]] > [[How to Become One->29-1123-HowToBecomeOne-1]] > [[Pay->29-1123-Pay-1]] > [[Job Outlook->29-1123-JobOutlook-1]] > [[Back->29-1120-Broad]]

config.header.center: "Detailed" -- # Pediatric Surgeons ## AI Risk Level: low ## Definition: Diagnose and perform surgery to treat fetal abnormalities and birth defects, diseases, and injuries in fetuses, premature and newborn infants, children, and adolescents. Includes all pediatric surgical specialties and subspecialties. Excludes "Oral and Maxillofacial Surgeons" (29-1022), "Ophthalmologists, Except Pediatric" (29-1241), and "Orthopedic Surgeons, Except Pediatric" (29-1242). > [[Video Version->29-1243-Video]] > [[What They Do->29-1243-WhatTheyDo-1]] > [[Work Environment->29-1243-WorkEnvironment-1]] > [[How to Become One->29-1243-HowToBecomeOne-1]] > [[Pay->29-1243-Pay-1]] > [[Job Outlook->29-1243-JobOutlook-1]] > [[Back->29-1240-Broad]]

config.header.center: "Detailed" -- # Radiation Therapists ## AI Risk Level: low ## Definition: Provide radiation therapy to patients as prescribed by a radiation oncologist according to established practices and standards. Duties may include reviewing prescription and diagnosis; acting as liaison with physician and supportive care personnel; preparing equipment, such as immobilization, treatment, and protection devices; and maintaining records, reports, and files. May assist in dosimetry procedures and tumor localization. > [[Video Version->29-1124-Video]] > [[What They Do->29-1124-WhatTheyDo-1]] > [[Work Environment->29-1124-WorkEnvironment-1]] > [[How to Become One->29-1124-HowToBecomeOne-1]] > [[Pay->29-1124-Pay-1]] > [[Job Outlook->29-1124-JobOutlook-1]] > [[Back->29-1120-Broad]]

config.header.center: "Detailed" -- # Pediatricians, General ## AI Risk Level: low ## Definition: Diagnose, treat, and help prevent diseases and injuries in children. May refer patients to specialists for further diagnosis or treatment, as needed. Excludes "Family Medicine Physicians" (29-1215) and "General Internal Medicine Physicians" (29-1216). > [[Video Version->29-1221-Video]] > [[What They Do->29-1221-WhatTheyDo-1]] > [[Work Environment->29-1221-WorkEnvironment-1]] > [[How to Become One->29-1221-HowToBecomeOne-1]] > [[Pay->29-1221-Pay-1]] > [[Job Outlook->29-1221-JobOutlook-1]] > [[Back->-Broad]]

config.header.center: "Detailed" -- # Recreational Therapists ## AI Risk Level: low ## Definition: Plan, direct, or coordinate medically-approved recreation programs for patients in hospitals, nursing homes, or other institutions. Activities include sports, trips, dramatics, social activities, and crafts. May assess a patient condition and recommend appropriate recreational activity. Excludes "Recreation Workers" (39-9032). > [[Video Version->29-1125-Video]] > [[What They Do->29-1125-WhatTheyDo-1]] > [[Work Environment->29-1125-WorkEnvironment-1]] > [[How to Become One->29-1125-HowToBecomeOne-1]] > [[Pay->29-1125-Pay-1]] > [[Job Outlook->29-1125-JobOutlook-1]] > [[Back->29-1120-Broad]]

config.header.center: "Detailed" -- # Personal Care Aides ## AI Risk Level: low ## Definition: Provide personalized assistance to individuals with disabilities or illness who require help with personal care and activities of daily living support (e.g., feeding, bathing, dressing, grooming, toileting, and ambulation). May also provide help with tasks such as preparing meals, doing light housekeeping, and doing laundry. Work is performed in various settings depending on the needs of the care recipient and may include locations such as their home, place of work, out in the community, or at a daytime nonresidential facility. > [[Back->31-1120-Broad]]

config.header.center: "Detailed" -- # Respiratory Therapists ## AI Risk Level: low ## Definition: Assess, treat, and care for patients with breathing disorders. Assume primary responsibility for all respiratory care modalities, including the supervision of respiratory therapy technicians. Initiate and conduct therapeutic procedures; maintain patient records; and select, assemble, check, and operate equipment. > [[Video Version->29-1126-Video]] > [[What They Do->29-1126-WhatTheyDo-1]] > [[Work Environment->29-1126-WorkEnvironment-1]] > [[How to Become One->29-1126-HowToBecomeOne-1]] > [[Pay->29-1126-Pay-1]] > [[Job Outlook->29-1126-JobOutlook-1]] > [[Back->29-1120-Broad]]

config.header.center: "Detailed" -- # Speech-Language Pathologists ## AI Risk Level: low ## Definition: Assess and treat persons with speech, language, voice, and fluency disorders. May select alternative communication systems and teach their use. May perform research related to speech and language problems. > [[Video Version->29-1127-Video]] > [[What They Do->29-1127-WhatTheyDo-1]] > [[Work Environment->29-1127-WorkEnvironment-1]] > [[How to Become One->29-1127-HowToBecomeOne-1]] > [[Pay->29-1127-Pay-1]] > [[Job Outlook->29-1127-JobOutlook-1]] > [[Back->29-1120-Broad]]

config.header.center: "Detailed" -- # Pest Control Workers ## AI Risk Level: low ## Definition: Apply or release chemical solutions or toxic gases and set traps to kill or remove pests and vermin that infest buildings and surrounding areas. > [[Video Version->37-2021-Video]] > [[What They Do->37-2021-WhatTheyDo-1]] > [[Work Environment->37-2021-WorkEnvironment-1]] > [[How to Become One->37-2021-HowToBecomeOne-1]] > [[Pay->37-2021-Pay-1]] > [[Job Outlook->37-2021-JobOutlook-1]] > [[Back->37-2000-Minor]]

config.header.center: "Detailed" -- # Pesticide Handlers, Sprayers, and Applicators, Vegetation ## AI Risk Level: moderate ## Definition: Mix or apply pesticides, herbicides, fungicides, or insecticides through sprays, dusts, vapors, soil incorporation, or chemical application on trees, shrubs, lawns, or crops. Usually requires specific training and state or federal certification. Crop dusters are included in "Commercial Pilots" (53-2012). > [[Video Version->37-3012-Video]] > [[What They Do->37-3012-WhatTheyDo-1]] > [[Work Environment->37-3012-WorkEnvironment-1]] > [[How to Become One->37-3012-HowToBecomeOne-1]] > [[Pay->37-3012-Pay-1]] > [[Job Outlook->37-3012-JobOutlook-1]] > [[Back->37-3010-Broad]]

config.header.center: "Detailed" -- # Therapists, All Other ## Definition: All therapists not listed separately. > [[Back->29-1120-Broad]]

config.header.center: "Broad" -- {embed passage: '29-1131-Variables'} # Veterinarians [if var29_1131_medianPay >= minSalary & (riskTolerance === 'high' | var29_1131_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1131_highAIRisk === "low" | var29_1131_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1131_highAIRisk === "low"))] > [[Veterinarians->29-1131-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Veterinarians ## AI Risk Level: low ## Definition: Diagnose, treat, or research diseases and injuries of animals. Includes veterinarians who conduct research and development, inspect livestock, or care for pets and companion animals. > [[Video Version->29-1131-Video]] > [[What They Do->29-1131-WhatTheyDo-1]] > [[Work Environment->29-1131-WorkEnvironment-1]] > [[How to Become One->29-1131-HowToBecomeOne-1]] > [[Pay->29-1131-Pay-1]] > [[Job Outlook->29-1131-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '29-1141-Variables'} # Registered Nurses [if var29_1141_medianPay >= minSalary & (riskTolerance === 'high' | var29_1141_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1141_highAIRisk === "low" | var29_1141_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1141_highAIRisk === "low"))] > [[Registered Nurses->29-1141-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Pharmacy Aides ## AI Risk Level: moderate ## Definition: Record drugs delivered to the pharmacy, store incoming merchandise, and inform the supervisor of stock needs. May operate cash register and accept prescriptions for filling. > [[Back->31-9090-Broad]]

config.header.center: "Detailed" -- # Registered Nurses ## AI Risk Level: low ## Definition: Assess patient health problems and needs, develop and implement nursing care plans, and maintain medical records. Administer nursing care to ill, injured, convalescent, or disabled patients. May advise patients on health maintenance and disease prevention or provide case management. Licensing or registration required. Includes Clinical Nurse Specialists. Excludes "Nurse Anesthetists" (29-1151), "Nurse Midwives" (29-1161), and "Nurse Practitioners" (29-1171). > [[Video Version->29-1141-Video]] > [[What They Do->29-1141-WhatTheyDo-1]] > [[Work Environment->29-1141-WorkEnvironment-1]] > [[How to Become One->29-1141-HowToBecomeOne-1]] > [[Pay->29-1141-Pay-1]] > [[Job Outlook->29-1141-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Detailed" -- # Pharmacy Technicians ## AI Risk Level: moderate ## Definition: Prepare medications under the direction of a pharmacist. May measure, mix, count out, label, and record amounts and dosages of medications according to prescription orders. > [[Video Version->29-2052-Video]] > [[What They Do->29-2052-WhatTheyDo-1]] > [[Work Environment->29-2052-WorkEnvironment-1]] > [[How to Become One->29-2052-HowToBecomeOne-1]] > [[Pay->29-2052-Pay-1]] > [[Job Outlook->29-2052-JobOutlook-1]] > [[Back->29-2050-Broad]]

config.header.center: "Broad" -- {embed passage: '29-1151-Variables'} # Nurse Anesthetists [if var29_1151_medianPay >= minSalary & (riskTolerance === 'high' | var29_1151_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1151_highAIRisk === "low" | var29_1151_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1151_highAIRisk === "low"))] > [[Nurse Anesthetists->29-1151-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Phlebotomists ## AI Risk Level: low ## Definition: Draw blood for tests, transfusions, donations, or research. May explain the procedure to patients and assist in the recovery of patients with adverse reactions. > [[Video Version->31-9097-Video]] > [[What They Do->31-9097-WhatTheyDo-1]] > [[Work Environment->31-9097-WorkEnvironment-1]] > [[How to Become One->31-9097-HowToBecomeOne-1]] > [[Pay->31-9097-Pay-1]] > [[Job Outlook->31-9097-JobOutlook-1]] > [[Back->31-9090-Broad]]

config.header.center: "Broad" -- {embed passage: '29-1161-Variables'} # Nurse Midwives [if var29_1161_medianPay >= minSalary & (riskTolerance === 'high' | var29_1161_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1161_highAIRisk === "low" | var29_1161_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1161_highAIRisk === "low"))] > [[Nurse Midwives->29-1161-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '29-1171-Variables'} # Nurse Practitioners [if var29_1171_medianPay >= minSalary & (riskTolerance === 'high' | var29_1171_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1171_highAIRisk === "low" | var29_1171_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1171_highAIRisk === "low"))] > [[Nurse Practitioners->29-1171-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Physical Therapist Aides ## AI Risk Level: low ## Definition: Under close supervision of a physical therapist or physical therapy assistant, perform only delegated, selected, or routine tasks in specific situations. These duties include preparing the patient and the treatment area. > [[Video Version->31-2022-Video]] > [[What They Do->31-2022-WhatTheyDo-1]] > [[Work Environment->31-2022-WorkEnvironment-1]] > [[How to Become One->31-2022-HowToBecomeOne-1]] > [[Pay->31-2022-Pay-1]] > [[Job Outlook->31-2022-JobOutlook-1]] > [[Back->31-2020-Broad]]

config.header.center: "Detailed" -- # Physical Therapist Assistants ## AI Risk Level: low ## Definition: Assist physical therapists in providing physical therapy treatments and procedures. May, in accordance with state laws, assist in the development of treatment plans, carry out routine functions, document the progress of treatment, and modify specific treatments in accordance with patient status and within the scope of treatment plans established by a physical therapist. Generally requires formal training. > [[Video Version->31-2021-Video]] > [[What They Do->31-2021-WhatTheyDo-1]] > [[Work Environment->31-2021-WorkEnvironment-1]] > [[How to Become One->31-2021-HowToBecomeOne-1]] > [[Pay->31-2021-Pay-1]] > [[Job Outlook->31-2021-JobOutlook-1]] > [[Back->31-2020-Broad]]

config.header.center: "Broad" -- {embed passage: '29-1181-Variables'} # Audiologists [if var29_1181_medianPay >= minSalary & (riskTolerance === 'high' | var29_1181_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1181_highAIRisk === "low" | var29_1181_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1181_highAIRisk === "low"))] > [[Audiologists->29-1181-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '29-1211-Variables'} {embed passage: '29-1212-Variables'} {embed passage: '29-1213-Variables'} {embed passage: '29-1214-Variables'} {embed passage: '29-1215-Variables'} {embed passage: '29-1216-Variables'} {embed passage: '29-1217-Variables'} {embed passage: '29-1218-Variables'} # Physicians [if var29_1211_medianPay >= minSalary & (riskTolerance === 'high' | var29_1211_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1211_highAIRisk === "low" | var29_1211_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1211_highAIRisk === "low"))] > [[Anesthesiologists->29-1211-Detailed]] [continued] [if var29_1213_medianPay >= minSalary & (riskTolerance === 'high' | var29_1213_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1213_highAIRisk === "low" | var29_1213_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1213_highAIRisk === "low"))] > [[Dermatologists->29-1213-Detailed]] [continued] [if var29_1215_medianPay >= minSalary & (riskTolerance === 'high' | var29_1215_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1215_highAIRisk === "low" | var29_1215_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1215_highAIRisk === "low"))] > [[Family Medicine Physicians->29-1215-Detailed]] [continued] [if var29_1216_medianPay >= minSalary & (riskTolerance === 'high' | var29_1216_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1216_highAIRisk === "low" | var29_1216_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1216_highAIRisk === "low"))] > [[General Internal Medicine Physicians->29-1216-Detailed]] [continued] [if var29_1217_medianPay >= minSalary & (riskTolerance === 'high' | var29_1217_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1217_highAIRisk === "low" | var29_1217_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1217_highAIRisk === "low"))] > [[Neurologists->29-1217-Detailed]] [continued] [if var29_1218_medianPay >= minSalary & (riskTolerance === 'high' | var29_1218_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1218_highAIRisk === "low" | var29_1218_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1218_highAIRisk === "low"))] > [[Obstetricians and Gynecologists->29-1218-Detailed]] [continued] [if var29_1212_medianPay >= minSalary & (riskTolerance === 'high' | var29_1212_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1212_highAIRisk === "low" | var29_1212_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1212_highAIRisk === "low"))] > [[Cardiologists->29-1212-Detailed]] [continued] [if var29_1214_medianPay >= minSalary & (riskTolerance === 'high' | var29_1214_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1214_highAIRisk === "low" | var29_1214_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1214_highAIRisk === "low"))] > [[Emergency Medicine Physicians->29-1214-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Physicians, Pathologists ## AI Risk Level: low ## Definition: Diagnose diseases and conduct lab tests using organs, body tissues, and fluids. Includes medical examiners. > [[Video Version->29-1222-Video]] > [[What They Do->29-1222-WhatTheyDo-1]] > [[Work Environment->29-1222-WorkEnvironment-1]] > [[How to Become One->29-1222-HowToBecomeOne-1]] > [[Pay->29-1222-Pay-1]] > [[Job Outlook->29-1222-JobOutlook-1]] > [[Back->-Broad]]

config.header.center: "Detailed" -- # Cardiologists ## Definition: Diagnose, treat, manage, and prevent diseases or conditions of the cardiovascular system. May further subspecialize in interventional procedures (e.g., balloon angioplasty and stent placement), echocardiography, or electrophysiology. > [[Video Version->29-1212-Video]] > [[What They Do->29-1212-WhatTheyDo-1]] > [[Work Environment->29-1212-WorkEnvironment-1]] > [[How to Become One->29-1212-HowToBecomeOne-1]] > [[Pay->29-1212-Pay-1]] > [[Job Outlook->29-1212-JobOutlook-1]] > [[Back->29-1210-Broad]]

config.header.center: "Detailed" -- # Emergency Medicine Physicians ## Definition: Make immediate medical decisions and act to prevent death or further disability. Provide immediate recognition, evaluation, care, stabilization, and disposition of patients. May direct emergency medical staff in an emergency department. > [[Video Version->29-1214-Video]] > [[What They Do->29-1214-WhatTheyDo-1]] > [[Work Environment->29-1214-WorkEnvironment-1]] > [[How to Become One->29-1214-HowToBecomeOne-1]] > [[Pay->29-1214-Pay-1]] > [[Job Outlook->29-1214-JobOutlook-1]] > [[Back->29-1210-Broad]]

config.header.center: "Detailed" -- # Police and Sheriff's Patrol Officers ## AI Risk Level: low ## Definition: Maintain order and protect life and property by enforcing local, tribal, state, or federal laws and ordinances. Perform a combination of the following duties: patrol a specific area; direct traffic; issue traffic summonses; investigate accidents; apprehend and arrest suspects, or serve legal processes of courts. Includes police officers working at educational institutions. > [[Video Version->33-3051-Video]] > [[What They Do->33-3051-WhatTheyDo-1]] > [[Work Environment->33-3051-WorkEnvironment-1]] > [[How to Become One->33-3051-HowToBecomeOne-1]] > [[Pay->33-3051-Pay-1]] > [[Job Outlook->33-3051-JobOutlook-1]] > [[Back->33-3050-Broad]]

config.header.center: "Detailed" -- # Psychiatrists ## AI Risk Level: low ## Definition: Diagnose, treat, and help prevent mental disorders. Excludes "Clinical and Counseling Psychologists" (19-3033) and "School Psychologists" (19-3034). > [[Video Version->29-1223-Video]] > [[What They Do->29-1223-WhatTheyDo-1]] > [[Work Environment->29-1223-WorkEnvironment-1]] > [[How to Become One->29-1223-HowToBecomeOne-1]] > [[Pay->29-1223-Pay-1]] > [[Job Outlook->29-1223-JobOutlook-1]] > [[Back->-Broad]]

config.header.center: "Detailed" -- # Radiologists ## AI Risk Level: low ## Definition: Diagnose and treat diseases and injuries using medical imaging techniques, such as x rays, magnetic resonance imaging (MRI), nuclear medicine, and ultrasounds. May perform minimally invasive medical procedures and tests. > [[Video Version->29-1224-Video]] > [[What They Do->29-1224-WhatTheyDo-1]] > [[Work Environment->29-1224-WorkEnvironment-1]] > [[How to Become One->29-1224-HowToBecomeOne-1]] > [[Pay->29-1224-Pay-1]] > [[Job Outlook->29-1224-JobOutlook-1]] > [[Back->-Broad]]

config.header.center: "Detailed" -- # Physicians, All Other ## Definition: All physicians not listed separately. > [[Video Version->29-1229-Video]] > [[What They Do->29-1229-WhatTheyDo-1]] > [[Work Environment->29-1229-WorkEnvironment-1]] > [[How to Become One->29-1229-HowToBecomeOne-1]] > [[Pay->29-1229-Pay-1]] > [[Job Outlook->29-1229-JobOutlook-1]] > [[Back->-Broad]]

config.header.center: "Broad" -- {embed passage: '29-1241-Variables'} {embed passage: '29-1242-Variables'} {embed passage: '29-1243-Variables'} {embed passage: '29-1249-Variables'} # Surgeons [if var29_1241_medianPay >= minSalary & (riskTolerance === 'high' | var29_1241_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1241_highAIRisk === "low" | var29_1241_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1241_highAIRisk === "low"))] > [[Ophthalmologists, Except Pediatric->29-1241-Detailed]] [continued] [if var29_1242_medianPay >= minSalary & (riskTolerance === 'high' | var29_1242_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1242_highAIRisk === "low" | var29_1242_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1242_highAIRisk === "low"))] > [[Orthopedic Surgeons, Except Pediatric->29-1242-Detailed]] [continued] [if var29_1243_medianPay >= minSalary & (riskTolerance === 'high' | var29_1243_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1243_highAIRisk === "low" | var29_1243_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1243_highAIRisk === "low"))] > [[Pediatric Surgeons->29-1243-Detailed]] [continued] [if var29_1249_medianPay >= minSalary & (riskTolerance === 'high' | var29_1249_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1249_highAIRisk === "low" | var29_1249_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1249_highAIRisk === "low"))] > [[Surgeons, All Other->29-1249-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Surgeons, All Other ## AI Risk Level: low ## Definition: All surgeons not listed separately. Excludes "Oral and Maxillofacial Surgeons" (29-1022). > [[Video Version->29-1249-Video]] > [[What They Do->29-1249-WhatTheyDo-1]] > [[Work Environment->29-1249-WorkEnvironment-1]] > [[How to Become One->29-1249-HowToBecomeOne-1]] > [[Pay->29-1249-Pay-1]] > [[Job Outlook->29-1249-JobOutlook-1]] > [[Back->29-1240-Broad]]

config.header.center: "Broad" -- {embed passage: '29-1291-Variables'} {embed passage: '29-1292-Variables'} {embed passage: '29-1299-Variables'} # Miscellaneous Healthcare Diagnosing or Treating Practitioners [if var29_1291_medianPay >= minSalary & (riskTolerance === 'high' | var29_1291_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1291_highAIRisk === "low" | var29_1291_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1291_highAIRisk === "low"))] > [[Acupuncturists->29-1291-Detailed]] [continued] [if var29_1292_medianPay >= minSalary & (riskTolerance === 'high' | var29_1292_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1292_highAIRisk === "low" | var29_1292_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1292_highAIRisk === "low"))] > [[Dental Hygienists->29-1292-Detailed]] [continued] [if var29_1299_medianPay >= minSalary & (riskTolerance === 'high' | var29_1299_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_1299_highAIRisk === "low" | var29_1299_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_1299_highAIRisk === "low"))] > [[Healthcare Diagnosing or Treating Practitioners, All Other->29-1299-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Healthcare Diagnosing or Treating Practitioners, All Other ## Definition: All healthcare diagnosing or treating practitioners not listed separately. > [[Back->29-1290-Broad]]

config.header.center: "Minor" -- {embed passage: '29-2010-Variables'} {embed passage: '29-2011-Variables'} {embed passage: '29-2012-Variables'} {embed passage: '29-2030-Variables'} {embed passage: '29-2031-Variables'} {embed passage: '29-2032-Variables'} {embed passage: '29-2033-Variables'} {embed passage: '29-2034-Variables'} {embed passage: '29-2035-Variables'} {embed passage: '29-2036-Variables'} {embed passage: '29-2040-Variables'} {embed passage: '29-2042-Variables'} {embed passage: '29-2043-Variables'} {embed passage: '29-2050-Variables'} {embed passage: '29-2051-Variables'} {embed passage: '29-2052-Variables'} {embed passage: '29-2053-Variables'} {embed passage: '29-2055-Variables'} {embed passage: '29-2056-Variables'} {embed passage: '29-2057-Variables'} {embed passage: '29-2060-Variables'} {embed passage: '29-2061-Variables'} {embed passage: '29-2070-Variables'} {embed passage: '29-2072-Variables'} {embed passage: '29-2080-Variables'} {embed passage: '29-2081-Variables'} {embed passage: '29-2090-Variables'} {embed passage: '29-2091-Variables'} {embed passage: '29-2092-Variables'} {embed passage: '29-2099-Variables'} # Health Technologists and Technicians [if var29_2010_MaxSalaryInBroad >= minSalary] > [[Clinical Laboratory Technologists and Technicians->29-2010-Broad]] [continued] [if var29_2030_MaxSalaryInBroad >= minSalary] > [[Diagnostic Related Technologists and Technicians->29-2030-Broad]] [continued] [if var29_2040_MaxSalaryInBroad >= minSalary] > [[Emergency Medical Technicians and Paramedics->29-2040-Broad]] [continued] [if var29_2050_MaxSalaryInBroad >= minSalary] > [[Health Practitioner Support Technologists and Technicians->29-2050-Broad]] [continued] [if var29_2061_medianPay >= minSalary & (riskTolerance === 'high' | var29_2061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2061_highAIRisk === "low" | var29_2061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2061_highAIRisk === "low"))] > [[Licensed Practical and Licensed Vocational Nurses->29-2061-Detailed]] [continued] [if var29_2072_medianPay >= minSalary & (riskTolerance === 'high' | var29_2072_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2072_highAIRisk === "low" | var29_2072_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2072_highAIRisk === "low"))] > [[Medical Records Specialists->29-2072-Detailed]] [continued] [if var29_2081_medianPay >= minSalary & (riskTolerance === 'high' | var29_2081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2081_highAIRisk === "low" | var29_2081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2081_highAIRisk === "low"))] > [[Opticians, Dispensing->29-2081-Detailed]] [continued] [if var29_2090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Health Technologists and Technicians->29-2090-Broad]] [continued] > [[Back->29-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '29-2011-Variables'} {embed passage: '29-2012-Variables'} # Clinical Laboratory Technologists and Technicians [if var29_2012_medianPay >= minSalary & (riskTolerance === 'high' | var29_2012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2012_highAIRisk === "low" | var29_2012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2012_highAIRisk === "low"))] > [[Medical and Clinical Laboratory Technicians->29-2012-Detailed]] [continued] [if var29_2011_medianPay >= minSalary & (riskTolerance === 'high' | var29_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2011_highAIRisk === "low" | var29_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2011_highAIRisk === "low"))] > [[Medical and Clinical Laboratory Technologists->29-2011-Detailed]] [continued] > [[Back->29-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '29-2031-Variables'} {embed passage: '29-2032-Variables'} {embed passage: '29-2033-Variables'} {embed passage: '29-2034-Variables'} {embed passage: '29-2035-Variables'} {embed passage: '29-2036-Variables'} # Diagnostic Related Technologists and Technicians [if var29_2031_medianPay >= minSalary & (riskTolerance === 'high' | var29_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2031_highAIRisk === "low" | var29_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2031_highAIRisk === "low"))] > [[Cardiovascular Technologists and Technicians->29-2031-Detailed]] [continued] [if var29_2032_medianPay >= minSalary & (riskTolerance === 'high' | var29_2032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2032_highAIRisk === "low" | var29_2032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2032_highAIRisk === "low"))] > [[Diagnostic Medical Sonographers->29-2032-Detailed]] [continued] [if var29_2035_medianPay >= minSalary & (riskTolerance === 'high' | var29_2035_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2035_highAIRisk === "low" | var29_2035_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2035_highAIRisk === "low"))] > [[Magnetic Resonance Imaging Technologists->29-2035-Detailed]] [continued] [if var29_2033_medianPay >= minSalary & (riskTolerance === 'high' | var29_2033_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2033_highAIRisk === "low" | var29_2033_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2033_highAIRisk === "low"))] > [[Nuclear Medicine Technologists->29-2033-Detailed]] [continued] [if var29_2034_medianPay >= minSalary & (riskTolerance === 'high' | var29_2034_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2034_highAIRisk === "low" | var29_2034_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2034_highAIRisk === "low"))] > [[Radiologic Technologists and Technicians->29-2034-Detailed]] [continued] [if var29_2036_medianPay >= minSalary & (riskTolerance === 'high' | var29_2036_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2036_highAIRisk === "low" | var29_2036_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2036_highAIRisk === "low"))] > [[Medical Dosimetrists->29-2036-Detailed]] [continued] > [[Back->29-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Private Detectives and Investigators ## AI Risk Level: moderate ## Definition: Gather, analyze, compile, and report information regarding individuals or organizations to clients, or detect occurrences of unlawful acts or infractions of rules in private establishment. > [[Video Version->33-9021-Video]] > [[What They Do->33-9021-WhatTheyDo-1]] > [[Work Environment->33-9021-WorkEnvironment-1]] > [[How to Become One->33-9021-HowToBecomeOne-1]] > [[Pay->33-9021-Pay-1]] > [[Job Outlook->33-9021-JobOutlook-1]] > [[Back->33-9000-Minor]]

config.header.center: "Detailed" -- # Radiologic Technologists and Technicians ## AI Risk Level: low ## Definition: Take x-rays and CAT scans or administer nonradioactive materials into patient's bloodstream for diagnostic or research purposes. Includes radiologic technologists and technicians who specialize in other scanning modalities. Excludes "Diagnostic Medical Sonographers" (29-2032) and "Magnetic Resonance Imaging Technologists" (29-2035). > [[Video Version->29-2034-Video]] > [[What They Do->29-2034-WhatTheyDo-1]] > [[Work Environment->29-2034-WorkEnvironment-1]] > [[How to Become One->29-2034-HowToBecomeOne-1]] > [[Pay->29-2034-Pay-1]] > [[Job Outlook->29-2034-JobOutlook-1]] > [[Back->29-2030-Broad]]

config.header.center: "Detailed" -- # Medical Dosimetrists ## Definition: Generate radiation treatment plans, develop radiation dose calculations, communicate and supervise the treatment plan implementation, and consult with members of radiation oncology team. > [[What They Do->29-2036-WhatTheyDo-1]] > [[Work Environment->29-2036-WorkEnvironment-1]] > [[How to Become One->29-2036-HowToBecomeOne-1]] > [[Pay->29-2036-Pay-1]] > [[Job Outlook->29-2036-JobOutlook-1]] > [[Back->29-2030-Broad]]

config.header.center: "Broad" -- {embed passage: '29-2042-Variables'} {embed passage: '29-2043-Variables'} # Emergency Medical Technicians and Paramedics [if var29_2042_medianPay >= minSalary & (riskTolerance === 'high' | var29_2042_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2042_highAIRisk === "low" | var29_2042_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2042_highAIRisk === "low"))] > [[Emergency Medical Technicians->29-2042-Detailed]] [continued] [if var29_2043_medianPay >= minSalary & (riskTolerance === 'high' | var29_2043_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2043_highAIRisk === "low" | var29_2043_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2043_highAIRisk === "low"))] > [[Paramedics->29-2043-Detailed]] [continued] > [[Back->29-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Psychiatric Aides ## AI Risk Level: low ## Definition: Assist mentally impaired or emotionally disturbed patients, working under direction of nursing and medical staff. May assist with daily living activities, lead patients in educational and recreational activities, or accompany patients to and from examinations and treatments. May restrain violent patients. Includes psychiatric orderlies. > [[Video Version->31-1133-Video]] > [[What They Do->31-1133-WhatTheyDo-1]] > [[Work Environment->31-1133-WorkEnvironment-1]] > [[How to Become One->31-1133-HowToBecomeOne-1]] > [[Pay->31-1133-Pay-1]] > [[Job Outlook->31-1133-JobOutlook-1]] > [[Back->31-1130-Broad]]

config.header.center: "Detailed" -- # Psychiatric Technicians ## AI Risk Level: low ## Definition: Care for individuals with mental or emotional conditions or disabilities, following the instructions of physicians or other health practitioners. Monitor patients' physical and emotional well-being and report to medical staff. May participate in rehabilitation and treatment programs, help with personal hygiene, and administer oral or injectable medications. > [[Video Version->29-2053-Video]] > [[What They Do->29-2053-WhatTheyDo-1]] > [[Work Environment->29-2053-WorkEnvironment-1]] > [[How to Become One->29-2053-HowToBecomeOne-1]] > [[Pay->29-2053-Pay-1]] > [[Job Outlook->29-2053-JobOutlook-1]] > [[Back->29-2050-Broad]]

config.header.center: "Broad" -- {embed passage: '29-2051-Variables'} {embed passage: '29-2052-Variables'} {embed passage: '29-2053-Variables'} {embed passage: '29-2055-Variables'} {embed passage: '29-2056-Variables'} {embed passage: '29-2057-Variables'} # Health Practitioner Support Technologists and Technicians [if var29_2051_medianPay >= minSalary & (riskTolerance === 'high' | var29_2051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2051_highAIRisk === "low" | var29_2051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2051_highAIRisk === "low"))] > [[Dietetic Technicians->29-2051-Detailed]] [continued] [if var29_2057_medianPay >= minSalary & (riskTolerance === 'high' | var29_2057_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2057_highAIRisk === "low" | var29_2057_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2057_highAIRisk === "low"))] > [[Ophthalmic Medical Technicians->29-2057-Detailed]] [continued] [if var29_2052_medianPay >= minSalary & (riskTolerance === 'high' | var29_2052_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2052_highAIRisk === "low" | var29_2052_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2052_highAIRisk === "low"))] > [[Pharmacy Technicians->29-2052-Detailed]] [continued] [if var29_2053_medianPay >= minSalary & (riskTolerance === 'high' | var29_2053_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2053_highAIRisk === "low" | var29_2053_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2053_highAIRisk === "low"))] > [[Psychiatric Technicians->29-2053-Detailed]] [continued] [if var29_2055_medianPay >= minSalary & (riskTolerance === 'high' | var29_2055_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2055_highAIRisk === "low" | var29_2055_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2055_highAIRisk === "low"))] > [[Surgical Technologists->29-2055-Detailed]] [continued] [if var29_2056_medianPay >= minSalary & (riskTolerance === 'high' | var29_2056_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2056_highAIRisk === "low" | var29_2056_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2056_highAIRisk === "low"))] > [[Veterinary Technologists and Technicians->29-2056-Detailed]] [continued] > [[Back->29-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Surgical Technologists ## AI Risk Level: low ## Definition: Assist in operations, under the supervision of surgeons, registered nurses, or other surgical personnel. May help set up operating room, prepare and transport patients for surgery, adjust lights and equipment, pass instruments and other supplies to surgeons and surgeons' assistants, hold retractors, cut sutures, and help count sponges, needles, supplies, and instruments. Excludes "Surgical Assistants" (29-9093). > [[Video Version->29-2055-Video]] > [[What They Do->29-2055-WhatTheyDo-1]] > [[Work Environment->29-2055-WorkEnvironment-1]] > [[How to Become One->29-2055-HowToBecomeOne-1]] > [[Pay->29-2055-Pay-1]] > [[Job Outlook->29-2055-JobOutlook-1]] > [[Back->29-2050-Broad]]

config.header.center: "Detailed" -- # Veterinary Technologists and Technicians ## AI Risk Level: low ## Definition: Perform medical tests in a laboratory environment for use in the treatment and diagnosis of diseases in animals. Prepare vaccines and serums for prevention of diseases. Prepare tissue samples, take blood samples, and execute laboratory tests, such as urinalysis and blood counts. Clean and sterilize instruments and materials and maintain equipment and machines. May assist a veterinarian during surgery. > [[Video Version->29-2056-Video]] > [[What They Do->29-2056-WhatTheyDo-1]] > [[Work Environment->29-2056-WorkEnvironment-1]] > [[How to Become One->29-2056-HowToBecomeOne-1]] > [[Pay->29-2056-Pay-1]] > [[Job Outlook->29-2056-JobOutlook-1]] > [[Back->29-2050-Broad]]

config.header.center: "Broad" -- {embed passage: '29-2061-Variables'} # Licensed Practical and Licensed Vocational Nurses [if var29_2061_medianPay >= minSalary & (riskTolerance === 'high' | var29_2061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2061_highAIRisk === "low" | var29_2061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2061_highAIRisk === "low"))] > [[Licensed Practical and Licensed Vocational Nurses->29-2061-Detailed]] [continued] > [[Back->29-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '29-2072-Variables'} # Medical Records Specialists [if var29_2072_medianPay >= minSalary & (riskTolerance === 'high' | var29_2072_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2072_highAIRisk === "low" | var29_2072_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2072_highAIRisk === "low"))] > [[Medical Records Specialists->29-2072-Detailed]] [continued] > [[Back->29-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '29-2081-Variables'} # Opticians, Dispensing [if var29_2081_medianPay >= minSalary & (riskTolerance === 'high' | var29_2081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2081_highAIRisk === "low" | var29_2081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2081_highAIRisk === "low"))] > [[Opticians, Dispensing->29-2081-Detailed]] [continued] > [[Back->29-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '29-2091-Variables'} {embed passage: '29-2092-Variables'} {embed passage: '29-2099-Variables'} # Miscellaneous Health Technologists and Technicians [if var29_2092_medianPay >= minSalary & (riskTolerance === 'high' | var29_2092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2092_highAIRisk === "low" | var29_2092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2092_highAIRisk === "low"))] > [[Hearing Aid Specialists->29-2092-Detailed]] [continued] [if var29_2091_medianPay >= minSalary & (riskTolerance === 'high' | var29_2091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2091_highAIRisk === "low" | var29_2091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2091_highAIRisk === "low"))] > [[Orthotists and Prosthetists->29-2091-Detailed]] [continued] [if var29_2099_medianPay >= minSalary & (riskTolerance === 'high' | var29_2099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_2099_highAIRisk === "low" | var29_2099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_2099_highAIRisk === "low"))] > [[Health Technologists and Technicians, All Other->29-2099-Detailed]] [continued] > [[Back->29-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Health Technologists and Technicians, All Other ## Definition: All health technologists and technicians not listed separately. > [[Back->29-2090-Broad]]

config.header.center: "Minor" -- {embed passage: '29-9020-Variables'} {embed passage: '29-9021-Variables'} {embed passage: '29-9090-Variables'} {embed passage: '29-9091-Variables'} {embed passage: '29-9092-Variables'} {embed passage: '29-9093-Variables'} {embed passage: '29-9099-Variables'} # Other Healthcare Practitioners and Technical Occupations [if var29_9021_medianPay >= minSalary & (riskTolerance === 'high' | var29_9021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_9021_highAIRisk === "low" | var29_9021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_9021_highAIRisk === "low"))] > [[Health Information Technologists and Medical Registrars->29-9021-Detailed]] [continued] [if var29_9090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Health Practitioners and Technical Workers->29-9090-Broad]] [continued] > [[Back->29-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '29-9021-Variables'} # Health Information Technologists and Medical Registrars [if var29_9021_medianPay >= minSalary & (riskTolerance === 'high' | var29_9021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_9021_highAIRisk === "low" | var29_9021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_9021_highAIRisk === "low"))] > [[Health Information Technologists and Medical Registrars->29-9021-Detailed]] [continued] > [[Back->29-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Health Information Technologists and Medical Registrars ## Definition: Apply knowledge of healthcare and information systems to assist in the design, development, and continued modification and analysis of computerized healthcare systems. Abstract, collect, and analyze treatment and followup information of patients. May educate staff and assist in problem solving to promote the implementation of the healthcare information system. May design, develop, test, and implement databases with complete history, diagnosis, treatment, and health status to help monitor diseases. Excludes "Medical Records Specialists" (29-2072). > [[Video Version->29-9021-Video]] > [[What They Do->29-9021-WhatTheyDo-1]] > [[Work Environment->29-9021-WorkEnvironment-1]] > [[How to Become One->29-9021-HowToBecomeOne-1]] > [[Pay->29-9021-Pay-1]] > [[Job Outlook->29-9021-JobOutlook-1]] > [[Back->29-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '29-9091-Variables'} {embed passage: '29-9092-Variables'} {embed passage: '29-9093-Variables'} {embed passage: '29-9099-Variables'} # Miscellaneous Health Practitioners and Technical Workers [if var29_9091_medianPay >= minSalary & (riskTolerance === 'high' | var29_9091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_9091_highAIRisk === "low" | var29_9091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_9091_highAIRisk === "low"))] > [[Athletic Trainers->29-9091-Detailed]] [continued] [if var29_9092_medianPay >= minSalary & (riskTolerance === 'high' | var29_9092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_9092_highAIRisk === "low" | var29_9092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_9092_highAIRisk === "low"))] > [[Genetic Counselors->29-9092-Detailed]] [continued] [if var29_9093_medianPay >= minSalary & (riskTolerance === 'high' | var29_9093_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_9093_highAIRisk === "low" | var29_9093_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_9093_highAIRisk === "low"))] > [[Surgical Assistants->29-9093-Detailed]] [continued] [if var29_9099_medianPay >= minSalary & (riskTolerance === 'high' | var29_9099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var29_9099_highAIRisk === "low" | var29_9099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var29_9099_highAIRisk === "low"))] > [[Healthcare Practitioners and Technical Workers, All Other->29-9099-Detailed]] [continued] > [[Back->29-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Surgical Assistants ## AI Risk Level: low ## Definition: Assist in operations, under the supervision of surgeons. May, in accordance with state laws, help surgeons to make incisions and close surgical sites, manipulate or remove tissues, implant surgical devices or drains, suction the surgical site, place catheters, clamp or cauterize vessels or tissue, and apply dressings to surgical site. Excludes "Registered Nurses" (29-1141) and "Surgical Technologists" (29-2055). > [[Video Version->29-9093-Video]] > [[What They Do->29-9093-WhatTheyDo-1]] > [[Work Environment->29-9093-WorkEnvironment-1]] > [[How to Become One->29-9093-HowToBecomeOne-1]] > [[Pay->29-9093-Pay-1]] > [[Job Outlook->29-9093-JobOutlook-1]] > [[Back->29-9090-Broad]]

config.header.center: "Detailed" -- # Healthcare Practitioners and Technical Workers, All Other ## Definition: All healthcare practitioners and technical workers not listed separately. > [[Back->29-9090-Broad]]

config.header.center: "Major" -- {embed passage: '31-1100-Variables'} {embed passage: '31-2000-Variables'} {embed passage: '31-9000-Variables'} # Healthcare Support Occupations [if var31_1100_MaxSalaryInMinor >= minSalary] > [[Home Health and Personal Care Aides; and Nursing Assistants, Orderlies, and Psychiatric Aides->31-1100-Minor]] [continued] [if var31_2000_MaxSalaryInMinor >= minSalary] > [[Occupational Therapy and Physical Therapist Assistants and Aides->31-2000-Minor]] [continued] [if var31_9000_MaxSalaryInMinor >= minSalary] > [[Other Healthcare Support Occupations->31-9000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '31-1120-Variables'} {embed passage: '31-1121-Variables'} {embed passage: '31-1122-Variables'} {embed passage: '31-1130-Variables'} {embed passage: '31-1131-Variables'} {embed passage: '31-1132-Variables'} {embed passage: '31-1133-Variables'} # Home Health and Personal Care Aides; and Nursing Assistants, Orderlies, and Psychiatric Aides [if var31_1120_MaxSalaryInBroad >= minSalary] > [[Home Health and Personal Care Aides->31-1120-Broad]] [continued] [if var31_1130_MaxSalaryInBroad >= minSalary] > [[Nursing Assistants, Orderlies, and Psychiatric Aides->31-1130-Broad]] [continued] > [[Back->31-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '31-1121-Variables'} {embed passage: '31-1122-Variables'} # Home Health and Personal Care Aides [if var31_1121_medianPay >= minSalary & (riskTolerance === 'high' | var31_1121_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_1121_highAIRisk === "low" | var31_1121_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_1121_highAIRisk === "low"))] > [[Home Health Aides->31-1121-Detailed]] [continued] [if var31_1122_medianPay >= minSalary & (riskTolerance === 'high' | var31_1122_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_1122_highAIRisk === "low" | var31_1122_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_1122_highAIRisk === "low"))] > [[Personal Care Aides->31-1122-Detailed]] [continued] > [[Back->31-1100-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '31-1131-Variables'} {embed passage: '31-1132-Variables'} {embed passage: '31-1133-Variables'} # Nursing Assistants, Orderlies, and Psychiatric Aides [if var31_1131_medianPay >= minSalary & (riskTolerance === 'high' | var31_1131_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_1131_highAIRisk === "low" | var31_1131_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_1131_highAIRisk === "low"))] > [[Nursing Assistants->31-1131-Detailed]] [continued] [if var31_1132_medianPay >= minSalary & (riskTolerance === 'high' | var31_1132_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_1132_highAIRisk === "low" | var31_1132_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_1132_highAIRisk === "low"))] > [[Orderlies->31-1132-Detailed]] [continued] [if var31_1133_medianPay >= minSalary & (riskTolerance === 'high' | var31_1133_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_1133_highAIRisk === "low" | var31_1133_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_1133_highAIRisk === "low"))] > [[Psychiatric Aides->31-1133-Detailed]] [continued] > [[Back->31-1100-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '31-2010-Variables'} {embed passage: '31-2011-Variables'} {embed passage: '31-2012-Variables'} {embed passage: '31-2020-Variables'} {embed passage: '31-2021-Variables'} {embed passage: '31-2022-Variables'} # Occupational Therapy and Physical Therapist Assistants and Aides [if var31_2010_MaxSalaryInBroad >= minSalary] > [[Occupational Therapy Assistants and Aides->31-2010-Broad]] [continued] [if var31_2020_MaxSalaryInBroad >= minSalary] > [[Physical Therapist Assistants and Aides->31-2020-Broad]] [continued] > [[Back->31-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '31-2011-Variables'} {embed passage: '31-2012-Variables'} # Occupational Therapy Assistants and Aides [if var31_2012_medianPay >= minSalary & (riskTolerance === 'high' | var31_2012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_2012_highAIRisk === "low" | var31_2012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_2012_highAIRisk === "low"))] > [[Occupational Therapy Aides->31-2012-Detailed]] [continued] [if var31_2011_medianPay >= minSalary & (riskTolerance === 'high' | var31_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_2011_highAIRisk === "low" | var31_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_2011_highAIRisk === "low"))] > [[Occupational Therapy Assistants->31-2011-Detailed]] [continued] > [[Back->31-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '31-2021-Variables'} {embed passage: '31-2022-Variables'} # Physical Therapist Assistants and Aides [if var31_2022_medianPay >= minSalary & (riskTolerance === 'high' | var31_2022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_2022_highAIRisk === "low" | var31_2022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_2022_highAIRisk === "low"))] > [[Physical Therapist Aides->31-2022-Detailed]] [continued] [if var31_2021_medianPay >= minSalary & (riskTolerance === 'high' | var31_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_2021_highAIRisk === "low" | var31_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_2021_highAIRisk === "low"))] > [[Physical Therapist Assistants->31-2021-Detailed]] [continued] > [[Back->31-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '31-9010-Variables'} {embed passage: '31-9011-Variables'} {embed passage: '31-9090-Variables'} {embed passage: '31-9091-Variables'} {embed passage: '31-9092-Variables'} {embed passage: '31-9093-Variables'} {embed passage: '31-9094-Variables'} {embed passage: '31-9095-Variables'} {embed passage: '31-9096-Variables'} {embed passage: '31-9097-Variables'} {embed passage: '31-9099-Variables'} # Other Healthcare Support Occupations [if var31_9011_medianPay >= minSalary & (riskTolerance === 'high' | var31_9011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_9011_highAIRisk === "low" | var31_9011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_9011_highAIRisk === "low"))] > [[Massage Therapists->31-9011-Detailed]] [continued] [if var31_9090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Healthcare Support Occupations->31-9090-Broad]] [continued] > [[Back->31-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '31-9011-Variables'} # Massage Therapists [if var31_9011_medianPay >= minSalary & (riskTolerance === 'high' | var31_9011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_9011_highAIRisk === "low" | var31_9011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_9011_highAIRisk === "low"))] > [[Massage Therapists->31-9011-Detailed]] [continued] > [[Back->31-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '31-9091-Variables'} {embed passage: '31-9092-Variables'} {embed passage: '31-9093-Variables'} {embed passage: '31-9094-Variables'} {embed passage: '31-9095-Variables'} {embed passage: '31-9096-Variables'} {embed passage: '31-9097-Variables'} {embed passage: '31-9099-Variables'} # Miscellaneous Healthcare Support Occupations [if var31_9091_medianPay >= minSalary & (riskTolerance === 'high' | var31_9091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_9091_highAIRisk === "low" | var31_9091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_9091_highAIRisk === "low"))] > [[Dental Assistants->31-9091-Detailed]] [continued] [if var31_9092_medianPay >= minSalary & (riskTolerance === 'high' | var31_9092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_9092_highAIRisk === "low" | var31_9092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_9092_highAIRisk === "low"))] > [[Medical Assistants->31-9092-Detailed]] [continued] [if var31_9093_medianPay >= minSalary & (riskTolerance === 'high' | var31_9093_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_9093_highAIRisk === "low" | var31_9093_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_9093_highAIRisk === "low"))] > [[Medical Equipment Preparers->31-9093-Detailed]] [continued] [if var31_9094_medianPay >= minSalary & (riskTolerance === 'high' | var31_9094_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_9094_highAIRisk === "low" | var31_9094_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_9094_highAIRisk === "low"))] > [[Medical Transcriptionists->31-9094-Detailed]] [continued] [if var31_9095_medianPay >= minSalary & (riskTolerance === 'high' | var31_9095_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_9095_highAIRisk === "low" | var31_9095_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_9095_highAIRisk === "low"))] > [[Pharmacy Aides->31-9095-Detailed]] [continued] [if var31_9097_medianPay >= minSalary & (riskTolerance === 'high' | var31_9097_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_9097_highAIRisk === "low" | var31_9097_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_9097_highAIRisk === "low"))] > [[Phlebotomists->31-9097-Detailed]] [continued] [if var31_9096_medianPay >= minSalary & (riskTolerance === 'high' | var31_9096_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_9096_highAIRisk === "low" | var31_9096_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_9096_highAIRisk === "low"))] > [[Veterinary Assistants and Laboratory Animal Caretakers->31-9096-Detailed]] [continued] [if var31_9099_medianPay >= minSalary & (riskTolerance === 'high' | var31_9099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var31_9099_highAIRisk === "low" | var31_9099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var31_9099_highAIRisk === "low"))] > [[Healthcare Support Workers, All Other->31-9099-Detailed]] [continued] > [[Back->31-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Veterinary Assistants and Laboratory Animal Caretakers ## AI Risk Level: low ## Definition: Feed, water, and examine pets and other nonfarm animals for signs of illness, disease, or injury in laboratories and animal hospitals and clinics. Clean and disinfect cages and work areas, and sterilize laboratory and surgical equipment. May provide routine postoperative care, administer medication orally or topically, or prepare samples for laboratory examination under the supervision of veterinary or laboratory animal technologists or technicians, veterinarians, or scientists. Excludes "Animal Caretakers" (39-2021). > [[Video Version->31-9096-Video]] > [[What They Do->31-9096-WhatTheyDo-1]] > [[Work Environment->31-9096-WorkEnvironment-1]] > [[How to Become One->31-9096-HowToBecomeOne-1]] > [[Pay->31-9096-Pay-1]] > [[Job Outlook->31-9096-JobOutlook-1]] > [[Back->31-9090-Broad]]

config.header.center: "Detailed" -- # Security Guards ## AI Risk Level: low ## Definition: Guard, patrol, or monitor premises to prevent theft, violence, or infractions of rules. May operate x-ray and metal detector equipment. Excludes "Police Officers" (33-3050) and "Transportation Security Screeners" (33-9093). > [[Video Version->33-9032-Video]] > [[What They Do->33-9032-WhatTheyDo-1]] > [[Work Environment->33-9032-WorkEnvironment-1]] > [[How to Become One->33-9032-HowToBecomeOne-1]] > [[Pay->33-9032-Pay-1]] > [[Job Outlook->33-9032-JobOutlook-1]] > [[Back->33-9030-Broad]]

config.header.center: "Detailed" -- # Healthcare Support Workers, All Other ## Definition: All healthcare support workers not listed separately. > [[Back->31-9090-Broad]]

config.header.center: "Major" -- {embed passage: '33-1000-Variables'} {embed passage: '33-2000-Variables'} {embed passage: '33-3000-Variables'} {embed passage: '33-9000-Variables'} # Protective Service Occupations [if var33_1000_MaxSalaryInMinor >= minSalary] > [[Supervisors of Protective Service Workers->33-1000-Minor]] [continued] [if var33_2000_MaxSalaryInMinor >= minSalary] > [[Firefighting and Prevention Workers->33-2000-Minor]] [continued] [if var33_3000_MaxSalaryInMinor >= minSalary] > [[Law Enforcement Workers->33-3000-Minor]] [continued] [if var33_9000_MaxSalaryInMinor >= minSalary] > [[Other Protective Service Workers->33-9000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '33-1010-Variables'} {embed passage: '33-1011-Variables'} {embed passage: '33-1012-Variables'} {embed passage: '33-1020-Variables'} {embed passage: '33-1021-Variables'} {embed passage: '33-1090-Variables'} {embed passage: '33-1091-Variables'} {embed passage: '33-1099-Variables'} # Supervisors of Protective Service Workers [if var33_1010_MaxSalaryInBroad >= minSalary] > [[First-Line Supervisors of Law Enforcement Workers->33-1010-Broad]] [continued] [if var33_1021_medianPay >= minSalary & (riskTolerance === 'high' | var33_1021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_1021_highAIRisk === "low" | var33_1021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_1021_highAIRisk === "low"))] > [[First-Line Supervisors of Firefighting and Prevention Workers->33-1021-Detailed]] [continued] [if var33_1090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous First-Line Supervisors, Protective Service Workers->33-1090-Broad]] [continued] > [[Back->33-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '33-1011-Variables'} {embed passage: '33-1012-Variables'} # First-Line Supervisors of Law Enforcement Workers [if var33_1011_medianPay >= minSalary & (riskTolerance === 'high' | var33_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_1011_highAIRisk === "low" | var33_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_1011_highAIRisk === "low"))] > [[First-Line Supervisors of Correctional Officers->33-1011-Detailed]] [continued] [if var33_1012_medianPay >= minSalary & (riskTolerance === 'high' | var33_1012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_1012_highAIRisk === "low" | var33_1012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_1012_highAIRisk === "low"))] > [[First-Line Supervisors of Police and Detectives->33-1012-Detailed]] [continued] > [[Back->33-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '33-1021-Variables'} # First-Line Supervisors of Firefighting and Prevention Workers [if var33_1021_medianPay >= minSalary & (riskTolerance === 'high' | var33_1021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_1021_highAIRisk === "low" | var33_1021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_1021_highAIRisk === "low"))] > [[First-Line Supervisors of Firefighting and Prevention Workers->33-1021-Detailed]] [continued] > [[Back->33-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '33-1091-Variables'} {embed passage: '33-1099-Variables'} # Miscellaneous First-Line Supervisors, Protective Service Workers [if var33_1091_medianPay >= minSalary & (riskTolerance === 'high' | var33_1091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_1091_highAIRisk === "low" | var33_1091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_1091_highAIRisk === "low"))] > [[First-Line Supervisors of Security Workers->33-1091-Detailed]] [continued] [if var33_1099_medianPay >= minSalary & (riskTolerance === 'high' | var33_1099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_1099_highAIRisk === "low" | var33_1099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_1099_highAIRisk === "low"))] > [[First-Line Supervisors of Protective Service Workers, All Other->33-1099-Detailed]] [continued] > [[Back->33-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # First-Line Supervisors of Security Workers ## Definition: Directly supervise and coordinate activities of security workers and security guards. > [[Back->33-1090-Broad]]

config.header.center: "Detailed" -- # First-Line Supervisors of Protective Service Workers, All Other ## Definition: All protective service supervisors not listed separately above. > [[Back->33-1090-Broad]]

config.header.center: "Minor" -- {embed passage: '33-2010-Variables'} {embed passage: '33-2011-Variables'} {embed passage: '33-2020-Variables'} {embed passage: '33-2021-Variables'} {embed passage: '33-2022-Variables'} # Firefighting and Prevention Workers [if var33_2011_medianPay >= minSalary & (riskTolerance === 'high' | var33_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_2011_highAIRisk === "low" | var33_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_2011_highAIRisk === "low"))] > [[Firefighters->33-2011-Detailed]] [continued] [if var33_2020_MaxSalaryInBroad >= minSalary] > [[Fire Inspectors->33-2020-Broad]] [continued] > [[Back->33-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '33-2011-Variables'} # Firefighters [if var33_2011_medianPay >= minSalary & (riskTolerance === 'high' | var33_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_2011_highAIRisk === "low" | var33_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_2011_highAIRisk === "low"))] > [[Firefighters->33-2011-Detailed]] [continued] > [[Back->33-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '33-2021-Variables'} {embed passage: '33-2022-Variables'} # Fire Inspectors [if var33_2021_medianPay >= minSalary & (riskTolerance === 'high' | var33_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_2021_highAIRisk === "low" | var33_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_2021_highAIRisk === "low"))] > [[Fire Inspectors and Investigators->33-2021-Detailed]] [continued] [if var33_2022_medianPay >= minSalary & (riskTolerance === 'high' | var33_2022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_2022_highAIRisk === "low" | var33_2022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_2022_highAIRisk === "low"))] > [[Forest Fire Inspectors and Prevention Specialists->33-2022-Detailed]] [continued] > [[Back->33-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '33-3010-Variables'} {embed passage: '33-3011-Variables'} {embed passage: '33-3012-Variables'} {embed passage: '33-3020-Variables'} {embed passage: '33-3021-Variables'} {embed passage: '33-3030-Variables'} {embed passage: '33-3031-Variables'} {embed passage: '33-3040-Variables'} {embed passage: '33-3041-Variables'} {embed passage: '33-3050-Variables'} {embed passage: '33-3051-Variables'} {embed passage: '33-3052-Variables'} # Law Enforcement Workers [if var33_3010_MaxSalaryInBroad >= minSalary] > [[Bailiffs, Correctional Officers, and Jailers->33-3010-Broad]] [continued] [if var33_3021_medianPay >= minSalary & (riskTolerance === 'high' | var33_3021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_3021_highAIRisk === "low" | var33_3021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_3021_highAIRisk === "low"))] > [[Detectives and Criminal Investigators->33-3021-Detailed]] [continued] [if var33_3031_medianPay >= minSalary & (riskTolerance === 'high' | var33_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_3031_highAIRisk === "low" | var33_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_3031_highAIRisk === "low"))] > [[Fish and Game Wardens->33-3031-Detailed]] [continued] [if var33_3041_medianPay >= minSalary & (riskTolerance === 'high' | var33_3041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_3041_highAIRisk === "low" | var33_3041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_3041_highAIRisk === "low"))] > [[Parking Enforcement Workers->33-3041-Detailed]] [continued] [if var33_3050_MaxSalaryInBroad >= minSalary] > [[Police Officers->33-3050-Broad]] [continued] > [[Back->33-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '33-3011-Variables'} {embed passage: '33-3012-Variables'} # Bailiffs, Correctional Officers, and Jailers [if var33_3011_medianPay >= minSalary & (riskTolerance === 'high' | var33_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_3011_highAIRisk === "low" | var33_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_3011_highAIRisk === "low"))] > [[Bailiffs->33-3011-Detailed]] [continued] [if var33_3012_medianPay >= minSalary & (riskTolerance === 'high' | var33_3012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_3012_highAIRisk === "low" | var33_3012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_3012_highAIRisk === "low"))] > [[Correctional Officers and Jailers->33-3012-Detailed]] [continued] > [[Back->33-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '33-3021-Variables'} # Detectives and Criminal Investigators [if var33_3021_medianPay >= minSalary & (riskTolerance === 'high' | var33_3021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_3021_highAIRisk === "low" | var33_3021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_3021_highAIRisk === "low"))] > [[Detectives and Criminal Investigators->33-3021-Detailed]] [continued] > [[Back->33-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '33-3031-Variables'} # Fish and Game Wardens [if var33_3031_medianPay >= minSalary & (riskTolerance === 'high' | var33_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_3031_highAIRisk === "low" | var33_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_3031_highAIRisk === "low"))] > [[Fish and Game Wardens->33-3031-Detailed]] [continued] > [[Back->33-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '33-3041-Variables'} # Parking Enforcement Workers [if var33_3041_medianPay >= minSalary & (riskTolerance === 'high' | var33_3041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_3041_highAIRisk === "low" | var33_3041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_3041_highAIRisk === "low"))] > [[Parking Enforcement Workers->33-3041-Detailed]] [continued] > [[Back->33-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '33-3051-Variables'} {embed passage: '33-3052-Variables'} # Police Officers [if var33_3051_medianPay >= minSalary & (riskTolerance === 'high' | var33_3051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_3051_highAIRisk === "low" | var33_3051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_3051_highAIRisk === "low"))] > [[Police and Sheriff's Patrol Officers->33-3051-Detailed]] [continued] [if var33_3052_medianPay >= minSalary & (riskTolerance === 'high' | var33_3052_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_3052_highAIRisk === "low" | var33_3052_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_3052_highAIRisk === "low"))] > [[Transit and Railroad Police->33-3052-Detailed]] [continued] > [[Back->33-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Transit and Railroad Police ## AI Risk Level: low ## Definition: Protect and police railroad and transit property, employees, or passengers. > [[Video Version->33-3052-Video]] > [[What They Do->33-3052-WhatTheyDo-1]] > [[Work Environment->33-3052-WorkEnvironment-1]] > [[How to Become One->33-3052-HowToBecomeOne-1]] > [[Pay->33-3052-Pay-1]] > [[Job Outlook->33-3052-JobOutlook-1]] > [[Back->33-3050-Broad]]

config.header.center: "Minor" -- {embed passage: '33-9010-Variables'} {embed passage: '33-9011-Variables'} {embed passage: '33-9020-Variables'} {embed passage: '33-9021-Variables'} {embed passage: '33-9030-Variables'} {embed passage: '33-9031-Variables'} {embed passage: '33-9032-Variables'} {embed passage: '33-9090-Variables'} {embed passage: '33-9091-Variables'} {embed passage: '33-9092-Variables'} {embed passage: '33-9093-Variables'} {embed passage: '33-9094-Variables'} {embed passage: '33-9099-Variables'} # Other Protective Service Workers [if var33_9011_medianPay >= minSalary & (riskTolerance === 'high' | var33_9011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_9011_highAIRisk === "low" | var33_9011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_9011_highAIRisk === "low"))] > [[Animal Control Workers->33-9011-Detailed]] [continued] [if var33_9021_medianPay >= minSalary & (riskTolerance === 'high' | var33_9021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_9021_highAIRisk === "low" | var33_9021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_9021_highAIRisk === "low"))] > [[Private Detectives and Investigators->33-9021-Detailed]] [continued] [if var33_9030_MaxSalaryInBroad >= minSalary] > [[Security Guards and Gambling Surveillance Officers->33-9030-Broad]] [continued] [if var33_9090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Protective Service Workers->33-9090-Broad]] [continued] > [[Back->33-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '33-9011-Variables'} # Animal Control Workers [if var33_9011_medianPay >= minSalary & (riskTolerance === 'high' | var33_9011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_9011_highAIRisk === "low" | var33_9011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_9011_highAIRisk === "low"))] > [[Animal Control Workers->33-9011-Detailed]] [continued] > [[Back->33-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '33-9021-Variables'} # Private Detectives and Investigators [if var33_9021_medianPay >= minSalary & (riskTolerance === 'high' | var33_9021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_9021_highAIRisk === "low" | var33_9021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_9021_highAIRisk === "low"))] > [[Private Detectives and Investigators->33-9021-Detailed]] [continued] > [[Back->33-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '33-9031-Variables'} {embed passage: '33-9032-Variables'} # Security Guards and Gambling Surveillance Officers [if var33_9031_medianPay >= minSalary & (riskTolerance === 'high' | var33_9031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_9031_highAIRisk === "low" | var33_9031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_9031_highAIRisk === "low"))] > [[Gambling Surveillance Officers and Gambling Investigators->33-9031-Detailed]] [continued] [if var33_9032_medianPay >= minSalary & (riskTolerance === 'high' | var33_9032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_9032_highAIRisk === "low" | var33_9032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_9032_highAIRisk === "low"))] > [[Security Guards->33-9032-Detailed]] [continued] > [[Back->33-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '33-9091-Variables'} {embed passage: '33-9092-Variables'} {embed passage: '33-9093-Variables'} {embed passage: '33-9094-Variables'} {embed passage: '33-9099-Variables'} # Miscellaneous Protective Service Workers [if var33_9091_medianPay >= minSalary & (riskTolerance === 'high' | var33_9091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_9091_highAIRisk === "low" | var33_9091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_9091_highAIRisk === "low"))] > [[Crossing Guards and Flaggers->33-9091-Detailed]] [continued] [if var33_9092_medianPay >= minSalary & (riskTolerance === 'high' | var33_9092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_9092_highAIRisk === "low" | var33_9092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_9092_highAIRisk === "low"))] > [[Lifeguards, Ski Patrol, and Other Recreational Protective Service Workers->33-9092-Detailed]] [continued] [if var33_9093_medianPay >= minSalary & (riskTolerance === 'high' | var33_9093_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_9093_highAIRisk === "low" | var33_9093_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_9093_highAIRisk === "low"))] > [[Transportation Security Screeners->33-9093-Detailed]] [continued] [if var33_9094_medianPay >= minSalary & (riskTolerance === 'high' | var33_9094_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_9094_highAIRisk === "low" | var33_9094_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_9094_highAIRisk === "low"))] > [[School Bus Monitors->33-9094-Detailed]] [continued] [if var33_9099_medianPay >= minSalary & (riskTolerance === 'high' | var33_9099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var33_9099_highAIRisk === "low" | var33_9099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var33_9099_highAIRisk === "low"))] > [[Protective Service Workers, All Other->33-9099-Detailed]] [continued] > [[Back->33-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Transportation Security Screeners ## AI Risk Level: moderate ## Definition: Conduct screening of passengers, baggage, or cargo to ensure compliance with Transportation Security Administration (TSA) regulations. May operate basic security equipment such as x-ray machines and hand wands at screening checkpoints. > [[Back->33-9090-Broad]]

config.header.center: "Detailed" -- # School Bus Monitors ## Definition: Maintain order among students on a school bus. Duties include helping students safely board and exit and communicating behavioral problems. May perform pretrip and posttrip inspections and prepare for and assist in emergency evacuations. > [[Back->33-9090-Broad]]

config.header.center: "Detailed" -- # Protective Service Workers, All Other ## Definition: All protective service workers not listed separately. > [[Back->33-9090-Broad]]

config.header.center: "Major" -- {embed passage: '35-1000-Variables'} {embed passage: '35-2000-Variables'} {embed passage: '35-3000-Variables'} {embed passage: '35-9000-Variables'} # Food Preparation and Serving Related Occupations [if var35_1000_MaxSalaryInMinor >= minSalary] > [[Supervisors of Food Preparation and Serving Workers->35-1000-Minor]] [continued] [if var35_2000_MaxSalaryInMinor >= minSalary] > [[Cooks and Food Preparation Workers->35-2000-Minor]] [continued] [if var35_3000_MaxSalaryInMinor >= minSalary] > [[Food and Beverage Serving Workers->35-3000-Minor]] [continued] [if var35_9000_MaxSalaryInMinor >= minSalary] > [[Other Food Preparation and Serving Related Workers->35-9000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '35-1010-Variables'} {embed passage: '35-1011-Variables'} {embed passage: '35-1012-Variables'} # Supervisors of Food Preparation and Serving Workers [if var35_1010_MaxSalaryInBroad >= minSalary] > [[Supervisors of Food Preparation and Serving Workers->35-1010-Broad]] [continued] > [[Back->35-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '35-1011-Variables'} {embed passage: '35-1012-Variables'} # Supervisors of Food Preparation and Serving Workers [if var35_1011_medianPay >= minSalary & (riskTolerance === 'high' | var35_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_1011_highAIRisk === "low" | var35_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_1011_highAIRisk === "low"))] > [[Chefs and Head Cooks->35-1011-Detailed]] [continued] [if var35_1012_medianPay >= minSalary & (riskTolerance === 'high' | var35_1012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_1012_highAIRisk === "low" | var35_1012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_1012_highAIRisk === "low"))] > [[First-Line Supervisors of Food Preparation and Serving Workers->35-1012-Detailed]] [continued] > [[Back->35-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '35-2010-Variables'} {embed passage: '35-2011-Variables'} {embed passage: '35-2012-Variables'} {embed passage: '35-2013-Variables'} {embed passage: '35-2014-Variables'} {embed passage: '35-2015-Variables'} {embed passage: '35-2019-Variables'} {embed passage: '35-2020-Variables'} {embed passage: '35-2021-Variables'} # Cooks and Food Preparation Workers [if var35_2010_MaxSalaryInBroad >= minSalary] > [[Cooks->35-2010-Broad]] [continued] [if var35_2021_medianPay >= minSalary & (riskTolerance === 'high' | var35_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_2021_highAIRisk === "low" | var35_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_2021_highAIRisk === "low"))] > [[Food Preparation Workers->35-2021-Detailed]] [continued] > [[Back->35-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '35-2011-Variables'} {embed passage: '35-2012-Variables'} {embed passage: '35-2013-Variables'} {embed passage: '35-2014-Variables'} {embed passage: '35-2015-Variables'} {embed passage: '35-2019-Variables'} # Cooks [if var35_2011_medianPay >= minSalary & (riskTolerance === 'high' | var35_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_2011_highAIRisk === "low" | var35_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_2011_highAIRisk === "low"))] > [[Cooks, Fast Food->35-2011-Detailed]] [continued] [if var35_2012_medianPay >= minSalary & (riskTolerance === 'high' | var35_2012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_2012_highAIRisk === "low" | var35_2012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_2012_highAIRisk === "low"))] > [[Cooks, Institution and Cafeteria->35-2012-Detailed]] [continued] [if var35_2013_medianPay >= minSalary & (riskTolerance === 'high' | var35_2013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_2013_highAIRisk === "low" | var35_2013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_2013_highAIRisk === "low"))] > [[Cooks, Private Household->35-2013-Detailed]] [continued] [if var35_2014_medianPay >= minSalary & (riskTolerance === 'high' | var35_2014_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_2014_highAIRisk === "low" | var35_2014_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_2014_highAIRisk === "low"))] > [[Cooks, Restaurant->35-2014-Detailed]] [continued] [if var35_2015_medianPay >= minSalary & (riskTolerance === 'high' | var35_2015_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_2015_highAIRisk === "low" | var35_2015_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_2015_highAIRisk === "low"))] > [[Cooks, Short Order->35-2015-Detailed]] [continued] [if var35_2019_medianPay >= minSalary & (riskTolerance === 'high' | var35_2019_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_2019_highAIRisk === "low" | var35_2019_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_2019_highAIRisk === "low"))] > [[Cooks, All Other->35-2019-Detailed]] [continued] > [[Back->35-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Cooks, All Other ## Definition: All cooks not listed separately. > [[Video Version->35-2019-Video]] > [[What They Do->35-2019-WhatTheyDo-1]] > [[Work Environment->35-2019-WorkEnvironment-1]] > [[How to Become One->35-2019-HowToBecomeOne-1]] > [[Pay->35-2019-Pay-1]] > [[Job Outlook->35-2019-JobOutlook-1]] > [[Back->35-2010-Broad]]

config.header.center: "Broad" -- {embed passage: '35-2021-Variables'} # Food Preparation Workers [if var35_2021_medianPay >= minSalary & (riskTolerance === 'high' | var35_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_2021_highAIRisk === "low" | var35_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_2021_highAIRisk === "low"))] > [[Food Preparation Workers->35-2021-Detailed]] [continued] > [[Back->35-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '35-3010-Variables'} {embed passage: '35-3011-Variables'} {embed passage: '35-3020-Variables'} {embed passage: '35-3023-Variables'} {embed passage: '35-3030-Variables'} {embed passage: '35-3031-Variables'} {embed passage: '35-3040-Variables'} {embed passage: '35-3041-Variables'} # Food and Beverage Serving Workers [if var35_3011_medianPay >= minSalary & (riskTolerance === 'high' | var35_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_3011_highAIRisk === "low" | var35_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_3011_highAIRisk === "low"))] > [[Bartenders->35-3011-Detailed]] [continued] [if var35_3023_medianPay >= minSalary & (riskTolerance === 'high' | var35_3023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_3023_highAIRisk === "low" | var35_3023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_3023_highAIRisk === "low"))] > [[Fast Food and Counter Workers->35-3023-Detailed]] [continued] [if var35_3031_medianPay >= minSalary & (riskTolerance === 'high' | var35_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_3031_highAIRisk === "low" | var35_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_3031_highAIRisk === "low"))] > [[Waiters and Waitresses->35-3031-Detailed]] [continued] [if var35_3041_medianPay >= minSalary & (riskTolerance === 'high' | var35_3041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_3041_highAIRisk === "low" | var35_3041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_3041_highAIRisk === "low"))] > [[Food Servers, Nonrestaurant->35-3041-Detailed]] [continued] > [[Back->35-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '35-3011-Variables'} # Bartenders [if var35_3011_medianPay >= minSalary & (riskTolerance === 'high' | var35_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_3011_highAIRisk === "low" | var35_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_3011_highAIRisk === "low"))] > [[Bartenders->35-3011-Detailed]] [continued] > [[Back->35-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '35-3023-Variables'} # Fast Food and Counter Workers [if var35_3023_medianPay >= minSalary & (riskTolerance === 'high' | var35_3023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_3023_highAIRisk === "low" | var35_3023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_3023_highAIRisk === "low"))] > [[Fast Food and Counter Workers->35-3023-Detailed]] [continued] > [[Back->35-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '35-3031-Variables'} # Waiters and Waitresses [if var35_3031_medianPay >= minSalary & (riskTolerance === 'high' | var35_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_3031_highAIRisk === "low" | var35_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_3031_highAIRisk === "low"))] > [[Waiters and Waitresses->35-3031-Detailed]] [continued] > [[Back->35-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Waiters and Waitresses ## AI Risk Level: moderate ## Definition: Take orders and serve food and beverages to patrons at tables in dining establishment. Excludes "Fast Food and Counter Workers" (35-3023). > [[Video Version->35-3031-Video]] > [[What They Do->35-3031-WhatTheyDo-1]] > [[Work Environment->35-3031-WorkEnvironment-1]] > [[How to Become One->35-3031-HowToBecomeOne-1]] > [[Pay->35-3031-Pay-1]] > [[Job Outlook->35-3031-JobOutlook-1]] > [[Back->35-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '35-3041-Variables'} # Food Servers, Nonrestaurant [if var35_3041_medianPay >= minSalary & (riskTolerance === 'high' | var35_3041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_3041_highAIRisk === "low" | var35_3041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_3041_highAIRisk === "low"))] > [[Food Servers, Nonrestaurant->35-3041-Detailed]] [continued] > [[Back->35-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '35-9010-Variables'} {embed passage: '35-9011-Variables'} {embed passage: '35-9020-Variables'} {embed passage: '35-9021-Variables'} {embed passage: '35-9030-Variables'} {embed passage: '35-9031-Variables'} {embed passage: '35-9090-Variables'} {embed passage: '35-9099-Variables'} # Other Food Preparation and Serving Related Workers [if var35_9011_medianPay >= minSalary & (riskTolerance === 'high' | var35_9011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_9011_highAIRisk === "low" | var35_9011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_9011_highAIRisk === "low"))] > [[Dining Room and Cafeteria Attendants and Bartender Helpers->35-9011-Detailed]] [continued] [if var35_9021_medianPay >= minSalary & (riskTolerance === 'high' | var35_9021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_9021_highAIRisk === "low" | var35_9021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_9021_highAIRisk === "low"))] > [[Dishwashers->35-9021-Detailed]] [continued] [if var35_9031_medianPay >= minSalary & (riskTolerance === 'high' | var35_9031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_9031_highAIRisk === "low" | var35_9031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_9031_highAIRisk === "low"))] > [[Hosts and Hostesses, Restaurant, Lounge, and Coffee Shop->35-9031-Detailed]] [continued] [if var35_9099_medianPay >= minSalary & (riskTolerance === 'high' | var35_9099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_9099_highAIRisk === "low" | var35_9099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_9099_highAIRisk === "low"))] > [[Food Preparation and Serving Related Workers, All Other->35-9099-Detailed]] [continued] > [[Back->35-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '35-9011-Variables'} # Dining Room and Cafeteria Attendants and Bartender Helpers [if var35_9011_medianPay >= minSalary & (riskTolerance === 'high' | var35_9011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_9011_highAIRisk === "low" | var35_9011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_9011_highAIRisk === "low"))] > [[Dining Room and Cafeteria Attendants and Bartender Helpers->35-9011-Detailed]] [continued] > [[Back->35-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '35-9021-Variables'} # Dishwashers [if var35_9021_medianPay >= minSalary & (riskTolerance === 'high' | var35_9021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_9021_highAIRisk === "low" | var35_9021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_9021_highAIRisk === "low"))] > [[Dishwashers->35-9021-Detailed]] [continued] > [[Back->35-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '35-9031-Variables'} # Hosts and Hostesses, Restaurant, Lounge, and Coffee Shop [if var35_9031_medianPay >= minSalary & (riskTolerance === 'high' | var35_9031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_9031_highAIRisk === "low" | var35_9031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_9031_highAIRisk === "low"))] > [[Hosts and Hostesses, Restaurant, Lounge, and Coffee Shop->35-9031-Detailed]] [continued] > [[Back->35-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '35-9099-Variables'} # Miscellaneous Food Preparation and Serving Related Workers [if var35_9099_medianPay >= minSalary & (riskTolerance === 'high' | var35_9099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var35_9099_highAIRisk === "low" | var35_9099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var35_9099_highAIRisk === "low"))] > [[Food Preparation and Serving Related Workers, All Other->35-9099-Detailed]] [continued] > [[Back->35-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Food Preparation and Serving Related Workers, All Other ## Definition: All food preparation and serving related workers not listed separately. > [[Back->35-9000-Minor]]

config.header.center: "Major" -- {embed passage: '37-1000-Variables'} {embed passage: '37-2000-Variables'} {embed passage: '37-3000-Variables'} # Building and Grounds Cleaning and Maintenance Occupations [if var37_1000_MaxSalaryInMinor >= minSalary] > [[Supervisors of Building and Grounds Cleaning and Maintenance Workers->37-1000-Minor]] [continued] [if var37_2000_MaxSalaryInMinor >= minSalary] > [[Building Cleaning and Pest Control Workers->37-2000-Minor]] [continued] [if var37_3000_MaxSalaryInMinor >= minSalary] > [[Grounds Maintenance Workers->37-3000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '37-1010-Variables'} {embed passage: '37-1011-Variables'} {embed passage: '37-1012-Variables'} # Supervisors of Building and Grounds Cleaning and Maintenance Workers [if var37_1010_MaxSalaryInBroad >= minSalary] > [[First-Line Supervisors of Building and Grounds Cleaning and Maintenance Workers->37-1010-Broad]] [continued] > [[Back->37-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '37-1011-Variables'} {embed passage: '37-1012-Variables'} # First-Line Supervisors of Building and Grounds Cleaning and Maintenance Workers [if var37_1011_medianPay >= minSalary & (riskTolerance === 'high' | var37_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var37_1011_highAIRisk === "low" | var37_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var37_1011_highAIRisk === "low"))] > [[First-Line Supervisors of Housekeeping and Janitorial Workers->37-1011-Detailed]] [continued] [if var37_1012_medianPay >= minSalary & (riskTolerance === 'high' | var37_1012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var37_1012_highAIRisk === "low" | var37_1012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var37_1012_highAIRisk === "low"))] > [[First-Line Supervisors of Landscaping, Lawn Service, and Groundskeeping Workers->37-1012-Detailed]] [continued] > [[Back->37-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '37-2010-Variables'} {embed passage: '37-2011-Variables'} {embed passage: '37-2012-Variables'} {embed passage: '37-2019-Variables'} {embed passage: '37-2020-Variables'} {embed passage: '37-2021-Variables'} # Building Cleaning and Pest Control Workers [if var37_2010_MaxSalaryInBroad >= minSalary] > [[Building Cleaning Workers->37-2010-Broad]] [continued] [if var37_2021_medianPay >= minSalary & (riskTolerance === 'high' | var37_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var37_2021_highAIRisk === "low" | var37_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var37_2021_highAIRisk === "low"))] > [[Pest Control Workers->37-2021-Detailed]] [continued] > [[Back->37-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '37-2011-Variables'} {embed passage: '37-2012-Variables'} {embed passage: '37-2019-Variables'} # Building Cleaning Workers [if var37_2011_medianPay >= minSalary & (riskTolerance === 'high' | var37_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var37_2011_highAIRisk === "low" | var37_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var37_2011_highAIRisk === "low"))] > [[Janitors and Cleaners, Except Maids and Housekeeping Cleaners->37-2011-Detailed]] [continued] [if var37_2012_medianPay >= minSalary & (riskTolerance === 'high' | var37_2012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var37_2012_highAIRisk === "low" | var37_2012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var37_2012_highAIRisk === "low"))] > [[Maids and Housekeeping Cleaners->37-2012-Detailed]] [continued] [if var37_2019_medianPay >= minSalary & (riskTolerance === 'high' | var37_2019_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var37_2019_highAIRisk === "low" | var37_2019_highAIRisk === "moderate")) | (riskTolerance === 'low' & var37_2019_highAIRisk === "low"))] > [[Building Cleaning Workers, All Other->37-2019-Detailed]] [continued] > [[Back->37-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Building Cleaning Workers, All Other ## Definition: All building cleaning workers not listed separately. > [[Back->37-2010-Broad]]

config.header.center: "Broad" -- {embed passage: '37-2021-Variables'} # Pest Control Workers [if var37_2021_medianPay >= minSalary & (riskTolerance === 'high' | var37_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var37_2021_highAIRisk === "low" | var37_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var37_2021_highAIRisk === "low"))] > [[Pest Control Workers->37-2021-Detailed]] [continued] > [[Back->37-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '37-3010-Variables'} {embed passage: '37-3011-Variables'} {embed passage: '37-3012-Variables'} {embed passage: '37-3013-Variables'} {embed passage: '37-3019-Variables'} # Grounds Maintenance Workers [if var37_3010_MaxSalaryInBroad >= minSalary] > [[Grounds Maintenance Workers->37-3010-Broad]] [continued] > [[Back->37-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '37-3011-Variables'} {embed passage: '37-3012-Variables'} {embed passage: '37-3013-Variables'} {embed passage: '37-3019-Variables'} # Grounds Maintenance Workers [if var37_3011_medianPay >= minSalary & (riskTolerance === 'high' | var37_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var37_3011_highAIRisk === "low" | var37_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var37_3011_highAIRisk === "low"))] > [[Landscaping and Groundskeeping Workers->37-3011-Detailed]] [continued] [if var37_3012_medianPay >= minSalary & (riskTolerance === 'high' | var37_3012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var37_3012_highAIRisk === "low" | var37_3012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var37_3012_highAIRisk === "low"))] > [[Pesticide Handlers, Sprayers, and Applicators, Vegetation->37-3012-Detailed]] [continued] [if var37_3013_medianPay >= minSalary & (riskTolerance === 'high' | var37_3013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var37_3013_highAIRisk === "low" | var37_3013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var37_3013_highAIRisk === "low"))] > [[Tree Trimmers and Pruners->37-3013-Detailed]] [continued] [if var37_3019_medianPay >= minSalary & (riskTolerance === 'high' | var37_3019_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var37_3019_highAIRisk === "low" | var37_3019_highAIRisk === "moderate")) | (riskTolerance === 'low' & var37_3019_highAIRisk === "low"))] > [[Grounds Maintenance Workers, All Other->37-3019-Detailed]] [continued] > [[Back->37-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Tree Trimmers and Pruners ## AI Risk Level: moderate ## Definition: Using sophisticated climbing and rigging techniques, cut away dead or excess branches from trees or shrubs to maintain right-of-way for roads, sidewalks, or utilities, or to improve appearance, health, and value of tree. Prune or treat trees or shrubs using handsaws, hand pruners, clippers, and power pruners. Works off the ground in the tree canopy and may use truck-mounted lifts. Excludes workers who primarily perform duties of "Landscaping and Groundskeeping Workers" (37-3011) and "Pesticide Handlers, Sprayers, and Applicators, Vegetation" (37-3012). > [[Video Version->37-3013-Video]] > [[What They Do->37-3013-WhatTheyDo-1]] > [[Work Environment->37-3013-WorkEnvironment-1]] > [[How to Become One->37-3013-HowToBecomeOne-1]] > [[Pay->37-3013-Pay-1]] > [[Job Outlook->37-3013-JobOutlook-1]] > [[Back->37-3010-Broad]]

config.header.center: "Detailed" -- # Grounds Maintenance Workers, All Other ## Definition: All grounds maintenance workers not listed separately. > [[Video Version->37-3019-Video]] > [[What They Do->37-3019-WhatTheyDo-1]] > [[Work Environment->37-3019-WorkEnvironment-1]] > [[How to Become One->37-3019-HowToBecomeOne-1]] > [[Pay->37-3019-Pay-1]] > [[Job Outlook->37-3019-JobOutlook-1]] > [[Back->37-3010-Broad]]

config.header.center: "Major" -- {embed passage: '39-1000-Variables'} {embed passage: '39-2000-Variables'} {embed passage: '39-3000-Variables'} {embed passage: '39-4000-Variables'} {embed passage: '39-5000-Variables'} {embed passage: '39-6000-Variables'} {embed passage: '39-7000-Variables'} {embed passage: '39-9000-Variables'} # Personal Care and Service Occupations [if var39_1000_MaxSalaryInMinor >= minSalary] > [[Supervisors of Personal Care and Service Workers->39-1000-Minor]] [continued] [if var39_2000_MaxSalaryInMinor >= minSalary] > [[Animal Care and Service Workers->39-2000-Minor]] [continued] [if var39_3000_MaxSalaryInMinor >= minSalary] > [[Entertainment Attendants and Related Workers->39-3000-Minor]] [continued] [if var39_4000_MaxSalaryInMinor >= minSalary] > [[Funeral Service Workers->39-4000-Minor]] [continued] [if var39_5000_MaxSalaryInMinor >= minSalary] > [[Personal Appearance Workers->39-5000-Minor]] [continued] [if var39_6000_MaxSalaryInMinor >= minSalary] > [[Baggage Porters, Bellhops, and Concierges->39-6000-Minor]] [continued] [if var39_7000_MaxSalaryInMinor >= minSalary] > [[Tour and Travel Guides->39-7000-Minor]] [continued] [if var39_9000_MaxSalaryInMinor >= minSalary] > [[Other Personal Care and Service Workers->39-9000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '39-1010-Variables'} {embed passage: '39-1013-Variables'} {embed passage: '39-1014-Variables'} {embed passage: '39-1020-Variables'} {embed passage: '39-1022-Variables'} # Supervisors of Personal Care and Service Workers [if var39_1010_MaxSalaryInBroad >= minSalary] > [[First-Line Supervisors of Entertainment and Recreation Workers->39-1010-Broad]] [continued] [if var39_1022_medianPay >= minSalary & (riskTolerance === 'high' | var39_1022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_1022_highAIRisk === "low" | var39_1022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_1022_highAIRisk === "low"))] > [[First-Line Supervisors of Personal Service Workers->39-1022-Detailed]] [continued] > [[Back->39-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '39-1013-Variables'} {embed passage: '39-1014-Variables'} # First-Line Supervisors of Entertainment and Recreation Workers [if var39_1014_medianPay >= minSalary & (riskTolerance === 'high' | var39_1014_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_1014_highAIRisk === "low" | var39_1014_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_1014_highAIRisk === "low"))] > [[First-Line Supervisors of Entertainment and Recreation Workers, Except Gambling Services->39-1014-Detailed]] [continued] [if var39_1013_medianPay >= minSalary & (riskTolerance === 'high' | var39_1013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_1013_highAIRisk === "low" | var39_1013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_1013_highAIRisk === "low"))] > [[First-Line Supervisors of Gambling Services Workers->39-1013-Detailed]] [continued] > [[Back->39-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '39-1022-Variables'} # First-Line Supervisors of Personal Service Workers [if var39_1022_medianPay >= minSalary & (riskTolerance === 'high' | var39_1022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_1022_highAIRisk === "low" | var39_1022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_1022_highAIRisk === "low"))] > [[First-Line Supervisors of Personal Service Workers->39-1022-Detailed]] [continued] > [[Back->39-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '39-2010-Variables'} {embed passage: '39-2011-Variables'} {embed passage: '39-2020-Variables'} {embed passage: '39-2021-Variables'} # Animal Care and Service Workers [if var39_2011_medianPay >= minSalary & (riskTolerance === 'high' | var39_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_2011_highAIRisk === "low" | var39_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_2011_highAIRisk === "low"))] > [[Animal Trainers->39-2011-Detailed]] [continued] [if var39_2021_medianPay >= minSalary & (riskTolerance === 'high' | var39_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_2021_highAIRisk === "low" | var39_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_2021_highAIRisk === "low"))] > [[Animal Caretakers->39-2021-Detailed]] [continued] > [[Back->39-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '39-2011-Variables'} # Animal Trainers [if var39_2011_medianPay >= minSalary & (riskTolerance === 'high' | var39_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_2011_highAIRisk === "low" | var39_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_2011_highAIRisk === "low"))] > [[Animal Trainers->39-2011-Detailed]] [continued] > [[Back->39-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '39-2021-Variables'} # Animal Caretakers [if var39_2021_medianPay >= minSalary & (riskTolerance === 'high' | var39_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_2021_highAIRisk === "low" | var39_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_2021_highAIRisk === "low"))] > [[Animal Caretakers->39-2021-Detailed]] [continued] > [[Back->39-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '39-3010-Variables'} {embed passage: '39-3011-Variables'} {embed passage: '39-3012-Variables'} {embed passage: '39-3019-Variables'} {embed passage: '39-3020-Variables'} {embed passage: '39-3021-Variables'} {embed passage: '39-3030-Variables'} {embed passage: '39-3031-Variables'} {embed passage: '39-3090-Variables'} {embed passage: '39-3091-Variables'} {embed passage: '39-3092-Variables'} {embed passage: '39-3093-Variables'} {embed passage: '39-3099-Variables'} # Entertainment Attendants and Related Workers [if var39_3010_MaxSalaryInBroad >= minSalary] > [[Gambling Services Workers->39-3010-Broad]] [continued] [if var39_3021_medianPay >= minSalary & (riskTolerance === 'high' | var39_3021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_3021_highAIRisk === "low" | var39_3021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_3021_highAIRisk === "low"))] > [[Motion Picture Projectionists->39-3021-Detailed]] [continued] [if var39_3031_medianPay >= minSalary & (riskTolerance === 'high' | var39_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_3031_highAIRisk === "low" | var39_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_3031_highAIRisk === "low"))] > [[Ushers, Lobby Attendants, and Ticket Takers->39-3031-Detailed]] [continued] [if var39_3090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Entertainment Attendants and Related Workers->39-3090-Broad]] [continued] > [[Back->39-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '39-3011-Variables'} {embed passage: '39-3012-Variables'} {embed passage: '39-3019-Variables'} # Gambling Services Workers [if var39_3012_medianPay >= minSalary & (riskTolerance === 'high' | var39_3012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_3012_highAIRisk === "low" | var39_3012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_3012_highAIRisk === "low"))] > [[Gambling and Sports Book Writers and Runners->39-3012-Detailed]] [continued] [if var39_3011_medianPay >= minSalary & (riskTolerance === 'high' | var39_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_3011_highAIRisk === "low" | var39_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_3011_highAIRisk === "low"))] > [[Gambling Dealers->39-3011-Detailed]] [continued] [if var39_3019_medianPay >= minSalary & (riskTolerance === 'high' | var39_3019_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_3019_highAIRisk === "low" | var39_3019_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_3019_highAIRisk === "low"))] > [[Gambling Service Workers, All Other->39-3019-Detailed]] [continued] > [[Back->39-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Gambling Service Workers, All Other ## Definition: All gambling service workers not listed separately. > [[Video Version->39-3019-Video]] > [[What They Do->39-3019-WhatTheyDo-1]] > [[Work Environment->39-3019-WorkEnvironment-1]] > [[How to Become One->39-3019-HowToBecomeOne-1]] > [[Pay->39-3019-Pay-1]] > [[Job Outlook->39-3019-JobOutlook-1]] > [[Back->39-3010-Broad]]

config.header.center: "Broad" -- {embed passage: '39-3021-Variables'} # Motion Picture Projectionists [if var39_3021_medianPay >= minSalary & (riskTolerance === 'high' | var39_3021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_3021_highAIRisk === "low" | var39_3021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_3021_highAIRisk === "low"))] > [[Motion Picture Projectionists->39-3021-Detailed]] [continued] > [[Back->39-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Motion Picture Projectionists ## AI Risk Level: high ## Definition: Set up and operate motion picture projection and related sound reproduction equipment. > [[Back->39-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '39-3031-Variables'} # Ushers, Lobby Attendants, and Ticket Takers [if var39_3031_medianPay >= minSalary & (riskTolerance === 'high' | var39_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_3031_highAIRisk === "low" | var39_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_3031_highAIRisk === "low"))] > [[Ushers, Lobby Attendants, and Ticket Takers->39-3031-Detailed]] [continued] > [[Back->39-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Ushers, Lobby Attendants, and Ticket Takers ## AI Risk Level: high ## Definition: Assist patrons at entertainment events by performing duties, such as collecting admission tickets and passes from patrons, assisting in finding seats, searching for lost articles, and helping patrons locate such facilities as restrooms and telephones. > [[Back->39-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '39-3091-Variables'} {embed passage: '39-3092-Variables'} {embed passage: '39-3093-Variables'} {embed passage: '39-3099-Variables'} # Miscellaneous Entertainment Attendants and Related Workers [if var39_3091_medianPay >= minSalary & (riskTolerance === 'high' | var39_3091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_3091_highAIRisk === "low" | var39_3091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_3091_highAIRisk === "low"))] > [[Amusement and Recreation Attendants->39-3091-Detailed]] [continued] [if var39_3092_medianPay >= minSalary & (riskTolerance === 'high' | var39_3092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_3092_highAIRisk === "low" | var39_3092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_3092_highAIRisk === "low"))] > [[Costume Attendants->39-3092-Detailed]] [continued] [if var39_3093_medianPay >= minSalary & (riskTolerance === 'high' | var39_3093_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_3093_highAIRisk === "low" | var39_3093_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_3093_highAIRisk === "low"))] > [[Locker Room, Coatroom, and Dressing Room Attendants->39-3093-Detailed]] [continued] [if var39_3099_medianPay >= minSalary & (riskTolerance === 'high' | var39_3099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_3099_highAIRisk === "low" | var39_3099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_3099_highAIRisk === "low"))] > [[Entertainment Attendants and Related Workers, All Other->39-3099-Detailed]] [continued] > [[Back->39-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Amusement and Recreation Attendants ## AI Risk Level: moderate ## Definition: Perform a variety of attending duties at amusement or recreation facility. May schedule use of recreation facilities, maintain and provide equipment to participants of sporting events or recreational pursuits, or operate amusement concessions and rides. > [[Back->39-3090-Broad]]

config.header.center: "Detailed" -- # Costume Attendants ## AI Risk Level: low ## Definition: Select, fit, and take care of costumes for cast members, and aid entertainers. May assist with multiple costume changes during performances. > [[Back->39-3090-Broad]]

config.header.center: "Detailed" -- # Locker Room, Coatroom, and Dressing Room Attendants ## AI Risk Level: high ## Definition: Provide personal items to patrons or customers in locker rooms, dressing rooms, or coatrooms. > [[Back->39-3090-Broad]]

config.header.center: "Detailed" -- # Entertainment Attendants and Related Workers, All Other ## Definition: All entertainment attendants and related workers not listed separately. > [[Back->39-3090-Broad]]

config.header.center: "Minor" -- {embed passage: '39-4010-Variables'} {embed passage: '39-4011-Variables'} {embed passage: '39-4012-Variables'} {embed passage: '39-4020-Variables'} {embed passage: '39-4021-Variables'} {embed passage: '39-4030-Variables'} {embed passage: '39-4031-Variables'} # Funeral Service Workers [if var39_4010_MaxSalaryInBroad >= minSalary] > [[Embalmers and Crematory Operators->39-4010-Broad]] [continued] [if var39_4021_medianPay >= minSalary & (riskTolerance === 'high' | var39_4021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_4021_highAIRisk === "low" | var39_4021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_4021_highAIRisk === "low"))] > [[Funeral Attendants->39-4021-Detailed]] [continued] [if var39_4031_medianPay >= minSalary & (riskTolerance === 'high' | var39_4031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_4031_highAIRisk === "low" | var39_4031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_4031_highAIRisk === "low"))] > [[Morticians, Undertakers, and Funeral Arrangers->39-4031-Detailed]] [continued] > [[Back->39-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '39-4011-Variables'} {embed passage: '39-4012-Variables'} # Embalmers and Crematory Operators [if var39_4011_medianPay >= minSalary & (riskTolerance === 'high' | var39_4011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_4011_highAIRisk === "low" | var39_4011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_4011_highAIRisk === "low"))] > [[Embalmers->39-4011-Detailed]] [continued] [if var39_4012_medianPay >= minSalary & (riskTolerance === 'high' | var39_4012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_4012_highAIRisk === "low" | var39_4012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_4012_highAIRisk === "low"))] > [[Crematory Operators->39-4012-Detailed]] [continued] > [[Back->39-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Embalmers ## AI Risk Level: low ## Definition: Prepare bodies for interment in conformity with legal requirements. > [[Back->39-4010-Broad]]

config.header.center: "Detailed" -- # Crematory Operators ## Definition: Operate crematory equipment to reduce human or animal remains to bone fragments in accordance with state and local regulations. Duties may include preparing the body for cremation and performing general maintenance on crematory equipment. May use traditional flame-based cremation, calcination, or alkaline hydrolysis. > [[Back->39-4010-Broad]]

config.header.center: "Broad" -- {embed passage: '39-4021-Variables'} # Funeral Attendants [if var39_4021_medianPay >= minSalary & (riskTolerance === 'high' | var39_4021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_4021_highAIRisk === "low" | var39_4021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_4021_highAIRisk === "low"))] > [[Funeral Attendants->39-4021-Detailed]] [continued] > [[Back->39-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Funeral Attendants ## AI Risk Level: moderate ## Definition: Perform a variety of tasks during funeral, such as placing casket in parlor or chapel prior to service, arranging floral offerings or lights around casket, directing or escorting mourners, closing casket, and issuing and storing funeral equipment. > [[Back->39-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '39-4031-Variables'} # Morticians, Undertakers, and Funeral Arrangers [if var39_4031_medianPay >= minSalary & (riskTolerance === 'high' | var39_4031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_4031_highAIRisk === "low" | var39_4031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_4031_highAIRisk === "low"))] > [[Morticians, Undertakers, and Funeral Arrangers->39-4031-Detailed]] [continued] > [[Back->39-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Morticians, Undertakers, and Funeral Arrangers ## AI Risk Level: low ## Definition: Perform various tasks to arrange and direct individual funeral services, such as coordinating transportation of body to mortuary, interviewing family or other authorized person to arrange details, selecting pallbearers, aiding with the selection of officials for religious rites, and providing transportation for mourners. Excludes "Funeral Home Managers" (11-9171). > [[Video Version->39-4031-Video]] > [[What They Do->39-4031-WhatTheyDo-1]] > [[Work Environment->39-4031-WorkEnvironment-1]] > [[How to Become One->39-4031-HowToBecomeOne-1]] > [[Pay->39-4031-Pay-1]] > [[Job Outlook->39-4031-JobOutlook-1]] > [[Back->39-4000-Minor]]

config.header.center: "Minor" -- {embed passage: '39-5010-Variables'} {embed passage: '39-5011-Variables'} {embed passage: '39-5012-Variables'} {embed passage: '39-5090-Variables'} {embed passage: '39-5091-Variables'} {embed passage: '39-5092-Variables'} {embed passage: '39-5093-Variables'} {embed passage: '39-5094-Variables'} # Personal Appearance Workers [if var39_5010_MaxSalaryInBroad >= minSalary] > [[Barbers, Hairdressers, Hairstylists and Cosmetologists->39-5010-Broad]] [continued] [if var39_5090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Personal Appearance Workers->39-5090-Broad]] [continued] > [[Back->39-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '39-5011-Variables'} {embed passage: '39-5012-Variables'} # Barbers, Hairdressers, Hairstylists and Cosmetologists [if var39_5011_medianPay >= minSalary & (riskTolerance === 'high' | var39_5011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_5011_highAIRisk === "low" | var39_5011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_5011_highAIRisk === "low"))] > [[Barbers->39-5011-Detailed]] [continued] [if var39_5012_medianPay >= minSalary & (riskTolerance === 'high' | var39_5012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_5012_highAIRisk === "low" | var39_5012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_5012_highAIRisk === "low"))] > [[Hairdressers, Hairstylists, and Cosmetologists->39-5012-Detailed]] [continued] > [[Back->39-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Barbers ## AI Risk Level: moderate ## Definition: Provide barbering services, such as cutting, trimming, shampooing, and styling hair; trimming beards; or giving shaves. > [[Video Version->39-5011-Video]] > [[What They Do->39-5011-WhatTheyDo-1]] > [[Work Environment->39-5011-WorkEnvironment-1]] > [[How to Become One->39-5011-HowToBecomeOne-1]] > [[Pay->39-5011-Pay-1]] > [[Job Outlook->39-5011-JobOutlook-1]] > [[Back->39-5010-Broad]]

config.header.center: "Detailed" -- # Hairdressers, Hairstylists, and Cosmetologists ## AI Risk Level: low ## Definition: Provide beauty services, such as cutting, coloring, and styling hair, and massaging and treating scalp. May shampoo hair, apply makeup, dress wigs, remove hair, and provide nail and skincare services. Excludes "Makeup Artists, Theatrical and Performance" (39-5091), "Manicurists and Pedicurists" (39-5092), and "Skincare Specialists" (39-5094). > [[Video Version->39-5012-Video]] > [[What They Do->39-5012-WhatTheyDo-1]] > [[Work Environment->39-5012-WorkEnvironment-1]] > [[How to Become One->39-5012-HowToBecomeOne-1]] > [[Pay->39-5012-Pay-1]] > [[Job Outlook->39-5012-JobOutlook-1]] > [[Back->39-5010-Broad]]

config.header.center: "Broad" -- {embed passage: '39-5091-Variables'} {embed passage: '39-5092-Variables'} {embed passage: '39-5093-Variables'} {embed passage: '39-5094-Variables'} # Miscellaneous Personal Appearance Workers [if var39_5091_medianPay >= minSalary & (riskTolerance === 'high' | var39_5091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_5091_highAIRisk === "low" | var39_5091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_5091_highAIRisk === "low"))] > [[Makeup Artists, Theatrical and Performance->39-5091-Detailed]] [continued] [if var39_5092_medianPay >= minSalary & (riskTolerance === 'high' | var39_5092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_5092_highAIRisk === "low" | var39_5092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_5092_highAIRisk === "low"))] > [[Manicurists and Pedicurists->39-5092-Detailed]] [continued] [if var39_5093_medianPay >= minSalary & (riskTolerance === 'high' | var39_5093_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_5093_highAIRisk === "low" | var39_5093_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_5093_highAIRisk === "low"))] > [[Shampooers->39-5093-Detailed]] [continued] [if var39_5094_medianPay >= minSalary & (riskTolerance === 'high' | var39_5094_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_5094_highAIRisk === "low" | var39_5094_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_5094_highAIRisk === "low"))] > [[Skincare Specialists->39-5094-Detailed]] [continued] > [[Back->39-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Makeup Artists, Theatrical and Performance ## AI Risk Level: low ## Definition: Apply makeup to performers to reflect period, setting, and situation of their role. > [[Back->39-5090-Broad]]

config.header.center: "Detailed" -- # Manicurists and Pedicurists ## AI Risk Level: high ## Definition: Clean and shape customers' fingernails and toenails. May polish or decorate nails. > [[Video Version->39-5092-Video]] > [[What They Do->39-5092-WhatTheyDo-1]] > [[Work Environment->39-5092-WorkEnvironment-1]] > [[How to Become One->39-5092-HowToBecomeOne-1]] > [[Pay->39-5092-Pay-1]] > [[Job Outlook->39-5092-JobOutlook-1]] > [[Back->39-5090-Broad]]

config.header.center: "Detailed" -- # Shampooers ## AI Risk Level: moderate ## Definition: Shampoo and rinse customers' hair. > [[Back->39-5090-Broad]]

config.header.center: "Detailed" -- # Skincare Specialists ## AI Risk Level: low ## Definition: Provide skincare treatments to face and body to enhance an individual's appearance. Includes electrologists and laser hair removal specialists. > [[Video Version->39-5094-Video]] > [[What They Do->39-5094-WhatTheyDo-1]] > [[Work Environment->39-5094-WorkEnvironment-1]] > [[How to Become One->39-5094-HowToBecomeOne-1]] > [[Pay->39-5094-Pay-1]] > [[Job Outlook->39-5094-JobOutlook-1]] > [[Back->39-5090-Broad]]

config.header.center: "Minor" -- {embed passage: '39-6010-Variables'} {embed passage: '39-6011-Variables'} {embed passage: '39-6012-Variables'} # Baggage Porters, Bellhops, and Concierges [if var39_6010_MaxSalaryInBroad >= minSalary] > [[Baggage Porters, Bellhops, and Concierges->39-6010-Broad]] [continued] > [[Back->39-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '39-6011-Variables'} {embed passage: '39-6012-Variables'} # Baggage Porters, Bellhops, and Concierges [if var39_6011_medianPay >= minSalary & (riskTolerance === 'high' | var39_6011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_6011_highAIRisk === "low" | var39_6011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_6011_highAIRisk === "low"))] > [[Baggage Porters and Bellhops->39-6011-Detailed]] [continued] [if var39_6012_medianPay >= minSalary & (riskTolerance === 'high' | var39_6012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_6012_highAIRisk === "low" | var39_6012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_6012_highAIRisk === "low"))] > [[Concierges->39-6012-Detailed]] [continued] > [[Back->39-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Baggage Porters and Bellhops ## AI Risk Level: low ## Definition: Handle baggage for travelers at transportation terminals or for guests at hotels or similar establishments. > [[Back->39-6010-Broad]]

config.header.center: "Detailed" -- # Concierges ## AI Risk Level: low ## Definition: Assist patrons at hotel, apartment, or office building with personal services. May take messages; arrange or give advice on transportation, business services, or entertainment; or monitor guest requests for housekeeping and maintenance. > [[Video Version->39-6012-Video]] > [[What They Do->39-6012-WhatTheyDo-1]] > [[Work Environment->39-6012-WorkEnvironment-1]] > [[How to Become One->39-6012-HowToBecomeOne-1]] > [[Pay->39-6012-Pay-1]] > [[Job Outlook->39-6012-JobOutlook-1]] > [[Back->39-6010-Broad]]

config.header.center: "Minor" -- {embed passage: '39-7010-Variables'} {embed passage: '39-7011-Variables'} {embed passage: '39-7012-Variables'} # Tour and Travel Guides [if var39_7010_MaxSalaryInBroad >= minSalary] > [[Tour and Travel Guides->39-7010-Broad]] [continued] > [[Back->39-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '39-7011-Variables'} {embed passage: '39-7012-Variables'} # Tour and Travel Guides [if var39_7011_medianPay >= minSalary & (riskTolerance === 'high' | var39_7011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_7011_highAIRisk === "low" | var39_7011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_7011_highAIRisk === "low"))] > [[Tour Guides and Escorts->39-7011-Detailed]] [continued] [if var39_7012_medianPay >= minSalary & (riskTolerance === 'high' | var39_7012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_7012_highAIRisk === "low" | var39_7012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_7012_highAIRisk === "low"))] > [[Travel Guides->39-7012-Detailed]] [continued] > [[Back->39-7000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Tour Guides and Escorts ## AI Risk Level: low ## Definition: Escort individuals or groups on sightseeing tours or through places of interest, such as industrial establishments, public buildings, and art galleries. > [[Back->39-7010-Broad]]

config.header.center: "Detailed" -- # Travel Guides ## AI Risk Level: low ## Definition: Plan, organize, and conduct long-distance travel, tours, and expeditions for individuals and groups. > [[Back->39-7010-Broad]]

config.header.center: "Minor" -- {embed passage: '39-9010-Variables'} {embed passage: '39-9011-Variables'} {embed passage: '39-9030-Variables'} {embed passage: '39-9031-Variables'} {embed passage: '39-9032-Variables'} {embed passage: '39-9040-Variables'} {embed passage: '39-9041-Variables'} {embed passage: '39-9090-Variables'} {embed passage: '39-9099-Variables'} # Other Personal Care and Service Workers [if var39_9011_medianPay >= minSalary & (riskTolerance === 'high' | var39_9011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_9011_highAIRisk === "low" | var39_9011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_9011_highAIRisk === "low"))] > [[Childcare Workers->39-9011-Detailed]] [continued] [if var39_9030_MaxSalaryInBroad >= minSalary] > [[Recreation and Fitness Workers->39-9030-Broad]] [continued] [if var39_9041_medianPay >= minSalary & (riskTolerance === 'high' | var39_9041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_9041_highAIRisk === "low" | var39_9041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_9041_highAIRisk === "low"))] > [[Residential Advisors->39-9041-Detailed]] [continued] [if var39_9099_medianPay >= minSalary & (riskTolerance === 'high' | var39_9099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_9099_highAIRisk === "low" | var39_9099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_9099_highAIRisk === "low"))] > [[Personal Care and Service Workers, All Other->39-9099-Detailed]] [continued] > [[Back->39-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '39-9011-Variables'} # Childcare Workers [if var39_9011_medianPay >= minSalary & (riskTolerance === 'high' | var39_9011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_9011_highAIRisk === "low" | var39_9011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_9011_highAIRisk === "low"))] > [[Childcare Workers->39-9011-Detailed]] [continued] > [[Back->39-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Childcare Workers ## AI Risk Level: low ## Definition: Attend to children at schools, businesses, private households, and childcare institutions. Perform a variety of tasks, such as dressing, feeding, bathing, and overseeing play. Excludes "Preschool Teachers, Except Special Education" (25-2011) and "Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education" (25-9042). > [[Video Version->39-9011-Video]] > [[What They Do->39-9011-WhatTheyDo-1]] > [[Work Environment->39-9011-WorkEnvironment-1]] > [[How to Become One->39-9011-HowToBecomeOne-1]] > [[Pay->39-9011-Pay-1]] > [[Job Outlook->39-9011-JobOutlook-1]] > [[Back->39-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '39-9031-Variables'} {embed passage: '39-9032-Variables'} # Recreation and Fitness Workers [if var39_9031_medianPay >= minSalary & (riskTolerance === 'high' | var39_9031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_9031_highAIRisk === "low" | var39_9031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_9031_highAIRisk === "low"))] > [[Exercise Trainers and Group Fitness Instructors->39-9031-Detailed]] [continued] [if var39_9032_medianPay >= minSalary & (riskTolerance === 'high' | var39_9032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_9032_highAIRisk === "low" | var39_9032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_9032_highAIRisk === "low"))] > [[Recreation Workers->39-9032-Detailed]] [continued] > [[Back->39-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Exercise Trainers and Group Fitness Instructors ## AI Risk Level: low ## Definition: Instruct or coach groups or individuals in exercise activities for the primary purpose of personal fitness. Demonstrate techniques and form, observe participants, and explain to them corrective measures necessary to improve their skills. Develop and implement individualized approaches to exercise. Excludes "Educational Instruction and Library Occupations" (25-0000), "Coaches and Scouts" (27-2022), and "Athletic Trainers" (29-9091). > [[Video Version->39-9031-Video]] > [[What They Do->39-9031-WhatTheyDo-1]] > [[Work Environment->39-9031-WorkEnvironment-1]] > [[How to Become One->39-9031-HowToBecomeOne-1]] > [[Pay->39-9031-Pay-1]] > [[Job Outlook->39-9031-JobOutlook-1]] > [[Back->39-9030-Broad]]

config.header.center: "Detailed" -- # Recreation Workers ## AI Risk Level: low ## Definition: Conduct recreation activities with groups in public, private, or volunteer agencies or recreation facilities. Organize and promote activities, such as arts and crafts, sports, games, music, dramatics, social recreation, camping, and hobbies, taking into account the needs and interests of individual members. > [[Video Version->39-9032-Video]] > [[What They Do->39-9032-WhatTheyDo-1]] > [[Work Environment->39-9032-WorkEnvironment-1]] > [[How to Become One->39-9032-HowToBecomeOne-1]] > [[Pay->39-9032-Pay-1]] > [[Job Outlook->39-9032-JobOutlook-1]] > [[Back->39-9030-Broad]]

config.header.center: "Broad" -- {embed passage: '39-9041-Variables'} # Residential Advisors [if var39_9041_medianPay >= minSalary & (riskTolerance === 'high' | var39_9041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_9041_highAIRisk === "low" | var39_9041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_9041_highAIRisk === "low"))] > [[Residential Advisors->39-9041-Detailed]] [continued] > [[Back->39-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Residential Advisors ## AI Risk Level: low ## Definition: Coordinate activities in resident facilities in secondary school and college dormitories, group homes, or similar establishments. Order supplies and determine need for maintenance, repairs, and furnishings. May maintain household records and assign rooms. May assist residents with problem solving or refer them to counseling resources. > [[Back->39-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '39-9099-Variables'} # Miscellaneous Personal Care and Service Workers [if var39_9099_medianPay >= minSalary & (riskTolerance === 'high' | var39_9099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var39_9099_highAIRisk === "low" | var39_9099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var39_9099_highAIRisk === "low"))] > [[Personal Care and Service Workers, All Other->39-9099-Detailed]] [continued] > [[Back->39-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Personal Care and Service Workers, All Other ## Definition: All personal care and service workers not listed separately. > [[Back->39-9000-Minor]]

config.header.center: "Major" -- {embed passage: '41-1000-Variables'} {embed passage: '41-2000-Variables'} {embed passage: '41-3000-Variables'} {embed passage: '41-4000-Variables'} {embed passage: '41-9000-Variables'} # Sales and Related Occupations [if var41_1000_MaxSalaryInMinor >= minSalary] > [[Supervisors of Sales Workers->41-1000-Minor]] [continued] [if var41_2000_MaxSalaryInMinor >= minSalary] > [[Retail Sales Workers->41-2000-Minor]] [continued] [if var41_3000_MaxSalaryInMinor >= minSalary] > [[Sales Representatives, Services->41-3000-Minor]] [continued] [if var41_4000_MaxSalaryInMinor >= minSalary] > [[Sales Representatives, Wholesale and Manufacturing->41-4000-Minor]] [continued] [if var41_9000_MaxSalaryInMinor >= minSalary] > [[Other Sales and Related Workers->41-9000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '41-1010-Variables'} {embed passage: '41-1011-Variables'} {embed passage: '41-1012-Variables'} # Supervisors of Sales Workers [if var41_1010_MaxSalaryInBroad >= minSalary] > [[First-Line Supervisors of Sales Workers->41-1010-Broad]] [continued] > [[Back->41-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '41-1011-Variables'} {embed passage: '41-1012-Variables'} # First-Line Supervisors of Sales Workers [if var41_1011_medianPay >= minSalary & (riskTolerance === 'high' | var41_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_1011_highAIRisk === "low" | var41_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_1011_highAIRisk === "low"))] > [[First-Line Supervisors of Retail Sales Workers->41-1011-Detailed]] [continued] [if var41_1012_medianPay >= minSalary & (riskTolerance === 'high' | var41_1012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_1012_highAIRisk === "low" | var41_1012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_1012_highAIRisk === "low"))] > [[First-Line Supervisors of Non-Retail Sales Workers->41-1012-Detailed]] [continued] > [[Back->41-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # First-Line Supervisors of Retail Sales Workers ## AI Risk Level: low ## Definition: Directly supervise and coordinate activities of retail sales workers in an establishment or department. Duties may include management functions, such as purchasing, budgeting, accounting, and personnel work, in addition to supervisory duties. > [[Back->41-1010-Broad]]

config.header.center: "Detailed" -- # First-Line Supervisors of Non-Retail Sales Workers ## AI Risk Level: low ## Definition: Directly supervise and coordinate activities of sales workers other than retail sales workers. May perform duties such as budgeting, accounting, and personnel work, in addition to supervisory duties. > [[Back->41-1010-Broad]]

config.header.center: "Minor" -- {embed passage: '41-2010-Variables'} {embed passage: '41-2011-Variables'} {embed passage: '41-2012-Variables'} {embed passage: '41-2020-Variables'} {embed passage: '41-2021-Variables'} {embed passage: '41-2022-Variables'} {embed passage: '41-2030-Variables'} {embed passage: '41-2031-Variables'} # Retail Sales Workers [if var41_2010_MaxSalaryInBroad >= minSalary] > [[Cashiers->41-2010-Broad]] [continued] [if var41_2020_MaxSalaryInBroad >= minSalary] > [[Counter and Rental Clerks and Parts Salespersons->41-2020-Broad]] [continued] [if var41_2031_medianPay >= minSalary & (riskTolerance === 'high' | var41_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_2031_highAIRisk === "low" | var41_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_2031_highAIRisk === "low"))] > [[Retail Salespersons->41-2031-Detailed]] [continued] > [[Back->41-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '41-2011-Variables'} {embed passage: '41-2012-Variables'} # Cashiers [if var41_2011_medianPay >= minSalary & (riskTolerance === 'high' | var41_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_2011_highAIRisk === "low" | var41_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_2011_highAIRisk === "low"))] > [[Cashiers->41-2011-Detailed]] [continued] [if var41_2012_medianPay >= minSalary & (riskTolerance === 'high' | var41_2012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_2012_highAIRisk === "low" | var41_2012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_2012_highAIRisk === "low"))] > [[Gambling Change Persons and Booth Cashiers->41-2012-Detailed]] [continued] > [[Back->41-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Cashiers ## AI Risk Level: high ## Definition: Receive and disburse money in establishments other than financial institutions. May use electronic scanners, cash registers, or related equipment. May process credit or debit card transactions and validate checks. Excludes "Gambling Change Persons and Booth Cashiers" (41-2012). > [[Video Version->41-2011-Video]] > [[What They Do->41-2011-WhatTheyDo-1]] > [[Work Environment->41-2011-WorkEnvironment-1]] > [[How to Become One->41-2011-HowToBecomeOne-1]] > [[Pay->41-2011-Pay-1]] > [[Job Outlook->41-2011-JobOutlook-1]] > [[Back->41-2010-Broad]]

config.header.center: "Detailed" -- # Gambling Change Persons and Booth Cashiers ## AI Risk Level: high ## Definition: Exchange coins, tokens, and chips for patrons' money. May issue payoffs and obtain customer's signature on receipt. May operate a booth in the slot machine area and furnish change persons with money bank at the start of the shift, or count and audit money in drawers. Excludes "Cashiers" (41-2011). > [[Back->41-2010-Broad]]

config.header.center: "Broad" -- {embed passage: '41-2021-Variables'} {embed passage: '41-2022-Variables'} # Counter and Rental Clerks and Parts Salespersons [if var41_2021_medianPay >= minSalary & (riskTolerance === 'high' | var41_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_2021_highAIRisk === "low" | var41_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_2021_highAIRisk === "low"))] > [[Counter and Rental Clerks->41-2021-Detailed]] [continued] [if var41_2022_medianPay >= minSalary & (riskTolerance === 'high' | var41_2022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_2022_highAIRisk === "low" | var41_2022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_2022_highAIRisk === "low"))] > [[Parts Salespersons->41-2022-Detailed]] [continued] > [[Back->41-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Counter and Rental Clerks ## AI Risk Level: high ## Definition: Receive orders, generally in person, for repairs, rentals, and services. May describe available options, compute cost, and accept payment. Excludes "Fast Food and Counter Workers" (35-3023), "Hotel, Motel, and Resort Desk Clerks" (43-4081), "Order Clerks" (43-4151), and "Reservation and Transportation Ticket Agents and Travel Clerks" (43-4181). > [[Back->41-2020-Broad]]

config.header.center: "Detailed" -- # Parts Salespersons ## AI Risk Level: low ## Definition: Sell spare and replacement parts and equipment in repair shop or parts store. > [[Video Version->41-2022-Video]] > [[What They Do->41-2022-WhatTheyDo-1]] > [[Work Environment->41-2022-WorkEnvironment-1]] > [[How to Become One->41-2022-HowToBecomeOne-1]] > [[Pay->41-2022-Pay-1]] > [[Job Outlook->41-2022-JobOutlook-1]] > [[Back->41-2020-Broad]]

config.header.center: "Broad" -- {embed passage: '41-2031-Variables'} # Retail Salespersons [if var41_2031_medianPay >= minSalary & (riskTolerance === 'high' | var41_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_2031_highAIRisk === "low" | var41_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_2031_highAIRisk === "low"))] > [[Retail Salespersons->41-2031-Detailed]] [continued] > [[Back->41-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Retail Salespersons ## AI Risk Level: moderate ## Definition: Sell merchandise, such as furniture, motor vehicles, appliances, or apparel to consumers. Excludes "Cashiers" (41-2011). > [[Video Version->41-2031-Video]] > [[What They Do->41-2031-WhatTheyDo-1]] > [[Work Environment->41-2031-WorkEnvironment-1]] > [[How to Become One->41-2031-HowToBecomeOne-1]] > [[Pay->41-2031-Pay-1]] > [[Job Outlook->41-2031-JobOutlook-1]] > [[Back->41-2000-Minor]]

config.header.center: "Minor" -- {embed passage: '41-3010-Variables'} {embed passage: '41-3011-Variables'} {embed passage: '41-3020-Variables'} {embed passage: '41-3021-Variables'} {embed passage: '41-3030-Variables'} {embed passage: '41-3031-Variables'} {embed passage: '41-3040-Variables'} {embed passage: '41-3041-Variables'} {embed passage: '41-3090-Variables'} {embed passage: '41-3091-Variables'} # Sales Representatives, Services [if var41_3011_medianPay >= minSalary & (riskTolerance === 'high' | var41_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_3011_highAIRisk === "low" | var41_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_3011_highAIRisk === "low"))] > [[Advertising Sales Agents->41-3011-Detailed]] [continued] [if var41_3021_medianPay >= minSalary & (riskTolerance === 'high' | var41_3021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_3021_highAIRisk === "low" | var41_3021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_3021_highAIRisk === "low"))] > [[Insurance Sales Agents->41-3021-Detailed]] [continued] [if var41_3031_medianPay >= minSalary & (riskTolerance === 'high' | var41_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_3031_highAIRisk === "low" | var41_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_3031_highAIRisk === "low"))] > [[Securities, Commodities, and Financial Services Sales Agents->41-3031-Detailed]] [continued] [if var41_3041_medianPay >= minSalary & (riskTolerance === 'high' | var41_3041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_3041_highAIRisk === "low" | var41_3041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_3041_highAIRisk === "low"))] > [[Travel Agents->41-3041-Detailed]] [continued] [if var41_3091_medianPay >= minSalary & (riskTolerance === 'high' | var41_3091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_3091_highAIRisk === "low" | var41_3091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_3091_highAIRisk === "low"))] > [[Sales Representatives of Services, Except Advertising, Insurance, Financial Services, and Travel->41-3091-Detailed]] [continued] > [[Back->41-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '41-3011-Variables'} # Advertising Sales Agents [if var41_3011_medianPay >= minSalary & (riskTolerance === 'high' | var41_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_3011_highAIRisk === "low" | var41_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_3011_highAIRisk === "low"))] > [[Advertising Sales Agents->41-3011-Detailed]] [continued] > [[Back->41-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Advertising Sales Agents ## AI Risk Level: low ## Definition: Sell or solicit advertising space, time, or media in publications, signage, TV, radio, or Internet establishments or public spaces. > [[Video Version->41-3011-Video]] > [[What They Do->41-3011-WhatTheyDo-1]] > [[Work Environment->41-3011-WorkEnvironment-1]] > [[How to Become One->41-3011-HowToBecomeOne-1]] > [[Pay->41-3011-Pay-1]] > [[Job Outlook->41-3011-JobOutlook-1]] > [[Back->41-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '41-3021-Variables'} # Insurance Sales Agents [if var41_3021_medianPay >= minSalary & (riskTolerance === 'high' | var41_3021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_3021_highAIRisk === "low" | var41_3021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_3021_highAIRisk === "low"))] > [[Insurance Sales Agents->41-3021-Detailed]] [continued] > [[Back->41-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Insurance Sales Agents ## AI Risk Level: moderate ## Definition: Sell life, property, casualty, health, automotive, or other types of insurance. May refer clients to independent brokers, work as an independent broker, or be employed by an insurance company. > [[Video Version->41-3021-Video]] > [[What They Do->41-3021-WhatTheyDo-1]] > [[Work Environment->41-3021-WorkEnvironment-1]] > [[How to Become One->41-3021-HowToBecomeOne-1]] > [[Pay->41-3021-Pay-1]] > [[Job Outlook->41-3021-JobOutlook-1]] > [[Back->41-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '41-3031-Variables'} # Securities, Commodities, and Financial Services Sales Agents [if var41_3031_medianPay >= minSalary & (riskTolerance === 'high' | var41_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_3031_highAIRisk === "low" | var41_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_3031_highAIRisk === "low"))] > [[Securities, Commodities, and Financial Services Sales Agents->41-3031-Detailed]] [continued] > [[Back->41-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Securities, Commodities, and Financial Services Sales Agents ## AI Risk Level: moderate ## Definition: Buy and sell securities or commodities in investment and trading firms, or provide financial services to businesses and individuals. May advise customers about stocks, bonds, mutual funds, commodities, and market conditions. > [[Video Version->41-3031-Video]] > [[What They Do->41-3031-WhatTheyDo-1]] > [[Work Environment->41-3031-WorkEnvironment-1]] > [[How to Become One->41-3031-HowToBecomeOne-1]] > [[Pay->41-3031-Pay-1]] > [[Job Outlook->41-3031-JobOutlook-1]] > [[Back->41-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '41-3041-Variables'} # Travel Agents [if var41_3041_medianPay >= minSalary & (riskTolerance === 'high' | var41_3041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_3041_highAIRisk === "low" | var41_3041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_3041_highAIRisk === "low"))] > [[Travel Agents->41-3041-Detailed]] [continued] > [[Back->41-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Travel Agents ## AI Risk Level: high ## Definition: Plan and sell transportation and accommodations for customers. Determine destination, modes of transportation, travel dates, costs, and accommodations required. May also describe, plan, and arrange itineraries and sell tour packages. May assist in resolving clients' travel problems. > [[Video Version->41-3041-Video]] > [[What They Do->41-3041-WhatTheyDo-1]] > [[Work Environment->41-3041-WorkEnvironment-1]] > [[How to Become One->41-3041-HowToBecomeOne-1]] > [[Pay->41-3041-Pay-1]] > [[Job Outlook->41-3041-JobOutlook-1]] > [[Back->41-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '41-3091-Variables'} # Miscellaneous Sales Representatives, Services [if var41_3091_medianPay >= minSalary & (riskTolerance === 'high' | var41_3091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_3091_highAIRisk === "low" | var41_3091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_3091_highAIRisk === "low"))] > [[Sales Representatives of Services, Except Advertising, Insurance, Financial Services, and Travel->41-3091-Detailed]] [continued] > [[Back->41-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Sales Representatives of Services, Except Advertising, Insurance, Financial Services, and Travel ## Definition: Sell services to individuals or businesses. May describe options or resolve client problems. Excludes "Advertising Sales Agents" (41-3011), "Insurance Sales Agents" (41-3021), "Securities, Commodities, and Financial Services Sales Agents" (41-3031), "Travel Agents" (41-3041), "Sales Representatives, Wholesale and Manufacturing" (41-4010), and "Telemarketers" (41-9041). > [[Back->41-3000-Minor]]

config.header.center: "Minor" -- {embed passage: '41-4010-Variables'} {embed passage: '41-4011-Variables'} {embed passage: '41-4012-Variables'} # Sales Representatives, Wholesale and Manufacturing [if var41_4010_MaxSalaryInBroad >= minSalary] > [[Sales Representatives, Wholesale and Manufacturing->41-4010-Broad]] [continued] > [[Back->41-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '41-4011-Variables'} {embed passage: '41-4012-Variables'} # Sales Representatives, Wholesale and Manufacturing [if var41_4011_medianPay >= minSalary & (riskTolerance === 'high' | var41_4011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_4011_highAIRisk === "low" | var41_4011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_4011_highAIRisk === "low"))] > [[Sales Representatives, Wholesale and Manufacturing, Technical and Scientific Products->41-4011-Detailed]] [continued] [if var41_4012_medianPay >= minSalary & (riskTolerance === 'high' | var41_4012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_4012_highAIRisk === "low" | var41_4012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_4012_highAIRisk === "low"))] > [[Sales Representatives, Wholesale and Manufacturing, Except Technical and Scientific Products->41-4012-Detailed]] [continued] > [[Back->41-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Sales Representatives, Wholesale and Manufacturing, Technical and Scientific Products ## AI Risk Level: moderate ## Definition: Sell goods for wholesalers or manufacturers where technical or scientific knowledge is required in such areas as biology, engineering, chemistry, and electronics, normally obtained from at least 2 years of postsecondary education. Excludes "Sales Engineers" (41-9031). > [[Video Version->41-4011-Video]] > [[What They Do->41-4011-WhatTheyDo-1]] > [[Work Environment->41-4011-WorkEnvironment-1]] > [[How to Become One->41-4011-HowToBecomeOne-1]] > [[Pay->41-4011-Pay-1]] > [[Job Outlook->41-4011-JobOutlook-1]] > [[Back->41-4010-Broad]]

config.header.center: "Detailed" -- # Sales Representatives, Wholesale and Manufacturing, Except Technical and Scientific Products ## AI Risk Level: moderate ## Definition: Sell goods for wholesalers or manufacturers to businesses or groups of individuals. Work requires substantial knowledge of items sold. > [[Video Version->41-4012-Video]] > [[What They Do->41-4012-WhatTheyDo-1]] > [[Work Environment->41-4012-WorkEnvironment-1]] > [[How to Become One->41-4012-HowToBecomeOne-1]] > [[Pay->41-4012-Pay-1]] > [[Job Outlook->41-4012-JobOutlook-1]] > [[Back->41-4010-Broad]]

config.header.center: "Minor" -- {embed passage: '41-9010-Variables'} {embed passage: '41-9011-Variables'} {embed passage: '41-9012-Variables'} {embed passage: '41-9020-Variables'} {embed passage: '41-9021-Variables'} {embed passage: '41-9022-Variables'} {embed passage: '41-9030-Variables'} {embed passage: '41-9031-Variables'} {embed passage: '41-9040-Variables'} {embed passage: '41-9041-Variables'} {embed passage: '41-9090-Variables'} {embed passage: '41-9091-Variables'} {embed passage: '41-9099-Variables'} # Other Sales and Related Workers [if var41_9010_MaxSalaryInBroad >= minSalary] > [[Models, Demonstrators, and Product Promoters->41-9010-Broad]] [continued] [if var41_9020_MaxSalaryInBroad >= minSalary] > [[Real Estate Brokers and Sales Agents->41-9020-Broad]] [continued] [if var41_9031_medianPay >= minSalary & (riskTolerance === 'high' | var41_9031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_9031_highAIRisk === "low" | var41_9031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_9031_highAIRisk === "low"))] > [[Sales Engineers->41-9031-Detailed]] [continued] [if var41_9041_medianPay >= minSalary & (riskTolerance === 'high' | var41_9041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_9041_highAIRisk === "low" | var41_9041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_9041_highAIRisk === "low"))] > [[Telemarketers->41-9041-Detailed]] [continued] [if var41_9090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Sales and Related Workers->41-9090-Broad]] [continued] > [[Back->41-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '41-9011-Variables'} {embed passage: '41-9012-Variables'} # Models, Demonstrators, and Product Promoters [if var41_9011_medianPay >= minSalary & (riskTolerance === 'high' | var41_9011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_9011_highAIRisk === "low" | var41_9011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_9011_highAIRisk === "low"))] > [[Demonstrators and Product Promoters->41-9011-Detailed]] [continued] [if var41_9012_medianPay >= minSalary & (riskTolerance === 'high' | var41_9012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_9012_highAIRisk === "low" | var41_9012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_9012_highAIRisk === "low"))] > [[Models->41-9012-Detailed]] [continued] > [[Back->41-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Demonstrators and Product Promoters ## AI Risk Level: low ## Definition: Demonstrate merchandise and answer questions for the purpose of creating public interest in buying the product. May sell demonstrated merchandise. > [[Back->41-9010-Broad]]

config.header.center: "Detailed" -- # Models ## AI Risk Level: high ## Definition: Model garments or other apparel and accessories for prospective buyers at fashion shows, private showings, or retail establishments. May pose for photos to be used in magazines or advertisements. May pose as subject for paintings, sculptures, and other types of artistic expression. > [[Video Version->41-9012-Video]] > [[What They Do->41-9012-WhatTheyDo-1]] > [[Work Environment->41-9012-WorkEnvironment-1]] > [[How to Become One->41-9012-HowToBecomeOne-1]] > [[Pay->41-9012-Pay-1]] > [[Job Outlook->41-9012-JobOutlook-1]] > [[Back->41-9010-Broad]]

config.header.center: "Broad" -- {embed passage: '41-9021-Variables'} {embed passage: '41-9022-Variables'} # Real Estate Brokers and Sales Agents [if var41_9021_medianPay >= minSalary & (riskTolerance === 'high' | var41_9021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_9021_highAIRisk === "low" | var41_9021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_9021_highAIRisk === "low"))] > [[Real Estate Brokers->41-9021-Detailed]] [continued] [if var41_9022_medianPay >= minSalary & (riskTolerance === 'high' | var41_9022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_9022_highAIRisk === "low" | var41_9022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_9022_highAIRisk === "low"))] > [[Real Estate Sales Agents->41-9022-Detailed]] [continued] > [[Back->41-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Real Estate Brokers ## AI Risk Level: low ## Definition: Operate real estate office, or work for commercial real estate firm, overseeing real estate transactions. Other duties usually include selling real estate or renting properties and arranging loans. > [[Video Version->41-9021-Video]] > [[What They Do->41-9021-WhatTheyDo-1]] > [[Work Environment->41-9021-WorkEnvironment-1]] > [[How to Become One->41-9021-HowToBecomeOne-1]] > [[Pay->41-9021-Pay-1]] > [[Job Outlook->41-9021-JobOutlook-1]] > [[Back->41-9020-Broad]]

config.header.center: "Detailed" -- # Real Estate Sales Agents ## AI Risk Level: low ## Definition: Rent, buy, or sell property for clients. Perform duties such as study property listings, interview prospective clients, accompany clients to property site, discuss conditions of sale, and draw up real estate contracts. Includes agents who represent buyer. > [[Video Version->41-9022-Video]] > [[What They Do->41-9022-WhatTheyDo-1]] > [[Work Environment->41-9022-WorkEnvironment-1]] > [[How to Become One->41-9022-HowToBecomeOne-1]] > [[Pay->41-9022-Pay-1]] > [[Job Outlook->41-9022-JobOutlook-1]] > [[Back->41-9020-Broad]]

config.header.center: "Broad" -- {embed passage: '41-9031-Variables'} # Sales Engineers [if var41_9031_medianPay >= minSalary & (riskTolerance === 'high' | var41_9031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_9031_highAIRisk === "low" | var41_9031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_9031_highAIRisk === "low"))] > [[Sales Engineers->41-9031-Detailed]] [continued] > [[Back->41-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Sales Engineers ## AI Risk Level: low ## Definition: Sell business goods or services, the selling of which requires a technical background equivalent to a baccalaureate degree in engineering. Excludes "Engineers" (17-2011 through 17-2199) whose primary function is not marketing or sales. > [[Video Version->41-9031-Video]] > [[What They Do->41-9031-WhatTheyDo-1]] > [[Work Environment->41-9031-WorkEnvironment-1]] > [[How to Become One->41-9031-HowToBecomeOne-1]] > [[Pay->41-9031-Pay-1]] > [[Job Outlook->41-9031-JobOutlook-1]] > [[Back->41-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '41-9041-Variables'} # Telemarketers [if var41_9041_medianPay >= minSalary & (riskTolerance === 'high' | var41_9041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_9041_highAIRisk === "low" | var41_9041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_9041_highAIRisk === "low"))] > [[Telemarketers->41-9041-Detailed]] [continued] > [[Back->41-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Telemarketers ## AI Risk Level: high ## Definition: Solicit donations or orders for goods or services over the telephone. > [[Back->41-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '41-9091-Variables'} {embed passage: '41-9099-Variables'} # Miscellaneous Sales and Related Workers [if var41_9091_medianPay >= minSalary & (riskTolerance === 'high' | var41_9091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_9091_highAIRisk === "low" | var41_9091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_9091_highAIRisk === "low"))] > [[Door-to-Door Sales Workers, News and Street Vendors, and Related Workers->41-9091-Detailed]] [continued] [if var41_9099_medianPay >= minSalary & (riskTolerance === 'high' | var41_9099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var41_9099_highAIRisk === "low" | var41_9099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var41_9099_highAIRisk === "low"))] > [[Sales and Related Workers, All Other->41-9099-Detailed]] [continued] > [[Back->41-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Door-to-Door Sales Workers, News and Street Vendors, and Related Workers ## AI Risk Level: moderate ## Definition: Sell goods or services door-to-door or on the street. > [[Back->41-9090-Broad]]

config.header.center: "Detailed" -- # Sales and Related Workers, All Other ## Definition: All sales and related workers not listed separately. > [[Back->41-9090-Broad]]

config.header.center: "Major" -- {embed passage: '43-1000-Variables'} {embed passage: '43-2000-Variables'} {embed passage: '43-3000-Variables'} {embed passage: '43-4000-Variables'} {embed passage: '43-5000-Variables'} {embed passage: '43-6000-Variables'} {embed passage: '43-9000-Variables'} # Office and Administrative Support Occupations [if var43_1000_MaxSalaryInMinor >= minSalary] > [[Supervisors of Office and Administrative Support Workers->43-1000-Minor]] [continued] [if var43_2000_MaxSalaryInMinor >= minSalary] > [[Communications Equipment Operators->43-2000-Minor]] [continued] [if var43_3000_MaxSalaryInMinor >= minSalary] > [[Financial Clerks->43-3000-Minor]] [continued] [if var43_4000_MaxSalaryInMinor >= minSalary] > [[Information and Record Clerks->43-4000-Minor]] [continued] [if var43_5000_MaxSalaryInMinor >= minSalary] > [[Material Recording, Scheduling, Dispatching, and Distributing Workers->43-5000-Minor]] [continued] [if var43_6000_MaxSalaryInMinor >= minSalary] > [[Secretaries and Administrative Assistants->43-6000-Minor]] [continued] [if var43_9000_MaxSalaryInMinor >= minSalary] > [[Other Office and Administrative Support Workers->43-9000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '43-1010-Variables'} {embed passage: '43-1011-Variables'} # Supervisors of Office and Administrative Support Workers [if var43_1011_medianPay >= minSalary & (riskTolerance === 'high' | var43_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_1011_highAIRisk === "low" | var43_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_1011_highAIRisk === "low"))] > [[First-Line Supervisors of Office and Administrative Support Workers->43-1011-Detailed]] [continued] > [[Back->43-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '43-1011-Variables'} # First-Line Supervisors of Office and Administrative Support Workers [if var43_1011_medianPay >= minSalary & (riskTolerance === 'high' | var43_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_1011_highAIRisk === "low" | var43_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_1011_highAIRisk === "low"))] > [[First-Line Supervisors of Office and Administrative Support Workers->43-1011-Detailed]] [continued] > [[Back->43-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # First-Line Supervisors of Office and Administrative Support Workers ## AI Risk Level: low ## Definition: Directly supervise and coordinate the activities of clerical and administrative support workers. > [[Back->43-1000-Minor]]

config.header.center: "Minor" -- {embed passage: '43-2010-Variables'} {embed passage: '43-2011-Variables'} {embed passage: '43-2020-Variables'} {embed passage: '43-2021-Variables'} {embed passage: '43-2090-Variables'} {embed passage: '43-2099-Variables'} # Communications Equipment Operators [if var43_2011_medianPay >= minSalary & (riskTolerance === 'high' | var43_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_2011_highAIRisk === "low" | var43_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_2011_highAIRisk === "low"))] > [[Switchboard Operators, Including Answering Service->43-2011-Detailed]] [continued] [if var43_2021_medianPay >= minSalary & (riskTolerance === 'high' | var43_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_2021_highAIRisk === "low" | var43_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_2021_highAIRisk === "low"))] > [[Telephone Operators->43-2021-Detailed]] [continued] [if var43_2099_medianPay >= minSalary & (riskTolerance === 'high' | var43_2099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_2099_highAIRisk === "low" | var43_2099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_2099_highAIRisk === "low"))] > [[Communications Equipment Operators, All Other->43-2099-Detailed]] [continued] > [[Back->43-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '43-2011-Variables'} # Switchboard Operators, Including Answering Service [if var43_2011_medianPay >= minSalary & (riskTolerance === 'high' | var43_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_2011_highAIRisk === "low" | var43_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_2011_highAIRisk === "low"))] > [[Switchboard Operators, Including Answering Service->43-2011-Detailed]] [continued] > [[Back->43-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Switchboard Operators, Including Answering Service ## AI Risk Level: high ## Definition: Operate telephone business systems equipment or switchboards to relay incoming, outgoing, and interoffice calls. May supply information to callers and record messages. > [[Back->43-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-2021-Variables'} # Telephone Operators [if var43_2021_medianPay >= minSalary & (riskTolerance === 'high' | var43_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_2021_highAIRisk === "low" | var43_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_2021_highAIRisk === "low"))] > [[Telephone Operators->43-2021-Detailed]] [continued] > [[Back->43-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Telephone Operators ## AI Risk Level: high ## Definition: Provide information by accessing alphabetical, geographical, or other directories. Assist customers with special billing requests, such as charges to a third party and credits or refunds for incorrectly dialed numbers or bad connections. May handle emergency calls and assist children or people with physical disabilities to make telephone calls. > [[Back->43-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-2099-Variables'} # Miscellaneous Communications Equipment Operators [if var43_2099_medianPay >= minSalary & (riskTolerance === 'high' | var43_2099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_2099_highAIRisk === "low" | var43_2099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_2099_highAIRisk === "low"))] > [[Communications Equipment Operators, All Other->43-2099-Detailed]] [continued] > [[Back->43-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Communications Equipment Operators, All Other ## Definition: All communications equipment operators not listed separately. > [[Back->43-2000-Minor]]

config.header.center: "Minor" -- {embed passage: '43-3010-Variables'} {embed passage: '43-3011-Variables'} {embed passage: '43-3020-Variables'} {embed passage: '43-3021-Variables'} {embed passage: '43-3030-Variables'} {embed passage: '43-3031-Variables'} {embed passage: '43-3040-Variables'} {embed passage: '43-3041-Variables'} {embed passage: '43-3050-Variables'} {embed passage: '43-3051-Variables'} {embed passage: '43-3060-Variables'} {embed passage: '43-3061-Variables'} {embed passage: '43-3070-Variables'} {embed passage: '43-3071-Variables'} {embed passage: '43-3090-Variables'} {embed passage: '43-3099-Variables'} # Financial Clerks ## AI Risk Level: high [if var43_3011_medianPay >= minSalary & (riskTolerance === 'high' | var43_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3011_highAIRisk === "low" | var43_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3011_highAIRisk === "low"))] > [[Bill and Account Collectors->43-3011-Detailed]] [continued] [if var43_3021_medianPay >= minSalary & (riskTolerance === 'high' | var43_3021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3021_highAIRisk === "low" | var43_3021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3021_highAIRisk === "low"))] > [[Billing and Posting Clerks->43-3021-Detailed]] [continued] [if var43_3031_medianPay >= minSalary & (riskTolerance === 'high' | var43_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3031_highAIRisk === "low" | var43_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3031_highAIRisk === "low"))] > [[Bookkeeping, Accounting, and Auditing Clerks->43-3031-Detailed]] [continued] [if var43_3041_medianPay >= minSalary & (riskTolerance === 'high' | var43_3041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3041_highAIRisk === "low" | var43_3041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3041_highAIRisk === "low"))] > [[Gambling Cage Workers->43-3041-Detailed]] [continued] [if var43_3051_medianPay >= minSalary & (riskTolerance === 'high' | var43_3051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3051_highAIRisk === "low" | var43_3051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3051_highAIRisk === "low"))] > [[Payroll and Timekeeping Clerks->43-3051-Detailed]] [continued] [if var43_3061_medianPay >= minSalary & (riskTolerance === 'high' | var43_3061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3061_highAIRisk === "low" | var43_3061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3061_highAIRisk === "low"))] > [[Procurement Clerks->43-3061-Detailed]] [continued] [if var43_3071_medianPay >= minSalary & (riskTolerance === 'high' | var43_3071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3071_highAIRisk === "low" | var43_3071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3071_highAIRisk === "low"))] > [[Tellers->43-3071-Detailed]] [continued] [if var43_3099_medianPay >= minSalary & (riskTolerance === 'high' | var43_3099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3099_highAIRisk === "low" | var43_3099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3099_highAIRisk === "low"))] > [[Financial Clerks, All Other->43-3099-Detailed]] [continued] > [[Back->43-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '43-3011-Variables'} # Bill and Account Collectors [if var43_3011_medianPay >= minSalary & (riskTolerance === 'high' | var43_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3011_highAIRisk === "low" | var43_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3011_highAIRisk === "low"))] > [[Bill and Account Collectors->43-3011-Detailed]] [continued] > [[Back->43-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Bill and Account Collectors ## AI Risk Level: high ## Definition: Locate and notify customers of delinquent accounts by mail, telephone, or personal visit to solicit payment. Duties include receiving payment and posting amount to customer's account, preparing statements to credit department if customer fails to respond, initiating repossession proceedings or service disconnection, and keeping records of collection and status of accounts. > [[Video Version->43-3011-Video]] > [[What They Do->43-3011-WhatTheyDo-1]] > [[Work Environment->43-3011-WorkEnvironment-1]] > [[How to Become One->43-3011-HowToBecomeOne-1]] > [[Pay->43-3011-Pay-1]] > [[Job Outlook->43-3011-JobOutlook-1]] > [[Back->43-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-3021-Variables'} # Billing and Posting Clerks [if var43_3021_medianPay >= minSalary & (riskTolerance === 'high' | var43_3021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3021_highAIRisk === "low" | var43_3021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3021_highAIRisk === "low"))] > [[Billing and Posting Clerks->43-3021-Detailed]] [continued] > [[Back->43-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Billing and Posting Clerks ## AI Risk Level: high ## Definition: Compile, compute, and record billing, accounting, statistical, and other numerical data for billing purposes. Prepare billing invoices for services rendered or for delivery or shipment of goods. Excludes "Medical Records Specialists" (29-2072). > [[Video Version->43-3021-Video]] > [[What They Do->43-3021-WhatTheyDo-1]] > [[Work Environment->43-3021-WorkEnvironment-1]] > [[How to Become One->43-3021-HowToBecomeOne-1]] > [[Pay->43-3021-Pay-1]] > [[Job Outlook->43-3021-JobOutlook-1]] > [[Back->43-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-3031-Variables'} # Bookkeeping, Accounting, and Auditing Clerks [if var43_3031_medianPay >= minSalary & (riskTolerance === 'high' | var43_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3031_highAIRisk === "low" | var43_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3031_highAIRisk === "low"))] > [[Bookkeeping, Accounting, and Auditing Clerks->43-3031-Detailed]] [continued] > [[Back->43-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Bookkeeping, Accounting, and Auditing Clerks ## AI Risk Level: high ## Definition: Compute, classify, and record numerical data to keep financial records complete. Perform any combination of routine calculating, posting, and verifying duties to obtain primary financial data for use in maintaining accounting records. May also check the accuracy of figures, calculations, and postings pertaining to business transactions recorded by other workers. Excludes "Payroll and Timekeeping Clerks" (43-3051). > [[Video Version->43-3031-Video]] > [[What They Do->43-3031-WhatTheyDo-1]] > [[Work Environment->43-3031-WorkEnvironment-1]] > [[How to Become One->43-3031-HowToBecomeOne-1]] > [[Pay->43-3031-Pay-1]] > [[Job Outlook->43-3031-JobOutlook-1]] > [[Back->43-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-3041-Variables'} # Gambling Cage Workers [if var43_3041_medianPay >= minSalary & (riskTolerance === 'high' | var43_3041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3041_highAIRisk === "low" | var43_3041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3041_highAIRisk === "low"))] > [[Gambling Cage Workers->43-3041-Detailed]] [continued] > [[Back->43-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Gambling Cage Workers ## AI Risk Level: high ## Definition: In a gambling establishment, conduct financial transactions for patrons. Accept patron's credit application and verify credit references to provide check-cashing authorization or to establish house credit accounts. May reconcile daily summaries of transactions to balance books. May sell gambling chips, tokens, or tickets to patrons, or to other workers for resale to patrons. May convert gambling chips, tokens, or tickets to currency upon patron's request. May use a cash register or computer to record transaction. > [[Video Version->43-3041-Video]] > [[What They Do->43-3041-WhatTheyDo-1]] > [[Work Environment->43-3041-WorkEnvironment-1]] > [[How to Become One->43-3041-HowToBecomeOne-1]] > [[Pay->43-3041-Pay-1]] > [[Job Outlook->43-3041-JobOutlook-1]] > [[Back->43-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-3051-Variables'} # Payroll and Timekeeping Clerks [if var43_3051_medianPay >= minSalary & (riskTolerance === 'high' | var43_3051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3051_highAIRisk === "low" | var43_3051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3051_highAIRisk === "low"))] > [[Payroll and Timekeeping Clerks->43-3051-Detailed]] [continued] > [[Back->43-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Payroll and Timekeeping Clerks ## AI Risk Level: high ## Definition: Compile and record employee time and payroll data. May compute employees' time worked, production, and commission. May compute and post wages and deductions, or prepare paychecks. Excludes "Bookkeeping, Accounting, and Auditing Clerks" (43-3031). > [[Video Version->43-3051-Video]] > [[What They Do->43-3051-WhatTheyDo-1]] > [[Work Environment->43-3051-WorkEnvironment-1]] > [[How to Become One->43-3051-HowToBecomeOne-1]] > [[Pay->43-3051-Pay-1]] > [[Job Outlook->43-3051-JobOutlook-1]] > [[Back->43-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-3061-Variables'} # Procurement Clerks [if var43_3061_medianPay >= minSalary & (riskTolerance === 'high' | var43_3061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3061_highAIRisk === "low" | var43_3061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3061_highAIRisk === "low"))] > [[Procurement Clerks->43-3061-Detailed]] [continued] > [[Back->43-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Procurement Clerks ## AI Risk Level: high ## Definition: Compile information and records to draw up purchase orders for procurement of materials and services. Excludes "Wholesale and Retail Buyers, Except Farm Products" (13-1022). > [[Video Version->43-3061-Video]] > [[What They Do->43-3061-WhatTheyDo-1]] > [[Work Environment->43-3061-WorkEnvironment-1]] > [[How to Become One->43-3061-HowToBecomeOne-1]] > [[Pay->43-3061-Pay-1]] > [[Job Outlook->43-3061-JobOutlook-1]] > [[Back->43-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-3071-Variables'} # Tellers [if var43_3071_medianPay >= minSalary & (riskTolerance === 'high' | var43_3071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3071_highAIRisk === "low" | var43_3071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3071_highAIRisk === "low"))] > [[Tellers->43-3071-Detailed]] [continued] > [[Back->43-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Tellers ## AI Risk Level: high ## Definition: Receive and pay out money. Keep records of money and negotiable instruments involved in a financial institution's various transactions. > [[Video Version->43-3071-Video]] > [[What They Do->43-3071-WhatTheyDo-1]] > [[Work Environment->43-3071-WorkEnvironment-1]] > [[How to Become One->43-3071-HowToBecomeOne-1]] > [[Pay->43-3071-Pay-1]] > [[Job Outlook->43-3071-JobOutlook-1]] > [[Back->43-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-3099-Variables'} # Miscellaneous Financial Clerks [if var43_3099_medianPay >= minSalary & (riskTolerance === 'high' | var43_3099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_3099_highAIRisk === "low" | var43_3099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_3099_highAIRisk === "low"))] > [[Financial Clerks, All Other->43-3099-Detailed]] [continued] > [[Back->43-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Financial Clerks, All Other ## Definition: All financial clerks not listed separately. > [[Back->43-3000-Minor]]

config.header.center: "Minor" -- {embed passage: '43-4010-Variables'} {embed passage: '43-4011-Variables'} {embed passage: '43-4020-Variables'} {embed passage: '43-4021-Variables'} {embed passage: '43-4030-Variables'} {embed passage: '43-4031-Variables'} {embed passage: '43-4040-Variables'} {embed passage: '43-4041-Variables'} {embed passage: '43-4050-Variables'} {embed passage: '43-4051-Variables'} {embed passage: '43-4060-Variables'} {embed passage: '43-4061-Variables'} {embed passage: '43-4070-Variables'} {embed passage: '43-4071-Variables'} {embed passage: '43-4080-Variables'} {embed passage: '43-4081-Variables'} # Information and Record Clerks ## AI Risk Level: high [if var43_4011_medianPay >= minSalary & (riskTolerance === 'high' | var43_4011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4011_highAIRisk === "low" | var43_4011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4011_highAIRisk === "low"))] > [[Brokerage Clerks->43-4011-Detailed]] [continued] [if var43_4021_medianPay >= minSalary & (riskTolerance === 'high' | var43_4021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4021_highAIRisk === "low" | var43_4021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4021_highAIRisk === "low"))] > [[Correspondence Clerks->43-4021-Detailed]] [continued] [if var43_4031_medianPay >= minSalary & (riskTolerance === 'high' | var43_4031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4031_highAIRisk === "low" | var43_4031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4031_highAIRisk === "low"))] > [[Court, Municipal, and License Clerks->43-4031-Detailed]] [continued] [if var43_4041_medianPay >= minSalary & (riskTolerance === 'high' | var43_4041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4041_highAIRisk === "low" | var43_4041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4041_highAIRisk === "low"))] > [[Credit Authorizers, Checkers, and Clerks->43-4041-Detailed]] [continued] [if var43_4051_medianPay >= minSalary & (riskTolerance === 'high' | var43_4051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4051_highAIRisk === "low" | var43_4051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4051_highAIRisk === "low"))] > [[Customer Service Representatives->43-4051-Detailed]] [continued] [if var43_4061_medianPay >= minSalary & (riskTolerance === 'high' | var43_4061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4061_highAIRisk === "low" | var43_4061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4061_highAIRisk === "low"))] > [[Eligibility Interviewers, Government Programs->43-4061-Detailed]] [continued] [if var43_4071_medianPay >= minSalary & (riskTolerance === 'high' | var43_4071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4071_highAIRisk === "low" | var43_4071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4071_highAIRisk === "low"))] > [[File Clerks->43-4071-Detailed]] [continued] [if var43_4081_medianPay >= minSalary & (riskTolerance === 'high' | var43_4081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4081_highAIRisk === "low" | var43_4081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4081_highAIRisk === "low"))] > [[Hotel, Motel, and Resort Desk Clerks->43-4081-Detailed]] [continued] > [[Back->43-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '43-4011-Variables'} # Brokerage Clerks [if var43_4011_medianPay >= minSalary & (riskTolerance === 'high' | var43_4011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4011_highAIRisk === "low" | var43_4011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4011_highAIRisk === "low"))] > [[Brokerage Clerks->43-4011-Detailed]] [continued] > [[Back->43-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Brokerage Clerks ## AI Risk Level: high ## Definition: Perform duties related to the purchase, sale, or holding of securities. Duties include writing orders for stock purchases or sales, computing transfer taxes, verifying stock transactions, accepting and delivering securities, tracking stock price fluctuations, computing equity, distributing dividends, and keeping records of daily transactions and holdings. > [[Video Version->43-4011-Video]] > [[What They Do->43-4011-WhatTheyDo-1]] > [[Work Environment->43-4011-WorkEnvironment-1]] > [[How to Become One->43-4011-HowToBecomeOne-1]] > [[Pay->43-4011-Pay-1]] > [[Job Outlook->43-4011-JobOutlook-1]] > [[Back->43-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4021-Variables'} # Correspondence Clerks [if var43_4021_medianPay >= minSalary & (riskTolerance === 'high' | var43_4021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4021_highAIRisk === "low" | var43_4021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4021_highAIRisk === "low"))] > [[Correspondence Clerks->43-4021-Detailed]] [continued] > [[Back->43-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Correspondence Clerks ## AI Risk Level: high ## Definition: Compose letters or electronic correspondence in reply to requests for merchandise, damage claims, credit and other information, delinquent accounts, incorrect billings, or unsatisfactory services. Duties may include gathering data to formulate reply and preparing correspondence. > [[Video Version->43-4021-Video]] > [[What They Do->43-4021-WhatTheyDo-1]] > [[Work Environment->43-4021-WorkEnvironment-1]] > [[How to Become One->43-4021-HowToBecomeOne-1]] > [[Pay->43-4021-Pay-1]] > [[Job Outlook->43-4021-JobOutlook-1]] > [[Back->43-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4031-Variables'} # Court, Municipal, and License Clerks [if var43_4031_medianPay >= minSalary & (riskTolerance === 'high' | var43_4031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4031_highAIRisk === "low" | var43_4031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4031_highAIRisk === "low"))] > [[Court, Municipal, and License Clerks->43-4031-Detailed]] [continued] > [[Back->43-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Court, Municipal, and License Clerks ## AI Risk Level: high ## Definition: Perform clerical duties for courts of law, municipalities, or governmental licensing agencies and bureaus. May prepare docket of cases to be called; secure information for judges and court; prepare draft agendas or bylaws for town or city council; answer official correspondence; keep fiscal records and accounts; issue licenses or permits; and record data, administer tests, or collect fees. Clerks of Court are classified in "Managers, All Other" (11-9199). > [[Video Version->43-4031-Video]] > [[What They Do->43-4031-WhatTheyDo-1]] > [[Work Environment->43-4031-WorkEnvironment-1]] > [[How to Become One->43-4031-HowToBecomeOne-1]] > [[Pay->43-4031-Pay-1]] > [[Job Outlook->43-4031-JobOutlook-1]] > [[Back->43-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4041-Variables'} # Credit Authorizers, Checkers, and Clerks [if var43_4041_medianPay >= minSalary & (riskTolerance === 'high' | var43_4041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4041_highAIRisk === "low" | var43_4041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4041_highAIRisk === "low"))] > [[Credit Authorizers, Checkers, and Clerks->43-4041-Detailed]] [continued] > [[Back->43-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Credit Authorizers, Checkers, and Clerks ## AI Risk Level: high ## Definition: Authorize credit charges against customers' accounts. Investigate history and credit standing of individuals or business establishments applying for credit. May interview applicants to obtain personal and financial data, determine credit worthiness, process applications, and notify customers of acceptance or rejection of credit. > [[Video Version->43-4041-Video]] > [[What They Do->43-4041-WhatTheyDo-1]] > [[Work Environment->43-4041-WorkEnvironment-1]] > [[How to Become One->43-4041-HowToBecomeOne-1]] > [[Pay->43-4041-Pay-1]] > [[Job Outlook->43-4041-JobOutlook-1]] > [[Back->43-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4051-Variables'} # Customer Service Representatives [if var43_4051_medianPay >= minSalary & (riskTolerance === 'high' | var43_4051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4051_highAIRisk === "low" | var43_4051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4051_highAIRisk === "low"))] > [[Customer Service Representatives->43-4051-Detailed]] [continued] > [[Back->43-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Customer Service Representatives ## AI Risk Level: moderate ## Definition: Interact with customers to provide basic or scripted information in response to routine inquiries about products and services. May handle and resolve general complaints. Excludes individuals whose duties are primarily installation, sales, repair, and technical support. > [[Video Version->43-4051-Video]] > [[What They Do->43-4051-WhatTheyDo-1]] > [[Work Environment->43-4051-WorkEnvironment-1]] > [[How to Become One->43-4051-HowToBecomeOne-1]] > [[Pay->43-4051-Pay-1]] > [[Job Outlook->43-4051-JobOutlook-1]] > [[Back->43-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4061-Variables'} # Eligibility Interviewers, Government Programs [if var43_4061_medianPay >= minSalary & (riskTolerance === 'high' | var43_4061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4061_highAIRisk === "low" | var43_4061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4061_highAIRisk === "low"))] > [[Eligibility Interviewers, Government Programs->43-4061-Detailed]] [continued] > [[Back->43-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Eligibility Interviewers, Government Programs ## AI Risk Level: moderate ## Definition: Determine eligibility of persons applying to receive assistance from government programs and agency resources, such as welfare, unemployment benefits, social security, and public housing. > [[Video Version->43-4061-Video]] > [[What They Do->43-4061-WhatTheyDo-1]] > [[Work Environment->43-4061-WorkEnvironment-1]] > [[How to Become One->43-4061-HowToBecomeOne-1]] > [[Pay->43-4061-Pay-1]] > [[Job Outlook->43-4061-JobOutlook-1]] > [[Back->43-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4071-Variables'} # File Clerks [if var43_4071_medianPay >= minSalary & (riskTolerance === 'high' | var43_4071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4071_highAIRisk === "low" | var43_4071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4071_highAIRisk === "low"))] > [[File Clerks->43-4071-Detailed]] [continued] > [[Back->43-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # File Clerks ## AI Risk Level: high ## Definition: File correspondence, cards, invoices, receipts, and other records in alphabetical or numerical order or according to the filing system used. Locate and remove material from file when requested. > [[Video Version->43-4071-Video]] > [[What They Do->43-4071-WhatTheyDo-1]] > [[Work Environment->43-4071-WorkEnvironment-1]] > [[How to Become One->43-4071-HowToBecomeOne-1]] > [[Pay->43-4071-Pay-1]] > [[Job Outlook->43-4071-JobOutlook-1]] > [[Back->43-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4081-Variables'} # Hotel, Motel, and Resort Desk Clerks [if var43_4081_medianPay >= minSalary & (riskTolerance === 'high' | var43_4081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4081_highAIRisk === "low" | var43_4081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4081_highAIRisk === "low"))] > [[Hotel, Motel, and Resort Desk Clerks->43-4081-Detailed]] [continued] > [[Back->43-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Hotel, Motel, and Resort Desk Clerks ## AI Risk Level: moderate ## Definition: Accommodate hotel, motel, and resort patrons by registering and assigning rooms to guests, issuing room keys or cards, transmitting and receiving messages, keeping records of occupied rooms and guests' accounts, making and confirming reservations, and presenting statements to and collecting payments from departing guests. > [[Video Version->43-4081-Video]] > [[What They Do->43-4081-WhatTheyDo-1]] > [[Work Environment->43-4081-WorkEnvironment-1]] > [[How to Become One->43-4081-HowToBecomeOne-1]] > [[Pay->43-4081-Pay-1]] > [[Job Outlook->43-4081-JobOutlook-1]] > [[Back->43-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4111-Variables'} # Interviewers, Except Eligibility and Loan [if var43_4111_medianPay >= minSalary & (riskTolerance === 'high' | var43_4111_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4111_highAIRisk === "low" | var43_4111_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4111_highAIRisk === "low"))] > [[Interviewers, Except Eligibility and Loan->43-4111-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Interviewers, Except Eligibility and Loan ## AI Risk Level: moderate ## Definition: Interview persons by telephone, mail, in person, or by other means for the purpose of completing forms, applications, or questionnaires. Ask specific questions, record answers, and assist persons with completing form. May sort, classify, and file forms. > [[Video Version->43-4111-Video]] > [[What They Do->43-4111-WhatTheyDo-1]] > [[Work Environment->43-4111-WorkEnvironment-1]] > [[How to Become One->43-4111-HowToBecomeOne-1]] > [[Pay->43-4111-Pay-1]] > [[Job Outlook->43-4111-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4121-Variables'} # Library Assistants, Clerical [if var43_4121_medianPay >= minSalary & (riskTolerance === 'high' | var43_4121_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4121_highAIRisk === "low" | var43_4121_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4121_highAIRisk === "low"))] > [[Library Assistants, Clerical->43-4121-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Library Assistants, Clerical ## AI Risk Level: moderate ## Definition: Compile records, and sort, shelve, issue, and receive library materials such as books, electronic media, pictures, cards, slides and microfilm. Locate library materials for loan and replace material in shelving area, stacks, or files according to identification number and title. Register patrons to permit them to borrow books, periodicals, and other library materials. Excludes "Library Technicians" (25-4031). > [[Video Version->43-4121-Video]] > [[What They Do->43-4121-WhatTheyDo-1]] > [[Work Environment->43-4121-WorkEnvironment-1]] > [[How to Become One->43-4121-HowToBecomeOne-1]] > [[Pay->43-4121-Pay-1]] > [[Job Outlook->43-4121-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4131-Variables'} # Loan Interviewers and Clerks [if var43_4131_medianPay >= minSalary & (riskTolerance === 'high' | var43_4131_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4131_highAIRisk === "low" | var43_4131_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4131_highAIRisk === "low"))] > [[Loan Interviewers and Clerks->43-4131-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Loan Interviewers and Clerks ## AI Risk Level: high ## Definition: Interview loan applicants to elicit information; investigate applicants' backgrounds and verify references; prepare loan request papers; and forward findings, reports, and documents to appraisal department. Review loan papers to ensure completeness, and complete transactions between loan establishment, borrowers, and sellers upon approval of loan. > [[Video Version->43-4131-Video]] > [[What They Do->43-4131-WhatTheyDo-1]] > [[Work Environment->43-4131-WorkEnvironment-1]] > [[How to Become One->43-4131-HowToBecomeOne-1]] > [[Pay->43-4131-Pay-1]] > [[Job Outlook->43-4131-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4141-Variables'} # New Accounts Clerks [if var43_4141_medianPay >= minSalary & (riskTolerance === 'high' | var43_4141_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4141_highAIRisk === "low" | var43_4141_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4141_highAIRisk === "low"))] > [[New Accounts Clerks->43-4141-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # New Accounts Clerks ## AI Risk Level: high ## Definition: Interview persons desiring to open accounts in financial institutions. Explain account services available to prospective customers and assist them in preparing applications. > [[Video Version->43-4141-Video]] > [[What They Do->43-4141-WhatTheyDo-1]] > [[Work Environment->43-4141-WorkEnvironment-1]] > [[How to Become One->43-4141-HowToBecomeOne-1]] > [[Pay->43-4141-Pay-1]] > [[Job Outlook->43-4141-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4151-Variables'} # Order Clerks [if var43_4151_medianPay >= minSalary & (riskTolerance === 'high' | var43_4151_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4151_highAIRisk === "low" | var43_4151_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4151_highAIRisk === "low"))] > [[Order Clerks->43-4151-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Order Clerks ## AI Risk Level: high ## Definition: Receive and process incoming orders for materials, merchandise, classified ads, or services such as repairs, installations, or rental of facilities. Generally receives orders via mail, phone, fax, or other electronic means. Duties include informing customers of receipt, prices, shipping dates, and delays; preparing contracts; and handling complaints. Excludes "Dispatchers, Except Police, Fire, and Ambulance" (43-5032) who both dispatch and take orders for services. > [[Video Version->43-4151-Video]] > [[What They Do->43-4151-WhatTheyDo-1]] > [[Work Environment->43-4151-WorkEnvironment-1]] > [[How to Become One->43-4151-HowToBecomeOne-1]] > [[Pay->43-4151-Pay-1]] > [[Job Outlook->43-4151-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4161-Variables'} # Human Resources Assistants, Except Payroll and Timekeeping [if var43_4161_medianPay >= minSalary & (riskTolerance === 'high' | var43_4161_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4161_highAIRisk === "low" | var43_4161_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4161_highAIRisk === "low"))] > [[Human Resources Assistants, Except Payroll and Timekeeping->43-4161-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Human Resources Assistants, Except Payroll and Timekeeping ## AI Risk Level: high ## Definition: Compile and keep personnel records. Record data for each employee, such as address, weekly earnings, absences, amount of sales or production, supervisory reports, and date of and reason for termination. May prepare reports for employment records, file employment records, or search employee files and furnish information to authorized persons. > [[Video Version->43-4161-Video]] > [[What They Do->43-4161-WhatTheyDo-1]] > [[Work Environment->43-4161-WorkEnvironment-1]] > [[How to Become One->43-4161-HowToBecomeOne-1]] > [[Pay->43-4161-Pay-1]] > [[Job Outlook->43-4161-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4171-Variables'} # Receptionists and Information Clerks [if var43_4171_medianPay >= minSalary & (riskTolerance === 'high' | var43_4171_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4171_highAIRisk === "low" | var43_4171_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4171_highAIRisk === "low"))] > [[Receptionists and Information Clerks->43-4171-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Receptionists and Information Clerks ## AI Risk Level: high ## Definition: Answer inquiries and provide information to the general public, customers, visitors, and other interested parties regarding activities conducted at establishment and location of departments, offices, and employees within the organization. Excludes "Switchboard Operators, Including Answering Service" (43-2011). > [[What They Do->43-4171-WhatTheyDo-1]] > [[Work Environment->43-4171-WorkEnvironment-1]] > [[How to Become One->43-4171-HowToBecomeOne-1]] > [[Pay->43-4171-Pay-1]] > [[Job Outlook->43-4171-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4181-Variables'} # Reservation and Transportation Ticket Agents and Travel Clerks [if var43_4181_medianPay >= minSalary & (riskTolerance === 'high' | var43_4181_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4181_highAIRisk === "low" | var43_4181_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4181_highAIRisk === "low"))] > [[Reservation and Transportation Ticket Agents and Travel Clerks->43-4181-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Reservation and Transportation Ticket Agents and Travel Clerks ## AI Risk Level: moderate ## Definition: Make and confirm reservations for transportation or lodging, or sell transportation tickets. May check baggage and direct passengers to designated concourse, pier, or track; deliver tickets and contact individuals and groups to inform them of package tours; or provide tourists with travel or transportation information. Excludes "Cashiers" (41-2011), "Travel Agents" (41-3041), and "Hotel, Motel, and Resort Desk Clerks" (43-4081) who sell tickets for local transportation. > [[Video Version->43-4181-Video]] > [[What They Do->43-4181-WhatTheyDo-1]] > [[Work Environment->43-4181-WorkEnvironment-1]] > [[How to Become One->43-4181-HowToBecomeOne-1]] > [[Pay->43-4181-Pay-1]] > [[Job Outlook->43-4181-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '43-4199-Variables'} # Miscellaneous Information and Record Clerks [if var43_4199_medianPay >= minSalary & (riskTolerance === 'high' | var43_4199_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_4199_highAIRisk === "low" | var43_4199_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_4199_highAIRisk === "low"))] > [[Information and Record Clerks, All Other->43-4199-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Information and Record Clerks, All Other ## Definition: All information and record clerks not listed separately. > [[Video Version->43-4199-Video]] > [[What They Do->43-4199-WhatTheyDo-1]] > [[Work Environment->43-4199-WorkEnvironment-1]] > [[How to Become One->43-4199-HowToBecomeOne-1]] > [[Pay->43-4199-Pay-1]] > [[Job Outlook->43-4199-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Minor" -- {embed passage: '43-5010-Variables'} {embed passage: '43-5011-Variables'} {embed passage: '43-5020-Variables'} {embed passage: '43-5021-Variables'} {embed passage: '43-5030-Variables'} {embed passage: '43-5031-Variables'} {embed passage: '43-5032-Variables'} {embed passage: '43-5040-Variables'} {embed passage: '43-5041-Variables'} {embed passage: '43-5050-Variables'} {embed passage: '43-5051-Variables'} {embed passage: '43-5052-Variables'} {embed passage: '43-5053-Variables'} {embed passage: '43-5060-Variables'} {embed passage: '43-5061-Variables'} {embed passage: '43-5070-Variables'} {embed passage: '43-5071-Variables'} # Material Recording, Scheduling, Dispatching, and Distributing Workers [if var43_5011_medianPay >= minSalary & (riskTolerance === 'high' | var43_5011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5011_highAIRisk === "low" | var43_5011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5011_highAIRisk === "low"))] > [[Cargo and Freight Agents->43-5011-Detailed]] [continued] [if var43_5021_medianPay >= minSalary & (riskTolerance === 'high' | var43_5021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5021_highAIRisk === "low" | var43_5021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5021_highAIRisk === "low"))] > [[Couriers and Messengers->43-5021-Detailed]] [continued] [if var43_5030_MaxSalaryInBroad >= minSalary] > [[Dispatchers->43-5030-Broad]] [continued] [if var43_5041_medianPay >= minSalary & (riskTolerance === 'high' | var43_5041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5041_highAIRisk === "low" | var43_5041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5041_highAIRisk === "low"))] > [[Meter Readers, Utilities->43-5041-Detailed]] [continued] [if var43_5050_MaxSalaryInBroad >= minSalary] > [[Postal Service Workers->43-5050-Broad]] [continued] [if var43_5061_medianPay >= minSalary & (riskTolerance === 'high' | var43_5061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5061_highAIRisk === "low" | var43_5061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5061_highAIRisk === "low"))] > [[Production, Planning, and Expediting Clerks->43-5061-Detailed]] [continued] [if var43_5071_medianPay >= minSalary & (riskTolerance === 'high' | var43_5071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5071_highAIRisk === "low" | var43_5071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5071_highAIRisk === "low"))] > [[Shipping, Receiving, and Inventory Clerks->43-5071-Detailed]] [continued] > [[Back->43-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '43-5011-Variables'} # Cargo and Freight Agents [if var43_5011_medianPay >= minSalary & (riskTolerance === 'high' | var43_5011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5011_highAIRisk === "low" | var43_5011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5011_highAIRisk === "low"))] > [[Cargo and Freight Agents->43-5011-Detailed]] [continued] > [[Back->43-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Cargo and Freight Agents ## AI Risk Level: moderate ## Definition: Expedite and route movement of incoming and outgoing cargo and freight shipments in airline, train, and trucking terminals and shipping docks. Take orders from customers and arrange pickup of freight and cargo for delivery to loading platform. Prepare and examine bills of lading to determine shipping charges and tariffs. > [[Back->43-5000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-5021-Variables'} # Couriers and Messengers [if var43_5021_medianPay >= minSalary & (riskTolerance === 'high' | var43_5021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5021_highAIRisk === "low" | var43_5021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5021_highAIRisk === "low"))] > [[Couriers and Messengers->43-5021-Detailed]] [continued] > [[Back->43-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Couriers and Messengers ## AI Risk Level: high ## Definition: Pick up and deliver messages, documents, packages, and other items between offices or departments within an establishment or directly to other business concerns, traveling by foot, bicycle, motorcycle, automobile, or public conveyance. Excludes "Light Truck Drivers" (53-3033). > [[Back->43-5000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-5031-Variables'} {embed passage: '43-5032-Variables'} # Dispatchers [if var43_5031_medianPay >= minSalary & (riskTolerance === 'high' | var43_5031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5031_highAIRisk === "low" | var43_5031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5031_highAIRisk === "low"))] > [[Public Safety Telecommunicators->43-5031-Detailed]] [continued] [if var43_5032_medianPay >= minSalary & (riskTolerance === 'high' | var43_5032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5032_highAIRisk === "low" | var43_5032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5032_highAIRisk === "low"))] > [[Dispatchers, Except Police, Fire, and Ambulance->43-5032-Detailed]] [continued] > [[Back->43-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Public Safety Telecommunicators ## AI Risk Level: low ## Definition: Operate telephone, radio, or other communication systems to receive and communicate requests for emergency assistance at 9-1-1 public safety answering points and emergency operations centers. Take information from the public and other sources regarding crimes, threats, disturbances, acts of terrorism, fires, medical emergencies, and other public safety matters. May coordinate and provide information to law enforcement and emergency response personnel. May access sensitive databases and other information sources as needed. May provide additional instructions to callers based on knowledge of and certification in law enforcement, fire, or emergency medical procedures. > [[Video Version->43-5031-Video]] > [[What They Do->43-5031-WhatTheyDo-1]] > [[Work Environment->43-5031-WorkEnvironment-1]] > [[How to Become One->43-5031-HowToBecomeOne-1]] > [[Pay->43-5031-Pay-1]] > [[Job Outlook->43-5031-JobOutlook-1]] > [[Back->43-5030-Broad]]

config.header.center: "Detailed" -- # Dispatchers, Except Police, Fire, and Ambulance ## AI Risk Level: moderate ## Definition: Schedule and dispatch workers, work crews, equipment, or service vehicles for conveyance of materials, freight, or passengers, or for normal installation, service, or emergency repairs rendered outside the place of business. Duties may include using radio, telephone, or computer to transmit assignments and compiling statistics and reports on work progress. > [[Back->43-5030-Broad]]

config.header.center: "Broad" -- {embed passage: '43-5041-Variables'} # Meter Readers, Utilities [if var43_5041_medianPay >= minSalary & (riskTolerance === 'high' | var43_5041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5041_highAIRisk === "low" | var43_5041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5041_highAIRisk === "low"))] > [[Meter Readers, Utilities->43-5041-Detailed]] [continued] > [[Back->43-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Meter Readers, Utilities ## AI Risk Level: high ## Definition: Read meter and record consumption of electricity, gas, water, or steam. > [[Back->43-5000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-5051-Variables'} {embed passage: '43-5052-Variables'} {embed passage: '43-5053-Variables'} # Postal Service Workers [if var43_5051_medianPay >= minSalary & (riskTolerance === 'high' | var43_5051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5051_highAIRisk === "low" | var43_5051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5051_highAIRisk === "low"))] > [[Postal Service Clerks->43-5051-Detailed]] [continued] [if var43_5052_medianPay >= minSalary & (riskTolerance === 'high' | var43_5052_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5052_highAIRisk === "low" | var43_5052_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5052_highAIRisk === "low"))] > [[Postal Service Mail Carriers->43-5052-Detailed]] [continued] [if var43_5053_medianPay >= minSalary & (riskTolerance === 'high' | var43_5053_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5053_highAIRisk === "low" | var43_5053_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5053_highAIRisk === "low"))] > [[Postal Service Mail Sorters, Processors, and Processing Machine Operators->43-5053-Detailed]] [continued] > [[Back->43-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Postal Service Clerks ## AI Risk Level: high ## Definition: Perform any combination of tasks in a United States Postal Service (USPS) post office, such as receive letters and parcels; sell postage and revenue stamps, postal cards, and stamped envelopes; fill out and sell money orders; place mail in pigeon holes of mail rack or in bags; and examine mail for correct postage. Includes postal service clerks employed by USPS contractors. > [[Video Version->43-5051-Video]] > [[What They Do->43-5051-WhatTheyDo-1]] > [[Work Environment->43-5051-WorkEnvironment-1]] > [[How to Become One->43-5051-HowToBecomeOne-1]] > [[Pay->43-5051-Pay-1]] > [[Job Outlook->43-5051-JobOutlook-1]] > [[Back->43-5050-Broad]]

config.header.center: "Detailed" -- # Postal Service Mail Carriers ## AI Risk Level: high ## Definition: Sort and deliver mail for the United States Postal Service (USPS). Deliver mail on established route by vehicle or on foot. Includes postal service mail carriers employed by USPS contractors. > [[Video Version->43-5052-Video]] > [[What They Do->43-5052-WhatTheyDo-1]] > [[Work Environment->43-5052-WorkEnvironment-1]] > [[How to Become One->43-5052-HowToBecomeOne-1]] > [[Pay->43-5052-Pay-1]] > [[Job Outlook->43-5052-JobOutlook-1]] > [[Back->43-5050-Broad]]

config.header.center: "Detailed" -- # Postal Service Mail Sorters, Processors, and Processing Machine Operators ## AI Risk Level: high ## Definition: Prepare incoming and outgoing mail for distribution for the United States Postal Service (USPS). Examine, sort, and route mail. Load, operate, and occasionally adjust and repair mail processing, sorting, and canceling machinery. Keep records of shipments, pouches, and sacks, and perform other duties related to mail handling within the postal service. Includes postal service mail sorters and processors employed by USPS contractors. Excludes "Postal Service Clerks" (43-5051) and "Postal Service Mail Carriers" (43-5052). > [[Video Version->43-5053-Video]] > [[What They Do->43-5053-WhatTheyDo-1]] > [[Work Environment->43-5053-WorkEnvironment-1]] > [[How to Become One->43-5053-HowToBecomeOne-1]] > [[Pay->43-5053-Pay-1]] > [[Job Outlook->43-5053-JobOutlook-1]] > [[Back->43-5050-Broad]]

config.header.center: "Broad" -- {embed passage: '43-5061-Variables'} # Production, Planning, and Expediting Clerks [if var43_5061_medianPay >= minSalary & (riskTolerance === 'high' | var43_5061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5061_highAIRisk === "low" | var43_5061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5061_highAIRisk === "low"))] > [[Production, Planning, and Expediting Clerks->43-5061-Detailed]] [continued] > [[Back->43-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Production, Planning, and Expediting Clerks ## AI Risk Level: high ## Definition: Coordinate and expedite the flow of work and materials within or between departments of an establishment according to production schedule. Duties include reviewing and distributing production, work, and shipment schedules; conferring with department supervisors to determine progress of work and completion dates; and compiling reports on progress of work, inventory levels, costs, and production problems. Excludes "Project Management Specialists" (13-1082) and "Weighers, Measurers, Checkers, and Samplers, Recordkeeping" (43-5111). > [[Video Version->43-5061-Video]] > [[What They Do->43-5061-WhatTheyDo-1]] > [[Work Environment->43-5061-WorkEnvironment-1]] > [[How to Become One->43-5061-HowToBecomeOne-1]] > [[Pay->43-5061-Pay-1]] > [[Job Outlook->43-5061-JobOutlook-1]] > [[Back->43-5000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-5071-Variables'} # Shipping, Receiving, and Inventory Clerks [if var43_5071_medianPay >= minSalary & (riskTolerance === 'high' | var43_5071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5071_highAIRisk === "low" | var43_5071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5071_highAIRisk === "low"))] > [[Shipping, Receiving, and Inventory Clerks->43-5071-Detailed]] [continued] > [[Back->43-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Shipping, Receiving, and Inventory Clerks ## AI Risk Level: high ## Definition: Verify and maintain records on incoming and outgoing shipments involving inventory. Duties include verifying and recording incoming merchandise or material and arranging for the transportation of products. May prepare items for shipment. Excludes "Weighers, Measurers, Checkers, and Samplers, Recordkeeping" (43-5111), "Mail Clerks and Mail Machine Operators, except Postal Service" (43-9051), and "Stockers and Order Fillers" (53-7065). > [[Video Version->43-5071-Video]] > [[What They Do->43-5071-WhatTheyDo-1]] > [[Work Environment->43-5071-WorkEnvironment-1]] > [[How to Become One->43-5071-HowToBecomeOne-1]] > [[Pay->43-5071-Pay-1]] > [[Job Outlook->43-5071-JobOutlook-1]] > [[Back->43-5000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-5111-Variables'} # Weighers, Measurers, Checkers, and Samplers, Recordkeeping [if var43_5111_medianPay >= minSalary & (riskTolerance === 'high' | var43_5111_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_5111_highAIRisk === "low" | var43_5111_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_5111_highAIRisk === "low"))] > [[Weighers, Measurers, Checkers, and Samplers, Recordkeeping->43-5111-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Weighers, Measurers, Checkers, and Samplers, Recordkeeping ## AI Risk Level: high ## Definition: Weigh, measure, and check materials, supplies, and equipment for the purpose of keeping relevant records. Duties are primarily clerical by nature. Includes workers who collect and keep record of samples of products or materials. Excludes "Inspectors, Testers, Sorters, Samplers, and Weighers" (51-9061). > [[Video Version->43-5111-Video]] > [[What They Do->43-5111-WhatTheyDo-1]] > [[Work Environment->43-5111-WorkEnvironment-1]] > [[How to Become One->43-5111-HowToBecomeOne-1]] > [[Pay->43-5111-Pay-1]] > [[Job Outlook->43-5111-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Minor" -- {embed passage: '43-6010-Variables'} {embed passage: '43-6011-Variables'} {embed passage: '43-6012-Variables'} {embed passage: '43-6013-Variables'} {embed passage: '43-6014-Variables'} # Secretaries and Administrative Assistants [if var43_6010_MaxSalaryInBroad >= minSalary] > [[Secretaries and Administrative Assistants->43-6010-Broad]] [continued] > [[Back->43-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '43-6011-Variables'} {embed passage: '43-6012-Variables'} {embed passage: '43-6013-Variables'} {embed passage: '43-6014-Variables'} # Secretaries and Administrative Assistants [if var43_6011_medianPay >= minSalary & (riskTolerance === 'high' | var43_6011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_6011_highAIRisk === "low" | var43_6011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_6011_highAIRisk === "low"))] > [[Executive Secretaries and Executive Administrative Assistants->43-6011-Detailed]] [continued] [if var43_6012_medianPay >= minSalary & (riskTolerance === 'high' | var43_6012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_6012_highAIRisk === "low" | var43_6012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_6012_highAIRisk === "low"))] > [[Legal Secretaries and Administrative Assistants->43-6012-Detailed]] [continued] [if var43_6013_medianPay >= minSalary & (riskTolerance === 'high' | var43_6013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_6013_highAIRisk === "low" | var43_6013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_6013_highAIRisk === "low"))] > [[Medical Secretaries and Administrative Assistants->43-6013-Detailed]] [continued] [if var43_6014_medianPay >= minSalary & (riskTolerance === 'high' | var43_6014_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_6014_highAIRisk === "low" | var43_6014_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_6014_highAIRisk === "low"))] > [[Secretaries and Administrative Assistants, Except Legal, Medical, and Executive->43-6014-Detailed]] [continued] > [[Back->43-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Executive Secretaries and Executive Administrative Assistants ## AI Risk Level: moderate ## Definition: Provide high-level administrative support by conducting research, preparing statistical reports, and handling information requests, as well as performing routine administrative functions such as preparing correspondence, receiving visitors, arranging conference calls, and scheduling meetings. May also train and supervise lower-level clerical staff. Excludes "Secretaries" (43-6012 through 43-6014). > [[Video Version->43-6011-Video]] > [[What They Do->43-6011-WhatTheyDo-1]] > [[Work Environment->43-6011-WorkEnvironment-1]] > [[How to Become One->43-6011-HowToBecomeOne-1]] > [[Pay->43-6011-Pay-1]] > [[Job Outlook->43-6011-JobOutlook-1]] > [[Back->43-6010-Broad]]

config.header.center: "Detailed" -- # Legal Secretaries and Administrative Assistants ## AI Risk Level: high ## Definition: Perform secretarial duties using legal terminology, procedures, and documents. Prepare legal papers and correspondence, such as summonses, complaints, motions, and subpoenas. May also assist with legal research. > [[Video Version->43-6012-Video]] > [[What They Do->43-6012-WhatTheyDo-1]] > [[Work Environment->43-6012-WorkEnvironment-1]] > [[How to Become One->43-6012-HowToBecomeOne-1]] > [[Pay->43-6012-Pay-1]] > [[Job Outlook->43-6012-JobOutlook-1]] > [[Back->43-6010-Broad]]

config.header.center: "Detailed" -- # Medical Secretaries and Administrative Assistants ## AI Risk Level: high ## Definition: Perform secretarial duties using specific knowledge of medical terminology and hospital, clinic, or laboratory procedures. Duties may include scheduling appointments, billing patients, and compiling and recording medical charts, reports, and correspondence. > [[Video Version->43-6013-Video]] > [[What They Do->43-6013-WhatTheyDo-1]] > [[Work Environment->43-6013-WorkEnvironment-1]] > [[How to Become One->43-6013-HowToBecomeOne-1]] > [[Pay->43-6013-Pay-1]] > [[Job Outlook->43-6013-JobOutlook-1]] > [[Back->43-6010-Broad]]

config.header.center: "Detailed" -- # Secretaries and Administrative Assistants, Except Legal, Medical, and Executive ## AI Risk Level: high ## Definition: Perform routine administrative functions such as drafting correspondence, scheduling appointments, organizing and maintaining paper and electronic files, or providing information to callers. Excludes legal, medical, and executive secretaries (43-6011 through 43-6013). > [[Video Version->43-6014-Video]] > [[What They Do->43-6014-WhatTheyDo-1]] > [[Work Environment->43-6014-WorkEnvironment-1]] > [[How to Become One->43-6014-HowToBecomeOne-1]] > [[Pay->43-6014-Pay-1]] > [[Job Outlook->43-6014-JobOutlook-1]] > [[Back->43-6010-Broad]]

config.header.center: "Minor" -- {embed passage: '43-9020-Variables'} {embed passage: '43-9021-Variables'} {embed passage: '43-9022-Variables'} {embed passage: '43-9030-Variables'} {embed passage: '43-9031-Variables'} {embed passage: '43-9040-Variables'} {embed passage: '43-9041-Variables'} {embed passage: '43-9050-Variables'} {embed passage: '43-9051-Variables'} {embed passage: '43-9060-Variables'} {embed passage: '43-9061-Variables'} {embed passage: '43-9070-Variables'} {embed passage: '43-9071-Variables'} {embed passage: '43-9080-Variables'} {embed passage: '43-9081-Variables'} # Other Office and Administrative Support Workers [if var43_9020_MaxSalaryInBroad >= minSalary] > [[Data Entry and Information Processing Workers->43-9020-Broad]] [continued] [if var43_9031_medianPay >= minSalary & (riskTolerance === 'high' | var43_9031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9031_highAIRisk === "low" | var43_9031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9031_highAIRisk === "low"))] > [[Desktop Publishers->43-9031-Detailed]] [continued] [if var43_9041_medianPay >= minSalary & (riskTolerance === 'high' | var43_9041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9041_highAIRisk === "low" | var43_9041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9041_highAIRisk === "low"))] > [[Insurance Claims and Policy Processing Clerks->43-9041-Detailed]] [continued] [if var43_9051_medianPay >= minSalary & (riskTolerance === 'high' | var43_9051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9051_highAIRisk === "low" | var43_9051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9051_highAIRisk === "low"))] > [[Mail Clerks and Mail Machine Operators, Except Postal Service->43-9051-Detailed]] [continued] [if var43_9061_medianPay >= minSalary & (riskTolerance === 'high' | var43_9061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9061_highAIRisk === "low" | var43_9061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9061_highAIRisk === "low"))] > [[Office Clerks, General->43-9061-Detailed]] [continued] [if var43_9071_medianPay >= minSalary & (riskTolerance === 'high' | var43_9071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9071_highAIRisk === "low" | var43_9071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9071_highAIRisk === "low"))] > [[Office Machine Operators, Except Computer->43-9071-Detailed]] [continued] [if var43_9081_medianPay >= minSalary & (riskTolerance === 'high' | var43_9081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9081_highAIRisk === "low" | var43_9081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9081_highAIRisk === "low"))] > [[Proofreaders and Copy Markers->43-9081-Detailed]] [continued] > [[Back->43-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '43-9021-Variables'} {embed passage: '43-9022-Variables'} # Data Entry and Information Processing Workers [if var43_9021_medianPay >= minSalary & (riskTolerance === 'high' | var43_9021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9021_highAIRisk === "low" | var43_9021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9021_highAIRisk === "low"))] > [[Data Entry Keyers->43-9021-Detailed]] [continued] [if var43_9022_medianPay >= minSalary & (riskTolerance === 'high' | var43_9022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9022_highAIRisk === "low" | var43_9022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9022_highAIRisk === "low"))] > [[Word Processors and Typists->43-9022-Detailed]] [continued] > [[Back->43-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Data Entry Keyers ## AI Risk Level: high ## Definition: Operate data entry device, such as keyboard or photo composing perforator. Duties may include verifying data and preparing materials for printing. Excludes "Word Processors and Typists" (43-9022). > [[Back->43-9020-Broad]]

config.header.center: "Detailed" -- # Word Processors and Typists ## AI Risk Level: high ## Definition: Use word processor, computer, or typewriter to type letters, reports, forms, or other material from rough draft, corrected copy, or voice recording. May perform other clerical duties as assigned. Excludes "Court Reporters and Simultaneous Captioners" (27-3092), "Medical Transcriptionists" (31-9094), "Secretaries and Administrative Assistants" (43-6010), and "Data Entry Keyers" (43-9021). > [[Back->43-9020-Broad]]

config.header.center: "Broad" -- {embed passage: '43-9031-Variables'} # Desktop Publishers [if var43_9031_medianPay >= minSalary & (riskTolerance === 'high' | var43_9031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9031_highAIRisk === "low" | var43_9031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9031_highAIRisk === "low"))] > [[Desktop Publishers->43-9031-Detailed]] [continued] > [[Back->43-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Desktop Publishers ## AI Risk Level: moderate ## Definition: Format typescript and graphic elements using computer software to produce publication-ready material. > [[Video Version->43-9031-Video]] > [[What They Do->43-9031-WhatTheyDo-1]] > [[Work Environment->43-9031-WorkEnvironment-1]] > [[How to Become One->43-9031-HowToBecomeOne-1]] > [[Pay->43-9031-Pay-1]] > [[Job Outlook->43-9031-JobOutlook-1]] > [[Back->43-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-9041-Variables'} # Insurance Claims and Policy Processing Clerks [if var43_9041_medianPay >= minSalary & (riskTolerance === 'high' | var43_9041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9041_highAIRisk === "low" | var43_9041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9041_highAIRisk === "low"))] > [[Insurance Claims and Policy Processing Clerks->43-9041-Detailed]] [continued] > [[Back->43-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Insurance Claims and Policy Processing Clerks ## AI Risk Level: high ## Definition: Process new insurance policies, modifications to existing policies, and claims forms. Obtain information from policyholders to verify the accuracy and completeness of information on claims forms, applications and related documents, and company records. Update existing policies and company records to reflect changes requested by policyholders and insurance company representatives. Excludes "Claims Adjusters, Examiners, and Investigators" (13-1031). > [[Video Version->43-9041-Video]] > [[What They Do->43-9041-WhatTheyDo-1]] > [[Work Environment->43-9041-WorkEnvironment-1]] > [[How to Become One->43-9041-HowToBecomeOne-1]] > [[Pay->43-9041-Pay-1]] > [[Job Outlook->43-9041-JobOutlook-1]] > [[Back->43-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-9051-Variables'} # Mail Clerks and Mail Machine Operators, Except Postal Service [if var43_9051_medianPay >= minSalary & (riskTolerance === 'high' | var43_9051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9051_highAIRisk === "low" | var43_9051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9051_highAIRisk === "low"))] > [[Mail Clerks and Mail Machine Operators, Except Postal Service->43-9051-Detailed]] [continued] > [[Back->43-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Mail Clerks and Mail Machine Operators, Except Postal Service ## AI Risk Level: high ## Definition: Prepare incoming and outgoing mail for distribution. Time-stamp, open, read, sort, and route incoming mail; and address, seal, stamp, fold, stuff, and affix postage to outgoing mail or packages. Duties may also include keeping necessary records and completed forms. > [[Back->43-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-9061-Variables'} # Office Clerks, General [if var43_9061_medianPay >= minSalary & (riskTolerance === 'high' | var43_9061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9061_highAIRisk === "low" | var43_9061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9061_highAIRisk === "low"))] > [[Office Clerks, General->43-9061-Detailed]] [continued] > [[Back->43-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Office Clerks, General ## AI Risk Level: high ## Definition: Perform duties too varied and diverse to be classified in any specific office clerical occupation, requiring knowledge of office systems and procedures. Clerical duties may be assigned in accordance with the office procedures of individual establishments and may include a combination of answering telephones, bookkeeping, typing or word processing, office machine operation, and filing. > [[Video Version->43-9061-Video]] > [[What They Do->43-9061-WhatTheyDo-1]] > [[Work Environment->43-9061-WorkEnvironment-1]] > [[How to Become One->43-9061-HowToBecomeOne-1]] > [[Pay->43-9061-Pay-1]] > [[Job Outlook->43-9061-JobOutlook-1]] > [[Back->43-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-9071-Variables'} # Office Machine Operators, Except Computer [if var43_9071_medianPay >= minSalary & (riskTolerance === 'high' | var43_9071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9071_highAIRisk === "low" | var43_9071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9071_highAIRisk === "low"))] > [[Office Machine Operators, Except Computer->43-9071-Detailed]] [continued] > [[Back->43-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Office Machine Operators, Except Computer ## AI Risk Level: high ## Definition: Operate one or more of a variety of office machines, such as photocopying, photographic, and duplicating machines, or other office machines. Excludes "Billing and Posting Clerks" (43-3021) and "Mail Clerks and Mail Machine Operators, Except Postal Service" (43-9051). > [[Back->43-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-9081-Variables'} # Proofreaders and Copy Markers [if var43_9081_medianPay >= minSalary & (riskTolerance === 'high' | var43_9081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9081_highAIRisk === "low" | var43_9081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9081_highAIRisk === "low"))] > [[Proofreaders and Copy Markers->43-9081-Detailed]] [continued] > [[Back->43-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Proofreaders and Copy Markers ## AI Risk Level: high ## Definition: Read transcript or proof type setup to detect and mark for correction any grammatical, typographical, or compositional errors. Excludes workers whose primary duty is editing copy. Includes proofreaders of braille. > [[Back->43-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '43-9111-Variables'} # Statistical Assistants [if var43_9111_medianPay >= minSalary & (riskTolerance === 'high' | var43_9111_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9111_highAIRisk === "low" | var43_9111_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9111_highAIRisk === "low"))] > [[Statistical Assistants->43-9111-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Statistical Assistants ## AI Risk Level: moderate ## Definition: Compile and compute data according to statistical formulas for use in statistical studies. May perform actuarial computations and compile charts and graphs for use by actuaries. Includes actuarial clerks. > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '43-9199-Variables'} # Miscellaneous Office and Administrative Support Workers [if var43_9199_medianPay >= minSalary & (riskTolerance === 'high' | var43_9199_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var43_9199_highAIRisk === "low" | var43_9199_highAIRisk === "moderate")) | (riskTolerance === 'low' & var43_9199_highAIRisk === "low"))] > [[Office and Administrative Support Workers, All Other->43-9199-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Office and Administrative Support Workers, All Other ## Definition: All office and administrative support workers not listed separately. > [[Back->-Minor]]

config.header.center: "Major" -- {embed passage: '45-1000-Variables'} {embed passage: '45-2000-Variables'} {embed passage: '45-3000-Variables'} {embed passage: '45-4000-Variables'} # Farming, Fishing, and Forestry Occupations [if var45_1000_MaxSalaryInMinor >= minSalary] > [[Supervisors of Farming, Fishing, and Forestry Workers->45-1000-Minor]] [continued] [if var45_2000_MaxSalaryInMinor >= minSalary] > [[Agricultural Workers->45-2000-Minor]] [continued] [if var45_3000_MaxSalaryInMinor >= minSalary] > [[Fishing and Hunting Workers->45-3000-Minor]] [continued] [if var45_4000_MaxSalaryInMinor >= minSalary] > [[Forest, Conservation, and Logging Workers->45-4000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '45-1010-Variables'} {embed passage: '45-1011-Variables'} # Supervisors of Farming, Fishing, and Forestry Workers [if var45_1011_medianPay >= minSalary & (riskTolerance === 'high' | var45_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_1011_highAIRisk === "low" | var45_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_1011_highAIRisk === "low"))] > [[First-Line Supervisors of Farming, Fishing, and Forestry Workers->45-1011-Detailed]] [continued] > [[Back->45-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '45-1011-Variables'} # First-Line Supervisors of Farming, Fishing, and Forestry Workers [if var45_1011_medianPay >= minSalary & (riskTolerance === 'high' | var45_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_1011_highAIRisk === "low" | var45_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_1011_highAIRisk === "low"))] > [[First-Line Supervisors of Farming, Fishing, and Forestry Workers->45-1011-Detailed]] [continued] > [[Back->45-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # First-Line Supervisors of Farming, Fishing, and Forestry Workers ## AI Risk Level: low ## Definition: Directly supervise and coordinate the activities of agricultural, forestry, aquacultural, and related workers. Excludes "First-Line Supervisors of Landscaping, Lawn Service, and Groundskeeping Workers" (37-1012). > [[Back->45-1000-Minor]]

config.header.center: "Minor" -- {embed passage: '45-2010-Variables'} {embed passage: '45-2011-Variables'} {embed passage: '45-2020-Variables'} {embed passage: '45-2021-Variables'} {embed passage: '45-2040-Variables'} {embed passage: '45-2041-Variables'} {embed passage: '45-2090-Variables'} {embed passage: '45-2091-Variables'} {embed passage: '45-2092-Variables'} {embed passage: '45-2093-Variables'} {embed passage: '45-2099-Variables'} # Agricultural Workers [if var45_2011_medianPay >= minSalary & (riskTolerance === 'high' | var45_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_2011_highAIRisk === "low" | var45_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_2011_highAIRisk === "low"))] > [[Agricultural Inspectors->45-2011-Detailed]] [continued] [if var45_2021_medianPay >= minSalary & (riskTolerance === 'high' | var45_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_2021_highAIRisk === "low" | var45_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_2021_highAIRisk === "low"))] > [[Animal Breeders->45-2021-Detailed]] [continued] [if var45_2041_medianPay >= minSalary & (riskTolerance === 'high' | var45_2041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_2041_highAIRisk === "low" | var45_2041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_2041_highAIRisk === "low"))] > [[Graders and Sorters, Agricultural Products->45-2041-Detailed]] [continued] [if var45_2090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Agricultural Workers->45-2090-Broad]] [continued] > [[Back->45-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '45-2011-Variables'} # Agricultural Inspectors [if var45_2011_medianPay >= minSalary & (riskTolerance === 'high' | var45_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_2011_highAIRisk === "low" | var45_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_2011_highAIRisk === "low"))] > [[Agricultural Inspectors->45-2011-Detailed]] [continued] > [[Back->45-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Agricultural Inspectors ## AI Risk Level: low ## Definition: Inspect agricultural commodities, processing equipment, and facilities, and fish and logging operations, to ensure compliance with regulations and laws governing health, quality, and safety. > [[Back->45-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '45-2021-Variables'} # Animal Breeders [if var45_2021_medianPay >= minSalary & (riskTolerance === 'high' | var45_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_2021_highAIRisk === "low" | var45_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_2021_highAIRisk === "low"))] > [[Animal Breeders->45-2021-Detailed]] [continued] > [[Back->45-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Animal Breeders ## AI Risk Level: moderate ## Definition: Select and breed animals according to their genealogy, characteristics, and offspring. May require knowledge of artificial insemination techniques and equipment use. May involve keeping records on heats, birth intervals, or pedigree. Excludes "Animal Scientists" (19-1011) whose primary function is research and "Animal Caretakers" (39-2021) who may occasionally breed animals as part of their other caretaking duties. > [[Video Version->45-2021-Video]] > [[What They Do->45-2021-WhatTheyDo-1]] > [[Work Environment->45-2021-WorkEnvironment-1]] > [[How to Become One->45-2021-HowToBecomeOne-1]] > [[Pay->45-2021-Pay-1]] > [[Job Outlook->45-2021-JobOutlook-1]] > [[Back->45-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '45-2041-Variables'} # Graders and Sorters, Agricultural Products [if var45_2041_medianPay >= minSalary & (riskTolerance === 'high' | var45_2041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_2041_highAIRisk === "low" | var45_2041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_2041_highAIRisk === "low"))] > [[Graders and Sorters, Agricultural Products->45-2041-Detailed]] [continued] > [[Back->45-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Graders and Sorters, Agricultural Products ## AI Risk Level: high ## Definition: Grade, sort, or classify unprocessed food and other agricultural products by size, weight, color, or condition. Excludes "Agricultural Inspectors" (45-2011). > [[Back->45-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '45-2091-Variables'} {embed passage: '45-2092-Variables'} {embed passage: '45-2093-Variables'} {embed passage: '45-2099-Variables'} # Miscellaneous Agricultural Workers [if var45_2091_medianPay >= minSalary & (riskTolerance === 'high' | var45_2091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_2091_highAIRisk === "low" | var45_2091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_2091_highAIRisk === "low"))] > [[Agricultural Equipment Operators->45-2091-Detailed]] [continued] [if var45_2092_medianPay >= minSalary & (riskTolerance === 'high' | var45_2092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_2092_highAIRisk === "low" | var45_2092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_2092_highAIRisk === "low"))] > [[Farmworkers and Laborers, Crop, Nursery, and Greenhouse->45-2092-Detailed]] [continued] [if var45_2093_medianPay >= minSalary & (riskTolerance === 'high' | var45_2093_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_2093_highAIRisk === "low" | var45_2093_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_2093_highAIRisk === "low"))] > [[Farmworkers, Farm, Ranch, and Aquacultural Animals->45-2093-Detailed]] [continued] [if var45_2099_medianPay >= minSalary & (riskTolerance === 'high' | var45_2099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_2099_highAIRisk === "low" | var45_2099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_2099_highAIRisk === "low"))] > [[Agricultural Workers, All Other->45-2099-Detailed]] [continued] > [[Back->45-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Agricultural Equipment Operators ## AI Risk Level: high ## Definition: Drive and control equipment to support agricultural activities such as tilling soil; planting, cultivating, and harvesting crops; feeding and herding livestock; or removing animal waste. May perform tasks such as crop baling or hay bucking. May operate stationary equipment to perform post-harvest tasks such as husking, shelling, threshing, and ginning. > [[Video Version->45-2091-Video]] > [[What They Do->45-2091-WhatTheyDo-1]] > [[Work Environment->45-2091-WorkEnvironment-1]] > [[How to Become One->45-2091-HowToBecomeOne-1]] > [[Pay->45-2091-Pay-1]] > [[Job Outlook->45-2091-JobOutlook-1]] > [[Back->45-2090-Broad]]

config.header.center: "Detailed" -- # Farmworkers and Laborers, Crop, Nursery, and Greenhouse ## AI Risk Level: moderate ## Definition: Manually plant, cultivate, and harvest vegetables, fruits, nuts, horticultural specialties, and field crops. Use hand tools, such as shovels, trowels, hoes, tampers, pruning hooks, shears, and knives. Duties may include tilling soil and applying fertilizers; transplanting, weeding, thinning, or pruning crops; applying pesticides; or cleaning, grading, sorting, packing, and loading harvested products. May construct trellises, repair fences and farm buildings, or participate in irrigation activities. Excludes "Pesticide Handlers, Sprayers, and Applicators, Vegetation" (37-3012), "Graders and Sorters, Agricultural Products" (45-2041), and "Forest, Conservation, and Logging Workers" (45-4011 through 45-4029). > [[Video Version->45-2092-Video]] > [[What They Do->45-2092-WhatTheyDo-1]] > [[Work Environment->45-2092-WorkEnvironment-1]] > [[How to Become One->45-2092-HowToBecomeOne-1]] > [[Pay->45-2092-Pay-1]] > [[Job Outlook->45-2092-JobOutlook-1]] > [[Back->45-2090-Broad]]

config.header.center: "Detailed" -- # Farmworkers, Farm, Ranch, and Aquacultural Animals ## AI Risk Level: moderate ## Definition: Attend to live farm, ranch, open range or aquacultural animals that may include cattle, sheep, swine, goats, horses and other equines, poultry, rabbits, finfish, shellfish, and bees. Attend to animals produced for animal products, such as meat, fur, skins, feathers, eggs, milk, and honey. Duties may include feeding, watering, herding, grazing, milking, castrating, branding, de-beaking, weighing, catching, and loading animals. May maintain records on animals; examine animals to detect diseases and injuries; assist in birth deliveries; and administer medications, vaccinations, or insecticides as appropriate. May clean and maintain animal housing areas. Includes workers who shear wool from sheep and collect eggs in hatcheries. > [[Video Version->45-2093-Video]] > [[What They Do->45-2093-WhatTheyDo-1]] > [[Work Environment->45-2093-WorkEnvironment-1]] > [[How to Become One->45-2093-HowToBecomeOne-1]] > [[Pay->45-2093-Pay-1]] > [[Job Outlook->45-2093-JobOutlook-1]] > [[Back->45-2090-Broad]]

config.header.center: "Detailed" -- # Agricultural Workers, All Other ## Definition: All agricultural workers not listed separately. > [[Video Version->45-2099-Video]] > [[What They Do->45-2099-WhatTheyDo-1]] > [[Work Environment->45-2099-WorkEnvironment-1]] > [[How to Become One->45-2099-HowToBecomeOne-1]] > [[Pay->45-2099-Pay-1]] > [[Job Outlook->45-2099-JobOutlook-1]] > [[Back->45-2090-Broad]]

config.header.center: "Minor" -- {embed passage: '45-3030-Variables'} {embed passage: '45-3031-Variables'} # Fishing and Hunting Workers [if var45_3031_medianPay >= minSalary & (riskTolerance === 'high' | var45_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_3031_highAIRisk === "low" | var45_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_3031_highAIRisk === "low"))] > [[Fishing and Hunting Workers->45-3031-Detailed]] [continued] > [[Back->45-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '45-3031-Variables'} # Fishing and Hunting Workers [if var45_3031_medianPay >= minSalary & (riskTolerance === 'high' | var45_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_3031_highAIRisk === "low" | var45_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_3031_highAIRisk === "low"))] > [[Fishing and Hunting Workers->45-3031-Detailed]] [continued] > [[Back->45-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Fishing and Hunting Workers ## Definition: Hunt, trap, catch, or gather wild animals or aquatic animals and plants. May use nets, traps, or other equipment. May haul catch onto ship or other vessel. Aquacultural laborers who work on fish farms are included in "Farmworkers, Farm, Ranch, and Aquacultural Animals" (45-2093). > [[Video Version->45-3031-Video]] > [[What They Do->45-3031-WhatTheyDo-1]] > [[Work Environment->45-3031-WorkEnvironment-1]] > [[How to Become One->45-3031-HowToBecomeOne-1]] > [[Pay->45-3031-Pay-1]] > [[Job Outlook->45-3031-JobOutlook-1]] > [[Back->45-3000-Minor]]

config.header.center: "Minor" -- {embed passage: '45-4010-Variables'} {embed passage: '45-4011-Variables'} {embed passage: '45-4020-Variables'} {embed passage: '45-4021-Variables'} {embed passage: '45-4022-Variables'} {embed passage: '45-4023-Variables'} {embed passage: '45-4029-Variables'} # Forest, Conservation, and Logging Workers [if var45_4011_medianPay >= minSalary & (riskTolerance === 'high' | var45_4011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_4011_highAIRisk === "low" | var45_4011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_4011_highAIRisk === "low"))] > [[Forest and Conservation Workers->45-4011-Detailed]] [continued] [if var45_4020_MaxSalaryInBroad >= minSalary] > [[Logging Workers->45-4020-Broad]] [continued] > [[Back->45-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '45-4011-Variables'} # Forest and Conservation Workers [if var45_4011_medianPay >= minSalary & (riskTolerance === 'high' | var45_4011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_4011_highAIRisk === "low" | var45_4011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_4011_highAIRisk === "low"))] > [[Forest and Conservation Workers->45-4011-Detailed]] [continued] > [[Back->45-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Forest and Conservation Workers ## AI Risk Level: low ## Definition: Under supervision, perform manual labor necessary to develop, maintain, or protect areas such as forests, forested areas, woodlands, wetlands, and rangelands through such activities as raising and transporting seedlings; combating insects, pests, and diseases harmful to plant life; and building structures to control water, erosion, and leaching of soil. Includes forester aides, seedling pullers, tree planters, and gatherers of nontimber forestry products such as pine straw. > [[What They Do->45-4011-WhatTheyDo-1]] > [[Work Environment->45-4011-WorkEnvironment-1]] > [[How to Become One->45-4011-HowToBecomeOne-1]] > [[Pay->45-4011-Pay-1]] > [[Job Outlook->45-4011-JobOutlook-1]] > [[Back->45-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '45-4021-Variables'} {embed passage: '45-4022-Variables'} {embed passage: '45-4023-Variables'} {embed passage: '45-4029-Variables'} # Logging Workers [if var45_4021_medianPay >= minSalary & (riskTolerance === 'high' | var45_4021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_4021_highAIRisk === "low" | var45_4021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_4021_highAIRisk === "low"))] > [[Fallers->45-4021-Detailed]] [continued] [if var45_4022_medianPay >= minSalary & (riskTolerance === 'high' | var45_4022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_4022_highAIRisk === "low" | var45_4022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_4022_highAIRisk === "low"))] > [[Logging Equipment Operators->45-4022-Detailed]] [continued] [if var45_4023_medianPay >= minSalary & (riskTolerance === 'high' | var45_4023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_4023_highAIRisk === "low" | var45_4023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_4023_highAIRisk === "low"))] > [[Log Graders and Scalers->45-4023-Detailed]] [continued] [if var45_4029_medianPay >= minSalary & (riskTolerance === 'high' | var45_4029_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var45_4029_highAIRisk === "low" | var45_4029_highAIRisk === "moderate")) | (riskTolerance === 'low' & var45_4029_highAIRisk === "low"))] > [[Logging Workers, All Other->45-4029-Detailed]] [continued] > [[Back->45-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Fallers ## AI Risk Level: high ## Definition: Use axes or chainsaws to fell trees using knowledge of tree characteristics and cutting techniques to control direction of fall and minimize tree damage. > [[Video Version->45-4021-Video]] > [[What They Do->45-4021-WhatTheyDo-1]] > [[Work Environment->45-4021-WorkEnvironment-1]] > [[How to Become One->45-4021-HowToBecomeOne-1]] > [[Pay->45-4021-Pay-1]] > [[Job Outlook->45-4021-JobOutlook-1]] > [[Back->45-4020-Broad]]

config.header.center: "Detailed" -- # Logging Equipment Operators ## AI Risk Level: high ## Definition: Drive logging tractor or wheeled vehicle equipped with one or more accessories, such as bulldozer blade, frontal shear, grapple, logging arch, cable winches, hoisting rack, or crane boom, to fell tree; to skid, load, unload, or stack logs; or to pull stumps or clear brush. Includes operating stand-alone logging machines, such as log chippers. Logging truck drivers are included in "Heavy and Tractor-Trailer Truck Drivers" (53-3032). > [[Video Version->45-4022-Video]] > [[What They Do->45-4022-WhatTheyDo-1]] > [[Work Environment->45-4022-WorkEnvironment-1]] > [[How to Become One->45-4022-HowToBecomeOne-1]] > [[Pay->45-4022-Pay-1]] > [[Job Outlook->45-4022-JobOutlook-1]] > [[Back->45-4020-Broad]]

config.header.center: "Detailed" -- # Log Graders and Scalers ## AI Risk Level: high ## Definition: Grade logs or estimate the marketable content or value of logs or pulpwood in sorting yards, millpond, log deck, or similar locations. Inspect logs for defects or measure logs to determine volume. Excludes "Buyers and Purchasing Agents, Farm Products" (13-1021). > [[Video Version->45-4023-Video]] > [[What They Do->45-4023-WhatTheyDo-1]] > [[Work Environment->45-4023-WorkEnvironment-1]] > [[How to Become One->45-4023-HowToBecomeOne-1]] > [[Pay->45-4023-Pay-1]] > [[Job Outlook->45-4023-JobOutlook-1]] > [[Back->45-4020-Broad]]

config.header.center: "Detailed" -- # Logging Workers, All Other ## Definition: All logging workers not listed separately. > [[Video Version->45-4029-Video]] > [[What They Do->45-4029-WhatTheyDo-1]] > [[Work Environment->45-4029-WorkEnvironment-1]] > [[How to Become One->45-4029-HowToBecomeOne-1]] > [[Pay->45-4029-Pay-1]] > [[Job Outlook->45-4029-JobOutlook-1]] > [[Back->45-4020-Broad]]

config.header.center: "Major" -- {embed passage: '47-1000-Variables'} {embed passage: '47-2000-Variables'} {embed passage: '47-3000-Variables'} {embed passage: '47-4000-Variables'} {embed passage: '47-5000-Variables'} # Construction and Extraction Occupations [if var47_1000_MaxSalaryInMinor >= minSalary] > [[Supervisors of Construction and Extraction Workers->47-1000-Minor]] [continued] [if var47_2000_MaxSalaryInMinor >= minSalary] > [[Construction Trades Workers->47-2000-Minor]] [continued] [if var47_3000_MaxSalaryInMinor >= minSalary] > [[Helpers, Construction Trades->47-3000-Minor]] [continued] [if var47_4000_MaxSalaryInMinor >= minSalary] > [[Other Construction and Related Workers->47-4000-Minor]] [continued] [if var47_5000_MaxSalaryInMinor >= minSalary] > [[Extraction Workers->47-5000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '47-1010-Variables'} {embed passage: '47-1011-Variables'} # Supervisors of Construction and Extraction Workers [if var47_1011_medianPay >= minSalary & (riskTolerance === 'high' | var47_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_1011_highAIRisk === "low" | var47_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_1011_highAIRisk === "low"))] > [[First-Line Supervisors of Construction Trades and Extraction Workers->47-1011-Detailed]] [continued] > [[Back->47-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '47-1011-Variables'} # First-Line Supervisors of Construction Trades and Extraction Workers [if var47_1011_medianPay >= minSalary & (riskTolerance === 'high' | var47_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_1011_highAIRisk === "low" | var47_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_1011_highAIRisk === "low"))] > [[First-Line Supervisors of Construction Trades and Extraction Workers->47-1011-Detailed]] [continued] > [[Back->47-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # First-Line Supervisors of Construction Trades and Extraction Workers ## AI Risk Level: low ## Definition: Directly supervise and coordinate activities of construction or extraction workers. > [[Back->47-1000-Minor]]

config.header.center: "Minor" -- {embed passage: '47-2010-Variables'} {embed passage: '47-2011-Variables'} {embed passage: '47-2020-Variables'} {embed passage: '47-2021-Variables'} {embed passage: '47-2022-Variables'} {embed passage: '47-2030-Variables'} {embed passage: '47-2031-Variables'} {embed passage: '47-2040-Variables'} {embed passage: '47-2041-Variables'} {embed passage: '47-2042-Variables'} {embed passage: '47-2043-Variables'} {embed passage: '47-2044-Variables'} {embed passage: '47-2050-Variables'} {embed passage: '47-2051-Variables'} {embed passage: '47-2053-Variables'} {embed passage: '47-2060-Variables'} {embed passage: '47-2061-Variables'} {embed passage: '47-2070-Variables'} {embed passage: '47-2071-Variables'} {embed passage: '47-2072-Variables'} {embed passage: '47-2073-Variables'} {embed passage: '47-2080-Variables'} {embed passage: '47-2081-Variables'} {embed passage: '47-2082-Variables'} # Construction Trades Workers [if var47_2011_medianPay >= minSalary & (riskTolerance === 'high' | var47_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2011_highAIRisk === "low" | var47_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2011_highAIRisk === "low"))] > [[Boilermakers->47-2011-Detailed]] [continued] [if var47_2020_MaxSalaryInBroad >= minSalary] > [[Brickmasons, Blockmasons, and Stonemasons->47-2020-Broad]] [continued] [if var47_2031_medianPay >= minSalary & (riskTolerance === 'high' | var47_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2031_highAIRisk === "low" | var47_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2031_highAIRisk === "low"))] > [[Carpenters->47-2031-Detailed]] [continued] [if var47_2040_MaxSalaryInBroad >= minSalary] > [[Carpet, Floor, and Tile Installers and Finishers->47-2040-Broad]] [continued] [if var47_2050_MaxSalaryInBroad >= minSalary] > [[Cement Masons, Concrete Finishers, and Terrazzo Workers->47-2050-Broad]] [continued] [if var47_2061_medianPay >= minSalary & (riskTolerance === 'high' | var47_2061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2061_highAIRisk === "low" | var47_2061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2061_highAIRisk === "low"))] > [[Construction Laborers->47-2061-Detailed]] [continued] [if var47_2070_MaxSalaryInBroad >= minSalary] > [[Construction Equipment Operators->47-2070-Broad]] [continued] [if var47_2080_MaxSalaryInBroad >= minSalary] > [[Drywall Installers, Ceiling Tile Installers, and Tapers->47-2080-Broad]] [continued] > [[Back->47-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '47-2011-Variables'} # Boilermakers [if var47_2011_medianPay >= minSalary & (riskTolerance === 'high' | var47_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2011_highAIRisk === "low" | var47_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2011_highAIRisk === "low"))] > [[Boilermakers->47-2011-Detailed]] [continued] > [[Back->47-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Boilermakers ## AI Risk Level: low ## Definition: Construct, assemble, maintain, and repair stationary steam boilers and boiler house auxiliaries. Align structures or plate sections to assemble boiler frame tanks or vats, following blueprints. Work involves use of hand and power tools, plumb bobs, levels, wedges, dogs, or turnbuckles. Assist in testing assembled vessels. Direct cleaning of boilers and boiler furnaces. Inspect and repair boiler fittings, such as safety valves, regulators, automatic-control mechanisms, water columns, and auxiliary machines. > [[Video Version->47-2011-Video]] > [[What They Do->47-2011-WhatTheyDo-1]] > [[Work Environment->47-2011-WorkEnvironment-1]] > [[How to Become One->47-2011-HowToBecomeOne-1]] > [[Pay->47-2011-Pay-1]] > [[Job Outlook->47-2011-JobOutlook-1]] > [[Back->47-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '47-2021-Variables'} {embed passage: '47-2022-Variables'} # Brickmasons, Blockmasons, and Stonemasons [if var47_2021_medianPay >= minSalary & (riskTolerance === 'high' | var47_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2021_highAIRisk === "low" | var47_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2021_highAIRisk === "low"))] > [[Brickmasons and Blockmasons->47-2021-Detailed]] [continued] [if var47_2022_medianPay >= minSalary & (riskTolerance === 'high' | var47_2022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2022_highAIRisk === "low" | var47_2022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2022_highAIRisk === "low"))] > [[Stonemasons->47-2022-Detailed]] [continued] > [[Back->47-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Brickmasons and Blockmasons ## AI Risk Level: low ## Definition: Lay and bind building materials, such as brick, structural tile, concrete block, cinder block, glass block, and terra-cotta block, with mortar and other substances, to construct or repair walls, partitions, arches, sewers, and other structures. Installers of mortarless segmental concrete masonry wall units are classified in "Landscaping and Groundskeeping Workers" (37-3011). Excludes "Stonemasons" (47-2022). > [[Video Version->47-2021-Video]] > [[What They Do->47-2021-WhatTheyDo-1]] > [[Work Environment->47-2021-WorkEnvironment-1]] > [[How to Become One->47-2021-HowToBecomeOne-1]] > [[Pay->47-2021-Pay-1]] > [[Job Outlook->47-2021-JobOutlook-1]] > [[Back->47-2020-Broad]]

config.header.center: "Detailed" -- # Stonemasons ## AI Risk Level: low ## Definition: Build stone structures, such as piers, walls, and abutments. Lay walks, curbstones, or special types of masonry for vats, tanks, and floors. > [[Video Version->47-2022-Video]] > [[What They Do->47-2022-WhatTheyDo-1]] > [[Work Environment->47-2022-WorkEnvironment-1]] > [[How to Become One->47-2022-HowToBecomeOne-1]] > [[Pay->47-2022-Pay-1]] > [[Job Outlook->47-2022-JobOutlook-1]] > [[Back->47-2020-Broad]]

config.header.center: "Broad" -- {embed passage: '47-2031-Variables'} # Carpenters [if var47_2031_medianPay >= minSalary & (riskTolerance === 'high' | var47_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2031_highAIRisk === "low" | var47_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2031_highAIRisk === "low"))] > [[Carpenters->47-2031-Detailed]] [continued] > [[Back->47-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Carpenters ## AI Risk Level: low ## Definition: Construct, erect, install, or repair structures and fixtures made of wood and comparable materials, such as concrete forms; building frameworks, including partitions, joists, studding, and rafters; and wood stairways, window and door frames, and hardwood floors. May also install cabinets, siding, drywall, and batt or roll insulation. Includes brattice builders who build doors or brattices (ventilation walls or partitions) in underground passageways. > [[Video Version->47-2031-Video]] > [[What They Do->47-2031-WhatTheyDo-1]] > [[Work Environment->47-2031-WorkEnvironment-1]] > [[How to Become One->47-2031-HowToBecomeOne-1]] > [[Pay->47-2031-Pay-1]] > [[Job Outlook->47-2031-JobOutlook-1]] > [[Back->47-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '47-2041-Variables'} {embed passage: '47-2042-Variables'} {embed passage: '47-2043-Variables'} {embed passage: '47-2044-Variables'} # Carpet, Floor, and Tile Installers and Finishers [if var47_2041_medianPay >= minSalary & (riskTolerance === 'high' | var47_2041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2041_highAIRisk === "low" | var47_2041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2041_highAIRisk === "low"))] > [[Carpet Installers->47-2041-Detailed]] [continued] [if var47_2042_medianPay >= minSalary & (riskTolerance === 'high' | var47_2042_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2042_highAIRisk === "low" | var47_2042_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2042_highAIRisk === "low"))] > [[Floor Layers, Except Carpet, Wood, and Hard Tiles->47-2042-Detailed]] [continued] [if var47_2043_medianPay >= minSalary & (riskTolerance === 'high' | var47_2043_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2043_highAIRisk === "low" | var47_2043_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2043_highAIRisk === "low"))] > [[Floor Sanders and Finishers->47-2043-Detailed]] [continued] [if var47_2044_medianPay >= minSalary & (riskTolerance === 'high' | var47_2044_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2044_highAIRisk === "low" | var47_2044_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2044_highAIRisk === "low"))] > [[Tile and Stone Setters->47-2044-Detailed]] [continued] > [[Back->47-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Carpet Installers ## AI Risk Level: low ## Definition: Lay and install carpet from rolls or blocks on floors. Install padding and trim flooring materials. Excludes "Floor Layers, Except Carpet, Wood, and Hard Tiles" (47-2042). > [[Video Version->47-2041-Video]] > [[What They Do->47-2041-WhatTheyDo-1]] > [[Work Environment->47-2041-WorkEnvironment-1]] > [[How to Become One->47-2041-HowToBecomeOne-1]] > [[Pay->47-2041-Pay-1]] > [[Job Outlook->47-2041-JobOutlook-1]] > [[Back->47-2040-Broad]]

config.header.center: "Detailed" -- # Floor Layers, Except Carpet, Wood, and Hard Tiles ## AI Risk Level: low ## Definition: Apply blocks, strips, or sheets of shock-absorbing, sound-deadening, or decorative coverings to floors. > [[Video Version->47-2042-Video]] > [[What They Do->47-2042-WhatTheyDo-1]] > [[Work Environment->47-2042-WorkEnvironment-1]] > [[How to Become One->47-2042-HowToBecomeOne-1]] > [[Pay->47-2042-Pay-1]] > [[Job Outlook->47-2042-JobOutlook-1]] > [[Back->47-2040-Broad]]

config.header.center: "Detailed" -- # Floor Sanders and Finishers ## AI Risk Level: low ## Definition: Scrape and sand wooden floors to smooth surfaces using floor scraper and floor sanding machine, and apply coats of finish. > [[Video Version->47-2043-Video]] > [[What They Do->47-2043-WhatTheyDo-1]] > [[Work Environment->47-2043-WorkEnvironment-1]] > [[How to Become One->47-2043-HowToBecomeOne-1]] > [[Pay->47-2043-Pay-1]] > [[Job Outlook->47-2043-JobOutlook-1]] > [[Back->47-2040-Broad]]

config.header.center: "Detailed" -- # Tile and Stone Setters ## AI Risk Level: low ## Definition: Apply hard tile, stone, and comparable materials to walls, floors, ceilings, countertops, and roof decks. > [[Video Version->47-2044-Video]] > [[What They Do->47-2044-WhatTheyDo-1]] > [[Work Environment->47-2044-WorkEnvironment-1]] > [[How to Become One->47-2044-HowToBecomeOne-1]] > [[Pay->47-2044-Pay-1]] > [[Job Outlook->47-2044-JobOutlook-1]] > [[Back->47-2040-Broad]]

config.header.center: "Broad" -- {embed passage: '47-2051-Variables'} {embed passage: '47-2053-Variables'} # Cement Masons, Concrete Finishers, and Terrazzo Workers [if var47_2051_medianPay >= minSalary & (riskTolerance === 'high' | var47_2051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2051_highAIRisk === "low" | var47_2051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2051_highAIRisk === "low"))] > [[Cement Masons and Concrete Finishers->47-2051-Detailed]] [continued] [if var47_2053_medianPay >= minSalary & (riskTolerance === 'high' | var47_2053_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2053_highAIRisk === "low" | var47_2053_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2053_highAIRisk === "low"))] > [[Terrazzo Workers and Finishers->47-2053-Detailed]] [continued] > [[Back->47-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Cement Masons and Concrete Finishers ## AI Risk Level: low ## Definition: Smooth and finish surfaces of poured concrete, such as floors, walks, sidewalks, roads, or curbs using a variety of hand and power tools. Align forms for sidewalks, curbs, or gutters; patch voids; and use saws to cut expansion joints. Installers of mortarless segmental concrete masonry wall units are classified in "Landscaping and Groundskeeping Workers" (37-3011). > [[Video Version->47-2051-Video]] > [[What They Do->47-2051-WhatTheyDo-1]] > [[Work Environment->47-2051-WorkEnvironment-1]] > [[How to Become One->47-2051-HowToBecomeOne-1]] > [[Pay->47-2051-Pay-1]] > [[Job Outlook->47-2051-JobOutlook-1]] > [[Back->47-2050-Broad]]

config.header.center: "Detailed" -- # Terrazzo Workers and Finishers ## AI Risk Level: low ## Definition: Apply a mixture of cement, sand, pigment, or marble chips to floors, stairways, and cabinet fixtures to fashion durable and decorative surfaces. > [[Video Version->47-2053-Video]] > [[What They Do->47-2053-WhatTheyDo-1]] > [[Work Environment->47-2053-WorkEnvironment-1]] > [[How to Become One->47-2053-HowToBecomeOne-1]] > [[Pay->47-2053-Pay-1]] > [[Job Outlook->47-2053-JobOutlook-1]] > [[Back->47-2050-Broad]]

config.header.center: "Broad" -- {embed passage: '47-2061-Variables'} # Construction Laborers [if var47_2061_medianPay >= minSalary & (riskTolerance === 'high' | var47_2061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2061_highAIRisk === "low" | var47_2061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2061_highAIRisk === "low"))] > [[Construction Laborers->47-2061-Detailed]] [continued] > [[Back->47-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Construction Laborers ## AI Risk Level: low ## Definition: Perform tasks involving physical labor at construction sites. May operate hand and power tools of all types: air hammers, earth tampers, cement mixers, small mechanical hoists, surveying and measuring equipment, and a variety of other equipment and instruments. May clean and prepare sites, dig trenches, set braces to support the sides of excavations, erect scaffolding, and clean up rubble, debris, and other waste materials. May assist other craft workers. Construction laborers who primarily assist a particular craft worker are classified under "Helpers, Construction Trades" (47-3010). Excludes "Hazardous Materials Removal Workers" (47-4041). > [[Video Version->47-2061-Video]] > [[What They Do->47-2061-WhatTheyDo-1]] > [[Work Environment->47-2061-WorkEnvironment-1]] > [[How to Become One->47-2061-HowToBecomeOne-1]] > [[Pay->47-2061-Pay-1]] > [[Job Outlook->47-2061-JobOutlook-1]] > [[Back->47-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '47-2071-Variables'} {embed passage: '47-2072-Variables'} {embed passage: '47-2073-Variables'} # Construction Equipment Operators [if var47_2071_medianPay >= minSalary & (riskTolerance === 'high' | var47_2071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2071_highAIRisk === "low" | var47_2071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2071_highAIRisk === "low"))] > [[Paving, Surfacing, and Tamping Equipment Operators->47-2071-Detailed]] [continued] [if var47_2072_medianPay >= minSalary & (riskTolerance === 'high' | var47_2072_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2072_highAIRisk === "low" | var47_2072_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2072_highAIRisk === "low"))] > [[Pile Driver Operators->47-2072-Detailed]] [continued] [if var47_2073_medianPay >= minSalary & (riskTolerance === 'high' | var47_2073_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2073_highAIRisk === "low" | var47_2073_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2073_highAIRisk === "low"))] > [[Operating Engineers and Other Construction Equipment Operators->47-2073-Detailed]] [continued] > [[Back->47-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Paving, Surfacing, and Tamping Equipment Operators ## AI Risk Level: moderate ## Definition: Operate equipment used for applying concrete, asphalt, or other materials to road beds, parking lots, or airport runways and taxiways or for tamping gravel, dirt, or other materials. Includes concrete and asphalt paving machine operators, form tampers, tamping machine operators, and stone spreader operators. > [[Video Version->47-2071-Video]] > [[What They Do->47-2071-WhatTheyDo-1]] > [[Work Environment->47-2071-WorkEnvironment-1]] > [[How to Become One->47-2071-HowToBecomeOne-1]] > [[Pay->47-2071-Pay-1]] > [[Job Outlook->47-2071-JobOutlook-1]] > [[Back->47-2070-Broad]]

config.header.center: "Detailed" -- # Pile Driver Operators ## AI Risk Level: moderate ## Definition: Operate pile drivers mounted on skids, barges, crawler treads, or locomotive cranes to drive pilings for retaining walls, bulkheads, and foundations of structures such as buildings, bridges, and piers. > [[Video Version->47-2072-Video]] > [[What They Do->47-2072-WhatTheyDo-1]] > [[Work Environment->47-2072-WorkEnvironment-1]] > [[How to Become One->47-2072-HowToBecomeOne-1]] > [[Pay->47-2072-Pay-1]] > [[Job Outlook->47-2072-JobOutlook-1]] > [[Back->47-2070-Broad]]

config.header.center: "Detailed" -- # Operating Engineers and Other Construction Equipment Operators ## AI Risk Level: moderate ## Definition: Operate one or several types of power construction equipment, such as motor graders, bulldozers, scrapers, compressors, pumps, derricks, shovels, tractors, or front-end loaders to excavate, move, and grade earth, erect structures, or pour concrete or other hard surface pavement. May repair and maintain equipment in addition to other duties. Excludes "Extraction Workers" (47-5000) and "Crane and Tower Operators" (53-7021). > [[Video Version->47-2073-Video]] > [[What They Do->47-2073-WhatTheyDo-1]] > [[Work Environment->47-2073-WorkEnvironment-1]] > [[How to Become One->47-2073-HowToBecomeOne-1]] > [[Pay->47-2073-Pay-1]] > [[Job Outlook->47-2073-JobOutlook-1]] > [[Back->47-2070-Broad]]

config.header.center: "Broad" -- {embed passage: '47-2081-Variables'} {embed passage: '47-2082-Variables'} # Drywall Installers, Ceiling Tile Installers, and Tapers [if var47_2081_medianPay >= minSalary & (riskTolerance === 'high' | var47_2081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2081_highAIRisk === "low" | var47_2081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2081_highAIRisk === "low"))] > [[Drywall and Ceiling Tile Installers->47-2081-Detailed]] [continued] [if var47_2082_medianPay >= minSalary & (riskTolerance === 'high' | var47_2082_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2082_highAIRisk === "low" | var47_2082_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2082_highAIRisk === "low"))] > [[Tapers->47-2082-Detailed]] [continued] > [[Back->47-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Drywall and Ceiling Tile Installers ## AI Risk Level: low ## Definition: Apply plasterboard or other wallboard to ceilings or interior walls of buildings. Apply or mount acoustical tiles or blocks, strips, or sheets of shock-absorbing materials to ceilings and walls of buildings to reduce or reflect sound. Materials may be of decorative quality. Includes lathers who fasten wooden, metal, or rockboard lath to walls, ceilings, or partitions of buildings to provide support base for plaster, fireproofing, or acoustical material. Excludes "Carpenters" (47-2031), "Carpet Installers" (47-2041), and "Tile and Stone Setters" (47-2044). > [[Video Version->47-2081-Video]] > [[What They Do->47-2081-WhatTheyDo-1]] > [[Work Environment->47-2081-WorkEnvironment-1]] > [[How to Become One->47-2081-HowToBecomeOne-1]] > [[Pay->47-2081-Pay-1]] > [[Job Outlook->47-2081-JobOutlook-1]] > [[Back->47-2080-Broad]]

config.header.center: "Detailed" -- # Tapers ## AI Risk Level: moderate ## Definition: Seal joints between plasterboard or other wallboard to prepare wall surface for painting or papering. > [[Video Version->47-2082-Video]] > [[What They Do->47-2082-WhatTheyDo-1]] > [[Work Environment->47-2082-WorkEnvironment-1]] > [[How to Become One->47-2082-HowToBecomeOne-1]] > [[Pay->47-2082-Pay-1]] > [[Job Outlook->47-2082-JobOutlook-1]] > [[Back->47-2080-Broad]]

config.header.center: "Broad" -- {embed passage: '47-2111-Variables'} # Electricians [if var47_2111_medianPay >= minSalary & (riskTolerance === 'high' | var47_2111_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2111_highAIRisk === "low" | var47_2111_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2111_highAIRisk === "low"))] > [[Electricians->47-2111-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Electricians ## AI Risk Level: low ## Definition: Install, maintain, and repair electrical wiring, equipment, and fixtures. Ensure that work is in accordance with relevant codes. May install or service street lights, intercom systems, or electrical control systems. Excludes "Security and Fire Alarm Systems Installers" (49-2098). > [[Video Version->47-2111-Video]] > [[What They Do->47-2111-WhatTheyDo-1]] > [[Work Environment->47-2111-WorkEnvironment-1]] > [[How to Become One->47-2111-HowToBecomeOne-1]] > [[Pay->47-2111-Pay-1]] > [[Job Outlook->47-2111-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '47-2121-Variables'} # Glaziers [if var47_2121_medianPay >= minSalary & (riskTolerance === 'high' | var47_2121_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2121_highAIRisk === "low" | var47_2121_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2121_highAIRisk === "low"))] > [[Glaziers->47-2121-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Glaziers ## AI Risk Level: low ## Definition: Install glass in windows, skylights, store fronts, and display cases, or on surfaces, such as building fronts, interior walls, ceilings, and tabletops. > [[Video Version->47-2121-Video]] > [[What They Do->47-2121-WhatTheyDo-1]] > [[Work Environment->47-2121-WorkEnvironment-1]] > [[How to Become One->47-2121-HowToBecomeOne-1]] > [[Pay->47-2121-Pay-1]] > [[Job Outlook->47-2121-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '47-2131-Variables'} {embed passage: '47-2132-Variables'} # Insulation Workers [if var47_2131_medianPay >= minSalary & (riskTolerance === 'high' | var47_2131_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2131_highAIRisk === "low" | var47_2131_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2131_highAIRisk === "low"))] > [[Insulation Workers, Floor, Ceiling, and Wall->47-2131-Detailed]] [continued] [if var47_2132_medianPay >= minSalary & (riskTolerance === 'high' | var47_2132_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2132_highAIRisk === "low" | var47_2132_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2132_highAIRisk === "low"))] > [[Insulation Workers, Mechanical->47-2132-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Insulation Workers, Floor, Ceiling, and Wall ## AI Risk Level: low ## Definition: Line and cover structures with insulating materials. May work with batt, roll, or blown insulation materials. > [[Video Version->47-2131-Video]] > [[What They Do->47-2131-WhatTheyDo-1]] > [[Work Environment->47-2131-WorkEnvironment-1]] > [[How to Become One->47-2131-HowToBecomeOne-1]] > [[Pay->47-2131-Pay-1]] > [[Job Outlook->47-2131-JobOutlook-1]] > [[Back->47-2130-Broad]]

config.header.center: "Detailed" -- # Insulation Workers, Mechanical ## AI Risk Level: low ## Definition: Apply insulating materials to pipes or ductwork, or other mechanical systems in order to help control and maintain temperature. > [[Video Version->47-2132-Video]] > [[What They Do->47-2132-WhatTheyDo-1]] > [[Work Environment->47-2132-WorkEnvironment-1]] > [[How to Become One->47-2132-HowToBecomeOne-1]] > [[Pay->47-2132-Pay-1]] > [[Job Outlook->47-2132-JobOutlook-1]] > [[Back->47-2130-Broad]]

config.header.center: "Broad" -- {embed passage: '47-2141-Variables'} {embed passage: '47-2142-Variables'} # Painters and Paperhangers [if var47_2141_medianPay >= minSalary & (riskTolerance === 'high' | var47_2141_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2141_highAIRisk === "low" | var47_2141_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2141_highAIRisk === "low"))] > [[Painters, Construction and Maintenance->47-2141-Detailed]] [continued] [if var47_2142_medianPay >= minSalary & (riskTolerance === 'high' | var47_2142_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2142_highAIRisk === "low" | var47_2142_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2142_highAIRisk === "low"))] > [[Paperhangers->47-2142-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Painters, Construction and Maintenance ## AI Risk Level: low ## Definition: Paint walls, equipment, buildings, bridges, and other structural surfaces, using brushes, rollers, and spray guns. May remove old paint to prepare surface prior to painting. May mix colors or oils to obtain desired color or consistency. Excludes "Paperhangers" (47-2142). > [[Video Version->47-2141-Video]] > [[What They Do->47-2141-WhatTheyDo-1]] > [[Work Environment->47-2141-WorkEnvironment-1]] > [[How to Become One->47-2141-HowToBecomeOne-1]] > [[Pay->47-2141-Pay-1]] > [[Job Outlook->47-2141-JobOutlook-1]] > [[Back->47-2140-Broad]]

config.header.center: "Detailed" -- # Paperhangers ## AI Risk Level: moderate ## Definition: Cover interior walls or ceilings of rooms with decorative wallpaper or fabric, or attach advertising posters on surfaces such as walls and billboards. May remove old materials or prepare surfaces to be papered. > [[Back->47-2140-Broad]]

config.header.center: "Broad" -- {embed passage: '47-2151-Variables'} {embed passage: '47-2152-Variables'} # Pipelayers, Plumbers, Pipefitters, and Steamfitters [if var47_2151_medianPay >= minSalary & (riskTolerance === 'high' | var47_2151_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2151_highAIRisk === "low" | var47_2151_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2151_highAIRisk === "low"))] > [[Pipelayers->47-2151-Detailed]] [continued] [if var47_2152_medianPay >= minSalary & (riskTolerance === 'high' | var47_2152_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2152_highAIRisk === "low" | var47_2152_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2152_highAIRisk === "low"))] > [[Plumbers, Pipefitters, and Steamfitters->47-2152-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Pipelayers ## AI Risk Level: low ## Definition: Lay pipe for storm or sanitation sewers, drains, and water mains. Perform any combination of the following tasks: grade trenches or culverts, position pipe, or seal joints. Excludes "Welders, Cutters, Solderers, and Brazers" (51-4121). > [[Back->47-2150-Broad]]

config.header.center: "Detailed" -- # Plumbers, Pipefitters, and Steamfitters ## AI Risk Level: low ## Definition: Assemble, install, alter, and repair pipelines or pipe systems that carry water, steam, air, or other liquids or gases. May install heating and cooling equipment and mechanical control systems. Includes sprinkler fitters. > [[Video Version->47-2152-Video]] > [[What They Do->47-2152-WhatTheyDo-1]] > [[Work Environment->47-2152-WorkEnvironment-1]] > [[How to Become One->47-2152-HowToBecomeOne-1]] > [[Pay->47-2152-Pay-1]] > [[Job Outlook->47-2152-JobOutlook-1]] > [[Back->47-2150-Broad]]

config.header.center: "Broad" -- {embed passage: '47-2161-Variables'} # Plasterers and Stucco Masons [if var47_2161_medianPay >= minSalary & (riskTolerance === 'high' | var47_2161_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2161_highAIRisk === "low" | var47_2161_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2161_highAIRisk === "low"))] > [[Plasterers and Stucco Masons->47-2161-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Plasterers and Stucco Masons ## AI Risk Level: low ## Definition: Apply interior or exterior plaster, cement, stucco, or similar materials. May also set ornamental plaster. > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '47-2171-Variables'} # Reinforcing Iron and Rebar Workers [if var47_2171_medianPay >= minSalary & (riskTolerance === 'high' | var47_2171_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2171_highAIRisk === "low" | var47_2171_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2171_highAIRisk === "low"))] > [[Reinforcing Iron and Rebar Workers->47-2171-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Reinforcing Iron and Rebar Workers ## AI Risk Level: low ## Definition: Position and secure steel bars or mesh in concrete forms in order to reinforce concrete. Use a variety of fasteners, rod-bending machines, blowtorches, and hand tools. Includes rod busters. > [[Video Version->47-2171-Video]] > [[What They Do->47-2171-WhatTheyDo-1]] > [[Work Environment->47-2171-WorkEnvironment-1]] > [[How to Become One->47-2171-HowToBecomeOne-1]] > [[Pay->47-2171-Pay-1]] > [[Job Outlook->47-2171-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '47-2181-Variables'} # Roofers [if var47_2181_medianPay >= minSalary & (riskTolerance === 'high' | var47_2181_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2181_highAIRisk === "low" | var47_2181_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2181_highAIRisk === "low"))] > [[Roofers->47-2181-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Roofers ## AI Risk Level: low ## Definition: Cover roofs of structures with shingles, slate, asphalt, aluminum, wood, or related materials. May spray roofs, sidings, and walls with material to bind, seal, insulate, or soundproof sections of structures. > [[Video Version->47-2181-Video]] > [[What They Do->47-2181-WhatTheyDo-1]] > [[Work Environment->47-2181-WorkEnvironment-1]] > [[How to Become One->47-2181-HowToBecomeOne-1]] > [[Pay->47-2181-Pay-1]] > [[Job Outlook->47-2181-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '47-2211-Variables'} # Sheet Metal Workers [if var47_2211_medianPay >= minSalary & (riskTolerance === 'high' | var47_2211_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2211_highAIRisk === "low" | var47_2211_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2211_highAIRisk === "low"))] > [[Sheet Metal Workers->47-2211-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Sheet Metal Workers ## AI Risk Level: low ## Definition: Fabricate, assemble, install, and repair sheet metal products and equipment, such as ducts, control boxes, drainpipes, and furnace casings. Work may involve any of the following: setting up and operating fabricating machines to cut, bend, and straighten sheet metal; shaping metal over anvils, blocks, or forms using hammer; operating soldering and welding equipment to join sheet metal parts; or inspecting, assembling, and smoothing seams and joints of burred surfaces. Includes sheet metal duct installers who install prefabricated sheet metal ducts used for heating, air conditioning, or other purposes. > [[Video Version->47-2211-Video]] > [[What They Do->47-2211-WhatTheyDo-1]] > [[Work Environment->47-2211-WorkEnvironment-1]] > [[How to Become One->47-2211-HowToBecomeOne-1]] > [[Pay->47-2211-Pay-1]] > [[Job Outlook->47-2211-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '47-2221-Variables'} # Structural Iron and Steel Workers [if var47_2221_medianPay >= minSalary & (riskTolerance === 'high' | var47_2221_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2221_highAIRisk === "low" | var47_2221_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2221_highAIRisk === "low"))] > [[Structural Iron and Steel Workers->47-2221-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Structural Iron and Steel Workers ## AI Risk Level: low ## Definition: Raise, place, and unite iron or steel girders, columns, and other structural members to form completed structures or structural frameworks. May erect metal storage tanks and assemble prefabricated metal buildings. Excludes "Reinforcing Iron and Rebar Workers" (47-2171). > [[Video Version->47-2221-Video]] > [[What They Do->47-2221-WhatTheyDo-1]] > [[Work Environment->47-2221-WorkEnvironment-1]] > [[How to Become One->47-2221-HowToBecomeOne-1]] > [[Pay->47-2221-Pay-1]] > [[Job Outlook->47-2221-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '47-2231-Variables'} # Solar Photovoltaic Installers [if var47_2231_medianPay >= minSalary & (riskTolerance === 'high' | var47_2231_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_2231_highAIRisk === "low" | var47_2231_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_2231_highAIRisk === "low"))] > [[Solar Photovoltaic Installers->47-2231-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Solar Photovoltaic Installers ## AI Risk Level: low ## Definition: Assemble, install, or maintain solar photovoltaic (PV) systems on roofs or other structures in compliance with site assessment and schematics. May include measuring, cutting, assembling, and bolting structural framing and solar modules. May perform minor electrical work such as current checks. Excludes solar PV electricians who are included in "Electricians" (47-2111) and solar thermal installers who are included in "Plumbers, Pipefitters, and Steamfitters" (47-2152). > [[Video Version->47-2231-Video]] > [[What They Do->47-2231-WhatTheyDo-1]] > [[Work Environment->47-2231-WorkEnvironment-1]] > [[How to Become One->47-2231-HowToBecomeOne-1]] > [[Pay->47-2231-Pay-1]] > [[Job Outlook->47-2231-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Minor" -- {embed passage: '47-3010-Variables'} {embed passage: '47-3011-Variables'} {embed passage: '47-3012-Variables'} {embed passage: '47-3013-Variables'} {embed passage: '47-3014-Variables'} {embed passage: '47-3015-Variables'} {embed passage: '47-3016-Variables'} {embed passage: '47-3019-Variables'} # Helpers, Construction Trades [if var47_3010_MaxSalaryInBroad >= minSalary] > [[Helpers, Construction Trades->47-3010-Broad]] [continued] > [[Back->47-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '47-3011-Variables'} {embed passage: '47-3012-Variables'} {embed passage: '47-3013-Variables'} {embed passage: '47-3014-Variables'} {embed passage: '47-3015-Variables'} {embed passage: '47-3016-Variables'} {embed passage: '47-3019-Variables'} # Helpers, Construction Trades [if var47_3011_medianPay >= minSalary & (riskTolerance === 'high' | var47_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_3011_highAIRisk === "low" | var47_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_3011_highAIRisk === "low"))] > [[Helpers--Brickmasons, Blockmasons, Stonemasons, and Tile and Marble Setters->47-3011-Detailed]] [continued] [if var47_3012_medianPay >= minSalary & (riskTolerance === 'high' | var47_3012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_3012_highAIRisk === "low" | var47_3012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_3012_highAIRisk === "low"))] > [[Helpers--Carpenters->47-3012-Detailed]] [continued] [if var47_3013_medianPay >= minSalary & (riskTolerance === 'high' | var47_3013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_3013_highAIRisk === "low" | var47_3013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_3013_highAIRisk === "low"))] > [[Helpers--Electricians->47-3013-Detailed]] [continued] [if var47_3014_medianPay >= minSalary & (riskTolerance === 'high' | var47_3014_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_3014_highAIRisk === "low" | var47_3014_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_3014_highAIRisk === "low"))] > [[Helpers--Painters, Paperhangers, Plasterers, and Stucco Masons->47-3014-Detailed]] [continued] [if var47_3015_medianPay >= minSalary & (riskTolerance === 'high' | var47_3015_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_3015_highAIRisk === "low" | var47_3015_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_3015_highAIRisk === "low"))] > [[Helpers--Pipelayers, Plumbers, Pipefitters, and Steamfitters->47-3015-Detailed]] [continued] [if var47_3016_medianPay >= minSalary & (riskTolerance === 'high' | var47_3016_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_3016_highAIRisk === "low" | var47_3016_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_3016_highAIRisk === "low"))] > [[Helpers--Roofers->47-3016-Detailed]] [continued] [if var47_3019_medianPay >= minSalary & (riskTolerance === 'high' | var47_3019_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_3019_highAIRisk === "low" | var47_3019_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_3019_highAIRisk === "low"))] > [[Helpers, Construction Trades, All Other->47-3019-Detailed]] [continued] > [[Back->47-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Helpers--Brickmasons, Blockmasons, Stonemasons, and Tile and Marble Setters ## AI Risk Level: low ## Definition: Help brickmasons, blockmasons, stonemasons, or tile and marble setters by performing duties requiring less skill. Duties include using, supplying, or holding materials or tools, and cleaning work area and equipment. Construction laborers who do not primarily assist brickmasons, blockmasons, and stonemasons or tile and marble setters are classified under "Construction Laborers" (47-2061). Apprentice workers are classified with the appropriate skilled construction trade occupation (47-2011 through 47-2231). > [[Video Version->47-3011-Video]] > [[What They Do->47-3011-WhatTheyDo-1]] > [[Work Environment->47-3011-WorkEnvironment-1]] > [[How to Become One->47-3011-HowToBecomeOne-1]] > [[Pay->47-3011-Pay-1]] > [[Job Outlook->47-3011-JobOutlook-1]] > [[Back->47-3010-Broad]]

config.header.center: "Detailed" -- # Helpers--Carpenters ## AI Risk Level: low ## Definition: Help carpenters by performing duties requiring less skill. Duties include using, supplying, or holding materials or tools, and cleaning work area and equipment. Construction laborers who do not primarily assist carpenters are classified under "Construction Laborers" (47-2061). Apprentice workers are classified with the appropriate skilled construction trade occupation (47-2011 through 47-2231). > [[Video Version->47-3012-Video]] > [[What They Do->47-3012-WhatTheyDo-1]] > [[Work Environment->47-3012-WorkEnvironment-1]] > [[How to Become One->47-3012-HowToBecomeOne-1]] > [[Pay->47-3012-Pay-1]] > [[Job Outlook->47-3012-JobOutlook-1]] > [[Back->47-3010-Broad]]

config.header.center: "Detailed" -- # Helpers--Electricians ## AI Risk Level: low ## Definition: Help electricians by performing duties requiring less skill. Duties include using, supplying, or holding materials or tools, and cleaning work area and equipment. Construction laborers who do not primarily assist electricians are classified under "Construction Laborers" (47-2061). Apprentice workers are classified with the appropriate skilled construction trade occupation (47-2011 through 47-2231). > [[Video Version->47-3013-Video]] > [[What They Do->47-3013-WhatTheyDo-1]] > [[Work Environment->47-3013-WorkEnvironment-1]] > [[How to Become One->47-3013-HowToBecomeOne-1]] > [[Pay->47-3013-Pay-1]] > [[Job Outlook->47-3013-JobOutlook-1]] > [[Back->47-3010-Broad]]

config.header.center: "Detailed" -- # Helpers--Painters, Paperhangers, Plasterers, and Stucco Masons ## AI Risk Level: moderate ## Definition: Help painters, paperhangers, plasterers, or stucco masons by performing duties requiring less skill. Duties include using, supplying, or holding materials or tools, and cleaning work area and equipment. Construction laborers who do not primarily assist painters, paperhangers, plasterers, or stucco masons are classified under "Construction Laborers" (47-2061). Apprentice workers are classified with the appropriate skilled construction trade occupation (47-2011 through 47-2231). > [[Video Version->47-3014-Video]] > [[What They Do->47-3014-WhatTheyDo-1]] > [[Work Environment->47-3014-WorkEnvironment-1]] > [[How to Become One->47-3014-HowToBecomeOne-1]] > [[Pay->47-3014-Pay-1]] > [[Job Outlook->47-3014-JobOutlook-1]] > [[Back->47-3010-Broad]]

config.header.center: "Detailed" -- # Helpers--Pipelayers, Plumbers, Pipefitters, and Steamfitters ## AI Risk Level: low ## Definition: Help plumbers, pipefitters, steamfitters, or pipelayers by performing duties requiring less skill. Duties include using, supplying, or holding materials or tools, and cleaning work area and equipment. Construction laborers who do not primarily assist plumbers, pipefitters, steamfitters, or pipelayers are classified under "Construction Laborers" (47-2061). Apprentice workers are classified with the appropriate skilled construction trade occupation (47-2011 through 47-2231). > [[Video Version->47-3015-Video]] > [[What They Do->47-3015-WhatTheyDo-1]] > [[Work Environment->47-3015-WorkEnvironment-1]] > [[How to Become One->47-3015-HowToBecomeOne-1]] > [[Pay->47-3015-Pay-1]] > [[Job Outlook->47-3015-JobOutlook-1]] > [[Back->47-3010-Broad]]

config.header.center: "Detailed" -- # Helpers--Roofers ## AI Risk Level: low ## Definition: Help roofers by performing duties requiring less skill. Duties include using, supplying, or holding materials or tools, and cleaning work area and equipment. Construction laborers who do not primarily assist roofers are classified under "Construction Laborers" (47-2061). Apprentice workers are classified with the appropriate skilled construction trade occupation (47-2011 through 47-2231). > [[Video Version->47-3016-Video]] > [[What They Do->47-3016-WhatTheyDo-1]] > [[Work Environment->47-3016-WorkEnvironment-1]] > [[How to Become One->47-3016-HowToBecomeOne-1]] > [[Pay->47-3016-Pay-1]] > [[Job Outlook->47-3016-JobOutlook-1]] > [[Back->47-3010-Broad]]

config.header.center: "Detailed" -- # Helpers, Construction Trades, All Other ## Definition: All construction trades helpers not listed separately. > [[Video Version->47-3019-Video]] > [[What They Do->47-3019-WhatTheyDo-1]] > [[Work Environment->47-3019-WorkEnvironment-1]] > [[How to Become One->47-3019-HowToBecomeOne-1]] > [[Pay->47-3019-Pay-1]] > [[Job Outlook->47-3019-JobOutlook-1]] > [[Back->47-3010-Broad]]

config.header.center: "Minor" -- {embed passage: '47-4010-Variables'} {embed passage: '47-4011-Variables'} {embed passage: '47-4020-Variables'} {embed passage: '47-4021-Variables'} {embed passage: '47-4030-Variables'} {embed passage: '47-4031-Variables'} {embed passage: '47-4040-Variables'} {embed passage: '47-4041-Variables'} {embed passage: '47-4050-Variables'} {embed passage: '47-4051-Variables'} {embed passage: '47-4060-Variables'} {embed passage: '47-4061-Variables'} {embed passage: '47-4070-Variables'} {embed passage: '47-4071-Variables'} {embed passage: '47-4090-Variables'} {embed passage: '47-4091-Variables'} {embed passage: '47-4099-Variables'} # Other Construction and Related Workers [if var47_4011_medianPay >= minSalary & (riskTolerance === 'high' | var47_4011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4011_highAIRisk === "low" | var47_4011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4011_highAIRisk === "low"))] > [[Construction and Building Inspectors->47-4011-Detailed]] [continued] [if var47_4021_medianPay >= minSalary & (riskTolerance === 'high' | var47_4021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4021_highAIRisk === "low" | var47_4021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4021_highAIRisk === "low"))] > [[Elevator and Escalator Installers and Repairers->47-4021-Detailed]] [continued] [if var47_4031_medianPay >= minSalary & (riskTolerance === 'high' | var47_4031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4031_highAIRisk === "low" | var47_4031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4031_highAIRisk === "low"))] > [[Fence Erectors->47-4031-Detailed]] [continued] [if var47_4041_medianPay >= minSalary & (riskTolerance === 'high' | var47_4041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4041_highAIRisk === "low" | var47_4041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4041_highAIRisk === "low"))] > [[Hazardous Materials Removal Workers->47-4041-Detailed]] [continued] [if var47_4051_medianPay >= minSalary & (riskTolerance === 'high' | var47_4051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4051_highAIRisk === "low" | var47_4051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4051_highAIRisk === "low"))] > [[Highway Maintenance Workers->47-4051-Detailed]] [continued] [if var47_4061_medianPay >= minSalary & (riskTolerance === 'high' | var47_4061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4061_highAIRisk === "low" | var47_4061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4061_highAIRisk === "low"))] > [[Rail-Track Laying and Maintenance Equipment Operators->47-4061-Detailed]] [continued] [if var47_4071_medianPay >= minSalary & (riskTolerance === 'high' | var47_4071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4071_highAIRisk === "low" | var47_4071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4071_highAIRisk === "low"))] > [[Septic Tank Servicers and Sewer Pipe Cleaners->47-4071-Detailed]] [continued] [if var47_4090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Construction and Related Workers->47-4090-Broad]] [continued] > [[Back->47-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '47-4011-Variables'} # Construction and Building Inspectors [if var47_4011_medianPay >= minSalary & (riskTolerance === 'high' | var47_4011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4011_highAIRisk === "low" | var47_4011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4011_highAIRisk === "low"))] > [[Construction and Building Inspectors->47-4011-Detailed]] [continued] > [[Back->47-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Construction and Building Inspectors ## AI Risk Level: low ## Definition: Inspect structures using engineering skills to determine structural soundness and compliance with specifications, building codes, and other regulations. Inspections may be general in nature or may be limited to a specific area, such as electrical systems or plumbing. > [[Video Version->47-4011-Video]] > [[What They Do->47-4011-WhatTheyDo-1]] > [[Work Environment->47-4011-WorkEnvironment-1]] > [[How to Become One->47-4011-HowToBecomeOne-1]] > [[Pay->47-4011-Pay-1]] > [[Job Outlook->47-4011-JobOutlook-1]] > [[Back->47-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '47-4021-Variables'} # Elevator and Escalator Installers and Repairers [if var47_4021_medianPay >= minSalary & (riskTolerance === 'high' | var47_4021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4021_highAIRisk === "low" | var47_4021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4021_highAIRisk === "low"))] > [[Elevator and Escalator Installers and Repairers->47-4021-Detailed]] [continued] > [[Back->47-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Elevator and Escalator Installers and Repairers ## AI Risk Level: low ## Definition: Assemble, install, repair, or maintain electric or hydraulic freight or passenger elevators, escalators, or dumbwaiters. > [[Video Version->47-4021-Video]] > [[What They Do->47-4021-WhatTheyDo-1]] > [[Work Environment->47-4021-WorkEnvironment-1]] > [[How to Become One->47-4021-HowToBecomeOne-1]] > [[Pay->47-4021-Pay-1]] > [[Job Outlook->47-4021-JobOutlook-1]] > [[Back->47-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '47-4031-Variables'} # Fence Erectors [if var47_4031_medianPay >= minSalary & (riskTolerance === 'high' | var47_4031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4031_highAIRisk === "low" | var47_4031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4031_highAIRisk === "low"))] > [[Fence Erectors->47-4031-Detailed]] [continued] > [[Back->47-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Fence Erectors ## AI Risk Level: low ## Definition: Erect and repair fences and fence gates, using hand and power tools. > [[Back->47-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '47-4041-Variables'} # Hazardous Materials Removal Workers [if var47_4041_medianPay >= minSalary & (riskTolerance === 'high' | var47_4041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4041_highAIRisk === "low" | var47_4041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4041_highAIRisk === "low"))] > [[Hazardous Materials Removal Workers->47-4041-Detailed]] [continued] > [[Back->47-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Hazardous Materials Removal Workers ## AI Risk Level: low ## Definition: Identify, remove, pack, transport, or dispose of hazardous materials, including asbestos, lead-based paint, waste oil, fuel, transmission fluid, radioactive materials, or contaminated soil. Specialized training and certification in hazardous materials handling or a confined entry permit are generally required. May operate earth-moving equipment or trucks. > [[Video Version->47-4041-Video]] > [[What They Do->47-4041-WhatTheyDo-1]] > [[Work Environment->47-4041-WorkEnvironment-1]] > [[How to Become One->47-4041-HowToBecomeOne-1]] > [[Pay->47-4041-Pay-1]] > [[Job Outlook->47-4041-JobOutlook-1]] > [[Back->47-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '47-4051-Variables'} # Highway Maintenance Workers [if var47_4051_medianPay >= minSalary & (riskTolerance === 'high' | var47_4051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4051_highAIRisk === "low" | var47_4051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4051_highAIRisk === "low"))] > [[Highway Maintenance Workers->47-4051-Detailed]] [continued] > [[Back->47-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Highway Maintenance Workers ## AI Risk Level: moderate ## Definition: Maintain highways, municipal and rural roads, airport runways, and rights-of-way. Duties include patching broken or eroded pavement and repairing guard rails, highway markers, and snow fences. May also mow or clear brush from along road, or plow snow from roadway. Excludes "Tree Trimmers and Pruners" (37-3013). > [[Back->47-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '47-4061-Variables'} # Rail-Track Laying and Maintenance Equipment Operators [if var47_4061_medianPay >= minSalary & (riskTolerance === 'high' | var47_4061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4061_highAIRisk === "low" | var47_4061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4061_highAIRisk === "low"))] > [[Rail-Track Laying and Maintenance Equipment Operators->47-4061-Detailed]] [continued] > [[Back->47-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Rail-Track Laying and Maintenance Equipment Operators ## AI Risk Level: low ## Definition: Lay, repair, and maintain track for standard or narrow-gauge railroad equipment used in regular railroad service or in plant yards, quarries, sand and gravel pits, and mines. Includes ballast cleaning machine operators and railroad bed tamping machine operators. > [[Back->47-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '47-4071-Variables'} # Septic Tank Servicers and Sewer Pipe Cleaners [if var47_4071_medianPay >= minSalary & (riskTolerance === 'high' | var47_4071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4071_highAIRisk === "low" | var47_4071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4071_highAIRisk === "low"))] > [[Septic Tank Servicers and Sewer Pipe Cleaners->47-4071-Detailed]] [continued] > [[Back->47-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Septic Tank Servicers and Sewer Pipe Cleaners ## AI Risk Level: low ## Definition: Clean and repair septic tanks, sewer lines, or drains. May patch walls and partitions of tank, replace damaged drain tile, or repair breaks in underground piping. > [[Back->47-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '47-4091-Variables'} {embed passage: '47-4099-Variables'} # Miscellaneous Construction and Related Workers [if var47_4091_medianPay >= minSalary & (riskTolerance === 'high' | var47_4091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4091_highAIRisk === "low" | var47_4091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4091_highAIRisk === "low"))] > [[Segmental Pavers->47-4091-Detailed]] [continued] [if var47_4099_medianPay >= minSalary & (riskTolerance === 'high' | var47_4099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_4099_highAIRisk === "low" | var47_4099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_4099_highAIRisk === "low"))] > [[Construction and Related Workers, All Other->47-4099-Detailed]] [continued] > [[Back->47-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Segmental Pavers ## AI Risk Level: low ## Definition: Lay out, cut, and place segmental paving units. Includes installers of bedding and restraining materials for the paving units. > [[Back->47-4090-Broad]]

config.header.center: "Detailed" -- # Construction and Related Workers, All Other ## Definition: All construction and related workers not listed separately. > [[Back->47-4090-Broad]]

config.header.center: "Minor" -- {embed passage: '47-5010-Variables'} {embed passage: '47-5011-Variables'} {embed passage: '47-5012-Variables'} {embed passage: '47-5013-Variables'} {embed passage: '47-5020-Variables'} {embed passage: '47-5022-Variables'} {embed passage: '47-5023-Variables'} {embed passage: '47-5030-Variables'} {embed passage: '47-5032-Variables'} {embed passage: '47-5040-Variables'} {embed passage: '47-5041-Variables'} {embed passage: '47-5043-Variables'} {embed passage: '47-5044-Variables'} {embed passage: '47-5049-Variables'} {embed passage: '47-5050-Variables'} {embed passage: '47-5051-Variables'} {embed passage: '47-5070-Variables'} {embed passage: '47-5071-Variables'} {embed passage: '47-5080-Variables'} {embed passage: '47-5081-Variables'} {embed passage: '47-5090-Variables'} {embed passage: '47-5099-Variables'} # Extraction Workers [if var47_5010_MaxSalaryInBroad >= minSalary] > [[Derrick, Rotary Drill, and Service Unit Operators, Oil and Gas->47-5010-Broad]] [continued] [if var47_5020_MaxSalaryInBroad >= minSalary] > [[Surface Mining Machine Operators and Earth Drillers->47-5020-Broad]] [continued] [if var47_5032_medianPay >= minSalary & (riskTolerance === 'high' | var47_5032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5032_highAIRisk === "low" | var47_5032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5032_highAIRisk === "low"))] > [[Explosives Workers, Ordnance Handling Experts, and Blasters->47-5032-Detailed]] [continued] [if var47_5040_MaxSalaryInBroad >= minSalary] > [[Underground Mining Machine Operators->47-5040-Broad]] [continued] [if var47_5051_medianPay >= minSalary & (riskTolerance === 'high' | var47_5051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5051_highAIRisk === "low" | var47_5051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5051_highAIRisk === "low"))] > [[Rock Splitters, Quarry->47-5051-Detailed]] [continued] [if var47_5071_medianPay >= minSalary & (riskTolerance === 'high' | var47_5071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5071_highAIRisk === "low" | var47_5071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5071_highAIRisk === "low"))] > [[Roustabouts, Oil and Gas->47-5071-Detailed]] [continued] [if var47_5081_medianPay >= minSalary & (riskTolerance === 'high' | var47_5081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5081_highAIRisk === "low" | var47_5081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5081_highAIRisk === "low"))] > [[Helpers--Extraction Workers->47-5081-Detailed]] [continued] [if var47_5099_medianPay >= minSalary & (riskTolerance === 'high' | var47_5099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5099_highAIRisk === "low" | var47_5099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5099_highAIRisk === "low"))] > [[Extraction Workers, All Other->47-5099-Detailed]] [continued] > [[Back->47-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '47-5011-Variables'} {embed passage: '47-5012-Variables'} {embed passage: '47-5013-Variables'} # Derrick, Rotary Drill, and Service Unit Operators, Oil and Gas [if var47_5011_medianPay >= minSalary & (riskTolerance === 'high' | var47_5011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5011_highAIRisk === "low" | var47_5011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5011_highAIRisk === "low"))] > [[Derrick Operators, Oil and Gas->47-5011-Detailed]] [continued] [if var47_5012_medianPay >= minSalary & (riskTolerance === 'high' | var47_5012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5012_highAIRisk === "low" | var47_5012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5012_highAIRisk === "low"))] > [[Rotary Drill Operators, Oil and Gas->47-5012-Detailed]] [continued] [if var47_5013_medianPay >= minSalary & (riskTolerance === 'high' | var47_5013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5013_highAIRisk === "low" | var47_5013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5013_highAIRisk === "low"))] > [[Service Unit Operators, Oil and Gas->47-5013-Detailed]] [continued] > [[Back->47-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Derrick Operators, Oil and Gas ## AI Risk Level: low ## Definition: Rig derrick equipment and operate pumps to circulate mud or fluid through drill hole. > [[Video Version->47-5011-Video]] > [[What They Do->47-5011-WhatTheyDo-1]] > [[Work Environment->47-5011-WorkEnvironment-1]] > [[How to Become One->47-5011-HowToBecomeOne-1]] > [[Pay->47-5011-Pay-1]] > [[Job Outlook->47-5011-JobOutlook-1]] > [[Back->47-5010-Broad]]

config.header.center: "Detailed" -- # Rotary Drill Operators, Oil and Gas ## AI Risk Level: low ## Definition: Set up or operate a variety of drills to remove underground oil and gas, or remove core samples for testing during oil and gas exploration. Excludes "Earth Drillers, Except Oil and Gas" (47-5023). > [[Video Version->47-5012-Video]] > [[What They Do->47-5012-WhatTheyDo-1]] > [[Work Environment->47-5012-WorkEnvironment-1]] > [[How to Become One->47-5012-HowToBecomeOne-1]] > [[Pay->47-5012-Pay-1]] > [[Job Outlook->47-5012-JobOutlook-1]] > [[Back->47-5010-Broad]]

config.header.center: "Detailed" -- # Service Unit Operators, Oil and Gas ## AI Risk Level: low ## Definition: Operate equipment to increase oil flow from producing wells or to remove stuck pipe, casing, tools, or other obstructions from drilling wells. Includes fishing-tool technicians. > [[Video Version->47-5013-Video]] > [[What They Do->47-5013-WhatTheyDo-1]] > [[Work Environment->47-5013-WorkEnvironment-1]] > [[How to Become One->47-5013-HowToBecomeOne-1]] > [[Pay->47-5013-Pay-1]] > [[Job Outlook->47-5013-JobOutlook-1]] > [[Back->47-5010-Broad]]

config.header.center: "Broad" -- {embed passage: '47-5022-Variables'} {embed passage: '47-5023-Variables'} # Surface Mining Machine Operators and Earth Drillers [if var47_5022_medianPay >= minSalary & (riskTolerance === 'high' | var47_5022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5022_highAIRisk === "low" | var47_5022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5022_highAIRisk === "low"))] > [[Excavating and Loading Machine and Dragline Operators, Surface Mining->47-5022-Detailed]] [continued] [if var47_5023_medianPay >= minSalary & (riskTolerance === 'high' | var47_5023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5023_highAIRisk === "low" | var47_5023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5023_highAIRisk === "low"))] > [[Earth Drillers, Except Oil and Gas->47-5023-Detailed]] [continued] > [[Back->47-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Excavating and Loading Machine and Dragline Operators, Surface Mining ## AI Risk Level: moderate ## Definition: Operate or tend machinery at surface mining site, equipped with scoops, shovels, or buckets to excavate and load loose materials. > [[Back->47-5020-Broad]]

config.header.center: "Detailed" -- # Earth Drillers, Except Oil and Gas ## AI Risk Level: moderate ## Definition: Operate a variety of drills such as rotary, churn, and pneumatic to tap subsurface water and salt deposits, to remove core samples during mineral exploration or soil testing, and to facilitate the use of explosives in mining or construction. Includes horizontal and earth boring machine operators. > [[Back->47-5020-Broad]]

config.header.center: "Broad" -- {embed passage: '47-5032-Variables'} # Explosives Workers, Ordnance Handling Experts, and Blasters [if var47_5032_medianPay >= minSalary & (riskTolerance === 'high' | var47_5032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5032_highAIRisk === "low" | var47_5032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5032_highAIRisk === "low"))] > [[Explosives Workers, Ordnance Handling Experts, and Blasters->47-5032-Detailed]] [continued] > [[Back->47-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Explosives Workers, Ordnance Handling Experts, and Blasters ## AI Risk Level: low ## Definition: Place and detonate explosives to demolish structures or to loosen, remove, or displace earth, rock, or other materials. May perform specialized handling, storage, and accounting procedures. > [[Back->47-5000-Minor]]

config.header.center: "Broad" -- {embed passage: '47-5041-Variables'} {embed passage: '47-5043-Variables'} {embed passage: '47-5044-Variables'} {embed passage: '47-5049-Variables'} # Underground Mining Machine Operators [if var47_5041_medianPay >= minSalary & (riskTolerance === 'high' | var47_5041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5041_highAIRisk === "low" | var47_5041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5041_highAIRisk === "low"))] > [[Continuous Mining Machine Operators->47-5041-Detailed]] [continued] [if var47_5043_medianPay >= minSalary & (riskTolerance === 'high' | var47_5043_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5043_highAIRisk === "low" | var47_5043_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5043_highAIRisk === "low"))] > [[Roof Bolters, Mining->47-5043-Detailed]] [continued] [if var47_5044_medianPay >= minSalary & (riskTolerance === 'high' | var47_5044_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5044_highAIRisk === "low" | var47_5044_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5044_highAIRisk === "low"))] > [[Loading and Moving Machine Operators, Underground Mining->47-5044-Detailed]] [continued] [if var47_5049_medianPay >= minSalary & (riskTolerance === 'high' | var47_5049_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5049_highAIRisk === "low" | var47_5049_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5049_highAIRisk === "low"))] > [[Underground Mining Machine Operators, All Other->47-5049-Detailed]] [continued] > [[Back->47-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Continuous Mining Machine Operators ## AI Risk Level: moderate ## Definition: Operate self-propelled mining machines that rip coal, metal and nonmetal ores, rock, stone, or sand from the mine face and load it onto conveyors, shuttle cars, or trucks in a continuous operation. > [[Back->47-5040-Broad]]

config.header.center: "Detailed" -- # Roof Bolters, Mining ## AI Risk Level: moderate ## Definition: Operate machinery to install roof support bolts in underground mine. > [[Back->47-5040-Broad]]

config.header.center: "Detailed" -- # Loading and Moving Machine Operators, Underground Mining ## AI Risk Level: high ## Definition: Operate underground loading or moving machine to load or move coal, ore, or rock using shuttle or mine car or conveyors. Equipment may include power shovels, hoisting engines equipped with cable-drawn scraper or scoop, or machines equipped with gathering arms and conveyor. > [[Back->47-5040-Broad]]

config.header.center: "Detailed" -- # Underground Mining Machine Operators, All Other ## Definition: All underground mining machine operators not listed separately. > [[Back->47-5040-Broad]]

config.header.center: "Broad" -- {embed passage: '47-5051-Variables'} # Rock Splitters, Quarry [if var47_5051_medianPay >= minSalary & (riskTolerance === 'high' | var47_5051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5051_highAIRisk === "low" | var47_5051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5051_highAIRisk === "low"))] > [[Rock Splitters, Quarry->47-5051-Detailed]] [continued] > [[Back->47-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Rock Splitters, Quarry ## AI Risk Level: high ## Definition: Separate blocks of rough dimension stone from quarry mass using jackhammers, wedges, or chop saws. > [[Back->47-5000-Minor]]

config.header.center: "Broad" -- {embed passage: '47-5071-Variables'} # Roustabouts, Oil and Gas [if var47_5071_medianPay >= minSalary & (riskTolerance === 'high' | var47_5071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5071_highAIRisk === "low" | var47_5071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5071_highAIRisk === "low"))] > [[Roustabouts, Oil and Gas->47-5071-Detailed]] [continued] > [[Back->47-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Roustabouts, Oil and Gas ## AI Risk Level: moderate ## Definition: Assemble or repair oil field equipment using hand and power tools. Perform other tasks as needed. > [[Video Version->47-5071-Video]] > [[What They Do->47-5071-WhatTheyDo-1]] > [[Work Environment->47-5071-WorkEnvironment-1]] > [[How to Become One->47-5071-HowToBecomeOne-1]] > [[Pay->47-5071-Pay-1]] > [[Job Outlook->47-5071-JobOutlook-1]] > [[Back->47-5000-Minor]]

config.header.center: "Broad" -- {embed passage: '47-5081-Variables'} # Helpers--Extraction Workers [if var47_5081_medianPay >= minSalary & (riskTolerance === 'high' | var47_5081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5081_highAIRisk === "low" | var47_5081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5081_highAIRisk === "low"))] > [[Helpers--Extraction Workers->47-5081-Detailed]] [continued] > [[Back->47-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Helpers--Extraction Workers ## AI Risk Level: moderate ## Definition: Help extraction craft workers, such as earth drillers, blasters and explosives workers, derrick operators, and mining machine operators, by performing duties requiring less skill. Duties include supplying equipment or cleaning work area. Apprentice workers are classified with the appropriate skilled construction trade occupation (47-2011 through 47-2231). > [[Back->47-5000-Minor]]

config.header.center: "Broad" -- {embed passage: '47-5099-Variables'} # Miscellaneous Extraction Workers [if var47_5099_medianPay >= minSalary & (riskTolerance === 'high' | var47_5099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var47_5099_highAIRisk === "low" | var47_5099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var47_5099_highAIRisk === "low"))] > [[Extraction Workers, All Other->47-5099-Detailed]] [continued] > [[Back->47-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Extraction Workers, All Other ## Definition: All extraction workers not listed separately. > [[Back->47-5000-Minor]]

config.header.center: "Major" -- {embed passage: '49-1000-Variables'} {embed passage: '49-2000-Variables'} {embed passage: '49-3000-Variables'} {embed passage: '49-9000-Variables'} # Installation, Maintenance, and Repair Occupations [if var49_1000_MaxSalaryInMinor >= minSalary] > [[Supervisors of Installation, Maintenance, and Repair Workers->49-1000-Minor]] [continued] [if var49_2000_MaxSalaryInMinor >= minSalary] > [[Electrical and Electronic Equipment Mechanics, Installers, and Repairers->49-2000-Minor]] [continued] [if var49_3000_MaxSalaryInMinor >= minSalary] > [[Vehicle and Mobile Equipment Mechanics, Installers, and Repairers->49-3000-Minor]] [continued] [if var49_9000_MaxSalaryInMinor >= minSalary] > [[Other Installation, Maintenance, and Repair Occupations->49-9000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '49-1010-Variables'} {embed passage: '49-1011-Variables'} # Supervisors of Installation, Maintenance, and Repair Workers [if var49_1011_medianPay >= minSalary & (riskTolerance === 'high' | var49_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_1011_highAIRisk === "low" | var49_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_1011_highAIRisk === "low"))] > [[First-Line Supervisors of Mechanics, Installers, and Repairers->49-1011-Detailed]] [continued] > [[Back->49-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '49-1011-Variables'} # First-Line Supervisors of Mechanics, Installers, and Repairers [if var49_1011_medianPay >= minSalary & (riskTolerance === 'high' | var49_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_1011_highAIRisk === "low" | var49_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_1011_highAIRisk === "low"))] > [[First-Line Supervisors of Mechanics, Installers, and Repairers->49-1011-Detailed]] [continued] > [[Back->49-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # First-Line Supervisors of Mechanics, Installers, and Repairers ## AI Risk Level: low ## Definition: Directly supervise and coordinate the activities of mechanics, installers, and repairers. May also advise customers on recommended services. Excludes team or work leaders. > [[Back->49-1000-Minor]]

config.header.center: "Minor" -- {embed passage: '49-2010-Variables'} {embed passage: '49-2011-Variables'} {embed passage: '49-2020-Variables'} {embed passage: '49-2021-Variables'} {embed passage: '49-2022-Variables'} {embed passage: '49-2090-Variables'} {embed passage: '49-2091-Variables'} {embed passage: '49-2092-Variables'} {embed passage: '49-2093-Variables'} {embed passage: '49-2094-Variables'} {embed passage: '49-2095-Variables'} {embed passage: '49-2096-Variables'} {embed passage: '49-2097-Variables'} {embed passage: '49-2098-Variables'} # Electrical and Electronic Equipment Mechanics, Installers, and Repairers [if var49_2011_medianPay >= minSalary & (riskTolerance === 'high' | var49_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_2011_highAIRisk === "low" | var49_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_2011_highAIRisk === "low"))] > [[Computer, Automated Teller, and Office Machine Repairers->49-2011-Detailed]] [continued] [if var49_2020_MaxSalaryInBroad >= minSalary] > [[Radio and Telecommunications Equipment Installers and Repairers->49-2020-Broad]] [continued] [if var49_2090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Electrical and Electronic Equipment Mechanics, Installers, and Repairers->49-2090-Broad]] [continued] > [[Back->49-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '49-2011-Variables'} # Computer, Automated Teller, and Office Machine Repairers [if var49_2011_medianPay >= minSalary & (riskTolerance === 'high' | var49_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_2011_highAIRisk === "low" | var49_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_2011_highAIRisk === "low"))] > [[Computer, Automated Teller, and Office Machine Repairers->49-2011-Detailed]] [continued] > [[Back->49-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Computer, Automated Teller, and Office Machine Repairers ## AI Risk Level: moderate ## Definition: Repair, maintain, or install computers, word processing systems, automated teller machines, and electronic office machines, such as duplicating and fax machines. > [[Back->49-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '49-2021-Variables'} {embed passage: '49-2022-Variables'} # Radio and Telecommunications Equipment Installers and Repairers [if var49_2021_medianPay >= minSalary & (riskTolerance === 'high' | var49_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_2021_highAIRisk === "low" | var49_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_2021_highAIRisk === "low"))] > [[Radio, Cellular, and Tower Equipment Installers and Repairers->49-2021-Detailed]] [continued] [if var49_2022_medianPay >= minSalary & (riskTolerance === 'high' | var49_2022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_2022_highAIRisk === "low" | var49_2022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_2022_highAIRisk === "low"))] > [[Telecommunications Equipment Installers and Repairers, Except Line Installers->49-2022-Detailed]] [continued] > [[Back->49-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Radio, Cellular, and Tower Equipment Installers and Repairers ## AI Risk Level: low ## Definition: Repair, install, or maintain mobile or stationary radio transmitting, broadcasting, and receiving equipment, and two-way radio communications systems used in cellular telecommunications, mobile broadband, ship-to-shore, aircraft-to-ground communications, and radio equipment in service and emergency vehicles. May test and analyze network coverage. > [[Video Version->49-2021-Video]] > [[What They Do->49-2021-WhatTheyDo-1]] > [[Work Environment->49-2021-WorkEnvironment-1]] > [[How to Become One->49-2021-HowToBecomeOne-1]] > [[Pay->49-2021-Pay-1]] > [[Job Outlook->49-2021-JobOutlook-1]] > [[Back->49-2020-Broad]]

config.header.center: "Detailed" -- # Telecommunications Equipment Installers and Repairers, Except Line Installers ## AI Risk Level: low ## Definition: Install, set up, rearrange, or remove switching, distribution, routing, and dialing equipment used in central offices or headends. Service or repair telephone, cable television, Internet, and other communications equipment on customers' property. May install communications equipment or communications wiring in buildings. Excludes "Telecommunications Line Installers and Repairers" (49-9052). > [[Video Version->49-2022-Video]] > [[What They Do->49-2022-WhatTheyDo-1]] > [[Work Environment->49-2022-WorkEnvironment-1]] > [[How to Become One->49-2022-HowToBecomeOne-1]] > [[Pay->49-2022-Pay-1]] > [[Job Outlook->49-2022-JobOutlook-1]] > [[Back->49-2020-Broad]]

config.header.center: "Broad" -- {embed passage: '49-2091-Variables'} {embed passage: '49-2092-Variables'} {embed passage: '49-2093-Variables'} {embed passage: '49-2094-Variables'} {embed passage: '49-2095-Variables'} {embed passage: '49-2096-Variables'} {embed passage: '49-2097-Variables'} {embed passage: '49-2098-Variables'} # Miscellaneous Electrical and Electronic Equipment Mechanics, Installers, and Repairers [if var49_2091_medianPay >= minSalary & (riskTolerance === 'high' | var49_2091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_2091_highAIRisk === "low" | var49_2091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_2091_highAIRisk === "low"))] > [[Avionics Technicians->49-2091-Detailed]] [continued] [if var49_2092_medianPay >= minSalary & (riskTolerance === 'high' | var49_2092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_2092_highAIRisk === "low" | var49_2092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_2092_highAIRisk === "low"))] > [[Electric Motor, Power Tool, and Related Repairers->49-2092-Detailed]] [continued] [if var49_2093_medianPay >= minSalary & (riskTolerance === 'high' | var49_2093_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_2093_highAIRisk === "low" | var49_2093_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_2093_highAIRisk === "low"))] > [[Electrical and Electronics Installers and Repairers, Transportation Equipment->49-2093-Detailed]] [continued] [if var49_2094_medianPay >= minSalary & (riskTolerance === 'high' | var49_2094_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_2094_highAIRisk === "low" | var49_2094_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_2094_highAIRisk === "low"))] > [[Electrical and Electronics Repairers, Commercial and Industrial Equipment->49-2094-Detailed]] [continued] [if var49_2095_medianPay >= minSalary & (riskTolerance === 'high' | var49_2095_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_2095_highAIRisk === "low" | var49_2095_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_2095_highAIRisk === "low"))] > [[Electrical and Electronics Repairers, Powerhouse, Substation, and Relay->49-2095-Detailed]] [continued] [if var49_2096_medianPay >= minSalary & (riskTolerance === 'high' | var49_2096_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_2096_highAIRisk === "low" | var49_2096_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_2096_highAIRisk === "low"))] > [[Electronic Equipment Installers and Repairers, Motor Vehicles->49-2096-Detailed]] [continued] [if var49_2097_medianPay >= minSalary & (riskTolerance === 'high' | var49_2097_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_2097_highAIRisk === "low" | var49_2097_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_2097_highAIRisk === "low"))] > [[Audiovisual Equipment Installers and Repairers->49-2097-Detailed]] [continued] [if var49_2098_medianPay >= minSalary & (riskTolerance === 'high' | var49_2098_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_2098_highAIRisk === "low" | var49_2098_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_2098_highAIRisk === "low"))] > [[Security and Fire Alarm Systems Installers->49-2098-Detailed]] [continued] > [[Back->49-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Avionics Technicians ## AI Risk Level: low ## Definition: Install, inspect, test, adjust, or repair avionics equipment, such as radar, radio, navigation, and missile control systems in aircraft or space vehicles. > [[Video Version->49-2091-Video]] > [[What They Do->49-2091-WhatTheyDo-1]] > [[Work Environment->49-2091-WorkEnvironment-1]] > [[How to Become One->49-2091-HowToBecomeOne-1]] > [[Pay->49-2091-Pay-1]] > [[Job Outlook->49-2091-JobOutlook-1]] > [[Back->49-2090-Broad]]

config.header.center: "Detailed" -- # Electric Motor, Power Tool, and Related Repairers ## AI Risk Level: low ## Definition: Repair, maintain, or install electric motors, wiring, or switches. > [[Video Version->49-2092-Video]] > [[What They Do->49-2092-WhatTheyDo-1]] > [[Work Environment->49-2092-WorkEnvironment-1]] > [[How to Become One->49-2092-HowToBecomeOne-1]] > [[Pay->49-2092-Pay-1]] > [[Job Outlook->49-2092-JobOutlook-1]] > [[Back->49-2090-Broad]]

config.header.center: "Detailed" -- # Electrical and Electronics Installers and Repairers, Transportation Equipment ## AI Risk Level: low ## Definition: Install, adjust, or maintain mobile electronics communication equipment, including sound, sonar, security, navigation, and surveillance systems on trains, watercraft, or other mobile equipment. Excludes "Avionics Technicians" (49-2091) and "Electronic Equipment Installers and Repairers, Motor Vehicles" (49-2096). > [[Video Version->49-2093-Video]] > [[What They Do->49-2093-WhatTheyDo-1]] > [[Work Environment->49-2093-WorkEnvironment-1]] > [[How to Become One->49-2093-HowToBecomeOne-1]] > [[Pay->49-2093-Pay-1]] > [[Job Outlook->49-2093-JobOutlook-1]] > [[Back->49-2090-Broad]]

config.header.center: "Detailed" -- # Electrical and Electronics Repairers, Commercial and Industrial Equipment ## AI Risk Level: low ## Definition: Repair, test, adjust, or install electronic equipment, such as industrial controls, transmitters, and antennas. Excludes "Avionics Technicians" (49-2091), "Electrical and Electronics Installers and Repairers, Transportation Equipment" (49-2093), and "Electronic Equipment Installers and Repairers, Motor Vehicles" (49-2096). > [[Video Version->49-2094-Video]] > [[What They Do->49-2094-WhatTheyDo-1]] > [[Work Environment->49-2094-WorkEnvironment-1]] > [[How to Become One->49-2094-HowToBecomeOne-1]] > [[Pay->49-2094-Pay-1]] > [[Job Outlook->49-2094-JobOutlook-1]] > [[Back->49-2090-Broad]]

config.header.center: "Detailed" -- # Electrical and Electronics Repairers, Powerhouse, Substation, and Relay ## AI Risk Level: low ## Definition: Inspect, test, repair, or maintain electrical equipment in generating stations, substations, and in-service relays. > [[Video Version->49-2095-Video]] > [[What They Do->49-2095-WhatTheyDo-1]] > [[Work Environment->49-2095-WorkEnvironment-1]] > [[How to Become One->49-2095-HowToBecomeOne-1]] > [[Pay->49-2095-Pay-1]] > [[Job Outlook->49-2095-JobOutlook-1]] > [[Back->49-2090-Broad]]

config.header.center: "Detailed" -- # Electronic Equipment Installers and Repairers, Motor Vehicles ## AI Risk Level: low ## Definition: Install, diagnose, or repair communications, sound, security, or navigation equipment in motor vehicles. > [[Video Version->49-2096-Video]] > [[What They Do->49-2096-WhatTheyDo-1]] > [[Work Environment->49-2096-WorkEnvironment-1]] > [[How to Become One->49-2096-HowToBecomeOne-1]] > [[Pay->49-2096-Pay-1]] > [[Job Outlook->49-2096-JobOutlook-1]] > [[Back->49-2090-Broad]]

config.header.center: "Detailed" -- # Audiovisual Equipment Installers and Repairers ## AI Risk Level: low ## Definition: Install, repair, or adjust audio or television receivers, stereo systems, camcorders, video systems, or other electronic entertainment equipment in homes or other venues. May perform routine maintenance. Excludes "Audio and Video Technicians" (27-4011). > [[Back->49-2090-Broad]]

config.header.center: "Detailed" -- # Security and Fire Alarm Systems Installers ## AI Risk Level: low ## Definition: Install, program, maintain, and repair security and fire alarm wiring and equipment. Ensure that work is in accordance with relevant codes. Excludes "Electricians" (47-2111) who do a broad range of electrical wiring. > [[Back->49-2090-Broad]]

config.header.center: "Minor" -- {embed passage: '49-3010-Variables'} {embed passage: '49-3011-Variables'} {embed passage: '49-3020-Variables'} {embed passage: '49-3021-Variables'} {embed passage: '49-3022-Variables'} {embed passage: '49-3023-Variables'} {embed passage: '49-3030-Variables'} {embed passage: '49-3031-Variables'} {embed passage: '49-3040-Variables'} {embed passage: '49-3041-Variables'} {embed passage: '49-3042-Variables'} {embed passage: '49-3043-Variables'} {embed passage: '49-3050-Variables'} {embed passage: '49-3051-Variables'} {embed passage: '49-3052-Variables'} {embed passage: '49-3053-Variables'} {embed passage: '49-3090-Variables'} {embed passage: '49-3091-Variables'} {embed passage: '49-3092-Variables'} {embed passage: '49-3093-Variables'} # Vehicle and Mobile Equipment Mechanics, Installers, and Repairers [if var49_3011_medianPay >= minSalary & (riskTolerance === 'high' | var49_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3011_highAIRisk === "low" | var49_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3011_highAIRisk === "low"))] > [[Aircraft Mechanics and Service Technicians->49-3011-Detailed]] [continued] [if var49_3020_MaxSalaryInBroad >= minSalary] > [[Automotive Technicians and Repairers->49-3020-Broad]] [continued] [if var49_3031_medianPay >= minSalary & (riskTolerance === 'high' | var49_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3031_highAIRisk === "low" | var49_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3031_highAIRisk === "low"))] > [[Bus and Truck Mechanics and Diesel Engine Specialists->49-3031-Detailed]] [continued] [if var49_3040_MaxSalaryInBroad >= minSalary] > [[Heavy Vehicle and Mobile Equipment Service Technicians and Mechanics->49-3040-Broad]] [continued] [if var49_3050_MaxSalaryInBroad >= minSalary] > [[Small Engine Mechanics->49-3050-Broad]] [continued] [if var49_3090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Vehicle and Mobile Equipment Mechanics, Installers, and Repairers->49-3090-Broad]] [continued] > [[Back->49-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '49-3011-Variables'} # Aircraft Mechanics and Service Technicians [if var49_3011_medianPay >= minSalary & (riskTolerance === 'high' | var49_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3011_highAIRisk === "low" | var49_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3011_highAIRisk === "low"))] > [[Aircraft Mechanics and Service Technicians->49-3011-Detailed]] [continued] > [[Back->49-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Aircraft Mechanics and Service Technicians ## AI Risk Level: low ## Definition: Diagnose, adjust, repair, or overhaul aircraft engines and assemblies, such as hydraulic and pneumatic systems. Excludes "Avionics Technicians" (49-2091). > [[Video Version->49-3011-Video]] > [[What They Do->49-3011-WhatTheyDo-1]] > [[Work Environment->49-3011-WorkEnvironment-1]] > [[How to Become One->49-3011-HowToBecomeOne-1]] > [[Pay->49-3011-Pay-1]] > [[Job Outlook->49-3011-JobOutlook-1]] > [[Back->49-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '49-3021-Variables'} {embed passage: '49-3022-Variables'} {embed passage: '49-3023-Variables'} # Automotive Technicians and Repairers [if var49_3021_medianPay >= minSalary & (riskTolerance === 'high' | var49_3021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3021_highAIRisk === "low" | var49_3021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3021_highAIRisk === "low"))] > [[Automotive Body and Related Repairers->49-3021-Detailed]] [continued] [if var49_3022_medianPay >= minSalary & (riskTolerance === 'high' | var49_3022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3022_highAIRisk === "low" | var49_3022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3022_highAIRisk === "low"))] > [[Automotive Glass Installers and Repairers->49-3022-Detailed]] [continued] [if var49_3023_medianPay >= minSalary & (riskTolerance === 'high' | var49_3023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3023_highAIRisk === "low" | var49_3023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3023_highAIRisk === "low"))] > [[Automotive Service Technicians and Mechanics->49-3023-Detailed]] [continued] > [[Back->49-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Automotive Body and Related Repairers ## AI Risk Level: low ## Definition: Repair and refinish automotive vehicle bodies and straighten vehicle frames. Excludes "Automotive Glass Installers and Repairers" (49-3022) and "Coating, Painting, and Spraying Machine Setters, Operators, and Tenders" (51-9124). > [[Video Version->49-3021-Video]] > [[What They Do->49-3021-WhatTheyDo-1]] > [[Work Environment->49-3021-WorkEnvironment-1]] > [[How to Become One->49-3021-HowToBecomeOne-1]] > [[Pay->49-3021-Pay-1]] > [[Job Outlook->49-3021-JobOutlook-1]] > [[Back->49-3020-Broad]]

config.header.center: "Detailed" -- # Automotive Glass Installers and Repairers ## AI Risk Level: moderate ## Definition: Replace or repair broken windshields and window glass in motor vehicles. > [[Video Version->49-3022-Video]] > [[What They Do->49-3022-WhatTheyDo-1]] > [[Work Environment->49-3022-WorkEnvironment-1]] > [[How to Become One->49-3022-HowToBecomeOne-1]] > [[Pay->49-3022-Pay-1]] > [[Job Outlook->49-3022-JobOutlook-1]] > [[Back->49-3020-Broad]]

config.header.center: "Detailed" -- # Automotive Service Technicians and Mechanics ## AI Risk Level: low ## Definition: Diagnose, adjust, repair, or overhaul automotive vehicles. Excludes "Automotive Body and Related Repairers" (49-3021), "Bus and Truck Mechanics and Diesel Engine Specialists" (49-3031), and "Electronic Equipment Installers and Repairers, Motor Vehicles" (49-2096). > [[Video Version->49-3023-Video]] > [[What They Do->49-3023-WhatTheyDo-1]] > [[Work Environment->49-3023-WorkEnvironment-1]] > [[How to Become One->49-3023-HowToBecomeOne-1]] > [[Pay->49-3023-Pay-1]] > [[Job Outlook->49-3023-JobOutlook-1]] > [[Back->49-3020-Broad]]

config.header.center: "Broad" -- {embed passage: '49-3031-Variables'} # Bus and Truck Mechanics and Diesel Engine Specialists [if var49_3031_medianPay >= minSalary & (riskTolerance === 'high' | var49_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3031_highAIRisk === "low" | var49_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3031_highAIRisk === "low"))] > [[Bus and Truck Mechanics and Diesel Engine Specialists->49-3031-Detailed]] [continued] > [[Back->49-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Bus and Truck Mechanics and Diesel Engine Specialists ## AI Risk Level: low ## Definition: Diagnose, adjust, repair, or overhaul buses and trucks, or maintain and repair any type of diesel engines. Includes mechanics working primarily with automobile or marine diesel engines. > [[Video Version->49-3031-Video]] > [[What They Do->49-3031-WhatTheyDo-1]] > [[Work Environment->49-3031-WorkEnvironment-1]] > [[How to Become One->49-3031-HowToBecomeOne-1]] > [[Pay->49-3031-Pay-1]] > [[Job Outlook->49-3031-JobOutlook-1]] > [[Back->49-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '49-3041-Variables'} {embed passage: '49-3042-Variables'} {embed passage: '49-3043-Variables'} # Heavy Vehicle and Mobile Equipment Service Technicians and Mechanics [if var49_3041_medianPay >= minSalary & (riskTolerance === 'high' | var49_3041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3041_highAIRisk === "low" | var49_3041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3041_highAIRisk === "low"))] > [[Farm Equipment Mechanics and Service Technicians->49-3041-Detailed]] [continued] [if var49_3042_medianPay >= minSalary & (riskTolerance === 'high' | var49_3042_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3042_highAIRisk === "low" | var49_3042_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3042_highAIRisk === "low"))] > [[Mobile Heavy Equipment Mechanics, Except Engines->49-3042-Detailed]] [continued] [if var49_3043_medianPay >= minSalary & (riskTolerance === 'high' | var49_3043_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3043_highAIRisk === "low" | var49_3043_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3043_highAIRisk === "low"))] > [[Rail Car Repairers->49-3043-Detailed]] [continued] > [[Back->49-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Farm Equipment Mechanics and Service Technicians ## AI Risk Level: low ## Definition: Diagnose, adjust, repair, or overhaul farm machinery and vehicles, such as tractors, harvesters, dairy equipment, and irrigation systems. Excludes "Bus and Truck Mechanics and Diesel Engine Specialists" (49-3031). > [[Video Version->49-3041-Video]] > [[What They Do->49-3041-WhatTheyDo-1]] > [[Work Environment->49-3041-WorkEnvironment-1]] > [[How to Become One->49-3041-HowToBecomeOne-1]] > [[Pay->49-3041-Pay-1]] > [[Job Outlook->49-3041-JobOutlook-1]] > [[Back->49-3040-Broad]]

config.header.center: "Detailed" -- # Mobile Heavy Equipment Mechanics, Except Engines ## AI Risk Level: low ## Definition: Diagnose, adjust, repair, or overhaul mobile mechanical, hydraulic, and pneumatic equipment, such as cranes, bulldozers, graders, and conveyors, used in construction, logging, and mining. Excludes "Bus and Truck Mechanics and Diesel Engine Specialists" (49-3031) and "Rail Car Repairers" (49-3043). > [[Video Version->49-3042-Video]] > [[What They Do->49-3042-WhatTheyDo-1]] > [[Work Environment->49-3042-WorkEnvironment-1]] > [[How to Become One->49-3042-HowToBecomeOne-1]] > [[Pay->49-3042-Pay-1]] > [[Job Outlook->49-3042-JobOutlook-1]] > [[Back->49-3040-Broad]]

config.header.center: "Detailed" -- # Rail Car Repairers ## AI Risk Level: moderate ## Definition: Diagnose, adjust, repair, or overhaul railroad rolling stock, mine cars, or mass transit rail cars. Excludes "Bus and Truck Mechanics and Diesel Engine Specialists" (49-3031). > [[Video Version->49-3043-Video]] > [[What They Do->49-3043-WhatTheyDo-1]] > [[Work Environment->49-3043-WorkEnvironment-1]] > [[How to Become One->49-3043-HowToBecomeOne-1]] > [[Pay->49-3043-Pay-1]] > [[Job Outlook->49-3043-JobOutlook-1]] > [[Back->49-3040-Broad]]

config.header.center: "Broad" -- {embed passage: '49-3051-Variables'} {embed passage: '49-3052-Variables'} {embed passage: '49-3053-Variables'} # Small Engine Mechanics [if var49_3051_medianPay >= minSalary & (riskTolerance === 'high' | var49_3051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3051_highAIRisk === "low" | var49_3051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3051_highAIRisk === "low"))] > [[Motorboat Mechanics and Service Technicians->49-3051-Detailed]] [continued] [if var49_3052_medianPay >= minSalary & (riskTolerance === 'high' | var49_3052_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3052_highAIRisk === "low" | var49_3052_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3052_highAIRisk === "low"))] > [[Motorcycle Mechanics->49-3052-Detailed]] [continued] [if var49_3053_medianPay >= minSalary & (riskTolerance === 'high' | var49_3053_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3053_highAIRisk === "low" | var49_3053_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3053_highAIRisk === "low"))] > [[Outdoor Power Equipment and Other Small Engine Mechanics->49-3053-Detailed]] [continued] > [[Back->49-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Motorboat Mechanics and Service Technicians ## AI Risk Level: moderate ## Definition: Repair and adjust electrical and mechanical equipment of inboard or inboard-outboard boat engines. Excludes "Bus and Truck Mechanics and Diesel Engine Specialists" (49-3031). > [[Video Version->49-3051-Video]] > [[What They Do->49-3051-WhatTheyDo-1]] > [[Work Environment->49-3051-WorkEnvironment-1]] > [[How to Become One->49-3051-HowToBecomeOne-1]] > [[Pay->49-3051-Pay-1]] > [[Job Outlook->49-3051-JobOutlook-1]] > [[Back->49-3050-Broad]]

config.header.center: "Detailed" -- # Motorcycle Mechanics ## AI Risk Level: low ## Definition: Diagnose, adjust, repair, or overhaul motorcycles, scooters, mopeds, dirt bikes, or similar motorized vehicles. > [[Video Version->49-3052-Video]] > [[What They Do->49-3052-WhatTheyDo-1]] > [[Work Environment->49-3052-WorkEnvironment-1]] > [[How to Become One->49-3052-HowToBecomeOne-1]] > [[Pay->49-3052-Pay-1]] > [[Job Outlook->49-3052-JobOutlook-1]] > [[Back->49-3050-Broad]]

config.header.center: "Detailed" -- # Outdoor Power Equipment and Other Small Engine Mechanics ## AI Risk Level: moderate ## Definition: Diagnose, adjust, repair, or overhaul small engines used to power lawn mowers, chain saws, recreational sporting equipment, and related equipment. > [[Video Version->49-3053-Video]] > [[What They Do->49-3053-WhatTheyDo-1]] > [[Work Environment->49-3053-WorkEnvironment-1]] > [[How to Become One->49-3053-HowToBecomeOne-1]] > [[Pay->49-3053-Pay-1]] > [[Job Outlook->49-3053-JobOutlook-1]] > [[Back->49-3050-Broad]]

config.header.center: "Broad" -- {embed passage: '49-3091-Variables'} {embed passage: '49-3092-Variables'} {embed passage: '49-3093-Variables'} # Miscellaneous Vehicle and Mobile Equipment Mechanics, Installers, and Repairers [if var49_3091_medianPay >= minSalary & (riskTolerance === 'high' | var49_3091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3091_highAIRisk === "low" | var49_3091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3091_highAIRisk === "low"))] > [[Bicycle Repairers->49-3091-Detailed]] [continued] [if var49_3092_medianPay >= minSalary & (riskTolerance === 'high' | var49_3092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3092_highAIRisk === "low" | var49_3092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3092_highAIRisk === "low"))] > [[Recreational Vehicle Service Technicians->49-3092-Detailed]] [continued] [if var49_3093_medianPay >= minSalary & (riskTolerance === 'high' | var49_3093_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_3093_highAIRisk === "low" | var49_3093_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_3093_highAIRisk === "low"))] > [[Tire Repairers and Changers->49-3093-Detailed]] [continued] > [[Back->49-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Bicycle Repairers ## AI Risk Level: low ## Definition: Repair and service bicycles. > [[Back->49-3090-Broad]]

config.header.center: "Detailed" -- # Recreational Vehicle Service Technicians ## AI Risk Level: low ## Definition: Diagnose, inspect, adjust, repair, or overhaul recreational vehicles including travel trailers. May specialize in maintaining gas, electrical, hydraulic, plumbing, or chassis/towing systems as well as repairing generators, appliances, and interior components. Includes workers who perform customized van conversions. Excludes "Automotive Service Technicians and Mechanics" (49-3023) and "Bus and Truck Mechanics and Diesel Engine Specialists" (49-3031) who also work on recreation vehicles. > [[Back->49-3090-Broad]]

config.header.center: "Detailed" -- # Tire Repairers and Changers ## AI Risk Level: moderate ## Definition: Repair and replace tires. > [[Back->49-3090-Broad]]

config.header.center: "Minor" -- {embed passage: '49-9010-Variables'} {embed passage: '49-9011-Variables'} {embed passage: '49-9012-Variables'} {embed passage: '49-9020-Variables'} {embed passage: '49-9021-Variables'} {embed passage: '49-9030-Variables'} {embed passage: '49-9031-Variables'} {embed passage: '49-9040-Variables'} {embed passage: '49-9041-Variables'} {embed passage: '49-9043-Variables'} {embed passage: '49-9044-Variables'} {embed passage: '49-9045-Variables'} {embed passage: '49-9050-Variables'} {embed passage: '49-9051-Variables'} {embed passage: '49-9052-Variables'} {embed passage: '49-9060-Variables'} {embed passage: '49-9061-Variables'} {embed passage: '49-9062-Variables'} {embed passage: '49-9063-Variables'} {embed passage: '49-9064-Variables'} {embed passage: '49-9069-Variables'} {embed passage: '49-9070-Variables'} {embed passage: '49-9071-Variables'} {embed passage: '49-9080-Variables'} {embed passage: '49-9081-Variables'} {embed passage: '49-9090-Variables'} {embed passage: '49-9091-Variables'} {embed passage: '49-9092-Variables'} {embed passage: '49-9094-Variables'} {embed passage: '49-9095-Variables'} {embed passage: '49-9096-Variables'} {embed passage: '49-9097-Variables'} {embed passage: '49-9098-Variables'} {embed passage: '49-9099-Variables'} # Other Installation, Maintenance, and Repair Occupations [if var49_9010_MaxSalaryInBroad >= minSalary] > [[Control and Valve Installers and Repairers->49-9010-Broad]] [continued] [if var49_9021_medianPay >= minSalary & (riskTolerance === 'high' | var49_9021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9021_highAIRisk === "low" | var49_9021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9021_highAIRisk === "low"))] > [[Heating, Air Conditioning, and Refrigeration Mechanics and Installers->49-9021-Detailed]] [continued] [if var49_9031_medianPay >= minSalary & (riskTolerance === 'high' | var49_9031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9031_highAIRisk === "low" | var49_9031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9031_highAIRisk === "low"))] > [[Home Appliance Repairers->49-9031-Detailed]] [continued] [if var49_9040_MaxSalaryInBroad >= minSalary] > [[Industrial Machinery Installation, Repair, and Maintenance Workers->49-9040-Broad]] [continued] [if var49_9050_MaxSalaryInBroad >= minSalary] > [[Line Installers and Repairers->49-9050-Broad]] [continued] [if var49_9060_MaxSalaryInBroad >= minSalary] > [[Precision Instrument and Equipment Repairers->49-9060-Broad]] [continued] [if var49_9071_medianPay >= minSalary & (riskTolerance === 'high' | var49_9071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9071_highAIRisk === "low" | var49_9071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9071_highAIRisk === "low"))] > [[Maintenance and Repair Workers, General->49-9071-Detailed]] [continued] [if var49_9081_medianPay >= minSalary & (riskTolerance === 'high' | var49_9081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9081_highAIRisk === "low" | var49_9081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9081_highAIRisk === "low"))] > [[Wind Turbine Service Technicians->49-9081-Detailed]] [continued] [if var49_9090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Installation, Maintenance, and Repair Workers->49-9090-Broad]] [continued] > [[Back->49-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '49-9011-Variables'} {embed passage: '49-9012-Variables'} # Control and Valve Installers and Repairers [if var49_9011_medianPay >= minSalary & (riskTolerance === 'high' | var49_9011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9011_highAIRisk === "low" | var49_9011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9011_highAIRisk === "low"))] > [[Mechanical Door Repairers->49-9011-Detailed]] [continued] [if var49_9012_medianPay >= minSalary & (riskTolerance === 'high' | var49_9012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9012_highAIRisk === "low" | var49_9012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9012_highAIRisk === "low"))] > [[Control and Valve Installers and Repairers, Except Mechanical Door->49-9012-Detailed]] [continued] > [[Back->49-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Mechanical Door Repairers ## AI Risk Level: low ## Definition: Install, service, or repair automatic door mechanisms and hydraulic doors. Includes garage door mechanics. > [[Back->49-9010-Broad]]

config.header.center: "Detailed" -- # Control and Valve Installers and Repairers, Except Mechanical Door ## AI Risk Level: low ## Definition: Install, repair, and maintain mechanical regulating and controlling devices, such as electric meters, gas regulators, thermostats, safety and flow valves, and other mechanical governors. > [[Back->49-9010-Broad]]

config.header.center: "Broad" -- {embed passage: '49-9021-Variables'} # Heating, Air Conditioning, and Refrigeration Mechanics and Installers [if var49_9021_medianPay >= minSalary & (riskTolerance === 'high' | var49_9021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9021_highAIRisk === "low" | var49_9021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9021_highAIRisk === "low"))] > [[Heating, Air Conditioning, and Refrigeration Mechanics and Installers->49-9021-Detailed]] [continued] > [[Back->49-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Heating, Air Conditioning, and Refrigeration Mechanics and Installers ## AI Risk Level: low ## Definition: Install or repair heating, central air conditioning, HVAC, or refrigeration systems, including oil burners, hot-air furnaces, and heating stoves. > [[Video Version->49-9021-Video]] > [[What They Do->49-9021-WhatTheyDo-1]] > [[Work Environment->49-9021-WorkEnvironment-1]] > [[How to Become One->49-9021-HowToBecomeOne-1]] > [[Pay->49-9021-Pay-1]] > [[Job Outlook->49-9021-JobOutlook-1]] > [[Back->49-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '49-9031-Variables'} # Home Appliance Repairers [if var49_9031_medianPay >= minSalary & (riskTolerance === 'high' | var49_9031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9031_highAIRisk === "low" | var49_9031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9031_highAIRisk === "low"))] > [[Home Appliance Repairers->49-9031-Detailed]] [continued] > [[Back->49-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Home Appliance Repairers ## AI Risk Level: low ## Definition: Repair, adjust, or install all types of electric or gas household appliances, such as refrigerators, washers, dryers, and ovens. > [[Back->49-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '49-9041-Variables'} {embed passage: '49-9043-Variables'} {embed passage: '49-9044-Variables'} {embed passage: '49-9045-Variables'} # Industrial Machinery Installation, Repair, and Maintenance Workers [if var49_9041_medianPay >= minSalary & (riskTolerance === 'high' | var49_9041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9041_highAIRisk === "low" | var49_9041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9041_highAIRisk === "low"))] > [[Industrial Machinery Mechanics->49-9041-Detailed]] [continued] [if var49_9043_medianPay >= minSalary & (riskTolerance === 'high' | var49_9043_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9043_highAIRisk === "low" | var49_9043_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9043_highAIRisk === "low"))] > [[Maintenance Workers, Machinery->49-9043-Detailed]] [continued] [if var49_9044_medianPay >= minSalary & (riskTolerance === 'high' | var49_9044_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9044_highAIRisk === "low" | var49_9044_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9044_highAIRisk === "low"))] > [[Millwrights->49-9044-Detailed]] [continued] [if var49_9045_medianPay >= minSalary & (riskTolerance === 'high' | var49_9045_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9045_highAIRisk === "low" | var49_9045_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9045_highAIRisk === "low"))] > [[Refractory Materials Repairers, Except Brickmasons->49-9045-Detailed]] [continued] > [[Back->49-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Industrial Machinery Mechanics ## AI Risk Level: moderate ## Definition: Repair, install, adjust, or maintain industrial production and processing machinery or refinery and pipeline distribution systems. May also install, dismantle, or move machinery and heavy equipment according to plans. Excludes "Mobile Heavy Equipment Mechanics, Except Engines" (49-3042), and "Maintenance Workers, Machinery" (49-9043). > [[Video Version->49-9041-Video]] > [[What They Do->49-9041-WhatTheyDo-1]] > [[Work Environment->49-9041-WorkEnvironment-1]] > [[How to Become One->49-9041-HowToBecomeOne-1]] > [[Pay->49-9041-Pay-1]] > [[Job Outlook->49-9041-JobOutlook-1]] > [[Back->49-9040-Broad]]

config.header.center: "Detailed" -- # Maintenance Workers, Machinery ## AI Risk Level: moderate ## Definition: Lubricate machinery, change parts, or perform other routine machinery maintenance. Excludes "Maintenance and Repair Workers, General" (49-9071). > [[Video Version->49-9043-Video]] > [[What They Do->49-9043-WhatTheyDo-1]] > [[Work Environment->49-9043-WorkEnvironment-1]] > [[How to Become One->49-9043-HowToBecomeOne-1]] > [[Pay->49-9043-Pay-1]] > [[Job Outlook->49-9043-JobOutlook-1]] > [[Back->49-9040-Broad]]

config.header.center: "Detailed" -- # Millwrights ## AI Risk Level: low ## Definition: Install, dismantle, or move machinery and heavy equipment according to layout plans, blueprints, or other drawings. > [[Video Version->49-9044-Video]] > [[What They Do->49-9044-WhatTheyDo-1]] > [[Work Environment->49-9044-WorkEnvironment-1]] > [[How to Become One->49-9044-HowToBecomeOne-1]] > [[Pay->49-9044-Pay-1]] > [[Job Outlook->49-9044-JobOutlook-1]] > [[Back->49-9040-Broad]]

config.header.center: "Detailed" -- # Refractory Materials Repairers, Except Brickmasons ## AI Risk Level: high ## Definition: Build or repair equipment such as furnaces, kilns, cupolas, boilers, converters, ladles, soaking pits, and ovens, using refractory materials. > [[Back->49-9040-Broad]]

config.header.center: "Broad" -- {embed passage: '49-9051-Variables'} {embed passage: '49-9052-Variables'} # Line Installers and Repairers [if var49_9051_medianPay >= minSalary & (riskTolerance === 'high' | var49_9051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9051_highAIRisk === "low" | var49_9051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9051_highAIRisk === "low"))] > [[Electrical Power-Line Installers and Repairers->49-9051-Detailed]] [continued] [if var49_9052_medianPay >= minSalary & (riskTolerance === 'high' | var49_9052_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9052_highAIRisk === "low" | var49_9052_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9052_highAIRisk === "low"))] > [[Telecommunications Line Installers and Repairers->49-9052-Detailed]] [continued] > [[Back->49-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Electrical Power-Line Installers and Repairers ## AI Risk Level: low ## Definition: Install or repair cables or wires used in electrical power or distribution systems. May erect poles and light or heavy duty transmission towers. Excludes "Electrical and Electronics Repairers, Powerhouse, Substation, and Relay" (49-2095). > [[Video Version->49-9051-Video]] > [[What They Do->49-9051-WhatTheyDo-1]] > [[Work Environment->49-9051-WorkEnvironment-1]] > [[How to Become One->49-9051-HowToBecomeOne-1]] > [[Pay->49-9051-Pay-1]] > [[Job Outlook->49-9051-JobOutlook-1]] > [[Back->49-9050-Broad]]

config.header.center: "Detailed" -- # Telecommunications Line Installers and Repairers ## AI Risk Level: low ## Definition: Install and repair telecommunications cable, including fiber optics. > [[Video Version->49-9052-Video]] > [[What They Do->49-9052-WhatTheyDo-1]] > [[Work Environment->49-9052-WorkEnvironment-1]] > [[How to Become One->49-9052-HowToBecomeOne-1]] > [[Pay->49-9052-Pay-1]] > [[Job Outlook->49-9052-JobOutlook-1]] > [[Back->49-9050-Broad]]

config.header.center: "Broad" -- {embed passage: '49-9061-Variables'} {embed passage: '49-9062-Variables'} {embed passage: '49-9063-Variables'} {embed passage: '49-9064-Variables'} {embed passage: '49-9069-Variables'} # Precision Instrument and Equipment Repairers [if var49_9061_medianPay >= minSalary & (riskTolerance === 'high' | var49_9061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9061_highAIRisk === "low" | var49_9061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9061_highAIRisk === "low"))] > [[Camera and Photographic Equipment Repairers->49-9061-Detailed]] [continued] [if var49_9062_medianPay >= minSalary & (riskTolerance === 'high' | var49_9062_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9062_highAIRisk === "low" | var49_9062_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9062_highAIRisk === "low"))] > [[Medical Equipment Repairers->49-9062-Detailed]] [continued] [if var49_9063_medianPay >= minSalary & (riskTolerance === 'high' | var49_9063_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9063_highAIRisk === "low" | var49_9063_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9063_highAIRisk === "low"))] > [[Musical Instrument Repairers and Tuners->49-9063-Detailed]] [continued] [if var49_9064_medianPay >= minSalary & (riskTolerance === 'high' | var49_9064_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9064_highAIRisk === "low" | var49_9064_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9064_highAIRisk === "low"))] > [[Watch and Clock Repairers->49-9064-Detailed]] [continued] [if var49_9069_medianPay >= minSalary & (riskTolerance === 'high' | var49_9069_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9069_highAIRisk === "low" | var49_9069_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9069_highAIRisk === "low"))] > [[Precision Instrument and Equipment Repairers, All Other->49-9069-Detailed]] [continued] > [[Back->49-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Camera and Photographic Equipment Repairers ## AI Risk Level: high ## Definition: Repair and adjust cameras and photographic equipment, including commercial video and motion picture camera equipment. > [[Back->49-9060-Broad]]

config.header.center: "Detailed" -- # Medical Equipment Repairers ## AI Risk Level: low ## Definition: Test, adjust, or repair biomedical or electromedical equipment. > [[Video Version->49-9062-Video]] > [[What They Do->49-9062-WhatTheyDo-1]] > [[Work Environment->49-9062-WorkEnvironment-1]] > [[How to Become One->49-9062-HowToBecomeOne-1]] > [[Pay->49-9062-Pay-1]] > [[Job Outlook->49-9062-JobOutlook-1]] > [[Back->49-9060-Broad]]

config.header.center: "Detailed" -- # Musical Instrument Repairers and Tuners ## AI Risk Level: low ## Definition: Repair percussion, stringed, reed, or wind instruments. May specialize in one area, such as piano tuning. Excludes "Audiovisual Equipment Installers and Repairers" (49-2097) who repair electrical and electronic musical instruments. > [[Back->49-9060-Broad]]

config.header.center: "Detailed" -- # Watch and Clock Repairers ## AI Risk Level: high ## Definition: Repair, clean, and adjust mechanisms of timing instruments, such as watches and clocks. Includes watchmakers, watch technicians, and mechanical timepiece repairers. Excludes "Timing Device Assemblers and Adjusters" (51-2061). > [[Back->49-9060-Broad]]

config.header.center: "Detailed" -- # Precision Instrument and Equipment Repairers, All Other ## Definition: All precision instrument and equipment repairers not listed separately. > [[Back->49-9060-Broad]]

config.header.center: "Broad" -- {embed passage: '49-9071-Variables'} # Maintenance and Repair Workers, General [if var49_9071_medianPay >= minSalary & (riskTolerance === 'high' | var49_9071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9071_highAIRisk === "low" | var49_9071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9071_highAIRisk === "low"))] > [[Maintenance and Repair Workers, General->49-9071-Detailed]] [continued] > [[Back->49-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Maintenance and Repair Workers, General ## AI Risk Level: low ## Definition: Perform work involving the skills of two or more maintenance or craft occupations to keep machines, mechanical equipment, or the structure of a building in repair. Duties may involve pipe fitting; HVAC maintenance; insulating; welding; machining; carpentry; repairing electrical or mechanical equipment; installing, aligning, and balancing new equipment; and repairing buildings, floors, or stairs. Excludes "Facilities Managers" (11-3013) and "Maintenance Workers, Machinery" (49-9043). > [[Video Version->49-9071-Video]] > [[What They Do->49-9071-WhatTheyDo-1]] > [[Work Environment->49-9071-WorkEnvironment-1]] > [[How to Become One->49-9071-HowToBecomeOne-1]] > [[Pay->49-9071-Pay-1]] > [[Job Outlook->49-9071-JobOutlook-1]] > [[Back->49-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '49-9081-Variables'} # Wind Turbine Service Technicians [if var49_9081_medianPay >= minSalary & (riskTolerance === 'high' | var49_9081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9081_highAIRisk === "low" | var49_9081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9081_highAIRisk === "low"))] > [[Wind Turbine Service Technicians->49-9081-Detailed]] [continued] > [[Back->49-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Wind Turbine Service Technicians ## AI Risk Level: low ## Definition: Inspect, diagnose, adjust, or repair wind turbines. Perform maintenance on wind turbine equipment including resolving electrical, mechanical, and hydraulic malfunctions. > [[Video Version->49-9081-Video]] > [[What They Do->49-9081-WhatTheyDo-1]] > [[Work Environment->49-9081-WorkEnvironment-1]] > [[How to Become One->49-9081-HowToBecomeOne-1]] > [[Pay->49-9081-Pay-1]] > [[Job Outlook->49-9081-JobOutlook-1]] > [[Back->49-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '49-9091-Variables'} {embed passage: '49-9092-Variables'} {embed passage: '49-9094-Variables'} {embed passage: '49-9095-Variables'} {embed passage: '49-9096-Variables'} {embed passage: '49-9097-Variables'} {embed passage: '49-9098-Variables'} {embed passage: '49-9099-Variables'} # Miscellaneous Installation, Maintenance, and Repair Workers [if var49_9091_medianPay >= minSalary & (riskTolerance === 'high' | var49_9091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9091_highAIRisk === "low" | var49_9091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9091_highAIRisk === "low"))] > [[Coin, Vending, and Amusement Machine Servicers and Repairers->49-9091-Detailed]] [continued] [if var49_9092_medianPay >= minSalary & (riskTolerance === 'high' | var49_9092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9092_highAIRisk === "low" | var49_9092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9092_highAIRisk === "low"))] > [[Commercial Divers->49-9092-Detailed]] [continued] [if var49_9094_medianPay >= minSalary & (riskTolerance === 'high' | var49_9094_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9094_highAIRisk === "low" | var49_9094_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9094_highAIRisk === "low"))] > [[Locksmiths and Safe Repairers->49-9094-Detailed]] [continued] [if var49_9095_medianPay >= minSalary & (riskTolerance === 'high' | var49_9095_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9095_highAIRisk === "low" | var49_9095_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9095_highAIRisk === "low"))] > [[Manufactured Building and Mobile Home Installers->49-9095-Detailed]] [continued] [if var49_9096_medianPay >= minSalary & (riskTolerance === 'high' | var49_9096_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9096_highAIRisk === "low" | var49_9096_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9096_highAIRisk === "low"))] > [[Riggers->49-9096-Detailed]] [continued] [if var49_9097_medianPay >= minSalary & (riskTolerance === 'high' | var49_9097_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9097_highAIRisk === "low" | var49_9097_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9097_highAIRisk === "low"))] > [[Signal and Track Switch Repairers->49-9097-Detailed]] [continued] [if var49_9098_medianPay >= minSalary & (riskTolerance === 'high' | var49_9098_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9098_highAIRisk === "low" | var49_9098_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9098_highAIRisk === "low"))] > [[Helpers--Installation, Maintenance, and Repair Workers->49-9098-Detailed]] [continued] [if var49_9099_medianPay >= minSalary & (riskTolerance === 'high' | var49_9099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var49_9099_highAIRisk === "low" | var49_9099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var49_9099_highAIRisk === "low"))] > [[Installation, Maintenance, and Repair Workers, All Other->49-9099-Detailed]] [continued] > [[Back->49-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Coin, Vending, and Amusement Machine Servicers and Repairers ## AI Risk Level: high ## Definition: Install, service, adjust, or repair coin, vending, or amusement machines including video games, juke boxes, pinball machines, or slot machines. > [[Back->49-9090-Broad]]

config.header.center: "Detailed" -- # Commercial Divers ## AI Risk Level: low ## Definition: Work below surface of water, using surface-supplied air or scuba equipment to inspect, repair, remove, or install equipment and structures. May use a variety of power and hand tools, such as drills, sledgehammers, torches, and welding equipment. May conduct tests or experiments, rig explosives, or photograph structures or marine life. Excludes "Athletes and Sports Competitors" (27-2021), "Police and Sheriff's Patrol Officers" (33-3051), and "Fishing and Hunting Workers" (45-3031). > [[Back->49-9090-Broad]]

config.header.center: "Detailed" -- # Locksmiths and Safe Repairers ## AI Risk Level: low ## Definition: Repair and open locks, make keys, change locks and safe combinations, and install and repair safes. > [[Back->49-9090-Broad]]

config.header.center: "Detailed" -- # Manufactured Building and Mobile Home Installers ## AI Risk Level: low ## Definition: Move or install mobile homes or prefabricated buildings. > [[Back->49-9090-Broad]]

config.header.center: "Detailed" -- # Riggers ## AI Risk Level: low ## Definition: Set up or repair rigging for construction projects, manufacturing plants, logging yards, ships and shipyards, or for the entertainment industry. > [[Back->49-9090-Broad]]

config.header.center: "Detailed" -- # Signal and Track Switch Repairers ## AI Risk Level: moderate ## Definition: Install, inspect, test, maintain, or repair electric gate crossings, signals, signal equipment, track switches, section lines, or intercommunications systems within a railroad system. > [[Back->49-9090-Broad]]

config.header.center: "Detailed" -- # Helpers--Installation, Maintenance, and Repair Workers ## AI Risk Level: low ## Definition: Help installation, maintenance, and repair workers in maintenance, parts replacement, and repair of vehicles, industrial machinery, and electrical and electronic equipment. Perform duties such as furnishing tools, materials, and supplies to other workers; cleaning work area, machines, and tools; and holding materials or tools for other workers. > [[Back->49-9090-Broad]]

config.header.center: "Detailed" -- # Installation, Maintenance, and Repair Workers, All Other ## Definition: All installation, maintenance, and repair workers not listed separately. > [[Back->49-9090-Broad]]

config.header.center: "Major" -- {embed passage: '51-1000-Variables'} {embed passage: '51-2000-Variables'} {embed passage: '51-3000-Variables'} {embed passage: '51-4000-Variables'} {embed passage: '51-5100-Variables'} {embed passage: '51-6000-Variables'} {embed passage: '51-7000-Variables'} {embed passage: '51-8000-Variables'} {embed passage: '51-9000-Variables'} # Production Occupations [if var51_1000_MaxSalaryInMinor >= minSalary] > [[Supervisors of Production Workers->51-1000-Minor]] [continued] [if var51_2000_MaxSalaryInMinor >= minSalary] > [[Assemblers and Fabricators->51-2000-Minor]] [continued] [if var51_3000_MaxSalaryInMinor >= minSalary] > [[Food Processing Workers->51-3000-Minor]] [continued] [if var51_4000_MaxSalaryInMinor >= minSalary] > [[Metal Workers and Plastic Workers->51-4000-Minor]] [continued] [if var51_5100_MaxSalaryInMinor >= minSalary] > [[Printing Workers->51-5100-Minor]] [continued] [if var51_6000_MaxSalaryInMinor >= minSalary] > [[Textile, Apparel, and Furnishings Workers->51-6000-Minor]] [continued] [if var51_7000_MaxSalaryInMinor >= minSalary] > [[Woodworkers->51-7000-Minor]] [continued] [if var51_8000_MaxSalaryInMinor >= minSalary] > [[Plant and System Operators->51-8000-Minor]] [continued] [if var51_9000_MaxSalaryInMinor >= minSalary] > [[Other Production Occupations->51-9000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '51-1010-Variables'} {embed passage: '51-1011-Variables'} # Supervisors of Production Workers [if var51_1011_medianPay >= minSalary & (riskTolerance === 'high' | var51_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_1011_highAIRisk === "low" | var51_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_1011_highAIRisk === "low"))] > [[First-Line Supervisors of Production and Operating Workers->51-1011-Detailed]] [continued] > [[Back->51-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '51-1011-Variables'} # First-Line Supervisors of Production and Operating Workers [if var51_1011_medianPay >= minSalary & (riskTolerance === 'high' | var51_1011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_1011_highAIRisk === "low" | var51_1011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_1011_highAIRisk === "low"))] > [[First-Line Supervisors of Production and Operating Workers->51-1011-Detailed]] [continued] > [[Back->51-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # First-Line Supervisors of Production and Operating Workers ## AI Risk Level: low ## Definition: Directly supervise and coordinate the activities of production and operating workers, such as inspectors, precision workers, machine setters and operators, assemblers, fabricators, and plant and system operators. Excludes team or work leaders. > [[Back->51-1000-Minor]]

config.header.center: "Minor" -- {embed passage: '51-2010-Variables'} {embed passage: '51-2011-Variables'} {embed passage: '51-2020-Variables'} {embed passage: '51-2021-Variables'} {embed passage: '51-2022-Variables'} {embed passage: '51-2023-Variables'} {embed passage: '51-2030-Variables'} {embed passage: '51-2031-Variables'} {embed passage: '51-2040-Variables'} {embed passage: '51-2041-Variables'} {embed passage: '51-2050-Variables'} {embed passage: '51-2051-Variables'} {embed passage: '51-2060-Variables'} {embed passage: '51-2061-Variables'} {embed passage: '51-2090-Variables'} {embed passage: '51-2092-Variables'} {embed passage: '51-2099-Variables'} # Assemblers and Fabricators [if var51_2011_medianPay >= minSalary & (riskTolerance === 'high' | var51_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_2011_highAIRisk === "low" | var51_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_2011_highAIRisk === "low"))] > [[Aircraft Structure, Surfaces, Rigging, and Systems Assemblers->51-2011-Detailed]] [continued] [if var51_2020_MaxSalaryInBroad >= minSalary] > [[Electrical, Electronics, and Electromechanical Assemblers->51-2020-Broad]] [continued] [if var51_2031_medianPay >= minSalary & (riskTolerance === 'high' | var51_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_2031_highAIRisk === "low" | var51_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_2031_highAIRisk === "low"))] > [[Engine and Other Machine Assemblers->51-2031-Detailed]] [continued] [if var51_2041_medianPay >= minSalary & (riskTolerance === 'high' | var51_2041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_2041_highAIRisk === "low" | var51_2041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_2041_highAIRisk === "low"))] > [[Structural Metal Fabricators and Fitters->51-2041-Detailed]] [continued] [if var51_2051_medianPay >= minSalary & (riskTolerance === 'high' | var51_2051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_2051_highAIRisk === "low" | var51_2051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_2051_highAIRisk === "low"))] > [[Fiberglass Laminators and Fabricators->51-2051-Detailed]] [continued] [if var51_2061_medianPay >= minSalary & (riskTolerance === 'high' | var51_2061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_2061_highAIRisk === "low" | var51_2061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_2061_highAIRisk === "low"))] > [[Timing Device Assemblers and Adjusters->51-2061-Detailed]] [continued] [if var51_2090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Assemblers and Fabricators->51-2090-Broad]] [continued] > [[Back->51-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '51-2011-Variables'} # Aircraft Structure, Surfaces, Rigging, and Systems Assemblers [if var51_2011_medianPay >= minSalary & (riskTolerance === 'high' | var51_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_2011_highAIRisk === "low" | var51_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_2011_highAIRisk === "low"))] > [[Aircraft Structure, Surfaces, Rigging, and Systems Assemblers->51-2011-Detailed]] [continued] > [[Back->51-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Aircraft Structure, Surfaces, Rigging, and Systems Assemblers ## AI Risk Level: low ## Definition: Assemble, fit, fasten, and install parts of airplanes, space vehicles, or missiles, such as tails, wings, fuselage, bulkheads, stabilizers, landing gear, rigging and control equipment, or heating and ventilating systems. > [[Video Version->51-2011-Video]] > [[What They Do->51-2011-WhatTheyDo-1]] > [[Work Environment->51-2011-WorkEnvironment-1]] > [[How to Become One->51-2011-HowToBecomeOne-1]] > [[Pay->51-2011-Pay-1]] > [[Job Outlook->51-2011-JobOutlook-1]] > [[Back->51-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-2021-Variables'} {embed passage: '51-2022-Variables'} {embed passage: '51-2023-Variables'} # Electrical, Electronics, and Electromechanical Assemblers [if var51_2021_medianPay >= minSalary & (riskTolerance === 'high' | var51_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_2021_highAIRisk === "low" | var51_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_2021_highAIRisk === "low"))] > [[Coil Winders, Tapers, and Finishers->51-2021-Detailed]] [continued] [if var51_2022_medianPay >= minSalary & (riskTolerance === 'high' | var51_2022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_2022_highAIRisk === "low" | var51_2022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_2022_highAIRisk === "low"))] > [[Electrical and Electronic Equipment Assemblers->51-2022-Detailed]] [continued] [if var51_2023_medianPay >= minSalary & (riskTolerance === 'high' | var51_2023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_2023_highAIRisk === "low" | var51_2023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_2023_highAIRisk === "low"))] > [[Electromechanical Equipment Assemblers->51-2023-Detailed]] [continued] > [[Back->51-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Coil Winders, Tapers, and Finishers ## AI Risk Level: high ## Definition: Wind wire coils used in electrical components, such as resistors and transformers, and in electrical equipment and instruments, such as field cores, bobbins, armature cores, electrical motors, generators, and control equipment. > [[Video Version->51-2021-Video]] > [[What They Do->51-2021-WhatTheyDo-1]] > [[Work Environment->51-2021-WorkEnvironment-1]] > [[How to Become One->51-2021-HowToBecomeOne-1]] > [[Pay->51-2021-Pay-1]] > [[Job Outlook->51-2021-JobOutlook-1]] > [[Back->51-2020-Broad]]

config.header.center: "Detailed" -- # Electrical and Electronic Equipment Assemblers ## AI Risk Level: high ## Definition: Assemble or modify electrical or electronic equipment, such as computers, test equipment telemetering systems, electric motors, and batteries. > [[Back->51-2020-Broad]]

config.header.center: "Detailed" -- # Electromechanical Equipment Assemblers ## AI Risk Level: high ## Definition: Assemble or modify electromechanical equipment or devices, such as servomechanisms, gyros, dynamometers, magnetic drums, tape drives, brakes, control linkage, actuators, and appliances. > [[Back->51-2020-Broad]]

config.header.center: "Broad" -- {embed passage: '51-2031-Variables'} # Engine and Other Machine Assemblers [if var51_2031_medianPay >= minSalary & (riskTolerance === 'high' | var51_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_2031_highAIRisk === "low" | var51_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_2031_highAIRisk === "low"))] > [[Engine and Other Machine Assemblers->51-2031-Detailed]] [continued] > [[Back->51-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Engine and Other Machine Assemblers ## AI Risk Level: high ## Definition: Construct, assemble, or rebuild machines, such as engines, turbines, and similar equipment used in such industries as construction, extraction, textiles, and paper manufacturing. > [[Video Version->51-2031-Video]] > [[What They Do->51-2031-WhatTheyDo-1]] > [[Work Environment->51-2031-WorkEnvironment-1]] > [[How to Become One->51-2031-HowToBecomeOne-1]] > [[Pay->51-2031-Pay-1]] > [[Job Outlook->51-2031-JobOutlook-1]] > [[Back->51-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-2041-Variables'} # Structural Metal Fabricators and Fitters [if var51_2041_medianPay >= minSalary & (riskTolerance === 'high' | var51_2041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_2041_highAIRisk === "low" | var51_2041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_2041_highAIRisk === "low"))] > [[Structural Metal Fabricators and Fitters->51-2041-Detailed]] [continued] > [[Back->51-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Structural Metal Fabricators and Fitters ## AI Risk Level: high ## Definition: Fabricate, position, align, and fit parts of structural metal products. Shipfitters are included in "Layout Workers, Metal and Plastic" (51-4192). > [[Video Version->51-2041-Video]] > [[What They Do->51-2041-WhatTheyDo-1]] > [[Work Environment->51-2041-WorkEnvironment-1]] > [[How to Become One->51-2041-HowToBecomeOne-1]] > [[Pay->51-2041-Pay-1]] > [[Job Outlook->51-2041-JobOutlook-1]] > [[Back->51-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-2051-Variables'} # Fiberglass Laminators and Fabricators [if var51_2051_medianPay >= minSalary & (riskTolerance === 'high' | var51_2051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_2051_highAIRisk === "low" | var51_2051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_2051_highAIRisk === "low"))] > [[Fiberglass Laminators and Fabricators->51-2051-Detailed]] [continued] > [[Back->51-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Fiberglass Laminators and Fabricators ## AI Risk Level: moderate ## Definition: Laminate layers of fiberglass on molds to form boat decks and hulls, bodies for golf carts, automobiles, or other products. > [[Video Version->51-2051-Video]] > [[What They Do->51-2051-WhatTheyDo-1]] > [[Work Environment->51-2051-WorkEnvironment-1]] > [[How to Become One->51-2051-HowToBecomeOne-1]] > [[Pay->51-2051-Pay-1]] > [[Job Outlook->51-2051-JobOutlook-1]] > [[Back->51-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-2061-Variables'} # Timing Device Assemblers and Adjusters [if var51_2061_medianPay >= minSalary & (riskTolerance === 'high' | var51_2061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_2061_highAIRisk === "low" | var51_2061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_2061_highAIRisk === "low"))] > [[Timing Device Assemblers and Adjusters->51-2061-Detailed]] [continued] > [[Back->51-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Timing Device Assemblers and Adjusters ## AI Risk Level: high ## Definition: Perform precision assembling or adjusting, within narrow tolerances, of timing devices such as digital clocks or timing devices with electrical or electronic components. Watchmakers are included in "Watch and Clock Repairers" (49-9064). > [[Video Version->51-2061-Video]] > [[What They Do->51-2061-WhatTheyDo-1]] > [[Work Environment->51-2061-WorkEnvironment-1]] > [[How to Become One->51-2061-HowToBecomeOne-1]] > [[Pay->51-2061-Pay-1]] > [[Job Outlook->51-2061-JobOutlook-1]] > [[Back->51-2000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-2092-Variables'} {embed passage: '51-2099-Variables'} # Miscellaneous Assemblers and Fabricators [if var51_2092_medianPay >= minSalary & (riskTolerance === 'high' | var51_2092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_2092_highAIRisk === "low" | var51_2092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_2092_highAIRisk === "low"))] > [[Team Assemblers->51-2092-Detailed]] [continued] [if var51_2099_medianPay >= minSalary & (riskTolerance === 'high' | var51_2099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_2099_highAIRisk === "low" | var51_2099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_2099_highAIRisk === "low"))] > [[Assemblers and Fabricators, All Other->51-2099-Detailed]] [continued] > [[Back->51-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Team Assemblers ## AI Risk Level: high ## Definition: Work as part of a team having responsibility for assembling an entire product or component of a product. Team assemblers can perform all tasks conducted by the team in the assembly process and rotate through all or most of them, rather than being assigned to a specific task on a permanent basis. May participate in making management decisions affecting the work. Includes team leaders who work as part of the team. Assemblers who continuously perform the same task are classified elsewhere in 51-2000. > [[Back->51-2090-Broad]]

config.header.center: "Detailed" -- # Assemblers and Fabricators, All Other ## Definition: All assemblers and fabricators not listed separately. > [[Back->51-2090-Broad]]

config.header.center: "Minor" -- {embed passage: '51-3010-Variables'} {embed passage: '51-3011-Variables'} {embed passage: '51-3020-Variables'} {embed passage: '51-3021-Variables'} {embed passage: '51-3022-Variables'} {embed passage: '51-3023-Variables'} {embed passage: '51-3090-Variables'} {embed passage: '51-3091-Variables'} {embed passage: '51-3092-Variables'} {embed passage: '51-3093-Variables'} {embed passage: '51-3099-Variables'} # Food Processing Workers [if var51_3011_medianPay >= minSalary & (riskTolerance === 'high' | var51_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_3011_highAIRisk === "low" | var51_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_3011_highAIRisk === "low"))] > [[Bakers->51-3011-Detailed]] [continued] [if var51_3020_MaxSalaryInBroad >= minSalary] > [[Butchers and Other Meat, Poultry, and Fish Processing Workers->51-3020-Broad]] [continued] [if var51_3090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Food Processing Workers->51-3090-Broad]] [continued] > [[Back->51-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '51-3011-Variables'} # Bakers [if var51_3011_medianPay >= minSalary & (riskTolerance === 'high' | var51_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_3011_highAIRisk === "low" | var51_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_3011_highAIRisk === "low"))] > [[Bakers->51-3011-Detailed]] [continued] > [[Back->51-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Bakers ## AI Risk Level: high ## Definition: Mix and bake ingredients to produce breads, rolls, cookies, cakes, pies, pastries, or other baked goods. Pastry chefs in restaurants and hotels are included with "Chefs and Head Cooks" (35-1011). > [[Video Version->51-3011-Video]] > [[What They Do->51-3011-WhatTheyDo-1]] > [[Work Environment->51-3011-WorkEnvironment-1]] > [[How to Become One->51-3011-HowToBecomeOne-1]] > [[Pay->51-3011-Pay-1]] > [[Job Outlook->51-3011-JobOutlook-1]] > [[Back->51-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-3021-Variables'} {embed passage: '51-3022-Variables'} {embed passage: '51-3023-Variables'} # Butchers and Other Meat, Poultry, and Fish Processing Workers [if var51_3021_medianPay >= minSalary & (riskTolerance === 'high' | var51_3021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_3021_highAIRisk === "low" | var51_3021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_3021_highAIRisk === "low"))] > [[Butchers and Meat Cutters->51-3021-Detailed]] [continued] [if var51_3022_medianPay >= minSalary & (riskTolerance === 'high' | var51_3022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_3022_highAIRisk === "low" | var51_3022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_3022_highAIRisk === "low"))] > [[Meat, Poultry, and Fish Cutters and Trimmers->51-3022-Detailed]] [continued] [if var51_3023_medianPay >= minSalary & (riskTolerance === 'high' | var51_3023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_3023_highAIRisk === "low" | var51_3023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_3023_highAIRisk === "low"))] > [[Slaughterers and Meat Packers->51-3023-Detailed]] [continued] > [[Back->51-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Butchers and Meat Cutters ## AI Risk Level: moderate ## Definition: Cut, trim, or prepare consumer-sized portions of meat for use or sale in retail establishments. > [[Video Version->51-3021-Video]] > [[What They Do->51-3021-WhatTheyDo-1]] > [[Work Environment->51-3021-WorkEnvironment-1]] > [[How to Become One->51-3021-HowToBecomeOne-1]] > [[Pay->51-3021-Pay-1]] > [[Job Outlook->51-3021-JobOutlook-1]] > [[Back->51-3020-Broad]]

config.header.center: "Detailed" -- # Meat, Poultry, and Fish Cutters and Trimmers ## AI Risk Level: high ## Definition: Use hands or hand tools to perform routine cutting and trimming of meat, poultry, and seafood. > [[Back->51-3020-Broad]]

config.header.center: "Detailed" -- # Slaughterers and Meat Packers ## AI Risk Level: high ## Definition: Perform nonroutine or precision functions involving the preparation of large portions of meat. Work may include specialized slaughtering tasks, cutting standard or premium cuts of meat for marketing, making sausage, or wrapping meats. Work typically occurs in slaughtering, meat packing, or wholesale establishments. Excludes "Meat, Poultry, and Fish Cutters and Trimmers" (51-3022) who perform routine meat cutting. > [[Back->51-3020-Broad]]

config.header.center: "Broad" -- {embed passage: '51-3091-Variables'} {embed passage: '51-3092-Variables'} {embed passage: '51-3093-Variables'} {embed passage: '51-3099-Variables'} # Miscellaneous Food Processing Workers [if var51_3091_medianPay >= minSalary & (riskTolerance === 'high' | var51_3091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_3091_highAIRisk === "low" | var51_3091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_3091_highAIRisk === "low"))] > [[Food and Tobacco Roasting, Baking, and Drying Machine Operators and Tenders->51-3091-Detailed]] [continued] [if var51_3092_medianPay >= minSalary & (riskTolerance === 'high' | var51_3092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_3092_highAIRisk === "low" | var51_3092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_3092_highAIRisk === "low"))] > [[Food Batchmakers->51-3092-Detailed]] [continued] [if var51_3093_medianPay >= minSalary & (riskTolerance === 'high' | var51_3093_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_3093_highAIRisk === "low" | var51_3093_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_3093_highAIRisk === "low"))] > [[Food Cooking Machine Operators and Tenders->51-3093-Detailed]] [continued] [if var51_3099_medianPay >= minSalary & (riskTolerance === 'high' | var51_3099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_3099_highAIRisk === "low" | var51_3099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_3099_highAIRisk === "low"))] > [[Food Processing Workers, All Other->51-3099-Detailed]] [continued] > [[Back->51-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Food and Tobacco Roasting, Baking, and Drying Machine Operators and Tenders ## AI Risk Level: high ## Definition: Operate or tend food or tobacco roasting, baking, or drying equipment, including hearth ovens, kiln driers, roasters, char kilns, and vacuum drying equipment. > [[Video Version->51-3091-Video]] > [[What They Do->51-3091-WhatTheyDo-1]] > [[Work Environment->51-3091-WorkEnvironment-1]] > [[How to Become One->51-3091-HowToBecomeOne-1]] > [[Pay->51-3091-Pay-1]] > [[Job Outlook->51-3091-JobOutlook-1]] > [[Back->51-3090-Broad]]

config.header.center: "Detailed" -- # Food Batchmakers ## AI Risk Level: high ## Definition: Set up and operate equipment that mixes or blends ingredients used in the manufacturing of food products. Includes candy makers and cheese makers. > [[Video Version->51-3092-Video]] > [[What They Do->51-3092-WhatTheyDo-1]] > [[Work Environment->51-3092-WorkEnvironment-1]] > [[How to Become One->51-3092-HowToBecomeOne-1]] > [[Pay->51-3092-Pay-1]] > [[Job Outlook->51-3092-JobOutlook-1]] > [[Back->51-3090-Broad]]

config.header.center: "Detailed" -- # Food Cooking Machine Operators and Tenders ## AI Risk Level: high ## Definition: Operate or tend cooking equipment, such as steam cooking vats, deep fry cookers, pressure cookers, kettles, and boilers, to prepare food products. Excludes "Food and Tobacco Roasting, Baking, and Drying Machine Operators and Tenders" (51-3091). > [[Video Version->51-3093-Video]] > [[What They Do->51-3093-WhatTheyDo-1]] > [[Work Environment->51-3093-WorkEnvironment-1]] > [[How to Become One->51-3093-HowToBecomeOne-1]] > [[Pay->51-3093-Pay-1]] > [[Job Outlook->51-3093-JobOutlook-1]] > [[Back->51-3090-Broad]]

config.header.center: "Detailed" -- # Food Processing Workers, All Other ## Definition: All food processing workers not listed separately > [[Video Version->51-3099-Video]] > [[What They Do->51-3099-WhatTheyDo-1]] > [[Work Environment->51-3099-WorkEnvironment-1]] > [[How to Become One->51-3099-HowToBecomeOne-1]] > [[Pay->51-3099-Pay-1]] > [[Job Outlook->51-3099-JobOutlook-1]] > [[Back->51-3090-Broad]]

config.header.center: "Minor" -- {embed passage: '51-4020-Variables'} {embed passage: '51-4021-Variables'} {embed passage: '51-4022-Variables'} {embed passage: '51-4023-Variables'} {embed passage: '51-4030-Variables'} {embed passage: '51-4031-Variables'} {embed passage: '51-4032-Variables'} {embed passage: '51-4033-Variables'} {embed passage: '51-4034-Variables'} {embed passage: '51-4035-Variables'} {embed passage: '51-4040-Variables'} {embed passage: '51-4041-Variables'} {embed passage: '51-4050-Variables'} {embed passage: '51-4051-Variables'} {embed passage: '51-4052-Variables'} {embed passage: '51-4060-Variables'} {embed passage: '51-4061-Variables'} {embed passage: '51-4062-Variables'} {embed passage: '51-4070-Variables'} {embed passage: '51-4071-Variables'} {embed passage: '51-4072-Variables'} {embed passage: '51-4080-Variables'} {embed passage: '51-4081-Variables'} # Metal Workers and Plastic Workers [if var51_4020_MaxSalaryInBroad >= minSalary] > [[Forming Machine Setters, Operators, and Tenders, Metal and Plastic->51-4020-Broad]] [continued] [if var51_4030_MaxSalaryInBroad >= minSalary] > [[Machine Tool Cutting Setters, Operators, and Tenders, Metal and Plastic->51-4030-Broad]] [continued] [if var51_4041_medianPay >= minSalary & (riskTolerance === 'high' | var51_4041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4041_highAIRisk === "low" | var51_4041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4041_highAIRisk === "low"))] > [[Machinists->51-4041-Detailed]] [continued] [if var51_4050_MaxSalaryInBroad >= minSalary] > [[Metal Furnace Operators, Tenders, Pourers, and Casters->51-4050-Broad]] [continued] [if var51_4060_MaxSalaryInBroad >= minSalary] > [[Model Makers and Patternmakers, Metal and Plastic->51-4060-Broad]] [continued] [if var51_4070_MaxSalaryInBroad >= minSalary] > [[Molders and Molding Machine Setters, Operators, and Tenders, Metal and Plastic->51-4070-Broad]] [continued] [if var51_4081_medianPay >= minSalary & (riskTolerance === 'high' | var51_4081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4081_highAIRisk === "low" | var51_4081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4081_highAIRisk === "low"))] > [[Multiple Machine Tool Setters, Operators, and Tenders, Metal and Plastic->51-4081-Detailed]] [continued] > [[Back->51-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '51-4021-Variables'} {embed passage: '51-4022-Variables'} {embed passage: '51-4023-Variables'} # Forming Machine Setters, Operators, and Tenders, Metal and Plastic [if var51_4021_medianPay >= minSalary & (riskTolerance === 'high' | var51_4021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4021_highAIRisk === "low" | var51_4021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4021_highAIRisk === "low"))] > [[Extruding and Drawing Machine Setters, Operators, and Tenders, Metal and Plastic->51-4021-Detailed]] [continued] [if var51_4022_medianPay >= minSalary & (riskTolerance === 'high' | var51_4022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4022_highAIRisk === "low" | var51_4022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4022_highAIRisk === "low"))] > [[Forging Machine Setters, Operators, and Tenders, Metal and Plastic->51-4022-Detailed]] [continued] [if var51_4023_medianPay >= minSalary & (riskTolerance === 'high' | var51_4023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4023_highAIRisk === "low" | var51_4023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4023_highAIRisk === "low"))] > [[Rolling Machine Setters, Operators, and Tenders, Metal and Plastic->51-4023-Detailed]] [continued] > [[Back->51-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Extruding and Drawing Machine Setters, Operators, and Tenders, Metal and Plastic ## AI Risk Level: high ## Definition: Set up, operate, or tend machines to extrude or draw thermoplastic or metal materials into tubes, rods, hoses, wire, bars, or structural shapes. > [[Video Version->51-4021-Video]] > [[What They Do->51-4021-WhatTheyDo-1]] > [[Work Environment->51-4021-WorkEnvironment-1]] > [[How to Become One->51-4021-HowToBecomeOne-1]] > [[Pay->51-4021-Pay-1]] > [[Job Outlook->51-4021-JobOutlook-1]] > [[Back->51-4020-Broad]]

config.header.center: "Detailed" -- # Forging Machine Setters, Operators, and Tenders, Metal and Plastic ## AI Risk Level: high ## Definition: Set up, operate, or tend forging machines to taper, shape, or form metal or plastic parts. > [[Video Version->51-4022-Video]] > [[What They Do->51-4022-WhatTheyDo-1]] > [[Work Environment->51-4022-WorkEnvironment-1]] > [[How to Become One->51-4022-HowToBecomeOne-1]] > [[Pay->51-4022-Pay-1]] > [[Job Outlook->51-4022-JobOutlook-1]] > [[Back->51-4020-Broad]]

config.header.center: "Detailed" -- # Rolling Machine Setters, Operators, and Tenders, Metal and Plastic ## AI Risk Level: high ## Definition: Set up, operate, or tend machines to roll steel or plastic forming bends, beads, knurls, rolls, or plate, or to flatten, temper, or reduce gauge of material. > [[Video Version->51-4023-Video]] > [[What They Do->51-4023-WhatTheyDo-1]] > [[Work Environment->51-4023-WorkEnvironment-1]] > [[How to Become One->51-4023-HowToBecomeOne-1]] > [[Pay->51-4023-Pay-1]] > [[Job Outlook->51-4023-JobOutlook-1]] > [[Back->51-4020-Broad]]

config.header.center: "Broad" -- {embed passage: '51-4031-Variables'} {embed passage: '51-4032-Variables'} {embed passage: '51-4033-Variables'} {embed passage: '51-4034-Variables'} {embed passage: '51-4035-Variables'} # Machine Tool Cutting Setters, Operators, and Tenders, Metal and Plastic [if var51_4031_medianPay >= minSalary & (riskTolerance === 'high' | var51_4031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4031_highAIRisk === "low" | var51_4031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4031_highAIRisk === "low"))] > [[Cutting, Punching, and Press Machine Setters, Operators, and Tenders, Metal and Plastic->51-4031-Detailed]] [continued] [if var51_4032_medianPay >= minSalary & (riskTolerance === 'high' | var51_4032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4032_highAIRisk === "low" | var51_4032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4032_highAIRisk === "low"))] > [[Drilling and Boring Machine Tool Setters, Operators, and Tenders, Metal and Plastic->51-4032-Detailed]] [continued] [if var51_4033_medianPay >= minSalary & (riskTolerance === 'high' | var51_4033_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4033_highAIRisk === "low" | var51_4033_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4033_highAIRisk === "low"))] > [[Grinding, Lapping, Polishing, and Buffing Machine Tool Setters, Operators, and Tenders, Metal and Plastic->51-4033-Detailed]] [continued] [if var51_4034_medianPay >= minSalary & (riskTolerance === 'high' | var51_4034_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4034_highAIRisk === "low" | var51_4034_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4034_highAIRisk === "low"))] > [[Lathe and Turning Machine Tool Setters, Operators, and Tenders, Metal and Plastic->51-4034-Detailed]] [continued] [if var51_4035_medianPay >= minSalary & (riskTolerance === 'high' | var51_4035_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4035_highAIRisk === "low" | var51_4035_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4035_highAIRisk === "low"))] > [[Milling and Planing Machine Setters, Operators, and Tenders, Metal and Plastic->51-4035-Detailed]] [continued] > [[Back->51-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Cutting, Punching, and Press Machine Setters, Operators, and Tenders, Metal and Plastic ## AI Risk Level: high ## Definition: Set up, operate, or tend machines to saw, cut, shear, slit, punch, crimp, notch, bend, or straighten metal or plastic material. > [[Video Version->51-4031-Video]] > [[What They Do->51-4031-WhatTheyDo-1]] > [[Work Environment->51-4031-WorkEnvironment-1]] > [[How to Become One->51-4031-HowToBecomeOne-1]] > [[Pay->51-4031-Pay-1]] > [[Job Outlook->51-4031-JobOutlook-1]] > [[Back->51-4030-Broad]]

config.header.center: "Detailed" -- # Drilling and Boring Machine Tool Setters, Operators, and Tenders, Metal and Plastic ## AI Risk Level: high ## Definition: Set up, operate, or tend drilling machines to drill, bore, ream, mill, or countersink metal or plastic work pieces. > [[Video Version->51-4032-Video]] > [[What They Do->51-4032-WhatTheyDo-1]] > [[Work Environment->51-4032-WorkEnvironment-1]] > [[How to Become One->51-4032-HowToBecomeOne-1]] > [[Pay->51-4032-Pay-1]] > [[Job Outlook->51-4032-JobOutlook-1]] > [[Back->51-4030-Broad]]

config.header.center: "Detailed" -- # Grinding, Lapping, Polishing, and Buffing Machine Tool Setters, Operators, and Tenders, Metal and Plastic ## AI Risk Level: high ## Definition: Set up, operate, or tend grinding and related tools that remove excess material or burrs from surfaces, sharpen edges or corners, or buff, hone, or polish metal or plastic work pieces. > [[Video Version->51-4033-Video]] > [[What They Do->51-4033-WhatTheyDo-1]] > [[Work Environment->51-4033-WorkEnvironment-1]] > [[How to Become One->51-4033-HowToBecomeOne-1]] > [[Pay->51-4033-Pay-1]] > [[Job Outlook->51-4033-JobOutlook-1]] > [[Back->51-4030-Broad]]

config.header.center: "Detailed" -- # Lathe and Turning Machine Tool Setters, Operators, and Tenders, Metal and Plastic ## AI Risk Level: high ## Definition: Set up, operate, or tend lathe and turning machines to turn, bore, thread, form, or face metal or plastic materials, such as wire, rod, or bar stock. > [[Video Version->51-4034-Video]] > [[What They Do->51-4034-WhatTheyDo-1]] > [[Work Environment->51-4034-WorkEnvironment-1]] > [[How to Become One->51-4034-HowToBecomeOne-1]] > [[Pay->51-4034-Pay-1]] > [[Job Outlook->51-4034-JobOutlook-1]] > [[Back->51-4030-Broad]]

config.header.center: "Detailed" -- # Milling and Planing Machine Setters, Operators, and Tenders, Metal and Plastic ## AI Risk Level: high ## Definition: Set up, operate, or tend milling or planing machines to mill, plane, shape, groove, or profile metal or plastic work pieces. > [[Video Version->51-4035-Video]] > [[What They Do->51-4035-WhatTheyDo-1]] > [[Work Environment->51-4035-WorkEnvironment-1]] > [[How to Become One->51-4035-HowToBecomeOne-1]] > [[Pay->51-4035-Pay-1]] > [[Job Outlook->51-4035-JobOutlook-1]] > [[Back->51-4030-Broad]]

config.header.center: "Broad" -- {embed passage: '51-4041-Variables'} # Machinists [if var51_4041_medianPay >= minSalary & (riskTolerance === 'high' | var51_4041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4041_highAIRisk === "low" | var51_4041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4041_highAIRisk === "low"))] > [[Machinists->51-4041-Detailed]] [continued] > [[Back->51-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Machinists ## AI Risk Level: moderate ## Definition: Set up and operate a variety of machine tools to produce precision parts and instruments out of metal. Includes precision instrument makers who fabricate, modify, or repair mechanical instruments. May also fabricate and modify parts to make or repair machine tools or maintain industrial machines, applying knowledge of mechanics, mathematics, metal properties, layout, and machining procedures. Machinists who primarily program or operate computer numerically controlled (CNC) equipment are classified in "Computer Numerically Controlled Tool Operators and Programmers" (51-9160). > [[Video Version->51-4041-Video]] > [[What They Do->51-4041-WhatTheyDo-1]] > [[Work Environment->51-4041-WorkEnvironment-1]] > [[How to Become One->51-4041-HowToBecomeOne-1]] > [[Pay->51-4041-Pay-1]] > [[Job Outlook->51-4041-JobOutlook-1]] > [[Back->51-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-4051-Variables'} {embed passage: '51-4052-Variables'} # Metal Furnace Operators, Tenders, Pourers, and Casters [if var51_4051_medianPay >= minSalary & (riskTolerance === 'high' | var51_4051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4051_highAIRisk === "low" | var51_4051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4051_highAIRisk === "low"))] > [[Metal-Refining Furnace Operators and Tenders->51-4051-Detailed]] [continued] [if var51_4052_medianPay >= minSalary & (riskTolerance === 'high' | var51_4052_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4052_highAIRisk === "low" | var51_4052_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4052_highAIRisk === "low"))] > [[Pourers and Casters, Metal->51-4052-Detailed]] [continued] > [[Back->51-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Metal-Refining Furnace Operators and Tenders ## AI Risk Level: high ## Definition: Operate or tend furnaces, such as gas, oil, coal, electric-arc or electric induction, open-hearth, or oxygen furnaces, to melt and refine metal before casting or to produce specified types of steel. Excludes "Heat Treating Equipment Setters, Operators, and Tenders, Metal and Plastic" (51-4191). > [[Video Version->51-4051-Video]] > [[What They Do->51-4051-WhatTheyDo-1]] > [[Work Environment->51-4051-WorkEnvironment-1]] > [[How to Become One->51-4051-HowToBecomeOne-1]] > [[Pay->51-4051-Pay-1]] > [[Job Outlook->51-4051-JobOutlook-1]] > [[Back->51-4050-Broad]]

config.header.center: "Detailed" -- # Pourers and Casters, Metal ## AI Risk Level: high ## Definition: Operate hand-controlled mechanisms to pour and regulate the flow of molten metal into molds to produce castings or ingots. > [[Video Version->51-4052-Video]] > [[What They Do->51-4052-WhatTheyDo-1]] > [[Work Environment->51-4052-WorkEnvironment-1]] > [[How to Become One->51-4052-HowToBecomeOne-1]] > [[Pay->51-4052-Pay-1]] > [[Job Outlook->51-4052-JobOutlook-1]] > [[Back->51-4050-Broad]]

config.header.center: "Broad" -- {embed passage: '51-4061-Variables'} {embed passage: '51-4062-Variables'} # Model Makers and Patternmakers, Metal and Plastic [if var51_4061_medianPay >= minSalary & (riskTolerance === 'high' | var51_4061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4061_highAIRisk === "low" | var51_4061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4061_highAIRisk === "low"))] > [[Model Makers, Metal and Plastic->51-4061-Detailed]] [continued] [if var51_4062_medianPay >= minSalary & (riskTolerance === 'high' | var51_4062_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4062_highAIRisk === "low" | var51_4062_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4062_highAIRisk === "low"))] > [[Patternmakers, Metal and Plastic->51-4062-Detailed]] [continued] > [[Back->51-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Model Makers, Metal and Plastic ## AI Risk Level: high ## Definition: Set up and operate machines, such as lathes, milling and engraving machines, and jig borers to make working models of metal or plastic objects. Includes template makers. > [[Video Version->51-4061-Video]] > [[What They Do->51-4061-WhatTheyDo-1]] > [[Work Environment->51-4061-WorkEnvironment-1]] > [[How to Become One->51-4061-HowToBecomeOne-1]] > [[Pay->51-4061-Pay-1]] > [[Job Outlook->51-4061-JobOutlook-1]] > [[Back->51-4060-Broad]]

config.header.center: "Detailed" -- # Patternmakers, Metal and Plastic ## AI Risk Level: high ## Definition: Lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns, core boxes, or match plates. > [[Video Version->51-4062-Video]] > [[What They Do->51-4062-WhatTheyDo-1]] > [[Work Environment->51-4062-WorkEnvironment-1]] > [[How to Become One->51-4062-HowToBecomeOne-1]] > [[Pay->51-4062-Pay-1]] > [[Job Outlook->51-4062-JobOutlook-1]] > [[Back->51-4060-Broad]]

config.header.center: "Broad" -- {embed passage: '51-4071-Variables'} {embed passage: '51-4072-Variables'} # Molders and Molding Machine Setters, Operators, and Tenders, Metal and Plastic [if var51_4071_medianPay >= minSalary & (riskTolerance === 'high' | var51_4071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4071_highAIRisk === "low" | var51_4071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4071_highAIRisk === "low"))] > [[Foundry Mold and Coremakers->51-4071-Detailed]] [continued] [if var51_4072_medianPay >= minSalary & (riskTolerance === 'high' | var51_4072_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4072_highAIRisk === "low" | var51_4072_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4072_highAIRisk === "low"))] > [[Molding, Coremaking, and Casting Machine Setters, Operators, and Tenders, Metal and Plastic->51-4072-Detailed]] [continued] > [[Back->51-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Foundry Mold and Coremakers ## AI Risk Level: high ## Definition: Make or form wax or sand cores or molds used in the production of metal castings in foundries. Excludes "Molding, Coremaking, and Casting Machine Setters, Operators, and Tenders, Metal and Plastic" (51-4072) and "Molders, Shapers, and Casters, Except Metal and Plastic" (51-9195). > [[Video Version->51-4071-Video]] > [[What They Do->51-4071-WhatTheyDo-1]] > [[Work Environment->51-4071-WorkEnvironment-1]] > [[How to Become One->51-4071-HowToBecomeOne-1]] > [[Pay->51-4071-Pay-1]] > [[Job Outlook->51-4071-JobOutlook-1]] > [[Back->51-4070-Broad]]

config.header.center: "Detailed" -- # Molding, Coremaking, and Casting Machine Setters, Operators, and Tenders, Metal and Plastic ## AI Risk Level: high ## Definition: Set up, operate, or tend metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. > [[Video Version->51-4072-Video]] > [[What They Do->51-4072-WhatTheyDo-1]] > [[Work Environment->51-4072-WorkEnvironment-1]] > [[How to Become One->51-4072-HowToBecomeOne-1]] > [[Pay->51-4072-Pay-1]] > [[Job Outlook->51-4072-JobOutlook-1]] > [[Back->51-4070-Broad]]

config.header.center: "Broad" -- {embed passage: '51-4081-Variables'} # Multiple Machine Tool Setters, Operators, and Tenders, Metal and Plastic [if var51_4081_medianPay >= minSalary & (riskTolerance === 'high' | var51_4081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4081_highAIRisk === "low" | var51_4081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4081_highAIRisk === "low"))] > [[Multiple Machine Tool Setters, Operators, and Tenders, Metal and Plastic->51-4081-Detailed]] [continued] > [[Back->51-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Multiple Machine Tool Setters, Operators, and Tenders, Metal and Plastic ## AI Risk Level: moderate ## Definition: Set up, operate, or tend more than one type of cutting or forming machine tool or robot. > [[Video Version->51-4081-Video]] > [[What They Do->51-4081-WhatTheyDo-1]] > [[Work Environment->51-4081-WorkEnvironment-1]] > [[How to Become One->51-4081-HowToBecomeOne-1]] > [[Pay->51-4081-Pay-1]] > [[Job Outlook->51-4081-JobOutlook-1]] > [[Back->51-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-4111-Variables'} # Tool and Die Makers [if var51_4111_medianPay >= minSalary & (riskTolerance === 'high' | var51_4111_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4111_highAIRisk === "low" | var51_4111_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4111_highAIRisk === "low"))] > [[Tool and Die Makers->51-4111-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Tool and Die Makers ## AI Risk Level: high ## Definition: Analyze specifications, lay out metal stock, set up and operate machine tools, and fit and assemble parts to make and repair dies, cutting tools, jigs, fixtures, gauges, and machinists' hand tools. > [[Video Version->51-4111-Video]] > [[What They Do->51-4111-WhatTheyDo-1]] > [[Work Environment->51-4111-WorkEnvironment-1]] > [[How to Become One->51-4111-HowToBecomeOne-1]] > [[Pay->51-4111-Pay-1]] > [[Job Outlook->51-4111-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '51-4121-Variables'} {embed passage: '51-4122-Variables'} # Welding, Soldering, and Brazing Workers [if var51_4121_medianPay >= minSalary & (riskTolerance === 'high' | var51_4121_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4121_highAIRisk === "low" | var51_4121_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4121_highAIRisk === "low"))] > [[Welders, Cutters, Solderers, and Brazers->51-4121-Detailed]] [continued] [if var51_4122_medianPay >= minSalary & (riskTolerance === 'high' | var51_4122_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4122_highAIRisk === "low" | var51_4122_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4122_highAIRisk === "low"))] > [[Welding, Soldering, and Brazing Machine Setters, Operators, and Tenders->51-4122-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Welders, Cutters, Solderers, and Brazers ## AI Risk Level: high ## Definition: Use hand-welding, flame-cutting, hand-soldering, or brazing equipment to weld or join metal components or to fill holes, indentations, or seams of fabricated metal products. > [[Video Version->51-4121-Video]] > [[What They Do->51-4121-WhatTheyDo-1]] > [[Work Environment->51-4121-WorkEnvironment-1]] > [[How to Become One->51-4121-HowToBecomeOne-1]] > [[Pay->51-4121-Pay-1]] > [[Job Outlook->51-4121-JobOutlook-1]] > [[Back->51-4120-Broad]]

config.header.center: "Detailed" -- # Welding, Soldering, and Brazing Machine Setters, Operators, and Tenders ## AI Risk Level: high ## Definition: Set up, operate, or tend welding, soldering, or brazing machines or robots that weld, braze, solder, or heat treat metal products, components, or assemblies. Includes workers who operate laser cutters or laser-beam machines. > [[Video Version->51-4122-Video]] > [[What They Do->51-4122-WhatTheyDo-1]] > [[Work Environment->51-4122-WorkEnvironment-1]] > [[How to Become One->51-4122-HowToBecomeOne-1]] > [[Pay->51-4122-Pay-1]] > [[Job Outlook->51-4122-JobOutlook-1]] > [[Back->51-4120-Broad]]

config.header.center: "Broad" -- {embed passage: '51-4191-Variables'} {embed passage: '51-4192-Variables'} {embed passage: '51-4193-Variables'} {embed passage: '51-4194-Variables'} {embed passage: '51-4199-Variables'} # Miscellaneous Metal Workers and Plastic Workers [if var51_4191_medianPay >= minSalary & (riskTolerance === 'high' | var51_4191_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4191_highAIRisk === "low" | var51_4191_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4191_highAIRisk === "low"))] > [[Heat Treating Equipment Setters, Operators, and Tenders, Metal and Plastic->51-4191-Detailed]] [continued] [if var51_4192_medianPay >= minSalary & (riskTolerance === 'high' | var51_4192_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4192_highAIRisk === "low" | var51_4192_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4192_highAIRisk === "low"))] > [[Layout Workers, Metal and Plastic->51-4192-Detailed]] [continued] [if var51_4193_medianPay >= minSalary & (riskTolerance === 'high' | var51_4193_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4193_highAIRisk === "low" | var51_4193_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4193_highAIRisk === "low"))] > [[Plating Machine Setters, Operators, and Tenders, Metal and Plastic->51-4193-Detailed]] [continued] [if var51_4194_medianPay >= minSalary & (riskTolerance === 'high' | var51_4194_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4194_highAIRisk === "low" | var51_4194_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4194_highAIRisk === "low"))] > [[Tool Grinders, Filers, and Sharpeners->51-4194-Detailed]] [continued] [if var51_4199_medianPay >= minSalary & (riskTolerance === 'high' | var51_4199_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_4199_highAIRisk === "low" | var51_4199_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_4199_highAIRisk === "low"))] > [[Metal Workers and Plastic Workers, All Other->51-4199-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Heat Treating Equipment Setters, Operators, and Tenders, Metal and Plastic ## AI Risk Level: high ## Definition: Set up, operate, or tend heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment to temper, harden, anneal, or heat treat metal or plastic objects. > [[Video Version->51-4191-Video]] > [[What They Do->51-4191-WhatTheyDo-1]] > [[Work Environment->51-4191-WorkEnvironment-1]] > [[How to Become One->51-4191-HowToBecomeOne-1]] > [[Pay->51-4191-Pay-1]] > [[Job Outlook->51-4191-JobOutlook-1]] > [[Back->51-4190-Broad]]

config.header.center: "Detailed" -- # Layout Workers, Metal and Plastic ## AI Risk Level: low ## Definition: Lay out reference points and dimensions on metal or plastic stock or workpieces, such as sheets, plates, tubes, structural shapes, castings, or machine parts, for further processing. Includes shipfitters. > [[Back->51-4190-Broad]]

config.header.center: "Detailed" -- # Plating Machine Setters, Operators, and Tenders, Metal and Plastic ## AI Risk Level: high ## Definition: Set up, operate, or tend plating machines to coat metal or plastic products with chromium, zinc, copper, cadmium, nickel, or other metal to protect or decorate surfaces. Typically, the product being coated is immersed in molten metal or an electrolytic solution. Excludes "Coating, Painting, and Spraying Machine Setters, Operators, and Tenders" (51-9124). > [[Video Version->51-4193-Video]] > [[What They Do->51-4193-WhatTheyDo-1]] > [[Work Environment->51-4193-WorkEnvironment-1]] > [[How to Become One->51-4193-HowToBecomeOne-1]] > [[Pay->51-4193-Pay-1]] > [[Job Outlook->51-4193-JobOutlook-1]] > [[Back->51-4190-Broad]]

config.header.center: "Detailed" -- # Tool Grinders, Filers, and Sharpeners ## AI Risk Level: high ## Definition: Perform precision smoothing, sharpening, polishing, or grinding of metal objects. > [[Back->51-4190-Broad]]

config.header.center: "Detailed" -- # Metal Workers and Plastic Workers, All Other ## Definition: All metal workers and plastic workers not listed separately. > [[Back->51-4190-Broad]]

config.header.center: "Minor" -- {embed passage: '51-5110-Variables'} {embed passage: '51-5111-Variables'} {embed passage: '51-5112-Variables'} {embed passage: '51-5113-Variables'} # Printing Workers [if var51_5110_MaxSalaryInBroad >= minSalary] > [[Printing Workers->51-5110-Broad]] [continued] > [[Back->51-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '51-5111-Variables'} {embed passage: '51-5112-Variables'} {embed passage: '51-5113-Variables'} # Printing Workers [if var51_5111_medianPay >= minSalary & (riskTolerance === 'high' | var51_5111_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_5111_highAIRisk === "low" | var51_5111_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_5111_highAIRisk === "low"))] > [[Prepress Technicians and Workers->51-5111-Detailed]] [continued] [if var51_5112_medianPay >= minSalary & (riskTolerance === 'high' | var51_5112_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_5112_highAIRisk === "low" | var51_5112_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_5112_highAIRisk === "low"))] > [[Printing Press Operators->51-5112-Detailed]] [continued] [if var51_5113_medianPay >= minSalary & (riskTolerance === 'high' | var51_5113_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_5113_highAIRisk === "low" | var51_5113_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_5113_highAIRisk === "low"))] > [[Print Binding and Finishing Workers->51-5113-Detailed]] [continued] > [[Back->51-5100-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Prepress Technicians and Workers ## AI Risk Level: high ## Definition: Format and proof text and images submitted by designers and clients into finished pages that can be printed. Includes digital and photo typesetting. May produce printing plates. > [[Back->51-5110-Broad]]

config.header.center: "Detailed" -- # Printing Press Operators ## AI Risk Level: moderate ## Definition: Set up and operate digital, letterpress, lithographic, flexographic, gravure, or other printing machines. Includes short-run offset printing presses. > [[Back->51-5110-Broad]]

config.header.center: "Detailed" -- # Print Binding and Finishing Workers ## AI Risk Level: high ## Definition: Bind books and other publications or finish printed products by hand or machine. May set up binding and finishing machines. > [[Back->51-5110-Broad]]

config.header.center: "Minor" -- {embed passage: '51-6010-Variables'} {embed passage: '51-6011-Variables'} {embed passage: '51-6020-Variables'} {embed passage: '51-6021-Variables'} {embed passage: '51-6030-Variables'} {embed passage: '51-6031-Variables'} {embed passage: '51-6040-Variables'} {embed passage: '51-6041-Variables'} {embed passage: '51-6042-Variables'} {embed passage: '51-6050-Variables'} {embed passage: '51-6051-Variables'} {embed passage: '51-6052-Variables'} {embed passage: '51-6060-Variables'} {embed passage: '51-6061-Variables'} {embed passage: '51-6062-Variables'} {embed passage: '51-6063-Variables'} {embed passage: '51-6064-Variables'} {embed passage: '51-6090-Variables'} {embed passage: '51-6091-Variables'} {embed passage: '51-6092-Variables'} {embed passage: '51-6093-Variables'} {embed passage: '51-6099-Variables'} # Textile, Apparel, and Furnishings Workers [if var51_6011_medianPay >= minSalary & (riskTolerance === 'high' | var51_6011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6011_highAIRisk === "low" | var51_6011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6011_highAIRisk === "low"))] > [[Laundry and Dry-Cleaning Workers->51-6011-Detailed]] [continued] [if var51_6021_medianPay >= minSalary & (riskTolerance === 'high' | var51_6021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6021_highAIRisk === "low" | var51_6021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6021_highAIRisk === "low"))] > [[Pressers, Textile, Garment, and Related Materials->51-6021-Detailed]] [continued] [if var51_6031_medianPay >= minSalary & (riskTolerance === 'high' | var51_6031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6031_highAIRisk === "low" | var51_6031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6031_highAIRisk === "low"))] > [[Sewing Machine Operators->51-6031-Detailed]] [continued] [if var51_6040_MaxSalaryInBroad >= minSalary] > [[Shoe and Leather Workers->51-6040-Broad]] [continued] [if var51_6050_MaxSalaryInBroad >= minSalary] > [[Tailors, Dressmakers, and Sewers->51-6050-Broad]] [continued] [if var51_6060_MaxSalaryInBroad >= minSalary] > [[Textile Machine Setters, Operators, and Tenders->51-6060-Broad]] [continued] [if var51_6090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Textile, Apparel, and Furnishings Workers->51-6090-Broad]] [continued] > [[Back->51-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '51-6011-Variables'} # Laundry and Dry-Cleaning Workers [if var51_6011_medianPay >= minSalary & (riskTolerance === 'high' | var51_6011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6011_highAIRisk === "low" | var51_6011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6011_highAIRisk === "low"))] > [[Laundry and Dry-Cleaning Workers->51-6011-Detailed]] [continued] > [[Back->51-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Laundry and Dry-Cleaning Workers ## AI Risk Level: high ## Definition: Operate or tend washing or dry-cleaning machines to wash or dry-clean industrial or household articles, such as cloth garments, suede, leather, furs, blankets, draperies, linens, rugs, and carpets. Includes spotters and dyers of these articles. > [[Back->51-6000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-6021-Variables'} # Pressers, Textile, Garment, and Related Materials [if var51_6021_medianPay >= minSalary & (riskTolerance === 'high' | var51_6021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6021_highAIRisk === "low" | var51_6021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6021_highAIRisk === "low"))] > [[Pressers, Textile, Garment, and Related Materials->51-6021-Detailed]] [continued] > [[Back->51-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Pressers, Textile, Garment, and Related Materials ## AI Risk Level: high ## Definition: Press or shape articles by hand or machine. > [[Back->51-6000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-6031-Variables'} # Sewing Machine Operators [if var51_6031_medianPay >= minSalary & (riskTolerance === 'high' | var51_6031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6031_highAIRisk === "low" | var51_6031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6031_highAIRisk === "low"))] > [[Sewing Machine Operators->51-6031-Detailed]] [continued] > [[Back->51-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Sewing Machine Operators ## AI Risk Level: high ## Definition: Operate or tend sewing machines to join, reinforce, decorate, or perform related sewing operations in the manufacture of garment or nongarment products. > [[Back->51-6000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-6041-Variables'} {embed passage: '51-6042-Variables'} # Shoe and Leather Workers [if var51_6041_medianPay >= minSalary & (riskTolerance === 'high' | var51_6041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6041_highAIRisk === "low" | var51_6041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6041_highAIRisk === "low"))] > [[Shoe and Leather Workers and Repairers->51-6041-Detailed]] [continued] [if var51_6042_medianPay >= minSalary & (riskTolerance === 'high' | var51_6042_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6042_highAIRisk === "low" | var51_6042_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6042_highAIRisk === "low"))] > [[Shoe Machine Operators and Tenders->51-6042-Detailed]] [continued] > [[Back->51-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Shoe and Leather Workers and Repairers ## AI Risk Level: high ## Definition: Construct, decorate, or repair leather and leather-like products, such as luggage, shoes, and saddles. May use hand tools. > [[Back->51-6040-Broad]]

config.header.center: "Detailed" -- # Shoe Machine Operators and Tenders ## AI Risk Level: high ## Definition: Operate or tend a variety of machines to join, decorate, reinforce, or finish shoes and shoe parts. > [[Back->51-6040-Broad]]

config.header.center: "Broad" -- {embed passage: '51-6051-Variables'} {embed passage: '51-6052-Variables'} # Tailors, Dressmakers, and Sewers [if var51_6051_medianPay >= minSalary & (riskTolerance === 'high' | var51_6051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6051_highAIRisk === "low" | var51_6051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6051_highAIRisk === "low"))] > [[Sewers, Hand->51-6051-Detailed]] [continued] [if var51_6052_medianPay >= minSalary & (riskTolerance === 'high' | var51_6052_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6052_highAIRisk === "low" | var51_6052_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6052_highAIRisk === "low"))] > [[Tailors, Dressmakers, and Custom Sewers->51-6052-Detailed]] [continued] > [[Back->51-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Sewers, Hand ## AI Risk Level: high ## Definition: Sew, join, reinforce, or finish, usually with needle and thread, a variety of manufactured items. Includes weavers and stitchers. > [[Back->51-6050-Broad]]

config.header.center: "Detailed" -- # Tailors, Dressmakers, and Custom Sewers ## AI Risk Level: high ## Definition: Design, make, alter, repair, or fit garments. > [[Back->51-6050-Broad]]

config.header.center: "Broad" -- {embed passage: '51-6061-Variables'} {embed passage: '51-6062-Variables'} {embed passage: '51-6063-Variables'} {embed passage: '51-6064-Variables'} # Textile Machine Setters, Operators, and Tenders [if var51_6061_medianPay >= minSalary & (riskTolerance === 'high' | var51_6061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6061_highAIRisk === "low" | var51_6061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6061_highAIRisk === "low"))] > [[Textile Bleaching and Dyeing Machine Operators and Tenders->51-6061-Detailed]] [continued] [if var51_6062_medianPay >= minSalary & (riskTolerance === 'high' | var51_6062_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6062_highAIRisk === "low" | var51_6062_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6062_highAIRisk === "low"))] > [[Textile Cutting Machine Setters, Operators, and Tenders->51-6062-Detailed]] [continued] [if var51_6063_medianPay >= minSalary & (riskTolerance === 'high' | var51_6063_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6063_highAIRisk === "low" | var51_6063_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6063_highAIRisk === "low"))] > [[Textile Knitting and Weaving Machine Setters, Operators, and Tenders->51-6063-Detailed]] [continued] [if var51_6064_medianPay >= minSalary & (riskTolerance === 'high' | var51_6064_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6064_highAIRisk === "low" | var51_6064_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6064_highAIRisk === "low"))] > [[Textile Winding, Twisting, and Drawing Out Machine Setters, Operators, and Tenders->51-6064-Detailed]] [continued] > [[Back->51-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Textile Bleaching and Dyeing Machine Operators and Tenders ## AI Risk Level: high ## Definition: Operate or tend machines to bleach, shrink, wash, dye, or finish textiles or synthetic or glass fibers. > [[Back->51-6060-Broad]]

config.header.center: "Detailed" -- # Textile Cutting Machine Setters, Operators, and Tenders ## AI Risk Level: high ## Definition: Set up, operate, or tend machines that cut textiles. > [[Back->51-6060-Broad]]

config.header.center: "Detailed" -- # Textile Knitting and Weaving Machine Setters, Operators, and Tenders ## AI Risk Level: high ## Definition: Set up, operate, or tend machines that knit, loop, weave, or draw in textiles. Excludes "Sewing Machine Operators" (51-6031). > [[Back->51-6060-Broad]]

config.header.center: "Detailed" -- # Textile Winding, Twisting, and Drawing Out Machine Setters, Operators, and Tenders ## AI Risk Level: high ## Definition: Set up, operate, or tend machines that wind or twist textiles; or draw out and combine sliver, such as wool, hemp, or synthetic fibers. Includes slubber machine and drawing frame operators. > [[Back->51-6060-Broad]]

config.header.center: "Broad" -- {embed passage: '51-6091-Variables'} {embed passage: '51-6092-Variables'} {embed passage: '51-6093-Variables'} {embed passage: '51-6099-Variables'} # Miscellaneous Textile, Apparel, and Furnishings Workers [if var51_6091_medianPay >= minSalary & (riskTolerance === 'high' | var51_6091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6091_highAIRisk === "low" | var51_6091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6091_highAIRisk === "low"))] > [[Extruding and Forming Machine Setters, Operators, and Tenders, Synthetic and Glass Fibers->51-6091-Detailed]] [continued] [if var51_6092_medianPay >= minSalary & (riskTolerance === 'high' | var51_6092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6092_highAIRisk === "low" | var51_6092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6092_highAIRisk === "low"))] > [[Fabric and Apparel Patternmakers->51-6092-Detailed]] [continued] [if var51_6093_medianPay >= minSalary & (riskTolerance === 'high' | var51_6093_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6093_highAIRisk === "low" | var51_6093_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6093_highAIRisk === "low"))] > [[Upholsterers->51-6093-Detailed]] [continued] [if var51_6099_medianPay >= minSalary & (riskTolerance === 'high' | var51_6099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_6099_highAIRisk === "low" | var51_6099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_6099_highAIRisk === "low"))] > [[Textile, Apparel, and Furnishings Workers, All Other->51-6099-Detailed]] [continued] > [[Back->51-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Extruding and Forming Machine Setters, Operators, and Tenders, Synthetic and Glass Fibers ## AI Risk Level: high ## Definition: Set up, operate, or tend machines that extrude and form continuous filaments from synthetic materials, such as liquid polymer, rayon, and fiberglass. > [[Back->51-6090-Broad]]

config.header.center: "Detailed" -- # Fabric and Apparel Patternmakers ## AI Risk Level: moderate ## Definition: Draw and construct sets of precision master fabric patterns or layouts. May also mark and cut fabrics and apparel. > [[Back->51-6090-Broad]]

config.header.center: "Detailed" -- # Upholsterers ## AI Risk Level: low ## Definition: Make, repair, or replace upholstery for household furniture or transportation vehicles. > [[Back->51-6090-Broad]]

config.header.center: "Detailed" -- # Textile, Apparel, and Furnishings Workers, All Other ## Definition: All textile, apparel, and furnishings workers not listed separately. > [[Back->51-6090-Broad]]

config.header.center: "Minor" -- {embed passage: '51-7010-Variables'} {embed passage: '51-7011-Variables'} {embed passage: '51-7020-Variables'} {embed passage: '51-7021-Variables'} {embed passage: '51-7030-Variables'} {embed passage: '51-7031-Variables'} {embed passage: '51-7032-Variables'} {embed passage: '51-7040-Variables'} {embed passage: '51-7041-Variables'} {embed passage: '51-7042-Variables'} {embed passage: '51-7090-Variables'} {embed passage: '51-7099-Variables'} # Woodworkers [if var51_7011_medianPay >= minSalary & (riskTolerance === 'high' | var51_7011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_7011_highAIRisk === "low" | var51_7011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_7011_highAIRisk === "low"))] > [[Cabinetmakers and Bench Carpenters->51-7011-Detailed]] [continued] [if var51_7021_medianPay >= minSalary & (riskTolerance === 'high' | var51_7021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_7021_highAIRisk === "low" | var51_7021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_7021_highAIRisk === "low"))] > [[Furniture Finishers->51-7021-Detailed]] [continued] [if var51_7030_MaxSalaryInBroad >= minSalary] > [[Model Makers and Patternmakers, Wood->51-7030-Broad]] [continued] [if var51_7040_MaxSalaryInBroad >= minSalary] > [[Woodworking Machine Setters, Operators, and Tenders->51-7040-Broad]] [continued] [if var51_7099_medianPay >= minSalary & (riskTolerance === 'high' | var51_7099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_7099_highAIRisk === "low" | var51_7099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_7099_highAIRisk === "low"))] > [[Woodworkers, All Other->51-7099-Detailed]] [continued] > [[Back->51-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '51-7011-Variables'} # Cabinetmakers and Bench Carpenters [if var51_7011_medianPay >= minSalary & (riskTolerance === 'high' | var51_7011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_7011_highAIRisk === "low" | var51_7011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_7011_highAIRisk === "low"))] > [[Cabinetmakers and Bench Carpenters->51-7011-Detailed]] [continued] > [[Back->51-7000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Cabinetmakers and Bench Carpenters ## AI Risk Level: moderate ## Definition: Cut, shape, and assemble wooden articles or set up and operate a variety of woodworking machines, such as power saws, jointers, and mortisers to surface, cut, or shape lumber or to fabricate parts for wood products. Excludes "Woodworking Machine Setters, Operators, and Tenders" (51-7040). > [[Video Version->51-7011-Video]] > [[What They Do->51-7011-WhatTheyDo-1]] > [[Work Environment->51-7011-WorkEnvironment-1]] > [[How to Become One->51-7011-HowToBecomeOne-1]] > [[Pay->51-7011-Pay-1]] > [[Job Outlook->51-7011-JobOutlook-1]] > [[Back->51-7000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-7021-Variables'} # Furniture Finishers [if var51_7021_medianPay >= minSalary & (riskTolerance === 'high' | var51_7021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_7021_highAIRisk === "low" | var51_7021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_7021_highAIRisk === "low"))] > [[Furniture Finishers->51-7021-Detailed]] [continued] > [[Back->51-7000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Furniture Finishers ## AI Risk Level: low ## Definition: Shape, finish, and refinish damaged, worn, or used furniture or new high-grade furniture to specified color or finish. > [[Video Version->51-7021-Video]] > [[What They Do->51-7021-WhatTheyDo-1]] > [[Work Environment->51-7021-WorkEnvironment-1]] > [[How to Become One->51-7021-HowToBecomeOne-1]] > [[Pay->51-7021-Pay-1]] > [[Job Outlook->51-7021-JobOutlook-1]] > [[Back->51-7000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-7031-Variables'} {embed passage: '51-7032-Variables'} # Model Makers and Patternmakers, Wood [if var51_7031_medianPay >= minSalary & (riskTolerance === 'high' | var51_7031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_7031_highAIRisk === "low" | var51_7031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_7031_highAIRisk === "low"))] > [[Model Makers, Wood->51-7031-Detailed]] [continued] [if var51_7032_medianPay >= minSalary & (riskTolerance === 'high' | var51_7032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_7032_highAIRisk === "low" | var51_7032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_7032_highAIRisk === "low"))] > [[Patternmakers, Wood->51-7032-Detailed]] [continued] > [[Back->51-7000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Model Makers, Wood ## AI Risk Level: moderate ## Definition: Construct full-size and scale wooden precision models of products. Includes wood jig builders and loft workers. > [[Back->51-7030-Broad]]

config.header.center: "Detailed" -- # Patternmakers, Wood ## AI Risk Level: moderate ## Definition: Plan, lay out, and construct wooden unit or sectional patterns used in forming sand molds for castings. > [[Back->51-7030-Broad]]

config.header.center: "Broad" -- {embed passage: '51-7041-Variables'} {embed passage: '51-7042-Variables'} # Woodworking Machine Setters, Operators, and Tenders [if var51_7041_medianPay >= minSalary & (riskTolerance === 'high' | var51_7041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_7041_highAIRisk === "low" | var51_7041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_7041_highAIRisk === "low"))] > [[Sawing Machine Setters, Operators, and Tenders, Wood->51-7041-Detailed]] [continued] [if var51_7042_medianPay >= minSalary & (riskTolerance === 'high' | var51_7042_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_7042_highAIRisk === "low" | var51_7042_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_7042_highAIRisk === "low"))] > [[Woodworking Machine Setters, Operators, and Tenders, Except Sawing->51-7042-Detailed]] [continued] > [[Back->51-7000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Sawing Machine Setters, Operators, and Tenders, Wood ## AI Risk Level: high ## Definition: Set up, operate, or tend wood sawing machines. May operate computer numerically controlled (CNC) equipment. Includes lead sawyers. Workers who primarily program or operate CNC equipment are classified in "Computer Numerically Controlled Tool Operators and Programmers" (51-9160). > [[Video Version->51-7041-Video]] > [[What They Do->51-7041-WhatTheyDo-1]] > [[Work Environment->51-7041-WorkEnvironment-1]] > [[How to Become One->51-7041-HowToBecomeOne-1]] > [[Pay->51-7041-Pay-1]] > [[Job Outlook->51-7041-JobOutlook-1]] > [[Back->51-7040-Broad]]

config.header.center: "Detailed" -- # Woodworking Machine Setters, Operators, and Tenders, Except Sawing ## AI Risk Level: high ## Definition: Set up, operate, or tend woodworking machines, such as drill presses, lathes, shapers, routers, sanders, planers, and wood nailing machines. May operate computer numerically controlled (CNC) equipment. Workers who primarily program or operate CNC equipment are classified in "Computer Numerically Controlled Tool Operators and Programmers" (51-9160). > [[Video Version->51-7042-Video]] > [[What They Do->51-7042-WhatTheyDo-1]] > [[Work Environment->51-7042-WorkEnvironment-1]] > [[How to Become One->51-7042-HowToBecomeOne-1]] > [[Pay->51-7042-Pay-1]] > [[Job Outlook->51-7042-JobOutlook-1]] > [[Back->51-7040-Broad]]

config.header.center: "Broad" -- {embed passage: '51-7099-Variables'} # Miscellaneous Woodworkers [if var51_7099_medianPay >= minSalary & (riskTolerance === 'high' | var51_7099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_7099_highAIRisk === "low" | var51_7099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_7099_highAIRisk === "low"))] > [[Woodworkers, All Other->51-7099-Detailed]] [continued] > [[Back->51-7000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Woodworkers, All Other ## Definition: All woodworkers not listed separately. > [[Back->51-7000-Minor]]

config.header.center: "Minor" -- {embed passage: '51-8010-Variables'} {embed passage: '51-8011-Variables'} {embed passage: '51-8012-Variables'} {embed passage: '51-8013-Variables'} {embed passage: '51-8020-Variables'} {embed passage: '51-8021-Variables'} {embed passage: '51-8030-Variables'} {embed passage: '51-8031-Variables'} {embed passage: '51-8090-Variables'} {embed passage: '51-8091-Variables'} {embed passage: '51-8092-Variables'} {embed passage: '51-8093-Variables'} {embed passage: '51-8099-Variables'} # Plant and System Operators [if var51_8010_MaxSalaryInBroad >= minSalary] > [[Power Plant Operators, Distributors, and Dispatchers->51-8010-Broad]] [continued] [if var51_8021_medianPay >= minSalary & (riskTolerance === 'high' | var51_8021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_8021_highAIRisk === "low" | var51_8021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_8021_highAIRisk === "low"))] > [[Stationary Engineers and Boiler Operators->51-8021-Detailed]] [continued] [if var51_8031_medianPay >= minSalary & (riskTolerance === 'high' | var51_8031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_8031_highAIRisk === "low" | var51_8031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_8031_highAIRisk === "low"))] > [[Water and Wastewater Treatment Plant and System Operators->51-8031-Detailed]] [continued] [if var51_8090_MaxSalaryInBroad >= minSalary] > [[Miscellaneous Plant and System Operators->51-8090-Broad]] [continued] > [[Back->51-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '51-8011-Variables'} {embed passage: '51-8012-Variables'} {embed passage: '51-8013-Variables'} # Power Plant Operators, Distributors, and Dispatchers [if var51_8011_medianPay >= minSalary & (riskTolerance === 'high' | var51_8011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_8011_highAIRisk === "low" | var51_8011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_8011_highAIRisk === "low"))] > [[Nuclear Power Reactor Operators->51-8011-Detailed]] [continued] [if var51_8012_medianPay >= minSalary & (riskTolerance === 'high' | var51_8012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_8012_highAIRisk === "low" | var51_8012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_8012_highAIRisk === "low"))] > [[Power Distributors and Dispatchers->51-8012-Detailed]] [continued] [if var51_8013_medianPay >= minSalary & (riskTolerance === 'high' | var51_8013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_8013_highAIRisk === "low" | var51_8013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_8013_highAIRisk === "low"))] > [[Power Plant Operators->51-8013-Detailed]] [continued] > [[Back->51-8000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Nuclear Power Reactor Operators ## AI Risk Level: moderate ## Definition: Operate or control nuclear reactors. Move control rods, start and stop equipment, monitor and adjust controls, and record data in logs. Implement emergency procedures when needed. May respond to abnormalities, determine cause, and recommend corrective action. > [[Video Version->51-8011-Video]] > [[What They Do->51-8011-WhatTheyDo-1]] > [[Work Environment->51-8011-WorkEnvironment-1]] > [[How to Become One->51-8011-HowToBecomeOne-1]] > [[Pay->51-8011-Pay-1]] > [[Job Outlook->51-8011-JobOutlook-1]] > [[Back->51-8010-Broad]]

config.header.center: "Detailed" -- # Power Distributors and Dispatchers ## AI Risk Level: low ## Definition: Coordinate, regulate, or distribute electricity or steam. > [[Video Version->51-8012-Video]] > [[What They Do->51-8012-WhatTheyDo-1]] > [[Work Environment->51-8012-WorkEnvironment-1]] > [[How to Become One->51-8012-HowToBecomeOne-1]] > [[Pay->51-8012-Pay-1]] > [[Job Outlook->51-8012-JobOutlook-1]] > [[Back->51-8010-Broad]]

config.header.center: "Detailed" -- # Power Plant Operators ## AI Risk Level: moderate ## Definition: Control, operate, or maintain machinery to generate electric power. Includes auxiliary equipment operators. Excludes "Nuclear Power Reactor Operators" (51-8011). > [[Video Version->51-8013-Video]] > [[What They Do->51-8013-WhatTheyDo-1]] > [[Work Environment->51-8013-WorkEnvironment-1]] > [[How to Become One->51-8013-HowToBecomeOne-1]] > [[Pay->51-8013-Pay-1]] > [[Job Outlook->51-8013-JobOutlook-1]] > [[Back->51-8010-Broad]]

config.header.center: "Broad" -- {embed passage: '51-8021-Variables'} # Stationary Engineers and Boiler Operators [if var51_8021_medianPay >= minSalary & (riskTolerance === 'high' | var51_8021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_8021_highAIRisk === "low" | var51_8021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_8021_highAIRisk === "low"))] > [[Stationary Engineers and Boiler Operators->51-8021-Detailed]] [continued] > [[Back->51-8000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Stationary Engineers and Boiler Operators ## AI Risk Level: low ## Definition: Operate or maintain stationary engines, boilers, or other mechanical equipment to provide utilities for buildings or industrial processes. Operate equipment such as steam engines, generators, motors, turbines, and steam boilers. > [[Video Version->51-8021-Video]] > [[What They Do->51-8021-WhatTheyDo-1]] > [[Work Environment->51-8021-WorkEnvironment-1]] > [[How to Become One->51-8021-HowToBecomeOne-1]] > [[Pay->51-8021-Pay-1]] > [[Job Outlook->51-8021-JobOutlook-1]] > [[Back->51-8000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-8031-Variables'} # Water and Wastewater Treatment Plant and System Operators [if var51_8031_medianPay >= minSalary & (riskTolerance === 'high' | var51_8031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_8031_highAIRisk === "low" | var51_8031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_8031_highAIRisk === "low"))] > [[Water and Wastewater Treatment Plant and System Operators->51-8031-Detailed]] [continued] > [[Back->51-8000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Water and Wastewater Treatment Plant and System Operators ## AI Risk Level: low ## Definition: Operate or control an entire process or system of machines, often through the use of control boards, to transfer or treat water or wastewater. > [[Video Version->51-8031-Video]] > [[What They Do->51-8031-WhatTheyDo-1]] > [[Work Environment->51-8031-WorkEnvironment-1]] > [[How to Become One->51-8031-HowToBecomeOne-1]] > [[Pay->51-8031-Pay-1]] > [[Job Outlook->51-8031-JobOutlook-1]] > [[Back->51-8000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-8091-Variables'} {embed passage: '51-8092-Variables'} {embed passage: '51-8093-Variables'} {embed passage: '51-8099-Variables'} # Miscellaneous Plant and System Operators [if var51_8091_medianPay >= minSalary & (riskTolerance === 'high' | var51_8091_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_8091_highAIRisk === "low" | var51_8091_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_8091_highAIRisk === "low"))] > [[Chemical Plant and System Operators->51-8091-Detailed]] [continued] [if var51_8092_medianPay >= minSalary & (riskTolerance === 'high' | var51_8092_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_8092_highAIRisk === "low" | var51_8092_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_8092_highAIRisk === "low"))] > [[Gas Plant Operators->51-8092-Detailed]] [continued] [if var51_8093_medianPay >= minSalary & (riskTolerance === 'high' | var51_8093_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_8093_highAIRisk === "low" | var51_8093_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_8093_highAIRisk === "low"))] > [[Petroleum Pump System Operators, Refinery Operators, and Gaugers->51-8093-Detailed]] [continued] [if var51_8099_medianPay >= minSalary & (riskTolerance === 'high' | var51_8099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_8099_highAIRisk === "low" | var51_8099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_8099_highAIRisk === "low"))] > [[Plant and System Operators, All Other->51-8099-Detailed]] [continued] > [[Back->51-8000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Chemical Plant and System Operators ## AI Risk Level: high ## Definition: Control or operate entire chemical processes or system of machines. > [[Back->51-8090-Broad]]

config.header.center: "Detailed" -- # Gas Plant Operators ## AI Risk Level: moderate ## Definition: Distribute or process gas for utility companies and others by controlling compressors to maintain specified pressures on main pipelines. > [[Back->51-8090-Broad]]

config.header.center: "Detailed" -- # Petroleum Pump System Operators, Refinery Operators, and Gaugers ## AI Risk Level: moderate ## Definition: Operate or control petroleum refining or processing units. May specialize in controlling manifold and pumping systems, gauging or testing oil in storage tanks, or regulating the flow of oil into pipelines. > [[Back->51-8090-Broad]]

config.header.center: "Detailed" -- # Plant and System Operators, All Other ## Definition: All plant and system operators not listed separately. > [[Back->51-8090-Broad]]

config.header.center: "Minor" -- {embed passage: '51-9010-Variables'} {embed passage: '51-9011-Variables'} {embed passage: '51-9012-Variables'} {embed passage: '51-9020-Variables'} {embed passage: '51-9021-Variables'} {embed passage: '51-9022-Variables'} {embed passage: '51-9023-Variables'} {embed passage: '51-9030-Variables'} {embed passage: '51-9031-Variables'} {embed passage: '51-9032-Variables'} {embed passage: '51-9040-Variables'} {embed passage: '51-9041-Variables'} {embed passage: '51-9050-Variables'} {embed passage: '51-9051-Variables'} {embed passage: '51-9060-Variables'} {embed passage: '51-9061-Variables'} {embed passage: '51-9070-Variables'} {embed passage: '51-9071-Variables'} {embed passage: '51-9080-Variables'} {embed passage: '51-9081-Variables'} {embed passage: '51-9082-Variables'} {embed passage: '51-9083-Variables'} # Other Production Occupations [if var51_9010_MaxSalaryInBroad >= minSalary] > [[Chemical Processing Machine Setters, Operators, and Tenders->51-9010-Broad]] [continued] [if var51_9020_MaxSalaryInBroad >= minSalary] > [[Crushing, Grinding, Polishing, Mixing, and Blending Workers->51-9020-Broad]] [continued] [if var51_9030_MaxSalaryInBroad >= minSalary] > [[Cutting Workers->51-9030-Broad]] [continued] [if var51_9041_medianPay >= minSalary & (riskTolerance === 'high' | var51_9041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9041_highAIRisk === "low" | var51_9041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9041_highAIRisk === "low"))] > [[Extruding, Forming, Pressing, and Compacting Machine Setters, Operators, and Tenders->51-9041-Detailed]] [continued] [if var51_9051_medianPay >= minSalary & (riskTolerance === 'high' | var51_9051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9051_highAIRisk === "low" | var51_9051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9051_highAIRisk === "low"))] > [[Furnace, Kiln, Oven, Drier, and Kettle Operators and Tenders->51-9051-Detailed]] [continued] [if var51_9061_medianPay >= minSalary & (riskTolerance === 'high' | var51_9061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9061_highAIRisk === "low" | var51_9061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9061_highAIRisk === "low"))] > [[Inspectors, Testers, Sorters, Samplers, and Weighers->51-9061-Detailed]] [continued] [if var51_9071_medianPay >= minSalary & (riskTolerance === 'high' | var51_9071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9071_highAIRisk === "low" | var51_9071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9071_highAIRisk === "low"))] > [[Jewelers and Precious Stone and Metal Workers->51-9071-Detailed]] [continued] [if var51_9080_MaxSalaryInBroad >= minSalary] > [[Dental and Ophthalmic Laboratory Technicians and Medical Appliance Technicians->51-9080-Broad]] [continued] > [[Back->51-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '51-9011-Variables'} {embed passage: '51-9012-Variables'} # Chemical Processing Machine Setters, Operators, and Tenders [if var51_9011_medianPay >= minSalary & (riskTolerance === 'high' | var51_9011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9011_highAIRisk === "low" | var51_9011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9011_highAIRisk === "low"))] > [[Chemical Equipment Operators and Tenders->51-9011-Detailed]] [continued] [if var51_9012_medianPay >= minSalary & (riskTolerance === 'high' | var51_9012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9012_highAIRisk === "low" | var51_9012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9012_highAIRisk === "low"))] > [[Separating, Filtering, Clarifying, Precipitating, and Still Machine Setters, Operators, and Tenders->51-9012-Detailed]] [continued] > [[Back->51-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Chemical Equipment Operators and Tenders ## AI Risk Level: moderate ## Definition: Operate or tend equipment to control chemical changes or reactions in the processing of industrial or consumer products. Equipment used includes devulcanizers, steam-jacketed kettles, and reactor vessels. Excludes "Chemical Plant and System Operators" (51-8091). > [[Back->51-9010-Broad]]

config.header.center: "Detailed" -- # Separating, Filtering, Clarifying, Precipitating, and Still Machine Setters, Operators, and Tenders ## AI Risk Level: high ## Definition: Set up, operate, or tend continuous flow or vat-type equipment; filter presses; shaker screens; centrifuges; condenser tubes; precipitating, fermenting, or evaporating tanks; scrubbing towers; or batch stills. These machines extract, sort, or separate liquids, gases, or solids from other materials to recover a refined product. Includes dairy processing equipment operators. Excludes "Chemical Equipment Operators and Tenders" (51-9011). > [[Back->51-9010-Broad]]

config.header.center: "Broad" -- {embed passage: '51-9021-Variables'} {embed passage: '51-9022-Variables'} {embed passage: '51-9023-Variables'} # Crushing, Grinding, Polishing, Mixing, and Blending Workers [if var51_9021_medianPay >= minSalary & (riskTolerance === 'high' | var51_9021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9021_highAIRisk === "low" | var51_9021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9021_highAIRisk === "low"))] > [[Crushing, Grinding, and Polishing Machine Setters, Operators, and Tenders->51-9021-Detailed]] [continued] [if var51_9022_medianPay >= minSalary & (riskTolerance === 'high' | var51_9022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9022_highAIRisk === "low" | var51_9022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9022_highAIRisk === "low"))] > [[Grinding and Polishing Workers, Hand->51-9022-Detailed]] [continued] [if var51_9023_medianPay >= minSalary & (riskTolerance === 'high' | var51_9023_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9023_highAIRisk === "low" | var51_9023_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9023_highAIRisk === "low"))] > [[Mixing and Blending Machine Setters, Operators, and Tenders->51-9023-Detailed]] [continued] > [[Back->51-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Crushing, Grinding, and Polishing Machine Setters, Operators, and Tenders ## AI Risk Level: high ## Definition: Set up, operate, or tend machines to crush, grind, or polish materials, such as coal, glass, grain, stone, food, or rubber. > [[Back->51-9020-Broad]]

config.header.center: "Detailed" -- # Grinding and Polishing Workers, Hand ## AI Risk Level: high ## Definition: Grind, sand, or polish, using hand tools or hand-held power tools, a variety of metal, wood, stone, clay, plastic, or glass objects. Includes chippers, buffers, and finishers. > [[Back->51-9020-Broad]]

config.header.center: "Detailed" -- # Mixing and Blending Machine Setters, Operators, and Tenders ## AI Risk Level: high ## Definition: Set up, operate, or tend machines to mix or blend materials, such as chemicals, tobacco, liquids, color pigments, or explosive ingredients. Excludes "Food Batchmakers" (51-3092). > [[Back->51-9020-Broad]]

config.header.center: "Broad" -- {embed passage: '51-9031-Variables'} {embed passage: '51-9032-Variables'} # Cutting Workers [if var51_9031_medianPay >= minSalary & (riskTolerance === 'high' | var51_9031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9031_highAIRisk === "low" | var51_9031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9031_highAIRisk === "low"))] > [[Cutters and Trimmers, Hand->51-9031-Detailed]] [continued] [if var51_9032_medianPay >= minSalary & (riskTolerance === 'high' | var51_9032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9032_highAIRisk === "low" | var51_9032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9032_highAIRisk === "low"))] > [[Cutting and Slicing Machine Setters, Operators, and Tenders->51-9032-Detailed]] [continued] > [[Back->51-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Cutters and Trimmers, Hand ## AI Risk Level: high ## Definition: Use hand tools or hand-held power tools to cut and trim a variety of manufactured items, such as carpet, fabric, stone, glass, or rubber. > [[Back->51-9030-Broad]]

config.header.center: "Detailed" -- # Cutting and Slicing Machine Setters, Operators, and Tenders ## AI Risk Level: high ## Definition: Set up, operate, or tend machines that cut or slice materials, such as glass, stone, cork, rubber, tobacco, food, paper, or insulating material. Excludes "Cutting, Punching, and Press Machine Setters, Operators, and Tenders, Metal and Plastic" (51-4031), "Textile Cutting Machine Setters, Operators, and Tenders" (51-6062), and "Woodworking Machine Setters, Operators, and Tenders" (51-7040). > [[Back->51-9030-Broad]]

config.header.center: "Broad" -- {embed passage: '51-9041-Variables'} # Extruding, Forming, Pressing, and Compacting Machine Setters, Operators, and Tenders [if var51_9041_medianPay >= minSalary & (riskTolerance === 'high' | var51_9041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9041_highAIRisk === "low" | var51_9041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9041_highAIRisk === "low"))] > [[Extruding, Forming, Pressing, and Compacting Machine Setters, Operators, and Tenders->51-9041-Detailed]] [continued] > [[Back->51-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Extruding, Forming, Pressing, and Compacting Machine Setters, Operators, and Tenders ## AI Risk Level: high ## Definition: Set up, operate, or tend machines, such as glass-forming machines, plodder machines, and tuber machines, to shape and form products such as glassware, food, rubber, soap, brick, tile, clay, wax, tobacco, or cosmetics. Excludes "Shoe Machine Operators and Tenders" (51-6042) and "Paper Goods Machine Setters, Operators, and Tenders" (51-9196). > [[Back->51-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-9051-Variables'} # Furnace, Kiln, Oven, Drier, and Kettle Operators and Tenders [if var51_9051_medianPay >= minSalary & (riskTolerance === 'high' | var51_9051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9051_highAIRisk === "low" | var51_9051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9051_highAIRisk === "low"))] > [[Furnace, Kiln, Oven, Drier, and Kettle Operators and Tenders->51-9051-Detailed]] [continued] > [[Back->51-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Furnace, Kiln, Oven, Drier, and Kettle Operators and Tenders ## AI Risk Level: high ## Definition: Operate or tend heating equipment other than basic metal, plastic, or food processing equipment. Includes activities such as annealing glass, drying lumber, curing rubber, removing moisture from materials, or boiling soap. > [[Back->51-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-9061-Variables'} # Inspectors, Testers, Sorters, Samplers, and Weighers [if var51_9061_medianPay >= minSalary & (riskTolerance === 'high' | var51_9061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9061_highAIRisk === "low" | var51_9061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9061_highAIRisk === "low"))] > [[Inspectors, Testers, Sorters, Samplers, and Weighers->51-9061-Detailed]] [continued] > [[Back->51-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Inspectors, Testers, Sorters, Samplers, and Weighers ## AI Risk Level: high ## Definition: Inspect, test, sort, sample, or weigh nonagricultural raw materials or processed, machined, fabricated, or assembled parts or products for defects, wear, and deviations from specifications. May use precision measuring instruments and complex test equipment. > [[Video Version->51-9061-Video]] > [[What They Do->51-9061-WhatTheyDo-1]] > [[Work Environment->51-9061-WorkEnvironment-1]] > [[How to Become One->51-9061-HowToBecomeOne-1]] > [[Pay->51-9061-Pay-1]] > [[Job Outlook->51-9061-JobOutlook-1]] > [[Back->51-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-9071-Variables'} # Jewelers and Precious Stone and Metal Workers [if var51_9071_medianPay >= minSalary & (riskTolerance === 'high' | var51_9071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9071_highAIRisk === "low" | var51_9071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9071_highAIRisk === "low"))] > [[Jewelers and Precious Stone and Metal Workers->51-9071-Detailed]] [continued] > [[Back->51-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Jewelers and Precious Stone and Metal Workers ## AI Risk Level: moderate ## Definition: Design, fabricate, adjust, repair, or appraise jewelry, gold, silver, other precious metals, or gems. Includes diamond polishers and gem cutters, and persons who perform precision casting and modeling of molds, casting metal in molds, or setting precious and semiprecious stones for jewelry and related products. > [[Video Version->51-9071-Video]] > [[What They Do->51-9071-WhatTheyDo-1]] > [[Work Environment->51-9071-WorkEnvironment-1]] > [[How to Become One->51-9071-HowToBecomeOne-1]] > [[Pay->51-9071-Pay-1]] > [[Job Outlook->51-9071-JobOutlook-1]] > [[Back->51-9000-Minor]]

config.header.center: "Broad" -- {embed passage: '51-9081-Variables'} {embed passage: '51-9082-Variables'} {embed passage: '51-9083-Variables'} # Dental and Ophthalmic Laboratory Technicians and Medical Appliance Technicians [if var51_9081_medianPay >= minSalary & (riskTolerance === 'high' | var51_9081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9081_highAIRisk === "low" | var51_9081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9081_highAIRisk === "low"))] > [[Dental Laboratory Technicians->51-9081-Detailed]] [continued] [if var51_9082_medianPay >= minSalary & (riskTolerance === 'high' | var51_9082_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9082_highAIRisk === "low" | var51_9082_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9082_highAIRisk === "low"))] > [[Medical Appliance Technicians->51-9082-Detailed]] [continued] [if var51_9083_medianPay >= minSalary & (riskTolerance === 'high' | var51_9083_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9083_highAIRisk === "low" | var51_9083_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9083_highAIRisk === "low"))] > [[Ophthalmic Laboratory Technicians->51-9083-Detailed]] [continued] > [[Back->51-9000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Dental Laboratory Technicians ## AI Risk Level: moderate ## Definition: Construct and repair full or partial dentures or dental appliances. Excludes "Dental Assistants" (31-9091). > [[Video Version->51-9081-Video]] > [[What They Do->51-9081-WhatTheyDo-1]] > [[Work Environment->51-9081-WorkEnvironment-1]] > [[How to Become One->51-9081-HowToBecomeOne-1]] > [[Pay->51-9081-Pay-1]] > [[Job Outlook->51-9081-JobOutlook-1]] > [[Back->51-9080-Broad]]

config.header.center: "Detailed" -- # Medical Appliance Technicians ## AI Risk Level: low ## Definition: Construct, maintain, or repair medical supportive devices such as braces, orthotics and prosthetic devices, joints, arch supports, and other surgical and medical appliances. > [[Video Version->51-9082-Video]] > [[What They Do->51-9082-WhatTheyDo-1]] > [[Work Environment->51-9082-WorkEnvironment-1]] > [[How to Become One->51-9082-HowToBecomeOne-1]] > [[Pay->51-9082-Pay-1]] > [[Job Outlook->51-9082-JobOutlook-1]] > [[Back->51-9080-Broad]]

config.header.center: "Detailed" -- # Ophthalmic Laboratory Technicians ## AI Risk Level: high ## Definition: Cut, grind, and polish eyeglasses, contact lenses, or other precision optical elements. Assemble and mount lenses into frames or process other optical elements. Includes precision lens polishers or grinders, centerer-edgers, and lens mounters. Excludes "Opticians, Dispensing " (29-2081). > [[Video Version->51-9083-Video]] > [[What They Do->51-9083-WhatTheyDo-1]] > [[Work Environment->51-9083-WorkEnvironment-1]] > [[How to Become One->51-9083-HowToBecomeOne-1]] > [[Pay->51-9083-Pay-1]] > [[Job Outlook->51-9083-JobOutlook-1]] > [[Back->51-9080-Broad]]

config.header.center: "Broad" -- {embed passage: '51-9111-Variables'} # Packaging and Filling Machine Operators and Tenders [if var51_9111_medianPay >= minSalary & (riskTolerance === 'high' | var51_9111_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9111_highAIRisk === "low" | var51_9111_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9111_highAIRisk === "low"))] > [[Packaging and Filling Machine Operators and Tenders->51-9111-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Packaging and Filling Machine Operators and Tenders ## AI Risk Level: high ## Definition: Operate or tend machines to prepare industrial or consumer products for storage or shipment. Includes cannery workers who pack food products. > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '51-9123-Variables'} {embed passage: '51-9124-Variables'} # Painting Workers [if var51_9123_medianPay >= minSalary & (riskTolerance === 'high' | var51_9123_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9123_highAIRisk === "low" | var51_9123_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9123_highAIRisk === "low"))] > [[Painting, Coating, and Decorating Workers->51-9123-Detailed]] [continued] [if var51_9124_medianPay >= minSalary & (riskTolerance === 'high' | var51_9124_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9124_highAIRisk === "low" | var51_9124_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9124_highAIRisk === "low"))] > [[Coating, Painting, and Spraying Machine Setters, Operators, and Tenders->51-9124-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Painting, Coating, and Decorating Workers ## AI Risk Level: high ## Definition: Paint, coat, or decorate articles, such as furniture, glass, plateware, pottery, jewelry, toys, books, or leather. Excludes "Artists and Related Workers" (27-1010), "Designers" (27-1020), "Photographic Process Workers and Processing Machine Operators" (51-9151), and "Etchers and Engravers" (51-9194). > [[Video Version->51-9123-Video]] > [[What They Do->51-9123-WhatTheyDo-1]] > [[Work Environment->51-9123-WorkEnvironment-1]] > [[How to Become One->51-9123-HowToBecomeOne-1]] > [[Pay->51-9123-Pay-1]] > [[Job Outlook->51-9123-JobOutlook-1]] > [[Back->51-9120-Broad]]

config.header.center: "Detailed" -- # Coating, Painting, and Spraying Machine Setters, Operators, and Tenders ## AI Risk Level: high ## Definition: Set up, operate, or tend spraying or rolling machines to coat or paint any of a wide variety of products, including glassware, cloth, ceramics, metal, plastic, paper, or wood, with lacquer, silver, copper, rubber, varnish, glaze, enamel, oil, or rust-proofing materials. Includes painters of transportation vehicles such as painters in auto body repair facilities. Excludes "Plating Machine Setters, Operators, and Tenders, Metal and Plastic" (51-4193). > [[Video Version->51-9124-Video]] > [[What They Do->51-9124-WhatTheyDo-1]] > [[Work Environment->51-9124-WorkEnvironment-1]] > [[How to Become One->51-9124-HowToBecomeOne-1]] > [[Pay->51-9124-Pay-1]] > [[Job Outlook->51-9124-JobOutlook-1]] > [[Back->51-9120-Broad]]

config.header.center: "Broad" -- {embed passage: '51-9141-Variables'} # Semiconductor Processing Technicians [if var51_9141_medianPay >= minSalary & (riskTolerance === 'high' | var51_9141_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9141_highAIRisk === "low" | var51_9141_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9141_highAIRisk === "low"))] > [[Semiconductor Processing Technicians->51-9141-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Semiconductor Processing Technicians ## AI Risk Level: high ## Definition: Perform any or all of the following functions in the manufacture of electronic semiconductors: load semiconductor material into furnace; saw formed ingots into segments; load individual segment into crystal growing chamber and monitor controls; locate crystal axis in ingot using x-ray equipment and saw ingots into wafers; and clean, polish, and load wafers into series of special purpose furnaces, chemical baths, and equipment used to form circuitry and change conductive properties. > [[What They Do->51-9141-WhatTheyDo-1]] > [[Work Environment->51-9141-WorkEnvironment-1]] > [[How to Become One->51-9141-HowToBecomeOne-1]] > [[Pay->51-9141-Pay-1]] > [[Job Outlook->51-9141-JobOutlook-1]] > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '51-9151-Variables'} # Photographic Process Workers and Processing Machine Operators [if var51_9151_medianPay >= minSalary & (riskTolerance === 'high' | var51_9151_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9151_highAIRisk === "low" | var51_9151_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9151_highAIRisk === "low"))] > [[Photographic Process Workers and Processing Machine Operators->51-9151-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Photographic Process Workers and Processing Machine Operators ## AI Risk Level: moderate ## Definition: Perform work involved in developing and processing photographic images from film or digital media. May perform precision tasks such as editing photographic negatives and prints. > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '51-9161-Variables'} {embed passage: '51-9162-Variables'} # Computer Numerically Controlled Tool Operators and Programmers [if var51_9161_medianPay >= minSalary & (riskTolerance === 'high' | var51_9161_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9161_highAIRisk === "low" | var51_9161_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9161_highAIRisk === "low"))] > [[Computer Numerically Controlled Tool Operators->51-9161-Detailed]] [continued] [if var51_9162_medianPay >= minSalary & (riskTolerance === 'high' | var51_9162_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9162_highAIRisk === "low" | var51_9162_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9162_highAIRisk === "low"))] > [[Computer Numerically Controlled Tool Programmers->51-9162-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Computer Numerically Controlled Tool Operators ## AI Risk Level: high ## Definition: Operate computer-controlled tools, machines, or robots to machine or process parts, tools, or other work pieces made of metal, plastic, wood, stone, or other materials. May also set up and maintain equipment. > [[Video Version->51-9161-Video]] > [[What They Do->51-9161-WhatTheyDo-1]] > [[Work Environment->51-9161-WorkEnvironment-1]] > [[How to Become One->51-9161-HowToBecomeOne-1]] > [[Pay->51-9161-Pay-1]] > [[Job Outlook->51-9161-JobOutlook-1]] > [[Back->51-9160-Broad]]

config.header.center: "Detailed" -- # Computer Numerically Controlled Tool Programmers ## AI Risk Level: moderate ## Definition: Develop programs to control machining or processing of materials by automatic machine tools, equipment, or systems. May also set up, operate, or maintain equipment. > [[Video Version->51-9162-Video]] > [[What They Do->51-9162-WhatTheyDo-1]] > [[Work Environment->51-9162-WorkEnvironment-1]] > [[How to Become One->51-9162-HowToBecomeOne-1]] > [[Pay->51-9162-Pay-1]] > [[Job Outlook->51-9162-JobOutlook-1]] > [[Back->51-9160-Broad]]

config.header.center: "Broad" -- {embed passage: '51-9191-Variables'} {embed passage: '51-9192-Variables'} {embed passage: '51-9193-Variables'} {embed passage: '51-9194-Variables'} {embed passage: '51-9195-Variables'} {embed passage: '51-9196-Variables'} {embed passage: '51-9197-Variables'} {embed passage: '51-9198-Variables'} {embed passage: '51-9199-Variables'} # Miscellaneous Production Workers [if var51_9191_medianPay >= minSalary & (riskTolerance === 'high' | var51_9191_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9191_highAIRisk === "low" | var51_9191_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9191_highAIRisk === "low"))] > [[Adhesive Bonding Machine Operators and Tenders->51-9191-Detailed]] [continued] [if var51_9192_medianPay >= minSalary & (riskTolerance === 'high' | var51_9192_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9192_highAIRisk === "low" | var51_9192_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9192_highAIRisk === "low"))] > [[Cleaning, Washing, and Metal Pickling Equipment Operators and Tenders->51-9192-Detailed]] [continued] [if var51_9193_medianPay >= minSalary & (riskTolerance === 'high' | var51_9193_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9193_highAIRisk === "low" | var51_9193_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9193_highAIRisk === "low"))] > [[Cooling and Freezing Equipment Operators and Tenders->51-9193-Detailed]] [continued] [if var51_9194_medianPay >= minSalary & (riskTolerance === 'high' | var51_9194_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9194_highAIRisk === "low" | var51_9194_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9194_highAIRisk === "low"))] > [[Etchers and Engravers->51-9194-Detailed]] [continued] [if var51_9195_medianPay >= minSalary & (riskTolerance === 'high' | var51_9195_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9195_highAIRisk === "low" | var51_9195_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9195_highAIRisk === "low"))] > [[Molders, Shapers, and Casters, Except Metal and Plastic->51-9195-Detailed]] [continued] [if var51_9196_medianPay >= minSalary & (riskTolerance === 'high' | var51_9196_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9196_highAIRisk === "low" | var51_9196_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9196_highAIRisk === "low"))] > [[Paper Goods Machine Setters, Operators, and Tenders->51-9196-Detailed]] [continued] [if var51_9197_medianPay >= minSalary & (riskTolerance === 'high' | var51_9197_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9197_highAIRisk === "low" | var51_9197_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9197_highAIRisk === "low"))] > [[Tire Builders->51-9197-Detailed]] [continued] [if var51_9198_medianPay >= minSalary & (riskTolerance === 'high' | var51_9198_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9198_highAIRisk === "low" | var51_9198_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9198_highAIRisk === "low"))] > [[Helpers--Production Workers->51-9198-Detailed]] [continued] [if var51_9199_medianPay >= minSalary & (riskTolerance === 'high' | var51_9199_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var51_9199_highAIRisk === "low" | var51_9199_highAIRisk === "moderate")) | (riskTolerance === 'low' & var51_9199_highAIRisk === "low"))] > [[Production Workers, All Other->51-9199-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Adhesive Bonding Machine Operators and Tenders ## AI Risk Level: high ## Definition: Operate or tend bonding machines that use adhesives to join items for further processing or to form a completed product. Processes include joining veneer sheets into plywood; gluing paper; or joining rubber and rubberized fabric parts, plastic, simulated leather, or other materials. Excludes "Shoe Machine Operators and Tenders" (51-6042). > [[Back->51-9190-Broad]]

config.header.center: "Detailed" -- # Cleaning, Washing, and Metal Pickling Equipment Operators and Tenders ## AI Risk Level: high ## Definition: Operate or tend machines to wash or clean products, such as barrels or kegs, glass items, tin plate, food, pulp, coal, plastic, or rubber, to remove impurities. > [[Back->51-9190-Broad]]

config.header.center: "Detailed" -- # Cooling and Freezing Equipment Operators and Tenders ## AI Risk Level: moderate ## Definition: Operate or tend equipment such as cooling and freezing units, refrigerators, batch freezers, and freezing tunnels, to cool or freeze products, food, blood plasma, and chemicals. > [[Back->51-9190-Broad]]

config.header.center: "Detailed" -- # Etchers and Engravers ## AI Risk Level: high ## Definition: Engrave or etch metal, wood, rubber, or other materials. Includes such workers as etcher-circuit processors, pantograph engravers, and silk screen etchers. Photoengravers are included in "Prepress Technicians and Workers" (51-5111). > [[Back->51-9190-Broad]]

config.header.center: "Detailed" -- # Molders, Shapers, and Casters, Except Metal and Plastic ## AI Risk Level: high ## Definition: Mold, shape, form, cast, or carve products such as food products, figurines, tile, pipes, and candles consisting of clay, glass, plaster, concrete, stone, or combinations of materials. > [[Back->51-9190-Broad]]

config.header.center: "Detailed" -- # Paper Goods Machine Setters, Operators, and Tenders ## AI Risk Level: high ## Definition: Set up, operate, or tend paper goods machines that perform a variety of functions, such as converting, sawing, corrugating, banding, wrapping, boxing, stitching, forming, or sealing paper or paperboard sheets into products. > [[Back->51-9190-Broad]]

config.header.center: "Detailed" -- # Tire Builders ## AI Risk Level: high ## Definition: Operate machines to build tires. > [[Back->51-9190-Broad]]

config.header.center: "Detailed" -- # Helpers--Production Workers ## AI Risk Level: high ## Definition: Help production workers by performing duties requiring less skill. Duties include supplying or holding materials or tools, and cleaning work area and equipment. Apprentice workers are classified in the appropriate production occupations (51-0000). > [[Back->51-9190-Broad]]

config.header.center: "Detailed" -- # Production Workers, All Other ## Definition: All production workers not listed separately. Excludes "Packers and Packagers, Hand" (53-7064). > [[Back->51-9190-Broad]]

config.header.center: "Major" -- {embed passage: '53-1000-Variables'} {embed passage: '53-2000-Variables'} {embed passage: '53-3000-Variables'} {embed passage: '53-4000-Variables'} {embed passage: '53-5000-Variables'} {embed passage: '53-6000-Variables'} {embed passage: '53-7000-Variables'} # Transportation and Material Moving Occupations [if var53_1000_MaxSalaryInMinor >= minSalary] > [[Supervisors of Transportation and Material Moving Workers->53-1000-Minor]] [continued] [if var53_2000_MaxSalaryInMinor >= minSalary] > [[Air Transportation Workers->53-2000-Minor]] [continued] [if var53_3000_MaxSalaryInMinor >= minSalary] > [[Motor Vehicle Operators->53-3000-Minor]] [continued] [if var53_4000_MaxSalaryInMinor >= minSalary] > [[Rail Transportation Workers->53-4000-Minor]] [continued] [if var53_5000_MaxSalaryInMinor >= minSalary] > [[Water Transportation Workers->53-5000-Minor]] [continued] [if var53_6000_MaxSalaryInMinor >= minSalary] > [[Other Transportation Workers->53-6000-Minor]] [continued] [if var53_7000_MaxSalaryInMinor >= minSalary] > [[Material Moving Workers->53-7000-Minor]] [continued] > [[Back->MajorSocGroups]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Minor" -- {embed passage: '53-1040-Variables'} {embed passage: '53-1041-Variables'} {embed passage: '53-1042-Variables'} {embed passage: '53-1043-Variables'} {embed passage: '53-1044-Variables'} {embed passage: '53-1049-Variables'} # Supervisors of Transportation and Material Moving Workers [if var53_1040_MaxSalaryInBroad >= minSalary] > [[First-Line Supervisors of Transportation and Material Moving Workers->53-1040-Broad]] [continued] > [[Back->53-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '53-1041-Variables'} {embed passage: '53-1042-Variables'} {embed passage: '53-1043-Variables'} {embed passage: '53-1044-Variables'} {embed passage: '53-1049-Variables'} # First-Line Supervisors of Transportation and Material Moving Workers [if var53_1041_medianPay >= minSalary & (riskTolerance === 'high' | var53_1041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_1041_highAIRisk === "low" | var53_1041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_1041_highAIRisk === "low"))] > [[Aircraft Cargo Handling Supervisors->53-1041-Detailed]] [continued] [if var53_1042_medianPay >= minSalary & (riskTolerance === 'high' | var53_1042_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_1042_highAIRisk === "low" | var53_1042_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_1042_highAIRisk === "low"))] > [[First-Line Supervisors of Helpers, Laborers, and Material Movers, Hand->53-1042-Detailed]] [continued] [if var53_1043_medianPay >= minSalary & (riskTolerance === 'high' | var53_1043_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_1043_highAIRisk === "low" | var53_1043_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_1043_highAIRisk === "low"))] > [[First-Line Supervisors of Material-Moving Machine and Vehicle Operators->53-1043-Detailed]] [continued] [if var53_1044_medianPay >= minSalary & (riskTolerance === 'high' | var53_1044_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_1044_highAIRisk === "low" | var53_1044_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_1044_highAIRisk === "low"))] > [[First-Line Supervisors of Passenger Attendants->53-1044-Detailed]] [continued] [if var53_1049_medianPay >= minSalary & (riskTolerance === 'high' | var53_1049_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_1049_highAIRisk === "low" | var53_1049_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_1049_highAIRisk === "low"))] > [[First-Line Supervisors of Transportation Workers, All Other->53-1049-Detailed]] [continued] > [[Back->53-1000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Aircraft Cargo Handling Supervisors ## AI Risk Level: low ## Definition: Supervise and coordinate the activities of ground crew in the loading, unloading, securing, and staging of aircraft cargo or baggage. May determine the quantity and orientation of cargo and compute aircraft center of gravity. May accompany aircraft as member of flight crew and monitor and handle cargo in flight, and assist and brief passengers on safety and emergency procedures. Includes loadmasters. > [[Back->53-1040-Broad]]

config.header.center: "Detailed" -- # First-Line Supervisors of Helpers, Laborers, and Material Movers, Hand ## AI Risk Level: low ## Definition: Directly supervise and coordinate the activities of helpers, laborers, or material movers, hand. > [[Back->53-1040-Broad]]

config.header.center: "Detailed" -- # First-Line Supervisors of Material-Moving Machine and Vehicle Operators ## AI Risk Level: low ## Definition: Directly supervise and coordinate activities of material-moving machine and vehicle operators and helpers. > [[Back->53-1040-Broad]]

config.header.center: "Detailed" -- # First-Line Supervisors of Passenger Attendants ## Definition: Supervise and coordinate activities of passenger attendants. Includes supervisors of "Flight Attendants" (53-2031). > [[Back->53-1040-Broad]]

config.header.center: "Detailed" -- # First-Line Supervisors of Transportation Workers, All Other ## AI Risk Level: low ## Definition: All first-line supervisors of transportation workers not listed separately. > [[Back->53-1040-Broad]]

config.header.center: "Minor" -- {embed passage: '53-2010-Variables'} {embed passage: '53-2011-Variables'} {embed passage: '53-2012-Variables'} {embed passage: '53-2020-Variables'} {embed passage: '53-2021-Variables'} {embed passage: '53-2022-Variables'} {embed passage: '53-2030-Variables'} {embed passage: '53-2031-Variables'} # Air Transportation Workers [if var53_2010_MaxSalaryInBroad >= minSalary] > [[Aircraft Pilots and Flight Engineers->53-2010-Broad]] [continued] [if var53_2020_MaxSalaryInBroad >= minSalary] > [[Air Traffic Controllers and Airfield Operations Specialists->53-2020-Broad]] [continued] [if var53_2031_medianPay >= minSalary & (riskTolerance === 'high' | var53_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_2031_highAIRisk === "low" | var53_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_2031_highAIRisk === "low"))] > [[Flight Attendants->53-2031-Detailed]] [continued] > [[Back->53-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '53-2011-Variables'} {embed passage: '53-2012-Variables'} # Aircraft Pilots and Flight Engineers [if var53_2011_medianPay >= minSalary & (riskTolerance === 'high' | var53_2011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_2011_highAIRisk === "low" | var53_2011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_2011_highAIRisk === "low"))] > [[Airline Pilots, Copilots, and Flight Engineers->53-2011-Detailed]] [continued] [if var53_2012_medianPay >= minSalary & (riskTolerance === 'high' | var53_2012_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_2012_highAIRisk === "low" | var53_2012_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_2012_highAIRisk === "low"))] > [[Commercial Pilots->53-2012-Detailed]] [continued] > [[Back->53-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Airline Pilots, Copilots, and Flight Engineers ## AI Risk Level: moderate ## Definition: Pilot and navigate the flight of fixed-wing aircraft, usually on scheduled air carrier routes, for the transport of passengers and cargo. Requires Federal Air Transport certificate and rating for specific aircraft type used. Includes regional, national, and international airline pilots and flight instructors of airline pilots. Excludes "Electro-Mechanical and Mechatronics Technologists and Technicians" (17-3024). > [[Video Version->53-2011-Video]] > [[What They Do->53-2011-WhatTheyDo-1]] > [[Work Environment->53-2011-WorkEnvironment-1]] > [[How to Become One->53-2011-HowToBecomeOne-1]] > [[Pay->53-2011-Pay-1]] > [[Job Outlook->53-2011-JobOutlook-1]] > [[Back->53-2010-Broad]]

config.header.center: "Detailed" -- # Commercial Pilots ## AI Risk Level: low ## Definition: Pilot and navigate the flight of fixed-wing aircraft on nonscheduled air carrier routes, or helicopters. Requires Commercial Pilot certificate. Includes charter pilots with similar certification, and air ambulance and air tour pilots. Excludes regional, national, and international airline pilots. Excludes "Electro-Mechanical and Mechatronics Technologists and Technicians" (17-3024). > [[Video Version->53-2012-Video]] > [[What They Do->53-2012-WhatTheyDo-1]] > [[Work Environment->53-2012-WorkEnvironment-1]] > [[How to Become One->53-2012-HowToBecomeOne-1]] > [[Pay->53-2012-Pay-1]] > [[Job Outlook->53-2012-JobOutlook-1]] > [[Back->53-2010-Broad]]

config.header.center: "Broad" -- {embed passage: '53-2021-Variables'} {embed passage: '53-2022-Variables'} # Air Traffic Controllers and Airfield Operations Specialists [if var53_2021_medianPay >= minSalary & (riskTolerance === 'high' | var53_2021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_2021_highAIRisk === "low" | var53_2021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_2021_highAIRisk === "low"))] > [[Air Traffic Controllers->53-2021-Detailed]] [continued] [if var53_2022_medianPay >= minSalary & (riskTolerance === 'high' | var53_2022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_2022_highAIRisk === "low" | var53_2022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_2022_highAIRisk === "low"))] > [[Airfield Operations Specialists->53-2022-Detailed]] [continued] > [[Back->53-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Air Traffic Controllers ## AI Risk Level: low ## Definition: Control air traffic on and within vicinity of airport, and movement of air traffic between altitude sectors and control centers, according to established procedures and policies. Authorize, regulate, and control commercial airline flights according to government or company regulations to expedite and ensure flight safety. > [[Video Version->53-2021-Video]] > [[What They Do->53-2021-WhatTheyDo-1]] > [[Work Environment->53-2021-WorkEnvironment-1]] > [[How to Become One->53-2021-HowToBecomeOne-1]] > [[Pay->53-2021-Pay-1]] > [[Job Outlook->53-2021-JobOutlook-1]] > [[Back->53-2020-Broad]]

config.header.center: "Detailed" -- # Airfield Operations Specialists ## AI Risk Level: low ## Definition: Ensure the safe takeoff and landing of commercial and military aircraft. Duties include coordination between air-traffic control and maintenance personnel, dispatching, using airfield landing and navigational aids, implementing airfield safety procedures, monitoring and maintaining flight records, and applying knowledge of weather information. > [[Back->53-2020-Broad]]

config.header.center: "Broad" -- {embed passage: '53-2031-Variables'} # Flight Attendants [if var53_2031_medianPay >= minSalary & (riskTolerance === 'high' | var53_2031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_2031_highAIRisk === "low" | var53_2031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_2031_highAIRisk === "low"))] > [[Flight Attendants->53-2031-Detailed]] [continued] > [[Back->53-2000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Flight Attendants ## AI Risk Level: low ## Definition: Monitor safety of the aircraft cabin. Provide services to airline passengers, explain safety information, serve food and beverages, and respond to emergency incidents. > [[Video Version->53-2031-Video]] > [[What They Do->53-2031-WhatTheyDo-1]] > [[Work Environment->53-2031-WorkEnvironment-1]] > [[How to Become One->53-2031-HowToBecomeOne-1]] > [[Pay->53-2031-Pay-1]] > [[Job Outlook->53-2031-JobOutlook-1]] > [[Back->53-2000-Minor]]

config.header.center: "Minor" -- {embed passage: '53-3010-Variables'} {embed passage: '53-3011-Variables'} {embed passage: '53-3030-Variables'} {embed passage: '53-3031-Variables'} {embed passage: '53-3032-Variables'} {embed passage: '53-3033-Variables'} {embed passage: '53-3050-Variables'} {embed passage: '53-3051-Variables'} {embed passage: '53-3052-Variables'} {embed passage: '53-3053-Variables'} {embed passage: '53-3054-Variables'} {embed passage: '53-3090-Variables'} {embed passage: '53-3099-Variables'} # Motor Vehicle Operators [if var53_3011_medianPay >= minSalary & (riskTolerance === 'high' | var53_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_3011_highAIRisk === "low" | var53_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_3011_highAIRisk === "low"))] > [[Ambulance Drivers and Attendants, Except Emergency Medical Technicians->53-3011-Detailed]] [continued] [if var53_3030_MaxSalaryInBroad >= minSalary] > [[Driver/Sales Workers and Truck Drivers->53-3030-Broad]] [continued] [if var53_3050_MaxSalaryInBroad >= minSalary] > [[Passenger Vehicle Drivers->53-3050-Broad]] [continued] [if var53_3099_medianPay >= minSalary & (riskTolerance === 'high' | var53_3099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_3099_highAIRisk === "low" | var53_3099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_3099_highAIRisk === "low"))] > [[Motor Vehicle Operators, All Other->53-3099-Detailed]] [continued] > [[Back->53-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '53-3011-Variables'} # Ambulance Drivers and Attendants, Except Emergency Medical Technicians [if var53_3011_medianPay >= minSalary & (riskTolerance === 'high' | var53_3011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_3011_highAIRisk === "low" | var53_3011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_3011_highAIRisk === "low"))] > [[Ambulance Drivers and Attendants, Except Emergency Medical Technicians->53-3011-Detailed]] [continued] > [[Back->53-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Ambulance Drivers and Attendants, Except Emergency Medical Technicians ## AI Risk Level: low ## Definition: Drive ambulance or assist ambulance driver in transporting sick, injured, or convalescent persons. Assist in lifting patients. > [[Back->53-3000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-3031-Variables'} {embed passage: '53-3032-Variables'} {embed passage: '53-3033-Variables'} # Driver/Sales Workers and Truck Drivers [if var53_3031_medianPay >= minSalary & (riskTolerance === 'high' | var53_3031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_3031_highAIRisk === "low" | var53_3031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_3031_highAIRisk === "low"))] > [[Driver/Sales Workers->53-3031-Detailed]] [continued] [if var53_3032_medianPay >= minSalary & (riskTolerance === 'high' | var53_3032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_3032_highAIRisk === "low" | var53_3032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_3032_highAIRisk === "low"))] > [[Heavy and Tractor-Trailer Truck Drivers->53-3032-Detailed]] [continued] [if var53_3033_medianPay >= minSalary & (riskTolerance === 'high' | var53_3033_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_3033_highAIRisk === "low" | var53_3033_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_3033_highAIRisk === "low"))] > [[Light Truck Drivers->53-3033-Detailed]] [continued] > [[Back->53-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Driver/Sales Workers ## AI Risk Level: high ## Definition: Drive truck or other vehicle over established routes or within an established territory and sell or deliver goods, such as food products, including restaurant take-out items, or pick up or deliver items such as commercial laundry. May also take orders, collect payment, or stock merchandise at point of delivery. Excludes "Coin, Vending, and Amusement Machine Servicers and Repairers" (49-9091) and "Light Truck Drivers" (53-3033). > [[Video Version->53-3031-Video]] > [[What They Do->53-3031-WhatTheyDo-1]] > [[Work Environment->53-3031-WorkEnvironment-1]] > [[How to Become One->53-3031-HowToBecomeOne-1]] > [[Pay->53-3031-Pay-1]] > [[Job Outlook->53-3031-JobOutlook-1]] > [[Back->53-3030-Broad]]

config.header.center: "Detailed" -- # Heavy and Tractor-Trailer Truck Drivers ## AI Risk Level: high ## Definition: Drive a tractor-trailer combination or a truck with a capacity of at least 26,001 pounds Gross Vehicle Weight (GVW). May be required to unload truck. Requires commercial drivers' license. Includes tow truck drivers. Excludes "Refuse and Recyclable Material Collectors" (53-7081). > [[Video Version->53-3032-Video]] > [[What They Do->53-3032-WhatTheyDo-1]] > [[Work Environment->53-3032-WorkEnvironment-1]] > [[How to Become One->53-3032-HowToBecomeOne-1]] > [[Pay->53-3032-Pay-1]] > [[Job Outlook->53-3032-JobOutlook-1]] > [[Back->53-3030-Broad]]

config.header.center: "Detailed" -- # Light Truck Drivers ## AI Risk Level: high ## Definition: Drive a light vehicle, such as a truck or van, with a capacity of less than 26,001 pounds Gross Vehicle Weight (GVW), primarily to pick up merchandise or packages from a distribution center and deliver. May load and unload vehicle. Excludes "Couriers and Messengers" (43-5021) and "Driver/Sales Workers" (53-3031). > [[Video Version->53-3033-Video]] > [[What They Do->53-3033-WhatTheyDo-1]] > [[Work Environment->53-3033-WorkEnvironment-1]] > [[How to Become One->53-3033-HowToBecomeOne-1]] > [[Pay->53-3033-Pay-1]] > [[Job Outlook->53-3033-JobOutlook-1]] > [[Back->53-3030-Broad]]

config.header.center: "Broad" -- {embed passage: '53-3051-Variables'} {embed passage: '53-3052-Variables'} {embed passage: '53-3053-Variables'} {embed passage: '53-3054-Variables'} # Passenger Vehicle Drivers [if var53_3051_medianPay >= minSalary & (riskTolerance === 'high' | var53_3051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_3051_highAIRisk === "low" | var53_3051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_3051_highAIRisk === "low"))] > [[Bus Drivers, School->53-3051-Detailed]] [continued] [if var53_3052_medianPay >= minSalary & (riskTolerance === 'high' | var53_3052_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_3052_highAIRisk === "low" | var53_3052_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_3052_highAIRisk === "low"))] > [[Bus Drivers, Transit and Intercity->53-3052-Detailed]] [continued] [if var53_3053_medianPay >= minSalary & (riskTolerance === 'high' | var53_3053_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_3053_highAIRisk === "low" | var53_3053_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_3053_highAIRisk === "low"))] > [[Shuttle Drivers and Chauffeurs->53-3053-Detailed]] [continued] [if var53_3054_medianPay >= minSalary & (riskTolerance === 'high' | var53_3054_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_3054_highAIRisk === "low" | var53_3054_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_3054_highAIRisk === "low"))] > [[Taxi Drivers->53-3054-Detailed]] [continued] > [[Back->53-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Bus Drivers, School ## AI Risk Level: high ## Definition: Drive a school bus to transport students. Ensure adherence to safety rules. May assist students in boarding or exiting. > [[Video Version->53-3051-Video]] > [[What They Do->53-3051-WhatTheyDo-1]] > [[Work Environment->53-3051-WorkEnvironment-1]] > [[How to Become One->53-3051-HowToBecomeOne-1]] > [[Pay->53-3051-Pay-1]] > [[Job Outlook->53-3051-JobOutlook-1]] > [[Back->53-3050-Broad]]

config.header.center: "Detailed" -- # Bus Drivers, Transit and Intercity ## AI Risk Level: high ## Definition: Drive bus or motor coach, including regular route operations, charters, and private carriage. May assist passengers with baggage. May collect fares or tickets. > [[Video Version->53-3052-Video]] > [[What They Do->53-3052-WhatTheyDo-1]] > [[Work Environment->53-3052-WorkEnvironment-1]] > [[How to Become One->53-3052-HowToBecomeOne-1]] > [[Pay->53-3052-Pay-1]] > [[Job Outlook->53-3052-JobOutlook-1]] > [[Back->53-3050-Broad]]

config.header.center: "Detailed" -- # Shuttle Drivers and Chauffeurs ## Definition: Drive a motor vehicle to transport passengers on a planned or scheduled basis. May collect a fare. Includes nonemergency medical transporters and hearse drivers. Excludes "Ambulance Drivers and Attendants, Except Emergency Medical Technicians" (53-3011) and "Taxi Drivers" (53-3054). > [[Video Version->53-3053-Video]] > [[What They Do->53-3053-WhatTheyDo-1]] > [[Work Environment->53-3053-WorkEnvironment-1]] > [[How to Become One->53-3053-HowToBecomeOne-1]] > [[Pay->53-3053-Pay-1]] > [[Job Outlook->53-3053-JobOutlook-1]] > [[Back->53-3050-Broad]]

config.header.center: "Detailed" -- # Taxi Drivers ## AI Risk Level: moderate ## Definition: Drive a motor vehicle to transport passengers on an unplanned basis and charge a fare, usually based on a meter. Excludes "Shuttle Drivers and Chauffeurs" (53-3053). > [[Video Version->53-3054-Video]] > [[What They Do->53-3054-WhatTheyDo-1]] > [[Work Environment->53-3054-WorkEnvironment-1]] > [[How to Become One->53-3054-HowToBecomeOne-1]] > [[Pay->53-3054-Pay-1]] > [[Job Outlook->53-3054-JobOutlook-1]] > [[Back->53-3050-Broad]]

config.header.center: "Broad" -- {embed passage: '53-3099-Variables'} # Miscellaneous Motor Vehicle Operators [if var53_3099_medianPay >= minSalary & (riskTolerance === 'high' | var53_3099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_3099_highAIRisk === "low" | var53_3099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_3099_highAIRisk === "low"))] > [[Motor Vehicle Operators, All Other->53-3099-Detailed]] [continued] > [[Back->53-3000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Motor Vehicle Operators, All Other ## Definition: All motor vehicle operators not listed separately. > [[Back->53-3000-Minor]]

config.header.center: "Minor" -- {embed passage: '53-4010-Variables'} {embed passage: '53-4011-Variables'} {embed passage: '53-4013-Variables'} {embed passage: '53-4020-Variables'} {embed passage: '53-4022-Variables'} {embed passage: '53-4030-Variables'} {embed passage: '53-4031-Variables'} {embed passage: '53-4040-Variables'} {embed passage: '53-4041-Variables'} {embed passage: '53-4090-Variables'} {embed passage: '53-4099-Variables'} # Rail Transportation Workers [if var53_4010_MaxSalaryInBroad >= minSalary] > [[Locomotive Engineers and Operators->53-4010-Broad]] [continued] [if var53_4022_medianPay >= minSalary & (riskTolerance === 'high' | var53_4022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_4022_highAIRisk === "low" | var53_4022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_4022_highAIRisk === "low"))] > [[Railroad Brake, Signal, and Switch Operators and Locomotive Firers->53-4022-Detailed]] [continued] [if var53_4031_medianPay >= minSalary & (riskTolerance === 'high' | var53_4031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_4031_highAIRisk === "low" | var53_4031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_4031_highAIRisk === "low"))] > [[Railroad Conductors and Yardmasters->53-4031-Detailed]] [continued] [if var53_4041_medianPay >= minSalary & (riskTolerance === 'high' | var53_4041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_4041_highAIRisk === "low" | var53_4041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_4041_highAIRisk === "low"))] > [[Subway and Streetcar Operators->53-4041-Detailed]] [continued] [if var53_4099_medianPay >= minSalary & (riskTolerance === 'high' | var53_4099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_4099_highAIRisk === "low" | var53_4099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_4099_highAIRisk === "low"))] > [[Rail Transportation Workers, All Other->53-4099-Detailed]] [continued] > [[Back->53-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '53-4011-Variables'} {embed passage: '53-4013-Variables'} # Locomotive Engineers and Operators [if var53_4011_medianPay >= minSalary & (riskTolerance === 'high' | var53_4011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_4011_highAIRisk === "low" | var53_4011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_4011_highAIRisk === "low"))] > [[Locomotive Engineers->53-4011-Detailed]] [continued] [if var53_4013_medianPay >= minSalary & (riskTolerance === 'high' | var53_4013_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_4013_highAIRisk === "low" | var53_4013_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_4013_highAIRisk === "low"))] > [[Rail Yard Engineers, Dinkey Operators, and Hostlers->53-4013-Detailed]] [continued] > [[Back->53-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Locomotive Engineers ## AI Risk Level: high ## Definition: Drive electric, diesel-electric, steam, or gas-turbine-electric locomotives to transport passengers or freight. Interpret train orders, electronic or manual signals, and railroad rules and regulations. Excludes "Engineers" (17-2011 through 17-2199). > [[Video Version->53-4011-Video]] > [[What They Do->53-4011-WhatTheyDo-1]] > [[Work Environment->53-4011-WorkEnvironment-1]] > [[How to Become One->53-4011-HowToBecomeOne-1]] > [[Pay->53-4011-Pay-1]] > [[Job Outlook->53-4011-JobOutlook-1]] > [[Back->53-4010-Broad]]

config.header.center: "Detailed" -- # Rail Yard Engineers, Dinkey Operators, and Hostlers ## AI Risk Level: moderate ## Definition: Drive switching or other locomotive or dinkey engines within railroad yard, industrial plant, quarry, construction project, or similar location. > [[Video Version->53-4013-Video]] > [[What They Do->53-4013-WhatTheyDo-1]] > [[Work Environment->53-4013-WorkEnvironment-1]] > [[How to Become One->53-4013-HowToBecomeOne-1]] > [[Pay->53-4013-Pay-1]] > [[Job Outlook->53-4013-JobOutlook-1]] > [[Back->53-4010-Broad]]

config.header.center: "Broad" -- {embed passage: '53-4022-Variables'} # Railroad Brake, Signal, and Switch Operators and Locomotive Firers [if var53_4022_medianPay >= minSalary & (riskTolerance === 'high' | var53_4022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_4022_highAIRisk === "low" | var53_4022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_4022_highAIRisk === "low"))] > [[Railroad Brake, Signal, and Switch Operators and Locomotive Firers->53-4022-Detailed]] [continued] > [[Back->53-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Railroad Brake, Signal, and Switch Operators and Locomotive Firers ## AI Risk Level: high ## Definition: Operate or monitor railroad track switches or locomotive instruments. May couple or uncouple rolling stock to make up or break up trains. Watch for and relay traffic signals. May inspect couplings, air hoses, journal boxes, and hand brakes. May watch for dragging equipment or obstacles on rights-of-way. > [[Video Version->53-4022-Video]] > [[What They Do->53-4022-WhatTheyDo-1]] > [[Work Environment->53-4022-WorkEnvironment-1]] > [[How to Become One->53-4022-HowToBecomeOne-1]] > [[Pay->53-4022-Pay-1]] > [[Job Outlook->53-4022-JobOutlook-1]] > [[Back->53-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-4031-Variables'} # Railroad Conductors and Yardmasters [if var53_4031_medianPay >= minSalary & (riskTolerance === 'high' | var53_4031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_4031_highAIRisk === "low" | var53_4031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_4031_highAIRisk === "low"))] > [[Railroad Conductors and Yardmasters->53-4031-Detailed]] [continued] > [[Back->53-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Railroad Conductors and Yardmasters ## AI Risk Level: moderate ## Definition: Coordinate activities of switch-engine crew within railroad yard, industrial plant, or similar location. Conductors coordinate activities of train crew on passenger or freight trains. Yardmasters review train schedules and switching orders and coordinate activities of workers engaged in railroad traffic operations, such as the makeup or breakup of trains and yard switching. > [[Video Version->53-4031-Video]] > [[What They Do->53-4031-WhatTheyDo-1]] > [[Work Environment->53-4031-WorkEnvironment-1]] > [[How to Become One->53-4031-HowToBecomeOne-1]] > [[Pay->53-4031-Pay-1]] > [[Job Outlook->53-4031-JobOutlook-1]] > [[Back->53-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-4041-Variables'} # Subway and Streetcar Operators [if var53_4041_medianPay >= minSalary & (riskTolerance === 'high' | var53_4041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_4041_highAIRisk === "low" | var53_4041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_4041_highAIRisk === "low"))] > [[Subway and Streetcar Operators->53-4041-Detailed]] [continued] > [[Back->53-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Subway and Streetcar Operators ## AI Risk Level: high ## Definition: Operate subway or elevated suburban trains with no separate locomotive, or electric-powered streetcar, to transport passengers. May handle fares. > [[Back->53-4000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-4099-Variables'} # Miscellaneous Rail Transportation Workers [if var53_4099_medianPay >= minSalary & (riskTolerance === 'high' | var53_4099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_4099_highAIRisk === "low" | var53_4099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_4099_highAIRisk === "low"))] > [[Rail Transportation Workers, All Other->53-4099-Detailed]] [continued] > [[Back->53-4000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Rail Transportation Workers, All Other ## Definition: All rail transportation workers not listed separately. > [[Back->53-4000-Minor]]

config.header.center: "Minor" -- {embed passage: '53-5010-Variables'} {embed passage: '53-5011-Variables'} {embed passage: '53-5020-Variables'} {embed passage: '53-5021-Variables'} {embed passage: '53-5022-Variables'} {embed passage: '53-5030-Variables'} {embed passage: '53-5031-Variables'} # Water Transportation Workers [if var53_5011_medianPay >= minSalary & (riskTolerance === 'high' | var53_5011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_5011_highAIRisk === "low" | var53_5011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_5011_highAIRisk === "low"))] > [[Sailors and Marine Oilers->53-5011-Detailed]] [continued] [if var53_5020_MaxSalaryInBroad >= minSalary] > [[Ship and Boat Captains and Operators->53-5020-Broad]] [continued] [if var53_5031_medianPay >= minSalary & (riskTolerance === 'high' | var53_5031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_5031_highAIRisk === "low" | var53_5031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_5031_highAIRisk === "low"))] > [[Ship Engineers->53-5031-Detailed]] [continued] > [[Back->53-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '53-5011-Variables'} # Sailors and Marine Oilers [if var53_5011_medianPay >= minSalary & (riskTolerance === 'high' | var53_5011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_5011_highAIRisk === "low" | var53_5011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_5011_highAIRisk === "low"))] > [[Sailors and Marine Oilers->53-5011-Detailed]] [continued] > [[Back->53-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Sailors and Marine Oilers ## AI Risk Level: low ## Definition: Stand watch to look for obstructions in path of vessel, measure water depth, turn wheel on bridge, or use emergency equipment as directed by captain, mate, or pilot. Break out, rig, overhaul, and store cargo-handling gear, stationary rigging, and running gear. Perform a variety of maintenance tasks to preserve the painted surface of the ship and to maintain line and ship equipment. Must hold government-issued certification and tankerman certification when working aboard liquid-carrying vessels. Includes able seamen and ordinary seamen. > [[Video Version->53-5011-Video]] > [[What They Do->53-5011-WhatTheyDo-1]] > [[Work Environment->53-5011-WorkEnvironment-1]] > [[How to Become One->53-5011-HowToBecomeOne-1]] > [[Pay->53-5011-Pay-1]] > [[Job Outlook->53-5011-JobOutlook-1]] > [[Back->53-5000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-5021-Variables'} {embed passage: '53-5022-Variables'} # Ship and Boat Captains and Operators [if var53_5021_medianPay >= minSalary & (riskTolerance === 'high' | var53_5021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_5021_highAIRisk === "low" | var53_5021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_5021_highAIRisk === "low"))] > [[Captains, Mates, and Pilots of Water Vessels->53-5021-Detailed]] [continued] [if var53_5022_medianPay >= minSalary & (riskTolerance === 'high' | var53_5022_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_5022_highAIRisk === "low" | var53_5022_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_5022_highAIRisk === "low"))] > [[Motorboat Operators->53-5022-Detailed]] [continued] > [[Back->53-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Captains, Mates, and Pilots of Water Vessels ## AI Risk Level: low ## Definition: Command or supervise operations of ships and water vessels, such as tugboats and ferryboats. Required to hold license issued by U.S. Coast Guard. Excludes "Motorboat Operators" (53-5022). > [[Video Version->53-5021-Video]] > [[What They Do->53-5021-WhatTheyDo-1]] > [[Work Environment->53-5021-WorkEnvironment-1]] > [[How to Become One->53-5021-HowToBecomeOne-1]] > [[Pay->53-5021-Pay-1]] > [[Job Outlook->53-5021-JobOutlook-1]] > [[Back->53-5020-Broad]]

config.header.center: "Detailed" -- # Motorboat Operators ## AI Risk Level: low ## Definition: Operate small motor-driven boats. May assist in navigational activities. > [[Video Version->53-5022-Video]] > [[What They Do->53-5022-WhatTheyDo-1]] > [[Work Environment->53-5022-WorkEnvironment-1]] > [[How to Become One->53-5022-HowToBecomeOne-1]] > [[Pay->53-5022-Pay-1]] > [[Job Outlook->53-5022-JobOutlook-1]] > [[Back->53-5020-Broad]]

config.header.center: "Broad" -- {embed passage: '53-5031-Variables'} # Ship Engineers [if var53_5031_medianPay >= minSalary & (riskTolerance === 'high' | var53_5031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_5031_highAIRisk === "low" | var53_5031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_5031_highAIRisk === "low"))] > [[Ship Engineers->53-5031-Detailed]] [continued] > [[Back->53-5000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Ship Engineers ## AI Risk Level: low ## Definition: Supervise and coordinate activities of crew engaged in operating and maintaining engines, boilers, deck machinery, and electrical, sanitary, and refrigeration equipment aboard ship. Excludes "Engineers" (17-2000). > [[Video Version->53-5031-Video]] > [[What They Do->53-5031-WhatTheyDo-1]] > [[Work Environment->53-5031-WorkEnvironment-1]] > [[How to Become One->53-5031-HowToBecomeOne-1]] > [[Pay->53-5031-Pay-1]] > [[Job Outlook->53-5031-JobOutlook-1]] > [[Back->53-5000-Minor]]

config.header.center: "Minor" -- {embed passage: '53-6010-Variables'} {embed passage: '53-6011-Variables'} {embed passage: '53-6020-Variables'} {embed passage: '53-6021-Variables'} {embed passage: '53-6030-Variables'} {embed passage: '53-6031-Variables'} {embed passage: '53-6032-Variables'} {embed passage: '53-6040-Variables'} {embed passage: '53-6041-Variables'} {embed passage: '53-6050-Variables'} {embed passage: '53-6051-Variables'} {embed passage: '53-6060-Variables'} {embed passage: '53-6061-Variables'} {embed passage: '53-6090-Variables'} {embed passage: '53-6099-Variables'} # Other Transportation Workers [if var53_6011_medianPay >= minSalary & (riskTolerance === 'high' | var53_6011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_6011_highAIRisk === "low" | var53_6011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_6011_highAIRisk === "low"))] > [[Bridge and Lock Tenders->53-6011-Detailed]] [continued] [if var53_6021_medianPay >= minSalary & (riskTolerance === 'high' | var53_6021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_6021_highAIRisk === "low" | var53_6021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_6021_highAIRisk === "low"))] > [[Parking Attendants->53-6021-Detailed]] [continued] [if var53_6030_MaxSalaryInBroad >= minSalary] > [[Transportation Service Attendants->53-6030-Broad]] [continued] [if var53_6041_medianPay >= minSalary & (riskTolerance === 'high' | var53_6041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_6041_highAIRisk === "low" | var53_6041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_6041_highAIRisk === "low"))] > [[Traffic Technicians->53-6041-Detailed]] [continued] [if var53_6051_medianPay >= minSalary & (riskTolerance === 'high' | var53_6051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_6051_highAIRisk === "low" | var53_6051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_6051_highAIRisk === "low"))] > [[Transportation Inspectors->53-6051-Detailed]] [continued] [if var53_6061_medianPay >= minSalary & (riskTolerance === 'high' | var53_6061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_6061_highAIRisk === "low" | var53_6061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_6061_highAIRisk === "low"))] > [[Passenger Attendants->53-6061-Detailed]] [continued] [if var53_6099_medianPay >= minSalary & (riskTolerance === 'high' | var53_6099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_6099_highAIRisk === "low" | var53_6099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_6099_highAIRisk === "low"))] > [[Transportation Workers, All Other->53-6099-Detailed]] [continued] > [[Back->53-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '53-6011-Variables'} # Bridge and Lock Tenders [if var53_6011_medianPay >= minSalary & (riskTolerance === 'high' | var53_6011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_6011_highAIRisk === "low" | var53_6011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_6011_highAIRisk === "low"))] > [[Bridge and Lock Tenders->53-6011-Detailed]] [continued] > [[Back->53-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Bridge and Lock Tenders ## AI Risk Level: high ## Definition: Operate and tend bridges, canal locks, and lighthouses to permit marine passage on inland waterways, near shores, and at danger points in waterway passages. May supervise such operations. Includes drawbridge operators, lock operators, and slip bridge operators. > [[Back->53-6000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-6021-Variables'} # Parking Attendants [if var53_6021_medianPay >= minSalary & (riskTolerance === 'high' | var53_6021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_6021_highAIRisk === "low" | var53_6021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_6021_highAIRisk === "low"))] > [[Parking Attendants->53-6021-Detailed]] [continued] > [[Back->53-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Parking Attendants ## AI Risk Level: high ## Definition: Park vehicles or issue tickets for customers in a parking lot or garage. May park or tend vehicles in environments such as a car dealership or rental car facility. May collect fee. > [[Back->53-6000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-6031-Variables'} {embed passage: '53-6032-Variables'} # Transportation Service Attendants [if var53_6031_medianPay >= minSalary & (riskTolerance === 'high' | var53_6031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_6031_highAIRisk === "low" | var53_6031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_6031_highAIRisk === "low"))] > [[Automotive and Watercraft Service Attendants->53-6031-Detailed]] [continued] [if var53_6032_medianPay >= minSalary & (riskTolerance === 'high' | var53_6032_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_6032_highAIRisk === "low" | var53_6032_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_6032_highAIRisk === "low"))] > [[Aircraft Service Attendants->53-6032-Detailed]] [continued] > [[Back->53-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Automotive and Watercraft Service Attendants ## AI Risk Level: moderate ## Definition: Service automobiles, buses, trucks, boats, and other automotive or marine vehicles with fuel, lubricants, and accessories. Collect payment for services and supplies. May lubricate vehicle, change motor oil, refill antifreeze, or replace lights or other accessories, such as windshield wiper blades or fan belts. May repair or replace tires. Excludes "Cashiers" (41-2011). > [[Back->53-6030-Broad]]

config.header.center: "Detailed" -- # Aircraft Service Attendants ## Definition: Service aircraft with fuel. May de-ice aircraft, refill water and cooling agents, empty sewage tanks, service air and oxygen systems, or clean and polish exterior. > [[Back->53-6030-Broad]]

config.header.center: "Broad" -- {embed passage: '53-6041-Variables'} # Traffic Technicians [if var53_6041_medianPay >= minSalary & (riskTolerance === 'high' | var53_6041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_6041_highAIRisk === "low" | var53_6041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_6041_highAIRisk === "low"))] > [[Traffic Technicians->53-6041-Detailed]] [continued] > [[Back->53-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Traffic Technicians ## AI Risk Level: moderate ## Definition: Conduct field studies to determine traffic volume, speed, effectiveness of signals, adequacy of lighting, and other factors influencing traffic conditions, under direction of traffic engineer. > [[Back->53-6000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-6051-Variables'} # Transportation Inspectors [if var53_6051_medianPay >= minSalary & (riskTolerance === 'high' | var53_6051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_6051_highAIRisk === "low" | var53_6051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_6051_highAIRisk === "low"))] > [[Transportation Inspectors->53-6051-Detailed]] [continued] > [[Back->53-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Transportation Inspectors ## AI Risk Level: moderate ## Definition: Inspect equipment or goods in connection with the safe transport of cargo or people. Includes rail transportation inspectors, such as freight inspectors, rail inspectors, and other inspectors of transportation vehicles not elsewhere classified. Excludes "Transportation Security Screeners" (33-9093). > [[Back->53-6000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-6061-Variables'} # Passenger Attendants [if var53_6061_medianPay >= minSalary & (riskTolerance === 'high' | var53_6061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_6061_highAIRisk === "low" | var53_6061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_6061_highAIRisk === "low"))] > [[Passenger Attendants->53-6061-Detailed]] [continued] > [[Back->53-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Passenger Attendants ## AI Risk Level: high ## Definition: Provide services to ensure the safety of passengers aboard ships, buses, trains, or within the station or terminal. Perform duties such as explaining the use of safety equipment, serving meals or beverages, or answering questions related to travel. Excludes "Baggage Porters and Bellhops" (39-6011) and "Flight Attendants" (53-2031). > [[Back->53-6000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-6099-Variables'} # Miscellaneous Transportation Workers [if var53_6099_medianPay >= minSalary & (riskTolerance === 'high' | var53_6099_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_6099_highAIRisk === "low" | var53_6099_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_6099_highAIRisk === "low"))] > [[Transportation Workers, All Other->53-6099-Detailed]] [continued] > [[Back->53-6000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Transportation Workers, All Other ## Definition: All transportation workers not listed separately. > [[Back->53-6000-Minor]]

config.header.center: "Minor" -- {embed passage: '53-7010-Variables'} {embed passage: '53-7011-Variables'} {embed passage: '53-7020-Variables'} {embed passage: '53-7021-Variables'} {embed passage: '53-7030-Variables'} {embed passage: '53-7031-Variables'} {embed passage: '53-7040-Variables'} {embed passage: '53-7041-Variables'} {embed passage: '53-7050-Variables'} {embed passage: '53-7051-Variables'} {embed passage: '53-7060-Variables'} {embed passage: '53-7061-Variables'} {embed passage: '53-7062-Variables'} {embed passage: '53-7063-Variables'} {embed passage: '53-7064-Variables'} {embed passage: '53-7065-Variables'} {embed passage: '53-7070-Variables'} {embed passage: '53-7071-Variables'} {embed passage: '53-7072-Variables'} {embed passage: '53-7073-Variables'} {embed passage: '53-7080-Variables'} {embed passage: '53-7081-Variables'} # Material Moving Workers [if var53_7011_medianPay >= minSalary & (riskTolerance === 'high' | var53_7011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7011_highAIRisk === "low" | var53_7011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7011_highAIRisk === "low"))] > [[Conveyor Operators and Tenders->53-7011-Detailed]] [continued] [if var53_7021_medianPay >= minSalary & (riskTolerance === 'high' | var53_7021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7021_highAIRisk === "low" | var53_7021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7021_highAIRisk === "low"))] > [[Crane and Tower Operators->53-7021-Detailed]] [continued] [if var53_7031_medianPay >= minSalary & (riskTolerance === 'high' | var53_7031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7031_highAIRisk === "low" | var53_7031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7031_highAIRisk === "low"))] > [[Dredge Operators->53-7031-Detailed]] [continued] [if var53_7041_medianPay >= minSalary & (riskTolerance === 'high' | var53_7041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7041_highAIRisk === "low" | var53_7041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7041_highAIRisk === "low"))] > [[Hoist and Winch Operators->53-7041-Detailed]] [continued] [if var53_7051_medianPay >= minSalary & (riskTolerance === 'high' | var53_7051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7051_highAIRisk === "low" | var53_7051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7051_highAIRisk === "low"))] > [[Industrial Truck and Tractor Operators->53-7051-Detailed]] [continued] [if var53_7060_MaxSalaryInBroad >= minSalary] > [[Laborers and Material Movers->53-7060-Broad]] [continued] [if var53_7070_MaxSalaryInBroad >= minSalary] > [[Pumping Station Operators->53-7070-Broad]] [continued] [if var53_7081_medianPay >= minSalary & (riskTolerance === 'high' | var53_7081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7081_highAIRisk === "low" | var53_7081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7081_highAIRisk === "low"))] > [[Refuse and Recyclable Material Collectors->53-7081-Detailed]] [continued] > [[Back->53-0000-Major]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Broad" -- {embed passage: '53-7011-Variables'} # Conveyor Operators and Tenders [if var53_7011_medianPay >= minSalary & (riskTolerance === 'high' | var53_7011_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7011_highAIRisk === "low" | var53_7011_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7011_highAIRisk === "low"))] > [[Conveyor Operators and Tenders->53-7011-Detailed]] [continued] > [[Back->53-7000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Conveyor Operators and Tenders ## AI Risk Level: high ## Definition: Control or tend conveyors or conveyor systems that move materials or products to and from stockpiles, processing stations, departments, or vehicles. May control speed and routing of materials or products. > [[Video Version->53-7011-Video]] > [[What They Do->53-7011-WhatTheyDo-1]] > [[Work Environment->53-7011-WorkEnvironment-1]] > [[How to Become One->53-7011-HowToBecomeOne-1]] > [[Pay->53-7011-Pay-1]] > [[Job Outlook->53-7011-JobOutlook-1]] > [[Back->53-7000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-7021-Variables'} # Crane and Tower Operators [if var53_7021_medianPay >= minSalary & (riskTolerance === 'high' | var53_7021_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7021_highAIRisk === "low" | var53_7021_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7021_highAIRisk === "low"))] > [[Crane and Tower Operators->53-7021-Detailed]] [continued] > [[Back->53-7000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Crane and Tower Operators ## AI Risk Level: moderate ## Definition: Operate mechanical boom and cable or tower and cable equipment to lift and move materials, machines, or products in many directions. > [[Video Version->53-7021-Video]] > [[What They Do->53-7021-WhatTheyDo-1]] > [[Work Environment->53-7021-WorkEnvironment-1]] > [[How to Become One->53-7021-HowToBecomeOne-1]] > [[Pay->53-7021-Pay-1]] > [[Job Outlook->53-7021-JobOutlook-1]] > [[Back->53-7000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-7031-Variables'} # Dredge Operators [if var53_7031_medianPay >= minSalary & (riskTolerance === 'high' | var53_7031_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7031_highAIRisk === "low" | var53_7031_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7031_highAIRisk === "low"))] > [[Dredge Operators->53-7031-Detailed]] [continued] > [[Back->53-7000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Dredge Operators ## AI Risk Level: high ## Definition: Operate dredge to remove sand, gravel, or other materials in order to excavate and maintain navigable channels in waterways. > [[Video Version->53-7031-Video]] > [[What They Do->53-7031-WhatTheyDo-1]] > [[Work Environment->53-7031-WorkEnvironment-1]] > [[How to Become One->53-7031-HowToBecomeOne-1]] > [[Pay->53-7031-Pay-1]] > [[Job Outlook->53-7031-JobOutlook-1]] > [[Back->53-7000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-7041-Variables'} # Hoist and Winch Operators [if var53_7041_medianPay >= minSalary & (riskTolerance === 'high' | var53_7041_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7041_highAIRisk === "low" | var53_7041_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7041_highAIRisk === "low"))] > [[Hoist and Winch Operators->53-7041-Detailed]] [continued] > [[Back->53-7000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Hoist and Winch Operators ## AI Risk Level: high ## Definition: Operate or tend hoists or winches to lift and pull loads using power-operated cable equipment. Excludes "Crane and Tower Operators" (53-7021). > [[Video Version->53-7041-Video]] > [[What They Do->53-7041-WhatTheyDo-1]] > [[Work Environment->53-7041-WorkEnvironment-1]] > [[How to Become One->53-7041-HowToBecomeOne-1]] > [[Pay->53-7041-Pay-1]] > [[Job Outlook->53-7041-JobOutlook-1]] > [[Back->53-7000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-7051-Variables'} # Industrial Truck and Tractor Operators [if var53_7051_medianPay >= minSalary & (riskTolerance === 'high' | var53_7051_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7051_highAIRisk === "low" | var53_7051_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7051_highAIRisk === "low"))] > [[Industrial Truck and Tractor Operators->53-7051-Detailed]] [continued] > [[Back->53-7000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Industrial Truck and Tractor Operators ## AI Risk Level: high ## Definition: Operate industrial trucks or tractors equipped to move materials around a warehouse, storage yard, factory, construction site, or similar location. Excludes "Logging Equipment Operators" (45-4022). > [[Video Version->53-7051-Video]] > [[What They Do->53-7051-WhatTheyDo-1]] > [[Work Environment->53-7051-WorkEnvironment-1]] > [[How to Become One->53-7051-HowToBecomeOne-1]] > [[Pay->53-7051-Pay-1]] > [[Job Outlook->53-7051-JobOutlook-1]] > [[Back->53-7000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-7061-Variables'} {embed passage: '53-7062-Variables'} {embed passage: '53-7063-Variables'} {embed passage: '53-7064-Variables'} {embed passage: '53-7065-Variables'} # Laborers and Material Movers [if var53_7061_medianPay >= minSalary & (riskTolerance === 'high' | var53_7061_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7061_highAIRisk === "low" | var53_7061_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7061_highAIRisk === "low"))] > [[Cleaners of Vehicles and Equipment->53-7061-Detailed]] [continued] [if var53_7062_medianPay >= minSalary & (riskTolerance === 'high' | var53_7062_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7062_highAIRisk === "low" | var53_7062_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7062_highAIRisk === "low"))] > [[Laborers and Freight, Stock, and Material Movers, Hand->53-7062-Detailed]] [continued] [if var53_7063_medianPay >= minSalary & (riskTolerance === 'high' | var53_7063_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7063_highAIRisk === "low" | var53_7063_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7063_highAIRisk === "low"))] > [[Machine Feeders and Offbearers->53-7063-Detailed]] [continued] [if var53_7064_medianPay >= minSalary & (riskTolerance === 'high' | var53_7064_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7064_highAIRisk === "low" | var53_7064_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7064_highAIRisk === "low"))] > [[Packers and Packagers, Hand->53-7064-Detailed]] [continued] [if var53_7065_medianPay >= minSalary & (riskTolerance === 'high' | var53_7065_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7065_highAIRisk === "low" | var53_7065_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7065_highAIRisk === "low"))] > [[Stockers and Order Fillers->53-7065-Detailed]] [continued] > [[Back->53-7000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Cleaners of Vehicles and Equipment ## AI Risk Level: high ## Definition: Wash or otherwise clean vehicles, machinery, and other equipment. Use such materials as water, cleaning agents, brushes, cloths, and hoses. Excludes "Janitors and Cleaners, Except Maids and Housekeeping Cleaners" (37-2011). > [[Video Version->53-7061-Video]] > [[What They Do->53-7061-WhatTheyDo-1]] > [[Work Environment->53-7061-WorkEnvironment-1]] > [[How to Become One->53-7061-HowToBecomeOne-1]] > [[Pay->53-7061-Pay-1]] > [[Job Outlook->53-7061-JobOutlook-1]] > [[Back->53-7060-Broad]]

config.header.center: "Detailed" -- # Laborers and Freight, Stock, and Material Movers, Hand ## AI Risk Level: high ## Definition: Manually move freight, stock, luggage, or other materials, or perform other general labor. Includes all manual laborers not elsewhere classified. Excludes "Construction Laborers" (47-2061) and "Helpers, Construction Trades" (47-3011 through 47-3019). Excludes "Material Moving Workers" (53-7011 through 53-7199) who use power equipment. > [[Video Version->53-7062-Video]] > [[What They Do->53-7062-WhatTheyDo-1]] > [[Work Environment->53-7062-WorkEnvironment-1]] > [[How to Become One->53-7062-HowToBecomeOne-1]] > [[Pay->53-7062-Pay-1]] > [[Job Outlook->53-7062-JobOutlook-1]] > [[Back->53-7060-Broad]]

config.header.center: "Detailed" -- # Machine Feeders and Offbearers ## AI Risk Level: high ## Definition: Feed materials into or remove materials from machines or equipment that is automatic or tended by other workers. > [[Video Version->53-7063-Video]] > [[What They Do->53-7063-WhatTheyDo-1]] > [[Work Environment->53-7063-WorkEnvironment-1]] > [[How to Become One->53-7063-HowToBecomeOne-1]] > [[Pay->53-7063-Pay-1]] > [[Job Outlook->53-7063-JobOutlook-1]] > [[Back->53-7060-Broad]]

config.header.center: "Detailed" -- # Packers and Packagers, Hand ## AI Risk Level: high ## Definition: Pack or package by hand a wide variety of products and materials. > [[Video Version->53-7064-Video]] > [[What They Do->53-7064-WhatTheyDo-1]] > [[Work Environment->53-7064-WorkEnvironment-1]] > [[How to Become One->53-7064-HowToBecomeOne-1]] > [[Pay->53-7064-Pay-1]] > [[Job Outlook->53-7064-JobOutlook-1]] > [[Back->53-7060-Broad]]

config.header.center: "Detailed" -- # Stockers and Order Fillers ## AI Risk Level: moderate ## Definition: Receive, store, and issue merchandise, materials, equipment, and other items from stockroom, warehouse, or storage yard to fill shelves, racks, tables, or customers' orders. May operate power equipment to fill orders. May mark prices on merchandise and set up sales displays. Excludes "Shipping, Receiving, and Inventory Clerks" (43-5071), "Laborers and Freight, Stock, and Material Movers, Hand" (53-7062), and "Packers and Packagers, Hand" (53-7064). > [[Video Version->53-7065-Video]] > [[What They Do->53-7065-WhatTheyDo-1]] > [[Work Environment->53-7065-WorkEnvironment-1]] > [[How to Become One->53-7065-HowToBecomeOne-1]] > [[Pay->53-7065-Pay-1]] > [[Job Outlook->53-7065-JobOutlook-1]] > [[Back->53-7060-Broad]]

config.header.center: "Broad" -- {embed passage: '53-7071-Variables'} {embed passage: '53-7072-Variables'} {embed passage: '53-7073-Variables'} # Pumping Station Operators [if var53_7071_medianPay >= minSalary & (riskTolerance === 'high' | var53_7071_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7071_highAIRisk === "low" | var53_7071_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7071_highAIRisk === "low"))] > [[Gas Compressor and Gas Pumping Station Operators->53-7071-Detailed]] [continued] [if var53_7072_medianPay >= minSalary & (riskTolerance === 'high' | var53_7072_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7072_highAIRisk === "low" | var53_7072_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7072_highAIRisk === "low"))] > [[Pump Operators, Except Wellhead Pumpers->53-7072-Detailed]] [continued] [if var53_7073_medianPay >= minSalary & (riskTolerance === 'high' | var53_7073_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7073_highAIRisk === "low" | var53_7073_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7073_highAIRisk === "low"))] > [[Wellhead Pumpers->53-7073-Detailed]] [continued] > [[Back->53-7000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Gas Compressor and Gas Pumping Station Operators ## AI Risk Level: high ## Definition: Operate steam-, gas-, electric motor-, or internal combustion-engine driven compressors. Transmit, compress, or recover gases, such as butane, nitrogen, hydrogen, and natural gas. > [[Back->53-7070-Broad]]

config.header.center: "Detailed" -- # Pump Operators, Except Wellhead Pumpers ## AI Risk Level: moderate ## Definition: Tend, control, or operate power-driven, stationary, or portable pumps and manifold systems to transfer gases, oil, other liquids, slurries, or powdered materials to and from various vessels and processes. > [[Back->53-7070-Broad]]

config.header.center: "Detailed" -- # Wellhead Pumpers ## AI Risk Level: high ## Definition: Operate power pumps and auxiliary equipment to produce flow of oil or gas from wells in oil field. > [[Back->53-7070-Broad]]

config.header.center: "Broad" -- {embed passage: '53-7081-Variables'} # Refuse and Recyclable Material Collectors [if var53_7081_medianPay >= minSalary & (riskTolerance === 'high' | var53_7081_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7081_highAIRisk === "low" | var53_7081_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7081_highAIRisk === "low"))] > [[Refuse and Recyclable Material Collectors->53-7081-Detailed]] [continued] > [[Back->53-7000-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Refuse and Recyclable Material Collectors ## AI Risk Level: high ## Definition: Collect and dump refuse or recyclable materials from containers into truck. May drive truck. > [[Video Version->53-7081-Video]] > [[What They Do->53-7081-WhatTheyDo-1]] > [[Work Environment->53-7081-WorkEnvironment-1]] > [[How to Become One->53-7081-HowToBecomeOne-1]] > [[Pay->53-7081-Pay-1]] > [[Job Outlook->53-7081-JobOutlook-1]] > [[Back->53-7000-Minor]]

config.header.center: "Broad" -- {embed passage: '53-7121-Variables'} # Tank Car, Truck, and Ship Loaders [if var53_7121_medianPay >= minSalary & (riskTolerance === 'high' | var53_7121_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7121_highAIRisk === "low" | var53_7121_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7121_highAIRisk === "low"))] > [[Tank Car, Truck, and Ship Loaders->53-7121-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Tank Car, Truck, and Ship Loaders ## AI Risk Level: moderate ## Definition: Load and unload chemicals and bulk solids, such as coal, sand, and grain, into or from tank cars, trucks, or ships, using material moving equipment. May perform a variety of other tasks relating to shipment of products. May gauge or sample shipping tanks and test them for leaks. > [[Back->-Minor]]

config.header.center: "Broad" -- {embed passage: '53-7199-Variables'} # Miscellaneous Material Moving Workers [if var53_7199_medianPay >= minSalary & (riskTolerance === 'high' | var53_7199_employmentOutlookValue >= 0) & (riskTolerance === 'high' | (riskTolerance === 'moderate' & (var53_7199_highAIRisk === "low" | var53_7199_highAIRisk === "moderate")) | (riskTolerance === 'low' & var53_7199_highAIRisk === "low"))] > [[Material Moving Workers, All Other->53-7199-Detailed]] [continued] > [[Back->-Minor]] **Tip:** If no jobs appear above, try lowering your minimum salary or increasing your risk tolerance.

config.header.center: "Detailed" -- # Material Moving Workers, All Other ## Definition: All material moving workers not listed separately. > [[Back->-Minor]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=u9pgua9hT6k]] > [[Close->13-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=RrrnUDgW-gU]] > [[Close->27-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=oy6_S6EzOHw]] > [[Close->15-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=2rSN2E1_aPQ]] > [[Close->11-1011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=2rSN2E1_aPQ]] > [[Close->11-1021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=je1rWe2TpvY]] > [[Close->23-1021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=vd_bjToRF3Y]] > [[Close->11-3012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=fxgWjQrwBls]] > [[Close->25-3011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=8r-nFPlKELc]] > [[Close->11-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=1eOnm-61cDE]] > [[Close->17-3021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=bnxcib-8S4s]] > [[Close->17-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=8r-nFPlKELc]] > [[Close->11-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=A7Rdneots0M]] > [[Close->11-2022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ozIUJsnBDLY]] > [[Close->17-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Hik6s9nEA2w]] > [[Close->11-2032-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Hik6s9nEA2w]] > [[Close->11-2033-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=FQ2WMg6rs2s]] > [[Close->19-4012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=FfxTkIsaTYk]] > [[Close->15-1254-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=vd_bjToRF3Y]] > [[Close->11-3013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=WQmsKH7mIqo]] > [[Close->11-3021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=8ATMziMJ1fw]] > [[Close->11-3031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=DiPbRluXk1o]] > [[Close->11-3051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1211-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=M2dXriu30nA]] > [[Close->11-3061-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=REIGWH6Tedw]] > [[Close->39-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=bL5gCdBAA7s]] > [[Close->11-3071-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=cWbaZEIe7GQ]] > [[Close->19-1011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=REIGWH6Tedw]] > [[Close->39-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ypxwqsWshJ0]] > [[Close->19-3091-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=x6NTfg_3Wh0]] > [[Close->11-3121-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1061-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=5ds5MUyF6Lw]] > [[Close->11-3131-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=CCWSjaHA6lM]] > [[Close->23-1022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=nymZ3dD-VWE]] > [[Close->17-1011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=y8WjCE-YfeE]] > [[Close->17-3011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=YoAC6Ql_Fx4]] > [[Close->11-9013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Mk8FC3fPMpU]] > [[Close->11-9041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=SiamJadljrw]] > [[Close->11-9021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=zLYjrT_jvY0]] > [[Close->25-4011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1062-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=_YWom1RxVgI]] > [[Close->11-9031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=0xZz2t-Ex1I]] > [[Close->27-1011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=SIrzeKtuGbI]] > [[Close->11-9032-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1121-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=W44AXajj8ik]] > [[Close->11-9033-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=T_X9ZdUq-2Q]] > [[Close->27-1013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=9lVTE_bq3lw]] > [[Close->19-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=RODqcfjGEyY]] > [[Close->27-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Y7fyeBoweVU]] > [[Close->29-9091-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=2Hof_Cs5d0Y]] > [[Close->19-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=OzTbTaVPM2w]] > [[Close->11-9051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=SDoTIgKwLZM]] > [[Close->27-4011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=PK-CdIrJuOw]] > [[Close->11-9071-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=B7Jm90Zen20]] > [[Close->29-1181-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=N6wsqmVAvnQ]] > [[Close->11-9081-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=jmh01pXYn5I]] > [[Close->11-9111-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=faXbaiNn2HM]] > [[Close->11-9121-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Vcnk_bSJsAc]] > [[Close->33-3011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ixlvQmz-KtU]] > [[Close->11-9141-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Y69KZcKLfh0]] > [[Close->35-3011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=E24m0WUJ-1M]] > [[Close->11-9151-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=MHoKkOBWbt8]] > [[Close->11-9161-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=c2b7a89VSw8]] > [[Close->19-1021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=hBKj9Uh1PgI]] > [[Close->17-2031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=k1BeENuyC3o]] > [[Close->11-9171-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1042-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=QEr_X2rDM-0]] > [[Close->19-4021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ftGPn35lNhw]] > [[Close->27-3011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=SDoTIgKwLZM]] > [[Close->27-4012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=b7VZ_myj3s8]] > [[Close->13-2031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=BPw4pUuJlYM]] > [[Close->13-1031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=BPw4pUuJlYM]] > [[Close->13-1032-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=2cfptolQ3iI]] > [[Close->13-1041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=H0AMfxRWb3U]] > [[Close->13-1051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=a3TG2BhntlY]] > [[Close->27-4031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=3jTLYwteH2Q]] > [[Close->13-1071-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=dOAVE3gupq8]] > [[Close->29-2031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=EQcg5di-Nz4]] > [[Close->25-2023-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Yjm5oPforTE]] > [[Close->13-1075-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=EQcg5di-Nz4]] > [[Close->25-1194-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=EQcg5di-Nz4]] > [[Close->25-2032-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=42uJcWOD1ts]] > [[Close->13-1081-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=19vtHHKOXFQ]] > [[Close->13-1082-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=TWXBadjTgz0]] > [[Close->13-1111-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=5Oj7a2LmVtU]] > [[Close->17-1021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=JjVva0cJI-k]] > [[Close->13-1121-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=BtAevVMysC0]] > [[Close->35-1011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=cFQ4BjDeTME]] > [[Close->17-2041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=s8Y4luvlupw]] > [[Close->13-1141-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=tLwKn5W7Bjo]] > [[Close->19-4031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=-0eCYWbjbyU]] > [[Close->13-1151-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1052-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=nzFkcba_ZzI]] > [[Close->19-2031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=XXaw9K33lsU]] > [[Close->13-1161-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=HvzxznYOhQM]] > [[Close->21-1021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=1zfzbKIfBBA]] > [[Close->29-1011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=FtSPtJmzXH4]] > [[Close->27-2032-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=a4vYNrfZ6Wo]] > [[Close->17-3022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=-XIQSrYi0O0]] > [[Close->17-2051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wZw9ZPv6lts]] > [[Close->19-3033-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ZHALrtdG9CI]] > [[Close->27-2022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=UHBmhFqWdgw]] > [[Close->13-2051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=fHqgZBsjWJs]] > [[Close->13-2052-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=4PG3pK1Xv9o]] > [[Close->13-2053-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=1wS2I0dCdc4]] > [[Close->27-1021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=UHBmhFqWdgw]] > [[Close->13-2054-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1122-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=pxrRR1mcth4]] > [[Close->13-2061-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=9PE7ql_G7os]] > [[Close->13-2071-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Dm_6sQ_YTRU]] > [[Close->13-2072-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=jlZucw7_qWU]] > [[Close->15-1221-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=pu2Ecmmt5K4]] > [[Close->13-2081-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=l09D6OycD4o]] > [[Close->17-2061-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ilhLnDRtwZo]] > [[Close->15-1241-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=xe6GS8kSN1g]] > [[Close->15-1231-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=4FT15GxJQrE]] > [[Close->15-1251-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=T0JdNufvn-o]] > [[Close->15-1211-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=cVZktAEtWE4]] > [[Close->15-1212-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=xe6GS8kSN1g]] > [[Close->15-1232-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=PCAudFo7Eo4]] > [[Close->19-1031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=GKAnWFOyk8E]] > [[Close->15-1242-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=GKAnWFOyk8E]] > [[Close->15-1243-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=H3kIfqDCY14]] > [[Close->15-1244-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=kkDvSm1jgjw]] > [[Close->35-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=kkDvSm1jgjw]] > [[Close->35-2012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=_WQ_VV4pXPc]] > [[Close->15-1252-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=kkDvSm1jgjw]] > [[Close->35-2013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=_WQ_VV4pXPc]] > [[Close->15-1253-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=kkDvSm1jgjw]] > [[Close->35-2014-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=kkDvSm1jgjw]] > [[Close->35-2015-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=FfxTkIsaTYk]] > [[Close->15-1255-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Vcnk_bSJsAc]] > [[Close->33-3012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=gXCgwnkNL0w]] > [[Close->15-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=IBWYsytaCbw]] > [[Close->15-2031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=T_X9ZdUq-2Q]] > [[Close->27-1012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=gXCgwnkNL0w]] > [[Close->15-2041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=uD8DfbJrqRI]] > [[Close->15-2051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1111-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=zLYjrT_jvY0]] > [[Close->25-4012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=bRsp6BF1NIc]] > [[Close->17-1012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=FtSPtJmzXH4]] > [[Close->27-2031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=xHYyQka2Z7Y]] > [[Close->17-1022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=9a4UKMs15WI]] > [[Close->31-9091-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=TeAtDfCQ0J4]] > [[Close->29-1292-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=xjSg0OIigI0]] > [[Close->29-1021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1213-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=14D91NPvMz8]] > [[Close->33-3021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=GYLfPP0UQWw]] > [[Close->29-2032-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=lIiOEkC8n1A]] > [[Close->29-1031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=fhAZ2tZj84A]] > [[Close->17-2071-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=9pFjWggdixM]] > [[Close->35-9011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=fhAZ2tZj84A]] > [[Close->17-2072-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=JSxcetMCZZ0]] > [[Close->17-2081-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Z9gbU7KPAOg]] > [[Close->17-2111-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=kNXMJBQ6oL4]] > [[Close->17-2112-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=445nfaA6gdI]] > [[Close->17-2121-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=61wd30JO7fk]] > [[Close->17-2131-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1063-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=JjXC3QyTHNA]] > [[Close->19-3011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=bDg2UcaZzcg]] > [[Close->17-2141-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=GHRV97JDJbw]] > [[Close->27-3041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=6GukCvwaEnM]] > [[Close->17-2151-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=RX_V2Tt0c4w]] > [[Close->17-2161-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1081-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=aPtHL33Velc]] > [[Close->21-1012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=U0gVbw2Ynwo]] > [[Close->17-2171-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=E_Iy34hFITE]] > [[Close->17-3023-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=y8WjCE-YfeE]] > [[Close->17-3012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=y8WjCE-YfeE]] > [[Close->17-3013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=y8WjCE-YfeE]] > [[Close->17-3019-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=-3GjrJG6Ds8]] > [[Close->17-3024-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=gBIUUlrJKjU]] > [[Close->17-3025-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=VRB818Z8Xhs]] > [[Close->25-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=GhVZTN1pZys]] > [[Close->17-3026-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=xd0Judgrkzk]] > [[Close->17-3027-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=C8zIHk9KKqI]] > [[Close->29-2042-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=4Pv4KDgx95U]] > [[Close->17-3031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1032-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1123-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=cWbaZEIe7GQ]] > [[Close->19-1012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=lxmbHQnxnZg]] > [[Close->19-4042-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=cWbaZEIe7GQ]] > [[Close->19-1013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1053-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=447oFgVvKno]] > [[Close->19-2041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=vGXPzV9e-jw]] > [[Close->19-1041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=uoyuggwziWA]] > [[Close->19-1023-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=3EjV0IO8CDI]] > [[Close->29-1128-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=PCAudFo7Eo4]] > [[Close->19-1032-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=pgzYw77KRsU]] > [[Close->19-1042-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1192-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1215-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=9lVTE_bq3lw]] > [[Close->19-2012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=nzFkcba_ZzI]] > [[Close->19-2032-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=JPohQlpzTxY]] > [[Close->27-1022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=9pFjWggdixM]] > [[Close->35-3023-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=tNCUbLoD5Io]] > [[Close->19-2042-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=yd3MvZEdQi4]] > [[Close->19-2043-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=a3TG2BhntlY]] > [[Close->27-4032-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Dk4vhw0ia0s]] > [[Close->19-3022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=GkHwfZIHClg]] > [[Close->33-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=DNK5dYGn3Fg]] > [[Close->33-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wZw9ZPv6lts]] > [[Close->19-3032-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wZw9ZPv6lts]] > [[Close->19-3034-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wZw9ZPv6lts]] > [[Close->19-3039-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=NFvy_Jll8eY]] > [[Close->19-3041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=PK-CdIrJuOw]] > [[Close->39-1013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sdrsY1vz1SU]] > [[Close->19-3051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=RWZxnXzhet0]] > [[Close->19-3092-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=FQ2WMg6rs2s]] > [[Close->19-4013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=14D91NPvMz8]] > [[Close->33-3031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=OF4-CWR2XE8]] > [[Close->27-1023-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wB2nC36pIG4]] > [[Close->19-4043-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wB2nC36pIG4]] > [[Close->19-4044-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=DvUC7xCL6Pc]] > [[Close->35-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=9pFjWggdixM]] > [[Close->35-3041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1124-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=N0avxorvSOM]] > [[Close->19-4092-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=GkHwfZIHClg]] > [[Close->33-2022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=8qj18Q4EhUQ]] > [[Close->19-5011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=8qj18Q4EhUQ]] > [[Close->19-5012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1043-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Yq2ylfyP9VY]] > [[Close->21-1013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=LXu7dv-Suo8]] > [[Close->21-1015-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=PK-CdIrJuOw]] > [[Close->39-3012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=HvzxznYOhQM]] > [[Close->21-1022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=PK-CdIrJuOw]] > [[Close->39-3011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=HvzxznYOhQM]] > [[Close->21-1023-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=HvzxznYOhQM]] > [[Close->21-1029-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=SfdJ2Eh4bHw]] > [[Close->33-9031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ntfDZQCq2hc]] > [[Close->21-1091-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=rB8Zh8_1J9A]] > [[Close->21-1092-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=l95aYB7OhwI]] > [[Close->21-1093-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1216-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=dUsxWtP5GgE]] > [[Close->29-9092-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1064-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=dt6td67yF9E]] > [[Close->27-1024-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=aK2PVtgWLp8]] > [[Close->23-1011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1071-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=je1rWe2TpvY]] > [[Close->23-1023-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ubHE0-Tjiwc]] > [[Close->23-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1125-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=9pFjWggdixM]] > [[Close->35-9031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1054-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1065-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1066-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1067-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=nzjceSQgpCo]] > [[Close->25-9031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1069-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1072-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1082-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=dKbMFDf1ftk]] > [[Close->27-1025-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=QQ7xfQqRhKk]] > [[Close->27-3091-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1112-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=3pZIBcPzE8M]] > [[Close->37-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1113-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=VRB818Z8Xhs]] > [[Close->25-2012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1126-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=iggxNwURWLY]] > [[Close->37-3011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ISmxPVS5O2c]] > [[Close->25-1193-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=MyOpL1Q8N-Y]] > [[Close->25-4022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=SyaadOdVyAE]] > [[Close->25-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=C6SVLIBmfkc]] > [[Close->25-4031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=yTBPYOnNjVU]] > [[Close->29-2061-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=tSeStFsCZrQ]] > [[Close->25-2031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=OkpBupS1SSY]] > [[Close->25-2051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=OkpBupS1SSY]] > [[Close->25-2057-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=OkpBupS1SSY]] > [[Close->25-2058-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=OkpBupS1SSY]] > [[Close->25-2059-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=yGieTgpDy0Y]] > [[Close->29-2035-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=CfL199nD-Ow]] > [[Close->25-3041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=zLYjrT_jvY0]] > [[Close->25-4013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=kgg5Mw0TJJk]] > [[Close->31-9011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ZsgeduDiK_w]] > [[Close->31-9092-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=s7hcDF8XiDA]] > [[Close->29-2072-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=PO3cnRsMDuI]] > [[Close->31-9094-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=B-rvPATE0vs]] > [[Close->27-1014-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=T_X9ZdUq-2Q]] > [[Close->27-1019-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=gDCC1oLsbW8]] > [[Close->27-1027-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=lFyGWnWtXdw]] > [[Close->27-2012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=uOPtEOm0Jx0]] > [[Close->27-2023-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=TflQCpu4vos]] > [[Close->27-2041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=nZZ7Q2wYKzI]] > [[Close->27-2042-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ftGPn35lNhw]] > [[Close->27-2091-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1217-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=4CCXawD3Z1M]] > [[Close->27-3023-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=dI4kdhlAlKU]] > [[Close->29-2033-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=_C_YAnEwLFI]] > [[Close->27-3031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=smiXChYIRUU]] > [[Close->29-1151-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=smiXChYIRUU]] > [[Close->29-1161-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=y-5cvUiXW7I]] > [[Close->27-3042-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=smiXChYIRUU]] > [[Close->29-1171-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=y-5cvUiXW7I]] > [[Close->27-3043-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wlSsdECNaiU]] > [[Close->31-1131-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1218-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=b6ZZlvsYc3k]] > [[Close->29-1122-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=YqG5tRleeow]] > [[Close->31-2012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=YqG5tRleeow]] > [[Close->31-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=SDoTIgKwLZM]] > [[Close->27-4014-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=SDoTIgKwLZM]] > [[Close->27-4015-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=dmS_aX8obCo]] > [[Close->27-4021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1241-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=lP3pmq9p814]] > [[Close->29-2081-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=W3i9XXhA7cM]] > [[Close->29-1041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=xjSg0OIigI0]] > [[Close->29-1022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wlSsdECNaiU]] > [[Close->31-1132-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=xjSg0OIigI0]] > [[Close->29-1023-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1242-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wncQLXXiM00]] > [[Close->29-2091-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=xjSg0OIigI0]] > [[Close->29-1024-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=xjSg0OIigI0]] > [[Close->29-1029-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=C8zIHk9KKqI]] > [[Close->29-2043-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ploFnvE1770]] > [[Close->29-1051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=PyLvqjTeMXM]] > [[Close->29-1071-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=1lVwCvSXCws]] > [[Close->29-1081-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=FOF71Lb5SkA]] > [[Close->29-1123-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1243-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=3EeitoVlKs8]] > [[Close->29-1124-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1221-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=UhgnfQG_IP4]] > [[Close->29-1125-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=1uC9I02SslA]] > [[Close->29-1126-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=TGeXedoJ764]] > [[Close->29-1127-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=FApd9FCZ3RQ]] > [[Close->37-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=iggxNwURWLY]] > [[Close->37-3012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=oVADsUt6474]] > [[Close->29-1131-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=x4Y_2fpET0U]] > [[Close->29-1141-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=xmQM3R-Ijj4]] > [[Close->29-2052-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=A3c4BlLri_U]] > [[Close->31-9097-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=fbpS0uBh7b0]] > [[Close->31-2022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=fbpS0uBh7b0]] > [[Close->31-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1222-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1212-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1214-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=14D91NPvMz8]] > [[Close->33-3051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1223-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1224-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1229-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=sFylCoZCT4s]] > [[Close->29-1249-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=PNOImo84oHI]] > [[Close->33-9021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=yGieTgpDy0Y]] > [[Close->29-2034-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=21e2Kv9qzGU]] > [[Close->31-1133-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=21e2Kv9qzGU]] > [[Close->29-2053-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=i3n0UqojVA0]] > [[Close->29-2055-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=CHuStDPc2pM]] > [[Close->29-2056-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=UNnZ3HhoEEA]] > [[Close->29-9021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=i3n0UqojVA0]] > [[Close->29-9093-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=M7H9heVK-l4]] > [[Close->31-9096-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=SfdJ2Eh4bHw]] > [[Close->33-9032-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=14D91NPvMz8]] > [[Close->33-3052-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=kkDvSm1jgjw]] > [[Close->35-2019-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=OLhPfGa1ZWs]] > [[Close->35-3031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=iggxNwURWLY]] > [[Close->37-3013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=iggxNwURWLY]] > [[Close->37-3019-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=PK-CdIrJuOw]] > [[Close->39-3019-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=k1BeENuyC3o]] > [[Close->39-4031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wqgol3sEFvI]] > [[Close->39-5011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wqgol3sEFvI]] > [[Close->39-5012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=3hBz4pu6Mwc]] > [[Close->39-5092-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=mFQ5Q7slO1M]] > [[Close->39-5094-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=GWAhIPKK4wQ]] > [[Close->39-6012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=xjYk0w_MMmw]] > [[Close->39-9011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=QmB0OvKpwR8]] > [[Close->39-9031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=PGHkZcUmptk]] > [[Close->39-9032-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=EK9_RipD4w8]] > [[Close->41-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=EK9_RipD4w8]] > [[Close->41-2022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=EK9_RipD4w8]] > [[Close->41-2031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Ussc3-AfbWI]] > [[Close->41-3011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=MNCpob3fZHk]] > [[Close->41-3021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=HtCKxDEvR4w]] > [[Close->41-3031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=2GEPp0P4Yto]] > [[Close->41-3041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=To04x9Um1VM]] > [[Close->41-4011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=To04x9Um1VM]] > [[Close->41-4012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=tJTS57dKpTU]] > [[Close->41-9012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Fh03puSzv7g]] > [[Close->41-9021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Fh03puSzv7g]] > [[Close->41-9022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=VoNkYHBgfHo]] > [[Close->41-9031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=1h4A1I2H1Ps]] > [[Close->43-3011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=O7vln6ZTeDY]] > [[Close->43-3021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=EsOkxSjUEI0]] > [[Close->43-3031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=O7vln6ZTeDY]] > [[Close->43-3041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=O7vln6ZTeDY]] > [[Close->43-3051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=O7vln6ZTeDY]] > [[Close->43-3061-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=pRj54JuKvxk]] > [[Close->43-3071-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=O7vln6ZTeDY]] > [[Close->43-4011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=jrJPzRAEtHE]] > [[Close->43-4021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=jrJPzRAEtHE]] > [[Close->43-4031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=O7vln6ZTeDY]] > [[Close->43-4041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=0-ERXRCB6Nc]] > [[Close->43-4051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=jrJPzRAEtHE]] > [[Close->43-4061-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=jrJPzRAEtHE]] > [[Close->43-4071-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=jrJPzRAEtHE]] > [[Close->43-4081-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=jrJPzRAEtHE]] > [[Close->43-4111-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=C6SVLIBmfkc]] > [[Close->43-4121-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=O7vln6ZTeDY]] > [[Close->43-4131-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=O7vln6ZTeDY]] > [[Close->43-4141-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=jrJPzRAEtHE]] > [[Close->43-4151-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=jrJPzRAEtHE]] > [[Close->43-4161-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=jrJPzRAEtHE]] > [[Close->43-4181-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=jrJPzRAEtHE]] > [[Close->43-4199-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=mFB5YEzQUfI]] > [[Close->43-5031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ddvVveMJ2mw]] > [[Close->43-5051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ddvVveMJ2mw]] > [[Close->43-5052-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ddvVveMJ2mw]] > [[Close->43-5053-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=EvqriUvNeiY]] > [[Close->43-5061-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=EvqriUvNeiY]] > [[Close->43-5071-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=EvqriUvNeiY]] > [[Close->43-5111-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=zDqK9DaCDg4]] > [[Close->43-6011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=zDqK9DaCDg4]] > [[Close->43-6012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=zDqK9DaCDg4]] > [[Close->43-6013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=zDqK9DaCDg4]] > [[Close->43-6014-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=tuP-G9wJxmY]] > [[Close->43-9031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=O7vln6ZTeDY]] > [[Close->43-9041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=918owLdYnts]] > [[Close->43-9061-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=uSZVN7JaJmQ]] > [[Close->45-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=uSZVN7JaJmQ]] > [[Close->45-2091-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=uSZVN7JaJmQ]] > [[Close->45-2092-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=uSZVN7JaJmQ]] > [[Close->45-2093-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=uSZVN7JaJmQ]] > [[Close->45-2099-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=44mOZstwmW0]] > [[Close->45-3031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=C-2DxR47ot8]] > [[Close->45-4021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=C-2DxR47ot8]] > [[Close->45-4022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=C-2DxR47ot8]] > [[Close->45-4023-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=C-2DxR47ot8]] > [[Close->45-4029-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=DhIzzMQth2c]] > [[Close->47-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Un7U4gej3j0]] > [[Close->47-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Un7U4gej3j0]] > [[Close->47-2022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=i-tiC2Y-038]] > [[Close->47-2031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=VDsz_vhHPGg]] > [[Close->47-2041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=VDsz_vhHPGg]] > [[Close->47-2042-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=VDsz_vhHPGg]] > [[Close->47-2043-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=VDsz_vhHPGg]] > [[Close->47-2044-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Un7U4gej3j0]] > [[Close->47-2051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Un7U4gej3j0]] > [[Close->47-2053-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=s1n6nBhVzdo]] > [[Close->47-2061-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=_zm6Wud8hp4]] > [[Close->47-2071-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=_zm6Wud8hp4]] > [[Close->47-2072-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=_zm6Wud8hp4]] > [[Close->47-2073-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=rMlngKnDA6c]] > [[Close->47-2081-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=rMlngKnDA6c]] > [[Close->47-2082-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Rw8gAGYZ6qs]] > [[Close->47-2111-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=qbvw1Y5dMQA]] > [[Close->47-2121-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=yPTjBhZ0Zuk]] > [[Close->47-2131-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=yPTjBhZ0Zuk]] > [[Close->47-2132-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=MhpyAMBkwIQ]] > [[Close->47-2141-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=uF3-2wFnf0E]] > [[Close->47-2152-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=t_127YEnNZw]] > [[Close->47-2171-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=VMCdHzpmy1I]] > [[Close->47-2181-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=t3cAgVHqHlw]] > [[Close->47-2211-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=t_127YEnNZw]] > [[Close->47-2221-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=k46_I9_vCOU]] > [[Close->47-2231-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=s1n6nBhVzdo]] > [[Close->47-3011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=s1n6nBhVzdo]] > [[Close->47-3012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=s1n6nBhVzdo]] > [[Close->47-3013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=s1n6nBhVzdo]] > [[Close->47-3014-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=s1n6nBhVzdo]] > [[Close->47-3015-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=s1n6nBhVzdo]] > [[Close->47-3016-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=s1n6nBhVzdo]] > [[Close->47-3019-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=PgnWqyol0Pk]] > [[Close->47-4011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=eiKCeLiRZeE]] > [[Close->47-4021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=7eY0gkkIPi4]] > [[Close->47-4041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=TcAIyaFdHzU]] > [[Close->47-5011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=TcAIyaFdHzU]] > [[Close->47-5012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=TcAIyaFdHzU]] > [[Close->47-5013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=TcAIyaFdHzU]] > [[Close->47-5071-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=11bCD2L-Gus]] > [[Close->49-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=11bCD2L-Gus]] > [[Close->49-2022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=oByvKU2CwHs]] > [[Close->49-2091-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=LkbntRI3ihw]] > [[Close->49-2092-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=LkbntRI3ihw]] > [[Close->49-2093-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=LkbntRI3ihw]] > [[Close->49-2094-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=LkbntRI3ihw]] > [[Close->49-2095-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=LkbntRI3ihw]] > [[Close->49-2096-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=oByvKU2CwHs]] > [[Close->49-3011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=UrdVq0hQm2Q]] > [[Close->49-3021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=UrdVq0hQm2Q]] > [[Close->49-3022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ARAUXc6Cbxw]] > [[Close->49-3023-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=-PcpkHT8xaU]] > [[Close->49-3031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=-PcpkHT8xaU]] > [[Close->49-3041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=-PcpkHT8xaU]] > [[Close->49-3042-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=-PcpkHT8xaU]] > [[Close->49-3043-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=DdeLgPQuR2w]] > [[Close->49-3051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=DdeLgPQuR2w]] > [[Close->49-3052-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=DdeLgPQuR2w]] > [[Close->49-3053-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=PNcQwekI2KQ]] > [[Close->49-9021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ROJQXBuEnEY]] > [[Close->49-9041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ROJQXBuEnEY]] > [[Close->49-9043-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=ROJQXBuEnEY]] > [[Close->49-9044-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=vggk5l7taBs]] > [[Close->49-9051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=11bCD2L-Gus]] > [[Close->49-9052-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=JOXooel-J7E]] > [[Close->49-9062-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=I_mhZjRcH5s]] > [[Close->49-9071-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=UUDzupF5SdU]] > [[Close->49-9081-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=TSn6ghApPKM]] > [[Close->51-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=TSn6ghApPKM]] > [[Close->51-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=TSn6ghApPKM]] > [[Close->51-2031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=TSn6ghApPKM]] > [[Close->51-2041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=TSn6ghApPKM]] > [[Close->51-2051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=TSn6ghApPKM]] > [[Close->51-2061-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=62-onA1gzjQ]] > [[Close->51-3011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=EL-g0Lvw3g8]] > [[Close->51-3021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=f4-XVwJkHBg]] > [[Close->51-3091-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=f4-XVwJkHBg]] > [[Close->51-3092-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=f4-XVwJkHBg]] > [[Close->51-3093-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=f4-XVwJkHBg]] > [[Close->51-3099-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4023-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4032-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4033-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4034-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4035-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=OWNXI09WI14]] > [[Close->51-4041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4052-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4061-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4062-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4071-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4072-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4081-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=OWNXI09WI14]] > [[Close->51-4111-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=rzTzmkoSLg4]] > [[Close->51-4121-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4122-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4191-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-4193-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Avn11IVTieY]] > [[Close->51-7011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Avn11IVTieY]] > [[Close->51-7021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Avn11IVTieY]] > [[Close->51-7041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Avn11IVTieY]] > [[Close->51-7042-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Ug9QtgaRplo]] > [[Close->51-8011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Ug9QtgaRplo]] > [[Close->51-8012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=Ug9QtgaRplo]] > [[Close->51-8013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=y_1bmqR1D-4]] > [[Close->51-8021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=pABK8Di1Y5Q]] > [[Close->51-8031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=RCTxteXoiAA]] > [[Close->51-9061-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=j7f70i9ooFE]] > [[Close->51-9071-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=9El6cags1O4]] > [[Close->51-9081-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=9El6cags1O4]] > [[Close->51-9082-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=9El6cags1O4]] > [[Close->51-9083-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=G1t5wTv4rtc]] > [[Close->51-9123-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=G1t5wTv4rtc]] > [[Close->51-9124-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-9161-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=176-HGCTLqE]] > [[Close->51-9162-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=oey4mi_QV48]] > [[Close->53-2011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=oey4mi_QV48]] > [[Close->53-2012-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=1ejKHvDr-vI]] > [[Close->53-2021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=S6a3XVIMnHE]] > [[Close->53-2031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=nhDMoNCrniA]] > [[Close->53-3031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=yz8Oku9fQfQ]] > [[Close->53-3032-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=nhDMoNCrniA]] > [[Close->53-3033-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=52b8l3plMBE]] > [[Close->53-3051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=52b8l3plMBE]] > [[Close->53-3052-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=CcpvU_pzR-s]] > [[Close->53-3053-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=CcpvU_pzR-s]] > [[Close->53-3054-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=MfiUoy8D-JU]] > [[Close->53-4011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=MfiUoy8D-JU]] > [[Close->53-4013-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=MfiUoy8D-JU]] > [[Close->53-4022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=MfiUoy8D-JU]] > [[Close->53-4031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=V2zvpJucsK4]] > [[Close->53-5011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=V2zvpJucsK4]] > [[Close->53-5021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=V2zvpJucsK4]] > [[Close->53-5022-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=V2zvpJucsK4]] > [[Close->53-5031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=WNb5Idn3iP8]] > [[Close->53-7011-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=WNb5Idn3iP8]] > [[Close->53-7021-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=WNb5Idn3iP8]] > [[Close->53-7031-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=WNb5Idn3iP8]] > [[Close->53-7041-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=WNb5Idn3iP8]] > [[Close->53-7051-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wQr_uQMpmEM]] > [[Close->53-7061-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wQr_uQMpmEM]] > [[Close->53-7062-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wQr_uQMpmEM]] > [[Close->53-7063-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wQr_uQMpmEM]] > [[Close->53-7064-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wQr_uQMpmEM]] > [[Close->53-7065-Detailed]]

{embed passage: 'ExternalLink'} > [[Watch on YouTube->https://www.youtube.com/watch?v=wQr_uQMpmEM]] > [[Close->53-7081-Detailed]]

var11_0000_socCode: "11-0000-Major" var11_0000_medianPay: 0 var11_0000_employmentOutlookValue: 0 var11_0000_MaxSalaryInMajor: 171200 var11_0000_MaxSalaryInMinor: 0 var11_0000_MaxSalaryInBroad: 0 var11_0000_highAIRisk: "Unknown" --

var13_2011_socCode: "13-2011-Detailed" var13_2011_medianPay: 81680 var13_2011_employmentOutlookValue: 5 var13_2011_MaxSalaryInMajor: 102140 var13_2011_MaxSalaryInMinor: 102140 var13_2011_MaxSalaryInBroad: 81680 var13_2011_employmentOutlookDescription: "Faster than average" var13_2011_highAIRisk: "moderate" --

var11_1000_socCode: "11-1000-Minor" var11_1000_medianPay: 0 var11_1000_employmentOutlookValue: 0 var11_1000_MaxSalaryInMajor: 171200 var11_1000_MaxSalaryInMinor: 105350 var11_1000_MaxSalaryInBroad: 0 var11_1000_highAIRisk: "Unknown" --

var27_2011_socCode: "27-2011-Detailed" var27_2011_medianPay: 0 var27_2011_employmentOutlookValue: 0 var27_2011_MaxSalaryInMajor: 111040 var27_2011_MaxSalaryInMinor: 83480 var27_2011_MaxSalaryInBroad: 83480 var27_2011_employmentOutlookDescription: "Little or no change" var27_2011_highAIRisk: "low" --

var11_1010_socCode: "11-1010-Broad" var11_1010_medianPay: 0 var11_1010_employmentOutlookValue: 0 var11_1010_MaxSalaryInMajor: 171200 var11_1010_MaxSalaryInMinor: 105350 var11_1010_MaxSalaryInBroad: 105350 var11_1010_highAIRisk: "Unknown" --

var15_2011_socCode: "15-2011-Detailed" var15_2011_medianPay: 125770 var15_2011_employmentOutlookValue: 22 var15_2011_MaxSalaryInMajor: 140910 var15_2011_MaxSalaryInMinor: 125770 var15_2011_MaxSalaryInBroad: 125770 var15_2011_employmentOutlookDescription: "Much faster than average" var15_2011_highAIRisk: "moderate" --

var11_1011_socCode: "11-1011-Detailed" var11_1011_medianPay: 105350 var11_1011_employmentOutlookValue: 4 var11_1011_MaxSalaryInMajor: 171200 var11_1011_MaxSalaryInMinor: 105350 var11_1011_MaxSalaryInBroad: 105350 var11_1011_employmentOutlookDescription: "As fast as average" var11_1011_highAIRisk: "low" --

var29_1291_socCode: "29-1291-Detailed" var29_1291_medianPay: 0 var29_1291_employmentOutlookValue: 0 var29_1291_MaxSalaryInMajor: 179210 var29_1291_MaxSalaryInMinor: 94260 var29_1291_MaxSalaryInBroad: 94260 var29_1291_highAIRisk: "low" --

var11_1020_socCode: "11-1020-Broad" var11_1020_medianPay: 0 var11_1020_employmentOutlookValue: 0 var11_1020_MaxSalaryInMajor: 171200 var11_1020_MaxSalaryInMinor: 105350 var11_1020_MaxSalaryInBroad: 105350 var11_1020_highAIRisk: "Unknown" --

var11_1021_socCode: "11-1021-Detailed" var11_1021_medianPay: 105350 var11_1021_employmentOutlookValue: 4 var11_1021_MaxSalaryInMajor: 171200 var11_1021_MaxSalaryInMinor: 105350 var11_1021_MaxSalaryInBroad: 105350 var11_1021_employmentOutlookDescription: "As fast as average" var11_1021_highAIRisk: "low" --

var23_1021_socCode: "23-1021-Detailed" var23_1021_medianPay: 135160 var23_1021_employmentOutlookValue: 1 var23_1021_MaxSalaryInMajor: 151160 var23_1021_MaxSalaryInMinor: 151160 var23_1021_MaxSalaryInBroad: 135160 var23_1021_employmentOutlookDescription: "Slower than average" var23_1021_highAIRisk: "low" --

var11_1030_socCode: "11-1030-Broad" var11_1030_medianPay: 0 var11_1030_employmentOutlookValue: 0 var11_1030_MaxSalaryInMajor: 171200 var11_1030_MaxSalaryInMinor: 105350 var11_1030_MaxSalaryInBroad: 0 var11_1030_highAIRisk: "Unknown" --

var11_3012_socCode: "11-3012-Detailed" var11_3012_medianPay: 106880 var11_3012_employmentOutlookValue: 4 var11_3012_MaxSalaryInMajor: 171200 var11_3012_MaxSalaryInMinor: 171200 var11_3012_MaxSalaryInBroad: 106880 var11_3012_employmentOutlookDescription: "As fast as average" var11_3012_highAIRisk: "low" --

var11_1031_socCode: "11-1031-Detailed" var11_1031_medianPay: 0 var11_1031_employmentOutlookValue: 0 var11_1031_MaxSalaryInMajor: 171200 var11_1031_MaxSalaryInMinor: 105350 var11_1031_MaxSalaryInBroad: 0 var11_1031_highAIRisk: "Unknown" --

var25_3011_socCode: "25-3011-Detailed" var25_3011_medianPay: 59950 var25_3011_employmentOutlookValue: -14 var25_3011_MaxSalaryInMajor: 83980 var25_3011_MaxSalaryInMinor: 59950 var25_3011_MaxSalaryInBroad: 59950 var25_3011_employmentOutlookDescription: "Decline" var25_3011_highAIRisk: "low" --

var11_2000_socCode: "11-2000-Minor" var11_2000_medianPay: 0 var11_2000_employmentOutlookValue: 0 var11_2000_MaxSalaryInMajor: 171200 var11_2000_MaxSalaryInMinor: 159660 var11_2000_MaxSalaryInBroad: 0 var11_2000_highAIRisk: "Unknown" --

var11_2011_socCode: "11-2011-Detailed" var11_2011_medianPay: 159660 var11_2011_employmentOutlookValue: 6 var11_2011_MaxSalaryInMajor: 171200 var11_2011_MaxSalaryInMinor: 159660 var11_2011_MaxSalaryInBroad: 159660 var11_2011_employmentOutlookDescription: "Faster than average" var11_2011_highAIRisk: "low" --

var11_2010_socCode: "11-2010-Broad" var11_2010_medianPay: 0 var11_2010_employmentOutlookValue: 0 var11_2010_MaxSalaryInMajor: 171200 var11_2010_MaxSalaryInMinor: 159660 var11_2010_MaxSalaryInBroad: 159660 var11_2010_highAIRisk: "Unknown" --

var17_3021_socCode: "17-3021-Detailed" var17_3021_medianPay: 79830 var17_3021_employmentOutlookValue: 8 var17_3021_MaxSalaryInMajor: 155020 var17_3021_MaxSalaryInMinor: 79830 var17_3021_MaxSalaryInBroad: 79830 var17_3021_employmentOutlookDescription: "Much faster than average" var17_3021_highAIRisk: "low" --

var11_2020_socCode: "11-2020-Broad" var11_2020_medianPay: 0 var11_2020_employmentOutlookValue: 0 var11_2020_MaxSalaryInMajor: 171200 var11_2020_MaxSalaryInMinor: 159660 var11_2020_MaxSalaryInBroad: 159660 var11_2020_highAIRisk: "Unknown" --

var17_2011_socCode: "17-2011-Detailed" var17_2011_medianPay: 134830 var17_2011_employmentOutlookValue: 6 var17_2011_MaxSalaryInMajor: 155020 var17_2011_MaxSalaryInMinor: 155020 var17_2011_MaxSalaryInBroad: 134830 var17_2011_employmentOutlookDescription: "Faster than average" var17_2011_highAIRisk: "low" --

var11_2021_socCode: "11-2021-Detailed" var11_2021_medianPay: 159660 var11_2021_employmentOutlookValue: 6 var11_2021_MaxSalaryInMajor: 171200 var11_2021_MaxSalaryInMinor: 159660 var11_2021_MaxSalaryInBroad: 159660 var11_2021_employmentOutlookDescription: "Faster than average" var11_2021_highAIRisk: "low" --

var13_1011_socCode: "13-1011-Detailed" var13_1011_medianPay: 0 var13_1011_employmentOutlookValue: 0 var13_1011_MaxSalaryInMajor: 102140 var13_1011_MaxSalaryInMinor: 100750 var13_1011_MaxSalaryInBroad: 0 var13_1011_highAIRisk: "low" --

var11_2022_socCode: "11-2022-Detailed" var11_2022_medianPay: 138060 var11_2022_employmentOutlookValue: 5 var11_2022_MaxSalaryInMajor: 171200 var11_2022_MaxSalaryInMinor: 159660 var11_2022_MaxSalaryInBroad: 159660 var11_2022_employmentOutlookDescription: "Faster than average" var11_2022_highAIRisk: "low" --

var17_2021_socCode: "17-2021-Detailed" var17_2021_medianPay: 84630 var17_2021_employmentOutlookValue: 6 var17_2021_MaxSalaryInMajor: 155020 var17_2021_MaxSalaryInMinor: 155020 var17_2021_MaxSalaryInBroad: 84630 var17_2021_employmentOutlookDescription: "Faster than average" var17_2021_highAIRisk: "low" --

var11_2030_socCode: "11-2030-Broad" var11_2030_medianPay: 0 var11_2030_employmentOutlookValue: 0 var11_2030_MaxSalaryInMajor: 171200 var11_2030_MaxSalaryInMinor: 159660 var11_2030_MaxSalaryInBroad: 132870 var11_2030_highAIRisk: "Unknown" --

var11_2032_socCode: "11-2032-Detailed" var11_2032_medianPay: 132870 var11_2032_employmentOutlookValue: 5 var11_2032_MaxSalaryInMajor: 171200 var11_2032_MaxSalaryInMinor: 159660 var11_2032_MaxSalaryInBroad: 132870 var11_2032_employmentOutlookDescription: "Faster than average" var11_2032_highAIRisk: "low" --

var11_2033_socCode: "11-2033-Detailed" var11_2033_medianPay: 132870 var11_2033_employmentOutlookValue: 5 var11_2033_MaxSalaryInMajor: 171200 var11_2033_MaxSalaryInMinor: 159660 var11_2033_MaxSalaryInBroad: 132870 var11_2033_employmentOutlookDescription: "Faster than average" var11_2033_highAIRisk: "low" --

var25_1041_socCode: "25-1041-Detailed" var25_1041_medianPay: 83980 var25_1041_employmentOutlookValue: 7 var25_1041_MaxSalaryInMajor: 83980 var25_1041_MaxSalaryInMinor: 83980 var25_1041_MaxSalaryInBroad: 83980 var25_1041_employmentOutlookDescription: "Much faster than average" var25_1041_highAIRisk: "low" --

var11_3000_socCode: "11-3000-Minor" var11_3000_medianPay: 0 var11_3000_employmentOutlookValue: 0 var11_3000_MaxSalaryInMajor: 171200 var11_3000_MaxSalaryInMinor: 171200 var11_3000_MaxSalaryInBroad: 0 var11_3000_highAIRisk: "Unknown" --

var19_4012_socCode: "19-4012-Detailed" var19_4012_medianPay: 48480 var19_4012_employmentOutlookValue: 5 var19_4012_MaxSalaryInMajor: 166290 var19_4012_MaxSalaryInMinor: 104240 var19_4012_MaxSalaryInBroad: 48480 var19_4012_employmentOutlookDescription: "Faster than average" var19_4012_highAIRisk: "low" --

var11_3010_socCode: "11-3010-Broad" var11_3010_medianPay: 0 var11_3010_employmentOutlookValue: 0 var11_3010_MaxSalaryInMajor: 171200 var11_3010_MaxSalaryInMinor: 171200 var11_3010_MaxSalaryInBroad: 106880 var11_3010_highAIRisk: "Unknown" --

var15_1254_socCode: "15-1254-Detailed" var15_1254_medianPay: 95380 var15_1254_employmentOutlookValue: 7 var15_1254_MaxSalaryInMajor: 140910 var15_1254_MaxSalaryInMinor: 140910 var15_1254_MaxSalaryInBroad: 131450 var15_1254_employmentOutlookDescription: "Much faster than average" var15_1254_highAIRisk: "low" --

var11_3013_socCode: "11-3013-Detailed" var11_3013_medianPay: 106880 var11_3013_employmentOutlookValue: 4 var11_3013_MaxSalaryInMajor: 171200 var11_3013_MaxSalaryInMinor: 171200 var11_3013_MaxSalaryInBroad: 106880 var11_3013_employmentOutlookDescription: "As fast as average" var11_3013_highAIRisk: "low" --

var11_3020_socCode: "11-3020-Broad" var11_3020_medianPay: 0 var11_3020_employmentOutlookValue: 0 var11_3020_MaxSalaryInMajor: 171200 var11_3020_MaxSalaryInMinor: 171200 var11_3020_MaxSalaryInBroad: 171200 var11_3020_highAIRisk: "Unknown" --

var11_3021_socCode: "11-3021-Detailed" var11_3021_medianPay: 171200 var11_3021_employmentOutlookValue: 15 var11_3021_MaxSalaryInMajor: 171200 var11_3021_MaxSalaryInMinor: 171200 var11_3021_MaxSalaryInBroad: 171200 var11_3021_employmentOutlookDescription: "Much faster than average" var11_3021_highAIRisk: "low" --

var11_3030_socCode: "11-3030-Broad" var11_3030_medianPay: 0 var11_3030_employmentOutlookValue: 0 var11_3030_MaxSalaryInMajor: 171200 var11_3030_MaxSalaryInMinor: 171200 var11_3030_MaxSalaryInBroad: 161700 var11_3030_highAIRisk: "Unknown" --

var11_3031_socCode: "11-3031-Detailed" var11_3031_medianPay: 161700 var11_3031_employmentOutlookValue: 15 var11_3031_MaxSalaryInMajor: 171200 var11_3031_MaxSalaryInMinor: 171200 var11_3031_MaxSalaryInBroad: 161700 var11_3031_employmentOutlookDescription: "Much faster than average" var11_3031_highAIRisk: "low" --

var11_3050_socCode: "11-3050-Broad" var11_3050_medianPay: 0 var11_3050_employmentOutlookValue: 0 var11_3050_MaxSalaryInMajor: 171200 var11_3050_MaxSalaryInMinor: 171200 var11_3050_MaxSalaryInBroad: 121440 var11_3050_highAIRisk: "Unknown" --

var11_3051_socCode: "11-3051-Detailed" var11_3051_medianPay: 121440 var11_3051_employmentOutlookValue: 2 var11_3051_MaxSalaryInMajor: 171200 var11_3051_MaxSalaryInMinor: 171200 var11_3051_MaxSalaryInBroad: 121440 var11_3051_employmentOutlookDescription: "Slower than average" var11_3051_highAIRisk: "low" --

var11_3060_socCode: "11-3060-Broad" var11_3060_medianPay: 0 var11_3060_employmentOutlookValue: 0 var11_3060_MaxSalaryInMajor: 171200 var11_3060_MaxSalaryInMinor: 171200 var11_3060_MaxSalaryInBroad: 79830 var11_3060_highAIRisk: "Unknown" --

var29_1211_socCode: "29-1211-Detailed" var29_1211_medianPay: 0 var29_1211_employmentOutlookValue: 3 var29_1211_MaxSalaryInMajor: 179210 var29_1211_MaxSalaryInMinor: 94260 var29_1211_MaxSalaryInBroad: 0 var29_1211_employmentOutlookDescription: "As fast as average" var29_1211_highAIRisk: "low" --

var11_3061_socCode: "11-3061-Detailed" var11_3061_medianPay: 79830 var11_3061_employmentOutlookValue: 5 var11_3061_MaxSalaryInMajor: 171200 var11_3061_MaxSalaryInMinor: 171200 var11_3061_MaxSalaryInBroad: 79830 var11_3061_employmentOutlookDescription: "Faster than average" var11_3061_highAIRisk: "low" --

var11_3070_socCode: "11-3070-Broad" var11_3070_medianPay: 0 var11_3070_employmentOutlookValue: 0 var11_3070_MaxSalaryInMajor: 171200 var11_3070_MaxSalaryInMinor: 171200 var11_3070_MaxSalaryInBroad: 102010 var11_3070_highAIRisk: "Unknown" --

var39_2021_socCode: "39-2021-Detailed" var39_2021_medianPay: 33860 var39_2021_employmentOutlookValue: 11 var39_2021_MaxSalaryInMajor: 59420 var39_2021_MaxSalaryInMinor: 33860 var39_2021_MaxSalaryInBroad: 33860 var39_2021_employmentOutlookDescription: "Much faster than average" var39_2021_highAIRisk: "low" --

var11_3071_socCode: "11-3071-Detailed" var11_3071_medianPay: 102010 var11_3071_employmentOutlookValue: 6 var11_3071_MaxSalaryInMajor: 171200 var11_3071_MaxSalaryInMinor: 171200 var11_3071_MaxSalaryInBroad: 102010 var11_3071_employmentOutlookDescription: "Faster than average" var11_3071_highAIRisk: "low" --

var33_9011_socCode: "33-9011-Detailed" var33_9011_medianPay: 0 var33_9011_employmentOutlookValue: 0 var33_9011_MaxSalaryInMajor: 77270 var33_9011_MaxSalaryInMinor: 52370 var33_9011_MaxSalaryInBroad: 0 var33_9011_highAIRisk: "low" --

var11_3110_socCode: "11-3110-Broad" var11_3110_medianPay: 0 var11_3110_employmentOutlookValue: 0 var11_3110_MaxSalaryInMajor: 171200 var11_3110_MaxSalaryInMinor: 140360 var11_3110_MaxSalaryInBroad: 140360 var11_3110_highAIRisk: "Unknown" --

var19_1011_socCode: "19-1011-Detailed" var19_1011_medianPay: 78770 var19_1011_employmentOutlookValue: 6 var19_1011_MaxSalaryInMajor: 166290 var19_1011_MaxSalaryInMinor: 103650 var19_1011_MaxSalaryInBroad: 78770 var19_1011_employmentOutlookDescription: "Faster than average" var19_1011_highAIRisk: "low" --

var11_3111_socCode: "11-3111-Detailed" var11_3111_medianPay: 140360 var11_3111_employmentOutlookValue: 0 var11_3111_MaxSalaryInMajor: 171200 var11_3111_MaxSalaryInMinor: 140360 var11_3111_MaxSalaryInBroad: 140360 var11_3111_employmentOutlookDescription: "Little or no change" var11_3111_highAIRisk: "low" --

var39_2011_socCode: "39-2011-Detailed" var39_2011_medianPay: 33860 var39_2011_employmentOutlookValue: 11 var39_2011_MaxSalaryInMajor: 59420 var39_2011_MaxSalaryInMinor: 33860 var39_2011_MaxSalaryInBroad: 33860 var39_2011_employmentOutlookDescription: "Much faster than average" var39_2011_highAIRisk: "low" --

var11_3120_socCode: "11-3120-Broad" var11_3120_medianPay: 0 var11_3120_employmentOutlookValue: 0 var11_3120_MaxSalaryInMajor: 171200 var11_3120_MaxSalaryInMinor: 140360 var11_3120_MaxSalaryInBroad: 140030 var11_3120_highAIRisk: "Unknown" --

var19_3091_socCode: "19-3091-Detailed" var19_3091_medianPay: 64910 var19_3091_employmentOutlookValue: 4 var19_3091_MaxSalaryInMajor: 166290 var19_3091_MaxSalaryInMinor: 139380 var19_3091_MaxSalaryInBroad: 139380 var19_3091_employmentOutlookDescription: "As fast as average" var19_3091_highAIRisk: "low" --

var11_3121_socCode: "11-3121-Detailed" var11_3121_medianPay: 140030 var11_3121_employmentOutlookValue: 5 var11_3121_MaxSalaryInMajor: 171200 var11_3121_MaxSalaryInMinor: 140360 var11_3121_MaxSalaryInBroad: 140030 var11_3121_employmentOutlookDescription: "Faster than average" var11_3121_highAIRisk: "low" --

var25_1061_socCode: "25-1061-Detailed" var25_1061_medianPay: 83980 var25_1061_employmentOutlookValue: 7 var25_1061_MaxSalaryInMajor: 83980 var25_1061_MaxSalaryInMinor: 83980 var25_1061_MaxSalaryInBroad: 83980 var25_1061_employmentOutlookDescription: "Much faster than average" var25_1061_highAIRisk: "low" --

var11_3130_socCode: "11-3130-Broad" var11_3130_medianPay: 0 var11_3130_employmentOutlookValue: 0 var11_3130_MaxSalaryInMajor: 171200 var11_3130_MaxSalaryInMinor: 140360 var11_3130_MaxSalaryInBroad: 127090 var11_3130_highAIRisk: "Unknown" --

var13_2023_socCode: "13-2023-Detailed" var13_2023_medianPay: 0 var13_2023_employmentOutlookValue: 0 var13_2023_MaxSalaryInMajor: 102140 var13_2023_MaxSalaryInMinor: 102140 var13_2023_MaxSalaryInBroad: 65420 var13_2023_highAIRisk: "moderate" --

var11_3131_socCode: "11-3131-Detailed" var11_3131_medianPay: 127090 var11_3131_employmentOutlookValue: 6 var11_3131_MaxSalaryInMajor: 171200 var11_3131_MaxSalaryInMinor: 140360 var11_3131_MaxSalaryInBroad: 127090 var11_3131_employmentOutlookDescription: "Faster than average" var11_3131_highAIRisk: "low" --

var23_1022_socCode: "23-1022-Detailed" var23_1022_medianPay: 67710 var23_1022_employmentOutlookValue: 4 var23_1022_MaxSalaryInMajor: 151160 var23_1022_MaxSalaryInMinor: 151160 var23_1022_MaxSalaryInBroad: 135160 var23_1022_employmentOutlookDescription: "As fast as average" var23_1022_highAIRisk: "low" --

var11_9000_socCode: "11-9000-Minor" var11_9000_medianPay: 0 var11_9000_employmentOutlookValue: 0 var11_9000_MaxSalaryInMajor: 171200 var11_9000_MaxSalaryInMinor: 167740 var11_9000_MaxSalaryInBroad: 0 var11_9000_highAIRisk: "Unknown" --

var17_1011_socCode: "17-1011-Detailed" var17_1011_medianPay: 96690 var17_1011_employmentOutlookValue: 4 var17_1011_MaxSalaryInMajor: 155020 var17_1011_MaxSalaryInMinor: 96690 var17_1011_MaxSalaryInBroad: 96690 var17_1011_employmentOutlookDescription: "As fast as average" var17_1011_highAIRisk: "low" --

var11_9010_socCode: "11-9010-Broad" var11_9010_medianPay: 0 var11_9010_employmentOutlookValue: 0 var11_9010_MaxSalaryInMajor: 171200 var11_9010_MaxSalaryInMinor: 167740 var11_9010_MaxSalaryInBroad: 87980 var11_9010_highAIRisk: "Unknown" --

var17_3011_socCode: "17-3011-Detailed" var17_3011_medianPay: 65380 var17_3011_employmentOutlookValue: 0 var17_3011_MaxSalaryInMajor: 155020 var17_3011_MaxSalaryInMinor: 79830 var17_3011_MaxSalaryInBroad: 65380 var17_3011_employmentOutlookDescription: "Little or no change" var17_3011_highAIRisk: "low" --

var11_9013_socCode: "11-9013-Detailed" var11_9013_medianPay: 87980 var11_9013_employmentOutlookValue: -1 var11_9013_MaxSalaryInMajor: 171200 var11_9013_MaxSalaryInMinor: 167740 var11_9013_MaxSalaryInBroad: 87980 var11_9013_employmentOutlookDescription: "Decline" var11_9013_highAIRisk: "low" --

var11_9041_socCode: "11-9041-Detailed" var11_9041_medianPay: 167740 var11_9041_employmentOutlookValue: 4 var11_9041_MaxSalaryInMajor: 171200 var11_9041_MaxSalaryInMinor: 167740 var11_9041_MaxSalaryInBroad: 167740 var11_9041_employmentOutlookDescription: "As fast as average" var11_9041_highAIRisk: "low" --

var11_9020_socCode: "11-9020-Broad" var11_9020_medianPay: 0 var11_9020_employmentOutlookValue: 0 var11_9020_MaxSalaryInMajor: 171200 var11_9020_MaxSalaryInMinor: 167740 var11_9020_MaxSalaryInBroad: 106980 var11_9020_highAIRisk: "Unknown" --

var25_1031_socCode: "25-1031-Detailed" var25_1031_medianPay: 83980 var25_1031_employmentOutlookValue: 7 var25_1031_MaxSalaryInMajor: 83980 var25_1031_MaxSalaryInMinor: 83980 var25_1031_MaxSalaryInBroad: 83980 var25_1031_employmentOutlookDescription: "Much faster than average" var25_1031_highAIRisk: "low" --

var11_9021_socCode: "11-9021-Detailed" var11_9021_medianPay: 106980 var11_9021_employmentOutlookValue: 9 var11_9021_MaxSalaryInMajor: 171200 var11_9021_MaxSalaryInMinor: 167740 var11_9021_MaxSalaryInBroad: 106980 var11_9021_employmentOutlookDescription: "Much faster than average" var11_9021_highAIRisk: "low" --

var25_4011_socCode: "25-4011-Detailed" var25_4011_medianPay: 57100 var25_4011_employmentOutlookValue: 6 var25_4011_MaxSalaryInMajor: 83980 var25_4011_MaxSalaryInMinor: 64320 var25_4011_MaxSalaryInBroad: 57100 var25_4011_employmentOutlookDescription: "Faster than average" var25_4011_highAIRisk: "low" --

var11_9030_socCode: "11-9030-Broad" var11_9030_medianPay: 0 var11_9030_employmentOutlookValue: 0 var11_9030_MaxSalaryInMajor: 171200 var11_9030_MaxSalaryInMinor: 167740 var11_9030_MaxSalaryInBroad: 104070 var11_9030_highAIRisk: "Unknown" --

var25_1062_socCode: "25-1062-Detailed" var25_1062_medianPay: 83980 var25_1062_employmentOutlookValue: 7 var25_1062_MaxSalaryInMajor: 83980 var25_1062_MaxSalaryInMinor: 83980 var25_1062_MaxSalaryInBroad: 83980 var25_1062_employmentOutlookDescription: "Much faster than average" var25_1062_highAIRisk: "low" --

var11_9031_socCode: "11-9031-Detailed" var11_9031_medianPay: 56270 var11_9031_employmentOutlookValue: -3 var11_9031_MaxSalaryInMajor: 171200 var11_9031_MaxSalaryInMinor: 167740 var11_9031_MaxSalaryInBroad: 104070 var11_9031_employmentOutlookDescription: "Decline" var11_9031_highAIRisk: "low" --

var27_1011_socCode: "27-1011-Detailed" var27_1011_medianPay: 111040 var27_1011_employmentOutlookValue: 4 var27_1011_MaxSalaryInMajor: 111040 var27_1011_MaxSalaryInMinor: 111040 var27_1011_MaxSalaryInBroad: 111040 var27_1011_employmentOutlookDescription: "As fast as average" var27_1011_highAIRisk: "low" --

var11_9032_socCode: "11-9032-Detailed" var11_9032_medianPay: 104070 var11_9032_employmentOutlookValue: -2 var11_9032_MaxSalaryInMajor: 171200 var11_9032_MaxSalaryInMinor: 167740 var11_9032_MaxSalaryInBroad: 104070 var11_9032_employmentOutlookDescription: "Decline" var11_9032_highAIRisk: "low" --

var25_1121_socCode: "25-1121-Detailed" var25_1121_medianPay: 83980 var25_1121_employmentOutlookValue: 7 var25_1121_MaxSalaryInMajor: 83980 var25_1121_MaxSalaryInMinor: 83980 var25_1121_MaxSalaryInBroad: 83980 var25_1121_employmentOutlookDescription: "Much faster than average" var25_1121_highAIRisk: "low" --

var11_9033_socCode: "11-9033-Detailed" var11_9033_medianPay: 103960 var11_9033_employmentOutlookValue: 2 var11_9033_MaxSalaryInMajor: 171200 var11_9033_MaxSalaryInMinor: 167740 var11_9033_MaxSalaryInBroad: 104070 var11_9033_employmentOutlookDescription: "Slower than average" var11_9033_highAIRisk: "low" --

var27_1013_socCode: "27-1013-Detailed" var27_1013_medianPay: 56260 var27_1013_employmentOutlookValue: 0 var27_1013_MaxSalaryInMajor: 111040 var27_1013_MaxSalaryInMinor: 111040 var27_1013_MaxSalaryInBroad: 111040 var27_1013_employmentOutlookDescription: "Little or no change" var27_1013_highAIRisk: "moderate" --

var11_9039_socCode: "11-9039-Detailed" var11_9039_medianPay: 0 var11_9039_employmentOutlookValue: 0 var11_9039_MaxSalaryInMajor: 171200 var11_9039_MaxSalaryInMinor: 167740 var11_9039_MaxSalaryInBroad: 104070 var11_9039_highAIRisk: "Unknown" --

var19_2011_socCode: "19-2011-Detailed" var19_2011_medianPay: 166290 var19_2011_employmentOutlookValue: 4 var19_2011_MaxSalaryInMajor: 166290 var19_2011_MaxSalaryInMinor: 166290 var19_2011_MaxSalaryInBroad: 166290 var19_2011_employmentOutlookDescription: "As fast as average" var19_2011_highAIRisk: "low" --

var11_9040_socCode: "11-9040-Broad" var11_9040_medianPay: 0 var11_9040_employmentOutlookValue: 0 var11_9040_MaxSalaryInMajor: 171200 var11_9040_MaxSalaryInMinor: 167740 var11_9040_MaxSalaryInBroad: 167740 var11_9040_highAIRisk: "Unknown" --

var27_2021_socCode: "27-2021-Detailed" var27_2021_medianPay: 62360 var27_2021_employmentOutlookValue: 5 var27_2021_MaxSalaryInMajor: 111040 var27_2021_MaxSalaryInMinor: 83480 var27_2021_MaxSalaryInBroad: 62360 var27_2021_employmentOutlookDescription: "Faster than average" var27_2021_highAIRisk: "low" --

var29_9091_socCode: "29-9091-Detailed" var29_9091_medianPay: 60250 var29_9091_employmentOutlookValue: 11 var29_9091_MaxSalaryInMajor: 179210 var29_9091_MaxSalaryInMinor: 98910 var29_9091_MaxSalaryInBroad: 98910 var29_9091_employmentOutlookDescription: "Much faster than average" var29_9091_highAIRisk: "low" --

var11_9050_socCode: "11-9050-Broad" var11_9050_medianPay: 0 var11_9050_employmentOutlookValue: 0 var11_9050_MaxSalaryInMajor: 171200 var11_9050_MaxSalaryInMinor: 167740 var11_9050_MaxSalaryInBroad: 65310 var11_9050_highAIRisk: "Unknown" --

var19_2021_socCode: "19-2021-Detailed" var19_2021_medianPay: 97450 var19_2021_employmentOutlookValue: 1 var19_2021_MaxSalaryInMajor: 166290 var19_2021_MaxSalaryInMinor: 166290 var19_2021_MaxSalaryInBroad: 97450 var19_2021_employmentOutlookDescription: "Slower than average" var19_2021_highAIRisk: "low" --

var11_9051_socCode: "11-9051-Detailed" var11_9051_medianPay: 65310 var11_9051_employmentOutlookValue: 6 var11_9051_MaxSalaryInMajor: 171200 var11_9051_MaxSalaryInMinor: 167740 var11_9051_MaxSalaryInBroad: 65310 var11_9051_employmentOutlookDescription: "Faster than average" var11_9051_highAIRisk: "low" --

var25_1051_socCode: "25-1051-Detailed" var25_1051_medianPay: 83980 var25_1051_employmentOutlookValue: 7 var25_1051_MaxSalaryInMajor: 83980 var25_1051_MaxSalaryInMinor: 83980 var25_1051_MaxSalaryInBroad: 83980 var25_1051_employmentOutlookDescription: "Much faster than average" var25_1051_highAIRisk: "low" --

var11_9070_socCode: "11-9070-Broad" var11_9070_medianPay: 0 var11_9070_employmentOutlookValue: 0 var11_9070_MaxSalaryInMajor: 171200 var11_9070_MaxSalaryInMinor: 167740 var11_9070_MaxSalaryInBroad: 77180 var11_9070_highAIRisk: "Unknown" --

var27_4011_socCode: "27-4011-Detailed" var27_4011_medianPay: 56600 var27_4011_employmentOutlookValue: 1 var27_4011_MaxSalaryInMajor: 111040 var27_4011_MaxSalaryInMinor: 70570 var27_4011_MaxSalaryInBroad: 56600 var27_4011_employmentOutlookDescription: "Slower than average" var27_4011_highAIRisk: "low" --

var11_9071_socCode: "11-9071-Detailed" var11_9071_medianPay: 35630 var11_9071_employmentOutlookValue: 0 var11_9071_MaxSalaryInMajor: 171200 var11_9071_MaxSalaryInMinor: 167740 var11_9071_MaxSalaryInBroad: 77180 var11_9071_employmentOutlookDescription: "Little or no change" var11_9071_highAIRisk: "low" --

var29_1181_socCode: "29-1181-Detailed" var29_1181_medianPay: 92120 var29_1181_employmentOutlookValue: 9 var29_1181_MaxSalaryInMajor: 179210 var29_1181_MaxSalaryInMinor: 132050 var29_1181_MaxSalaryInBroad: 92120 var29_1181_employmentOutlookDescription: "Much faster than average" var29_1181_highAIRisk: "low" --

var11_9072_socCode: "11-9072-Detailed" var11_9072_medianPay: 77180 var11_9072_employmentOutlookValue: 8 var11_9072_MaxSalaryInMajor: 171200 var11_9072_MaxSalaryInMinor: 167740 var11_9072_MaxSalaryInBroad: 77180 var11_9072_employmentOutlookDescription: "Much faster than average" var11_9072_highAIRisk: "Unknown" --

var11_9080_socCode: "11-9080-Broad" var11_9080_medianPay: 0 var11_9080_employmentOutlookValue: 0 var11_9080_MaxSalaryInMajor: 171200 var11_9080_MaxSalaryInMinor: 167740 var11_9080_MaxSalaryInBroad: 68130 var11_9080_highAIRisk: "Unknown" --

var11_9081_socCode: "11-9081-Detailed" var11_9081_medianPay: 68130 var11_9081_employmentOutlookValue: 3 var11_9081_MaxSalaryInMajor: 171200 var11_9081_MaxSalaryInMinor: 167740 var11_9081_MaxSalaryInBroad: 68130 var11_9081_employmentOutlookDescription: "As fast as average" var11_9081_highAIRisk: "low" --

var11_9110_socCode: "11-9110-Broad" var11_9110_medianPay: 0 var11_9110_employmentOutlookValue: 0 var11_9110_MaxSalaryInMajor: 171200 var11_9110_MaxSalaryInMinor: 161180 var11_9110_MaxSalaryInBroad: 117960 var11_9110_highAIRisk: "Unknown" --

var11_9111_socCode: "11-9111-Detailed" var11_9111_medianPay: 117960 var11_9111_employmentOutlookValue: 23 var11_9111_MaxSalaryInMajor: 171200 var11_9111_MaxSalaryInMinor: 161180 var11_9111_MaxSalaryInBroad: 117960 var11_9111_employmentOutlookDescription: "Much faster than average" var11_9111_highAIRisk: "low" --

var11_9120_socCode: "11-9120-Broad" var11_9120_medianPay: 0 var11_9120_employmentOutlookValue: 0 var11_9120_MaxSalaryInMajor: 171200 var11_9120_MaxSalaryInMinor: 161180 var11_9120_MaxSalaryInBroad: 161180 var11_9120_highAIRisk: "Unknown" --

var11_9121_socCode: "11-9121-Detailed" var11_9121_medianPay: 161180 var11_9121_employmentOutlookValue: 4 var11_9121_MaxSalaryInMajor: 171200 var11_9121_MaxSalaryInMinor: 161180 var11_9121_MaxSalaryInBroad: 161180 var11_9121_employmentOutlookDescription: "As fast as average" var11_9121_highAIRisk: "low" --

var11_9130_socCode: "11-9130-Broad" var11_9130_medianPay: 0 var11_9130_employmentOutlookValue: 0 var11_9130_MaxSalaryInMajor: 171200 var11_9130_MaxSalaryInMinor: 161180 var11_9130_MaxSalaryInBroad: 0 var11_9130_highAIRisk: "Unknown" --

var33_3011_socCode: "33-3011-Detailed" var33_3011_medianPay: 57950 var33_3011_employmentOutlookValue: -7 var33_3011_MaxSalaryInMajor: 77270 var33_3011_MaxSalaryInMinor: 77270 var33_3011_MaxSalaryInBroad: 57950 var33_3011_employmentOutlookDescription: "Decline" var33_3011_highAIRisk: "low" --

var11_9131_socCode: "11-9131-Detailed" var11_9131_medianPay: 0 var11_9131_employmentOutlookValue: 0 var11_9131_MaxSalaryInMajor: 171200 var11_9131_MaxSalaryInMinor: 161180 var11_9131_MaxSalaryInBroad: 0 var11_9131_highAIRisk: "low" --

var11_9140_socCode: "11-9140-Broad" var11_9140_medianPay: 0 var11_9140_employmentOutlookValue: 0 var11_9140_MaxSalaryInMajor: 171200 var11_9140_MaxSalaryInMinor: 161180 var11_9140_MaxSalaryInBroad: 66700 var11_9140_highAIRisk: "Unknown" --

var11_9141_socCode: "11-9141-Detailed" var11_9141_medianPay: 66700 var11_9141_employmentOutlookValue: 4 var11_9141_MaxSalaryInMajor: 171200 var11_9141_MaxSalaryInMinor: 161180 var11_9141_MaxSalaryInBroad: 66700 var11_9141_employmentOutlookDescription: "As fast as average" var11_9141_highAIRisk: "low" --

var35_3011_socCode: "35-3011-Detailed" var35_3011_medianPay: 33530 var35_3011_employmentOutlookValue: 6 var35_3011_MaxSalaryInMajor: 60990 var35_3011_MaxSalaryInMinor: 33760 var35_3011_MaxSalaryInBroad: 33530 var35_3011_employmentOutlookDescription: "Faster than average" var35_3011_highAIRisk: "low" --

var11_9150_socCode: "11-9150-Broad" var11_9150_medianPay: 0 var11_9150_employmentOutlookValue: 0 var11_9150_MaxSalaryInMajor: 171200 var11_9150_MaxSalaryInMinor: 161180 var11_9150_MaxSalaryInBroad: 78240 var11_9150_highAIRisk: "Unknown" --

var11_9151_socCode: "11-9151-Detailed" var11_9151_medianPay: 78240 var11_9151_employmentOutlookValue: 6 var11_9151_MaxSalaryInMajor: 171200 var11_9151_MaxSalaryInMinor: 161180 var11_9151_MaxSalaryInBroad: 78240 var11_9151_employmentOutlookDescription: "Faster than average" var11_9151_highAIRisk: "low" --

var11_9160_socCode: "11-9160-Broad" var11_9160_medianPay: 0 var11_9160_employmentOutlookValue: 0 var11_9160_MaxSalaryInMajor: 171200 var11_9160_MaxSalaryInMinor: 161180 var11_9160_MaxSalaryInBroad: 86130 var11_9160_highAIRisk: "Unknown" --

var11_9161_socCode: "11-9161-Detailed" var11_9161_medianPay: 86130 var11_9161_employmentOutlookValue: 3 var11_9161_MaxSalaryInMajor: 171200 var11_9161_MaxSalaryInMinor: 161180 var11_9161_MaxSalaryInBroad: 86130 var11_9161_employmentOutlookDescription: "As fast as average" var11_9161_highAIRisk: "low" --

var19_1021_socCode: "19-1021-Detailed" var19_1021_medianPay: 103650 var19_1021_employmentOutlookValue: 6 var19_1021_MaxSalaryInMajor: 166290 var19_1021_MaxSalaryInMinor: 103650 var19_1021_MaxSalaryInBroad: 103650 var19_1021_employmentOutlookDescription: "Faster than average" var19_1021_highAIRisk: "low" --

var11_9170_socCode: "11-9170-Broad" var11_9170_medianPay: 0 var11_9170_employmentOutlookValue: 0 var11_9170_MaxSalaryInMajor: 171200 var11_9170_MaxSalaryInMinor: 161180 var11_9170_MaxSalaryInBroad: 59420 var11_9170_highAIRisk: "Unknown" --

var17_2031_socCode: "17-2031-Detailed" var17_2031_medianPay: 106950 var17_2031_employmentOutlookValue: 5 var17_2031_MaxSalaryInMajor: 155020 var17_2031_MaxSalaryInMinor: 155020 var17_2031_MaxSalaryInBroad: 106950 var17_2031_employmentOutlookDescription: "Faster than average" var17_2031_highAIRisk: "low" --

var11_9171_socCode: "11-9171-Detailed" var11_9171_medianPay: 59420 var11_9171_employmentOutlookValue: 4 var11_9171_MaxSalaryInMajor: 171200 var11_9171_MaxSalaryInMinor: 161180 var11_9171_MaxSalaryInBroad: 59420 var11_9171_employmentOutlookDescription: "As fast as average" var11_9171_highAIRisk: "low" --

var25_1042_socCode: "25-1042-Detailed" var25_1042_medianPay: 83980 var25_1042_employmentOutlookValue: 7 var25_1042_MaxSalaryInMajor: 83980 var25_1042_MaxSalaryInMinor: 83980 var25_1042_MaxSalaryInBroad: 83980 var25_1042_employmentOutlookDescription: "Much faster than average" var25_1042_highAIRisk: "low" --

var11_9179_socCode: "11-9179-Detailed" var11_9179_medianPay: 0 var11_9179_employmentOutlookValue: 0 var11_9179_MaxSalaryInMajor: 171200 var11_9179_MaxSalaryInMinor: 161180 var11_9179_MaxSalaryInBroad: 59420 var11_9179_highAIRisk: "Unknown" --

var19_4021_socCode: "19-4021-Detailed" var19_4021_medianPay: 52000 var19_4021_employmentOutlookValue: 3 var19_4021_MaxSalaryInMajor: 166290 var19_4021_MaxSalaryInMinor: 104240 var19_4021_MaxSalaryInBroad: 52000 var19_4021_employmentOutlookDescription: "As fast as average" var19_4021_highAIRisk: "moderate" --

var11_9190_socCode: "11-9190-Broad" var11_9190_medianPay: 0 var11_9190_employmentOutlookValue: 0 var11_9190_MaxSalaryInMajor: 171200 var11_9190_MaxSalaryInMinor: 161180 var11_9190_MaxSalaryInBroad: 0 var11_9190_highAIRisk: "Unknown" --

var11_9199_socCode: "11-9199-Detailed" var11_9199_medianPay: 0 var11_9199_employmentOutlookValue: 0 var11_9199_MaxSalaryInMajor: 171200 var11_9199_MaxSalaryInMinor: 161180 var11_9199_MaxSalaryInBroad: 0 var11_9199_highAIRisk: "Unknown" --

var13_0000_socCode: "13-0000-Major" var13_0000_medianPay: 0 var13_0000_employmentOutlookValue: 0 var13_0000_MaxSalaryInMajor: 102140 var13_0000_MaxSalaryInMinor: 0 var13_0000_MaxSalaryInBroad: 0 var13_0000_highAIRisk: "Unknown" --

var13_1000_socCode: "13-1000-Minor" var13_1000_medianPay: 0 var13_1000_employmentOutlookValue: 0 var13_1000_MaxSalaryInMajor: 102140 var13_1000_MaxSalaryInMinor: 100750 var13_1000_MaxSalaryInBroad: 0 var13_1000_highAIRisk: "Unknown" --

var13_1010_socCode: "13-1010-Broad" var13_1010_medianPay: 0 var13_1010_employmentOutlookValue: 0 var13_1010_MaxSalaryInMajor: 102140 var13_1010_MaxSalaryInMinor: 100750 var13_1010_MaxSalaryInBroad: 0 var13_1010_highAIRisk: "Unknown" --

var27_3011_socCode: "27-3011-Detailed" var27_3011_medianPay: 0 var27_3011_employmentOutlookValue: -2 var27_3011_MaxSalaryInMajor: 111040 var27_3011_MaxSalaryInMinor: 91670 var27_3011_MaxSalaryInBroad: 0 var27_3011_employmentOutlookDescription: "Decline" var27_3011_highAIRisk: "low" --

var27_4012_socCode: "27-4012-Detailed" var27_4012_medianPay: 56600 var27_4012_employmentOutlookValue: 1 var27_4012_MaxSalaryInMajor: 111040 var27_4012_MaxSalaryInMinor: 70570 var27_4012_MaxSalaryInBroad: 56600 var27_4012_employmentOutlookDescription: "Slower than average" var27_4012_highAIRisk: "moderate" --

var13_1020_socCode: "13-1020-Broad" var13_1020_medianPay: 79830 var13_1020_employmentOutlookValue: 5 var13_1020_MaxSalaryInMajor: 102140 var13_1020_MaxSalaryInMinor: 100750 var13_1020_MaxSalaryInBroad: 79830 var13_1020_employmentOutlookDescription: "Faster than average" var13_1020_highAIRisk: "Unknown" --

var13_1021_socCode: "13-1021-Detailed" var13_1021_medianPay: 0 var13_1021_employmentOutlookValue: 0 var13_1021_MaxSalaryInMajor: 102140 var13_1021_MaxSalaryInMinor: 100750 var13_1021_MaxSalaryInBroad: 79830 var13_1021_highAIRisk: "low" --

var13_2031_socCode: "13-2031-Detailed" var13_2031_medianPay: 87930 var13_2031_employmentOutlookValue: 1 var13_2031_MaxSalaryInMajor: 102140 var13_2031_MaxSalaryInMinor: 102140 var13_2031_MaxSalaryInBroad: 87930 var13_2031_employmentOutlookDescription: "Slower than average" var13_2031_highAIRisk: "high" --

var13_1022_socCode: "13-1022-Detailed" var13_1022_medianPay: 0 var13_1022_employmentOutlookValue: 0 var13_1022_MaxSalaryInMajor: 102140 var13_1022_MaxSalaryInMinor: 100750 var13_1022_MaxSalaryInBroad: 79830 var13_1022_highAIRisk: "low" --

var13_1023_socCode: "13-1023-Detailed" var13_1023_medianPay: 0 var13_1023_employmentOutlookValue: 0 var13_1023_MaxSalaryInMajor: 102140 var13_1023_MaxSalaryInMinor: 100750 var13_1023_MaxSalaryInBroad: 79830 var13_1023_highAIRisk: "low" --

var13_1030_socCode: "13-1030-Broad" var13_1030_medianPay: 0 var13_1030_employmentOutlookValue: 0 var13_1030_MaxSalaryInMajor: 102140 var13_1030_MaxSalaryInMinor: 100750 var13_1030_MaxSalaryInBroad: 76790 var13_1030_highAIRisk: "Unknown" --

var13_1031_socCode: "13-1031-Detailed" var13_1031_medianPay: 76790 var13_1031_employmentOutlookValue: -5 var13_1031_MaxSalaryInMajor: 102140 var13_1031_MaxSalaryInMinor: 100750 var13_1031_MaxSalaryInBroad: 76790 var13_1031_employmentOutlookDescription: "Decline" var13_1031_highAIRisk: "moderate" --

var25_1011_socCode: "25-1011-Detailed" var25_1011_medianPay: 83980 var25_1011_employmentOutlookValue: 7 var25_1011_MaxSalaryInMajor: 83980 var25_1011_MaxSalaryInMinor: 83980 var25_1011_MaxSalaryInBroad: 83980 var25_1011_employmentOutlookDescription: "Much faster than average" var25_1011_highAIRisk: "low" --

var13_1032_socCode: "13-1032-Detailed" var13_1032_medianPay: 76790 var13_1032_employmentOutlookValue: -5 var13_1032_MaxSalaryInMajor: 102140 var13_1032_MaxSalaryInMinor: 100750 var13_1032_MaxSalaryInBroad: 76790 var13_1032_employmentOutlookDescription: "Decline" var13_1032_highAIRisk: "moderate" --

var13_1040_socCode: "13-1040-Broad" var13_1040_medianPay: 0 var13_1040_employmentOutlookValue: 0 var13_1040_MaxSalaryInMajor: 102140 var13_1040_MaxSalaryInMinor: 100750 var13_1040_MaxSalaryInBroad: 78420 var13_1040_highAIRisk: "Unknown" --

var13_1041_socCode: "13-1041-Detailed" var13_1041_medianPay: 78420 var13_1041_employmentOutlookValue: 3 var13_1041_MaxSalaryInMajor: 102140 var13_1041_MaxSalaryInMinor: 100750 var13_1041_MaxSalaryInBroad: 78420 var13_1041_employmentOutlookDescription: "As fast as average" var13_1041_highAIRisk: "low" --

var13_1050_socCode: "13-1050-Broad" var13_1050_medianPay: 0 var13_1050_employmentOutlookValue: 0 var13_1050_MaxSalaryInMajor: 102140 var13_1050_MaxSalaryInMinor: 100750 var13_1050_MaxSalaryInBroad: 77070 var13_1050_highAIRisk: "Unknown" --

var13_1051_socCode: "13-1051-Detailed" var13_1051_medianPay: 77070 var13_1051_employmentOutlookValue: -4 var13_1051_MaxSalaryInMajor: 102140 var13_1051_MaxSalaryInMinor: 100750 var13_1051_MaxSalaryInBroad: 77070 var13_1051_employmentOutlookDescription: "Decline" var13_1051_highAIRisk: "low" --

var27_4031_socCode: "27-4031-Detailed" var27_4031_medianPay: 70570 var27_4031_employmentOutlookValue: 3 var27_4031_MaxSalaryInMajor: 111040 var27_4031_MaxSalaryInMinor: 70570 var27_4031_MaxSalaryInBroad: 70570 var27_4031_employmentOutlookDescription: "As fast as average" var27_4031_highAIRisk: "low" --

var13_1070_socCode: "13-1070-Broad" var13_1070_medianPay: 0 var13_1070_employmentOutlookValue: 0 var13_1070_MaxSalaryInMajor: 102140 var13_1070_MaxSalaryInMinor: 100750 var13_1070_MaxSalaryInBroad: 93500 var13_1070_highAIRisk: "Unknown" --

var13_1071_socCode: "13-1071-Detailed" var13_1071_medianPay: 72910 var13_1071_employmentOutlookValue: 6 var13_1071_MaxSalaryInMajor: 102140 var13_1071_MaxSalaryInMinor: 100750 var13_1071_MaxSalaryInBroad: 93500 var13_1071_employmentOutlookDescription: "Faster than average" var13_1071_highAIRisk: "low" --

var29_2031_socCode: "29-2031-Detailed" var29_2031_medianPay: 67260 var29_2031_employmentOutlookValue: 3 var29_2031_MaxSalaryInMajor: 179210 var29_2031_MaxSalaryInMinor: 138110 var29_2031_MaxSalaryInBroad: 138110 var29_2031_employmentOutlookDescription: "As fast as average" var29_2031_highAIRisk: "low" --

var13_1074_socCode: "13-1074-Detailed" var13_1074_medianPay: 0 var13_1074_employmentOutlookValue: 0 var13_1074_MaxSalaryInMajor: 102140 var13_1074_MaxSalaryInMinor: 100750 var13_1074_MaxSalaryInBroad: 93500 var13_1074_highAIRisk: "high" --

var25_2023_socCode: "25-2023-Detailed" var25_2023_medianPay: 62910 var25_2023_employmentOutlookValue: -1 var25_2023_MaxSalaryInMajor: 83980 var25_2023_MaxSalaryInMinor: 64580 var25_2023_MaxSalaryInBroad: 62970 var25_2023_employmentOutlookDescription: "Decline" var25_2023_highAIRisk: "low" --

var13_1075_socCode: "13-1075-Detailed" var13_1075_medianPay: 93500 var13_1075_employmentOutlookValue: 0 var13_1075_MaxSalaryInMajor: 102140 var13_1075_MaxSalaryInMinor: 100750 var13_1075_MaxSalaryInBroad: 93500 var13_1075_employmentOutlookDescription: "Little or no change" var13_1075_highAIRisk: "low" --

var25_1194_socCode: "25-1194-Detailed" var25_1194_medianPay: 62910 var25_1194_employmentOutlookValue: -1 var25_1194_MaxSalaryInMajor: 83980 var25_1194_MaxSalaryInMinor: 83980 var25_1194_MaxSalaryInBroad: 83980 var25_1194_employmentOutlookDescription: "Decline" var25_1194_highAIRisk: "low" --

var13_1080_socCode: "13-1080-Broad" var13_1080_medianPay: 0 var13_1080_employmentOutlookValue: 0 var13_1080_MaxSalaryInMajor: 102140 var13_1080_MaxSalaryInMinor: 100750 var13_1080_MaxSalaryInBroad: 100750 var13_1080_highAIRisk: "Unknown" --

var25_2032_socCode: "25-2032-Detailed" var25_2032_medianPay: 62910 var25_2032_employmentOutlookValue: -1 var25_2032_MaxSalaryInMajor: 83980 var25_2032_MaxSalaryInMinor: 64580 var25_2032_MaxSalaryInBroad: 64580 var25_2032_employmentOutlookDescription: "Decline" var25_2032_highAIRisk: "low" --

var13_1081_socCode: "13-1081-Detailed" var13_1081_medianPay: 80880 var13_1081_employmentOutlookValue: 17 var13_1081_MaxSalaryInMajor: 102140 var13_1081_MaxSalaryInMinor: 100750 var13_1081_MaxSalaryInBroad: 100750 var13_1081_employmentOutlookDescription: "Much faster than average" var13_1081_highAIRisk: "low" --

var13_1082_socCode: "13-1082-Detailed" var13_1082_medianPay: 100750 var13_1082_employmentOutlookValue: 6 var13_1082_MaxSalaryInMajor: 102140 var13_1082_MaxSalaryInMinor: 100750 var13_1082_MaxSalaryInBroad: 100750 var13_1082_employmentOutlookDescription: "Faster than average" var13_1082_highAIRisk: "Unknown" --

var13_1110_socCode: "13-1110-Broad" var13_1110_medianPay: 0 var13_1110_employmentOutlookValue: 0 var13_1110_MaxSalaryInMajor: 102140 var13_1110_MaxSalaryInMinor: 101190 var13_1110_MaxSalaryInBroad: 101190 var13_1110_highAIRisk: "Unknown" --

var13_1111_socCode: "13-1111-Detailed" var13_1111_medianPay: 101190 var13_1111_employmentOutlookValue: 9 var13_1111_MaxSalaryInMajor: 102140 var13_1111_MaxSalaryInMinor: 101190 var13_1111_MaxSalaryInBroad: 101190 var13_1111_employmentOutlookDescription: "Much faster than average" var13_1111_highAIRisk: "low" --

var17_1021_socCode: "17-1021-Detailed" var17_1021_medianPay: 78380 var17_1021_employmentOutlookValue: 6 var17_1021_MaxSalaryInMajor: 155020 var17_1021_MaxSalaryInMinor: 96690 var17_1021_MaxSalaryInBroad: 78380 var17_1021_employmentOutlookDescription: "Faster than average" var17_1021_highAIRisk: "low" --

var13_1120_socCode: "13-1120-Broad" var13_1120_medianPay: 0 var13_1120_employmentOutlookValue: 0 var13_1120_MaxSalaryInMajor: 102140 var13_1120_MaxSalaryInMinor: 101190 var13_1120_MaxSalaryInBroad: 59440 var13_1120_highAIRisk: "Unknown" --

var13_1121_socCode: "13-1121-Detailed" var13_1121_medianPay: 59440 var13_1121_employmentOutlookValue: 5 var13_1121_MaxSalaryInMajor: 102140 var13_1121_MaxSalaryInMinor: 101190 var13_1121_MaxSalaryInBroad: 59440 var13_1121_employmentOutlookDescription: "Faster than average" var13_1121_highAIRisk: "low" --

var13_1130_socCode: "13-1130-Broad" var13_1130_medianPay: 0 var13_1130_employmentOutlookValue: 0 var13_1130_MaxSalaryInMajor: 102140 var13_1130_MaxSalaryInMinor: 101190 var13_1130_MaxSalaryInBroad: 66490 var13_1130_highAIRisk: "Unknown" --

var35_1011_socCode: "35-1011-Detailed" var35_1011_medianPay: 60990 var35_1011_employmentOutlookValue: 7 var35_1011_MaxSalaryInMajor: 60990 var35_1011_MaxSalaryInMinor: 60990 var35_1011_MaxSalaryInBroad: 60990 var35_1011_employmentOutlookDescription: "Much faster than average" var35_1011_highAIRisk: "low" --

var13_1131_socCode: "13-1131-Detailed" var13_1131_medianPay: 66490 var13_1131_employmentOutlookValue: 4 var13_1131_MaxSalaryInMajor: 102140 var13_1131_MaxSalaryInMinor: 101190 var13_1131_MaxSalaryInBroad: 66490 var13_1131_employmentOutlookDescription: "As fast as average" var13_1131_highAIRisk: "low" --

var17_2041_socCode: "17-2041-Detailed" var17_2041_medianPay: 121860 var17_2041_employmentOutlookValue: 3 var17_2041_MaxSalaryInMajor: 155020 var17_2041_MaxSalaryInMinor: 155020 var17_2041_MaxSalaryInBroad: 121860 var17_2041_employmentOutlookDescription: "As fast as average" var17_2041_highAIRisk: "low" --

var13_1140_socCode: "13-1140-Broad" var13_1140_medianPay: 0 var13_1140_employmentOutlookValue: 0 var13_1140_MaxSalaryInMajor: 102140 var13_1140_MaxSalaryInMinor: 101190 var13_1140_MaxSalaryInBroad: 77020 var13_1140_highAIRisk: "Unknown" --

var13_1141_socCode: "13-1141-Detailed" var13_1141_medianPay: 77020 var13_1141_employmentOutlookValue: 5 var13_1141_MaxSalaryInMajor: 102140 var13_1141_MaxSalaryInMinor: 101190 var13_1141_MaxSalaryInBroad: 77020 var13_1141_employmentOutlookDescription: "Faster than average" var13_1141_highAIRisk: "low" --

var13_1150_socCode: "13-1150-Broad" var13_1150_medianPay: 0 var13_1150_employmentOutlookValue: 0 var13_1150_MaxSalaryInMajor: 102140 var13_1150_MaxSalaryInMinor: 101190 var13_1150_MaxSalaryInBroad: 65850 var13_1150_highAIRisk: "Unknown" --

var19_4031_socCode: "19-4031-Detailed" var19_4031_medianPay: 57790 var19_4031_employmentOutlookValue: 4 var19_4031_MaxSalaryInMajor: 166290 var19_4031_MaxSalaryInMinor: 104240 var19_4031_MaxSalaryInBroad: 57790 var19_4031_employmentOutlookDescription: "As fast as average" var19_4031_highAIRisk: "moderate" --

var13_1151_socCode: "13-1151-Detailed" var13_1151_medianPay: 65850 var13_1151_employmentOutlookValue: 11 var13_1151_MaxSalaryInMajor: 102140 var13_1151_MaxSalaryInMinor: 101190 var13_1151_MaxSalaryInBroad: 65850 var13_1151_employmentOutlookDescription: "Much faster than average" var13_1151_highAIRisk: "low" --

var25_1052_socCode: "25-1052-Detailed" var25_1052_medianPay: 83980 var25_1052_employmentOutlookValue: 7 var25_1052_MaxSalaryInMajor: 83980 var25_1052_MaxSalaryInMinor: 83980 var25_1052_MaxSalaryInBroad: 83980 var25_1052_employmentOutlookDescription: "Much faster than average" var25_1052_highAIRisk: "low" --

var13_1160_socCode: "13-1160-Broad" var13_1160_medianPay: 0 var13_1160_employmentOutlookValue: 0 var13_1160_MaxSalaryInMajor: 102140 var13_1160_MaxSalaryInMinor: 101190 var13_1160_MaxSalaryInBroad: 76950 var13_1160_highAIRisk: "Unknown" --

var19_2031_socCode: "19-2031-Detailed" var19_2031_medianPay: 86620 var19_2031_employmentOutlookValue: 5 var19_2031_MaxSalaryInMajor: 166290 var19_2031_MaxSalaryInMinor: 166290 var19_2031_MaxSalaryInBroad: 86620 var19_2031_employmentOutlookDescription: "Faster than average" var19_2031_highAIRisk: "low" --

var13_1161_socCode: "13-1161-Detailed" var13_1161_medianPay: 76950 var13_1161_employmentOutlookValue: 7 var13_1161_MaxSalaryInMajor: 102140 var13_1161_MaxSalaryInMinor: 101190 var13_1161_MaxSalaryInBroad: 76950 var13_1161_employmentOutlookDescription: "Much faster than average" var13_1161_highAIRisk: "low" --

var13_1190_socCode: "13-1190-Broad" var13_1190_medianPay: 0 var13_1190_employmentOutlookValue: 0 var13_1190_MaxSalaryInMajor: 102140 var13_1190_MaxSalaryInMinor: 101190 var13_1190_MaxSalaryInBroad: 0 var13_1190_highAIRisk: "Unknown" --

var21_1021_socCode: "21-1021-Detailed" var21_1021_medianPay: 61330 var21_1021_employmentOutlookValue: 6 var21_1021_MaxSalaryInMajor: 65140 var21_1021_MaxSalaryInMinor: 65140 var21_1021_MaxSalaryInBroad: 61330 var21_1021_employmentOutlookDescription: "Faster than average" var21_1021_highAIRisk: "low" --

var13_1199_socCode: "13-1199-Detailed" var13_1199_medianPay: 0 var13_1199_employmentOutlookValue: 0 var13_1199_MaxSalaryInMajor: 102140 var13_1199_MaxSalaryInMinor: 101190 var13_1199_MaxSalaryInBroad: 0 var13_1199_highAIRisk: "Unknown" --

var13_2000_socCode: "13-2000-Minor" var13_2000_medianPay: 0 var13_2000_employmentOutlookValue: 0 var13_2000_MaxSalaryInMajor: 102140 var13_2000_MaxSalaryInMinor: 102140 var13_2000_MaxSalaryInBroad: 0 var13_2000_highAIRisk: "Unknown" --

var29_1011_socCode: "29-1011-Detailed" var29_1011_medianPay: 79000 var29_1011_employmentOutlookValue: 10 var29_1011_MaxSalaryInMajor: 179210 var29_1011_MaxSalaryInMinor: 179210 var29_1011_MaxSalaryInBroad: 79000 var29_1011_employmentOutlookDescription: "Much faster than average" var29_1011_highAIRisk: "low" --

var13_2010_socCode: "13-2010-Broad" var13_2010_medianPay: 0 var13_2010_employmentOutlookValue: 0 var13_2010_MaxSalaryInMajor: 102140 var13_2010_MaxSalaryInMinor: 102140 var13_2010_MaxSalaryInBroad: 81680 var13_2010_highAIRisk: "Unknown" --

var27_2032_socCode: "27-2032-Detailed" var27_2032_medianPay: 0 var27_2032_employmentOutlookValue: 5 var27_2032_MaxSalaryInMajor: 111040 var27_2032_MaxSalaryInMinor: 83480 var27_2032_MaxSalaryInBroad: 0 var27_2032_employmentOutlookDescription: "Faster than average" var27_2032_highAIRisk: "low" --

var17_3022_socCode: "17-3022-Detailed" var17_3022_medianPay: 64200 var17_3022_employmentOutlookValue: 2 var17_3022_MaxSalaryInMajor: 155020 var17_3022_MaxSalaryInMinor: 79830 var17_3022_MaxSalaryInBroad: 79830 var17_3022_employmentOutlookDescription: "Slower than average" var17_3022_highAIRisk: "low" --

var13_2020_socCode: "13-2020-Broad" var13_2020_medianPay: 65420 var13_2020_employmentOutlookValue: 4 var13_2020_MaxSalaryInMajor: 102140 var13_2020_MaxSalaryInMinor: 102140 var13_2020_MaxSalaryInBroad: 65420 var13_2020_employmentOutlookDescription: "As fast as average" var13_2020_highAIRisk: "Unknown" --

var17_2051_socCode: "17-2051-Detailed" var17_2051_medianPay: 99590 var17_2051_employmentOutlookValue: 5 var17_2051_MaxSalaryInMajor: 155020 var17_2051_MaxSalaryInMinor: 155020 var17_2051_MaxSalaryInBroad: 99590 var17_2051_employmentOutlookDescription: "Faster than average" var17_2051_highAIRisk: "low" --

var13_2022_socCode: "13-2022-Detailed" var13_2022_medianPay: 0 var13_2022_employmentOutlookValue: 0 var13_2022_MaxSalaryInMajor: 102140 var13_2022_MaxSalaryInMinor: 102140 var13_2022_MaxSalaryInBroad: 65420 var13_2022_highAIRisk: "Unknown" --

var13_2030_socCode: "13-2030-Broad" var13_2030_medianPay: 0 var13_2030_employmentOutlookValue: 0 var13_2030_MaxSalaryInMajor: 102140 var13_2030_MaxSalaryInMinor: 102140 var13_2030_MaxSalaryInBroad: 87930 var13_2030_highAIRisk: "Unknown" --

var21_2011_socCode: "21-2011-Detailed" var21_2011_medianPay: 0 var21_2011_employmentOutlookValue: 0 var21_2011_MaxSalaryInMajor: 65140 var21_2011_MaxSalaryInMinor: 0 var21_2011_MaxSalaryInBroad: 0 var21_2011_highAIRisk: "low" --

var13_2040_socCode: "13-2040-Broad" var13_2040_medianPay: 0 var13_2040_employmentOutlookValue: 0 var13_2040_MaxSalaryInMajor: 102140 var13_2040_MaxSalaryInMinor: 102140 var13_2040_MaxSalaryInBroad: 0 var13_2040_highAIRisk: "Unknown" --

var19_3033_socCode: "19-3033-Detailed" var19_3033_medianPay: 94310 var19_3033_employmentOutlookValue: 6 var19_3033_MaxSalaryInMajor: 166290 var19_3033_MaxSalaryInMinor: 139380 var19_3033_MaxSalaryInBroad: 94310 var19_3033_employmentOutlookDescription: "Faster than average" var19_3033_highAIRisk: "low" --

var13_2041_socCode: "13-2041-Detailed" var13_2041_medianPay: 0 var13_2041_employmentOutlookValue: 0 var13_2041_MaxSalaryInMajor: 102140 var13_2041_MaxSalaryInMinor: 102140 var13_2041_MaxSalaryInBroad: 0 var13_2041_highAIRisk: "high" --

var27_2022_socCode: "27-2022-Detailed" var27_2022_medianPay: 45920 var27_2022_employmentOutlookValue: 6 var27_2022_MaxSalaryInMajor: 111040 var27_2022_MaxSalaryInMinor: 83480 var27_2022_MaxSalaryInBroad: 62360 var27_2022_employmentOutlookDescription: "Faster than average" var27_2022_highAIRisk: "low" --

var13_2050_socCode: "13-2050-Broad" var13_2050_medianPay: 0 var13_2050_employmentOutlookValue: 0 var13_2050_MaxSalaryInMajor: 102140 var13_2050_MaxSalaryInMinor: 102140 var13_2050_MaxSalaryInBroad: 102140 var13_2050_highAIRisk: "Unknown" --

var13_2051_socCode: "13-2051-Detailed" var13_2051_medianPay: 101910 var13_2051_employmentOutlookValue: 6 var13_2051_MaxSalaryInMajor: 102140 var13_2051_MaxSalaryInMinor: 102140 var13_2051_MaxSalaryInBroad: 102140 var13_2051_employmentOutlookDescription: "Faster than average" var13_2051_highAIRisk: "moderate" --

var13_2052_socCode: "13-2052-Detailed" var13_2052_medianPay: 102140 var13_2052_employmentOutlookValue: 10 var13_2052_MaxSalaryInMajor: 102140 var13_2052_MaxSalaryInMinor: 102140 var13_2052_MaxSalaryInBroad: 102140 var13_2052_employmentOutlookDescription: "Much faster than average" var13_2052_highAIRisk: "low" --

var13_2053_socCode: "13-2053-Detailed" var13_2053_medianPay: 79880 var13_2053_employmentOutlookValue: -3 var13_2053_MaxSalaryInMajor: 102140 var13_2053_MaxSalaryInMinor: 102140 var13_2053_MaxSalaryInBroad: 102140 var13_2053_employmentOutlookDescription: "Decline" var13_2053_highAIRisk: "high" --

var27_1021_socCode: "27-1021-Detailed" var27_1021_medianPay: 79450 var27_1021_employmentOutlookValue: 3 var27_1021_MaxSalaryInMajor: 111040 var27_1021_MaxSalaryInMinor: 111040 var27_1021_MaxSalaryInBroad: 80690 var27_1021_employmentOutlookDescription: "As fast as average" var27_1021_highAIRisk: "low" --

var13_2054_socCode: "13-2054-Detailed" var13_2054_medianPay: 101910 var13_2054_employmentOutlookValue: 6 var13_2054_MaxSalaryInMajor: 102140 var13_2054_MaxSalaryInMinor: 102140 var13_2054_MaxSalaryInBroad: 102140 var13_2054_employmentOutlookDescription: "Faster than average" var13_2054_highAIRisk: "Unknown" --

var13_2060_socCode: "13-2060-Broad" var13_2060_medianPay: 0 var13_2060_employmentOutlookValue: 0 var13_2060_MaxSalaryInMajor: 102140 var13_2060_MaxSalaryInMinor: 102140 var13_2060_MaxSalaryInBroad: 90400 var13_2060_highAIRisk: "Unknown" --

var25_1122_socCode: "25-1122-Detailed" var25_1122_medianPay: 83980 var25_1122_employmentOutlookValue: 7 var25_1122_MaxSalaryInMajor: 83980 var25_1122_MaxSalaryInMinor: 83980 var25_1122_MaxSalaryInBroad: 83980 var25_1122_employmentOutlookDescription: "Much faster than average" var25_1122_highAIRisk: "low" --

var13_2061_socCode: "13-2061-Detailed" var13_2061_medianPay: 90400 var13_2061_employmentOutlookValue: 19 var13_2061_MaxSalaryInMajor: 102140 var13_2061_MaxSalaryInMinor: 102140 var13_2061_MaxSalaryInBroad: 90400 var13_2061_employmentOutlookDescription: "Much faster than average" var13_2061_highAIRisk: "moderate" --

var21_1094_socCode: "21-1094-Detailed" var21_1094_medianPay: 51030 var21_1094_employmentOutlookValue: 11 var21_1094_MaxSalaryInMajor: 65140 var21_1094_MaxSalaryInMinor: 65140 var21_1094_MaxSalaryInBroad: 64520 var21_1094_employmentOutlookDescription: "Much faster than average" var21_1094_highAIRisk: "low" --

var13_2070_socCode: "13-2070-Broad" var13_2070_medianPay: 0 var13_2070_employmentOutlookValue: 0 var13_2070_MaxSalaryInMajor: 102140 var13_2070_MaxSalaryInMinor: 102140 var13_2070_MaxSalaryInBroad: 74180 var13_2070_highAIRisk: "Unknown" --

var13_2071_socCode: "13-2071-Detailed" var13_2071_medianPay: 50480 var13_2071_employmentOutlookValue: 3 var13_2071_MaxSalaryInMajor: 102140 var13_2071_MaxSalaryInMinor: 102140 var13_2071_MaxSalaryInBroad: 74180 var13_2071_employmentOutlookDescription: "As fast as average" var13_2071_highAIRisk: "moderate" --

var13_2072_socCode: "13-2072-Detailed" var13_2072_medianPay: 74180 var13_2072_employmentOutlookValue: 2 var13_2072_MaxSalaryInMajor: 102140 var13_2072_MaxSalaryInMinor: 102140 var13_2072_MaxSalaryInBroad: 74180 var13_2072_employmentOutlookDescription: "Slower than average" var13_2072_highAIRisk: "moderate" --

var13_2080_socCode: "13-2080-Broad" var13_2080_medianPay: 0 var13_2080_employmentOutlookValue: 0 var13_2080_MaxSalaryInMajor: 102140 var13_2080_MaxSalaryInMinor: 102140 var13_2080_MaxSalaryInBroad: 59740 var13_2080_highAIRisk: "Unknown" --

var15_1221_socCode: "15-1221-Detailed" var15_1221_medianPay: 140910 var15_1221_employmentOutlookValue: 20 var15_1221_MaxSalaryInMajor: 140910 var15_1221_MaxSalaryInMinor: 140910 var15_1221_MaxSalaryInBroad: 140910 var15_1221_employmentOutlookDescription: "Much faster than average" var15_1221_highAIRisk: "low" --

var13_2081_socCode: "13-2081-Detailed" var13_2081_medianPay: 59740 var13_2081_employmentOutlookValue: -2 var13_2081_MaxSalaryInMajor: 102140 var13_2081_MaxSalaryInMinor: 102140 var13_2081_MaxSalaryInBroad: 59740 var13_2081_employmentOutlookDescription: "Decline" var13_2081_highAIRisk: "high" --

var13_2082_socCode: "13-2082-Detailed" var13_2082_medianPay: 0 var13_2082_employmentOutlookValue: 0 var13_2082_MaxSalaryInMajor: 102140 var13_2082_MaxSalaryInMinor: 102140 var13_2082_MaxSalaryInBroad: 59740 var13_2082_highAIRisk: "high" --

var17_2061_socCode: "17-2061-Detailed" var17_2061_medianPay: 155020 var17_2061_employmentOutlookValue: 7 var17_2061_MaxSalaryInMajor: 155020 var17_2061_MaxSalaryInMinor: 155020 var17_2061_MaxSalaryInBroad: 155020 var17_2061_employmentOutlookDescription: "Much faster than average" var17_2061_highAIRisk: "low" --

var13_2090_socCode: "13-2090-Broad" var13_2090_medianPay: 0 var13_2090_employmentOutlookValue: 0 var13_2090_MaxSalaryInMajor: 102140 var13_2090_MaxSalaryInMinor: 102140 var13_2090_MaxSalaryInBroad: 0 var13_2090_highAIRisk: "Unknown" --

var15_1241_socCode: "15-1241-Detailed" var15_1241_medianPay: 130390 var15_1241_employmentOutlookValue: 12 var15_1241_MaxSalaryInMajor: 140910 var15_1241_MaxSalaryInMinor: 140910 var15_1241_MaxSalaryInBroad: 130390 var15_1241_employmentOutlookDescription: "Much faster than average" var15_1241_highAIRisk: "low" --

var13_2099_socCode: "13-2099-Detailed" var13_2099_medianPay: 0 var13_2099_employmentOutlookValue: 0 var13_2099_MaxSalaryInMajor: 102140 var13_2099_MaxSalaryInMinor: 102140 var13_2099_MaxSalaryInBroad: 0 var13_2099_highAIRisk: "Unknown" --

var15_1231_socCode: "15-1231-Detailed" var15_1231_medianPay: 61550 var15_1231_employmentOutlookValue: -3 var15_1231_MaxSalaryInMajor: 140910 var15_1231_MaxSalaryInMinor: 140910 var15_1231_MaxSalaryInBroad: 61550 var15_1231_employmentOutlookDescription: "Decline" var15_1231_highAIRisk: "moderate" --

var15_0000_socCode: "15-0000-Major" var15_0000_medianPay: 0 var15_0000_employmentOutlookValue: 0 var15_0000_MaxSalaryInMajor: 140910 var15_0000_MaxSalaryInMinor: 0 var15_0000_MaxSalaryInBroad: 0 var15_0000_highAIRisk: "Unknown" --

var15_1200_socCode: "15-1200-Minor" var15_1200_medianPay: 0 var15_1200_employmentOutlookValue: 0 var15_1200_MaxSalaryInMajor: 140910 var15_1200_MaxSalaryInMinor: 140910 var15_1200_MaxSalaryInBroad: 0 var15_1200_highAIRisk: "Unknown" --

var15_1210_socCode: "15-1210-Broad" var15_1210_medianPay: 0 var15_1210_employmentOutlookValue: 0 var15_1210_MaxSalaryInMajor: 140910 var15_1210_MaxSalaryInMinor: 140910 var15_1210_MaxSalaryInBroad: 124910 var15_1210_highAIRisk: "Unknown" --

var15_1251_socCode: "15-1251-Detailed" var15_1251_medianPay: 98670 var15_1251_employmentOutlookValue: -6 var15_1251_MaxSalaryInMajor: 140910 var15_1251_MaxSalaryInMinor: 140910 var15_1251_MaxSalaryInBroad: 131450 var15_1251_employmentOutlookDescription: "Decline" var15_1251_highAIRisk: "moderate" --

var15_1211_socCode: "15-1211-Detailed" var15_1211_medianPay: 103790 var15_1211_employmentOutlookValue: 9 var15_1211_MaxSalaryInMajor: 140910 var15_1211_MaxSalaryInMinor: 140910 var15_1211_MaxSalaryInBroad: 124910 var15_1211_employmentOutlookDescription: "Much faster than average" var15_1211_highAIRisk: "moderate" --

var25_1021_socCode: "25-1021-Detailed" var25_1021_medianPay: 83980 var25_1021_employmentOutlookValue: 7 var25_1021_MaxSalaryInMajor: 83980 var25_1021_MaxSalaryInMinor: 83980 var25_1021_MaxSalaryInBroad: 83980 var25_1021_employmentOutlookDescription: "Much faster than average" var25_1021_highAIRisk: "low" --

var15_1212_socCode: "15-1212-Detailed" var15_1212_medianPay: 124910 var15_1212_employmentOutlookValue: 29 var15_1212_MaxSalaryInMajor: 140910 var15_1212_MaxSalaryInMinor: 140910 var15_1212_MaxSalaryInBroad: 124910 var15_1212_employmentOutlookDescription: "Much faster than average" var15_1212_highAIRisk: "low" --

var15_1220_socCode: "15-1220-Broad" var15_1220_medianPay: 0 var15_1220_employmentOutlookValue: 0 var15_1220_MaxSalaryInMajor: 140910 var15_1220_MaxSalaryInMinor: 140910 var15_1220_MaxSalaryInBroad: 140910 var15_1220_highAIRisk: "Unknown" --

var15_1232_socCode: "15-1232-Detailed" var15_1232_medianPay: 61550 var15_1232_employmentOutlookValue: -3 var15_1232_MaxSalaryInMajor: 140910 var15_1232_MaxSalaryInMinor: 140910 var15_1232_MaxSalaryInBroad: 61550 var15_1232_employmentOutlookDescription: "Decline" var15_1232_highAIRisk: "low" --

var15_1230_socCode: "15-1230-Broad" var15_1230_medianPay: 0 var15_1230_employmentOutlookValue: 0 var15_1230_MaxSalaryInMajor: 140910 var15_1230_MaxSalaryInMinor: 140910 var15_1230_MaxSalaryInBroad: 61550 var15_1230_highAIRisk: "Unknown" --

var19_1031_socCode: "19-1031-Detailed" var19_1031_medianPay: 69060 var19_1031_employmentOutlookValue: 3 var19_1031_MaxSalaryInMajor: 166290 var19_1031_MaxSalaryInMinor: 103650 var19_1031_MaxSalaryInBroad: 69060 var19_1031_employmentOutlookDescription: "As fast as average" var19_1031_highAIRisk: "low" --

var15_1240_socCode: "15-1240-Broad" var15_1240_medianPay: 0 var15_1240_employmentOutlookValue: 0 var15_1240_MaxSalaryInMajor: 140910 var15_1240_MaxSalaryInMinor: 140910 var15_1240_MaxSalaryInBroad: 130390 var15_1240_highAIRisk: "Unknown" --

var15_1242_socCode: "15-1242-Detailed" var15_1242_medianPay: 123100 var15_1242_employmentOutlookValue: 4 var15_1242_MaxSalaryInMajor: 140910 var15_1242_MaxSalaryInMinor: 140910 var15_1242_MaxSalaryInBroad: 130390 var15_1242_employmentOutlookDescription: "As fast as average" var15_1242_highAIRisk: "low" --

var15_1243_socCode: "15-1243-Detailed" var15_1243_medianPay: 123100 var15_1243_employmentOutlookValue: 4 var15_1243_MaxSalaryInMajor: 140910 var15_1243_MaxSalaryInMinor: 140910 var15_1243_MaxSalaryInBroad: 130390 var15_1243_employmentOutlookDescription: "As fast as average" var15_1243_highAIRisk: "low" --

var15_1244_socCode: "15-1244-Detailed" var15_1244_medianPay: 96800 var15_1244_employmentOutlookValue: -4 var15_1244_MaxSalaryInMajor: 140910 var15_1244_MaxSalaryInMinor: 140910 var15_1244_MaxSalaryInBroad: 130390 var15_1244_employmentOutlookDescription: "Decline" var15_1244_highAIRisk: "low" --

var15_1250_socCode: "15-1250-Broad" var15_1250_medianPay: 0 var15_1250_employmentOutlookValue: 0 var15_1250_MaxSalaryInMajor: 140910 var15_1250_MaxSalaryInMinor: 140910 var15_1250_MaxSalaryInBroad: 131450 var15_1250_highAIRisk: "Unknown" --

var35_2011_socCode: "35-2011-Detailed" var35_2011_medianPay: 35760 var35_2011_employmentOutlookValue: 5 var35_2011_MaxSalaryInMajor: 60990 var35_2011_MaxSalaryInMinor: 35760 var35_2011_MaxSalaryInBroad: 35760 var35_2011_employmentOutlookDescription: "Faster than average" var35_2011_highAIRisk: "high" --

var35_2012_socCode: "35-2012-Detailed" var35_2012_medianPay: 35760 var35_2012_employmentOutlookValue: 5 var35_2012_MaxSalaryInMajor: 60990 var35_2012_MaxSalaryInMinor: 35760 var35_2012_MaxSalaryInBroad: 35760 var35_2012_employmentOutlookDescription: "Faster than average" var35_2012_highAIRisk: "moderate" --

var15_1252_socCode: "15-1252-Detailed" var15_1252_medianPay: 131450 var15_1252_employmentOutlookValue: 15 var15_1252_MaxSalaryInMajor: 140910 var15_1252_MaxSalaryInMinor: 140910 var15_1252_MaxSalaryInBroad: 131450 var15_1252_employmentOutlookDescription: "Much faster than average" var15_1252_highAIRisk: "Unknown" --

var35_2013_socCode: "35-2013-Detailed" var35_2013_medianPay: 35760 var35_2013_employmentOutlookValue: 5 var35_2013_MaxSalaryInMajor: 60990 var35_2013_MaxSalaryInMinor: 35760 var35_2013_MaxSalaryInBroad: 35760 var35_2013_employmentOutlookDescription: "Faster than average" var35_2013_highAIRisk: "moderate" --

var15_1253_socCode: "15-1253-Detailed" var15_1253_medianPay: 131450 var15_1253_employmentOutlookValue: 15 var15_1253_MaxSalaryInMajor: 140910 var15_1253_MaxSalaryInMinor: 140910 var15_1253_MaxSalaryInBroad: 131450 var15_1253_employmentOutlookDescription: "Much faster than average" var15_1253_highAIRisk: "low" --

var35_2014_socCode: "35-2014-Detailed" var35_2014_medianPay: 35760 var35_2014_employmentOutlookValue: 5 var35_2014_MaxSalaryInMajor: 60990 var35_2014_MaxSalaryInMinor: 35760 var35_2014_MaxSalaryInBroad: 35760 var35_2014_employmentOutlookDescription: "Faster than average" var35_2014_highAIRisk: "moderate" --

var35_2015_socCode: "35-2015-Detailed" var35_2015_medianPay: 35760 var35_2015_employmentOutlookValue: 5 var35_2015_MaxSalaryInMajor: 60990 var35_2015_MaxSalaryInMinor: 35760 var35_2015_MaxSalaryInBroad: 35760 var35_2015_employmentOutlookDescription: "Faster than average" var35_2015_highAIRisk: "moderate" --

var15_1255_socCode: "15-1255-Detailed" var15_1255_medianPay: 95380 var15_1255_employmentOutlookValue: 7 var15_1255_MaxSalaryInMajor: 140910 var15_1255_MaxSalaryInMinor: 140910 var15_1255_MaxSalaryInBroad: 131450 var15_1255_employmentOutlookDescription: "Much faster than average" var15_1255_highAIRisk: "Unknown" --

var15_1290_socCode: "15-1290-Broad" var15_1290_medianPay: 0 var15_1290_employmentOutlookValue: 0 var15_1290_MaxSalaryInMajor: 140910 var15_1290_MaxSalaryInMinor: 140910 var15_1290_MaxSalaryInBroad: 0 var15_1290_highAIRisk: "Unknown" --

var33_3012_socCode: "33-3012-Detailed" var33_3012_medianPay: 57950 var33_3012_employmentOutlookValue: -7 var33_3012_MaxSalaryInMajor: 77270 var33_3012_MaxSalaryInMinor: 77270 var33_3012_MaxSalaryInBroad: 57950 var33_3012_employmentOutlookDescription: "Decline" var33_3012_highAIRisk: "low" --

var15_1299_socCode: "15-1299-Detailed" var15_1299_medianPay: 0 var15_1299_employmentOutlookValue: 0 var15_1299_MaxSalaryInMajor: 140910 var15_1299_MaxSalaryInMinor: 140910 var15_1299_MaxSalaryInBroad: 0 var15_1299_highAIRisk: "Unknown" --

var15_2000_socCode: "15-2000-Minor" var15_2000_medianPay: 0 var15_2000_employmentOutlookValue: 0 var15_2000_MaxSalaryInMajor: 140910 var15_2000_MaxSalaryInMinor: 125770 var15_2000_MaxSalaryInBroad: 0 var15_2000_highAIRisk: "Unknown" --

var15_2010_socCode: "15-2010-Broad" var15_2010_medianPay: 0 var15_2010_employmentOutlookValue: 0 var15_2010_MaxSalaryInMajor: 140910 var15_2010_MaxSalaryInMinor: 125770 var15_2010_MaxSalaryInBroad: 125770 var15_2010_highAIRisk: "Unknown" --

var15_2020_socCode: "15-2020-Broad" var15_2020_medianPay: 0 var15_2020_employmentOutlookValue: 0 var15_2020_MaxSalaryInMajor: 140910 var15_2020_MaxSalaryInMinor: 125770 var15_2020_MaxSalaryInBroad: 104350 var15_2020_highAIRisk: "Unknown" --

var15_2021_socCode: "15-2021-Detailed" var15_2021_medianPay: 104350 var15_2021_employmentOutlookValue: 8 var15_2021_MaxSalaryInMajor: 140910 var15_2021_MaxSalaryInMinor: 125770 var15_2021_MaxSalaryInBroad: 104350 var15_2021_employmentOutlookDescription: "Much faster than average" var15_2021_highAIRisk: "low" --

var27_3092_socCode: "27-3092-Detailed" var27_3092_medianPay: 67310 var27_3092_employmentOutlookValue: 0 var27_3092_MaxSalaryInMajor: 111040 var27_3092_MaxSalaryInMinor: 91670 var27_3092_MaxSalaryInBroad: 67310 var27_3092_employmentOutlookDescription: "Little or no change" var27_3092_highAIRisk: "high" --

var15_2030_socCode: "15-2030-Broad" var15_2030_medianPay: 0 var15_2030_employmentOutlookValue: 0 var15_2030_MaxSalaryInMajor: 140910 var15_2030_MaxSalaryInMinor: 125770 var15_2030_MaxSalaryInBroad: 91290 var15_2030_highAIRisk: "Unknown" --

var15_2031_socCode: "15-2031-Detailed" var15_2031_medianPay: 91290 var15_2031_employmentOutlookValue: 21 var15_2031_MaxSalaryInMajor: 140910 var15_2031_MaxSalaryInMinor: 125770 var15_2031_MaxSalaryInBroad: 91290 var15_2031_employmentOutlookDescription: "Much faster than average" var15_2031_highAIRisk: "low" --

var27_1012_socCode: "27-1012-Detailed" var27_1012_medianPay: 56260 var27_1012_employmentOutlookValue: 0 var27_1012_MaxSalaryInMajor: 111040 var27_1012_MaxSalaryInMinor: 111040 var27_1012_MaxSalaryInBroad: 111040 var27_1012_employmentOutlookDescription: "Little or no change" var27_1012_highAIRisk: "low" --

var15_2040_socCode: "15-2040-Broad" var15_2040_medianPay: 0 var15_2040_employmentOutlookValue: 0 var15_2040_MaxSalaryInMajor: 140910 var15_2040_MaxSalaryInMinor: 125770 var15_2040_MaxSalaryInBroad: 104350 var15_2040_highAIRisk: "Unknown" --

var15_2041_socCode: "15-2041-Detailed" var15_2041_medianPay: 104350 var15_2041_employmentOutlookValue: 8 var15_2041_MaxSalaryInMajor: 140910 var15_2041_MaxSalaryInMinor: 125770 var15_2041_MaxSalaryInBroad: 104350 var15_2041_employmentOutlookDescription: "Much faster than average" var15_2041_highAIRisk: "low" --

var15_2050_socCode: "15-2050-Broad" var15_2050_medianPay: 0 var15_2050_employmentOutlookValue: 0 var15_2050_MaxSalaryInMajor: 140910 var15_2050_MaxSalaryInMinor: 125770 var15_2050_MaxSalaryInBroad: 112590 var15_2050_highAIRisk: "Unknown" --

var15_2051_socCode: "15-2051-Detailed" var15_2051_medianPay: 112590 var15_2051_employmentOutlookValue: 34 var15_2051_MaxSalaryInMajor: 140910 var15_2051_MaxSalaryInMinor: 125770 var15_2051_MaxSalaryInBroad: 112590 var15_2051_employmentOutlookDescription: "Much faster than average" var15_2051_highAIRisk: "Unknown" --

var15_2090_socCode: "15-2090-Broad" var15_2090_medianPay: 0 var15_2090_employmentOutlookValue: 0 var15_2090_MaxSalaryInMajor: 140910 var15_2090_MaxSalaryInMinor: 125770 var15_2090_MaxSalaryInBroad: 0 var15_2090_highAIRisk: "Unknown" --

var25_1111_socCode: "25-1111-Detailed" var25_1111_medianPay: 83980 var25_1111_employmentOutlookValue: 7 var25_1111_MaxSalaryInMajor: 83980 var25_1111_MaxSalaryInMinor: 83980 var25_1111_MaxSalaryInBroad: 83980 var25_1111_employmentOutlookDescription: "Much faster than average" var25_1111_highAIRisk: "low" --

var15_2099_socCode: "15-2099-Detailed" var15_2099_medianPay: 0 var15_2099_employmentOutlookValue: 0 var15_2099_MaxSalaryInMajor: 140910 var15_2099_MaxSalaryInMinor: 125770 var15_2099_MaxSalaryInBroad: 0 var15_2099_highAIRisk: "Unknown" --

var33_9091_socCode: "33-9091-Detailed" var33_9091_medianPay: 0 var33_9091_employmentOutlookValue: 0 var33_9091_MaxSalaryInMajor: 77270 var33_9091_MaxSalaryInMinor: 52370 var33_9091_MaxSalaryInBroad: 0 var33_9091_highAIRisk: "high" --

var17_0000_socCode: "17-0000-Major" var17_0000_medianPay: 0 var17_0000_employmentOutlookValue: 0 var17_0000_MaxSalaryInMajor: 155020 var17_0000_MaxSalaryInMinor: 0 var17_0000_MaxSalaryInBroad: 0 var17_0000_highAIRisk: "Unknown" --

var17_1000_socCode: "17-1000-Minor" var17_1000_medianPay: 0 var17_1000_employmentOutlookValue: 0 var17_1000_MaxSalaryInMajor: 155020 var17_1000_MaxSalaryInMinor: 96690 var17_1000_MaxSalaryInBroad: 0 var17_1000_highAIRisk: "Unknown" --

var25_4012_socCode: "25-4012-Detailed" var25_4012_medianPay: 57100 var25_4012_employmentOutlookValue: 6 var25_4012_MaxSalaryInMajor: 83980 var25_4012_MaxSalaryInMinor: 64320 var25_4012_MaxSalaryInBroad: 57100 var25_4012_employmentOutlookDescription: "Faster than average" var25_4012_highAIRisk: "low" --

var17_1010_socCode: "17-1010-Broad" var17_1010_medianPay: 0 var17_1010_employmentOutlookValue: 0 var17_1010_MaxSalaryInMajor: 155020 var17_1010_MaxSalaryInMinor: 96690 var17_1010_MaxSalaryInBroad: 96690 var17_1010_highAIRisk: "Unknown" --

var17_1012_socCode: "17-1012-Detailed" var17_1012_medianPay: 79660 var17_1012_employmentOutlookValue: 3 var17_1012_MaxSalaryInMajor: 155020 var17_1012_MaxSalaryInMinor: 96690 var17_1012_MaxSalaryInBroad: 96690 var17_1012_employmentOutlookDescription: "As fast as average" var17_1012_highAIRisk: "low" --

var17_1020_socCode: "17-1020-Broad" var17_1020_medianPay: 0 var17_1020_employmentOutlookValue: 0 var17_1020_MaxSalaryInMajor: 155020 var17_1020_MaxSalaryInMinor: 96690 var17_1020_MaxSalaryInBroad: 78380 var17_1020_highAIRisk: "Unknown" --

var27_2031_socCode: "27-2031-Detailed" var27_2031_medianPay: 0 var27_2031_employmentOutlookValue: 5 var27_2031_MaxSalaryInMajor: 111040 var27_2031_MaxSalaryInMinor: 83480 var27_2031_MaxSalaryInBroad: 0 var27_2031_employmentOutlookDescription: "Faster than average" var27_2031_highAIRisk: "low" --

var17_1022_socCode: "17-1022-Detailed" var17_1022_medianPay: 72740 var17_1022_employmentOutlookValue: 4 var17_1022_MaxSalaryInMajor: 155020 var17_1022_MaxSalaryInMinor: 96690 var17_1022_MaxSalaryInBroad: 78380 var17_1022_employmentOutlookDescription: "As fast as average" var17_1022_highAIRisk: "low" --

var17_2000_socCode: "17-2000-Minor" var17_2000_medianPay: 0 var17_2000_employmentOutlookValue: 0 var17_2000_MaxSalaryInMajor: 155020 var17_2000_MaxSalaryInMinor: 155020 var17_2000_MaxSalaryInBroad: 0 var17_2000_highAIRisk: "Unknown" --

var17_2010_socCode: "17-2010-Broad" var17_2010_medianPay: 0 var17_2010_employmentOutlookValue: 0 var17_2010_MaxSalaryInMajor: 155020 var17_2010_MaxSalaryInMinor: 155020 var17_2010_MaxSalaryInBroad: 134830 var17_2010_highAIRisk: "Unknown" --

var17_2020_socCode: "17-2020-Broad" var17_2020_medianPay: 0 var17_2020_employmentOutlookValue: 0 var17_2020_MaxSalaryInMajor: 155020 var17_2020_MaxSalaryInMinor: 155020 var17_2020_MaxSalaryInBroad: 84630 var17_2020_highAIRisk: "Unknown" --

var31_9091_socCode: "31-9091-Detailed" var31_9091_medianPay: 47300 var31_9091_employmentOutlookValue: 6 var31_9091_MaxSalaryInMajor: 66050 var31_9091_MaxSalaryInMinor: 57950 var31_9091_MaxSalaryInBroad: 47300 var31_9091_employmentOutlookDescription: "Faster than average" var31_9091_highAIRisk: "low" --

var29_1292_socCode: "29-1292-Detailed" var29_1292_medianPay: 94260 var29_1292_employmentOutlookValue: 7 var29_1292_MaxSalaryInMajor: 179210 var29_1292_MaxSalaryInMinor: 94260 var29_1292_MaxSalaryInBroad: 94260 var29_1292_employmentOutlookDescription: "Much faster than average" var29_1292_highAIRisk: "low" --

var17_2030_socCode: "17-2030-Broad" var17_2030_medianPay: 0 var17_2030_employmentOutlookValue: 0 var17_2030_MaxSalaryInMajor: 155020 var17_2030_MaxSalaryInMinor: 155020 var17_2030_MaxSalaryInBroad: 106950 var17_2030_highAIRisk: "Unknown" --

var29_1021_socCode: "29-1021-Detailed" var29_1021_medianPay: 179210 var29_1021_employmentOutlookValue: 4 var29_1021_MaxSalaryInMajor: 179210 var29_1021_MaxSalaryInMinor: 179210 var29_1021_MaxSalaryInBroad: 179210 var29_1021_employmentOutlookDescription: "As fast as average" var29_1021_highAIRisk: "low" --

var17_2040_socCode: "17-2040-Broad" var17_2040_medianPay: 0 var17_2040_employmentOutlookValue: 0 var17_2040_MaxSalaryInMajor: 155020 var17_2040_MaxSalaryInMinor: 155020 var17_2040_MaxSalaryInBroad: 121860 var17_2040_highAIRisk: "Unknown" --

var29_1213_socCode: "29-1213-Detailed" var29_1213_medianPay: 0 var29_1213_employmentOutlookValue: 3 var29_1213_MaxSalaryInMajor: 179210 var29_1213_MaxSalaryInMinor: 94260 var29_1213_MaxSalaryInBroad: 0 var29_1213_employmentOutlookDescription: "As fast as average" var29_1213_highAIRisk: "low" --

var17_2050_socCode: "17-2050-Broad" var17_2050_medianPay: 0 var17_2050_employmentOutlookValue: 0 var17_2050_MaxSalaryInMajor: 155020 var17_2050_MaxSalaryInMinor: 155020 var17_2050_MaxSalaryInBroad: 99590 var17_2050_highAIRisk: "Unknown" --

var33_3021_socCode: "33-3021-Detailed" var33_3021_medianPay: 77270 var33_3021_employmentOutlookValue: 3 var33_3021_MaxSalaryInMajor: 77270 var33_3021_MaxSalaryInMinor: 77270 var33_3021_MaxSalaryInBroad: 77270 var33_3021_employmentOutlookDescription: "As fast as average" var33_3021_highAIRisk: "low" --

var17_2060_socCode: "17-2060-Broad" var17_2060_medianPay: 0 var17_2060_employmentOutlookValue: 0 var17_2060_MaxSalaryInMajor: 155020 var17_2060_MaxSalaryInMinor: 155020 var17_2060_MaxSalaryInBroad: 155020 var17_2060_highAIRisk: "Unknown" --

var29_2032_socCode: "29-2032-Detailed" var29_2032_medianPay: 89340 var29_2032_employmentOutlookValue: 13 var29_2032_MaxSalaryInMajor: 179210 var29_2032_MaxSalaryInMinor: 138110 var29_2032_MaxSalaryInBroad: 138110 var29_2032_employmentOutlookDescription: "Much faster than average" var29_2032_highAIRisk: "low" --

var29_2051_socCode: "29-2051-Detailed" var29_2051_medianPay: 0 var29_2051_employmentOutlookValue: 0 var29_2051_MaxSalaryInMajor: 179210 var29_2051_MaxSalaryInMinor: 138110 var29_2051_MaxSalaryInBroad: 62480 var29_2051_highAIRisk: "low" --

var17_2070_socCode: "17-2070-Broad" var17_2070_medianPay: 0 var17_2070_employmentOutlookValue: 0 var17_2070_MaxSalaryInMajor: 155020 var17_2070_MaxSalaryInMinor: 155020 var17_2070_MaxSalaryInBroad: 118780 var17_2070_highAIRisk: "Unknown" --

var29_1031_socCode: "29-1031-Detailed" var29_1031_medianPay: 73850 var29_1031_employmentOutlookValue: 6 var29_1031_MaxSalaryInMajor: 179210 var29_1031_MaxSalaryInMinor: 179210 var29_1031_MaxSalaryInBroad: 73850 var29_1031_employmentOutlookDescription: "Faster than average" var29_1031_highAIRisk: "low" --

var17_2071_socCode: "17-2071-Detailed" var17_2071_medianPay: 118780 var17_2071_employmentOutlookValue: 7 var17_2071_MaxSalaryInMajor: 155020 var17_2071_MaxSalaryInMinor: 155020 var17_2071_MaxSalaryInBroad: 118780 var17_2071_employmentOutlookDescription: "Much faster than average" var17_2071_highAIRisk: "low" --

var35_9011_socCode: "35-9011-Detailed" var35_9011_medianPay: 31040 var35_9011_employmentOutlookValue: 5 var35_9011_MaxSalaryInMajor: 60990 var35_9011_MaxSalaryInMinor: 31040 var35_9011_MaxSalaryInBroad: 31040 var35_9011_employmentOutlookDescription: "Faster than average" var35_9011_highAIRisk: "moderate" --

var17_2072_socCode: "17-2072-Detailed" var17_2072_medianPay: 118780 var17_2072_employmentOutlookValue: 7 var17_2072_MaxSalaryInMajor: 155020 var17_2072_MaxSalaryInMinor: 155020 var17_2072_MaxSalaryInBroad: 118780 var17_2072_employmentOutlookDescription: "Much faster than average" var17_2072_highAIRisk: "low" --

var21_2021_socCode: "21-2021-Detailed" var21_2021_medianPay: 0 var21_2021_employmentOutlookValue: 0 var21_2021_MaxSalaryInMajor: 65140 var21_2021_MaxSalaryInMinor: 0 var21_2021_MaxSalaryInBroad: 0 var21_2021_highAIRisk: "low" --

var17_2080_socCode: "17-2080-Broad" var17_2080_medianPay: 0 var17_2080_employmentOutlookValue: 0 var17_2080_MaxSalaryInMajor: 155020 var17_2080_MaxSalaryInMinor: 155020 var17_2080_MaxSalaryInBroad: 104170 var17_2080_highAIRisk: "Unknown" --

var35_9021_socCode: "35-9021-Detailed" var35_9021_medianPay: 0 var35_9021_employmentOutlookValue: 0 var35_9021_MaxSalaryInMajor: 60990 var35_9021_MaxSalaryInMinor: 31040 var35_9021_MaxSalaryInBroad: 0 var35_9021_highAIRisk: "high" --

var17_2081_socCode: "17-2081-Detailed" var17_2081_medianPay: 104170 var17_2081_employmentOutlookValue: 4 var17_2081_MaxSalaryInMajor: 155020 var17_2081_MaxSalaryInMinor: 155020 var17_2081_MaxSalaryInBroad: 104170 var17_2081_employmentOutlookDescription: "As fast as average" var17_2081_highAIRisk: "low" --

var17_2110_socCode: "17-2110-Broad" var17_2110_medianPay: 0 var17_2110_employmentOutlookValue: 0 var17_2110_MaxSalaryInMajor: 155020 var17_2110_MaxSalaryInMinor: 141280 var17_2110_MaxSalaryInBroad: 109660 var17_2110_highAIRisk: "Unknown" --

var17_2111_socCode: "17-2111-Detailed" var17_2111_medianPay: 109660 var17_2111_employmentOutlookValue: 4 var17_2111_MaxSalaryInMajor: 155020 var17_2111_MaxSalaryInMinor: 141280 var17_2111_MaxSalaryInBroad: 109660 var17_2111_employmentOutlookDescription: "As fast as average" var17_2111_highAIRisk: "low" --

var17_2112_socCode: "17-2112-Detailed" var17_2112_medianPay: 101140 var17_2112_employmentOutlookValue: 11 var17_2112_MaxSalaryInMajor: 155020 var17_2112_MaxSalaryInMinor: 141280 var17_2112_MaxSalaryInBroad: 109660 var17_2112_employmentOutlookDescription: "Much faster than average" var17_2112_highAIRisk: "low" --

var17_2120_socCode: "17-2120-Broad" var17_2120_medianPay: 0 var17_2120_employmentOutlookValue: 0 var17_2120_MaxSalaryInMajor: 155020 var17_2120_MaxSalaryInMinor: 141280 var17_2120_MaxSalaryInBroad: 105670 var17_2120_highAIRisk: "Unknown" --

var17_2121_socCode: "17-2121-Detailed" var17_2121_medianPay: 105670 var17_2121_employmentOutlookValue: 6 var17_2121_MaxSalaryInMajor: 155020 var17_2121_MaxSalaryInMinor: 141280 var17_2121_MaxSalaryInBroad: 105670 var17_2121_employmentOutlookDescription: "Faster than average" var17_2121_highAIRisk: "low" --

var17_2130_socCode: "17-2130-Broad" var17_2130_medianPay: 0 var17_2130_employmentOutlookValue: 0 var17_2130_MaxSalaryInMajor: 155020 var17_2130_MaxSalaryInMinor: 141280 var17_2130_MaxSalaryInBroad: 108310 var17_2130_highAIRisk: "Unknown" --

var17_2131_socCode: "17-2131-Detailed" var17_2131_medianPay: 108310 var17_2131_employmentOutlookValue: 6 var17_2131_MaxSalaryInMajor: 155020 var17_2131_MaxSalaryInMinor: 141280 var17_2131_MaxSalaryInBroad: 108310 var17_2131_employmentOutlookDescription: "Faster than average" var17_2131_highAIRisk: "low" --

var25_1063_socCode: "25-1063-Detailed" var25_1063_medianPay: 83980 var25_1063_employmentOutlookValue: 7 var25_1063_MaxSalaryInMajor: 83980 var25_1063_MaxSalaryInMinor: 83980 var25_1063_MaxSalaryInBroad: 83980 var25_1063_employmentOutlookDescription: "Much faster than average" var25_1063_highAIRisk: "low" --

var17_2140_socCode: "17-2140-Broad" var17_2140_medianPay: 0 var17_2140_employmentOutlookValue: 0 var17_2140_MaxSalaryInMajor: 155020 var17_2140_MaxSalaryInMinor: 141280 var17_2140_MaxSalaryInBroad: 102320 var17_2140_highAIRisk: "Unknown" --

var19_3011_socCode: "19-3011-Detailed" var19_3011_medianPay: 115440 var19_3011_employmentOutlookValue: 1 var19_3011_MaxSalaryInMajor: 166290 var19_3011_MaxSalaryInMinor: 139380 var19_3011_MaxSalaryInBroad: 115440 var19_3011_employmentOutlookDescription: "Slower than average" var19_3011_highAIRisk: "low" --

var17_2141_socCode: "17-2141-Detailed" var17_2141_medianPay: 102320 var17_2141_employmentOutlookValue: 9 var17_2141_MaxSalaryInMajor: 155020 var17_2141_MaxSalaryInMinor: 141280 var17_2141_MaxSalaryInBroad: 102320 var17_2141_employmentOutlookDescription: "Much faster than average" var17_2141_highAIRisk: "low" --

var27_3041_socCode: "27-3041-Detailed" var27_3041_medianPay: 75260 var27_3041_employmentOutlookValue: 1 var27_3041_MaxSalaryInMajor: 111040 var27_3041_MaxSalaryInMinor: 91670 var27_3041_MaxSalaryInBroad: 91670 var27_3041_employmentOutlookDescription: "Slower than average" var27_3041_highAIRisk: "low" --

var17_2150_socCode: "17-2150-Broad" var17_2150_medianPay: 0 var17_2150_employmentOutlookValue: 0 var17_2150_MaxSalaryInMajor: 155020 var17_2150_MaxSalaryInMinor: 141280 var17_2150_MaxSalaryInBroad: 101020 var17_2150_highAIRisk: "Unknown" --

var17_2151_socCode: "17-2151-Detailed" var17_2151_medianPay: 101020 var17_2151_employmentOutlookValue: 1 var17_2151_MaxSalaryInMajor: 155020 var17_2151_MaxSalaryInMinor: 141280 var17_2151_MaxSalaryInBroad: 101020 var17_2151_employmentOutlookDescription: "Slower than average" var17_2151_highAIRisk: "low" --

var17_2160_socCode: "17-2160-Broad" var17_2160_medianPay: 0 var17_2160_employmentOutlookValue: 0 var17_2160_MaxSalaryInMajor: 155020 var17_2160_MaxSalaryInMinor: 141280 var17_2160_MaxSalaryInBroad: 127520 var17_2160_highAIRisk: "Unknown" --

var17_2161_socCode: "17-2161-Detailed" var17_2161_medianPay: 127520 var17_2161_employmentOutlookValue: -1 var17_2161_MaxSalaryInMajor: 155020 var17_2161_MaxSalaryInMinor: 141280 var17_2161_MaxSalaryInBroad: 127520 var17_2161_employmentOutlookDescription: "Decline" var17_2161_highAIRisk: "low" --

var25_1081_socCode: "25-1081-Detailed" var25_1081_medianPay: 83980 var25_1081_employmentOutlookValue: 7 var25_1081_MaxSalaryInMajor: 83980 var25_1081_MaxSalaryInMinor: 83980 var25_1081_MaxSalaryInBroad: 83980 var25_1081_employmentOutlookDescription: "Much faster than average" var25_1081_highAIRisk: "low" --

var17_2170_socCode: "17-2170-Broad" var17_2170_medianPay: 0 var17_2170_employmentOutlookValue: 0 var17_2170_MaxSalaryInMajor: 155020 var17_2170_MaxSalaryInMinor: 141280 var17_2170_MaxSalaryInBroad: 141280 var17_2170_highAIRisk: "Unknown" --

var21_1012_socCode: "21-1012-Detailed" var21_1012_medianPay: 65140 var21_1012_employmentOutlookValue: 4 var21_1012_MaxSalaryInMajor: 65140 var21_1012_MaxSalaryInMinor: 65140 var21_1012_MaxSalaryInBroad: 65140 var21_1012_employmentOutlookDescription: "As fast as average" var21_1012_highAIRisk: "low" --

var17_2171_socCode: "17-2171-Detailed" var17_2171_medianPay: 141280 var17_2171_employmentOutlookValue: 1 var17_2171_MaxSalaryInMajor: 155020 var17_2171_MaxSalaryInMinor: 141280 var17_2171_MaxSalaryInBroad: 141280 var17_2171_employmentOutlookDescription: "Slower than average" var17_2171_highAIRisk: "low" --

var17_2190_socCode: "17-2190-Broad" var17_2190_medianPay: 0 var17_2190_employmentOutlookValue: 0 var17_2190_MaxSalaryInMajor: 155020 var17_2190_MaxSalaryInMinor: 141280 var17_2190_MaxSalaryInBroad: 0 var17_2190_highAIRisk: "Unknown" --

var17_3023_socCode: "17-3023-Detailed" var17_3023_medianPay: 77180 var17_3023_employmentOutlookValue: 1 var17_3023_MaxSalaryInMajor: 155020 var17_3023_MaxSalaryInMinor: 79830 var17_3023_MaxSalaryInBroad: 79830 var17_3023_employmentOutlookDescription: "Slower than average" var17_3023_highAIRisk: "low" --

var17_2199_socCode: "17-2199-Detailed" var17_2199_medianPay: 0 var17_2199_employmentOutlookValue: 0 var17_2199_MaxSalaryInMajor: 155020 var17_2199_MaxSalaryInMinor: 141280 var17_2199_MaxSalaryInBroad: 0 var17_2199_highAIRisk: "Unknown" --

var17_3000_socCode: "17-3000-Minor" var17_3000_medianPay: 0 var17_3000_employmentOutlookValue: 0 var17_3000_MaxSalaryInMajor: 155020 var17_3000_MaxSalaryInMinor: 79830 var17_3000_MaxSalaryInBroad: 0 var17_3000_highAIRisk: "Unknown" --

var17_3012_socCode: "17-3012-Detailed" var17_3012_medianPay: 65380 var17_3012_employmentOutlookValue: 0 var17_3012_MaxSalaryInMajor: 155020 var17_3012_MaxSalaryInMinor: 79830 var17_3012_MaxSalaryInBroad: 65380 var17_3012_employmentOutlookDescription: "Little or no change" var17_3012_highAIRisk: "moderate" --

var17_3010_socCode: "17-3010-Broad" var17_3010_medianPay: 0 var17_3010_employmentOutlookValue: 0 var17_3010_MaxSalaryInMajor: 155020 var17_3010_MaxSalaryInMinor: 79830 var17_3010_MaxSalaryInBroad: 65380 var17_3010_highAIRisk: "Unknown" --

var17_3013_socCode: "17-3013-Detailed" var17_3013_medianPay: 65380 var17_3013_employmentOutlookValue: 0 var17_3013_MaxSalaryInMajor: 155020 var17_3013_MaxSalaryInMinor: 79830 var17_3013_MaxSalaryInBroad: 65380 var17_3013_employmentOutlookDescription: "Little or no change" var17_3013_highAIRisk: "moderate" --

var17_3019_socCode: "17-3019-Detailed" var17_3019_medianPay: 65380 var17_3019_employmentOutlookValue: 0 var17_3019_MaxSalaryInMajor: 155020 var17_3019_MaxSalaryInMinor: 79830 var17_3019_MaxSalaryInBroad: 65380 var17_3019_employmentOutlookDescription: "Little or no change" var17_3019_highAIRisk: "Unknown" --

var17_3020_socCode: "17-3020-Broad" var17_3020_medianPay: 0 var17_3020_employmentOutlookValue: 0 var17_3020_MaxSalaryInMajor: 155020 var17_3020_MaxSalaryInMinor: 79830 var17_3020_MaxSalaryInBroad: 79830 var17_3020_highAIRisk: "Unknown" --

var17_3024_socCode: "17-3024-Detailed" var17_3024_medianPay: 70760 var17_3024_employmentOutlookValue: 1 var17_3024_MaxSalaryInMajor: 155020 var17_3024_MaxSalaryInMinor: 79830 var17_3024_MaxSalaryInBroad: 79830 var17_3024_employmentOutlookDescription: "Slower than average" var17_3024_highAIRisk: "moderate" --

var17_3025_socCode: "17-3025-Detailed" var17_3025_medianPay: 58890 var17_3025_employmentOutlookValue: 1 var17_3025_MaxSalaryInMajor: 155020 var17_3025_MaxSalaryInMinor: 79830 var17_3025_MaxSalaryInBroad: 79830 var17_3025_employmentOutlookDescription: "Slower than average" var17_3025_highAIRisk: "low" --

var25_2021_socCode: "25-2021-Detailed" var25_2021_medianPay: 62310 var25_2021_employmentOutlookValue: -2 var25_2021_MaxSalaryInMajor: 83980 var25_2021_MaxSalaryInMinor: 64580 var25_2021_MaxSalaryInBroad: 62970 var25_2021_employmentOutlookDescription: "Decline" var25_2021_highAIRisk: "low" --

var17_3026_socCode: "17-3026-Detailed" var17_3026_medianPay: 64790 var17_3026_employmentOutlookValue: 2 var17_3026_MaxSalaryInMajor: 155020 var17_3026_MaxSalaryInMinor: 79830 var17_3026_MaxSalaryInBroad: 79830 var17_3026_employmentOutlookDescription: "Slower than average" var17_3026_highAIRisk: "low" --

var17_3027_socCode: "17-3027-Detailed" var17_3027_medianPay: 68730 var17_3027_employmentOutlookValue: 0 var17_3027_MaxSalaryInMajor: 155020 var17_3027_MaxSalaryInMinor: 79830 var17_3027_MaxSalaryInBroad: 79830 var17_3027_employmentOutlookDescription: "Little or no change" var17_3027_highAIRisk: "low" --

var17_3028_socCode: "17-3028-Detailed" var17_3028_medianPay: 65040 var17_3028_employmentOutlookValue: 5 var17_3028_MaxSalaryInMajor: 155020 var17_3028_MaxSalaryInMinor: 79830 var17_3028_MaxSalaryInBroad: 79830 var17_3028_employmentOutlookDescription: "Faster than average" var17_3028_highAIRisk: "Unknown" --

var17_3029_socCode: "17-3029-Detailed" var17_3029_medianPay: 0 var17_3029_employmentOutlookValue: 0 var17_3029_MaxSalaryInMajor: 155020 var17_3029_MaxSalaryInMinor: 79830 var17_3029_MaxSalaryInBroad: 79830 var17_3029_highAIRisk: "Unknown" --

var17_3030_socCode: "17-3030-Broad" var17_3030_medianPay: 0 var17_3030_employmentOutlookValue: 0 var17_3030_MaxSalaryInMajor: 155020 var17_3030_MaxSalaryInMinor: 79830 var17_3030_MaxSalaryInBroad: 51940 var17_3030_highAIRisk: "Unknown" --

var29_2042_socCode: "29-2042-Detailed" var29_2042_medianPay: 46350 var29_2042_employmentOutlookValue: 5 var29_2042_MaxSalaryInMajor: 179210 var29_2042_MaxSalaryInMinor: 138110 var29_2042_MaxSalaryInBroad: 46350 var29_2042_employmentOutlookDescription: "Faster than average" var29_2042_highAIRisk: "low" --

var17_3031_socCode: "17-3031-Detailed" var17_3031_medianPay: 51940 var17_3031_employmentOutlookValue: 5 var17_3031_MaxSalaryInMajor: 155020 var17_3031_MaxSalaryInMinor: 79830 var17_3031_MaxSalaryInBroad: 51940 var17_3031_employmentOutlookDescription: "Faster than average" var17_3031_highAIRisk: "moderate" --

var19_0000_socCode: "19-0000-Major" var19_0000_medianPay: 0 var19_0000_employmentOutlookValue: 0 var19_0000_MaxSalaryInMajor: 166290 var19_0000_MaxSalaryInMinor: 0 var19_0000_MaxSalaryInBroad: 0 var19_0000_highAIRisk: "Unknown" --

var25_1032_socCode: "25-1032-Detailed" var25_1032_medianPay: 83980 var25_1032_employmentOutlookValue: 7 var25_1032_MaxSalaryInMajor: 83980 var25_1032_MaxSalaryInMinor: 83980 var25_1032_MaxSalaryInBroad: 83980 var25_1032_employmentOutlookDescription: "Much faster than average" var25_1032_highAIRisk: "low" --

var19_1000_socCode: "19-1000-Minor" var19_1000_medianPay: 0 var19_1000_employmentOutlookValue: 0 var19_1000_MaxSalaryInMajor: 166290 var19_1000_MaxSalaryInMinor: 103650 var19_1000_MaxSalaryInBroad: 0 var19_1000_highAIRisk: "Unknown" --

var25_1123_socCode: "25-1123-Detailed" var25_1123_medianPay: 83980 var25_1123_employmentOutlookValue: 7 var25_1123_MaxSalaryInMajor: 83980 var25_1123_MaxSalaryInMinor: 83980 var25_1123_MaxSalaryInBroad: 83980 var25_1123_employmentOutlookDescription: "Much faster than average" var25_1123_highAIRisk: "low" --

var19_1010_socCode: "19-1010-Broad" var19_1010_medianPay: 0 var19_1010_employmentOutlookValue: 0 var19_1010_MaxSalaryInMajor: 166290 var19_1010_MaxSalaryInMinor: 103650 var19_1010_MaxSalaryInBroad: 78770 var19_1010_highAIRisk: "Unknown" --

var19_1012_socCode: "19-1012-Detailed" var19_1012_medianPay: 78770 var19_1012_employmentOutlookValue: 6 var19_1012_MaxSalaryInMajor: 166290 var19_1012_MaxSalaryInMinor: 103650 var19_1012_MaxSalaryInBroad: 78770 var19_1012_employmentOutlookDescription: "Faster than average" var19_1012_highAIRisk: "low" --

var19_4042_socCode: "19-4042-Detailed" var19_4042_medianPay: 49490 var19_4042_employmentOutlookValue: 4 var19_4042_MaxSalaryInMajor: 166290 var19_4042_MaxSalaryInMinor: 104240 var19_4042_MaxSalaryInBroad: 50510 var19_4042_employmentOutlookDescription: "As fast as average" var19_4042_highAIRisk: "low" --

var19_1013_socCode: "19-1013-Detailed" var19_1013_medianPay: 78770 var19_1013_employmentOutlookValue: 6 var19_1013_MaxSalaryInMajor: 166290 var19_1013_MaxSalaryInMinor: 103650 var19_1013_MaxSalaryInBroad: 78770 var19_1013_employmentOutlookDescription: "Faster than average" var19_1013_highAIRisk: "low" --

var25_1053_socCode: "25-1053-Detailed" var25_1053_medianPay: 83980 var25_1053_employmentOutlookValue: 7 var25_1053_MaxSalaryInMajor: 83980 var25_1053_MaxSalaryInMinor: 83980 var25_1053_MaxSalaryInBroad: 83980 var25_1053_employmentOutlookDescription: "Much faster than average" var25_1053_highAIRisk: "low" --

var19_1020_socCode: "19-1020-Broad" var19_1020_medianPay: 0 var19_1020_employmentOutlookValue: 0 var19_1020_MaxSalaryInMajor: 166290 var19_1020_MaxSalaryInMinor: 103650 var19_1020_MaxSalaryInBroad: 103650 var19_1020_highAIRisk: "Unknown" --

var19_2041_socCode: "19-2041-Detailed" var19_2041_medianPay: 80060 var19_2041_employmentOutlookValue: 4 var19_2041_MaxSalaryInMajor: 166290 var19_2041_MaxSalaryInMinor: 166290 var19_2041_MaxSalaryInBroad: 99240 var19_2041_employmentOutlookDescription: "As fast as average" var19_2041_highAIRisk: "low" --

var19_1041_socCode: "19-1041-Detailed" var19_1041_medianPay: 83980 var19_1041_employmentOutlookValue: 16 var19_1041_MaxSalaryInMajor: 166290 var19_1041_MaxSalaryInMinor: 103650 var19_1041_MaxSalaryInBroad: 100590 var19_1041_employmentOutlookDescription: "Much faster than average" var19_1041_highAIRisk: "low" --

var19_1022_socCode: "19-1022-Detailed" var19_1022_medianPay: 87330 var19_1022_employmentOutlookValue: 4 var19_1022_MaxSalaryInMajor: 166290 var19_1022_MaxSalaryInMinor: 103650 var19_1022_MaxSalaryInBroad: 103650 var19_1022_employmentOutlookDescription: "As fast as average" var19_1022_highAIRisk: "low" --

var19_1023_socCode: "19-1023-Detailed" var19_1023_medianPay: 72860 var19_1023_employmentOutlookValue: 2 var19_1023_MaxSalaryInMajor: 166290 var19_1023_MaxSalaryInMinor: 103650 var19_1023_MaxSalaryInBroad: 103650 var19_1023_employmentOutlookDescription: "Slower than average" var19_1023_highAIRisk: "low" --

var19_1029_socCode: "19-1029-Detailed" var19_1029_medianPay: 0 var19_1029_employmentOutlookValue: 0 var19_1029_MaxSalaryInMajor: 166290 var19_1029_MaxSalaryInMinor: 103650 var19_1029_MaxSalaryInBroad: 103650 var19_1029_highAIRisk: "Unknown" --

var19_1030_socCode: "19-1030-Broad" var19_1030_medianPay: 0 var19_1030_employmentOutlookValue: 0 var19_1030_MaxSalaryInMajor: 166290 var19_1030_MaxSalaryInMinor: 103650 var19_1030_MaxSalaryInBroad: 69060 var19_1030_highAIRisk: "Unknown" --

var29_1128_socCode: "29-1128-Detailed" var29_1128_medianPay: 58160 var29_1128_employmentOutlookValue: 9 var29_1128_MaxSalaryInMajor: 179210 var29_1128_MaxSalaryInMinor: 132050 var29_1128_MaxSalaryInBroad: 101990 var29_1128_employmentOutlookDescription: "Much faster than average" var29_1128_highAIRisk: "low" --

var19_1032_socCode: "19-1032-Detailed" var19_1032_medianPay: 69060 var19_1032_employmentOutlookValue: 3 var19_1032_MaxSalaryInMajor: 166290 var19_1032_MaxSalaryInMinor: 103650 var19_1032_MaxSalaryInBroad: 69060 var19_1032_employmentOutlookDescription: "As fast as average" var19_1032_highAIRisk: "low" --

var19_1040_socCode: "19-1040-Broad" var19_1040_medianPay: 0 var19_1040_employmentOutlookValue: 0 var19_1040_MaxSalaryInMajor: 166290 var19_1040_MaxSalaryInMinor: 103650 var19_1040_MaxSalaryInBroad: 100590 var19_1040_highAIRisk: "Unknown" --

var19_1042_socCode: "19-1042-Detailed" var19_1042_medianPay: 100590 var19_1042_employmentOutlookValue: 9 var19_1042_MaxSalaryInMajor: 166290 var19_1042_MaxSalaryInMinor: 103650 var19_1042_MaxSalaryInBroad: 100590 var19_1042_employmentOutlookDescription: "Much faster than average" var19_1042_highAIRisk: "low" --

var19_1090_socCode: "19-1090-Broad" var19_1090_medianPay: 0 var19_1090_employmentOutlookValue: 0 var19_1090_MaxSalaryInMajor: 166290 var19_1090_MaxSalaryInMinor: 103650 var19_1090_MaxSalaryInBroad: 0 var19_1090_highAIRisk: "Unknown" --

var19_1099_socCode: "19-1099-Detailed" var19_1099_medianPay: 0 var19_1099_employmentOutlookValue: 0 var19_1099_MaxSalaryInMajor: 166290 var19_1099_MaxSalaryInMinor: 103650 var19_1099_MaxSalaryInBroad: 0 var19_1099_highAIRisk: "Unknown" --

var19_2000_socCode: "19-2000-Minor" var19_2000_medianPay: 0 var19_2000_employmentOutlookValue: 0 var19_2000_MaxSalaryInMajor: 166290 var19_2000_MaxSalaryInMinor: 166290 var19_2000_MaxSalaryInBroad: 0 var19_2000_highAIRisk: "Unknown" --

var19_2010_socCode: "19-2010-Broad" var19_2010_medianPay: 0 var19_2010_employmentOutlookValue: 0 var19_2010_MaxSalaryInMajor: 166290 var19_2010_MaxSalaryInMinor: 166290 var19_2010_MaxSalaryInBroad: 166290 var19_2010_highAIRisk: "Unknown" --

var25_1192_socCode: "25-1192-Detailed" var25_1192_medianPay: 83980 var25_1192_employmentOutlookValue: 7 var25_1192_MaxSalaryInMajor: 83980 var25_1192_MaxSalaryInMinor: 83980 var25_1192_MaxSalaryInBroad: 83980 var25_1192_employmentOutlookDescription: "Much faster than average" var25_1192_highAIRisk: "low" --

var29_1215_socCode: "29-1215-Detailed" var29_1215_medianPay: 0 var29_1215_employmentOutlookValue: 3 var29_1215_MaxSalaryInMajor: 179210 var29_1215_MaxSalaryInMinor: 94260 var29_1215_MaxSalaryInBroad: 0 var29_1215_employmentOutlookDescription: "As fast as average" var29_1215_highAIRisk: "low" --

var19_2012_socCode: "19-2012-Detailed" var19_2012_medianPay: 166290 var19_2012_employmentOutlookValue: 4 var19_2012_MaxSalaryInMajor: 166290 var19_2012_MaxSalaryInMinor: 166290 var19_2012_MaxSalaryInBroad: 166290 var19_2012_employmentOutlookDescription: "As fast as average" var19_2012_highAIRisk: "low" --

var25_9021_socCode: "25-9021-Detailed" var25_9021_medianPay: 0 var25_9021_employmentOutlookValue: 0 var25_9021_MaxSalaryInMajor: 83980 var25_9021_MaxSalaryInMinor: 74720 var25_9021_MaxSalaryInBroad: 0 var25_9021_highAIRisk: "low" --

var19_2020_socCode: "19-2020-Broad" var19_2020_medianPay: 0 var19_2020_employmentOutlookValue: 0 var19_2020_MaxSalaryInMajor: 166290 var19_2020_MaxSalaryInMinor: 166290 var19_2020_MaxSalaryInBroad: 97450 var19_2020_highAIRisk: "Unknown" --

var19_2030_socCode: "19-2030-Broad" var19_2030_medianPay: 0 var19_2030_employmentOutlookValue: 0 var19_2030_MaxSalaryInMajor: 166290 var19_2030_MaxSalaryInMinor: 166290 var19_2030_MaxSalaryInBroad: 86620 var19_2030_highAIRisk: "Unknown" --

var19_2032_socCode: "19-2032-Detailed" var19_2032_medianPay: 86620 var19_2032_employmentOutlookValue: 5 var19_2032_MaxSalaryInMajor: 166290 var19_2032_MaxSalaryInMinor: 166290 var19_2032_MaxSalaryInBroad: 86620 var19_2032_employmentOutlookDescription: "Faster than average" var19_2032_highAIRisk: "low" --

var19_2040_socCode: "19-2040-Broad" var19_2040_medianPay: 0 var19_2040_employmentOutlookValue: 0 var19_2040_MaxSalaryInMajor: 166290 var19_2040_MaxSalaryInMinor: 166290 var19_2040_MaxSalaryInBroad: 99240 var19_2040_highAIRisk: "Unknown" --

var27_1022_socCode: "27-1022-Detailed" var27_1022_medianPay: 80690 var27_1022_employmentOutlookValue: 2 var27_1022_MaxSalaryInMajor: 111040 var27_1022_MaxSalaryInMinor: 111040 var27_1022_MaxSalaryInBroad: 80690 var27_1022_employmentOutlookDescription: "Slower than average" var27_1022_highAIRisk: "low" --

var35_3023_socCode: "35-3023-Detailed" var35_3023_medianPay: 31040 var35_3023_employmentOutlookValue: 5 var35_3023_MaxSalaryInMajor: 60990 var35_3023_MaxSalaryInMinor: 33760 var35_3023_MaxSalaryInBroad: 31040 var35_3023_employmentOutlookDescription: "Faster than average" var35_3023_highAIRisk: "high" --

var19_2042_socCode: "19-2042-Detailed" var19_2042_medianPay: 99240 var19_2042_employmentOutlookValue: 3 var19_2042_MaxSalaryInMajor: 166290 var19_2042_MaxSalaryInMinor: 166290 var19_2042_MaxSalaryInBroad: 99240 var19_2042_employmentOutlookDescription: "As fast as average" var19_2042_highAIRisk: "low" --

var19_2043_socCode: "19-2043-Detailed" var19_2043_medianPay: 92060 var19_2043_employmentOutlookValue: 0 var19_2043_MaxSalaryInMajor: 166290 var19_2043_MaxSalaryInMinor: 166290 var19_2043_MaxSalaryInBroad: 99240 var19_2043_employmentOutlookDescription: "Little or no change" var19_2043_highAIRisk: "low" --

var19_2090_socCode: "19-2090-Broad" var19_2090_medianPay: 0 var19_2090_employmentOutlookValue: 0 var19_2090_MaxSalaryInMajor: 166290 var19_2090_MaxSalaryInMinor: 166290 var19_2090_MaxSalaryInBroad: 0 var19_2090_highAIRisk: "Unknown" --

var19_2099_socCode: "19-2099-Detailed" var19_2099_medianPay: 0 var19_2099_employmentOutlookValue: 0 var19_2099_MaxSalaryInMajor: 166290 var19_2099_MaxSalaryInMinor: 166290 var19_2099_MaxSalaryInBroad: 0 var19_2099_highAIRisk: "Unknown" --

var27_4032_socCode: "27-4032-Detailed" var27_4032_medianPay: 70570 var27_4032_employmentOutlookValue: 3 var27_4032_MaxSalaryInMajor: 111040 var27_4032_MaxSalaryInMinor: 70570 var27_4032_MaxSalaryInBroad: 70570 var27_4032_employmentOutlookDescription: "As fast as average" var27_4032_highAIRisk: "moderate" --

var19_3000_socCode: "19-3000-Minor" var19_3000_medianPay: 0 var19_3000_employmentOutlookValue: 0 var19_3000_MaxSalaryInMajor: 166290 var19_3000_MaxSalaryInMinor: 139380 var19_3000_MaxSalaryInBroad: 0 var19_3000_highAIRisk: "Unknown" --

var19_3010_socCode: "19-3010-Broad" var19_3010_medianPay: 0 var19_3010_employmentOutlookValue: 0 var19_3010_MaxSalaryInMajor: 166290 var19_3010_MaxSalaryInMinor: 139380 var19_3010_MaxSalaryInBroad: 115440 var19_3010_highAIRisk: "Unknown" --

var19_3020_socCode: "19-3020-Broad" var19_3020_medianPay: 0 var19_3020_employmentOutlookValue: 0 var19_3020_MaxSalaryInMajor: 166290 var19_3020_MaxSalaryInMinor: 139380 var19_3020_MaxSalaryInBroad: 63380 var19_3020_highAIRisk: "Unknown" --

var19_3022_socCode: "19-3022-Detailed" var19_3022_medianPay: 63380 var19_3022_employmentOutlookValue: -5 var19_3022_MaxSalaryInMajor: 166290 var19_3022_MaxSalaryInMinor: 139380 var19_3022_MaxSalaryInBroad: 63380 var19_3022_employmentOutlookDescription: "Decline" var19_3022_highAIRisk: "low" --

var33_2021_socCode: "33-2021-Detailed" var33_2021_medianPay: 75480 var33_2021_employmentOutlookValue: 6 var33_2021_MaxSalaryInMajor: 77270 var33_2021_MaxSalaryInMinor: 75480 var33_2021_MaxSalaryInBroad: 75480 var33_2021_employmentOutlookDescription: "Faster than average" var33_2021_highAIRisk: "low" --

var19_3030_socCode: "19-3030-Broad" var19_3030_medianPay: 0 var19_3030_employmentOutlookValue: 0 var19_3030_MaxSalaryInMajor: 166290 var19_3030_MaxSalaryInMinor: 139380 var19_3030_MaxSalaryInBroad: 94310 var19_3030_highAIRisk: "Unknown" --

var33_2011_socCode: "33-2011-Detailed" var33_2011_medianPay: 59530 var33_2011_employmentOutlookValue: 3 var33_2011_MaxSalaryInMajor: 77270 var33_2011_MaxSalaryInMinor: 75480 var33_2011_MaxSalaryInBroad: 59530 var33_2011_employmentOutlookDescription: "As fast as average" var33_2011_highAIRisk: "low" --

var19_3032_socCode: "19-3032-Detailed" var19_3032_medianPay: 94310 var19_3032_employmentOutlookValue: 6 var19_3032_MaxSalaryInMajor: 166290 var19_3032_MaxSalaryInMinor: 139380 var19_3032_MaxSalaryInBroad: 94310 var19_3032_employmentOutlookDescription: "Faster than average" var19_3032_highAIRisk: "low" --

var33_1011_socCode: "33-1011-Detailed" var33_1011_medianPay: 0 var33_1011_employmentOutlookValue: 0 var33_1011_MaxSalaryInMajor: 77270 var33_1011_MaxSalaryInMinor: 0 var33_1011_MaxSalaryInBroad: 0 var33_1011_highAIRisk: "low" --

var19_3034_socCode: "19-3034-Detailed" var19_3034_medianPay: 94310 var19_3034_employmentOutlookValue: 6 var19_3034_MaxSalaryInMajor: 166290 var19_3034_MaxSalaryInMinor: 139380 var19_3034_MaxSalaryInBroad: 94310 var19_3034_employmentOutlookDescription: "Faster than average" var19_3034_highAIRisk: "low" --

var39_1014_socCode: "39-1014-Detailed" var39_1014_medianPay: 0 var39_1014_employmentOutlookValue: 0 var39_1014_MaxSalaryInMajor: 59420 var39_1014_MaxSalaryInMinor: 35630 var39_1014_MaxSalaryInBroad: 35630 var39_1014_highAIRisk: "low" --

var19_3039_socCode: "19-3039-Detailed" var19_3039_medianPay: 94310 var19_3039_employmentOutlookValue: 6 var19_3039_MaxSalaryInMajor: 166290 var19_3039_MaxSalaryInMinor: 139380 var19_3039_MaxSalaryInBroad: 94310 var19_3039_employmentOutlookDescription: "Faster than average" var19_3039_highAIRisk: "Unknown" --

var19_3040_socCode: "19-3040-Broad" var19_3040_medianPay: 0 var19_3040_employmentOutlookValue: 0 var19_3040_MaxSalaryInMajor: 166290 var19_3040_MaxSalaryInMinor: 139380 var19_3040_MaxSalaryInBroad: 101690 var19_3040_highAIRisk: "Unknown" --

var33_1021_socCode: "33-1021-Detailed" var33_1021_medianPay: 0 var33_1021_employmentOutlookValue: 0 var33_1021_MaxSalaryInMajor: 77270 var33_1021_MaxSalaryInMinor: 0 var33_1021_MaxSalaryInBroad: 0 var33_1021_highAIRisk: "low" --

var19_3041_socCode: "19-3041-Detailed" var19_3041_medianPay: 101690 var19_3041_employmentOutlookValue: 4 var19_3041_MaxSalaryInMajor: 166290 var19_3041_MaxSalaryInMinor: 139380 var19_3041_MaxSalaryInBroad: 101690 var19_3041_employmentOutlookDescription: "As fast as average" var19_3041_highAIRisk: "low" --

var35_1012_socCode: "35-1012-Detailed" var35_1012_medianPay: 0 var35_1012_employmentOutlookValue: 0 var35_1012_MaxSalaryInMajor: 60990 var35_1012_MaxSalaryInMinor: 60990 var35_1012_MaxSalaryInBroad: 60990 var35_1012_highAIRisk: "low" --

var19_3050_socCode: "19-3050-Broad" var19_3050_medianPay: 0 var19_3050_employmentOutlookValue: 0 var19_3050_MaxSalaryInMajor: 166290 var19_3050_MaxSalaryInMinor: 139380 var19_3050_MaxSalaryInBroad: 83720 var19_3050_highAIRisk: "Unknown" --

var39_1013_socCode: "39-1013-Detailed" var39_1013_medianPay: 35630 var39_1013_employmentOutlookValue: 0 var39_1013_MaxSalaryInMajor: 59420 var39_1013_MaxSalaryInMinor: 35630 var39_1013_MaxSalaryInBroad: 35630 var39_1013_employmentOutlookDescription: "Little or no change" var39_1013_highAIRisk: "low" --

var19_3051_socCode: "19-3051-Detailed" var19_3051_medianPay: 83720 var19_3051_employmentOutlookValue: 3 var19_3051_MaxSalaryInMajor: 166290 var19_3051_MaxSalaryInMinor: 139380 var19_3051_MaxSalaryInBroad: 83720 var19_3051_employmentOutlookDescription: "As fast as average" var19_3051_highAIRisk: "low" --

var19_3090_socCode: "19-3090-Broad" var19_3090_medianPay: 0 var19_3090_employmentOutlookValue: 0 var19_3090_MaxSalaryInMajor: 166290 var19_3090_MaxSalaryInMinor: 139380 var19_3090_MaxSalaryInBroad: 139380 var19_3090_highAIRisk: "Unknown" --

var37_1011_socCode: "37-1011-Detailed" var37_1011_medianPay: 0 var37_1011_employmentOutlookValue: 0 var37_1011_MaxSalaryInMajor: 44730 var37_1011_MaxSalaryInMinor: 0 var37_1011_MaxSalaryInBroad: 0 var37_1011_highAIRisk: "low" --

var37_1012_socCode: "37-1012-Detailed" var37_1012_medianPay: 0 var37_1012_employmentOutlookValue: 0 var37_1012_MaxSalaryInMajor: 44730 var37_1012_MaxSalaryInMinor: 0 var37_1012_MaxSalaryInBroad: 0 var37_1012_highAIRisk: "low" --

var19_3092_socCode: "19-3092-Detailed" var19_3092_medianPay: 97200 var19_3092_employmentOutlookValue: -3 var19_3092_MaxSalaryInMajor: 166290 var19_3092_MaxSalaryInMinor: 139380 var19_3092_MaxSalaryInBroad: 139380 var19_3092_employmentOutlookDescription: "Decline" var19_3092_highAIRisk: "low" --

var19_3093_socCode: "19-3093-Detailed" var19_3093_medianPay: 74050 var19_3093_employmentOutlookValue: 2 var19_3093_MaxSalaryInMajor: 166290 var19_3093_MaxSalaryInMinor: 139380 var19_3093_MaxSalaryInBroad: 139380 var19_3093_employmentOutlookDescription: "Slower than average" var19_3093_highAIRisk: "low" --

var19_3094_socCode: "19-3094-Detailed" var19_3094_medianPay: 139380 var19_3094_employmentOutlookValue: -3 var19_3094_MaxSalaryInMajor: 166290 var19_3094_MaxSalaryInMinor: 139380 var19_3094_MaxSalaryInBroad: 139380 var19_3094_employmentOutlookDescription: "Decline" var19_3094_highAIRisk: "low" --

var19_3099_socCode: "19-3099-Detailed" var19_3099_medianPay: 0 var19_3099_employmentOutlookValue: 0 var19_3099_MaxSalaryInMajor: 166290 var19_3099_MaxSalaryInMinor: 139380 var19_3099_MaxSalaryInBroad: 139380 var19_3099_highAIRisk: "Unknown" --

var19_4000_socCode: "19-4000-Minor" var19_4000_medianPay: 0 var19_4000_employmentOutlookValue: 0 var19_4000_MaxSalaryInMajor: 166290 var19_4000_MaxSalaryInMinor: 104240 var19_4000_MaxSalaryInBroad: 0 var19_4000_highAIRisk: "Unknown" --

var39_1022_socCode: "39-1022-Detailed" var39_1022_medianPay: 0 var39_1022_employmentOutlookValue: 0 var39_1022_MaxSalaryInMajor: 59420 var39_1022_MaxSalaryInMinor: 35630 var39_1022_MaxSalaryInBroad: 0 var39_1022_highAIRisk: "low" --

var19_4010_socCode: "19-4010-Broad" var19_4010_medianPay: 0 var19_4010_employmentOutlookValue: 0 var19_4010_MaxSalaryInMajor: 166290 var19_4010_MaxSalaryInMinor: 104240 var19_4010_MaxSalaryInBroad: 48480 var19_4010_highAIRisk: "Unknown" --

var33_1012_socCode: "33-1012-Detailed" var33_1012_medianPay: 0 var33_1012_employmentOutlookValue: 0 var33_1012_MaxSalaryInMajor: 77270 var33_1012_MaxSalaryInMinor: 0 var33_1012_MaxSalaryInBroad: 0 var33_1012_highAIRisk: "low" --

var19_4013_socCode: "19-4013-Detailed" var19_4013_medianPay: 48480 var19_4013_employmentOutlookValue: 5 var19_4013_MaxSalaryInMajor: 166290 var19_4013_MaxSalaryInMinor: 104240 var19_4013_MaxSalaryInBroad: 48480 var19_4013_employmentOutlookDescription: "Faster than average" var19_4013_highAIRisk: "high" --

var19_4020_socCode: "19-4020-Broad" var19_4020_medianPay: 0 var19_4020_employmentOutlookValue: 0 var19_4020_MaxSalaryInMajor: 166290 var19_4020_MaxSalaryInMinor: 104240 var19_4020_MaxSalaryInBroad: 52000 var19_4020_highAIRisk: "Unknown" --

var33_3031_socCode: "33-3031-Detailed" var33_3031_medianPay: 77270 var33_3031_employmentOutlookValue: 3 var33_3031_MaxSalaryInMajor: 77270 var33_3031_MaxSalaryInMinor: 77270 var33_3031_MaxSalaryInBroad: 77270 var33_3031_employmentOutlookDescription: "As fast as average" var33_3031_highAIRisk: "low" --

var19_4030_socCode: "19-4030-Broad" var19_4030_medianPay: 0 var19_4030_employmentOutlookValue: 0 var19_4030_MaxSalaryInMajor: 166290 var19_4030_MaxSalaryInMinor: 104240 var19_4030_MaxSalaryInBroad: 57790 var19_4030_highAIRisk: "Unknown" --

var19_4040_socCode: "19-4040-Broad" var19_4040_medianPay: 0 var19_4040_employmentOutlookValue: 0 var19_4040_MaxSalaryInMajor: 166290 var19_4040_MaxSalaryInMinor: 104240 var19_4040_MaxSalaryInBroad: 50510 var19_4040_highAIRisk: "Unknown" --

var27_1023_socCode: "27-1023-Detailed" var27_1023_medianPay: 36120 var27_1023_employmentOutlookValue: -6 var27_1023_MaxSalaryInMajor: 111040 var27_1023_MaxSalaryInMinor: 111040 var27_1023_MaxSalaryInBroad: 80690 var27_1023_employmentOutlookDescription: "Decline" var27_1023_highAIRisk: "low" --

var19_4043_socCode: "19-4043-Detailed" var19_4043_medianPay: 50510 var19_4043_employmentOutlookValue: 1 var19_4043_MaxSalaryInMajor: 166290 var19_4043_MaxSalaryInMinor: 104240 var19_4043_MaxSalaryInBroad: 50510 var19_4043_employmentOutlookDescription: "Slower than average" var19_4043_highAIRisk: "moderate" --

var19_4044_socCode: "19-4044-Detailed" var19_4044_medianPay: 50510 var19_4044_employmentOutlookValue: 1 var19_4044_MaxSalaryInMajor: 166290 var19_4044_MaxSalaryInMinor: 104240 var19_4044_MaxSalaryInBroad: 50510 var19_4044_employmentOutlookDescription: "Slower than average" var19_4044_highAIRisk: "Unknown" --

var19_4050_socCode: "19-4050-Broad" var19_4050_medianPay: 0 var19_4050_employmentOutlookValue: 0 var19_4050_MaxSalaryInMajor: 166290 var19_4050_MaxSalaryInMinor: 104240 var19_4050_MaxSalaryInBroad: 104240 var19_4050_highAIRisk: "Unknown" --

var19_4051_socCode: "19-4051-Detailed" var19_4051_medianPay: 104240 var19_4051_employmentOutlookValue: -8 var19_4051_MaxSalaryInMajor: 166290 var19_4051_MaxSalaryInMinor: 104240 var19_4051_MaxSalaryInBroad: 104240 var19_4051_employmentOutlookDescription: "Decline" var19_4051_highAIRisk: "moderate" --

var35_2021_socCode: "35-2021-Detailed" var35_2021_medianPay: 34220 var35_2021_employmentOutlookValue: -3 var35_2021_MaxSalaryInMajor: 60990 var35_2021_MaxSalaryInMinor: 35760 var35_2021_MaxSalaryInBroad: 34220 var35_2021_employmentOutlookDescription: "Decline" var35_2021_highAIRisk: "moderate" --

var19_4060_socCode: "19-4060-Broad" var19_4060_medianPay: 0 var19_4060_employmentOutlookValue: 0 var19_4060_MaxSalaryInMajor: 166290 var19_4060_MaxSalaryInMinor: 104240 var19_4060_MaxSalaryInBroad: 0 var19_4060_highAIRisk: "Unknown" --

var19_4061_socCode: "19-4061-Detailed" var19_4061_medianPay: 0 var19_4061_employmentOutlookValue: 0 var19_4061_MaxSalaryInMajor: 166290 var19_4061_MaxSalaryInMinor: 104240 var19_4061_MaxSalaryInBroad: 0 var19_4061_highAIRisk: "moderate" --

var19_4070_socCode: "19-4070-Broad" var19_4070_medianPay: 0 var19_4070_employmentOutlookValue: 0 var19_4070_MaxSalaryInMajor: 166290 var19_4070_MaxSalaryInMinor: 104240 var19_4070_MaxSalaryInBroad: 0 var19_4070_highAIRisk: "Unknown" --

var35_3041_socCode: "35-3041-Detailed" var35_3041_medianPay: 31040 var35_3041_employmentOutlookValue: 5 var35_3041_MaxSalaryInMajor: 60990 var35_3041_MaxSalaryInMinor: 33760 var35_3041_MaxSalaryInBroad: 31040 var35_3041_employmentOutlookDescription: "Faster than average" var35_3041_highAIRisk: "moderate" --

var19_4071_socCode: "19-4071-Detailed" var19_4071_medianPay: 0 var19_4071_employmentOutlookValue: 0 var19_4071_MaxSalaryInMajor: 166290 var19_4071_MaxSalaryInMinor: 104240 var19_4071_MaxSalaryInBroad: 0 var19_4071_highAIRisk: "low" --

var19_4090_socCode: "19-4090-Broad" var19_4090_medianPay: 0 var19_4090_employmentOutlookValue: 0 var19_4090_MaxSalaryInMajor: 166290 var19_4090_MaxSalaryInMinor: 104240 var19_4090_MaxSalaryInBroad: 67440 var19_4090_highAIRisk: "Unknown" --

var25_1124_socCode: "25-1124-Detailed" var25_1124_medianPay: 83980 var25_1124_employmentOutlookValue: 7 var25_1124_MaxSalaryInMajor: 83980 var25_1124_MaxSalaryInMinor: 83980 var25_1124_MaxSalaryInBroad: 83980 var25_1124_employmentOutlookDescription: "Much faster than average" var25_1124_highAIRisk: "low" --

var19_4092_socCode: "19-4092-Detailed" var19_4092_medianPay: 67440 var19_4092_employmentOutlookValue: 13 var19_4092_MaxSalaryInMajor: 166290 var19_4092_MaxSalaryInMinor: 104240 var19_4092_MaxSalaryInBroad: 67440 var19_4092_employmentOutlookDescription: "Much faster than average" var19_4092_highAIRisk: "low" --

var19_4099_socCode: "19-4099-Detailed" var19_4099_medianPay: 0 var19_4099_employmentOutlookValue: 0 var19_4099_MaxSalaryInMajor: 166290 var19_4099_MaxSalaryInMinor: 104240 var19_4099_MaxSalaryInBroad: 67440 var19_4099_highAIRisk: "Unknown" --

var19_5000_socCode: "19-5000-Minor" var19_5000_medianPay: 0 var19_5000_employmentOutlookValue: 0 var19_5000_MaxSalaryInMajor: 166290 var19_5000_MaxSalaryInMinor: 78900 var19_5000_MaxSalaryInBroad: 0 var19_5000_highAIRisk: "Unknown" --

var19_5010_socCode: "19-5010-Broad" var19_5010_medianPay: 0 var19_5010_employmentOutlookValue: 0 var19_5010_MaxSalaryInMajor: 166290 var19_5010_MaxSalaryInMinor: 78900 var19_5010_MaxSalaryInBroad: 78900 var19_5010_highAIRisk: "Unknown" --

var33_2022_socCode: "33-2022-Detailed" var33_2022_medianPay: 75480 var33_2022_employmentOutlookValue: 6 var33_2022_MaxSalaryInMajor: 77270 var33_2022_MaxSalaryInMinor: 75480 var33_2022_MaxSalaryInBroad: 75480 var33_2022_employmentOutlookDescription: "Faster than average" var33_2022_highAIRisk: "low" --

var19_5011_socCode: "19-5011-Detailed" var19_5011_medianPay: 78900 var19_5011_employmentOutlookValue: 12 var19_5011_MaxSalaryInMajor: 166290 var19_5011_MaxSalaryInMinor: 78900 var19_5011_MaxSalaryInBroad: 78900 var19_5011_employmentOutlookDescription: "Much faster than average" var19_5011_highAIRisk: "low" --

var19_5012_socCode: "19-5012-Detailed" var19_5012_medianPay: 78900 var19_5012_employmentOutlookValue: 12 var19_5012_MaxSalaryInMajor: 166290 var19_5012_MaxSalaryInMinor: 78900 var19_5012_MaxSalaryInBroad: 78900 var19_5012_employmentOutlookDescription: "Much faster than average" var19_5012_highAIRisk: "low" --

var25_1043_socCode: "25-1043-Detailed" var25_1043_medianPay: 83980 var25_1043_employmentOutlookValue: 7 var25_1043_MaxSalaryInMajor: 83980 var25_1043_MaxSalaryInMinor: 83980 var25_1043_MaxSalaryInBroad: 83980 var25_1043_employmentOutlookDescription: "Much faster than average" var25_1043_highAIRisk: "low" --

var21_0000_socCode: "21-0000-Major" var21_0000_medianPay: 0 var21_0000_employmentOutlookValue: 0 var21_0000_MaxSalaryInMajor: 65140 var21_0000_MaxSalaryInMinor: 0 var21_0000_MaxSalaryInBroad: 0 var21_0000_highAIRisk: "Unknown" --

var21_1000_socCode: "21-1000-Minor" var21_1000_medianPay: 0 var21_1000_employmentOutlookValue: 0 var21_1000_MaxSalaryInMajor: 65140 var21_1000_MaxSalaryInMinor: 65140 var21_1000_MaxSalaryInBroad: 0 var21_1000_highAIRisk: "Unknown" --

var21_1010_socCode: "21-1010-Broad" var21_1010_medianPay: 0 var21_1010_employmentOutlookValue: 0 var21_1010_MaxSalaryInMajor: 65140 var21_1010_MaxSalaryInMinor: 65140 var21_1010_MaxSalaryInBroad: 65140 var21_1010_highAIRisk: "Unknown" --

var21_1011_socCode: "21-1011-Detailed" var21_1011_medianPay: 0 var21_1011_employmentOutlookValue: 0 var21_1011_MaxSalaryInMajor: 65140 var21_1011_MaxSalaryInMinor: 65140 var21_1011_MaxSalaryInBroad: 65140 var21_1011_highAIRisk: "low" --

var21_1013_socCode: "21-1013-Detailed" var21_1013_medianPay: 63780 var21_1013_employmentOutlookValue: 13 var21_1013_MaxSalaryInMajor: 65140 var21_1013_MaxSalaryInMinor: 65140 var21_1013_MaxSalaryInBroad: 65140 var21_1013_employmentOutlookDescription: "Much faster than average" var21_1013_highAIRisk: "low" --

var21_1014_socCode: "21-1014-Detailed" var21_1014_medianPay: 0 var21_1014_employmentOutlookValue: 0 var21_1014_MaxSalaryInMajor: 65140 var21_1014_MaxSalaryInMinor: 65140 var21_1014_MaxSalaryInBroad: 65140 var21_1014_highAIRisk: "low" --

var21_1015_socCode: "21-1015-Detailed" var21_1015_medianPay: 46110 var21_1015_employmentOutlookValue: 1 var21_1015_MaxSalaryInMajor: 65140 var21_1015_MaxSalaryInMinor: 65140 var21_1015_MaxSalaryInBroad: 65140 var21_1015_employmentOutlookDescription: "Slower than average" var21_1015_highAIRisk: "low" --

var21_1019_socCode: "21-1019-Detailed" var21_1019_medianPay: 0 var21_1019_employmentOutlookValue: 0 var21_1019_MaxSalaryInMajor: 65140 var21_1019_MaxSalaryInMinor: 65140 var21_1019_MaxSalaryInBroad: 65140 var21_1019_highAIRisk: "Unknown" --

var39_3012_socCode: "39-3012-Detailed" var39_3012_medianPay: 35630 var39_3012_employmentOutlookValue: 0 var39_3012_MaxSalaryInMajor: 59420 var39_3012_MaxSalaryInMinor: 35630 var39_3012_MaxSalaryInBroad: 35630 var39_3012_employmentOutlookDescription: "Little or no change" var39_3012_highAIRisk: "high" --

var21_1020_socCode: "21-1020-Broad" var21_1020_medianPay: 0 var21_1020_employmentOutlookValue: 0 var21_1020_MaxSalaryInMajor: 65140 var21_1020_MaxSalaryInMinor: 65140 var21_1020_MaxSalaryInBroad: 61330 var21_1020_highAIRisk: "Unknown" --

var21_1022_socCode: "21-1022-Detailed" var21_1022_medianPay: 61330 var21_1022_employmentOutlookValue: 6 var21_1022_MaxSalaryInMajor: 65140 var21_1022_MaxSalaryInMinor: 65140 var21_1022_MaxSalaryInBroad: 61330 var21_1022_employmentOutlookDescription: "Faster than average" var21_1022_highAIRisk: "low" --

var39_3011_socCode: "39-3011-Detailed" var39_3011_medianPay: 35630 var39_3011_employmentOutlookValue: 0 var39_3011_MaxSalaryInMajor: 59420 var39_3011_MaxSalaryInMinor: 35630 var39_3011_MaxSalaryInBroad: 35630 var39_3011_employmentOutlookDescription: "Little or no change" var39_3011_highAIRisk: "high" --

var21_1023_socCode: "21-1023-Detailed" var21_1023_medianPay: 61330 var21_1023_employmentOutlookValue: 6 var21_1023_MaxSalaryInMajor: 65140 var21_1023_MaxSalaryInMinor: 65140 var21_1023_MaxSalaryInBroad: 61330 var21_1023_employmentOutlookDescription: "Faster than average" var21_1023_highAIRisk: "low" --

var21_1029_socCode: "21-1029-Detailed" var21_1029_medianPay: 61330 var21_1029_employmentOutlookValue: 6 var21_1029_MaxSalaryInMajor: 65140 var21_1029_MaxSalaryInMinor: 65140 var21_1029_MaxSalaryInBroad: 61330 var21_1029_employmentOutlookDescription: "Faster than average" var21_1029_highAIRisk: "Unknown" --

var33_9031_socCode: "33-9031-Detailed" var33_9031_medianPay: 38390 var33_9031_employmentOutlookValue: 0 var33_9031_MaxSalaryInMajor: 77270 var33_9031_MaxSalaryInMinor: 52370 var33_9031_MaxSalaryInBroad: 38390 var33_9031_employmentOutlookDescription: "Little or no change" var33_9031_highAIRisk: "high" --

var21_1090_socCode: "21-1090-Broad" var21_1090_medianPay: 0 var21_1090_employmentOutlookValue: 0 var21_1090_MaxSalaryInMajor: 65140 var21_1090_MaxSalaryInMinor: 65140 var21_1090_MaxSalaryInBroad: 64520 var21_1090_highAIRisk: "Unknown" --

var21_1091_socCode: "21-1091-Detailed" var21_1091_medianPay: 63000 var21_1091_employmentOutlookValue: 4 var21_1091_MaxSalaryInMajor: 65140 var21_1091_MaxSalaryInMinor: 65140 var21_1091_MaxSalaryInBroad: 64520 var21_1091_employmentOutlookDescription: "As fast as average" var21_1091_highAIRisk: "low" --

var21_1092_socCode: "21-1092-Detailed" var21_1092_medianPay: 64520 var21_1092_employmentOutlookValue: 3 var21_1092_MaxSalaryInMajor: 65140 var21_1092_MaxSalaryInMinor: 65140 var21_1092_MaxSalaryInBroad: 64520 var21_1092_employmentOutlookDescription: "As fast as average" var21_1092_highAIRisk: "low" --

var21_1093_socCode: "21-1093-Detailed" var21_1093_medianPay: 45120 var21_1093_employmentOutlookValue: 6 var21_1093_MaxSalaryInMajor: 65140 var21_1093_MaxSalaryInMinor: 65140 var21_1093_MaxSalaryInBroad: 64520 var21_1093_employmentOutlookDescription: "Faster than average" var21_1093_highAIRisk: "low" --

var29_1216_socCode: "29-1216-Detailed" var29_1216_medianPay: 0 var29_1216_employmentOutlookValue: 3 var29_1216_MaxSalaryInMajor: 179210 var29_1216_MaxSalaryInMinor: 94260 var29_1216_MaxSalaryInBroad: 0 var29_1216_employmentOutlookDescription: "As fast as average" var29_1216_highAIRisk: "low" --

var29_9092_socCode: "29-9092-Detailed" var29_9092_medianPay: 98910 var29_9092_employmentOutlookValue: 9 var29_9092_MaxSalaryInMajor: 179210 var29_9092_MaxSalaryInMinor: 98910 var29_9092_MaxSalaryInBroad: 98910 var29_9092_employmentOutlookDescription: "Much faster than average" var29_9092_highAIRisk: "low" --

var21_1099_socCode: "21-1099-Detailed" var21_1099_medianPay: 0 var21_1099_employmentOutlookValue: 0 var21_1099_MaxSalaryInMajor: 65140 var21_1099_MaxSalaryInMinor: 65140 var21_1099_MaxSalaryInBroad: 64520 var21_1099_highAIRisk: "Unknown" --

var21_2000_socCode: "21-2000-Minor" var21_2000_medianPay: 0 var21_2000_employmentOutlookValue: 0 var21_2000_MaxSalaryInMajor: 65140 var21_2000_MaxSalaryInMinor: 0 var21_2000_MaxSalaryInBroad: 0 var21_2000_highAIRisk: "Unknown" --

var25_1064_socCode: "25-1064-Detailed" var25_1064_medianPay: 83980 var25_1064_employmentOutlookValue: 7 var25_1064_MaxSalaryInMajor: 83980 var25_1064_MaxSalaryInMinor: 83980 var25_1064_MaxSalaryInBroad: 83980 var25_1064_employmentOutlookDescription: "Much faster than average" var25_1064_highAIRisk: "low" --

var21_2010_socCode: "21-2010-Broad" var21_2010_medianPay: 0 var21_2010_employmentOutlookValue: 0 var21_2010_MaxSalaryInMajor: 65140 var21_2010_MaxSalaryInMinor: 0 var21_2010_MaxSalaryInBroad: 0 var21_2010_highAIRisk: "Unknown" --

var21_2020_socCode: "21-2020-Broad" var21_2020_medianPay: 0 var21_2020_employmentOutlookValue: 0 var21_2020_MaxSalaryInMajor: 65140 var21_2020_MaxSalaryInMinor: 0 var21_2020_MaxSalaryInBroad: 0 var21_2020_highAIRisk: "Unknown" --

var21_2090_socCode: "21-2090-Broad" var21_2090_medianPay: 0 var21_2090_employmentOutlookValue: 0 var21_2090_MaxSalaryInMajor: 65140 var21_2090_MaxSalaryInMinor: 0 var21_2090_MaxSalaryInBroad: 0 var21_2090_highAIRisk: "Unknown" --

var27_1024_socCode: "27-1024-Detailed" var27_1024_medianPay: 61300 var27_1024_employmentOutlookValue: 2 var27_1024_MaxSalaryInMajor: 111040 var27_1024_MaxSalaryInMinor: 111040 var27_1024_MaxSalaryInBroad: 80690 var27_1024_employmentOutlookDescription: "Slower than average" var27_1024_highAIRisk: "low" --

var21_2099_socCode: "21-2099-Detailed" var21_2099_medianPay: 0 var21_2099_employmentOutlookValue: 0 var21_2099_MaxSalaryInMajor: 65140 var21_2099_MaxSalaryInMinor: 0 var21_2099_MaxSalaryInBroad: 0 var21_2099_highAIRisk: "Unknown" --

var23_0000_socCode: "23-0000-Major" var23_0000_medianPay: 0 var23_0000_employmentOutlookValue: 0 var23_0000_MaxSalaryInMajor: 151160 var23_0000_MaxSalaryInMinor: 0 var23_0000_MaxSalaryInBroad: 0 var23_0000_highAIRisk: "Unknown" --

var23_1000_socCode: "23-1000-Minor" var23_1000_medianPay: 0 var23_1000_employmentOutlookValue: 0 var23_1000_MaxSalaryInMajor: 151160 var23_1000_MaxSalaryInMinor: 151160 var23_1000_MaxSalaryInBroad: 0 var23_1000_highAIRisk: "Unknown" --

var23_1010_socCode: "23-1010-Broad" var23_1010_medianPay: 0 var23_1010_employmentOutlookValue: 0 var23_1010_MaxSalaryInMajor: 151160 var23_1010_MaxSalaryInMinor: 151160 var23_1010_MaxSalaryInBroad: 151160 var23_1010_highAIRisk: "Unknown" --

var23_1011_socCode: "23-1011-Detailed" var23_1011_medianPay: 151160 var23_1011_employmentOutlookValue: 4 var23_1011_MaxSalaryInMajor: 151160 var23_1011_MaxSalaryInMinor: 151160 var23_1011_MaxSalaryInBroad: 151160 var23_1011_employmentOutlookDescription: "As fast as average" var23_1011_highAIRisk: "low" --

var23_1012_socCode: "23-1012-Detailed" var23_1012_medianPay: 0 var23_1012_employmentOutlookValue: 0 var23_1012_MaxSalaryInMajor: 151160 var23_1012_MaxSalaryInMinor: 151160 var23_1012_MaxSalaryInBroad: 151160 var23_1012_highAIRisk: "high" --

var23_1020_socCode: "23-1020-Broad" var23_1020_medianPay: 0 var23_1020_employmentOutlookValue: 0 var23_1020_MaxSalaryInMajor: 151160 var23_1020_MaxSalaryInMinor: 151160 var23_1020_MaxSalaryInBroad: 135160 var23_1020_highAIRisk: "Unknown" --

var25_1071_socCode: "25-1071-Detailed" var25_1071_medianPay: 83980 var25_1071_employmentOutlookValue: 7 var25_1071_MaxSalaryInMajor: 83980 var25_1071_MaxSalaryInMinor: 83980 var25_1071_MaxSalaryInBroad: 83980 var25_1071_employmentOutlookDescription: "Much faster than average" var25_1071_highAIRisk: "low" --

var29_2092_socCode: "29-2092-Detailed" var29_2092_medianPay: 0 var29_2092_employmentOutlookValue: 0 var29_2092_MaxSalaryInMajor: 179210 var29_2092_MaxSalaryInMinor: 138110 var29_2092_MaxSalaryInBroad: 78310 var29_2092_highAIRisk: "low" --

var23_1023_socCode: "23-1023-Detailed" var23_1023_medianPay: 135160 var23_1023_employmentOutlookValue: 1 var23_1023_MaxSalaryInMajor: 151160 var23_1023_MaxSalaryInMinor: 151160 var23_1023_MaxSalaryInBroad: 135160 var23_1023_employmentOutlookDescription: "Slower than average" var23_1023_highAIRisk: "low" --

var23_2000_socCode: "23-2000-Minor" var23_2000_medianPay: 0 var23_2000_employmentOutlookValue: 0 var23_2000_MaxSalaryInMajor: 151160 var23_2000_MaxSalaryInMinor: 61010 var23_2000_MaxSalaryInBroad: 0 var23_2000_highAIRisk: "Unknown" --

var23_2010_socCode: "23-2010-Broad" var23_2010_medianPay: 0 var23_2010_employmentOutlookValue: 0 var23_2010_MaxSalaryInMajor: 151160 var23_2010_MaxSalaryInMinor: 61010 var23_2010_MaxSalaryInBroad: 61010 var23_2010_highAIRisk: "Unknown" --

var23_2011_socCode: "23-2011-Detailed" var23_2011_medianPay: 61010 var23_2011_employmentOutlookValue: 0 var23_2011_MaxSalaryInMajor: 151160 var23_2011_MaxSalaryInMinor: 61010 var23_2011_MaxSalaryInBroad: 61010 var23_2011_employmentOutlookDescription: "Little or no change" var23_2011_highAIRisk: "high" --

var23_2090_socCode: "23-2090-Broad" var23_2090_medianPay: 0 var23_2090_employmentOutlookValue: 0 var23_2090_MaxSalaryInMajor: 151160 var23_2090_MaxSalaryInMinor: 61010 var23_2090_MaxSalaryInBroad: 0 var23_2090_highAIRisk: "Unknown" --

var23_2093_socCode: "23-2093-Detailed" var23_2093_medianPay: 0 var23_2093_employmentOutlookValue: 0 var23_2093_MaxSalaryInMajor: 151160 var23_2093_MaxSalaryInMinor: 61010 var23_2093_MaxSalaryInBroad: 0 var23_2093_highAIRisk: "high" --

var23_2099_socCode: "23-2099-Detailed" var23_2099_medianPay: 0 var23_2099_employmentOutlookValue: 0 var23_2099_MaxSalaryInMajor: 151160 var23_2099_MaxSalaryInMinor: 61010 var23_2099_MaxSalaryInBroad: 0 var23_2099_highAIRisk: "Unknown" --

var25_0000_socCode: "25-0000-Major" var25_0000_medianPay: 0 var25_0000_employmentOutlookValue: 0 var25_0000_MaxSalaryInMajor: 83980 var25_0000_MaxSalaryInMinor: 0 var25_0000_MaxSalaryInBroad: 0 var25_0000_highAIRisk: "Unknown" --

var25_1000_socCode: "25-1000-Minor" var25_1000_medianPay: 0 var25_1000_employmentOutlookValue: 0 var25_1000_MaxSalaryInMajor: 83980 var25_1000_MaxSalaryInMinor: 83980 var25_1000_MaxSalaryInBroad: 0 var25_1000_highAIRisk: "low" --

var25_1010_socCode: "25-1010-Broad" var25_1010_medianPay: 0 var25_1010_employmentOutlookValue: 0 var25_1010_MaxSalaryInMajor: 83980 var25_1010_MaxSalaryInMinor: 83980 var25_1010_MaxSalaryInBroad: 83980 var25_1010_highAIRisk: "Unknown" --

var25_1020_socCode: "25-1020-Broad" var25_1020_medianPay: 0 var25_1020_employmentOutlookValue: 0 var25_1020_MaxSalaryInMajor: 83980 var25_1020_MaxSalaryInMinor: 83980 var25_1020_MaxSalaryInBroad: 83980 var25_1020_highAIRisk: "Unknown" --

var25_1022_socCode: "25-1022-Detailed" var25_1022_medianPay: 83980 var25_1022_employmentOutlookValue: 7 var25_1022_MaxSalaryInMajor: 83980 var25_1022_MaxSalaryInMinor: 83980 var25_1022_MaxSalaryInBroad: 83980 var25_1022_employmentOutlookDescription: "Much faster than average" var25_1022_highAIRisk: "low" --

var25_1030_socCode: "25-1030-Broad" var25_1030_medianPay: 0 var25_1030_employmentOutlookValue: 0 var25_1030_MaxSalaryInMajor: 83980 var25_1030_MaxSalaryInMinor: 83980 var25_1030_MaxSalaryInBroad: 83980 var25_1030_highAIRisk: "Unknown" --

var25_1125_socCode: "25-1125-Detailed" var25_1125_medianPay: 83980 var25_1125_employmentOutlookValue: 7 var25_1125_MaxSalaryInMajor: 83980 var25_1125_MaxSalaryInMinor: 83980 var25_1125_MaxSalaryInBroad: 83980 var25_1125_employmentOutlookDescription: "Much faster than average" var25_1125_highAIRisk: "low" --

var25_1040_socCode: "25-1040-Broad" var25_1040_medianPay: 0 var25_1040_employmentOutlookValue: 0 var25_1040_MaxSalaryInMajor: 83980 var25_1040_MaxSalaryInMinor: 83980 var25_1040_MaxSalaryInBroad: 83980 var25_1040_highAIRisk: "Unknown" --

var31_1121_socCode: "31-1121-Detailed" var31_1121_medianPay: 0 var31_1121_employmentOutlookValue: 0 var31_1121_MaxSalaryInMajor: 66050 var31_1121_MaxSalaryInMinor: 42200 var31_1121_MaxSalaryInBroad: 34900 var31_1121_highAIRisk: "low" --

var35_9031_socCode: "35-9031-Detailed" var35_9031_medianPay: 31040 var35_9031_employmentOutlookValue: 5 var35_9031_MaxSalaryInMajor: 60990 var35_9031_MaxSalaryInMinor: 31040 var35_9031_MaxSalaryInBroad: 31040 var35_9031_employmentOutlookDescription: "Faster than average" var35_9031_highAIRisk: "moderate" --

var25_1050_socCode: "25-1050-Broad" var25_1050_medianPay: 0 var25_1050_employmentOutlookValue: 0 var25_1050_MaxSalaryInMajor: 83980 var25_1050_MaxSalaryInMinor: 83980 var25_1050_MaxSalaryInBroad: 83980 var25_1050_highAIRisk: "Unknown" --

var25_1054_socCode: "25-1054-Detailed" var25_1054_medianPay: 83980 var25_1054_employmentOutlookValue: 7 var25_1054_MaxSalaryInMajor: 83980 var25_1054_MaxSalaryInMinor: 83980 var25_1054_MaxSalaryInBroad: 83980 var25_1054_employmentOutlookDescription: "Much faster than average" var25_1054_highAIRisk: "low" --

var25_1060_socCode: "25-1060-Broad" var25_1060_medianPay: 0 var25_1060_employmentOutlookValue: 0 var25_1060_MaxSalaryInMajor: 83980 var25_1060_MaxSalaryInMinor: 83980 var25_1060_MaxSalaryInBroad: 83980 var25_1060_highAIRisk: "Unknown" --

var25_1065_socCode: "25-1065-Detailed" var25_1065_medianPay: 83980 var25_1065_employmentOutlookValue: 7 var25_1065_MaxSalaryInMajor: 83980 var25_1065_MaxSalaryInMinor: 83980 var25_1065_MaxSalaryInBroad: 83980 var25_1065_employmentOutlookDescription: "Much faster than average" var25_1065_highAIRisk: "low" --

var25_1066_socCode: "25-1066-Detailed" var25_1066_medianPay: 83980 var25_1066_employmentOutlookValue: 7 var25_1066_MaxSalaryInMajor: 83980 var25_1066_MaxSalaryInMinor: 83980 var25_1066_MaxSalaryInBroad: 83980 var25_1066_employmentOutlookDescription: "Much faster than average" var25_1066_highAIRisk: "low" --

var25_1067_socCode: "25-1067-Detailed" var25_1067_medianPay: 83980 var25_1067_employmentOutlookValue: 7 var25_1067_MaxSalaryInMajor: 83980 var25_1067_MaxSalaryInMinor: 83980 var25_1067_MaxSalaryInBroad: 83980 var25_1067_employmentOutlookDescription: "Much faster than average" var25_1067_highAIRisk: "low" --

var25_9031_socCode: "25-9031-Detailed" var25_9031_medianPay: 74720 var25_9031_employmentOutlookValue: 1 var25_9031_MaxSalaryInMajor: 83980 var25_9031_MaxSalaryInMinor: 74720 var25_9031_MaxSalaryInBroad: 74720 var25_9031_employmentOutlookDescription: "Slower than average" var25_9031_highAIRisk: "low" --

var25_1069_socCode: "25-1069-Detailed" var25_1069_medianPay: 83980 var25_1069_employmentOutlookValue: 7 var25_1069_MaxSalaryInMajor: 83980 var25_1069_MaxSalaryInMinor: 83980 var25_1069_MaxSalaryInBroad: 83980 var25_1069_employmentOutlookDescription: "Much faster than average" var25_1069_highAIRisk: "Unknown" --

var25_1070_socCode: "25-1070-Broad" var25_1070_medianPay: 0 var25_1070_employmentOutlookValue: 0 var25_1070_MaxSalaryInMajor: 83980 var25_1070_MaxSalaryInMinor: 83980 var25_1070_MaxSalaryInBroad: 83980 var25_1070_highAIRisk: "Unknown" --

var25_1072_socCode: "25-1072-Detailed" var25_1072_medianPay: 83980 var25_1072_employmentOutlookValue: 7 var25_1072_MaxSalaryInMajor: 83980 var25_1072_MaxSalaryInMinor: 83980 var25_1072_MaxSalaryInBroad: 83980 var25_1072_employmentOutlookDescription: "Much faster than average" var25_1072_highAIRisk: "low" --

var25_1080_socCode: "25-1080-Broad" var25_1080_medianPay: 0 var25_1080_employmentOutlookValue: 0 var25_1080_MaxSalaryInMajor: 83980 var25_1080_MaxSalaryInMinor: 83980 var25_1080_MaxSalaryInBroad: 83980 var25_1080_highAIRisk: "Unknown" --

var25_1082_socCode: "25-1082-Detailed" var25_1082_medianPay: 83980 var25_1082_employmentOutlookValue: 7 var25_1082_MaxSalaryInMajor: 83980 var25_1082_MaxSalaryInMinor: 83980 var25_1082_MaxSalaryInBroad: 83980 var25_1082_employmentOutlookDescription: "Much faster than average" var25_1082_highAIRisk: "low" --

var27_1025_socCode: "27-1025-Detailed" var27_1025_medianPay: 63490 var27_1025_employmentOutlookValue: 3 var27_1025_MaxSalaryInMajor: 111040 var27_1025_MaxSalaryInMinor: 111040 var27_1025_MaxSalaryInBroad: 80690 var27_1025_employmentOutlookDescription: "As fast as average" var27_1025_highAIRisk: "low" --

var25_1110_socCode: "25-1110-Broad" var25_1110_medianPay: 0 var25_1110_employmentOutlookValue: 0 var25_1110_MaxSalaryInMajor: 83980 var25_1110_MaxSalaryInMinor: 83980 var25_1110_MaxSalaryInBroad: 83980 var25_1110_highAIRisk: "Unknown" --

var27_3091_socCode: "27-3091-Detailed" var27_3091_medianPay: 59440 var27_3091_employmentOutlookValue: 2 var27_3091_MaxSalaryInMajor: 111040 var27_3091_MaxSalaryInMinor: 91670 var27_3091_MaxSalaryInBroad: 67310 var27_3091_employmentOutlookDescription: "Slower than average" var27_3091_highAIRisk: "moderate" --

var25_1112_socCode: "25-1112-Detailed" var25_1112_medianPay: 83980 var25_1112_employmentOutlookValue: 7 var25_1112_MaxSalaryInMajor: 83980 var25_1112_MaxSalaryInMinor: 83980 var25_1112_MaxSalaryInBroad: 83980 var25_1112_employmentOutlookDescription: "Much faster than average" var25_1112_highAIRisk: "low" --

var37_2011_socCode: "37-2011-Detailed" var37_2011_medianPay: 35930 var37_2011_employmentOutlookValue: 2 var37_2011_MaxSalaryInMajor: 44730 var37_2011_MaxSalaryInMinor: 44730 var37_2011_MaxSalaryInBroad: 35930 var37_2011_employmentOutlookDescription: "Slower than average" var37_2011_highAIRisk: "moderate" --

var25_1113_socCode: "25-1113-Detailed" var25_1113_medianPay: 83980 var25_1113_employmentOutlookValue: 7 var25_1113_MaxSalaryInMajor: 83980 var25_1113_MaxSalaryInMinor: 83980 var25_1113_MaxSalaryInBroad: 83980 var25_1113_employmentOutlookDescription: "Much faster than average" var25_1113_highAIRisk: "low" --

var25_1120_socCode: "25-1120-Broad" var25_1120_medianPay: 0 var25_1120_employmentOutlookValue: 0 var25_1120_MaxSalaryInMajor: 83980 var25_1120_MaxSalaryInMinor: 83980 var25_1120_MaxSalaryInBroad: 83980 var25_1120_highAIRisk: "Unknown" --

var25_2012_socCode: "25-2012-Detailed" var25_2012_medianPay: 62310 var25_2012_employmentOutlookValue: -2 var25_2012_MaxSalaryInMajor: 83980 var25_2012_MaxSalaryInMinor: 64580 var25_2012_MaxSalaryInBroad: 62310 var25_2012_employmentOutlookDescription: "Decline" var25_2012_highAIRisk: "low" --

var25_1126_socCode: "25-1126-Detailed" var25_1126_medianPay: 83980 var25_1126_employmentOutlookValue: 7 var25_1126_MaxSalaryInMajor: 83980 var25_1126_MaxSalaryInMinor: 83980 var25_1126_MaxSalaryInBroad: 83980 var25_1126_employmentOutlookDescription: "Much faster than average" var25_1126_highAIRisk: "low" --

var37_3011_socCode: "37-3011-Detailed" var37_3011_medianPay: 38470 var37_3011_employmentOutlookValue: 4 var37_3011_MaxSalaryInMajor: 44730 var37_3011_MaxSalaryInMinor: 38470 var37_3011_MaxSalaryInBroad: 38470 var37_3011_employmentOutlookDescription: "As fast as average" var37_3011_highAIRisk: "high" --

var25_1190_socCode: "25-1190-Broad" var25_1190_medianPay: 0 var25_1190_employmentOutlookValue: 0 var25_1190_MaxSalaryInMajor: 83980 var25_1190_MaxSalaryInMinor: 83980 var25_1190_MaxSalaryInBroad: 83980 var25_1190_highAIRisk: "Unknown" --

var25_1193_socCode: "25-1193-Detailed" var25_1193_medianPay: 83980 var25_1193_employmentOutlookValue: 7 var25_1193_MaxSalaryInMajor: 83980 var25_1193_MaxSalaryInMinor: 83980 var25_1193_MaxSalaryInBroad: 83980 var25_1193_employmentOutlookDescription: "Much faster than average" var25_1193_highAIRisk: "low" --

var25_1199_socCode: "25-1199-Detailed" var25_1199_medianPay: 0 var25_1199_employmentOutlookValue: 0 var25_1199_MaxSalaryInMajor: 83980 var25_1199_MaxSalaryInMinor: 83980 var25_1199_MaxSalaryInBroad: 83980 var25_1199_highAIRisk: "Unknown" --

var25_2000_socCode: "25-2000-Minor" var25_2000_medianPay: 0 var25_2000_employmentOutlookValue: 0 var25_2000_MaxSalaryInMajor: 83980 var25_2000_MaxSalaryInMinor: 64580 var25_2000_MaxSalaryInBroad: 0 var25_2000_highAIRisk: "low" --

var25_2010_socCode: "25-2010-Broad" var25_2010_medianPay: 0 var25_2010_employmentOutlookValue: 0 var25_2010_MaxSalaryInMajor: 83980 var25_2010_MaxSalaryInMinor: 64580 var25_2010_MaxSalaryInBroad: 62310 var25_2010_highAIRisk: "Unknown" --

var25_4022_socCode: "25-4022-Detailed" var25_4022_medianPay: 64320 var25_4022_employmentOutlookValue: 2 var25_4022_MaxSalaryInMajor: 83980 var25_4022_MaxSalaryInMinor: 64320 var25_4022_MaxSalaryInBroad: 64320 var25_4022_employmentOutlookDescription: "Slower than average" var25_4022_highAIRisk: "low" --

var25_2011_socCode: "25-2011-Detailed" var25_2011_medianPay: 37120 var25_2011_employmentOutlookValue: 4 var25_2011_MaxSalaryInMajor: 83980 var25_2011_MaxSalaryInMinor: 64580 var25_2011_MaxSalaryInBroad: 62310 var25_2011_employmentOutlookDescription: "As fast as average" var25_2011_highAIRisk: "low" --

var25_2020_socCode: "25-2020-Broad" var25_2020_medianPay: 0 var25_2020_employmentOutlookValue: 0 var25_2020_MaxSalaryInMajor: 83980 var25_2020_MaxSalaryInMinor: 64580 var25_2020_MaxSalaryInBroad: 62970 var25_2020_highAIRisk: "Unknown" --

var25_4031_socCode: "25-4031-Detailed" var25_4031_medianPay: 37540 var25_4031_employmentOutlookValue: -7 var25_4031_MaxSalaryInMajor: 83980 var25_4031_MaxSalaryInMinor: 64320 var25_4031_MaxSalaryInBroad: 37540 var25_4031_employmentOutlookDescription: "Decline" var25_4031_highAIRisk: "moderate" --

var29_2061_socCode: "29-2061-Detailed" var29_2061_medianPay: 62340 var29_2061_employmentOutlookValue: 3 var29_2061_MaxSalaryInMajor: 179210 var29_2061_MaxSalaryInMinor: 138110 var29_2061_MaxSalaryInBroad: 62340 var29_2061_employmentOutlookDescription: "As fast as average" var29_2061_highAIRisk: "low" --

var25_2022_socCode: "25-2022-Detailed" var25_2022_medianPay: 62970 var25_2022_employmentOutlookValue: -2 var25_2022_MaxSalaryInMajor: 83980 var25_2022_MaxSalaryInMinor: 64580 var25_2022_MaxSalaryInBroad: 62970 var25_2022_employmentOutlookDescription: "Decline" var25_2022_highAIRisk: "low" --

var33_9092_socCode: "33-9092-Detailed" var33_9092_medianPay: 0 var33_9092_employmentOutlookValue: 0 var33_9092_MaxSalaryInMajor: 77270 var33_9092_MaxSalaryInMinor: 52370 var33_9092_MaxSalaryInBroad: 0 var33_9092_highAIRisk: "low" --

var25_2030_socCode: "25-2030-Broad" var25_2030_medianPay: 0 var25_2030_employmentOutlookValue: 0 var25_2030_MaxSalaryInMajor: 83980 var25_2030_MaxSalaryInMinor: 64580 var25_2030_MaxSalaryInBroad: 64580 var25_2030_highAIRisk: "Unknown" --

var25_2031_socCode: "25-2031-Detailed" var25_2031_medianPay: 64580 var25_2031_employmentOutlookValue: -2 var25_2031_MaxSalaryInMajor: 83980 var25_2031_MaxSalaryInMinor: 64580 var25_2031_MaxSalaryInBroad: 64580 var25_2031_employmentOutlookDescription: "Decline" var25_2031_highAIRisk: "low" --

var25_2050_socCode: "25-2050-Broad" var25_2050_medianPay: 0 var25_2050_employmentOutlookValue: 0 var25_2050_MaxSalaryInMajor: 83980 var25_2050_MaxSalaryInMinor: 64580 var25_2050_MaxSalaryInBroad: 64270 var25_2050_highAIRisk: "Unknown" --

var25_2051_socCode: "25-2051-Detailed" var25_2051_medianPay: 64270 var25_2051_employmentOutlookValue: -1 var25_2051_MaxSalaryInMajor: 83980 var25_2051_MaxSalaryInMinor: 64580 var25_2051_MaxSalaryInBroad: 64270 var25_2051_employmentOutlookDescription: "Decline" var25_2051_highAIRisk: "low" --

var25_2055_socCode: "25-2055-Detailed" var25_2055_medianPay: 0 var25_2055_employmentOutlookValue: 0 var25_2055_MaxSalaryInMajor: 83980 var25_2055_MaxSalaryInMinor: 64580 var25_2055_MaxSalaryInBroad: 64270 var25_2055_highAIRisk: "low" --

var25_2056_socCode: "25-2056-Detailed" var25_2056_medianPay: 0 var25_2056_employmentOutlookValue: 0 var25_2056_MaxSalaryInMajor: 83980 var25_2056_MaxSalaryInMinor: 64580 var25_2056_MaxSalaryInBroad: 64270 var25_2056_highAIRisk: "low" --

var25_2057_socCode: "25-2057-Detailed" var25_2057_medianPay: 64270 var25_2057_employmentOutlookValue: -1 var25_2057_MaxSalaryInMajor: 83980 var25_2057_MaxSalaryInMinor: 64580 var25_2057_MaxSalaryInBroad: 64270 var25_2057_employmentOutlookDescription: "Decline" var25_2057_highAIRisk: "low" --

var25_2058_socCode: "25-2058-Detailed" var25_2058_medianPay: 64270 var25_2058_employmentOutlookValue: -1 var25_2058_MaxSalaryInMajor: 83980 var25_2058_MaxSalaryInMinor: 64580 var25_2058_MaxSalaryInBroad: 64270 var25_2058_employmentOutlookDescription: "Decline" var25_2058_highAIRisk: "low" --

var25_2059_socCode: "25-2059-Detailed" var25_2059_medianPay: 64270 var25_2059_employmentOutlookValue: -1 var25_2059_MaxSalaryInMajor: 83980 var25_2059_MaxSalaryInMinor: 64580 var25_2059_MaxSalaryInBroad: 64270 var25_2059_employmentOutlookDescription: "Decline" var25_2059_highAIRisk: "Unknown" --

var25_3000_socCode: "25-3000-Minor" var25_3000_medianPay: 0 var25_3000_employmentOutlookValue: 0 var25_3000_MaxSalaryInMajor: 83980 var25_3000_MaxSalaryInMinor: 59950 var25_3000_MaxSalaryInBroad: 0 var25_3000_highAIRisk: "Unknown" --

var25_3010_socCode: "25-3010-Broad" var25_3010_medianPay: 0 var25_3010_employmentOutlookValue: 0 var25_3010_MaxSalaryInMajor: 83980 var25_3010_MaxSalaryInMinor: 59950 var25_3010_MaxSalaryInBroad: 59950 var25_3010_highAIRisk: "Unknown" --

var29_2035_socCode: "29-2035-Detailed" var29_2035_medianPay: 78980 var29_2035_employmentOutlookValue: 5 var29_2035_MaxSalaryInMajor: 179210 var29_2035_MaxSalaryInMinor: 138110 var29_2035_MaxSalaryInBroad: 138110 var29_2035_employmentOutlookDescription: "Faster than average" var29_2035_highAIRisk: "low" --

var25_3020_socCode: "25-3020-Broad" var25_3020_medianPay: 0 var25_3020_employmentOutlookValue: 0 var25_3020_MaxSalaryInMajor: 83980 var25_3020_MaxSalaryInMinor: 59950 var25_3020_MaxSalaryInBroad: 0 var25_3020_highAIRisk: "Unknown" --

var37_2012_socCode: "37-2012-Detailed" var37_2012_medianPay: 0 var37_2012_employmentOutlookValue: 0 var37_2012_MaxSalaryInMajor: 44730 var37_2012_MaxSalaryInMinor: 44730 var37_2012_MaxSalaryInBroad: 35930 var37_2012_highAIRisk: "moderate" --

var25_3021_socCode: "25-3021-Detailed" var25_3021_medianPay: 0 var25_3021_employmentOutlookValue: 0 var25_3021_MaxSalaryInMajor: 83980 var25_3021_MaxSalaryInMinor: 59950 var25_3021_MaxSalaryInBroad: 0 var25_3021_highAIRisk: "low" --

var25_3030_socCode: "25-3030-Broad" var25_3030_medianPay: 0 var25_3030_employmentOutlookValue: 0 var25_3030_MaxSalaryInMajor: 83980 var25_3030_MaxSalaryInMinor: 59950 var25_3030_MaxSalaryInBroad: 0 var25_3030_highAIRisk: "Unknown" --

var25_3031_socCode: "25-3031-Detailed" var25_3031_medianPay: 0 var25_3031_employmentOutlookValue: 0 var25_3031_MaxSalaryInMajor: 83980 var25_3031_MaxSalaryInMinor: 59950 var25_3031_MaxSalaryInBroad: 0 var25_3031_highAIRisk: "Unknown" --

var25_3040_socCode: "25-3040-Broad" var25_3040_medianPay: 0 var25_3040_employmentOutlookValue: 0 var25_3040_MaxSalaryInMajor: 83980 var25_3040_MaxSalaryInMinor: 59950 var25_3040_MaxSalaryInBroad: 40090 var25_3040_highAIRisk: "Unknown" --

var25_3041_socCode: "25-3041-Detailed" var25_3041_medianPay: 40090 var25_3041_employmentOutlookValue: 1 var25_3041_MaxSalaryInMajor: 83980 var25_3041_MaxSalaryInMinor: 59950 var25_3041_MaxSalaryInBroad: 40090 var25_3041_employmentOutlookDescription: "Slower than average" var25_3041_highAIRisk: "low" --

var25_3090_socCode: "25-3090-Broad" var25_3090_medianPay: 0 var25_3090_employmentOutlookValue: 0 var25_3090_MaxSalaryInMajor: 83980 var25_3090_MaxSalaryInMinor: 59950 var25_3090_MaxSalaryInBroad: 0 var25_3090_highAIRisk: "Unknown" --

var25_3099_socCode: "25-3099-Detailed" var25_3099_medianPay: 0 var25_3099_employmentOutlookValue: 0 var25_3099_MaxSalaryInMajor: 83980 var25_3099_MaxSalaryInMinor: 59950 var25_3099_MaxSalaryInBroad: 0 var25_3099_highAIRisk: "Unknown" --

var25_4000_socCode: "25-4000-Minor" var25_4000_medianPay: 0 var25_4000_employmentOutlookValue: 0 var25_4000_MaxSalaryInMajor: 83980 var25_4000_MaxSalaryInMinor: 64320 var25_4000_MaxSalaryInBroad: 0 var25_4000_highAIRisk: "Unknown" --

var25_4010_socCode: "25-4010-Broad" var25_4010_medianPay: 0 var25_4010_employmentOutlookValue: 0 var25_4010_MaxSalaryInMajor: 83980 var25_4010_MaxSalaryInMinor: 64320 var25_4010_MaxSalaryInBroad: 57100 var25_4010_highAIRisk: "Unknown" --

var25_4013_socCode: "25-4013-Detailed" var25_4013_medianPay: 57100 var25_4013_employmentOutlookValue: 6 var25_4013_MaxSalaryInMajor: 83980 var25_4013_MaxSalaryInMinor: 64320 var25_4013_MaxSalaryInBroad: 57100 var25_4013_employmentOutlookDescription: "Faster than average" var25_4013_highAIRisk: "low" --

var31_9011_socCode: "31-9011-Detailed" var31_9011_medianPay: 57950 var31_9011_employmentOutlookValue: 15 var31_9011_MaxSalaryInMajor: 66050 var31_9011_MaxSalaryInMinor: 57950 var31_9011_MaxSalaryInBroad: 57950 var31_9011_employmentOutlookDescription: "Much faster than average" var31_9011_highAIRisk: "low" --

var25_4020_socCode: "25-4020-Broad" var25_4020_medianPay: 0 var25_4020_employmentOutlookValue: 0 var25_4020_MaxSalaryInMajor: 83980 var25_4020_MaxSalaryInMinor: 64320 var25_4020_MaxSalaryInBroad: 64320 var25_4020_highAIRisk: "Unknown" --

var25_4030_socCode: "25-4030-Broad" var25_4030_medianPay: 0 var25_4030_employmentOutlookValue: 0 var25_4030_MaxSalaryInMajor: 83980 var25_4030_MaxSalaryInMinor: 64320 var25_4030_MaxSalaryInBroad: 37540 var25_4030_highAIRisk: "Unknown" --

var25_9000_socCode: "25-9000-Minor" var25_9000_medianPay: 0 var25_9000_employmentOutlookValue: 0 var25_9000_MaxSalaryInMajor: 83980 var25_9000_MaxSalaryInMinor: 74720 var25_9000_MaxSalaryInBroad: 0 var25_9000_highAIRisk: "Unknown" --

var25_9020_socCode: "25-9020-Broad" var25_9020_medianPay: 0 var25_9020_employmentOutlookValue: 0 var25_9020_MaxSalaryInMajor: 83980 var25_9020_MaxSalaryInMinor: 74720 var25_9020_MaxSalaryInBroad: 0 var25_9020_highAIRisk: "Unknown" --

var25_9030_socCode: "25-9030-Broad" var25_9030_medianPay: 0 var25_9030_employmentOutlookValue: 0 var25_9030_MaxSalaryInMajor: 83980 var25_9030_MaxSalaryInMinor: 74720 var25_9030_MaxSalaryInBroad: 74720 var25_9030_highAIRisk: "Unknown" --

var25_9040_socCode: "25-9040-Broad" var25_9040_medianPay: 0 var25_9040_employmentOutlookValue: 0 var25_9040_MaxSalaryInMajor: 83980 var25_9040_MaxSalaryInMinor: 74720 var25_9040_MaxSalaryInBroad: 0 var25_9040_highAIRisk: "Unknown" --

var29_2012_socCode: "29-2012-Detailed" var29_2012_medianPay: 0 var29_2012_employmentOutlookValue: 0 var29_2012_MaxSalaryInMajor: 179210 var29_2012_MaxSalaryInMinor: 138110 var29_2012_MaxSalaryInBroad: 61890 var29_2012_highAIRisk: "moderate" --

var25_9042_socCode: "25-9042-Detailed" var25_9042_medianPay: 0 var25_9042_employmentOutlookValue: 0 var25_9042_MaxSalaryInMajor: 83980 var25_9042_MaxSalaryInMinor: 74720 var25_9042_MaxSalaryInBroad: 0 var25_9042_highAIRisk: "low" --

var29_2011_socCode: "29-2011-Detailed" var29_2011_medianPay: 0 var29_2011_employmentOutlookValue: 0 var29_2011_MaxSalaryInMajor: 179210 var29_2011_MaxSalaryInMinor: 138110 var29_2011_MaxSalaryInBroad: 61890 var29_2011_highAIRisk: "low" --

var25_9043_socCode: "25-9043-Detailed" var25_9043_medianPay: 0 var25_9043_employmentOutlookValue: 0 var25_9043_MaxSalaryInMajor: 83980 var25_9043_MaxSalaryInMinor: 74720 var25_9043_MaxSalaryInBroad: 0 var25_9043_highAIRisk: "low" --

var25_9044_socCode: "25-9044-Detailed" var25_9044_medianPay: 0 var25_9044_employmentOutlookValue: 0 var25_9044_MaxSalaryInMajor: 83980 var25_9044_MaxSalaryInMinor: 74720 var25_9044_MaxSalaryInBroad: 0 var25_9044_highAIRisk: "low" --

var25_9049_socCode: "25-9049-Detailed" var25_9049_medianPay: 0 var25_9049_employmentOutlookValue: 0 var25_9049_MaxSalaryInMajor: 83980 var25_9049_MaxSalaryInMinor: 74720 var25_9049_MaxSalaryInBroad: 0 var25_9049_highAIRisk: "low" --

var31_9092_socCode: "31-9092-Detailed" var31_9092_medianPay: 44200 var31_9092_employmentOutlookValue: 12 var31_9092_MaxSalaryInMajor: 66050 var31_9092_MaxSalaryInMinor: 57950 var31_9092_MaxSalaryInBroad: 47300 var31_9092_employmentOutlookDescription: "Much faster than average" var31_9092_highAIRisk: "low" --

var25_9090_socCode: "25-9090-Broad" var25_9090_medianPay: 0 var25_9090_employmentOutlookValue: 0 var25_9090_MaxSalaryInMajor: 83980 var25_9090_MaxSalaryInMinor: 74720 var25_9090_MaxSalaryInBroad: 0 var25_9090_highAIRisk: "Unknown" --

var31_9093_socCode: "31-9093-Detailed" var31_9093_medianPay: 0 var31_9093_employmentOutlookValue: 0 var31_9093_MaxSalaryInMajor: 66050 var31_9093_MaxSalaryInMinor: 57950 var31_9093_MaxSalaryInBroad: 47300 var31_9093_highAIRisk: "moderate" --

var25_9099_socCode: "25-9099-Detailed" var25_9099_medianPay: 0 var25_9099_employmentOutlookValue: 0 var25_9099_MaxSalaryInMajor: 83980 var25_9099_MaxSalaryInMinor: 74720 var25_9099_MaxSalaryInBroad: 0 var25_9099_highAIRisk: "Unknown" --

var27_0000_socCode: "27-0000-Major" var27_0000_medianPay: 0 var27_0000_employmentOutlookValue: 0 var27_0000_MaxSalaryInMajor: 111040 var27_0000_MaxSalaryInMinor: 0 var27_0000_MaxSalaryInBroad: 0 var27_0000_highAIRisk: "Unknown" --

var29_2072_socCode: "29-2072-Detailed" var29_2072_medianPay: 50250 var29_2072_employmentOutlookValue: 7 var29_2072_MaxSalaryInMajor: 179210 var29_2072_MaxSalaryInMinor: 138110 var29_2072_MaxSalaryInBroad: 50250 var29_2072_employmentOutlookDescription: "Much faster than average" var29_2072_highAIRisk: "high" --

var27_1000_socCode: "27-1000-Minor" var27_1000_medianPay: 0 var27_1000_employmentOutlookValue: 0 var27_1000_MaxSalaryInMajor: 111040 var27_1000_MaxSalaryInMinor: 111040 var27_1000_MaxSalaryInBroad: 0 var27_1000_highAIRisk: "Unknown" --

var27_1010_socCode: "27-1010-Broad" var27_1010_medianPay: 0 var27_1010_employmentOutlookValue: 0 var27_1010_MaxSalaryInMajor: 111040 var27_1010_MaxSalaryInMinor: 111040 var27_1010_MaxSalaryInBroad: 111040 var27_1010_highAIRisk: "Unknown" --

var31_9094_socCode: "31-9094-Detailed" var31_9094_medianPay: 37550 var31_9094_employmentOutlookValue: -5 var31_9094_MaxSalaryInMajor: 66050 var31_9094_MaxSalaryInMinor: 57950 var31_9094_MaxSalaryInBroad: 47300 var31_9094_employmentOutlookDescription: "Decline" var31_9094_highAIRisk: "high" --

var27_1014_socCode: "27-1014-Detailed" var27_1014_medianPay: 99800 var27_1014_employmentOutlookValue: 2 var27_1014_MaxSalaryInMajor: 111040 var27_1014_MaxSalaryInMinor: 111040 var27_1014_MaxSalaryInBroad: 111040 var27_1014_employmentOutlookDescription: "Slower than average" var27_1014_highAIRisk: "moderate" --

var27_1019_socCode: "27-1019-Detailed" var27_1019_medianPay: 56260 var27_1019_employmentOutlookValue: 0 var27_1019_MaxSalaryInMajor: 111040 var27_1019_MaxSalaryInMinor: 111040 var27_1019_MaxSalaryInBroad: 111040 var27_1019_employmentOutlookDescription: "Little or no change" var27_1019_highAIRisk: "Unknown" --

var27_1026_socCode: "27-1026-Detailed" var27_1026_medianPay: 0 var27_1026_employmentOutlookValue: 0 var27_1026_MaxSalaryInMajor: 111040 var27_1026_MaxSalaryInMinor: 111040 var27_1026_MaxSalaryInBroad: 80690 var27_1026_highAIRisk: "low" --

var27_1020_socCode: "27-1020-Broad" var27_1020_medianPay: 0 var27_1020_employmentOutlookValue: 0 var27_1020_MaxSalaryInMajor: 111040 var27_1020_MaxSalaryInMinor: 111040 var27_1020_MaxSalaryInBroad: 80690 var27_1020_highAIRisk: "Unknown" --

var27_1027_socCode: "27-1027-Detailed" var27_1027_medianPay: 66280 var27_1027_employmentOutlookValue: 2 var27_1027_MaxSalaryInMajor: 111040 var27_1027_MaxSalaryInMinor: 111040 var27_1027_MaxSalaryInBroad: 80690 var27_1027_employmentOutlookDescription: "Slower than average" var27_1027_highAIRisk: "low" --

var27_1029_socCode: "27-1029-Detailed" var27_1029_medianPay: 0 var27_1029_employmentOutlookValue: 0 var27_1029_MaxSalaryInMajor: 111040 var27_1029_MaxSalaryInMinor: 111040 var27_1029_MaxSalaryInBroad: 80690 var27_1029_highAIRisk: "Unknown" --

var27_2000_socCode: "27-2000-Minor" var27_2000_medianPay: 0 var27_2000_employmentOutlookValue: 0 var27_2000_MaxSalaryInMajor: 111040 var27_2000_MaxSalaryInMinor: 83480 var27_2000_MaxSalaryInBroad: 0 var27_2000_highAIRisk: "Unknown" --

var27_2010_socCode: "27-2010-Broad" var27_2010_medianPay: 0 var27_2010_employmentOutlookValue: 0 var27_2010_MaxSalaryInMajor: 111040 var27_2010_MaxSalaryInMinor: 83480 var27_2010_MaxSalaryInBroad: 83480 var27_2010_highAIRisk: "Unknown" --

var27_2012_socCode: "27-2012-Detailed" var27_2012_medianPay: 83480 var27_2012_employmentOutlookValue: 5 var27_2012_MaxSalaryInMajor: 111040 var27_2012_MaxSalaryInMinor: 83480 var27_2012_MaxSalaryInBroad: 83480 var27_2012_employmentOutlookDescription: "Faster than average" var27_2012_highAIRisk: "low" --

var27_2020_socCode: "27-2020-Broad" var27_2020_medianPay: 0 var27_2020_employmentOutlookValue: 0 var27_2020_MaxSalaryInMajor: 111040 var27_2020_MaxSalaryInMinor: 83480 var27_2020_MaxSalaryInBroad: 62360 var27_2020_highAIRisk: "Unknown" --

var27_2023_socCode: "27-2023-Detailed" var27_2023_medianPay: 38820 var27_2023_employmentOutlookValue: 6 var27_2023_MaxSalaryInMajor: 111040 var27_2023_MaxSalaryInMinor: 83480 var27_2023_MaxSalaryInBroad: 62360 var27_2023_employmentOutlookDescription: "Faster than average" var27_2023_highAIRisk: "moderate" --

var27_2030_socCode: "27-2030-Broad" var27_2030_medianPay: 0 var27_2030_employmentOutlookValue: 0 var27_2030_MaxSalaryInMajor: 111040 var27_2030_MaxSalaryInMinor: 83480 var27_2030_MaxSalaryInBroad: 0 var27_2030_highAIRisk: "Unknown" --

var27_2040_socCode: "27-2040-Broad" var27_2040_medianPay: 0 var27_2040_employmentOutlookValue: 0 var27_2040_MaxSalaryInMajor: 111040 var27_2040_MaxSalaryInMinor: 83480 var27_2040_MaxSalaryInBroad: 63670 var27_2040_highAIRisk: "Unknown" --

var27_2041_socCode: "27-2041-Detailed" var27_2041_medianPay: 63670 var27_2041_employmentOutlookValue: 0 var27_2041_MaxSalaryInMajor: 111040 var27_2041_MaxSalaryInMinor: 83480 var27_2041_MaxSalaryInBroad: 63670 var27_2041_employmentOutlookDescription: "Little or no change" var27_2041_highAIRisk: "low" --

var27_2042_socCode: "27-2042-Detailed" var27_2042_medianPay: 0 var27_2042_employmentOutlookValue: 1 var27_2042_MaxSalaryInMajor: 111040 var27_2042_MaxSalaryInMinor: 83480 var27_2042_MaxSalaryInBroad: 63670 var27_2042_employmentOutlookDescription: "Slower than average" var27_2042_highAIRisk: "low" --

var27_2090_socCode: "27-2090-Broad" var27_2090_medianPay: 0 var27_2090_employmentOutlookValue: 0 var27_2090_MaxSalaryInMajor: 111040 var27_2090_MaxSalaryInMinor: 83480 var27_2090_MaxSalaryInBroad: 0 var27_2090_highAIRisk: "Unknown" --

var27_2091_socCode: "27-2091-Detailed" var27_2091_medianPay: 0 var27_2091_employmentOutlookValue: -2 var27_2091_MaxSalaryInMajor: 111040 var27_2091_MaxSalaryInMinor: 83480 var27_2091_MaxSalaryInBroad: 0 var27_2091_employmentOutlookDescription: "Decline" var27_2091_highAIRisk: "Unknown" --

var27_2099_socCode: "27-2099-Detailed" var27_2099_medianPay: 0 var27_2099_employmentOutlookValue: 0 var27_2099_MaxSalaryInMajor: 111040 var27_2099_MaxSalaryInMinor: 83480 var27_2099_MaxSalaryInBroad: 0 var27_2099_highAIRisk: "Unknown" --

var27_3000_socCode: "27-3000-Minor" var27_3000_medianPay: 0 var27_3000_employmentOutlookValue: 0 var27_3000_MaxSalaryInMajor: 111040 var27_3000_MaxSalaryInMinor: 91670 var27_3000_MaxSalaryInBroad: 0 var27_3000_highAIRisk: "Unknown" --

var29_1217_socCode: "29-1217-Detailed" var29_1217_medianPay: 0 var29_1217_employmentOutlookValue: 3 var29_1217_MaxSalaryInMajor: 179210 var29_1217_MaxSalaryInMinor: 94260 var29_1217_MaxSalaryInBroad: 0 var29_1217_employmentOutlookDescription: "As fast as average" var29_1217_highAIRisk: "low" --

var27_3010_socCode: "27-3010-Broad" var27_3010_medianPay: 0 var27_3010_employmentOutlookValue: 0 var27_3010_MaxSalaryInMajor: 111040 var27_3010_MaxSalaryInMinor: 91670 var27_3010_MaxSalaryInBroad: 0 var27_3010_highAIRisk: "Unknown" --

var27_3023_socCode: "27-3023-Detailed" var27_3023_medianPay: 60280 var27_3023_employmentOutlookValue: -4 var27_3023_MaxSalaryInMajor: 111040 var27_3023_MaxSalaryInMinor: 91670 var27_3023_MaxSalaryInBroad: 60280 var27_3023_employmentOutlookDescription: "Decline" var27_3023_highAIRisk: "low" --

var27_3020_socCode: "27-3020-Broad" var27_3020_medianPay: 0 var27_3020_employmentOutlookValue: 0 var27_3020_MaxSalaryInMajor: 111040 var27_3020_MaxSalaryInMinor: 91670 var27_3020_MaxSalaryInBroad: 60280 var27_3020_highAIRisk: "Unknown" --

var29_2033_socCode: "29-2033-Detailed" var29_2033_medianPay: 97020 var29_2033_employmentOutlookValue: 3 var29_2033_MaxSalaryInMajor: 179210 var29_2033_MaxSalaryInMinor: 138110 var29_2033_MaxSalaryInBroad: 138110 var29_2033_employmentOutlookDescription: "As fast as average" var29_2033_highAIRisk: "low" --

var27_3030_socCode: "27-3030-Broad" var27_3030_medianPay: 0 var27_3030_employmentOutlookValue: 0 var27_3030_MaxSalaryInMajor: 111040 var27_3030_MaxSalaryInMinor: 91670 var27_3030_MaxSalaryInBroad: 69780 var27_3030_highAIRisk: "Unknown" --

var27_3031_socCode: "27-3031-Detailed" var27_3031_medianPay: 69780 var27_3031_employmentOutlookValue: 5 var27_3031_MaxSalaryInMajor: 111040 var27_3031_MaxSalaryInMinor: 91670 var27_3031_MaxSalaryInBroad: 69780 var27_3031_employmentOutlookDescription: "Faster than average" var27_3031_highAIRisk: "low" --

var27_3040_socCode: "27-3040-Broad" var27_3040_medianPay: 0 var27_3040_employmentOutlookValue: 0 var27_3040_MaxSalaryInMajor: 111040 var27_3040_MaxSalaryInMinor: 91670 var27_3040_MaxSalaryInBroad: 91670 var27_3040_highAIRisk: "Unknown" --

var29_1151_socCode: "29-1151-Detailed" var29_1151_medianPay: 132050 var29_1151_employmentOutlookValue: 35 var29_1151_MaxSalaryInMajor: 179210 var29_1151_MaxSalaryInMinor: 132050 var29_1151_MaxSalaryInBroad: 132050 var29_1151_employmentOutlookDescription: "Much faster than average" var29_1151_highAIRisk: "low" --

var29_1161_socCode: "29-1161-Detailed" var29_1161_medianPay: 132050 var29_1161_employmentOutlookValue: 35 var29_1161_MaxSalaryInMajor: 179210 var29_1161_MaxSalaryInMinor: 132050 var29_1161_MaxSalaryInBroad: 132050 var29_1161_employmentOutlookDescription: "Much faster than average" var29_1161_highAIRisk: "low" --

var27_3042_socCode: "27-3042-Detailed" var27_3042_medianPay: 91670 var27_3042_employmentOutlookValue: 1 var27_3042_MaxSalaryInMajor: 111040 var27_3042_MaxSalaryInMinor: 91670 var27_3042_MaxSalaryInBroad: 91670 var27_3042_employmentOutlookDescription: "Slower than average" var27_3042_highAIRisk: "high" --

var29_1171_socCode: "29-1171-Detailed" var29_1171_medianPay: 132050 var29_1171_employmentOutlookValue: 35 var29_1171_MaxSalaryInMajor: 179210 var29_1171_MaxSalaryInMinor: 132050 var29_1171_MaxSalaryInBroad: 132050 var29_1171_employmentOutlookDescription: "Much faster than average" var29_1171_highAIRisk: "low" --

var27_3043_socCode: "27-3043-Detailed" var27_3043_medianPay: 72270 var27_3043_employmentOutlookValue: 4 var27_3043_MaxSalaryInMajor: 111040 var27_3043_MaxSalaryInMinor: 91670 var27_3043_MaxSalaryInBroad: 91670 var27_3043_employmentOutlookDescription: "As fast as average" var27_3043_highAIRisk: "moderate" --

var31_1131_socCode: "31-1131-Detailed" var31_1131_medianPay: 39430 var31_1131_employmentOutlookValue: 2 var31_1131_MaxSalaryInMajor: 66050 var31_1131_MaxSalaryInMinor: 42200 var31_1131_MaxSalaryInBroad: 42200 var31_1131_employmentOutlookDescription: "Slower than average" var31_1131_highAIRisk: "low" --

var27_3090_socCode: "27-3090-Broad" var27_3090_medianPay: 0 var27_3090_employmentOutlookValue: 0 var27_3090_MaxSalaryInMajor: 111040 var27_3090_MaxSalaryInMinor: 91670 var27_3090_MaxSalaryInBroad: 67310 var27_3090_highAIRisk: "Unknown" --

var29_1218_socCode: "29-1218-Detailed" var29_1218_medianPay: 0 var29_1218_employmentOutlookValue: 3 var29_1218_MaxSalaryInMajor: 179210 var29_1218_MaxSalaryInMinor: 94260 var29_1218_MaxSalaryInBroad: 0 var29_1218_employmentOutlookDescription: "As fast as average" var29_1218_highAIRisk: "low" --

var27_3099_socCode: "27-3099-Detailed" var27_3099_medianPay: 0 var27_3099_employmentOutlookValue: 0 var27_3099_MaxSalaryInMajor: 111040 var27_3099_MaxSalaryInMinor: 91670 var27_3099_MaxSalaryInBroad: 67310 var27_3099_highAIRisk: "Unknown" --

var27_4000_socCode: "27-4000-Minor" var27_4000_medianPay: 0 var27_4000_employmentOutlookValue: 0 var27_4000_MaxSalaryInMajor: 111040 var27_4000_MaxSalaryInMinor: 70570 var27_4000_MaxSalaryInBroad: 0 var27_4000_highAIRisk: "Unknown" --

var29_1122_socCode: "29-1122-Detailed" var29_1122_medianPay: 98340 var29_1122_employmentOutlookValue: 14 var29_1122_MaxSalaryInMajor: 179210 var29_1122_MaxSalaryInMinor: 132050 var29_1122_MaxSalaryInBroad: 101990 var29_1122_employmentOutlookDescription: "Much faster than average" var29_1122_highAIRisk: "low" --

var27_4010_socCode: "27-4010-Broad" var27_4010_medianPay: 0 var27_4010_employmentOutlookValue: 0 var27_4010_MaxSalaryInMajor: 111040 var27_4010_MaxSalaryInMinor: 70570 var27_4010_MaxSalaryInBroad: 56600 var27_4010_highAIRisk: "Unknown" --

var31_2012_socCode: "31-2012-Detailed" var31_2012_medianPay: 66050 var31_2012_employmentOutlookValue: 18 var31_2012_MaxSalaryInMajor: 66050 var31_2012_MaxSalaryInMinor: 66050 var31_2012_MaxSalaryInBroad: 66050 var31_2012_employmentOutlookDescription: "Much faster than average" var31_2012_highAIRisk: "low" --

var31_2011_socCode: "31-2011-Detailed" var31_2011_medianPay: 66050 var31_2011_employmentOutlookValue: 18 var31_2011_MaxSalaryInMajor: 66050 var31_2011_MaxSalaryInMinor: 66050 var31_2011_MaxSalaryInBroad: 66050 var31_2011_employmentOutlookDescription: "Much faster than average" var31_2011_highAIRisk: "low" --

var27_4014_socCode: "27-4014-Detailed" var27_4014_medianPay: 56600 var27_4014_employmentOutlookValue: 1 var27_4014_MaxSalaryInMajor: 111040 var27_4014_MaxSalaryInMinor: 70570 var27_4014_MaxSalaryInBroad: 56600 var27_4014_employmentOutlookDescription: "Slower than average" var27_4014_highAIRisk: "low" --

var27_4015_socCode: "27-4015-Detailed" var27_4015_medianPay: 56600 var27_4015_employmentOutlookValue: 1 var27_4015_MaxSalaryInMajor: 111040 var27_4015_MaxSalaryInMinor: 70570 var27_4015_MaxSalaryInBroad: 56600 var27_4015_employmentOutlookDescription: "Slower than average" var27_4015_highAIRisk: "Unknown" --

var27_4020_socCode: "27-4020-Broad" var27_4020_medianPay: 0 var27_4020_employmentOutlookValue: 0 var27_4020_MaxSalaryInMajor: 111040 var27_4020_MaxSalaryInMinor: 70570 var27_4020_MaxSalaryInBroad: 42520 var27_4020_highAIRisk: "Unknown" --

var27_4021_socCode: "27-4021-Detailed" var27_4021_medianPay: 42520 var27_4021_employmentOutlookValue: 2 var27_4021_MaxSalaryInMajor: 111040 var27_4021_MaxSalaryInMinor: 70570 var27_4021_MaxSalaryInBroad: 42520 var27_4021_employmentOutlookDescription: "Slower than average" var27_4021_highAIRisk: "low" --

var27_4030_socCode: "27-4030-Broad" var27_4030_medianPay: 0 var27_4030_employmentOutlookValue: 0 var27_4030_MaxSalaryInMajor: 111040 var27_4030_MaxSalaryInMinor: 70570 var27_4030_MaxSalaryInBroad: 70570 var27_4030_highAIRisk: "Unknown" --

var29_2057_socCode: "29-2057-Detailed" var29_2057_medianPay: 0 var29_2057_employmentOutlookValue: 0 var29_2057_MaxSalaryInMajor: 179210 var29_2057_MaxSalaryInMinor: 138110 var29_2057_MaxSalaryInBroad: 62480 var29_2057_highAIRisk: "moderate" --

var29_1241_socCode: "29-1241-Detailed" var29_1241_medianPay: 0 var29_1241_employmentOutlookValue: 3 var29_1241_MaxSalaryInMajor: 179210 var29_1241_MaxSalaryInMinor: 94260 var29_1241_MaxSalaryInBroad: 0 var29_1241_employmentOutlookDescription: "As fast as average" var29_1241_highAIRisk: "low" --

var29_2081_socCode: "29-2081-Detailed" var29_2081_medianPay: 46560 var29_2081_employmentOutlookValue: 3 var29_2081_MaxSalaryInMajor: 179210 var29_2081_MaxSalaryInMinor: 138110 var29_2081_MaxSalaryInBroad: 46560 var29_2081_employmentOutlookDescription: "As fast as average" var29_2081_highAIRisk: "low" --

var27_4090_socCode: "27-4090-Broad" var27_4090_medianPay: 0 var27_4090_employmentOutlookValue: 0 var27_4090_MaxSalaryInMajor: 111040 var27_4090_MaxSalaryInMinor: 70570 var27_4090_MaxSalaryInBroad: 0 var27_4090_highAIRisk: "Unknown" --

var29_1041_socCode: "29-1041-Detailed" var29_1041_medianPay: 134830 var29_1041_employmentOutlookValue: 8 var29_1041_MaxSalaryInMajor: 179210 var29_1041_MaxSalaryInMinor: 179210 var29_1041_MaxSalaryInBroad: 134830 var29_1041_employmentOutlookDescription: "Much faster than average" var29_1041_highAIRisk: "low" --

var27_4099_socCode: "27-4099-Detailed" var27_4099_medianPay: 0 var27_4099_employmentOutlookValue: 0 var27_4099_MaxSalaryInMajor: 111040 var27_4099_MaxSalaryInMinor: 70570 var27_4099_MaxSalaryInBroad: 0 var27_4099_highAIRisk: "Unknown" --

var29_1022_socCode: "29-1022-Detailed" var29_1022_medianPay: 179210 var29_1022_employmentOutlookValue: 4 var29_1022_MaxSalaryInMajor: 179210 var29_1022_MaxSalaryInMinor: 179210 var29_1022_MaxSalaryInBroad: 179210 var29_1022_employmentOutlookDescription: "As fast as average" var29_1022_highAIRisk: "low" --

var29_0000_socCode: "29-0000-Major" var29_0000_medianPay: 0 var29_0000_employmentOutlookValue: 0 var29_0000_MaxSalaryInMajor: 179210 var29_0000_MaxSalaryInMinor: 0 var29_0000_MaxSalaryInBroad: 0 var29_0000_highAIRisk: "Unknown" --

var29_1000_socCode: "29-1000-Minor" var29_1000_medianPay: 0 var29_1000_employmentOutlookValue: 0 var29_1000_MaxSalaryInMajor: 179210 var29_1000_MaxSalaryInMinor: 179210 var29_1000_MaxSalaryInBroad: 0 var29_1000_highAIRisk: "Unknown" --

var31_1132_socCode: "31-1132-Detailed" var31_1132_medianPay: 39430 var31_1132_employmentOutlookValue: 2 var31_1132_MaxSalaryInMajor: 66050 var31_1132_MaxSalaryInMinor: 42200 var31_1132_MaxSalaryInBroad: 42200 var31_1132_employmentOutlookDescription: "Slower than average" var31_1132_highAIRisk: "moderate" --

var29_1010_socCode: "29-1010-Broad" var29_1010_medianPay: 0 var29_1010_employmentOutlookValue: 0 var29_1010_MaxSalaryInMajor: 179210 var29_1010_MaxSalaryInMinor: 179210 var29_1010_MaxSalaryInBroad: 79000 var29_1010_highAIRisk: "Unknown" --

var29_1023_socCode: "29-1023-Detailed" var29_1023_medianPay: 179210 var29_1023_employmentOutlookValue: 4 var29_1023_MaxSalaryInMajor: 179210 var29_1023_MaxSalaryInMinor: 179210 var29_1023_MaxSalaryInBroad: 179210 var29_1023_employmentOutlookDescription: "As fast as average" var29_1023_highAIRisk: "low" --

var29_1242_socCode: "29-1242-Detailed" var29_1242_medianPay: 0 var29_1242_employmentOutlookValue: 3 var29_1242_MaxSalaryInMajor: 179210 var29_1242_MaxSalaryInMinor: 94260 var29_1242_MaxSalaryInBroad: 0 var29_1242_employmentOutlookDescription: "As fast as average" var29_1242_highAIRisk: "low" --

var29_1020_socCode: "29-1020-Broad" var29_1020_medianPay: 0 var29_1020_employmentOutlookValue: 0 var29_1020_MaxSalaryInMajor: 179210 var29_1020_MaxSalaryInMinor: 179210 var29_1020_MaxSalaryInBroad: 179210 var29_1020_highAIRisk: "Unknown" --

var29_2091_socCode: "29-2091-Detailed" var29_2091_medianPay: 78310 var29_2091_employmentOutlookValue: 13 var29_2091_MaxSalaryInMajor: 179210 var29_2091_MaxSalaryInMinor: 138110 var29_2091_MaxSalaryInBroad: 78310 var29_2091_employmentOutlookDescription: "Much faster than average" var29_2091_highAIRisk: "low" --

var29_1024_socCode: "29-1024-Detailed" var29_1024_medianPay: 179210 var29_1024_employmentOutlookValue: 4 var29_1024_MaxSalaryInMajor: 179210 var29_1024_MaxSalaryInMinor: 179210 var29_1024_MaxSalaryInBroad: 179210 var29_1024_employmentOutlookDescription: "As fast as average" var29_1024_highAIRisk: "low" --

var29_1029_socCode: "29-1029-Detailed" var29_1029_medianPay: 179210 var29_1029_employmentOutlookValue: 4 var29_1029_MaxSalaryInMajor: 179210 var29_1029_MaxSalaryInMinor: 179210 var29_1029_MaxSalaryInBroad: 179210 var29_1029_employmentOutlookDescription: "As fast as average" var29_1029_highAIRisk: "Unknown" --

var29_1030_socCode: "29-1030-Broad" var29_1030_medianPay: 0 var29_1030_employmentOutlookValue: 0 var29_1030_MaxSalaryInMajor: 179210 var29_1030_MaxSalaryInMinor: 179210 var29_1030_MaxSalaryInBroad: 73850 var29_1030_highAIRisk: "Unknown" --

var29_1040_socCode: "29-1040-Broad" var29_1040_medianPay: 0 var29_1040_employmentOutlookValue: 0 var29_1040_MaxSalaryInMajor: 179210 var29_1040_MaxSalaryInMinor: 179210 var29_1040_MaxSalaryInBroad: 134830 var29_1040_highAIRisk: "Unknown" --

var29_2043_socCode: "29-2043-Detailed" var29_2043_medianPay: 46350 var29_2043_employmentOutlookValue: 5 var29_2043_MaxSalaryInMajor: 179210 var29_2043_MaxSalaryInMinor: 138110 var29_2043_MaxSalaryInBroad: 46350 var29_2043_employmentOutlookDescription: "Faster than average" var29_2043_highAIRisk: "low" --

var29_1050_socCode: "29-1050-Broad" var29_1050_medianPay: 0 var29_1050_employmentOutlookValue: 0 var29_1050_MaxSalaryInMajor: 179210 var29_1050_MaxSalaryInMinor: 179210 var29_1050_MaxSalaryInBroad: 137480 var29_1050_highAIRisk: "Unknown" --

var29_1051_socCode: "29-1051-Detailed" var29_1051_medianPay: 137480 var29_1051_employmentOutlookValue: 5 var29_1051_MaxSalaryInMajor: 179210 var29_1051_MaxSalaryInMinor: 179210 var29_1051_MaxSalaryInBroad: 137480 var29_1051_employmentOutlookDescription: "Faster than average" var29_1051_highAIRisk: "low" --

var33_3041_socCode: "33-3041-Detailed" var33_3041_medianPay: 0 var33_3041_employmentOutlookValue: 0 var33_3041_MaxSalaryInMajor: 77270 var33_3041_MaxSalaryInMinor: 77270 var33_3041_MaxSalaryInBroad: 0 var33_3041_highAIRisk: "moderate" --

var29_1070_socCode: "29-1070-Broad" var29_1070_medianPay: 0 var29_1070_employmentOutlookValue: 0 var29_1070_MaxSalaryInMajor: 179210 var29_1070_MaxSalaryInMinor: 179210 var29_1070_MaxSalaryInBroad: 133260 var29_1070_highAIRisk: "Unknown" --

var29_1071_socCode: "29-1071-Detailed" var29_1071_medianPay: 133260 var29_1071_employmentOutlookValue: 20 var29_1071_MaxSalaryInMajor: 179210 var29_1071_MaxSalaryInMinor: 179210 var29_1071_MaxSalaryInBroad: 133260 var29_1071_employmentOutlookDescription: "Much faster than average" var29_1071_highAIRisk: "low" --

var29_1080_socCode: "29-1080-Broad" var29_1080_medianPay: 0 var29_1080_employmentOutlookValue: 0 var29_1080_MaxSalaryInMajor: 179210 var29_1080_MaxSalaryInMinor: 179210 var29_1080_MaxSalaryInBroad: 152800 var29_1080_highAIRisk: "Unknown" --

var29_1081_socCode: "29-1081-Detailed" var29_1081_medianPay: 152800 var29_1081_employmentOutlookValue: 2 var29_1081_MaxSalaryInMajor: 179210 var29_1081_MaxSalaryInMinor: 179210 var29_1081_MaxSalaryInBroad: 152800 var29_1081_employmentOutlookDescription: "Slower than average" var29_1081_highAIRisk: "low" --

var29_1120_socCode: "29-1120-Broad" var29_1120_medianPay: 0 var29_1120_employmentOutlookValue: 0 var29_1120_MaxSalaryInMajor: 179210 var29_1120_MaxSalaryInMinor: 132050 var29_1120_MaxSalaryInBroad: 101990 var29_1120_highAIRisk: "Unknown" --

var29_1123_socCode: "29-1123-Detailed" var29_1123_medianPay: 101020 var29_1123_employmentOutlookValue: 11 var29_1123_MaxSalaryInMajor: 179210 var29_1123_MaxSalaryInMinor: 132050 var29_1123_MaxSalaryInBroad: 101990 var29_1123_employmentOutlookDescription: "Much faster than average" var29_1123_highAIRisk: "low" --

var29_1243_socCode: "29-1243-Detailed" var29_1243_medianPay: 0 var29_1243_employmentOutlookValue: 3 var29_1243_MaxSalaryInMajor: 179210 var29_1243_MaxSalaryInMinor: 94260 var29_1243_MaxSalaryInBroad: 0 var29_1243_employmentOutlookDescription: "As fast as average" var29_1243_highAIRisk: "low" --

var29_1124_socCode: "29-1124-Detailed" var29_1124_medianPay: 101990 var29_1124_employmentOutlookValue: 2 var29_1124_MaxSalaryInMajor: 179210 var29_1124_MaxSalaryInMinor: 132050 var29_1124_MaxSalaryInBroad: 101990 var29_1124_employmentOutlookDescription: "Slower than average" var29_1124_highAIRisk: "low" --

var29_1221_socCode: "29-1221-Detailed" var29_1221_medianPay: 0 var29_1221_employmentOutlookValue: 3 var29_1221_MaxSalaryInMajor: 179210 var29_1221_MaxSalaryInMinor: 94260 var29_1221_MaxSalaryInBroad: 0 var29_1221_employmentOutlookDescription: "As fast as average" var29_1221_highAIRisk: "low" --

var29_1125_socCode: "29-1125-Detailed" var29_1125_medianPay: 60280 var29_1125_employmentOutlookValue: 3 var29_1125_MaxSalaryInMajor: 179210 var29_1125_MaxSalaryInMinor: 132050 var29_1125_MaxSalaryInBroad: 101990 var29_1125_employmentOutlookDescription: "As fast as average" var29_1125_highAIRisk: "low" --

var31_1122_socCode: "31-1122-Detailed" var31_1122_medianPay: 0 var31_1122_employmentOutlookValue: 0 var31_1122_MaxSalaryInMajor: 66050 var31_1122_MaxSalaryInMinor: 42200 var31_1122_MaxSalaryInBroad: 34900 var31_1122_highAIRisk: "low" --

var29_1126_socCode: "29-1126-Detailed" var29_1126_medianPay: 80450 var29_1126_employmentOutlookValue: 12 var29_1126_MaxSalaryInMajor: 179210 var29_1126_MaxSalaryInMinor: 132050 var29_1126_MaxSalaryInBroad: 101990 var29_1126_employmentOutlookDescription: "Much faster than average" var29_1126_highAIRisk: "low" --

var29_1127_socCode: "29-1127-Detailed" var29_1127_medianPay: 95410 var29_1127_employmentOutlookValue: 15 var29_1127_MaxSalaryInMajor: 179210 var29_1127_MaxSalaryInMinor: 132050 var29_1127_MaxSalaryInBroad: 101990 var29_1127_employmentOutlookDescription: "Much faster than average" var29_1127_highAIRisk: "low" --

var37_2021_socCode: "37-2021-Detailed" var37_2021_medianPay: 44730 var37_2021_employmentOutlookValue: 5 var37_2021_MaxSalaryInMajor: 44730 var37_2021_MaxSalaryInMinor: 44730 var37_2021_MaxSalaryInBroad: 44730 var37_2021_employmentOutlookDescription: "Faster than average" var37_2021_highAIRisk: "low" --

var37_3012_socCode: "37-3012-Detailed" var37_3012_medianPay: 38470 var37_3012_employmentOutlookValue: 4 var37_3012_MaxSalaryInMajor: 44730 var37_3012_MaxSalaryInMinor: 38470 var37_3012_MaxSalaryInBroad: 38470 var37_3012_employmentOutlookDescription: "As fast as average" var37_3012_highAIRisk: "moderate" --

var29_1129_socCode: "29-1129-Detailed" var29_1129_medianPay: 0 var29_1129_employmentOutlookValue: 0 var29_1129_MaxSalaryInMajor: 179210 var29_1129_MaxSalaryInMinor: 132050 var29_1129_MaxSalaryInBroad: 101990 var29_1129_highAIRisk: "Unknown" --

var29_1130_socCode: "29-1130-Broad" var29_1130_medianPay: 0 var29_1130_employmentOutlookValue: 0 var29_1130_MaxSalaryInMajor: 179210 var29_1130_MaxSalaryInMinor: 132050 var29_1130_MaxSalaryInBroad: 125510 var29_1130_highAIRisk: "Unknown" --

var29_1131_socCode: "29-1131-Detailed" var29_1131_medianPay: 125510 var29_1131_employmentOutlookValue: 10 var29_1131_MaxSalaryInMajor: 179210 var29_1131_MaxSalaryInMinor: 132050 var29_1131_MaxSalaryInBroad: 125510 var29_1131_employmentOutlookDescription: "Much faster than average" var29_1131_highAIRisk: "low" --

var29_1140_socCode: "29-1140-Broad" var29_1140_medianPay: 0 var29_1140_employmentOutlookValue: 0 var29_1140_MaxSalaryInMajor: 179210 var29_1140_MaxSalaryInMinor: 132050 var29_1140_MaxSalaryInBroad: 93600 var29_1140_highAIRisk: "Unknown" --

var31_9095_socCode: "31-9095-Detailed" var31_9095_medianPay: 0 var31_9095_employmentOutlookValue: 0 var31_9095_MaxSalaryInMajor: 66050 var31_9095_MaxSalaryInMinor: 57950 var31_9095_MaxSalaryInBroad: 47300 var31_9095_highAIRisk: "moderate" --

var29_1141_socCode: "29-1141-Detailed" var29_1141_medianPay: 93600 var29_1141_employmentOutlookValue: 5 var29_1141_MaxSalaryInMajor: 179210 var29_1141_MaxSalaryInMinor: 132050 var29_1141_MaxSalaryInBroad: 93600 var29_1141_employmentOutlookDescription: "Faster than average" var29_1141_highAIRisk: "low" --

var29_2052_socCode: "29-2052-Detailed" var29_2052_medianPay: 43460 var29_2052_employmentOutlookValue: 6 var29_2052_MaxSalaryInMajor: 179210 var29_2052_MaxSalaryInMinor: 138110 var29_2052_MaxSalaryInBroad: 62480 var29_2052_employmentOutlookDescription: "Faster than average" var29_2052_highAIRisk: "moderate" --

var29_1150_socCode: "29-1150-Broad" var29_1150_medianPay: 0 var29_1150_employmentOutlookValue: 0 var29_1150_MaxSalaryInMajor: 179210 var29_1150_MaxSalaryInMinor: 132050 var29_1150_MaxSalaryInBroad: 132050 var29_1150_highAIRisk: "Unknown" --

var31_9097_socCode: "31-9097-Detailed" var31_9097_medianPay: 43660 var31_9097_employmentOutlookValue: 6 var31_9097_MaxSalaryInMajor: 66050 var31_9097_MaxSalaryInMinor: 57950 var31_9097_MaxSalaryInBroad: 47300 var31_9097_employmentOutlookDescription: "Faster than average" var31_9097_highAIRisk: "low" --

var29_1160_socCode: "29-1160-Broad" var29_1160_medianPay: 0 var29_1160_employmentOutlookValue: 0 var29_1160_MaxSalaryInMajor: 179210 var29_1160_MaxSalaryInMinor: 132050 var29_1160_MaxSalaryInBroad: 132050 var29_1160_highAIRisk: "Unknown" --

var29_1170_socCode: "29-1170-Broad" var29_1170_medianPay: 0 var29_1170_employmentOutlookValue: 0 var29_1170_MaxSalaryInMajor: 179210 var29_1170_MaxSalaryInMinor: 132050 var29_1170_MaxSalaryInBroad: 132050 var29_1170_highAIRisk: "Unknown" --

var31_2022_socCode: "31-2022-Detailed" var31_2022_medianPay: 60050 var31_2022_employmentOutlookValue: 16 var31_2022_MaxSalaryInMajor: 66050 var31_2022_MaxSalaryInMinor: 66050 var31_2022_MaxSalaryInBroad: 60050 var31_2022_employmentOutlookDescription: "Much faster than average" var31_2022_highAIRisk: "low" --

var31_2021_socCode: "31-2021-Detailed" var31_2021_medianPay: 60050 var31_2021_employmentOutlookValue: 16 var31_2021_MaxSalaryInMajor: 66050 var31_2021_MaxSalaryInMinor: 66050 var31_2021_MaxSalaryInBroad: 60050 var31_2021_employmentOutlookDescription: "Much faster than average" var31_2021_highAIRisk: "low" --

var29_1180_socCode: "29-1180-Broad" var29_1180_medianPay: 0 var29_1180_employmentOutlookValue: 0 var29_1180_MaxSalaryInMajor: 179210 var29_1180_MaxSalaryInMinor: 132050 var29_1180_MaxSalaryInBroad: 92120 var29_1180_highAIRisk: "Unknown" --

var29_1210_socCode: "29-1210-Broad" var29_1210_medianPay: 0 var29_1210_employmentOutlookValue: 0 var29_1210_MaxSalaryInMajor: 179210 var29_1210_MaxSalaryInMinor: 94260 var29_1210_MaxSalaryInBroad: 0 var29_1210_highAIRisk: "Unknown" --

var29_1222_socCode: "29-1222-Detailed" var29_1222_medianPay: 0 var29_1222_employmentOutlookValue: 3 var29_1222_MaxSalaryInMajor: 179210 var29_1222_MaxSalaryInMinor: 94260 var29_1222_MaxSalaryInBroad: 0 var29_1222_employmentOutlookDescription: "As fast as average" var29_1222_highAIRisk: "low" --

var29_1212_socCode: "29-1212-Detailed" var29_1212_medianPay: 0 var29_1212_employmentOutlookValue: 3 var29_1212_MaxSalaryInMajor: 179210 var29_1212_MaxSalaryInMinor: 94260 var29_1212_MaxSalaryInBroad: 0 var29_1212_employmentOutlookDescription: "As fast as average" var29_1212_highAIRisk: "Unknown" --

var29_1214_socCode: "29-1214-Detailed" var29_1214_medianPay: 0 var29_1214_employmentOutlookValue: 3 var29_1214_MaxSalaryInMajor: 179210 var29_1214_MaxSalaryInMinor: 94260 var29_1214_MaxSalaryInBroad: 0 var29_1214_employmentOutlookDescription: "As fast as average" var29_1214_highAIRisk: "Unknown" --

var33_3051_socCode: "33-3051-Detailed" var33_3051_medianPay: 77270 var33_3051_employmentOutlookValue: 3 var33_3051_MaxSalaryInMajor: 77270 var33_3051_MaxSalaryInMinor: 77270 var33_3051_MaxSalaryInBroad: 77270 var33_3051_employmentOutlookDescription: "As fast as average" var33_3051_highAIRisk: "low" --

var29_1223_socCode: "29-1223-Detailed" var29_1223_medianPay: 0 var29_1223_employmentOutlookValue: 3 var29_1223_MaxSalaryInMajor: 179210 var29_1223_MaxSalaryInMinor: 94260 var29_1223_MaxSalaryInBroad: 0 var29_1223_employmentOutlookDescription: "As fast as average" var29_1223_highAIRisk: "low" --

var29_1224_socCode: "29-1224-Detailed" var29_1224_medianPay: 0 var29_1224_employmentOutlookValue: 3 var29_1224_MaxSalaryInMajor: 179210 var29_1224_MaxSalaryInMinor: 94260 var29_1224_MaxSalaryInBroad: 0 var29_1224_employmentOutlookDescription: "As fast as average" var29_1224_highAIRisk: "low" --

var29_1229_socCode: "29-1229-Detailed" var29_1229_medianPay: 0 var29_1229_employmentOutlookValue: 3 var29_1229_MaxSalaryInMajor: 179210 var29_1229_MaxSalaryInMinor: 94260 var29_1229_MaxSalaryInBroad: 0 var29_1229_employmentOutlookDescription: "As fast as average" var29_1229_highAIRisk: "Unknown" --

var29_1240_socCode: "29-1240-Broad" var29_1240_medianPay: 0 var29_1240_employmentOutlookValue: 0 var29_1240_MaxSalaryInMajor: 179210 var29_1240_MaxSalaryInMinor: 94260 var29_1240_MaxSalaryInBroad: 0 var29_1240_highAIRisk: "Unknown" --

var29_1249_socCode: "29-1249-Detailed" var29_1249_medianPay: 0 var29_1249_employmentOutlookValue: 3 var29_1249_MaxSalaryInMajor: 179210 var29_1249_MaxSalaryInMinor: 94260 var29_1249_MaxSalaryInBroad: 0 var29_1249_employmentOutlookDescription: "As fast as average" var29_1249_highAIRisk: "low" --

var29_1290_socCode: "29-1290-Broad" var29_1290_medianPay: 0 var29_1290_employmentOutlookValue: 0 var29_1290_MaxSalaryInMajor: 179210 var29_1290_MaxSalaryInMinor: 94260 var29_1290_MaxSalaryInBroad: 94260 var29_1290_highAIRisk: "Unknown" --

var29_1299_socCode: "29-1299-Detailed" var29_1299_medianPay: 0 var29_1299_employmentOutlookValue: 0 var29_1299_MaxSalaryInMajor: 179210 var29_1299_MaxSalaryInMinor: 94260 var29_1299_MaxSalaryInBroad: 94260 var29_1299_highAIRisk: "Unknown" --

var29_2000_socCode: "29-2000-Minor" var29_2000_medianPay: 0 var29_2000_employmentOutlookValue: 0 var29_2000_MaxSalaryInMajor: 179210 var29_2000_MaxSalaryInMinor: 138110 var29_2000_MaxSalaryInBroad: 0 var29_2000_highAIRisk: "Unknown" --

var29_2010_socCode: "29-2010-Broad" var29_2010_medianPay: 61890 var29_2010_employmentOutlookValue: 2 var29_2010_MaxSalaryInMajor: 179210 var29_2010_MaxSalaryInMinor: 138110 var29_2010_MaxSalaryInBroad: 61890 var29_2010_employmentOutlookDescription: "Slower than average" var29_2010_highAIRisk: "Unknown" --

var29_2030_socCode: "29-2030-Broad" var29_2030_medianPay: 0 var29_2030_employmentOutlookValue: 0 var29_2030_MaxSalaryInMajor: 179210 var29_2030_MaxSalaryInMinor: 138110 var29_2030_MaxSalaryInBroad: 138110 var29_2030_highAIRisk: "Unknown" --

var33_9021_socCode: "33-9021-Detailed" var33_9021_medianPay: 52370 var33_9021_employmentOutlookValue: 6 var33_9021_MaxSalaryInMajor: 77270 var33_9021_MaxSalaryInMinor: 52370 var33_9021_MaxSalaryInBroad: 52370 var33_9021_employmentOutlookDescription: "Faster than average" var33_9021_highAIRisk: "moderate" --

var29_2034_socCode: "29-2034-Detailed" var29_2034_medianPay: 78980 var29_2034_employmentOutlookValue: 5 var29_2034_MaxSalaryInMajor: 179210 var29_2034_MaxSalaryInMinor: 138110 var29_2034_MaxSalaryInBroad: 138110 var29_2034_employmentOutlookDescription: "Faster than average" var29_2034_highAIRisk: "low" --

var29_2036_socCode: "29-2036-Detailed" var29_2036_medianPay: 138110 var29_2036_employmentOutlookValue: 3 var29_2036_MaxSalaryInMajor: 179210 var29_2036_MaxSalaryInMinor: 138110 var29_2036_MaxSalaryInBroad: 138110 var29_2036_employmentOutlookDescription: "As fast as average" var29_2036_highAIRisk: "Unknown" --

var29_2040_socCode: "29-2040-Broad" var29_2040_medianPay: 0 var29_2040_employmentOutlookValue: 0 var29_2040_MaxSalaryInMajor: 179210 var29_2040_MaxSalaryInMinor: 138110 var29_2040_MaxSalaryInBroad: 46350 var29_2040_highAIRisk: "Unknown" --

var31_1133_socCode: "31-1133-Detailed" var31_1133_medianPay: 42200 var31_1133_employmentOutlookValue: 16 var31_1133_MaxSalaryInMajor: 66050 var31_1133_MaxSalaryInMinor: 42200 var31_1133_MaxSalaryInBroad: 42200 var31_1133_employmentOutlookDescription: "Much faster than average" var31_1133_highAIRisk: "low" --

var29_2053_socCode: "29-2053-Detailed" var29_2053_medianPay: 42200 var29_2053_employmentOutlookValue: 16 var29_2053_MaxSalaryInMajor: 179210 var29_2053_MaxSalaryInMinor: 138110 var29_2053_MaxSalaryInBroad: 62480 var29_2053_employmentOutlookDescription: "Much faster than average" var29_2053_highAIRisk: "low" --

var29_2050_socCode: "29-2050-Broad" var29_2050_medianPay: 0 var29_2050_employmentOutlookValue: 0 var29_2050_MaxSalaryInMajor: 179210 var29_2050_MaxSalaryInMinor: 138110 var29_2050_MaxSalaryInBroad: 62480 var29_2050_highAIRisk: "Unknown" --

var29_2055_socCode: "29-2055-Detailed" var29_2055_medianPay: 62480 var29_2055_employmentOutlookValue: 5 var29_2055_MaxSalaryInMajor: 179210 var29_2055_MaxSalaryInMinor: 138110 var29_2055_MaxSalaryInBroad: 62480 var29_2055_employmentOutlookDescription: "Faster than average" var29_2055_highAIRisk: "low" --

var29_2056_socCode: "29-2056-Detailed" var29_2056_medianPay: 45980 var29_2056_employmentOutlookValue: 9 var29_2056_MaxSalaryInMajor: 179210 var29_2056_MaxSalaryInMinor: 138110 var29_2056_MaxSalaryInBroad: 62480 var29_2056_employmentOutlookDescription: "Much faster than average" var29_2056_highAIRisk: "low" --

var29_2060_socCode: "29-2060-Broad" var29_2060_medianPay: 0 var29_2060_employmentOutlookValue: 0 var29_2060_MaxSalaryInMajor: 179210 var29_2060_MaxSalaryInMinor: 138110 var29_2060_MaxSalaryInBroad: 62340 var29_2060_highAIRisk: "Unknown" --

var29_2070_socCode: "29-2070-Broad" var29_2070_medianPay: 0 var29_2070_employmentOutlookValue: 0 var29_2070_MaxSalaryInMajor: 179210 var29_2070_MaxSalaryInMinor: 138110 var29_2070_MaxSalaryInBroad: 50250 var29_2070_highAIRisk: "Unknown" --

var29_2080_socCode: "29-2080-Broad" var29_2080_medianPay: 0 var29_2080_employmentOutlookValue: 0 var29_2080_MaxSalaryInMajor: 179210 var29_2080_MaxSalaryInMinor: 138110 var29_2080_MaxSalaryInBroad: 46560 var29_2080_highAIRisk: "Unknown" --

var29_2090_socCode: "29-2090-Broad" var29_2090_medianPay: 0 var29_2090_employmentOutlookValue: 0 var29_2090_MaxSalaryInMajor: 179210 var29_2090_MaxSalaryInMinor: 138110 var29_2090_MaxSalaryInBroad: 78310 var29_2090_highAIRisk: "Unknown" --

var29_2099_socCode: "29-2099-Detailed" var29_2099_medianPay: 0 var29_2099_employmentOutlookValue: 0 var29_2099_MaxSalaryInMajor: 179210 var29_2099_MaxSalaryInMinor: 138110 var29_2099_MaxSalaryInBroad: 78310 var29_2099_highAIRisk: "Unknown" --

var29_9000_socCode: "29-9000-Minor" var29_9000_medianPay: 0 var29_9000_employmentOutlookValue: 0 var29_9000_MaxSalaryInMajor: 179210 var29_9000_MaxSalaryInMinor: 98910 var29_9000_MaxSalaryInBroad: 0 var29_9000_highAIRisk: "Unknown" --

var29_9020_socCode: "29-9020-Broad" var29_9020_medianPay: 0 var29_9020_employmentOutlookValue: 0 var29_9020_MaxSalaryInMajor: 179210 var29_9020_MaxSalaryInMinor: 98910 var29_9020_MaxSalaryInBroad: 67310 var29_9020_highAIRisk: "Unknown" --

var29_9021_socCode: "29-9021-Detailed" var29_9021_medianPay: 67310 var29_9021_employmentOutlookValue: 15 var29_9021_MaxSalaryInMajor: 179210 var29_9021_MaxSalaryInMinor: 98910 var29_9021_MaxSalaryInBroad: 67310 var29_9021_employmentOutlookDescription: "Much faster than average" var29_9021_highAIRisk: "Unknown" --

var29_9090_socCode: "29-9090-Broad" var29_9090_medianPay: 0 var29_9090_employmentOutlookValue: 0 var29_9090_MaxSalaryInMajor: 179210 var29_9090_MaxSalaryInMinor: 98910 var29_9090_MaxSalaryInBroad: 98910 var29_9090_highAIRisk: "Unknown" --

var29_9093_socCode: "29-9093-Detailed" var29_9093_medianPay: 62480 var29_9093_employmentOutlookValue: 5 var29_9093_MaxSalaryInMajor: 179210 var29_9093_MaxSalaryInMinor: 98910 var29_9093_MaxSalaryInBroad: 98910 var29_9093_employmentOutlookDescription: "Faster than average" var29_9093_highAIRisk: "low" --

var29_9099_socCode: "29-9099-Detailed" var29_9099_medianPay: 0 var29_9099_employmentOutlookValue: 0 var29_9099_MaxSalaryInMajor: 179210 var29_9099_MaxSalaryInMinor: 98910 var29_9099_MaxSalaryInBroad: 98910 var29_9099_highAIRisk: "Unknown" --

var31_0000_socCode: "31-0000-Major" var31_0000_medianPay: 0 var31_0000_employmentOutlookValue: 0 var31_0000_MaxSalaryInMajor: 66050 var31_0000_MaxSalaryInMinor: 0 var31_0000_MaxSalaryInBroad: 0 var31_0000_highAIRisk: "Unknown" --

var31_1100_socCode: "31-1100-Minor" var31_1100_medianPay: 0 var31_1100_employmentOutlookValue: 0 var31_1100_MaxSalaryInMajor: 66050 var31_1100_MaxSalaryInMinor: 42200 var31_1100_MaxSalaryInBroad: 0 var31_1100_highAIRisk: "Unknown" --

var31_1120_socCode: "31-1120-Broad" var31_1120_medianPay: 34900 var31_1120_employmentOutlookValue: 17 var31_1120_MaxSalaryInMajor: 66050 var31_1120_MaxSalaryInMinor: 42200 var31_1120_MaxSalaryInBroad: 34900 var31_1120_employmentOutlookDescription: "Much faster than average" var31_1120_highAIRisk: "Unknown" --

var31_1130_socCode: "31-1130-Broad" var31_1130_medianPay: 0 var31_1130_employmentOutlookValue: 0 var31_1130_MaxSalaryInMajor: 66050 var31_1130_MaxSalaryInMinor: 42200 var31_1130_MaxSalaryInBroad: 42200 var31_1130_highAIRisk: "Unknown" --

var31_2000_socCode: "31-2000-Minor" var31_2000_medianPay: 0 var31_2000_employmentOutlookValue: 0 var31_2000_MaxSalaryInMajor: 66050 var31_2000_MaxSalaryInMinor: 66050 var31_2000_MaxSalaryInBroad: 0 var31_2000_highAIRisk: "Unknown" --

var31_2010_socCode: "31-2010-Broad" var31_2010_medianPay: 0 var31_2010_employmentOutlookValue: 0 var31_2010_MaxSalaryInMajor: 66050 var31_2010_MaxSalaryInMinor: 66050 var31_2010_MaxSalaryInBroad: 66050 var31_2010_highAIRisk: "Unknown" --

var31_2020_socCode: "31-2020-Broad" var31_2020_medianPay: 0 var31_2020_employmentOutlookValue: 0 var31_2020_MaxSalaryInMajor: 66050 var31_2020_MaxSalaryInMinor: 66050 var31_2020_MaxSalaryInBroad: 60050 var31_2020_highAIRisk: "Unknown" --

var31_9000_socCode: "31-9000-Minor" var31_9000_medianPay: 0 var31_9000_employmentOutlookValue: 0 var31_9000_MaxSalaryInMajor: 66050 var31_9000_MaxSalaryInMinor: 57950 var31_9000_MaxSalaryInBroad: 0 var31_9000_highAIRisk: "Unknown" --

var31_9010_socCode: "31-9010-Broad" var31_9010_medianPay: 0 var31_9010_employmentOutlookValue: 0 var31_9010_MaxSalaryInMajor: 66050 var31_9010_MaxSalaryInMinor: 57950 var31_9010_MaxSalaryInBroad: 57950 var31_9010_highAIRisk: "Unknown" --

var31_9090_socCode: "31-9090-Broad" var31_9090_medianPay: 0 var31_9090_employmentOutlookValue: 0 var31_9090_MaxSalaryInMajor: 66050 var31_9090_MaxSalaryInMinor: 57950 var31_9090_MaxSalaryInBroad: 47300 var31_9090_highAIRisk: "Unknown" --

var31_9096_socCode: "31-9096-Detailed" var31_9096_medianPay: 37320 var31_9096_employmentOutlookValue: 9 var31_9096_MaxSalaryInMajor: 66050 var31_9096_MaxSalaryInMinor: 57950 var31_9096_MaxSalaryInBroad: 47300 var31_9096_employmentOutlookDescription: "Much faster than average" var31_9096_highAIRisk: "low" --

var33_9032_socCode: "33-9032-Detailed" var33_9032_medianPay: 38390 var33_9032_employmentOutlookValue: 0 var33_9032_MaxSalaryInMajor: 77270 var33_9032_MaxSalaryInMinor: 52370 var33_9032_MaxSalaryInBroad: 38390 var33_9032_employmentOutlookDescription: "Little or no change" var33_9032_highAIRisk: "low" --

var31_9099_socCode: "31-9099-Detailed" var31_9099_medianPay: 0 var31_9099_employmentOutlookValue: 0 var31_9099_MaxSalaryInMajor: 66050 var31_9099_MaxSalaryInMinor: 57950 var31_9099_MaxSalaryInBroad: 47300 var31_9099_highAIRisk: "Unknown" --

var33_0000_socCode: "33-0000-Major" var33_0000_medianPay: 0 var33_0000_employmentOutlookValue: 0 var33_0000_MaxSalaryInMajor: 77270 var33_0000_MaxSalaryInMinor: 0 var33_0000_MaxSalaryInBroad: 0 var33_0000_highAIRisk: "Unknown" --

var33_1000_socCode: "33-1000-Minor" var33_1000_medianPay: 0 var33_1000_employmentOutlookValue: 0 var33_1000_MaxSalaryInMajor: 77270 var33_1000_MaxSalaryInMinor: 0 var33_1000_MaxSalaryInBroad: 0 var33_1000_highAIRisk: "Unknown" --

var33_1010_socCode: "33-1010-Broad" var33_1010_medianPay: 0 var33_1010_employmentOutlookValue: 0 var33_1010_MaxSalaryInMajor: 77270 var33_1010_MaxSalaryInMinor: 0 var33_1010_MaxSalaryInBroad: 0 var33_1010_highAIRisk: "Unknown" --

var33_1020_socCode: "33-1020-Broad" var33_1020_medianPay: 0 var33_1020_employmentOutlookValue: 0 var33_1020_MaxSalaryInMajor: 77270 var33_1020_MaxSalaryInMinor: 0 var33_1020_MaxSalaryInBroad: 0 var33_1020_highAIRisk: "Unknown" --

var33_1090_socCode: "33-1090-Broad" var33_1090_medianPay: 0 var33_1090_employmentOutlookValue: 0 var33_1090_MaxSalaryInMajor: 77270 var33_1090_MaxSalaryInMinor: 0 var33_1090_MaxSalaryInBroad: 0 var33_1090_highAIRisk: "Unknown" --

var33_1091_socCode: "33-1091-Detailed" var33_1091_medianPay: 0 var33_1091_employmentOutlookValue: 0 var33_1091_MaxSalaryInMajor: 77270 var33_1091_MaxSalaryInMinor: 0 var33_1091_MaxSalaryInBroad: 0 var33_1091_highAIRisk: "Unknown" --

var33_1099_socCode: "33-1099-Detailed" var33_1099_medianPay: 0 var33_1099_employmentOutlookValue: 0 var33_1099_MaxSalaryInMajor: 77270 var33_1099_MaxSalaryInMinor: 0 var33_1099_MaxSalaryInBroad: 0 var33_1099_highAIRisk: "Unknown" --

var33_2000_socCode: "33-2000-Minor" var33_2000_medianPay: 0 var33_2000_employmentOutlookValue: 0 var33_2000_MaxSalaryInMajor: 77270 var33_2000_MaxSalaryInMinor: 75480 var33_2000_MaxSalaryInBroad: 0 var33_2000_highAIRisk: "Unknown" --

var33_2010_socCode: "33-2010-Broad" var33_2010_medianPay: 0 var33_2010_employmentOutlookValue: 0 var33_2010_MaxSalaryInMajor: 77270 var33_2010_MaxSalaryInMinor: 75480 var33_2010_MaxSalaryInBroad: 59530 var33_2010_highAIRisk: "Unknown" --

var33_2020_socCode: "33-2020-Broad" var33_2020_medianPay: 0 var33_2020_employmentOutlookValue: 0 var33_2020_MaxSalaryInMajor: 77270 var33_2020_MaxSalaryInMinor: 75480 var33_2020_MaxSalaryInBroad: 75480 var33_2020_highAIRisk: "Unknown" --

var33_3000_socCode: "33-3000-Minor" var33_3000_medianPay: 0 var33_3000_employmentOutlookValue: 0 var33_3000_MaxSalaryInMajor: 77270 var33_3000_MaxSalaryInMinor: 77270 var33_3000_MaxSalaryInBroad: 0 var33_3000_highAIRisk: "Unknown" --

var33_3010_socCode: "33-3010-Broad" var33_3010_medianPay: 0 var33_3010_employmentOutlookValue: 0 var33_3010_MaxSalaryInMajor: 77270 var33_3010_MaxSalaryInMinor: 77270 var33_3010_MaxSalaryInBroad: 57950 var33_3010_highAIRisk: "Unknown" --

var33_3020_socCode: "33-3020-Broad" var33_3020_medianPay: 0 var33_3020_employmentOutlookValue: 0 var33_3020_MaxSalaryInMajor: 77270 var33_3020_MaxSalaryInMinor: 77270 var33_3020_MaxSalaryInBroad: 77270 var33_3020_highAIRisk: "Unknown" --

var33_3030_socCode: "33-3030-Broad" var33_3030_medianPay: 0 var33_3030_employmentOutlookValue: 0 var33_3030_MaxSalaryInMajor: 77270 var33_3030_MaxSalaryInMinor: 77270 var33_3030_MaxSalaryInBroad: 77270 var33_3030_highAIRisk: "Unknown" --

var33_3040_socCode: "33-3040-Broad" var33_3040_medianPay: 0 var33_3040_employmentOutlookValue: 0 var33_3040_MaxSalaryInMajor: 77270 var33_3040_MaxSalaryInMinor: 77270 var33_3040_MaxSalaryInBroad: 0 var33_3040_highAIRisk: "Unknown" --

var33_3050_socCode: "33-3050-Broad" var33_3050_medianPay: 0 var33_3050_employmentOutlookValue: 0 var33_3050_MaxSalaryInMajor: 77270 var33_3050_MaxSalaryInMinor: 77270 var33_3050_MaxSalaryInBroad: 77270 var33_3050_highAIRisk: "Unknown" --

var33_3052_socCode: "33-3052-Detailed" var33_3052_medianPay: 77270 var33_3052_employmentOutlookValue: 3 var33_3052_MaxSalaryInMajor: 77270 var33_3052_MaxSalaryInMinor: 77270 var33_3052_MaxSalaryInBroad: 77270 var33_3052_employmentOutlookDescription: "As fast as average" var33_3052_highAIRisk: "low" --

var33_9000_socCode: "33-9000-Minor" var33_9000_medianPay: 0 var33_9000_employmentOutlookValue: 0 var33_9000_MaxSalaryInMajor: 77270 var33_9000_MaxSalaryInMinor: 52370 var33_9000_MaxSalaryInBroad: 0 var33_9000_highAIRisk: "Unknown" --

var33_9010_socCode: "33-9010-Broad" var33_9010_medianPay: 0 var33_9010_employmentOutlookValue: 0 var33_9010_MaxSalaryInMajor: 77270 var33_9010_MaxSalaryInMinor: 52370 var33_9010_MaxSalaryInBroad: 0 var33_9010_highAIRisk: "Unknown" --

var33_9020_socCode: "33-9020-Broad" var33_9020_medianPay: 0 var33_9020_employmentOutlookValue: 0 var33_9020_MaxSalaryInMajor: 77270 var33_9020_MaxSalaryInMinor: 52370 var33_9020_MaxSalaryInBroad: 52370 var33_9020_highAIRisk: "Unknown" --

var33_9030_socCode: "33-9030-Broad" var33_9030_medianPay: 0 var33_9030_employmentOutlookValue: 0 var33_9030_MaxSalaryInMajor: 77270 var33_9030_MaxSalaryInMinor: 52370 var33_9030_MaxSalaryInBroad: 38390 var33_9030_highAIRisk: "Unknown" --

var33_9090_socCode: "33-9090-Broad" var33_9090_medianPay: 0 var33_9090_employmentOutlookValue: 0 var33_9090_MaxSalaryInMajor: 77270 var33_9090_MaxSalaryInMinor: 52370 var33_9090_MaxSalaryInBroad: 0 var33_9090_highAIRisk: "Unknown" --

var33_9093_socCode: "33-9093-Detailed" var33_9093_medianPay: 0 var33_9093_employmentOutlookValue: 0 var33_9093_MaxSalaryInMajor: 77270 var33_9093_MaxSalaryInMinor: 52370 var33_9093_MaxSalaryInBroad: 0 var33_9093_highAIRisk: "moderate" --

var33_9094_socCode: "33-9094-Detailed" var33_9094_medianPay: 0 var33_9094_employmentOutlookValue: 0 var33_9094_MaxSalaryInMajor: 77270 var33_9094_MaxSalaryInMinor: 52370 var33_9094_MaxSalaryInBroad: 0 var33_9094_highAIRisk: "Unknown" --

var33_9099_socCode: "33-9099-Detailed" var33_9099_medianPay: 0 var33_9099_employmentOutlookValue: 0 var33_9099_MaxSalaryInMajor: 77270 var33_9099_MaxSalaryInMinor: 52370 var33_9099_MaxSalaryInBroad: 0 var33_9099_highAIRisk: "Unknown" --

var35_0000_socCode: "35-0000-Major" var35_0000_medianPay: 0 var35_0000_employmentOutlookValue: 0 var35_0000_MaxSalaryInMajor: 60990 var35_0000_MaxSalaryInMinor: 0 var35_0000_MaxSalaryInBroad: 0 var35_0000_highAIRisk: "Unknown" --

var35_1000_socCode: "35-1000-Minor" var35_1000_medianPay: 0 var35_1000_employmentOutlookValue: 0 var35_1000_MaxSalaryInMajor: 60990 var35_1000_MaxSalaryInMinor: 60990 var35_1000_MaxSalaryInBroad: 0 var35_1000_highAIRisk: "Unknown" --

var35_1010_socCode: "35-1010-Broad" var35_1010_medianPay: 0 var35_1010_employmentOutlookValue: 0 var35_1010_MaxSalaryInMajor: 60990 var35_1010_MaxSalaryInMinor: 60990 var35_1010_MaxSalaryInBroad: 60990 var35_1010_highAIRisk: "Unknown" --

var35_2000_socCode: "35-2000-Minor" var35_2000_medianPay: 0 var35_2000_employmentOutlookValue: 0 var35_2000_MaxSalaryInMajor: 60990 var35_2000_MaxSalaryInMinor: 35760 var35_2000_MaxSalaryInBroad: 0 var35_2000_highAIRisk: "Unknown" --

var35_2010_socCode: "35-2010-Broad" var35_2010_medianPay: 0 var35_2010_employmentOutlookValue: 0 var35_2010_MaxSalaryInMajor: 60990 var35_2010_MaxSalaryInMinor: 35760 var35_2010_MaxSalaryInBroad: 35760 var35_2010_highAIRisk: "Unknown" --

var35_2019_socCode: "35-2019-Detailed" var35_2019_medianPay: 35760 var35_2019_employmentOutlookValue: 5 var35_2019_MaxSalaryInMajor: 60990 var35_2019_MaxSalaryInMinor: 35760 var35_2019_MaxSalaryInBroad: 35760 var35_2019_employmentOutlookDescription: "Faster than average" var35_2019_highAIRisk: "Unknown" --

var35_2020_socCode: "35-2020-Broad" var35_2020_medianPay: 0 var35_2020_employmentOutlookValue: 0 var35_2020_MaxSalaryInMajor: 60990 var35_2020_MaxSalaryInMinor: 35760 var35_2020_MaxSalaryInBroad: 34220 var35_2020_highAIRisk: "Unknown" --

var35_3000_socCode: "35-3000-Minor" var35_3000_medianPay: 0 var35_3000_employmentOutlookValue: 0 var35_3000_MaxSalaryInMajor: 60990 var35_3000_MaxSalaryInMinor: 33760 var35_3000_MaxSalaryInBroad: 0 var35_3000_highAIRisk: "Unknown" --

var35_3010_socCode: "35-3010-Broad" var35_3010_medianPay: 0 var35_3010_employmentOutlookValue: 0 var35_3010_MaxSalaryInMajor: 60990 var35_3010_MaxSalaryInMinor: 33760 var35_3010_MaxSalaryInBroad: 33530 var35_3010_highAIRisk: "Unknown" --

var35_3020_socCode: "35-3020-Broad" var35_3020_medianPay: 0 var35_3020_employmentOutlookValue: 0 var35_3020_MaxSalaryInMajor: 60990 var35_3020_MaxSalaryInMinor: 33760 var35_3020_MaxSalaryInBroad: 31040 var35_3020_highAIRisk: "Unknown" --

var35_3030_socCode: "35-3030-Broad" var35_3030_medianPay: 0 var35_3030_employmentOutlookValue: 0 var35_3030_MaxSalaryInMajor: 60990 var35_3030_MaxSalaryInMinor: 33760 var35_3030_MaxSalaryInBroad: 33760 var35_3030_highAIRisk: "Unknown" --

var35_3031_socCode: "35-3031-Detailed" var35_3031_medianPay: 33760 var35_3031_employmentOutlookValue: -1 var35_3031_MaxSalaryInMajor: 60990 var35_3031_MaxSalaryInMinor: 33760 var35_3031_MaxSalaryInBroad: 33760 var35_3031_employmentOutlookDescription: "Decline" var35_3031_highAIRisk: "moderate" --

var35_3040_socCode: "35-3040-Broad" var35_3040_medianPay: 0 var35_3040_employmentOutlookValue: 0 var35_3040_MaxSalaryInMajor: 60990 var35_3040_MaxSalaryInMinor: 33760 var35_3040_MaxSalaryInBroad: 31040 var35_3040_highAIRisk: "Unknown" --

var35_9000_socCode: "35-9000-Minor" var35_9000_medianPay: 0 var35_9000_employmentOutlookValue: 0 var35_9000_MaxSalaryInMajor: 60990 var35_9000_MaxSalaryInMinor: 31040 var35_9000_MaxSalaryInBroad: 0 var35_9000_highAIRisk: "Unknown" --

var35_9010_socCode: "35-9010-Broad" var35_9010_medianPay: 0 var35_9010_employmentOutlookValue: 0 var35_9010_MaxSalaryInMajor: 60990 var35_9010_MaxSalaryInMinor: 31040 var35_9010_MaxSalaryInBroad: 31040 var35_9010_highAIRisk: "Unknown" --

var35_9020_socCode: "35-9020-Broad" var35_9020_medianPay: 0 var35_9020_employmentOutlookValue: 0 var35_9020_MaxSalaryInMajor: 60990 var35_9020_MaxSalaryInMinor: 31040 var35_9020_MaxSalaryInBroad: 0 var35_9020_highAIRisk: "Unknown" --

var35_9030_socCode: "35-9030-Broad" var35_9030_medianPay: 0 var35_9030_employmentOutlookValue: 0 var35_9030_MaxSalaryInMajor: 60990 var35_9030_MaxSalaryInMinor: 31040 var35_9030_MaxSalaryInBroad: 31040 var35_9030_highAIRisk: "Unknown" --

var35_9090_socCode: "35-9090-Broad" var35_9090_medianPay: 0 var35_9090_employmentOutlookValue: 0 var35_9090_MaxSalaryInMajor: 60990 var35_9090_MaxSalaryInMinor: 31040 var35_9090_MaxSalaryInBroad: 0 var35_9090_highAIRisk: "Unknown" --

var35_9099_socCode: "35-9099-Detailed" var35_9099_medianPay: 0 var35_9099_employmentOutlookValue: 0 var35_9099_MaxSalaryInMajor: 60990 var35_9099_MaxSalaryInMinor: 31040 var35_9099_MaxSalaryInBroad: 0 var35_9099_highAIRisk: "Unknown" --

var37_0000_socCode: "37-0000-Major" var37_0000_medianPay: 0 var37_0000_employmentOutlookValue: 0 var37_0000_MaxSalaryInMajor: 44730 var37_0000_MaxSalaryInMinor: 0 var37_0000_MaxSalaryInBroad: 0 var37_0000_highAIRisk: "Unknown" --

var37_1000_socCode: "37-1000-Minor" var37_1000_medianPay: 0 var37_1000_employmentOutlookValue: 0 var37_1000_MaxSalaryInMajor: 44730 var37_1000_MaxSalaryInMinor: 0 var37_1000_MaxSalaryInBroad: 0 var37_1000_highAIRisk: "Unknown" --

var37_1010_socCode: "37-1010-Broad" var37_1010_medianPay: 0 var37_1010_employmentOutlookValue: 0 var37_1010_MaxSalaryInMajor: 44730 var37_1010_MaxSalaryInMinor: 0 var37_1010_MaxSalaryInBroad: 0 var37_1010_highAIRisk: "Unknown" --

var37_2000_socCode: "37-2000-Minor" var37_2000_medianPay: 0 var37_2000_employmentOutlookValue: 0 var37_2000_MaxSalaryInMajor: 44730 var37_2000_MaxSalaryInMinor: 44730 var37_2000_MaxSalaryInBroad: 0 var37_2000_highAIRisk: "Unknown" --

var37_2010_socCode: "37-2010-Broad" var37_2010_medianPay: 0 var37_2010_employmentOutlookValue: 0 var37_2010_MaxSalaryInMajor: 44730 var37_2010_MaxSalaryInMinor: 44730 var37_2010_MaxSalaryInBroad: 35930 var37_2010_highAIRisk: "Unknown" --

var37_2019_socCode: "37-2019-Detailed" var37_2019_medianPay: 0 var37_2019_employmentOutlookValue: 0 var37_2019_MaxSalaryInMajor: 44730 var37_2019_MaxSalaryInMinor: 44730 var37_2019_MaxSalaryInBroad: 35930 var37_2019_highAIRisk: "Unknown" --

var37_2020_socCode: "37-2020-Broad" var37_2020_medianPay: 0 var37_2020_employmentOutlookValue: 0 var37_2020_MaxSalaryInMajor: 44730 var37_2020_MaxSalaryInMinor: 44730 var37_2020_MaxSalaryInBroad: 44730 var37_2020_highAIRisk: "Unknown" --

var37_3000_socCode: "37-3000-Minor" var37_3000_medianPay: 0 var37_3000_employmentOutlookValue: 0 var37_3000_MaxSalaryInMajor: 44730 var37_3000_MaxSalaryInMinor: 38470 var37_3000_MaxSalaryInBroad: 0 var37_3000_highAIRisk: "Unknown" --

var37_3010_socCode: "37-3010-Broad" var37_3010_medianPay: 0 var37_3010_employmentOutlookValue: 0 var37_3010_MaxSalaryInMajor: 44730 var37_3010_MaxSalaryInMinor: 38470 var37_3010_MaxSalaryInBroad: 38470 var37_3010_highAIRisk: "Unknown" --

var37_3013_socCode: "37-3013-Detailed" var37_3013_medianPay: 38470 var37_3013_employmentOutlookValue: 4 var37_3013_MaxSalaryInMajor: 44730 var37_3013_MaxSalaryInMinor: 38470 var37_3013_MaxSalaryInBroad: 38470 var37_3013_employmentOutlookDescription: "As fast as average" var37_3013_highAIRisk: "moderate" --

var37_3019_socCode: "37-3019-Detailed" var37_3019_medianPay: 38470 var37_3019_employmentOutlookValue: 4 var37_3019_MaxSalaryInMajor: 44730 var37_3019_MaxSalaryInMinor: 38470 var37_3019_MaxSalaryInBroad: 38470 var37_3019_employmentOutlookDescription: "As fast as average" var37_3019_highAIRisk: "Unknown" --

var39_0000_socCode: "39-0000-Major" var39_0000_medianPay: 0 var39_0000_employmentOutlookValue: 0 var39_0000_MaxSalaryInMajor: 59420 var39_0000_MaxSalaryInMinor: 0 var39_0000_MaxSalaryInBroad: 0 var39_0000_highAIRisk: "Unknown" --

var39_1000_socCode: "39-1000-Minor" var39_1000_medianPay: 0 var39_1000_employmentOutlookValue: 0 var39_1000_MaxSalaryInMajor: 59420 var39_1000_MaxSalaryInMinor: 35630 var39_1000_MaxSalaryInBroad: 0 var39_1000_highAIRisk: "Unknown" --

var39_1010_socCode: "39-1010-Broad" var39_1010_medianPay: 0 var39_1010_employmentOutlookValue: 0 var39_1010_MaxSalaryInMajor: 59420 var39_1010_MaxSalaryInMinor: 35630 var39_1010_MaxSalaryInBroad: 35630 var39_1010_highAIRisk: "Unknown" --

var39_1020_socCode: "39-1020-Broad" var39_1020_medianPay: 0 var39_1020_employmentOutlookValue: 0 var39_1020_MaxSalaryInMajor: 59420 var39_1020_MaxSalaryInMinor: 35630 var39_1020_MaxSalaryInBroad: 0 var39_1020_highAIRisk: "Unknown" --

var39_2000_socCode: "39-2000-Minor" var39_2000_medianPay: 0 var39_2000_employmentOutlookValue: 0 var39_2000_MaxSalaryInMajor: 59420 var39_2000_MaxSalaryInMinor: 33860 var39_2000_MaxSalaryInBroad: 0 var39_2000_highAIRisk: "Unknown" --

var39_2010_socCode: "39-2010-Broad" var39_2010_medianPay: 0 var39_2010_employmentOutlookValue: 0 var39_2010_MaxSalaryInMajor: 59420 var39_2010_MaxSalaryInMinor: 33860 var39_2010_MaxSalaryInBroad: 33860 var39_2010_highAIRisk: "Unknown" --

var39_2020_socCode: "39-2020-Broad" var39_2020_medianPay: 0 var39_2020_employmentOutlookValue: 0 var39_2020_MaxSalaryInMajor: 59420 var39_2020_MaxSalaryInMinor: 33860 var39_2020_MaxSalaryInBroad: 33860 var39_2020_highAIRisk: "Unknown" --

var39_3000_socCode: "39-3000-Minor" var39_3000_medianPay: 0 var39_3000_employmentOutlookValue: 0 var39_3000_MaxSalaryInMajor: 59420 var39_3000_MaxSalaryInMinor: 35630 var39_3000_MaxSalaryInBroad: 0 var39_3000_highAIRisk: "Unknown" --

var39_3010_socCode: "39-3010-Broad" var39_3010_medianPay: 0 var39_3010_employmentOutlookValue: 0 var39_3010_MaxSalaryInMajor: 59420 var39_3010_MaxSalaryInMinor: 35630 var39_3010_MaxSalaryInBroad: 35630 var39_3010_highAIRisk: "Unknown" --

var39_3019_socCode: "39-3019-Detailed" var39_3019_medianPay: 35630 var39_3019_employmentOutlookValue: 0 var39_3019_MaxSalaryInMajor: 59420 var39_3019_MaxSalaryInMinor: 35630 var39_3019_MaxSalaryInBroad: 35630 var39_3019_employmentOutlookDescription: "Little or no change" var39_3019_highAIRisk: "Unknown" --

var39_3020_socCode: "39-3020-Broad" var39_3020_medianPay: 0 var39_3020_employmentOutlookValue: 0 var39_3020_MaxSalaryInMajor: 59420 var39_3020_MaxSalaryInMinor: 35630 var39_3020_MaxSalaryInBroad: 0 var39_3020_highAIRisk: "Unknown" --

var39_3021_socCode: "39-3021-Detailed" var39_3021_medianPay: 0 var39_3021_employmentOutlookValue: 0 var39_3021_MaxSalaryInMajor: 59420 var39_3021_MaxSalaryInMinor: 35630 var39_3021_MaxSalaryInBroad: 0 var39_3021_highAIRisk: "high" --

var39_3030_socCode: "39-3030-Broad" var39_3030_medianPay: 0 var39_3030_employmentOutlookValue: 0 var39_3030_MaxSalaryInMajor: 59420 var39_3030_MaxSalaryInMinor: 35630 var39_3030_MaxSalaryInBroad: 0 var39_3030_highAIRisk: "Unknown" --

var39_3031_socCode: "39-3031-Detailed" var39_3031_medianPay: 0 var39_3031_employmentOutlookValue: 0 var39_3031_MaxSalaryInMajor: 59420 var39_3031_MaxSalaryInMinor: 35630 var39_3031_MaxSalaryInBroad: 0 var39_3031_highAIRisk: "high" --

var39_3090_socCode: "39-3090-Broad" var39_3090_medianPay: 0 var39_3090_employmentOutlookValue: 0 var39_3090_MaxSalaryInMajor: 59420 var39_3090_MaxSalaryInMinor: 35630 var39_3090_MaxSalaryInBroad: 0 var39_3090_highAIRisk: "Unknown" --

var39_3091_socCode: "39-3091-Detailed" var39_3091_medianPay: 0 var39_3091_employmentOutlookValue: 0 var39_3091_MaxSalaryInMajor: 59420 var39_3091_MaxSalaryInMinor: 35630 var39_3091_MaxSalaryInBroad: 0 var39_3091_highAIRisk: "moderate" --

var39_3092_socCode: "39-3092-Detailed" var39_3092_medianPay: 0 var39_3092_employmentOutlookValue: 0 var39_3092_MaxSalaryInMajor: 59420 var39_3092_MaxSalaryInMinor: 35630 var39_3092_MaxSalaryInBroad: 0 var39_3092_highAIRisk: "low" --

var39_3093_socCode: "39-3093-Detailed" var39_3093_medianPay: 0 var39_3093_employmentOutlookValue: 0 var39_3093_MaxSalaryInMajor: 59420 var39_3093_MaxSalaryInMinor: 35630 var39_3093_MaxSalaryInBroad: 0 var39_3093_highAIRisk: "high" --

var39_3099_socCode: "39-3099-Detailed" var39_3099_medianPay: 0 var39_3099_employmentOutlookValue: 0 var39_3099_MaxSalaryInMajor: 59420 var39_3099_MaxSalaryInMinor: 35630 var39_3099_MaxSalaryInBroad: 0 var39_3099_highAIRisk: "Unknown" --

var39_4000_socCode: "39-4000-Minor" var39_4000_medianPay: 0 var39_4000_employmentOutlookValue: 0 var39_4000_MaxSalaryInMajor: 59420 var39_4000_MaxSalaryInMinor: 59420 var39_4000_MaxSalaryInBroad: 0 var39_4000_highAIRisk: "Unknown" --

var39_4010_socCode: "39-4010-Broad" var39_4010_medianPay: 0 var39_4010_employmentOutlookValue: 0 var39_4010_MaxSalaryInMajor: 59420 var39_4010_MaxSalaryInMinor: 59420 var39_4010_MaxSalaryInBroad: 0 var39_4010_highAIRisk: "Unknown" --

var39_4011_socCode: "39-4011-Detailed" var39_4011_medianPay: 0 var39_4011_employmentOutlookValue: 0 var39_4011_MaxSalaryInMajor: 59420 var39_4011_MaxSalaryInMinor: 59420 var39_4011_MaxSalaryInBroad: 0 var39_4011_highAIRisk: "low" --

var39_4012_socCode: "39-4012-Detailed" var39_4012_medianPay: 0 var39_4012_employmentOutlookValue: 0 var39_4012_MaxSalaryInMajor: 59420 var39_4012_MaxSalaryInMinor: 59420 var39_4012_MaxSalaryInBroad: 0 var39_4012_highAIRisk: "Unknown" --

var39_4020_socCode: "39-4020-Broad" var39_4020_medianPay: 0 var39_4020_employmentOutlookValue: 0 var39_4020_MaxSalaryInMajor: 59420 var39_4020_MaxSalaryInMinor: 59420 var39_4020_MaxSalaryInBroad: 0 var39_4020_highAIRisk: "Unknown" --

var39_4021_socCode: "39-4021-Detailed" var39_4021_medianPay: 0 var39_4021_employmentOutlookValue: 0 var39_4021_MaxSalaryInMajor: 59420 var39_4021_MaxSalaryInMinor: 59420 var39_4021_MaxSalaryInBroad: 0 var39_4021_highAIRisk: "moderate" --

var39_4030_socCode: "39-4030-Broad" var39_4030_medianPay: 0 var39_4030_employmentOutlookValue: 0 var39_4030_MaxSalaryInMajor: 59420 var39_4030_MaxSalaryInMinor: 59420 var39_4030_MaxSalaryInBroad: 59420 var39_4030_highAIRisk: "Unknown" --

var39_4031_socCode: "39-4031-Detailed" var39_4031_medianPay: 59420 var39_4031_employmentOutlookValue: 4 var39_4031_MaxSalaryInMajor: 59420 var39_4031_MaxSalaryInMinor: 59420 var39_4031_MaxSalaryInBroad: 59420 var39_4031_employmentOutlookDescription: "As fast as average" var39_4031_highAIRisk: "low" --

var39_5000_socCode: "39-5000-Minor" var39_5000_medianPay: 0 var39_5000_employmentOutlookValue: 0 var39_5000_MaxSalaryInMajor: 59420 var39_5000_MaxSalaryInMinor: 41560 var39_5000_MaxSalaryInBroad: 0 var39_5000_highAIRisk: "Unknown" --

var39_5010_socCode: "39-5010-Broad" var39_5010_medianPay: 0 var39_5010_employmentOutlookValue: 0 var39_5010_MaxSalaryInMajor: 59420 var39_5010_MaxSalaryInMinor: 41560 var39_5010_MaxSalaryInBroad: 35420 var39_5010_highAIRisk: "Unknown" --

var39_5011_socCode: "39-5011-Detailed" var39_5011_medianPay: 35420 var39_5011_employmentOutlookValue: 5 var39_5011_MaxSalaryInMajor: 59420 var39_5011_MaxSalaryInMinor: 41560 var39_5011_MaxSalaryInBroad: 35420 var39_5011_employmentOutlookDescription: "Faster than average" var39_5011_highAIRisk: "moderate" --

var39_5012_socCode: "39-5012-Detailed" var39_5012_medianPay: 35420 var39_5012_employmentOutlookValue: 5 var39_5012_MaxSalaryInMajor: 59420 var39_5012_MaxSalaryInMinor: 41560 var39_5012_MaxSalaryInBroad: 35420 var39_5012_employmentOutlookDescription: "Faster than average" var39_5012_highAIRisk: "low" --

var39_5090_socCode: "39-5090-Broad" var39_5090_medianPay: 0 var39_5090_employmentOutlookValue: 0 var39_5090_MaxSalaryInMajor: 59420 var39_5090_MaxSalaryInMinor: 41560 var39_5090_MaxSalaryInBroad: 41560 var39_5090_highAIRisk: "Unknown" --

var39_5091_socCode: "39-5091-Detailed" var39_5091_medianPay: 0 var39_5091_employmentOutlookValue: 0 var39_5091_MaxSalaryInMajor: 59420 var39_5091_MaxSalaryInMinor: 41560 var39_5091_MaxSalaryInBroad: 41560 var39_5091_highAIRisk: "low" --

var39_5092_socCode: "39-5092-Detailed" var39_5092_medianPay: 34660 var39_5092_employmentOutlookValue: 7 var39_5092_MaxSalaryInMajor: 59420 var39_5092_MaxSalaryInMinor: 41560 var39_5092_MaxSalaryInBroad: 41560 var39_5092_employmentOutlookDescription: "Much faster than average" var39_5092_highAIRisk: "high" --

var39_5093_socCode: "39-5093-Detailed" var39_5093_medianPay: 0 var39_5093_employmentOutlookValue: 0 var39_5093_MaxSalaryInMajor: 59420 var39_5093_MaxSalaryInMinor: 41560 var39_5093_MaxSalaryInBroad: 41560 var39_5093_highAIRisk: "moderate" --

var39_5094_socCode: "39-5094-Detailed" var39_5094_medianPay: 41560 var39_5094_employmentOutlookValue: 7 var39_5094_MaxSalaryInMajor: 59420 var39_5094_MaxSalaryInMinor: 41560 var39_5094_MaxSalaryInBroad: 41560 var39_5094_employmentOutlookDescription: "Much faster than average" var39_5094_highAIRisk: "low" --

var39_6000_socCode: "39-6000-Minor" var39_6000_medianPay: 0 var39_6000_employmentOutlookValue: 0 var39_6000_MaxSalaryInMajor: 59420 var39_6000_MaxSalaryInMinor: 37320 var39_6000_MaxSalaryInBroad: 0 var39_6000_highAIRisk: "Unknown" --

var39_6010_socCode: "39-6010-Broad" var39_6010_medianPay: 0 var39_6010_employmentOutlookValue: 0 var39_6010_MaxSalaryInMajor: 59420 var39_6010_MaxSalaryInMinor: 37320 var39_6010_MaxSalaryInBroad: 37320 var39_6010_highAIRisk: "Unknown" --

var39_6011_socCode: "39-6011-Detailed" var39_6011_medianPay: 0 var39_6011_employmentOutlookValue: 0 var39_6011_MaxSalaryInMajor: 59420 var39_6011_MaxSalaryInMinor: 37320 var39_6011_MaxSalaryInBroad: 37320 var39_6011_highAIRisk: "low" --

var39_6012_socCode: "39-6012-Detailed" var39_6012_medianPay: 37320 var39_6012_employmentOutlookValue: 2 var39_6012_MaxSalaryInMajor: 59420 var39_6012_MaxSalaryInMinor: 37320 var39_6012_MaxSalaryInBroad: 37320 var39_6012_employmentOutlookDescription: "Slower than average" var39_6012_highAIRisk: "low" --

var39_7000_socCode: "39-7000-Minor" var39_7000_medianPay: 0 var39_7000_employmentOutlookValue: 0 var39_7000_MaxSalaryInMajor: 59420 var39_7000_MaxSalaryInMinor: 36660 var39_7000_MaxSalaryInBroad: 0 var39_7000_highAIRisk: "Unknown" --

var39_7010_socCode: "39-7010-Broad" var39_7010_medianPay: 36660 var39_7010_employmentOutlookValue: 8 var39_7010_MaxSalaryInMajor: 59420 var39_7010_MaxSalaryInMinor: 36660 var39_7010_MaxSalaryInBroad: 36660 var39_7010_employmentOutlookDescription: "Much faster than average" var39_7010_highAIRisk: "Unknown" --

var39_7011_socCode: "39-7011-Detailed" var39_7011_medianPay: 0 var39_7011_employmentOutlookValue: 0 var39_7011_MaxSalaryInMajor: 59420 var39_7011_MaxSalaryInMinor: 36660 var39_7011_MaxSalaryInBroad: 36660 var39_7011_highAIRisk: "low" --

var39_7012_socCode: "39-7012-Detailed" var39_7012_medianPay: 0 var39_7012_employmentOutlookValue: 0 var39_7012_MaxSalaryInMajor: 59420 var39_7012_MaxSalaryInMinor: 36660 var39_7012_MaxSalaryInBroad: 36660 var39_7012_highAIRisk: "low" --

var39_9000_socCode: "39-9000-Minor" var39_9000_medianPay: 0 var39_9000_employmentOutlookValue: 0 var39_9000_MaxSalaryInMajor: 59420 var39_9000_MaxSalaryInMinor: 46180 var39_9000_MaxSalaryInBroad: 0 var39_9000_highAIRisk: "Unknown" --

var39_9010_socCode: "39-9010-Broad" var39_9010_medianPay: 0 var39_9010_employmentOutlookValue: 0 var39_9010_MaxSalaryInMajor: 59420 var39_9010_MaxSalaryInMinor: 46180 var39_9010_MaxSalaryInBroad: 32050 var39_9010_highAIRisk: "Unknown" --

var39_9011_socCode: "39-9011-Detailed" var39_9011_medianPay: 32050 var39_9011_employmentOutlookValue: -3 var39_9011_MaxSalaryInMajor: 59420 var39_9011_MaxSalaryInMinor: 46180 var39_9011_MaxSalaryInBroad: 32050 var39_9011_employmentOutlookDescription: "Decline" var39_9011_highAIRisk: "low" --

var39_9030_socCode: "39-9030-Broad" var39_9030_medianPay: 0 var39_9030_employmentOutlookValue: 0 var39_9030_MaxSalaryInMajor: 59420 var39_9030_MaxSalaryInMinor: 46180 var39_9030_MaxSalaryInBroad: 46180 var39_9030_highAIRisk: "Unknown" --

var39_9031_socCode: "39-9031-Detailed" var39_9031_medianPay: 46180 var39_9031_employmentOutlookValue: 12 var39_9031_MaxSalaryInMajor: 59420 var39_9031_MaxSalaryInMinor: 46180 var39_9031_MaxSalaryInBroad: 46180 var39_9031_employmentOutlookDescription: "Much faster than average" var39_9031_highAIRisk: "low" --

var39_9032_socCode: "39-9032-Detailed" var39_9032_medianPay: 35380 var39_9032_employmentOutlookValue: 4 var39_9032_MaxSalaryInMajor: 59420 var39_9032_MaxSalaryInMinor: 46180 var39_9032_MaxSalaryInBroad: 46180 var39_9032_employmentOutlookDescription: "As fast as average" var39_9032_highAIRisk: "low" --

var39_9040_socCode: "39-9040-Broad" var39_9040_medianPay: 0 var39_9040_employmentOutlookValue: 0 var39_9040_MaxSalaryInMajor: 59420 var39_9040_MaxSalaryInMinor: 46180 var39_9040_MaxSalaryInBroad: 0 var39_9040_highAIRisk: "Unknown" --

var39_9041_socCode: "39-9041-Detailed" var39_9041_medianPay: 0 var39_9041_employmentOutlookValue: 0 var39_9041_MaxSalaryInMajor: 59420 var39_9041_MaxSalaryInMinor: 46180 var39_9041_MaxSalaryInBroad: 0 var39_9041_highAIRisk: "low" --

var39_9090_socCode: "39-9090-Broad" var39_9090_medianPay: 0 var39_9090_employmentOutlookValue: 0 var39_9090_MaxSalaryInMajor: 59420 var39_9090_MaxSalaryInMinor: 46180 var39_9090_MaxSalaryInBroad: 0 var39_9090_highAIRisk: "Unknown" --

var39_9099_socCode: "39-9099-Detailed" var39_9099_medianPay: 0 var39_9099_employmentOutlookValue: 0 var39_9099_MaxSalaryInMajor: 59420 var39_9099_MaxSalaryInMinor: 46180 var39_9099_MaxSalaryInBroad: 0 var39_9099_highAIRisk: "Unknown" --

var41_0000_socCode: "41-0000-Major" var41_0000_medianPay: 0 var41_0000_employmentOutlookValue: 0 var41_0000_MaxSalaryInMajor: 121520 var41_0000_MaxSalaryInMinor: 0 var41_0000_MaxSalaryInBroad: 0 var41_0000_highAIRisk: "Unknown" --

var41_1000_socCode: "41-1000-Minor" var41_1000_medianPay: 0 var41_1000_employmentOutlookValue: 0 var41_1000_MaxSalaryInMajor: 121520 var41_1000_MaxSalaryInMinor: 0 var41_1000_MaxSalaryInBroad: 0 var41_1000_highAIRisk: "Unknown" --

var41_1010_socCode: "41-1010-Broad" var41_1010_medianPay: 0 var41_1010_employmentOutlookValue: 0 var41_1010_MaxSalaryInMajor: 121520 var41_1010_MaxSalaryInMinor: 0 var41_1010_MaxSalaryInBroad: 0 var41_1010_highAIRisk: "Unknown" --

var41_1011_socCode: "41-1011-Detailed" var41_1011_medianPay: 0 var41_1011_employmentOutlookValue: 0 var41_1011_MaxSalaryInMajor: 121520 var41_1011_MaxSalaryInMinor: 0 var41_1011_MaxSalaryInBroad: 0 var41_1011_highAIRisk: "low" --

var41_1012_socCode: "41-1012-Detailed" var41_1012_medianPay: 0 var41_1012_employmentOutlookValue: 0 var41_1012_MaxSalaryInMajor: 121520 var41_1012_MaxSalaryInMinor: 0 var41_1012_MaxSalaryInBroad: 0 var41_1012_highAIRisk: "low" --

var41_2000_socCode: "41-2000-Minor" var41_2000_medianPay: 0 var41_2000_employmentOutlookValue: 0 var41_2000_MaxSalaryInMajor: 121520 var41_2000_MaxSalaryInMinor: 34730 var41_2000_MaxSalaryInBroad: 0 var41_2000_highAIRisk: "Unknown" --

var41_2010_socCode: "41-2010-Broad" var41_2010_medianPay: 0 var41_2010_employmentOutlookValue: 0 var41_2010_MaxSalaryInMajor: 121520 var41_2010_MaxSalaryInMinor: 34730 var41_2010_MaxSalaryInBroad: 31190 var41_2010_highAIRisk: "Unknown" --

var41_2011_socCode: "41-2011-Detailed" var41_2011_medianPay: 31190 var41_2011_employmentOutlookValue: -10 var41_2011_MaxSalaryInMajor: 121520 var41_2011_MaxSalaryInMinor: 34730 var41_2011_MaxSalaryInBroad: 31190 var41_2011_employmentOutlookDescription: "Decline" var41_2011_highAIRisk: "high" --

var41_2012_socCode: "41-2012-Detailed" var41_2012_medianPay: 0 var41_2012_employmentOutlookValue: 0 var41_2012_MaxSalaryInMajor: 121520 var41_2012_MaxSalaryInMinor: 34730 var41_2012_MaxSalaryInBroad: 31190 var41_2012_highAIRisk: "high" --

var41_2020_socCode: "41-2020-Broad" var41_2020_medianPay: 0 var41_2020_employmentOutlookValue: 0 var41_2020_MaxSalaryInMajor: 121520 var41_2020_MaxSalaryInMinor: 34730 var41_2020_MaxSalaryInBroad: 34730 var41_2020_highAIRisk: "Unknown" --

var41_2021_socCode: "41-2021-Detailed" var41_2021_medianPay: 0 var41_2021_employmentOutlookValue: 0 var41_2021_MaxSalaryInMajor: 121520 var41_2021_MaxSalaryInMinor: 34730 var41_2021_MaxSalaryInBroad: 34730 var41_2021_highAIRisk: "high" --

var41_2022_socCode: "41-2022-Detailed" var41_2022_medianPay: 34730 var41_2022_employmentOutlookValue: 0 var41_2022_MaxSalaryInMajor: 121520 var41_2022_MaxSalaryInMinor: 34730 var41_2022_MaxSalaryInBroad: 34730 var41_2022_employmentOutlookDescription: "Little or no change" var41_2022_highAIRisk: "low" --

var41_2030_socCode: "41-2030-Broad" var41_2030_medianPay: 0 var41_2030_employmentOutlookValue: 0 var41_2030_MaxSalaryInMajor: 121520 var41_2030_MaxSalaryInMinor: 34730 var41_2030_MaxSalaryInBroad: 34730 var41_2030_highAIRisk: "Unknown" --

var41_2031_socCode: "41-2031-Detailed" var41_2031_medianPay: 34730 var41_2031_employmentOutlookValue: 0 var41_2031_MaxSalaryInMajor: 121520 var41_2031_MaxSalaryInMinor: 34730 var41_2031_MaxSalaryInBroad: 34730 var41_2031_employmentOutlookDescription: "Little or no change" var41_2031_highAIRisk: "moderate" --

var41_3000_socCode: "41-3000-Minor" var41_3000_medianPay: 0 var41_3000_employmentOutlookValue: 0 var41_3000_MaxSalaryInMajor: 121520 var41_3000_MaxSalaryInMinor: 78140 var41_3000_MaxSalaryInBroad: 0 var41_3000_highAIRisk: "Unknown" --

var41_3010_socCode: "41-3010-Broad" var41_3010_medianPay: 0 var41_3010_employmentOutlookValue: 0 var41_3010_MaxSalaryInMajor: 121520 var41_3010_MaxSalaryInMinor: 78140 var41_3010_MaxSalaryInBroad: 61460 var41_3010_highAIRisk: "Unknown" --

var41_3011_socCode: "41-3011-Detailed" var41_3011_medianPay: 61460 var41_3011_employmentOutlookValue: -6 var41_3011_MaxSalaryInMajor: 121520 var41_3011_MaxSalaryInMinor: 78140 var41_3011_MaxSalaryInBroad: 61460 var41_3011_employmentOutlookDescription: "Decline" var41_3011_highAIRisk: "low" --

var41_3020_socCode: "41-3020-Broad" var41_3020_medianPay: 0 var41_3020_employmentOutlookValue: 0 var41_3020_MaxSalaryInMajor: 121520 var41_3020_MaxSalaryInMinor: 78140 var41_3020_MaxSalaryInBroad: 60370 var41_3020_highAIRisk: "Unknown" --

var41_3021_socCode: "41-3021-Detailed" var41_3021_medianPay: 60370 var41_3021_employmentOutlookValue: 4 var41_3021_MaxSalaryInMajor: 121520 var41_3021_MaxSalaryInMinor: 78140 var41_3021_MaxSalaryInBroad: 60370 var41_3021_employmentOutlookDescription: "As fast as average" var41_3021_highAIRisk: "moderate" --

var41_3030_socCode: "41-3030-Broad" var41_3030_medianPay: 0 var41_3030_employmentOutlookValue: 0 var41_3030_MaxSalaryInMajor: 121520 var41_3030_MaxSalaryInMinor: 78140 var41_3030_MaxSalaryInBroad: 78140 var41_3030_highAIRisk: "Unknown" --

var41_3031_socCode: "41-3031-Detailed" var41_3031_medianPay: 78140 var41_3031_employmentOutlookValue: 3 var41_3031_MaxSalaryInMajor: 121520 var41_3031_MaxSalaryInMinor: 78140 var41_3031_MaxSalaryInBroad: 78140 var41_3031_employmentOutlookDescription: "As fast as average" var41_3031_highAIRisk: "moderate" --

var41_3040_socCode: "41-3040-Broad" var41_3040_medianPay: 0 var41_3040_employmentOutlookValue: 0 var41_3040_MaxSalaryInMajor: 121520 var41_3040_MaxSalaryInMinor: 78140 var41_3040_MaxSalaryInBroad: 48450 var41_3040_highAIRisk: "Unknown" --

var41_3041_socCode: "41-3041-Detailed" var41_3041_medianPay: 48450 var41_3041_employmentOutlookValue: 2 var41_3041_MaxSalaryInMajor: 121520 var41_3041_MaxSalaryInMinor: 78140 var41_3041_MaxSalaryInBroad: 48450 var41_3041_employmentOutlookDescription: "Slower than average" var41_3041_highAIRisk: "high" --

var41_3090_socCode: "41-3090-Broad" var41_3090_medianPay: 0 var41_3090_employmentOutlookValue: 0 var41_3090_MaxSalaryInMajor: 121520 var41_3090_MaxSalaryInMinor: 78140 var41_3090_MaxSalaryInBroad: 0 var41_3090_highAIRisk: "Unknown" --

var41_3091_socCode: "41-3091-Detailed" var41_3091_medianPay: 0 var41_3091_employmentOutlookValue: 0 var41_3091_MaxSalaryInMajor: 121520 var41_3091_MaxSalaryInMinor: 78140 var41_3091_MaxSalaryInBroad: 0 var41_3091_highAIRisk: "Unknown" --

var41_4000_socCode: "41-4000-Minor" var41_4000_medianPay: 0 var41_4000_employmentOutlookValue: 0 var41_4000_MaxSalaryInMajor: 121520 var41_4000_MaxSalaryInMinor: 74100 var41_4000_MaxSalaryInBroad: 0 var41_4000_highAIRisk: "Unknown" --

var41_4010_socCode: "41-4010-Broad" var41_4010_medianPay: 0 var41_4010_employmentOutlookValue: 0 var41_4010_MaxSalaryInMajor: 121520 var41_4010_MaxSalaryInMinor: 74100 var41_4010_MaxSalaryInBroad: 74100 var41_4010_highAIRisk: "Unknown" --

var41_4011_socCode: "41-4011-Detailed" var41_4011_medianPay: 74100 var41_4011_employmentOutlookValue: 1 var41_4011_MaxSalaryInMajor: 121520 var41_4011_MaxSalaryInMinor: 74100 var41_4011_MaxSalaryInBroad: 74100 var41_4011_employmentOutlookDescription: "Slower than average" var41_4011_highAIRisk: "moderate" --

var41_4012_socCode: "41-4012-Detailed" var41_4012_medianPay: 74100 var41_4012_employmentOutlookValue: 1 var41_4012_MaxSalaryInMajor: 121520 var41_4012_MaxSalaryInMinor: 74100 var41_4012_MaxSalaryInBroad: 74100 var41_4012_employmentOutlookDescription: "Slower than average" var41_4012_highAIRisk: "moderate" --

var41_9000_socCode: "41-9000-Minor" var41_9000_medianPay: 0 var41_9000_employmentOutlookValue: 0 var41_9000_MaxSalaryInMajor: 121520 var41_9000_MaxSalaryInMinor: 121520 var41_9000_MaxSalaryInBroad: 0 var41_9000_highAIRisk: "Unknown" --

var41_9010_socCode: "41-9010-Broad" var41_9010_medianPay: 0 var41_9010_employmentOutlookValue: 0 var41_9010_MaxSalaryInMajor: 121520 var41_9010_MaxSalaryInMinor: 121520 var41_9010_MaxSalaryInBroad: 89990 var41_9010_highAIRisk: "Unknown" --

var41_9011_socCode: "41-9011-Detailed" var41_9011_medianPay: 0 var41_9011_employmentOutlookValue: 0 var41_9011_MaxSalaryInMajor: 121520 var41_9011_MaxSalaryInMinor: 121520 var41_9011_MaxSalaryInBroad: 89990 var41_9011_highAIRisk: "low" --

var41_9012_socCode: "41-9012-Detailed" var41_9012_medianPay: 89990 var41_9012_employmentOutlookValue: -1 var41_9012_MaxSalaryInMajor: 121520 var41_9012_MaxSalaryInMinor: 121520 var41_9012_MaxSalaryInBroad: 89990 var41_9012_employmentOutlookDescription: "Decline" var41_9012_highAIRisk: "high" --

var41_9020_socCode: "41-9020-Broad" var41_9020_medianPay: 0 var41_9020_employmentOutlookValue: 0 var41_9020_MaxSalaryInMajor: 121520 var41_9020_MaxSalaryInMinor: 121520 var41_9020_MaxSalaryInBroad: 58960 var41_9020_highAIRisk: "Unknown" --

var41_9021_socCode: "41-9021-Detailed" var41_9021_medianPay: 58960 var41_9021_employmentOutlookValue: 3 var41_9021_MaxSalaryInMajor: 121520 var41_9021_MaxSalaryInMinor: 121520 var41_9021_MaxSalaryInBroad: 58960 var41_9021_employmentOutlookDescription: "As fast as average" var41_9021_highAIRisk: "low" --

var41_9022_socCode: "41-9022-Detailed" var41_9022_medianPay: 58960 var41_9022_employmentOutlookValue: 3 var41_9022_MaxSalaryInMajor: 121520 var41_9022_MaxSalaryInMinor: 121520 var41_9022_MaxSalaryInBroad: 58960 var41_9022_employmentOutlookDescription: "As fast as average" var41_9022_highAIRisk: "low" --

var41_9030_socCode: "41-9030-Broad" var41_9030_medianPay: 0 var41_9030_employmentOutlookValue: 0 var41_9030_MaxSalaryInMajor: 121520 var41_9030_MaxSalaryInMinor: 121520 var41_9030_MaxSalaryInBroad: 121520 var41_9030_highAIRisk: "Unknown" --

var41_9031_socCode: "41-9031-Detailed" var41_9031_medianPay: 121520 var41_9031_employmentOutlookValue: 5 var41_9031_MaxSalaryInMajor: 121520 var41_9031_MaxSalaryInMinor: 121520 var41_9031_MaxSalaryInBroad: 121520 var41_9031_employmentOutlookDescription: "Faster than average" var41_9031_highAIRisk: "low" --

var41_9040_socCode: "41-9040-Broad" var41_9040_medianPay: 0 var41_9040_employmentOutlookValue: 0 var41_9040_MaxSalaryInMajor: 121520 var41_9040_MaxSalaryInMinor: 121520 var41_9040_MaxSalaryInBroad: 0 var41_9040_highAIRisk: "Unknown" --

var41_9041_socCode: "41-9041-Detailed" var41_9041_medianPay: 0 var41_9041_employmentOutlookValue: 0 var41_9041_MaxSalaryInMajor: 121520 var41_9041_MaxSalaryInMinor: 121520 var41_9041_MaxSalaryInBroad: 0 var41_9041_highAIRisk: "high" --

var41_9090_socCode: "41-9090-Broad" var41_9090_medianPay: 0 var41_9090_employmentOutlookValue: 0 var41_9090_MaxSalaryInMajor: 121520 var41_9090_MaxSalaryInMinor: 121520 var41_9090_MaxSalaryInBroad: 0 var41_9090_highAIRisk: "Unknown" --

var41_9091_socCode: "41-9091-Detailed" var41_9091_medianPay: 0 var41_9091_employmentOutlookValue: 0 var41_9091_MaxSalaryInMajor: 121520 var41_9091_MaxSalaryInMinor: 121520 var41_9091_MaxSalaryInBroad: 0 var41_9091_highAIRisk: "moderate" --

var41_9099_socCode: "41-9099-Detailed" var41_9099_medianPay: 0 var41_9099_employmentOutlookValue: 0 var41_9099_MaxSalaryInMajor: 121520 var41_9099_MaxSalaryInMinor: 121520 var41_9099_MaxSalaryInBroad: 0 var41_9099_highAIRisk: "Unknown" --

var43_0000_socCode: "43-0000-Major" var43_0000_medianPay: 0 var43_0000_employmentOutlookValue: 0 var43_0000_MaxSalaryInMajor: 57870 var43_0000_MaxSalaryInMinor: 0 var43_0000_MaxSalaryInBroad: 0 var43_0000_highAIRisk: "Unknown" --

var43_1000_socCode: "43-1000-Minor" var43_1000_medianPay: 0 var43_1000_employmentOutlookValue: 0 var43_1000_MaxSalaryInMajor: 57870 var43_1000_MaxSalaryInMinor: 0 var43_1000_MaxSalaryInBroad: 0 var43_1000_highAIRisk: "Unknown" --

var43_1010_socCode: "43-1010-Broad" var43_1010_medianPay: 0 var43_1010_employmentOutlookValue: 0 var43_1010_MaxSalaryInMajor: 57870 var43_1010_MaxSalaryInMinor: 0 var43_1010_MaxSalaryInBroad: 0 var43_1010_highAIRisk: "Unknown" --

var43_1011_socCode: "43-1011-Detailed" var43_1011_medianPay: 0 var43_1011_employmentOutlookValue: 0 var43_1011_MaxSalaryInMajor: 57870 var43_1011_MaxSalaryInMinor: 0 var43_1011_MaxSalaryInBroad: 0 var43_1011_highAIRisk: "low" --

var43_2000_socCode: "43-2000-Minor" var43_2000_medianPay: 0 var43_2000_employmentOutlookValue: 0 var43_2000_MaxSalaryInMajor: 57870 var43_2000_MaxSalaryInMinor: 0 var43_2000_MaxSalaryInBroad: 0 var43_2000_highAIRisk: "Unknown" --

var43_2010_socCode: "43-2010-Broad" var43_2010_medianPay: 0 var43_2010_employmentOutlookValue: 0 var43_2010_MaxSalaryInMajor: 57870 var43_2010_MaxSalaryInMinor: 0 var43_2010_MaxSalaryInBroad: 0 var43_2010_highAIRisk: "Unknown" --

var43_2011_socCode: "43-2011-Detailed" var43_2011_medianPay: 0 var43_2011_employmentOutlookValue: 0 var43_2011_MaxSalaryInMajor: 57870 var43_2011_MaxSalaryInMinor: 0 var43_2011_MaxSalaryInBroad: 0 var43_2011_highAIRisk: "high" --

var43_2020_socCode: "43-2020-Broad" var43_2020_medianPay: 0 var43_2020_employmentOutlookValue: 0 var43_2020_MaxSalaryInMajor: 57870 var43_2020_MaxSalaryInMinor: 0 var43_2020_MaxSalaryInBroad: 0 var43_2020_highAIRisk: "Unknown" --

var43_2021_socCode: "43-2021-Detailed" var43_2021_medianPay: 0 var43_2021_employmentOutlookValue: 0 var43_2021_MaxSalaryInMajor: 57870 var43_2021_MaxSalaryInMinor: 0 var43_2021_MaxSalaryInBroad: 0 var43_2021_highAIRisk: "high" --

var43_2090_socCode: "43-2090-Broad" var43_2090_medianPay: 0 var43_2090_employmentOutlookValue: 0 var43_2090_MaxSalaryInMajor: 57870 var43_2090_MaxSalaryInMinor: 0 var43_2090_MaxSalaryInBroad: 0 var43_2090_highAIRisk: "Unknown" --

var43_2099_socCode: "43-2099-Detailed" var43_2099_medianPay: 0 var43_2099_employmentOutlookValue: 0 var43_2099_MaxSalaryInMajor: 57870 var43_2099_MaxSalaryInMinor: 0 var43_2099_MaxSalaryInBroad: 0 var43_2099_highAIRisk: "Unknown" --

var43_3000_socCode: "43-3000-Minor" var43_3000_medianPay: 0 var43_3000_employmentOutlookValue: 0 var43_3000_MaxSalaryInMajor: 57870 var43_3000_MaxSalaryInMinor: 49210 var43_3000_MaxSalaryInBroad: 0 var43_3000_highAIRisk: "high" --

var43_3010_socCode: "43-3010-Broad" var43_3010_medianPay: 0 var43_3010_employmentOutlookValue: 0 var43_3010_MaxSalaryInMajor: 57870 var43_3010_MaxSalaryInMinor: 49210 var43_3010_MaxSalaryInBroad: 46040 var43_3010_highAIRisk: "Unknown" --

var43_3011_socCode: "43-3011-Detailed" var43_3011_medianPay: 46040 var43_3011_employmentOutlookValue: -10 var43_3011_MaxSalaryInMajor: 57870 var43_3011_MaxSalaryInMinor: 49210 var43_3011_MaxSalaryInBroad: 46040 var43_3011_employmentOutlookDescription: "Decline" var43_3011_highAIRisk: "high" --

var43_3020_socCode: "43-3020-Broad" var43_3020_medianPay: 0 var43_3020_employmentOutlookValue: 0 var43_3020_MaxSalaryInMajor: 57870 var43_3020_MaxSalaryInMinor: 49210 var43_3020_MaxSalaryInBroad: 48650 var43_3020_highAIRisk: "Unknown" --

var43_3021_socCode: "43-3021-Detailed" var43_3021_medianPay: 48650 var43_3021_employmentOutlookValue: -5 var43_3021_MaxSalaryInMajor: 57870 var43_3021_MaxSalaryInMinor: 49210 var43_3021_MaxSalaryInBroad: 48650 var43_3021_employmentOutlookDescription: "Decline" var43_3021_highAIRisk: "high" --

var43_3030_socCode: "43-3030-Broad" var43_3030_medianPay: 0 var43_3030_employmentOutlookValue: 0 var43_3030_MaxSalaryInMajor: 57870 var43_3030_MaxSalaryInMinor: 49210 var43_3030_MaxSalaryInBroad: 49210 var43_3030_highAIRisk: "Unknown" --

var43_3031_socCode: "43-3031-Detailed" var43_3031_medianPay: 49210 var43_3031_employmentOutlookValue: -6 var43_3031_MaxSalaryInMajor: 57870 var43_3031_MaxSalaryInMinor: 49210 var43_3031_MaxSalaryInBroad: 49210 var43_3031_employmentOutlookDescription: "Decline" var43_3031_highAIRisk: "high" --

var43_3040_socCode: "43-3040-Broad" var43_3040_medianPay: 0 var43_3040_employmentOutlookValue: 0 var43_3040_MaxSalaryInMajor: 57870 var43_3040_MaxSalaryInMinor: 49210 var43_3040_MaxSalaryInBroad: 48650 var43_3040_highAIRisk: "Unknown" --

var43_3041_socCode: "43-3041-Detailed" var43_3041_medianPay: 48650 var43_3041_employmentOutlookValue: -5 var43_3041_MaxSalaryInMajor: 57870 var43_3041_MaxSalaryInMinor: 49210 var43_3041_MaxSalaryInBroad: 48650 var43_3041_employmentOutlookDescription: "Decline" var43_3041_highAIRisk: "high" --

var43_3050_socCode: "43-3050-Broad" var43_3050_medianPay: 0 var43_3050_employmentOutlookValue: 0 var43_3050_MaxSalaryInMajor: 57870 var43_3050_MaxSalaryInMinor: 49210 var43_3050_MaxSalaryInBroad: 48650 var43_3050_highAIRisk: "Unknown" --

var43_3051_socCode: "43-3051-Detailed" var43_3051_medianPay: 48650 var43_3051_employmentOutlookValue: -5 var43_3051_MaxSalaryInMajor: 57870 var43_3051_MaxSalaryInMinor: 49210 var43_3051_MaxSalaryInBroad: 48650 var43_3051_employmentOutlookDescription: "Decline" var43_3051_highAIRisk: "high" --

var43_3060_socCode: "43-3060-Broad" var43_3060_medianPay: 0 var43_3060_employmentOutlookValue: 0 var43_3060_MaxSalaryInMajor: 57870 var43_3060_MaxSalaryInMinor: 49210 var43_3060_MaxSalaryInBroad: 48650 var43_3060_highAIRisk: "Unknown" --

var43_3061_socCode: "43-3061-Detailed" var43_3061_medianPay: 48650 var43_3061_employmentOutlookValue: -5 var43_3061_MaxSalaryInMajor: 57870 var43_3061_MaxSalaryInMinor: 49210 var43_3061_MaxSalaryInBroad: 48650 var43_3061_employmentOutlookDescription: "Decline" var43_3061_highAIRisk: "high" --

var43_3070_socCode: "43-3070-Broad" var43_3070_medianPay: 0 var43_3070_employmentOutlookValue: 0 var43_3070_MaxSalaryInMajor: 57870 var43_3070_MaxSalaryInMinor: 49210 var43_3070_MaxSalaryInBroad: 39340 var43_3070_highAIRisk: "Unknown" --

var43_3071_socCode: "43-3071-Detailed" var43_3071_medianPay: 39340 var43_3071_employmentOutlookValue: -13 var43_3071_MaxSalaryInMajor: 57870 var43_3071_MaxSalaryInMinor: 49210 var43_3071_MaxSalaryInBroad: 39340 var43_3071_employmentOutlookDescription: "Decline" var43_3071_highAIRisk: "high" --

var43_3090_socCode: "43-3090-Broad" var43_3090_medianPay: 0 var43_3090_employmentOutlookValue: 0 var43_3090_MaxSalaryInMajor: 57870 var43_3090_MaxSalaryInMinor: 49210 var43_3090_MaxSalaryInBroad: 0 var43_3090_highAIRisk: "Unknown" --

var43_3099_socCode: "43-3099-Detailed" var43_3099_medianPay: 0 var43_3099_employmentOutlookValue: 0 var43_3099_MaxSalaryInMajor: 57870 var43_3099_MaxSalaryInMinor: 49210 var43_3099_MaxSalaryInBroad: 0 var43_3099_highAIRisk: "Unknown" --

var43_4000_socCode: "43-4000-Minor" var43_4000_medianPay: 0 var43_4000_employmentOutlookValue: 0 var43_4000_MaxSalaryInMajor: 57870 var43_4000_MaxSalaryInMinor: 48650 var43_4000_MaxSalaryInBroad: 0 var43_4000_highAIRisk: "high" --

var43_4010_socCode: "43-4010-Broad" var43_4010_medianPay: 0 var43_4010_employmentOutlookValue: 0 var43_4010_MaxSalaryInMajor: 57870 var43_4010_MaxSalaryInMinor: 48650 var43_4010_MaxSalaryInBroad: 48650 var43_4010_highAIRisk: "Unknown" --

var43_4011_socCode: "43-4011-Detailed" var43_4011_medianPay: 48650 var43_4011_employmentOutlookValue: -5 var43_4011_MaxSalaryInMajor: 57870 var43_4011_MaxSalaryInMinor: 48650 var43_4011_MaxSalaryInBroad: 48650 var43_4011_employmentOutlookDescription: "Decline" var43_4011_highAIRisk: "high" --

var43_4020_socCode: "43-4020-Broad" var43_4020_medianPay: 0 var43_4020_employmentOutlookValue: 0 var43_4020_MaxSalaryInMajor: 57870 var43_4020_MaxSalaryInMinor: 48650 var43_4020_MaxSalaryInBroad: 43730 var43_4020_highAIRisk: "Unknown" --

var43_4021_socCode: "43-4021-Detailed" var43_4021_medianPay: 43730 var43_4021_employmentOutlookValue: -3 var43_4021_MaxSalaryInMajor: 57870 var43_4021_MaxSalaryInMinor: 48650 var43_4021_MaxSalaryInBroad: 43730 var43_4021_employmentOutlookDescription: "Decline" var43_4021_highAIRisk: "high" --

var43_4030_socCode: "43-4030-Broad" var43_4030_medianPay: 0 var43_4030_employmentOutlookValue: 0 var43_4030_MaxSalaryInMajor: 57870 var43_4030_MaxSalaryInMinor: 48650 var43_4030_MaxSalaryInBroad: 43730 var43_4030_highAIRisk: "Unknown" --

var43_4031_socCode: "43-4031-Detailed" var43_4031_medianPay: 43730 var43_4031_employmentOutlookValue: -3 var43_4031_MaxSalaryInMajor: 57870 var43_4031_MaxSalaryInMinor: 48650 var43_4031_MaxSalaryInBroad: 43730 var43_4031_employmentOutlookDescription: "Decline" var43_4031_highAIRisk: "high" --

var43_4040_socCode: "43-4040-Broad" var43_4040_medianPay: 0 var43_4040_employmentOutlookValue: 0 var43_4040_MaxSalaryInMajor: 57870 var43_4040_MaxSalaryInMinor: 48650 var43_4040_MaxSalaryInBroad: 48650 var43_4040_highAIRisk: "Unknown" --

var43_4041_socCode: "43-4041-Detailed" var43_4041_medianPay: 48650 var43_4041_employmentOutlookValue: -5 var43_4041_MaxSalaryInMajor: 57870 var43_4041_MaxSalaryInMinor: 48650 var43_4041_MaxSalaryInBroad: 48650 var43_4041_employmentOutlookDescription: "Decline" var43_4041_highAIRisk: "high" --

var43_4050_socCode: "43-4050-Broad" var43_4050_medianPay: 0 var43_4050_employmentOutlookValue: 0 var43_4050_MaxSalaryInMajor: 57870 var43_4050_MaxSalaryInMinor: 48650 var43_4050_MaxSalaryInBroad: 42830 var43_4050_highAIRisk: "Unknown" --

var43_4051_socCode: "43-4051-Detailed" var43_4051_medianPay: 42830 var43_4051_employmentOutlookValue: -5 var43_4051_MaxSalaryInMajor: 57870 var43_4051_MaxSalaryInMinor: 48650 var43_4051_MaxSalaryInBroad: 42830 var43_4051_employmentOutlookDescription: "Decline" var43_4051_highAIRisk: "moderate" --

var43_4060_socCode: "43-4060-Broad" var43_4060_medianPay: 0 var43_4060_employmentOutlookValue: 0 var43_4060_MaxSalaryInMajor: 57870 var43_4060_MaxSalaryInMinor: 48650 var43_4060_MaxSalaryInBroad: 43730 var43_4060_highAIRisk: "Unknown" --

var43_4061_socCode: "43-4061-Detailed" var43_4061_medianPay: 43730 var43_4061_employmentOutlookValue: -3 var43_4061_MaxSalaryInMajor: 57870 var43_4061_MaxSalaryInMinor: 48650 var43_4061_MaxSalaryInBroad: 43730 var43_4061_employmentOutlookDescription: "Decline" var43_4061_highAIRisk: "moderate" --

var43_4070_socCode: "43-4070-Broad" var43_4070_medianPay: 0 var43_4070_employmentOutlookValue: 0 var43_4070_MaxSalaryInMajor: 57870 var43_4070_MaxSalaryInMinor: 48650 var43_4070_MaxSalaryInBroad: 43730 var43_4070_highAIRisk: "Unknown" --

var43_4071_socCode: "43-4071-Detailed" var43_4071_medianPay: 43730 var43_4071_employmentOutlookValue: -3 var43_4071_MaxSalaryInMajor: 57870 var43_4071_MaxSalaryInMinor: 48650 var43_4071_MaxSalaryInBroad: 43730 var43_4071_employmentOutlookDescription: "Decline" var43_4071_highAIRisk: "high" --

var43_4080_socCode: "43-4080-Broad" var43_4080_medianPay: 0 var43_4080_employmentOutlookValue: 0 var43_4080_MaxSalaryInMajor: 57870 var43_4080_MaxSalaryInMinor: 48650 var43_4080_MaxSalaryInBroad: 43730 var43_4080_highAIRisk: "Unknown" --

var43_4081_socCode: "43-4081-Detailed" var43_4081_medianPay: 43730 var43_4081_employmentOutlookValue: -3 var43_4081_MaxSalaryInMajor: 57870 var43_4081_MaxSalaryInMinor: 48650 var43_4081_MaxSalaryInBroad: 43730 var43_4081_employmentOutlookDescription: "Decline" var43_4081_highAIRisk: "moderate" --

var43_4110_socCode: "43-4110-Broad" var43_4110_medianPay: 0 var43_4110_employmentOutlookValue: 0 var43_4110_MaxSalaryInMajor: 57870 var43_4110_MaxSalaryInMinor: 48650 var43_4110_MaxSalaryInBroad: 43730 var43_4110_highAIRisk: "Unknown" --

var43_4111_socCode: "43-4111-Detailed" var43_4111_medianPay: 43730 var43_4111_employmentOutlookValue: -3 var43_4111_MaxSalaryInMajor: 57870 var43_4111_MaxSalaryInMinor: 48650 var43_4111_MaxSalaryInBroad: 43730 var43_4111_employmentOutlookDescription: "Decline" var43_4111_highAIRisk: "moderate" --

var43_4120_socCode: "43-4120-Broad" var43_4120_medianPay: 0 var43_4120_employmentOutlookValue: 0 var43_4120_MaxSalaryInMajor: 57870 var43_4120_MaxSalaryInMinor: 48650 var43_4120_MaxSalaryInBroad: 37540 var43_4120_highAIRisk: "Unknown" --

var43_4121_socCode: "43-4121-Detailed" var43_4121_medianPay: 37540 var43_4121_employmentOutlookValue: -7 var43_4121_MaxSalaryInMajor: 57870 var43_4121_MaxSalaryInMinor: 48650 var43_4121_MaxSalaryInBroad: 37540 var43_4121_employmentOutlookDescription: "Decline" var43_4121_highAIRisk: "moderate" --

var43_4130_socCode: "43-4130-Broad" var43_4130_medianPay: 0 var43_4130_employmentOutlookValue: 0 var43_4130_MaxSalaryInMajor: 57870 var43_4130_MaxSalaryInMinor: 48650 var43_4130_MaxSalaryInBroad: 48650 var43_4130_highAIRisk: "Unknown" --

var43_4131_socCode: "43-4131-Detailed" var43_4131_medianPay: 48650 var43_4131_employmentOutlookValue: -5 var43_4131_MaxSalaryInMajor: 57870 var43_4131_MaxSalaryInMinor: 48650 var43_4131_MaxSalaryInBroad: 48650 var43_4131_employmentOutlookDescription: "Decline" var43_4131_highAIRisk: "high" --

var43_4140_socCode: "43-4140-Broad" var43_4140_medianPay: 0 var43_4140_employmentOutlookValue: 0 var43_4140_MaxSalaryInMajor: 57870 var43_4140_MaxSalaryInMinor: 48650 var43_4140_MaxSalaryInBroad: 48650 var43_4140_highAIRisk: "Unknown" --

var43_4141_socCode: "43-4141-Detailed" var43_4141_medianPay: 48650 var43_4141_employmentOutlookValue: -5 var43_4141_MaxSalaryInMajor: 57870 var43_4141_MaxSalaryInMinor: 48650 var43_4141_MaxSalaryInBroad: 48650 var43_4141_employmentOutlookDescription: "Decline" var43_4141_highAIRisk: "high" --

var43_4150_socCode: "43-4150-Broad" var43_4150_medianPay: 0 var43_4150_employmentOutlookValue: 0 var43_4150_MaxSalaryInMajor: 57870 var43_4150_MaxSalaryInMinor: 48650 var43_4150_MaxSalaryInBroad: 43730 var43_4150_highAIRisk: "Unknown" --

var43_4151_socCode: "43-4151-Detailed" var43_4151_medianPay: 43730 var43_4151_employmentOutlookValue: -3 var43_4151_MaxSalaryInMajor: 57870 var43_4151_MaxSalaryInMinor: 48650 var43_4151_MaxSalaryInBroad: 43730 var43_4151_employmentOutlookDescription: "Decline" var43_4151_highAIRisk: "high" --

var43_4160_socCode: "43-4160-Broad" var43_4160_medianPay: 0 var43_4160_employmentOutlookValue: 0 var43_4160_MaxSalaryInMajor: 57870 var43_4160_MaxSalaryInMinor: 48650 var43_4160_MaxSalaryInBroad: 43730 var43_4160_highAIRisk: "Unknown" --

var43_4161_socCode: "43-4161-Detailed" var43_4161_medianPay: 43730 var43_4161_employmentOutlookValue: -3 var43_4161_MaxSalaryInMajor: 57870 var43_4161_MaxSalaryInMinor: 48650 var43_4161_MaxSalaryInBroad: 43730 var43_4161_employmentOutlookDescription: "Decline" var43_4161_highAIRisk: "high" --

var43_4170_socCode: "43-4170-Broad" var43_4170_medianPay: 0 var43_4170_employmentOutlookValue: 0 var43_4170_MaxSalaryInMajor: 57870 var43_4170_MaxSalaryInMinor: 48650 var43_4170_MaxSalaryInBroad: 37230 var43_4170_highAIRisk: "Unknown" --

var43_4171_socCode: "43-4171-Detailed" var43_4171_medianPay: 37230 var43_4171_employmentOutlookValue: 0 var43_4171_MaxSalaryInMajor: 57870 var43_4171_MaxSalaryInMinor: 48650 var43_4171_MaxSalaryInBroad: 37230 var43_4171_employmentOutlookDescription: "Little or no change" var43_4171_highAIRisk: "high" --

var43_4180_socCode: "43-4180-Broad" var43_4180_medianPay: 0 var43_4180_employmentOutlookValue: 0 var43_4180_MaxSalaryInMajor: 57870 var43_4180_MaxSalaryInMinor: 48650 var43_4180_MaxSalaryInBroad: 43730 var43_4180_highAIRisk: "Unknown" --

var43_4181_socCode: "43-4181-Detailed" var43_4181_medianPay: 43730 var43_4181_employmentOutlookValue: -3 var43_4181_MaxSalaryInMajor: 57870 var43_4181_MaxSalaryInMinor: 48650 var43_4181_MaxSalaryInBroad: 43730 var43_4181_employmentOutlookDescription: "Decline" var43_4181_highAIRisk: "moderate" --

var43_4190_socCode: "43-4190-Broad" var43_4190_medianPay: 0 var43_4190_employmentOutlookValue: 0 var43_4190_MaxSalaryInMajor: 57870 var43_4190_MaxSalaryInMinor: 48650 var43_4190_MaxSalaryInBroad: 43730 var43_4190_highAIRisk: "Unknown" --

var43_4199_socCode: "43-4199-Detailed" var43_4199_medianPay: 43730 var43_4199_employmentOutlookValue: -3 var43_4199_MaxSalaryInMajor: 57870 var43_4199_MaxSalaryInMinor: 48650 var43_4199_MaxSalaryInBroad: 43730 var43_4199_employmentOutlookDescription: "Decline" var43_4199_highAIRisk: "Unknown" --

var43_5000_socCode: "43-5000-Minor" var43_5000_medianPay: 0 var43_5000_employmentOutlookValue: 0 var43_5000_MaxSalaryInMajor: 57870 var43_5000_MaxSalaryInMinor: 57870 var43_5000_MaxSalaryInBroad: 0 var43_5000_highAIRisk: "Unknown" --

var43_5010_socCode: "43-5010-Broad" var43_5010_medianPay: 0 var43_5010_employmentOutlookValue: 0 var43_5010_MaxSalaryInMajor: 57870 var43_5010_MaxSalaryInMinor: 57870 var43_5010_MaxSalaryInBroad: 0 var43_5010_highAIRisk: "Unknown" --

var43_5011_socCode: "43-5011-Detailed" var43_5011_medianPay: 0 var43_5011_employmentOutlookValue: 0 var43_5011_MaxSalaryInMajor: 57870 var43_5011_MaxSalaryInMinor: 57870 var43_5011_MaxSalaryInBroad: 0 var43_5011_highAIRisk: "moderate" --

var43_5020_socCode: "43-5020-Broad" var43_5020_medianPay: 0 var43_5020_employmentOutlookValue: 0 var43_5020_MaxSalaryInMajor: 57870 var43_5020_MaxSalaryInMinor: 57870 var43_5020_MaxSalaryInBroad: 0 var43_5020_highAIRisk: "Unknown" --

var43_5021_socCode: "43-5021-Detailed" var43_5021_medianPay: 0 var43_5021_employmentOutlookValue: 0 var43_5021_MaxSalaryInMajor: 57870 var43_5021_MaxSalaryInMinor: 57870 var43_5021_MaxSalaryInBroad: 0 var43_5021_highAIRisk: "high" --

var43_5030_socCode: "43-5030-Broad" var43_5030_medianPay: 0 var43_5030_employmentOutlookValue: 0 var43_5030_MaxSalaryInMajor: 57870 var43_5030_MaxSalaryInMinor: 57870 var43_5030_MaxSalaryInBroad: 50730 var43_5030_highAIRisk: "Unknown" --

var43_5031_socCode: "43-5031-Detailed" var43_5031_medianPay: 50730 var43_5031_employmentOutlookValue: 3 var43_5031_MaxSalaryInMajor: 57870 var43_5031_MaxSalaryInMinor: 57870 var43_5031_MaxSalaryInBroad: 50730 var43_5031_employmentOutlookDescription: "As fast as average" var43_5031_highAIRisk: "low" --

var43_5032_socCode: "43-5032-Detailed" var43_5032_medianPay: 0 var43_5032_employmentOutlookValue: 0 var43_5032_MaxSalaryInMajor: 57870 var43_5032_MaxSalaryInMinor: 57870 var43_5032_MaxSalaryInBroad: 50730 var43_5032_highAIRisk: "moderate" --

var43_5040_socCode: "43-5040-Broad" var43_5040_medianPay: 0 var43_5040_employmentOutlookValue: 0 var43_5040_MaxSalaryInMajor: 57870 var43_5040_MaxSalaryInMinor: 57870 var43_5040_MaxSalaryInBroad: 0 var43_5040_highAIRisk: "Unknown" --

var43_5041_socCode: "43-5041-Detailed" var43_5041_medianPay: 0 var43_5041_employmentOutlookValue: 0 var43_5041_MaxSalaryInMajor: 57870 var43_5041_MaxSalaryInMinor: 57870 var43_5041_MaxSalaryInBroad: 0 var43_5041_highAIRisk: "high" --

var43_5050_socCode: "43-5050-Broad" var43_5050_medianPay: 0 var43_5050_employmentOutlookValue: 0 var43_5050_MaxSalaryInMajor: 57870 var43_5050_MaxSalaryInMinor: 57870 var43_5050_MaxSalaryInBroad: 57870 var43_5050_highAIRisk: "Unknown" --

var43_5051_socCode: "43-5051-Detailed" var43_5051_medianPay: 57870 var43_5051_employmentOutlookValue: -5 var43_5051_MaxSalaryInMajor: 57870 var43_5051_MaxSalaryInMinor: 57870 var43_5051_MaxSalaryInBroad: 57870 var43_5051_employmentOutlookDescription: "Decline" var43_5051_highAIRisk: "high" --

var43_5052_socCode: "43-5052-Detailed" var43_5052_medianPay: 57870 var43_5052_employmentOutlookValue: -5 var43_5052_MaxSalaryInMajor: 57870 var43_5052_MaxSalaryInMinor: 57870 var43_5052_MaxSalaryInBroad: 57870 var43_5052_employmentOutlookDescription: "Decline" var43_5052_highAIRisk: "high" --

var43_5053_socCode: "43-5053-Detailed" var43_5053_medianPay: 57870 var43_5053_employmentOutlookValue: -5 var43_5053_MaxSalaryInMajor: 57870 var43_5053_MaxSalaryInMinor: 57870 var43_5053_MaxSalaryInBroad: 57870 var43_5053_employmentOutlookDescription: "Decline" var43_5053_highAIRisk: "high" --

var43_5060_socCode: "43-5060-Broad" var43_5060_medianPay: 0 var43_5060_employmentOutlookValue: 0 var43_5060_MaxSalaryInMajor: 57870 var43_5060_MaxSalaryInMinor: 57870 var43_5060_MaxSalaryInBroad: 46120 var43_5060_highAIRisk: "Unknown" --

var43_5061_socCode: "43-5061-Detailed" var43_5061_medianPay: 46120 var43_5061_employmentOutlookValue: -6 var43_5061_MaxSalaryInMajor: 57870 var43_5061_MaxSalaryInMinor: 57870 var43_5061_MaxSalaryInBroad: 46120 var43_5061_employmentOutlookDescription: "Decline" var43_5061_highAIRisk: "high" --

var43_5070_socCode: "43-5070-Broad" var43_5070_medianPay: 0 var43_5070_employmentOutlookValue: 0 var43_5070_MaxSalaryInMajor: 57870 var43_5070_MaxSalaryInMinor: 57870 var43_5070_MaxSalaryInBroad: 46120 var43_5070_highAIRisk: "Unknown" --

var43_5071_socCode: "43-5071-Detailed" var43_5071_medianPay: 46120 var43_5071_employmentOutlookValue: -6 var43_5071_MaxSalaryInMajor: 57870 var43_5071_MaxSalaryInMinor: 57870 var43_5071_MaxSalaryInBroad: 46120 var43_5071_employmentOutlookDescription: "Decline" var43_5071_highAIRisk: "high" --

var43_5110_socCode: "43-5110-Broad" var43_5110_medianPay: 0 var43_5110_employmentOutlookValue: 0 var43_5110_MaxSalaryInMajor: 57870 var43_5110_MaxSalaryInMinor: 46120 var43_5110_MaxSalaryInBroad: 46120 var43_5110_highAIRisk: "Unknown" --

var43_5111_socCode: "43-5111-Detailed" var43_5111_medianPay: 46120 var43_5111_employmentOutlookValue: -6 var43_5111_MaxSalaryInMajor: 57870 var43_5111_MaxSalaryInMinor: 46120 var43_5111_MaxSalaryInBroad: 46120 var43_5111_employmentOutlookDescription: "Decline" var43_5111_highAIRisk: "high" --

var43_6000_socCode: "43-6000-Minor" var43_6000_medianPay: 0 var43_6000_employmentOutlookValue: 0 var43_6000_MaxSalaryInMajor: 57870 var43_6000_MaxSalaryInMinor: 47460 var43_6000_MaxSalaryInBroad: 0 var43_6000_highAIRisk: "Unknown" --

var43_6010_socCode: "43-6010-Broad" var43_6010_medianPay: 0 var43_6010_employmentOutlookValue: 0 var43_6010_MaxSalaryInMajor: 57870 var43_6010_MaxSalaryInMinor: 47460 var43_6010_MaxSalaryInBroad: 47460 var43_6010_highAIRisk: "Unknown" --

var43_6011_socCode: "43-6011-Detailed" var43_6011_medianPay: 47460 var43_6011_employmentOutlookValue: 0 var43_6011_MaxSalaryInMajor: 57870 var43_6011_MaxSalaryInMinor: 47460 var43_6011_MaxSalaryInBroad: 47460 var43_6011_employmentOutlookDescription: "Little or no change" var43_6011_highAIRisk: "moderate" --

var43_6012_socCode: "43-6012-Detailed" var43_6012_medianPay: 47460 var43_6012_employmentOutlookValue: 0 var43_6012_MaxSalaryInMajor: 57870 var43_6012_MaxSalaryInMinor: 47460 var43_6012_MaxSalaryInBroad: 47460 var43_6012_employmentOutlookDescription: "Little or no change" var43_6012_highAIRisk: "high" --

var43_6013_socCode: "43-6013-Detailed" var43_6013_medianPay: 47460 var43_6013_employmentOutlookValue: 0 var43_6013_MaxSalaryInMajor: 57870 var43_6013_MaxSalaryInMinor: 47460 var43_6013_MaxSalaryInBroad: 47460 var43_6013_employmentOutlookDescription: "Little or no change" var43_6013_highAIRisk: "high" --

var43_6014_socCode: "43-6014-Detailed" var43_6014_medianPay: 47460 var43_6014_employmentOutlookValue: 0 var43_6014_MaxSalaryInMajor: 57870 var43_6014_MaxSalaryInMinor: 47460 var43_6014_MaxSalaryInBroad: 47460 var43_6014_employmentOutlookDescription: "Little or no change" var43_6014_highAIRisk: "high" --

var43_9000_socCode: "43-9000-Minor" var43_9000_medianPay: 0 var43_9000_employmentOutlookValue: 0 var43_9000_MaxSalaryInMajor: 57870 var43_9000_MaxSalaryInMinor: 53620 var43_9000_MaxSalaryInBroad: 0 var43_9000_highAIRisk: "Unknown" --

var43_9020_socCode: "43-9020-Broad" var43_9020_medianPay: 0 var43_9020_employmentOutlookValue: 0 var43_9020_MaxSalaryInMajor: 57870 var43_9020_MaxSalaryInMinor: 53620 var43_9020_MaxSalaryInBroad: 0 var43_9020_highAIRisk: "Unknown" --

var43_9021_socCode: "43-9021-Detailed" var43_9021_medianPay: 0 var43_9021_employmentOutlookValue: 0 var43_9021_MaxSalaryInMajor: 57870 var43_9021_MaxSalaryInMinor: 53620 var43_9021_MaxSalaryInBroad: 0 var43_9021_highAIRisk: "high" --

var43_9022_socCode: "43-9022-Detailed" var43_9022_medianPay: 0 var43_9022_employmentOutlookValue: 0 var43_9022_MaxSalaryInMajor: 57870 var43_9022_MaxSalaryInMinor: 53620 var43_9022_MaxSalaryInBroad: 0 var43_9022_highAIRisk: "high" --

var43_9030_socCode: "43-9030-Broad" var43_9030_medianPay: 0 var43_9030_employmentOutlookValue: 0 var43_9030_MaxSalaryInMajor: 57870 var43_9030_MaxSalaryInMinor: 53620 var43_9030_MaxSalaryInBroad: 53620 var43_9030_highAIRisk: "Unknown" --

var43_9031_socCode: "43-9031-Detailed" var43_9031_medianPay: 53620 var43_9031_employmentOutlookValue: -12 var43_9031_MaxSalaryInMajor: 57870 var43_9031_MaxSalaryInMinor: 53620 var43_9031_MaxSalaryInBroad: 53620 var43_9031_employmentOutlookDescription: "Decline" var43_9031_highAIRisk: "moderate" --

var43_9040_socCode: "43-9040-Broad" var43_9040_medianPay: 0 var43_9040_employmentOutlookValue: 0 var43_9040_MaxSalaryInMajor: 57870 var43_9040_MaxSalaryInMinor: 53620 var43_9040_MaxSalaryInBroad: 48650 var43_9040_highAIRisk: "Unknown" --

var43_9041_socCode: "43-9041-Detailed" var43_9041_medianPay: 48650 var43_9041_employmentOutlookValue: -5 var43_9041_MaxSalaryInMajor: 57870 var43_9041_MaxSalaryInMinor: 53620 var43_9041_MaxSalaryInBroad: 48650 var43_9041_employmentOutlookDescription: "Decline" var43_9041_highAIRisk: "high" --

var43_9050_socCode: "43-9050-Broad" var43_9050_medianPay: 0 var43_9050_employmentOutlookValue: 0 var43_9050_MaxSalaryInMajor: 57870 var43_9050_MaxSalaryInMinor: 53620 var43_9050_MaxSalaryInBroad: 0 var43_9050_highAIRisk: "Unknown" --

var43_9051_socCode: "43-9051-Detailed" var43_9051_medianPay: 0 var43_9051_employmentOutlookValue: 0 var43_9051_MaxSalaryInMajor: 57870 var43_9051_MaxSalaryInMinor: 53620 var43_9051_MaxSalaryInBroad: 0 var43_9051_highAIRisk: "high" --

var43_9060_socCode: "43-9060-Broad" var43_9060_medianPay: 0 var43_9060_employmentOutlookValue: 0 var43_9060_MaxSalaryInMajor: 57870 var43_9060_MaxSalaryInMinor: 53620 var43_9060_MaxSalaryInBroad: 43630 var43_9060_highAIRisk: "Unknown" --

var43_9061_socCode: "43-9061-Detailed" var43_9061_medianPay: 43630 var43_9061_employmentOutlookValue: -7 var43_9061_MaxSalaryInMajor: 57870 var43_9061_MaxSalaryInMinor: 53620 var43_9061_MaxSalaryInBroad: 43630 var43_9061_employmentOutlookDescription: "Decline" var43_9061_highAIRisk: "high" --

var43_9070_socCode: "43-9070-Broad" var43_9070_medianPay: 0 var43_9070_employmentOutlookValue: 0 var43_9070_MaxSalaryInMajor: 57870 var43_9070_MaxSalaryInMinor: 53620 var43_9070_MaxSalaryInBroad: 0 var43_9070_highAIRisk: "Unknown" --

var43_9071_socCode: "43-9071-Detailed" var43_9071_medianPay: 0 var43_9071_employmentOutlookValue: 0 var43_9071_MaxSalaryInMajor: 57870 var43_9071_MaxSalaryInMinor: 53620 var43_9071_MaxSalaryInBroad: 0 var43_9071_highAIRisk: "high" --

var43_9080_socCode: "43-9080-Broad" var43_9080_medianPay: 0 var43_9080_employmentOutlookValue: 0 var43_9080_MaxSalaryInMajor: 57870 var43_9080_MaxSalaryInMinor: 53620 var43_9080_MaxSalaryInBroad: 0 var43_9080_highAIRisk: "Unknown" --

var43_9081_socCode: "43-9081-Detailed" var43_9081_medianPay: 0 var43_9081_employmentOutlookValue: 0 var43_9081_MaxSalaryInMajor: 57870 var43_9081_MaxSalaryInMinor: 53620 var43_9081_MaxSalaryInBroad: 0 var43_9081_highAIRisk: "high" --

var43_9110_socCode: "43-9110-Broad" var43_9110_medianPay: 0 var43_9110_employmentOutlookValue: 0 var43_9110_MaxSalaryInMajor: 57870 var43_9110_MaxSalaryInMinor: 0 var43_9110_MaxSalaryInBroad: 0 var43_9110_highAIRisk: "Unknown" --

var43_9111_socCode: "43-9111-Detailed" var43_9111_medianPay: 0 var43_9111_employmentOutlookValue: 0 var43_9111_MaxSalaryInMajor: 57870 var43_9111_MaxSalaryInMinor: 0 var43_9111_MaxSalaryInBroad: 0 var43_9111_highAIRisk: "moderate" --

var43_9190_socCode: "43-9190-Broad" var43_9190_medianPay: 0 var43_9190_employmentOutlookValue: 0 var43_9190_MaxSalaryInMajor: 57870 var43_9190_MaxSalaryInMinor: 0 var43_9190_MaxSalaryInBroad: 0 var43_9190_highAIRisk: "Unknown" --

var43_9199_socCode: "43-9199-Detailed" var43_9199_medianPay: 0 var43_9199_employmentOutlookValue: 0 var43_9199_MaxSalaryInMajor: 57870 var43_9199_MaxSalaryInMinor: 0 var43_9199_MaxSalaryInBroad: 0 var43_9199_highAIRisk: "Unknown" --

var45_0000_socCode: "45-0000-Major" var45_0000_medianPay: 0 var45_0000_employmentOutlookValue: 0 var45_0000_MaxSalaryInMajor: 49540 var45_0000_MaxSalaryInMinor: 0 var45_0000_MaxSalaryInBroad: 0 var45_0000_highAIRisk: "Unknown" --

var45_1000_socCode: "45-1000-Minor" var45_1000_medianPay: 0 var45_1000_employmentOutlookValue: 0 var45_1000_MaxSalaryInMajor: 49540 var45_1000_MaxSalaryInMinor: 0 var45_1000_MaxSalaryInBroad: 0 var45_1000_highAIRisk: "Unknown" --

var45_1010_socCode: "45-1010-Broad" var45_1010_medianPay: 0 var45_1010_employmentOutlookValue: 0 var45_1010_MaxSalaryInMajor: 49540 var45_1010_MaxSalaryInMinor: 0 var45_1010_MaxSalaryInBroad: 0 var45_1010_highAIRisk: "Unknown" --

var45_1011_socCode: "45-1011-Detailed" var45_1011_medianPay: 0 var45_1011_employmentOutlookValue: 0 var45_1011_MaxSalaryInMajor: 49540 var45_1011_MaxSalaryInMinor: 0 var45_1011_MaxSalaryInBroad: 0 var45_1011_highAIRisk: "low" --

var45_2000_socCode: "45-2000-Minor" var45_2000_medianPay: 0 var45_2000_employmentOutlookValue: 0 var45_2000_MaxSalaryInMajor: 49540 var45_2000_MaxSalaryInMinor: 35980 var45_2000_MaxSalaryInBroad: 0 var45_2000_highAIRisk: "Unknown" --

var45_2010_socCode: "45-2010-Broad" var45_2010_medianPay: 0 var45_2010_employmentOutlookValue: 0 var45_2010_MaxSalaryInMajor: 49540 var45_2010_MaxSalaryInMinor: 35980 var45_2010_MaxSalaryInBroad: 0 var45_2010_highAIRisk: "Unknown" --

var45_2011_socCode: "45-2011-Detailed" var45_2011_medianPay: 0 var45_2011_employmentOutlookValue: 0 var45_2011_MaxSalaryInMajor: 49540 var45_2011_MaxSalaryInMinor: 35980 var45_2011_MaxSalaryInBroad: 0 var45_2011_highAIRisk: "low" --

var45_2020_socCode: "45-2020-Broad" var45_2020_medianPay: 0 var45_2020_employmentOutlookValue: 0 var45_2020_MaxSalaryInMajor: 49540 var45_2020_MaxSalaryInMinor: 35980 var45_2020_MaxSalaryInBroad: 35980 var45_2020_highAIRisk: "Unknown" --

var45_2021_socCode: "45-2021-Detailed" var45_2021_medianPay: 35980 var45_2021_employmentOutlookValue: -3 var45_2021_MaxSalaryInMajor: 49540 var45_2021_MaxSalaryInMinor: 35980 var45_2021_MaxSalaryInBroad: 35980 var45_2021_employmentOutlookDescription: "Decline" var45_2021_highAIRisk: "moderate" --

var45_2040_socCode: "45-2040-Broad" var45_2040_medianPay: 0 var45_2040_employmentOutlookValue: 0 var45_2040_MaxSalaryInMajor: 49540 var45_2040_MaxSalaryInMinor: 35980 var45_2040_MaxSalaryInBroad: 0 var45_2040_highAIRisk: "Unknown" --

var45_2041_socCode: "45-2041-Detailed" var45_2041_medianPay: 0 var45_2041_employmentOutlookValue: 0 var45_2041_MaxSalaryInMajor: 49540 var45_2041_MaxSalaryInMinor: 35980 var45_2041_MaxSalaryInBroad: 0 var45_2041_highAIRisk: "high" --

var45_2090_socCode: "45-2090-Broad" var45_2090_medianPay: 0 var45_2090_employmentOutlookValue: 0 var45_2090_MaxSalaryInMajor: 49540 var45_2090_MaxSalaryInMinor: 35980 var45_2090_MaxSalaryInBroad: 35980 var45_2090_highAIRisk: "Unknown" --

var45_2091_socCode: "45-2091-Detailed" var45_2091_medianPay: 35980 var45_2091_employmentOutlookValue: -3 var45_2091_MaxSalaryInMajor: 49540 var45_2091_MaxSalaryInMinor: 35980 var45_2091_MaxSalaryInBroad: 35980 var45_2091_employmentOutlookDescription: "Decline" var45_2091_highAIRisk: "high" --

var45_2092_socCode: "45-2092-Detailed" var45_2092_medianPay: 35980 var45_2092_employmentOutlookValue: -3 var45_2092_MaxSalaryInMajor: 49540 var45_2092_MaxSalaryInMinor: 35980 var45_2092_MaxSalaryInBroad: 35980 var45_2092_employmentOutlookDescription: "Decline" var45_2092_highAIRisk: "moderate" --

var45_2093_socCode: "45-2093-Detailed" var45_2093_medianPay: 35980 var45_2093_employmentOutlookValue: -3 var45_2093_MaxSalaryInMajor: 49540 var45_2093_MaxSalaryInMinor: 35980 var45_2093_MaxSalaryInBroad: 35980 var45_2093_employmentOutlookDescription: "Decline" var45_2093_highAIRisk: "moderate" --

var45_2099_socCode: "45-2099-Detailed" var45_2099_medianPay: 35980 var45_2099_employmentOutlookValue: -3 var45_2099_MaxSalaryInMajor: 49540 var45_2099_MaxSalaryInMinor: 35980 var45_2099_MaxSalaryInBroad: 35980 var45_2099_employmentOutlookDescription: "Decline" var45_2099_highAIRisk: "Unknown" --

var45_3000_socCode: "45-3000-Minor" var45_3000_medianPay: 0 var45_3000_employmentOutlookValue: 0 var45_3000_MaxSalaryInMajor: 49540 var45_3000_MaxSalaryInMinor: 0 var45_3000_MaxSalaryInBroad: 0 var45_3000_highAIRisk: "Unknown" --

var45_3030_socCode: "45-3030-Broad" var45_3030_medianPay: 0 var45_3030_employmentOutlookValue: 0 var45_3030_MaxSalaryInMajor: 49540 var45_3030_MaxSalaryInMinor: 0 var45_3030_MaxSalaryInBroad: 0 var45_3030_highAIRisk: "Unknown" --

var45_3031_socCode: "45-3031-Detailed" var45_3031_medianPay: 0 var45_3031_employmentOutlookValue: -5 var45_3031_MaxSalaryInMajor: 49540 var45_3031_MaxSalaryInMinor: 0 var45_3031_MaxSalaryInBroad: 0 var45_3031_employmentOutlookDescription: "Decline" var45_3031_highAIRisk: "Unknown" --

var45_4000_socCode: "45-4000-Minor" var45_4000_medianPay: 0 var45_4000_employmentOutlookValue: 0 var45_4000_MaxSalaryInMajor: 49540 var45_4000_MaxSalaryInMinor: 49540 var45_4000_MaxSalaryInBroad: 0 var45_4000_highAIRisk: "Unknown" --

var45_4010_socCode: "45-4010-Broad" var45_4010_medianPay: 0 var45_4010_employmentOutlookValue: 0 var45_4010_MaxSalaryInMajor: 49540 var45_4010_MaxSalaryInMinor: 49540 var45_4010_MaxSalaryInBroad: 43680 var45_4010_highAIRisk: "Unknown" --

var45_4011_socCode: "45-4011-Detailed" var45_4011_medianPay: 43680 var45_4011_employmentOutlookValue: -5 var45_4011_MaxSalaryInMajor: 49540 var45_4011_MaxSalaryInMinor: 49540 var45_4011_MaxSalaryInBroad: 43680 var45_4011_employmentOutlookDescription: "Decline" var45_4011_highAIRisk: "low" --

var45_4020_socCode: "45-4020-Broad" var45_4020_medianPay: 0 var45_4020_employmentOutlookValue: 0 var45_4020_MaxSalaryInMajor: 49540 var45_4020_MaxSalaryInMinor: 49540 var45_4020_MaxSalaryInBroad: 49540 var45_4020_highAIRisk: "Unknown" --

var45_4021_socCode: "45-4021-Detailed" var45_4021_medianPay: 49540 var45_4021_employmentOutlookValue: -2 var45_4021_MaxSalaryInMajor: 49540 var45_4021_MaxSalaryInMinor: 49540 var45_4021_MaxSalaryInBroad: 49540 var45_4021_employmentOutlookDescription: "Decline" var45_4021_highAIRisk: "high" --

var45_4022_socCode: "45-4022-Detailed" var45_4022_medianPay: 49540 var45_4022_employmentOutlookValue: -2 var45_4022_MaxSalaryInMajor: 49540 var45_4022_MaxSalaryInMinor: 49540 var45_4022_MaxSalaryInBroad: 49540 var45_4022_employmentOutlookDescription: "Decline" var45_4022_highAIRisk: "high" --

var45_4023_socCode: "45-4023-Detailed" var45_4023_medianPay: 49540 var45_4023_employmentOutlookValue: -2 var45_4023_MaxSalaryInMajor: 49540 var45_4023_MaxSalaryInMinor: 49540 var45_4023_MaxSalaryInBroad: 49540 var45_4023_employmentOutlookDescription: "Decline" var45_4023_highAIRisk: "high" --

var45_4029_socCode: "45-4029-Detailed" var45_4029_medianPay: 49540 var45_4029_employmentOutlookValue: -2 var45_4029_MaxSalaryInMajor: 49540 var45_4029_MaxSalaryInMinor: 49540 var45_4029_MaxSalaryInBroad: 49540 var45_4029_employmentOutlookDescription: "Decline" var45_4029_highAIRisk: "Unknown" --

var47_0000_socCode: "47-0000-Major" var47_0000_medianPay: 0 var47_0000_employmentOutlookValue: 0 var47_0000_MaxSalaryInMajor: 106580 var47_0000_MaxSalaryInMinor: 0 var47_0000_MaxSalaryInBroad: 0 var47_0000_highAIRisk: "Unknown" --

var47_1000_socCode: "47-1000-Minor" var47_1000_medianPay: 0 var47_1000_employmentOutlookValue: 0 var47_1000_MaxSalaryInMajor: 106580 var47_1000_MaxSalaryInMinor: 0 var47_1000_MaxSalaryInBroad: 0 var47_1000_highAIRisk: "Unknown" --

var47_1010_socCode: "47-1010-Broad" var47_1010_medianPay: 0 var47_1010_employmentOutlookValue: 0 var47_1010_MaxSalaryInMajor: 106580 var47_1010_MaxSalaryInMinor: 0 var47_1010_MaxSalaryInBroad: 0 var47_1010_highAIRisk: "Unknown" --

var47_1011_socCode: "47-1011-Detailed" var47_1011_medianPay: 0 var47_1011_employmentOutlookValue: 0 var47_1011_MaxSalaryInMajor: 106580 var47_1011_MaxSalaryInMinor: 0 var47_1011_MaxSalaryInBroad: 0 var47_1011_highAIRisk: "low" --

var47_2000_socCode: "47-2000-Minor" var47_2000_medianPay: 0 var47_2000_employmentOutlookValue: 0 var47_2000_MaxSalaryInMajor: 106580 var47_2000_MaxSalaryInMinor: 73340 var47_2000_MaxSalaryInBroad: 0 var47_2000_highAIRisk: "Unknown" --

var47_2010_socCode: "47-2010-Broad" var47_2010_medianPay: 0 var47_2010_employmentOutlookValue: 0 var47_2010_MaxSalaryInMajor: 106580 var47_2010_MaxSalaryInMinor: 73340 var47_2010_MaxSalaryInBroad: 73340 var47_2010_highAIRisk: "Unknown" --

var47_2011_socCode: "47-2011-Detailed" var47_2011_medianPay: 73340 var47_2011_employmentOutlookValue: -2 var47_2011_MaxSalaryInMajor: 106580 var47_2011_MaxSalaryInMinor: 73340 var47_2011_MaxSalaryInBroad: 73340 var47_2011_employmentOutlookDescription: "Decline" var47_2011_highAIRisk: "low" --

var47_2020_socCode: "47-2020-Broad" var47_2020_medianPay: 0 var47_2020_employmentOutlookValue: 0 var47_2020_MaxSalaryInMajor: 106580 var47_2020_MaxSalaryInMinor: 73340 var47_2020_MaxSalaryInBroad: 56600 var47_2020_highAIRisk: "Unknown" --

var47_2021_socCode: "47-2021-Detailed" var47_2021_medianPay: 56600 var47_2021_employmentOutlookValue: 2 var47_2021_MaxSalaryInMajor: 106580 var47_2021_MaxSalaryInMinor: 73340 var47_2021_MaxSalaryInBroad: 56600 var47_2021_employmentOutlookDescription: "Slower than average" var47_2021_highAIRisk: "low" --

var47_2022_socCode: "47-2022-Detailed" var47_2022_medianPay: 56600 var47_2022_employmentOutlookValue: 2 var47_2022_MaxSalaryInMajor: 106580 var47_2022_MaxSalaryInMinor: 73340 var47_2022_MaxSalaryInBroad: 56600 var47_2022_employmentOutlookDescription: "Slower than average" var47_2022_highAIRisk: "low" --

var47_2030_socCode: "47-2030-Broad" var47_2030_medianPay: 0 var47_2030_employmentOutlookValue: 0 var47_2030_MaxSalaryInMajor: 106580 var47_2030_MaxSalaryInMinor: 73340 var47_2030_MaxSalaryInBroad: 59310 var47_2030_highAIRisk: "Unknown" --

var47_2031_socCode: "47-2031-Detailed" var47_2031_medianPay: 59310 var47_2031_employmentOutlookValue: 4 var47_2031_MaxSalaryInMajor: 106580 var47_2031_MaxSalaryInMinor: 73340 var47_2031_MaxSalaryInBroad: 59310 var47_2031_employmentOutlookDescription: "As fast as average" var47_2031_highAIRisk: "low" --

var47_2040_socCode: "47-2040-Broad" var47_2040_medianPay: 0 var47_2040_employmentOutlookValue: 0 var47_2040_MaxSalaryInMajor: 106580 var47_2040_MaxSalaryInMinor: 73340 var47_2040_MaxSalaryInBroad: 52000 var47_2040_highAIRisk: "Unknown" --

var47_2041_socCode: "47-2041-Detailed" var47_2041_medianPay: 52000 var47_2041_employmentOutlookValue: 6 var47_2041_MaxSalaryInMajor: 106580 var47_2041_MaxSalaryInMinor: 73340 var47_2041_MaxSalaryInBroad: 52000 var47_2041_employmentOutlookDescription: "Faster than average" var47_2041_highAIRisk: "low" --

var47_2042_socCode: "47-2042-Detailed" var47_2042_medianPay: 52000 var47_2042_employmentOutlookValue: 6 var47_2042_MaxSalaryInMajor: 106580 var47_2042_MaxSalaryInMinor: 73340 var47_2042_MaxSalaryInBroad: 52000 var47_2042_employmentOutlookDescription: "Faster than average" var47_2042_highAIRisk: "low" --

var47_2043_socCode: "47-2043-Detailed" var47_2043_medianPay: 52000 var47_2043_employmentOutlookValue: 6 var47_2043_MaxSalaryInMajor: 106580 var47_2043_MaxSalaryInMinor: 73340 var47_2043_MaxSalaryInBroad: 52000 var47_2043_employmentOutlookDescription: "Faster than average" var47_2043_highAIRisk: "low" --

var47_2044_socCode: "47-2044-Detailed" var47_2044_medianPay: 52000 var47_2044_employmentOutlookValue: 6 var47_2044_MaxSalaryInMajor: 106580 var47_2044_MaxSalaryInMinor: 73340 var47_2044_MaxSalaryInBroad: 52000 var47_2044_employmentOutlookDescription: "Faster than average" var47_2044_highAIRisk: "low" --

var47_2050_socCode: "47-2050-Broad" var47_2050_medianPay: 0 var47_2050_employmentOutlookValue: 0 var47_2050_MaxSalaryInMajor: 106580 var47_2050_MaxSalaryInMinor: 73340 var47_2050_MaxSalaryInBroad: 56600 var47_2050_highAIRisk: "Unknown" --

var47_2051_socCode: "47-2051-Detailed" var47_2051_medianPay: 56600 var47_2051_employmentOutlookValue: 2 var47_2051_MaxSalaryInMajor: 106580 var47_2051_MaxSalaryInMinor: 73340 var47_2051_MaxSalaryInBroad: 56600 var47_2051_employmentOutlookDescription: "Slower than average" var47_2051_highAIRisk: "low" --

var47_2053_socCode: "47-2053-Detailed" var47_2053_medianPay: 56600 var47_2053_employmentOutlookValue: 2 var47_2053_MaxSalaryInMajor: 106580 var47_2053_MaxSalaryInMinor: 73340 var47_2053_MaxSalaryInBroad: 56600 var47_2053_employmentOutlookDescription: "Slower than average" var47_2053_highAIRisk: "low" --

var47_2060_socCode: "47-2060-Broad" var47_2060_medianPay: 0 var47_2060_employmentOutlookValue: 0 var47_2060_MaxSalaryInMajor: 106580 var47_2060_MaxSalaryInMinor: 73340 var47_2060_MaxSalaryInBroad: 46050 var47_2060_highAIRisk: "Unknown" --

var47_2061_socCode: "47-2061-Detailed" var47_2061_medianPay: 46050 var47_2061_employmentOutlookValue: 7 var47_2061_MaxSalaryInMajor: 106580 var47_2061_MaxSalaryInMinor: 73340 var47_2061_MaxSalaryInBroad: 46050 var47_2061_employmentOutlookDescription: "Much faster than average" var47_2061_highAIRisk: "low" --

var47_2070_socCode: "47-2070-Broad" var47_2070_medianPay: 0 var47_2070_employmentOutlookValue: 0 var47_2070_MaxSalaryInMajor: 106580 var47_2070_MaxSalaryInMinor: 73340 var47_2070_MaxSalaryInBroad: 58320 var47_2070_highAIRisk: "Unknown" --

var47_2071_socCode: "47-2071-Detailed" var47_2071_medianPay: 58320 var47_2071_employmentOutlookValue: 4 var47_2071_MaxSalaryInMajor: 106580 var47_2071_MaxSalaryInMinor: 73340 var47_2071_MaxSalaryInBroad: 58320 var47_2071_employmentOutlookDescription: "As fast as average" var47_2071_highAIRisk: "moderate" --

var47_2072_socCode: "47-2072-Detailed" var47_2072_medianPay: 58320 var47_2072_employmentOutlookValue: 4 var47_2072_MaxSalaryInMajor: 106580 var47_2072_MaxSalaryInMinor: 73340 var47_2072_MaxSalaryInBroad: 58320 var47_2072_employmentOutlookDescription: "As fast as average" var47_2072_highAIRisk: "moderate" --

var47_2073_socCode: "47-2073-Detailed" var47_2073_medianPay: 58320 var47_2073_employmentOutlookValue: 4 var47_2073_MaxSalaryInMajor: 106580 var47_2073_MaxSalaryInMinor: 73340 var47_2073_MaxSalaryInBroad: 58320 var47_2073_employmentOutlookDescription: "As fast as average" var47_2073_highAIRisk: "moderate" --

var47_2080_socCode: "47-2080-Broad" var47_2080_medianPay: 0 var47_2080_employmentOutlookValue: 0 var47_2080_MaxSalaryInMajor: 106580 var47_2080_MaxSalaryInMinor: 73340 var47_2080_MaxSalaryInBroad: 58800 var47_2080_highAIRisk: "Unknown" --

var47_2081_socCode: "47-2081-Detailed" var47_2081_medianPay: 58800 var47_2081_employmentOutlookValue: 4 var47_2081_MaxSalaryInMajor: 106580 var47_2081_MaxSalaryInMinor: 73340 var47_2081_MaxSalaryInBroad: 58800 var47_2081_employmentOutlookDescription: "As fast as average" var47_2081_highAIRisk: "low" --

var47_2082_socCode: "47-2082-Detailed" var47_2082_medianPay: 58800 var47_2082_employmentOutlookValue: 4 var47_2082_MaxSalaryInMajor: 106580 var47_2082_MaxSalaryInMinor: 73340 var47_2082_MaxSalaryInBroad: 58800 var47_2082_employmentOutlookDescription: "As fast as average" var47_2082_highAIRisk: "moderate" --

var47_2110_socCode: "47-2110-Broad" var47_2110_medianPay: 0 var47_2110_employmentOutlookValue: 0 var47_2110_MaxSalaryInMajor: 106580 var47_2110_MaxSalaryInMinor: 62970 var47_2110_MaxSalaryInBroad: 62350 var47_2110_highAIRisk: "Unknown" --

var47_2111_socCode: "47-2111-Detailed" var47_2111_medianPay: 62350 var47_2111_employmentOutlookValue: 9 var47_2111_MaxSalaryInMajor: 106580 var47_2111_MaxSalaryInMinor: 62970 var47_2111_MaxSalaryInBroad: 62350 var47_2111_employmentOutlookDescription: "Much faster than average" var47_2111_highAIRisk: "low" --

var47_2120_socCode: "47-2120-Broad" var47_2120_medianPay: 0 var47_2120_employmentOutlookValue: 0 var47_2120_MaxSalaryInMajor: 106580 var47_2120_MaxSalaryInMinor: 62970 var47_2120_MaxSalaryInBroad: 55440 var47_2120_highAIRisk: "Unknown" --

var47_2121_socCode: "47-2121-Detailed" var47_2121_medianPay: 55440 var47_2121_employmentOutlookValue: 3 var47_2121_MaxSalaryInMajor: 106580 var47_2121_MaxSalaryInMinor: 62970 var47_2121_MaxSalaryInBroad: 55440 var47_2121_employmentOutlookDescription: "As fast as average" var47_2121_highAIRisk: "low" --

var47_2130_socCode: "47-2130-Broad" var47_2130_medianPay: 0 var47_2130_employmentOutlookValue: 0 var47_2130_MaxSalaryInMajor: 106580 var47_2130_MaxSalaryInMinor: 62970 var47_2130_MaxSalaryInBroad: 50730 var47_2130_highAIRisk: "Unknown" --

var47_2131_socCode: "47-2131-Detailed" var47_2131_medianPay: 50730 var47_2131_employmentOutlookValue: 4 var47_2131_MaxSalaryInMajor: 106580 var47_2131_MaxSalaryInMinor: 62970 var47_2131_MaxSalaryInBroad: 50730 var47_2131_employmentOutlookDescription: "As fast as average" var47_2131_highAIRisk: "low" --

var47_2132_socCode: "47-2132-Detailed" var47_2132_medianPay: 50730 var47_2132_employmentOutlookValue: 4 var47_2132_MaxSalaryInMajor: 106580 var47_2132_MaxSalaryInMinor: 62970 var47_2132_MaxSalaryInBroad: 50730 var47_2132_employmentOutlookDescription: "As fast as average" var47_2132_highAIRisk: "low" --

var47_2140_socCode: "47-2140-Broad" var47_2140_medianPay: 0 var47_2140_employmentOutlookValue: 0 var47_2140_MaxSalaryInMajor: 106580 var47_2140_MaxSalaryInMinor: 62970 var47_2140_MaxSalaryInBroad: 48660 var47_2140_highAIRisk: "Unknown" --

var47_2141_socCode: "47-2141-Detailed" var47_2141_medianPay: 48660 var47_2141_employmentOutlookValue: 4 var47_2141_MaxSalaryInMajor: 106580 var47_2141_MaxSalaryInMinor: 62970 var47_2141_MaxSalaryInBroad: 48660 var47_2141_employmentOutlookDescription: "As fast as average" var47_2141_highAIRisk: "low" --

var47_2142_socCode: "47-2142-Detailed" var47_2142_medianPay: 0 var47_2142_employmentOutlookValue: 0 var47_2142_MaxSalaryInMajor: 106580 var47_2142_MaxSalaryInMinor: 62970 var47_2142_MaxSalaryInBroad: 48660 var47_2142_highAIRisk: "moderate" --

var47_2150_socCode: "47-2150-Broad" var47_2150_medianPay: 0 var47_2150_employmentOutlookValue: 0 var47_2150_MaxSalaryInMajor: 106580 var47_2150_MaxSalaryInMinor: 62970 var47_2150_MaxSalaryInBroad: 62970 var47_2150_highAIRisk: "Unknown" --

var47_2151_socCode: "47-2151-Detailed" var47_2151_medianPay: 0 var47_2151_employmentOutlookValue: 0 var47_2151_MaxSalaryInMajor: 106580 var47_2151_MaxSalaryInMinor: 62970 var47_2151_MaxSalaryInBroad: 62970 var47_2151_highAIRisk: "low" --

var47_2152_socCode: "47-2152-Detailed" var47_2152_medianPay: 62970 var47_2152_employmentOutlookValue: 4 var47_2152_MaxSalaryInMajor: 106580 var47_2152_MaxSalaryInMinor: 62970 var47_2152_MaxSalaryInBroad: 62970 var47_2152_employmentOutlookDescription: "As fast as average" var47_2152_highAIRisk: "low" --

var47_2160_socCode: "47-2160-Broad" var47_2160_medianPay: 0 var47_2160_employmentOutlookValue: 0 var47_2160_MaxSalaryInMajor: 106580 var47_2160_MaxSalaryInMinor: 62970 var47_2160_MaxSalaryInBroad: 0 var47_2160_highAIRisk: "Unknown" --

var47_2161_socCode: "47-2161-Detailed" var47_2161_medianPay: 0 var47_2161_employmentOutlookValue: 0 var47_2161_MaxSalaryInMajor: 106580 var47_2161_MaxSalaryInMinor: 62970 var47_2161_MaxSalaryInBroad: 0 var47_2161_highAIRisk: "low" --

var47_2170_socCode: "47-2170-Broad" var47_2170_medianPay: 0 var47_2170_employmentOutlookValue: 0 var47_2170_MaxSalaryInMajor: 106580 var47_2170_MaxSalaryInMinor: 62970 var47_2170_MaxSalaryInBroad: 61940 var47_2170_highAIRisk: "Unknown" --

var47_2171_socCode: "47-2171-Detailed" var47_2171_medianPay: 61940 var47_2171_employmentOutlookValue: 4 var47_2171_MaxSalaryInMajor: 106580 var47_2171_MaxSalaryInMinor: 62970 var47_2171_MaxSalaryInBroad: 61940 var47_2171_employmentOutlookDescription: "As fast as average" var47_2171_highAIRisk: "low" --

var47_2180_socCode: "47-2180-Broad" var47_2180_medianPay: 0 var47_2180_employmentOutlookValue: 0 var47_2180_MaxSalaryInMajor: 106580 var47_2180_MaxSalaryInMinor: 62970 var47_2180_MaxSalaryInBroad: 50970 var47_2180_highAIRisk: "Unknown" --

var47_2181_socCode: "47-2181-Detailed" var47_2181_medianPay: 50970 var47_2181_employmentOutlookValue: 6 var47_2181_MaxSalaryInMajor: 106580 var47_2181_MaxSalaryInMinor: 62970 var47_2181_MaxSalaryInBroad: 50970 var47_2181_employmentOutlookDescription: "Faster than average" var47_2181_highAIRisk: "low" --

var47_2210_socCode: "47-2210-Broad" var47_2210_medianPay: 0 var47_2210_employmentOutlookValue: 0 var47_2210_MaxSalaryInMajor: 106580 var47_2210_MaxSalaryInMinor: 61940 var47_2210_MaxSalaryInBroad: 60850 var47_2210_highAIRisk: "Unknown" --

var47_2211_socCode: "47-2211-Detailed" var47_2211_medianPay: 60850 var47_2211_employmentOutlookValue: 2 var47_2211_MaxSalaryInMajor: 106580 var47_2211_MaxSalaryInMinor: 61940 var47_2211_MaxSalaryInBroad: 60850 var47_2211_employmentOutlookDescription: "Slower than average" var47_2211_highAIRisk: "low" --

var47_2220_socCode: "47-2220-Broad" var47_2220_medianPay: 0 var47_2220_employmentOutlookValue: 0 var47_2220_MaxSalaryInMajor: 106580 var47_2220_MaxSalaryInMinor: 61940 var47_2220_MaxSalaryInBroad: 61940 var47_2220_highAIRisk: "Unknown" --

var47_2221_socCode: "47-2221-Detailed" var47_2221_medianPay: 61940 var47_2221_employmentOutlookValue: 4 var47_2221_MaxSalaryInMajor: 106580 var47_2221_MaxSalaryInMinor: 61940 var47_2221_MaxSalaryInBroad: 61940 var47_2221_employmentOutlookDescription: "As fast as average" var47_2221_highAIRisk: "low" --

var47_2230_socCode: "47-2230-Broad" var47_2230_medianPay: 0 var47_2230_employmentOutlookValue: 0 var47_2230_MaxSalaryInMajor: 106580 var47_2230_MaxSalaryInMinor: 61940 var47_2230_MaxSalaryInBroad: 51860 var47_2230_highAIRisk: "Unknown" --

var47_2231_socCode: "47-2231-Detailed" var47_2231_medianPay: 51860 var47_2231_employmentOutlookValue: 42 var47_2231_MaxSalaryInMajor: 106580 var47_2231_MaxSalaryInMinor: 61940 var47_2231_MaxSalaryInBroad: 51860 var47_2231_employmentOutlookDescription: "Much faster than average" var47_2231_highAIRisk: "low" --

var47_3000_socCode: "47-3000-Minor" var47_3000_medianPay: 0 var47_3000_employmentOutlookValue: 0 var47_3000_MaxSalaryInMajor: 106580 var47_3000_MaxSalaryInMinor: 46050 var47_3000_MaxSalaryInBroad: 0 var47_3000_highAIRisk: "Unknown" --

var47_3010_socCode: "47-3010-Broad" var47_3010_medianPay: 0 var47_3010_employmentOutlookValue: 0 var47_3010_MaxSalaryInMajor: 106580 var47_3010_MaxSalaryInMinor: 46050 var47_3010_MaxSalaryInBroad: 46050 var47_3010_highAIRisk: "Unknown" --

var47_3011_socCode: "47-3011-Detailed" var47_3011_medianPay: 46050 var47_3011_employmentOutlookValue: 7 var47_3011_MaxSalaryInMajor: 106580 var47_3011_MaxSalaryInMinor: 46050 var47_3011_MaxSalaryInBroad: 46050 var47_3011_employmentOutlookDescription: "Much faster than average" var47_3011_highAIRisk: "low" --

var47_3012_socCode: "47-3012-Detailed" var47_3012_medianPay: 46050 var47_3012_employmentOutlookValue: 7 var47_3012_MaxSalaryInMajor: 106580 var47_3012_MaxSalaryInMinor: 46050 var47_3012_MaxSalaryInBroad: 46050 var47_3012_employmentOutlookDescription: "Much faster than average" var47_3012_highAIRisk: "low" --

var47_3013_socCode: "47-3013-Detailed" var47_3013_medianPay: 46050 var47_3013_employmentOutlookValue: 7 var47_3013_MaxSalaryInMajor: 106580 var47_3013_MaxSalaryInMinor: 46050 var47_3013_MaxSalaryInBroad: 46050 var47_3013_employmentOutlookDescription: "Much faster than average" var47_3013_highAIRisk: "low" --

var47_3014_socCode: "47-3014-Detailed" var47_3014_medianPay: 46050 var47_3014_employmentOutlookValue: 7 var47_3014_MaxSalaryInMajor: 106580 var47_3014_MaxSalaryInMinor: 46050 var47_3014_MaxSalaryInBroad: 46050 var47_3014_employmentOutlookDescription: "Much faster than average" var47_3014_highAIRisk: "moderate" --

var47_3015_socCode: "47-3015-Detailed" var47_3015_medianPay: 46050 var47_3015_employmentOutlookValue: 7 var47_3015_MaxSalaryInMajor: 106580 var47_3015_MaxSalaryInMinor: 46050 var47_3015_MaxSalaryInBroad: 46050 var47_3015_employmentOutlookDescription: "Much faster than average" var47_3015_highAIRisk: "low" --

var47_3016_socCode: "47-3016-Detailed" var47_3016_medianPay: 46050 var47_3016_employmentOutlookValue: 7 var47_3016_MaxSalaryInMajor: 106580 var47_3016_MaxSalaryInMinor: 46050 var47_3016_MaxSalaryInBroad: 46050 var47_3016_employmentOutlookDescription: "Much faster than average" var47_3016_highAIRisk: "low" --

var47_3019_socCode: "47-3019-Detailed" var47_3019_medianPay: 46050 var47_3019_employmentOutlookValue: 7 var47_3019_MaxSalaryInMajor: 106580 var47_3019_MaxSalaryInMinor: 46050 var47_3019_MaxSalaryInBroad: 46050 var47_3019_employmentOutlookDescription: "Much faster than average" var47_3019_highAIRisk: "Unknown" --

var47_4000_socCode: "47-4000-Minor" var47_4000_medianPay: 0 var47_4000_employmentOutlookValue: 0 var47_4000_MaxSalaryInMajor: 106580 var47_4000_MaxSalaryInMinor: 106580 var47_4000_MaxSalaryInBroad: 0 var47_4000_highAIRisk: "Unknown" --

var47_4010_socCode: "47-4010-Broad" var47_4010_medianPay: 0 var47_4010_employmentOutlookValue: 0 var47_4010_MaxSalaryInMajor: 106580 var47_4010_MaxSalaryInMinor: 106580 var47_4010_MaxSalaryInBroad: 72120 var47_4010_highAIRisk: "Unknown" --

var47_4011_socCode: "47-4011-Detailed" var47_4011_medianPay: 72120 var47_4011_employmentOutlookValue: -1 var47_4011_MaxSalaryInMajor: 106580 var47_4011_MaxSalaryInMinor: 106580 var47_4011_MaxSalaryInBroad: 72120 var47_4011_employmentOutlookDescription: "Decline" var47_4011_highAIRisk: "low" --

var47_4020_socCode: "47-4020-Broad" var47_4020_medianPay: 0 var47_4020_employmentOutlookValue: 0 var47_4020_MaxSalaryInMajor: 106580 var47_4020_MaxSalaryInMinor: 106580 var47_4020_MaxSalaryInBroad: 106580 var47_4020_highAIRisk: "Unknown" --

var47_4021_socCode: "47-4021-Detailed" var47_4021_medianPay: 106580 var47_4021_employmentOutlookValue: 5 var47_4021_MaxSalaryInMajor: 106580 var47_4021_MaxSalaryInMinor: 106580 var47_4021_MaxSalaryInBroad: 106580 var47_4021_employmentOutlookDescription: "Faster than average" var47_4021_highAIRisk: "low" --

var47_4030_socCode: "47-4030-Broad" var47_4030_medianPay: 0 var47_4030_employmentOutlookValue: 0 var47_4030_MaxSalaryInMajor: 106580 var47_4030_MaxSalaryInMinor: 106580 var47_4030_MaxSalaryInBroad: 0 var47_4030_highAIRisk: "Unknown" --

var47_4031_socCode: "47-4031-Detailed" var47_4031_medianPay: 0 var47_4031_employmentOutlookValue: 0 var47_4031_MaxSalaryInMajor: 106580 var47_4031_MaxSalaryInMinor: 106580 var47_4031_MaxSalaryInBroad: 0 var47_4031_highAIRisk: "low" --

var47_4040_socCode: "47-4040-Broad" var47_4040_medianPay: 0 var47_4040_employmentOutlookValue: 0 var47_4040_MaxSalaryInMajor: 106580 var47_4040_MaxSalaryInMinor: 106580 var47_4040_MaxSalaryInBroad: 48490 var47_4040_highAIRisk: "Unknown" --

var47_4041_socCode: "47-4041-Detailed" var47_4041_medianPay: 48490 var47_4041_employmentOutlookValue: 1 var47_4041_MaxSalaryInMajor: 106580 var47_4041_MaxSalaryInMinor: 106580 var47_4041_MaxSalaryInBroad: 48490 var47_4041_employmentOutlookDescription: "Slower than average" var47_4041_highAIRisk: "low" --

var47_4050_socCode: "47-4050-Broad" var47_4050_medianPay: 0 var47_4050_employmentOutlookValue: 0 var47_4050_MaxSalaryInMajor: 106580 var47_4050_MaxSalaryInMinor: 106580 var47_4050_MaxSalaryInBroad: 0 var47_4050_highAIRisk: "Unknown" --

var47_4051_socCode: "47-4051-Detailed" var47_4051_medianPay: 0 var47_4051_employmentOutlookValue: 0 var47_4051_MaxSalaryInMajor: 106580 var47_4051_MaxSalaryInMinor: 106580 var47_4051_MaxSalaryInBroad: 0 var47_4051_highAIRisk: "moderate" --

var47_4060_socCode: "47-4060-Broad" var47_4060_medianPay: 0 var47_4060_employmentOutlookValue: 0 var47_4060_MaxSalaryInMajor: 106580 var47_4060_MaxSalaryInMinor: 106580 var47_4060_MaxSalaryInBroad: 0 var47_4060_highAIRisk: "Unknown" --

var47_4061_socCode: "47-4061-Detailed" var47_4061_medianPay: 0 var47_4061_employmentOutlookValue: 0 var47_4061_MaxSalaryInMajor: 106580 var47_4061_MaxSalaryInMinor: 106580 var47_4061_MaxSalaryInBroad: 0 var47_4061_highAIRisk: "low" --

var47_4070_socCode: "47-4070-Broad" var47_4070_medianPay: 0 var47_4070_employmentOutlookValue: 0 var47_4070_MaxSalaryInMajor: 106580 var47_4070_MaxSalaryInMinor: 106580 var47_4070_MaxSalaryInBroad: 0 var47_4070_highAIRisk: "Unknown" --

var47_4071_socCode: "47-4071-Detailed" var47_4071_medianPay: 0 var47_4071_employmentOutlookValue: 0 var47_4071_MaxSalaryInMajor: 106580 var47_4071_MaxSalaryInMinor: 106580 var47_4071_MaxSalaryInBroad: 0 var47_4071_highAIRisk: "low" --

var47_4090_socCode: "47-4090-Broad" var47_4090_medianPay: 0 var47_4090_employmentOutlookValue: 0 var47_4090_MaxSalaryInMajor: 106580 var47_4090_MaxSalaryInMinor: 106580 var47_4090_MaxSalaryInBroad: 0 var47_4090_highAIRisk: "Unknown" --

var47_4091_socCode: "47-4091-Detailed" var47_4091_medianPay: 0 var47_4091_employmentOutlookValue: 0 var47_4091_MaxSalaryInMajor: 106580 var47_4091_MaxSalaryInMinor: 106580 var47_4091_MaxSalaryInBroad: 0 var47_4091_highAIRisk: "low" --

var47_4099_socCode: "47-4099-Detailed" var47_4099_medianPay: 0 var47_4099_employmentOutlookValue: 0 var47_4099_MaxSalaryInMajor: 106580 var47_4099_MaxSalaryInMinor: 106580 var47_4099_MaxSalaryInBroad: 0 var47_4099_highAIRisk: "Unknown" --

var47_5000_socCode: "47-5000-Minor" var47_5000_medianPay: 0 var47_5000_employmentOutlookValue: 0 var47_5000_MaxSalaryInMajor: 106580 var47_5000_MaxSalaryInMinor: 52610 var47_5000_MaxSalaryInBroad: 0 var47_5000_highAIRisk: "Unknown" --

var47_5010_socCode: "47-5010-Broad" var47_5010_medianPay: 0 var47_5010_employmentOutlookValue: 0 var47_5010_MaxSalaryInMajor: 106580 var47_5010_MaxSalaryInMinor: 52610 var47_5010_MaxSalaryInBroad: 52610 var47_5010_highAIRisk: "Unknown" --

var47_5011_socCode: "47-5011-Detailed" var47_5011_medianPay: 52610 var47_5011_employmentOutlookValue: 1 var47_5011_MaxSalaryInMajor: 106580 var47_5011_MaxSalaryInMinor: 52610 var47_5011_MaxSalaryInBroad: 52610 var47_5011_employmentOutlookDescription: "Slower than average" var47_5011_highAIRisk: "low" --

var47_5012_socCode: "47-5012-Detailed" var47_5012_medianPay: 52610 var47_5012_employmentOutlookValue: 1 var47_5012_MaxSalaryInMajor: 106580 var47_5012_MaxSalaryInMinor: 52610 var47_5012_MaxSalaryInBroad: 52610 var47_5012_employmentOutlookDescription: "Slower than average" var47_5012_highAIRisk: "low" --

var47_5013_socCode: "47-5013-Detailed" var47_5013_medianPay: 52610 var47_5013_employmentOutlookValue: 1 var47_5013_MaxSalaryInMajor: 106580 var47_5013_MaxSalaryInMinor: 52610 var47_5013_MaxSalaryInBroad: 52610 var47_5013_employmentOutlookDescription: "Slower than average" var47_5013_highAIRisk: "low" --

var47_5020_socCode: "47-5020-Broad" var47_5020_medianPay: 0 var47_5020_employmentOutlookValue: 0 var47_5020_MaxSalaryInMajor: 106580 var47_5020_MaxSalaryInMinor: 52610 var47_5020_MaxSalaryInBroad: 0 var47_5020_highAIRisk: "Unknown" --

var47_5022_socCode: "47-5022-Detailed" var47_5022_medianPay: 0 var47_5022_employmentOutlookValue: 0 var47_5022_MaxSalaryInMajor: 106580 var47_5022_MaxSalaryInMinor: 52610 var47_5022_MaxSalaryInBroad: 0 var47_5022_highAIRisk: "moderate" --

var47_5023_socCode: "47-5023-Detailed" var47_5023_medianPay: 0 var47_5023_employmentOutlookValue: 0 var47_5023_MaxSalaryInMajor: 106580 var47_5023_MaxSalaryInMinor: 52610 var47_5023_MaxSalaryInBroad: 0 var47_5023_highAIRisk: "moderate" --

var47_5030_socCode: "47-5030-Broad" var47_5030_medianPay: 0 var47_5030_employmentOutlookValue: 0 var47_5030_MaxSalaryInMajor: 106580 var47_5030_MaxSalaryInMinor: 52610 var47_5030_MaxSalaryInBroad: 0 var47_5030_highAIRisk: "Unknown" --

var47_5032_socCode: "47-5032-Detailed" var47_5032_medianPay: 0 var47_5032_employmentOutlookValue: 0 var47_5032_MaxSalaryInMajor: 106580 var47_5032_MaxSalaryInMinor: 52610 var47_5032_MaxSalaryInBroad: 0 var47_5032_highAIRisk: "low" --

var47_5040_socCode: "47-5040-Broad" var47_5040_medianPay: 0 var47_5040_employmentOutlookValue: 0 var47_5040_MaxSalaryInMajor: 106580 var47_5040_MaxSalaryInMinor: 52610 var47_5040_MaxSalaryInBroad: 0 var47_5040_highAIRisk: "Unknown" --

var47_5041_socCode: "47-5041-Detailed" var47_5041_medianPay: 0 var47_5041_employmentOutlookValue: 0 var47_5041_MaxSalaryInMajor: 106580 var47_5041_MaxSalaryInMinor: 52610 var47_5041_MaxSalaryInBroad: 0 var47_5041_highAIRisk: "moderate" --

var47_5043_socCode: "47-5043-Detailed" var47_5043_medianPay: 0 var47_5043_employmentOutlookValue: 0 var47_5043_MaxSalaryInMajor: 106580 var47_5043_MaxSalaryInMinor: 52610 var47_5043_MaxSalaryInBroad: 0 var47_5043_highAIRisk: "moderate" --

var47_5044_socCode: "47-5044-Detailed" var47_5044_medianPay: 0 var47_5044_employmentOutlookValue: 0 var47_5044_MaxSalaryInMajor: 106580 var47_5044_MaxSalaryInMinor: 52610 var47_5044_MaxSalaryInBroad: 0 var47_5044_highAIRisk: "high" --

var47_5049_socCode: "47-5049-Detailed" var47_5049_medianPay: 0 var47_5049_employmentOutlookValue: 0 var47_5049_MaxSalaryInMajor: 106580 var47_5049_MaxSalaryInMinor: 52610 var47_5049_MaxSalaryInBroad: 0 var47_5049_highAIRisk: "Unknown" --

var47_5050_socCode: "47-5050-Broad" var47_5050_medianPay: 0 var47_5050_employmentOutlookValue: 0 var47_5050_MaxSalaryInMajor: 106580 var47_5050_MaxSalaryInMinor: 52610 var47_5050_MaxSalaryInBroad: 0 var47_5050_highAIRisk: "Unknown" --

var47_5051_socCode: "47-5051-Detailed" var47_5051_medianPay: 0 var47_5051_employmentOutlookValue: 0 var47_5051_MaxSalaryInMajor: 106580 var47_5051_MaxSalaryInMinor: 52610 var47_5051_MaxSalaryInBroad: 0 var47_5051_highAIRisk: "high" --

var47_5070_socCode: "47-5070-Broad" var47_5070_medianPay: 0 var47_5070_employmentOutlookValue: 0 var47_5070_MaxSalaryInMajor: 106580 var47_5070_MaxSalaryInMinor: 52610 var47_5070_MaxSalaryInBroad: 52610 var47_5070_highAIRisk: "Unknown" --

var47_5071_socCode: "47-5071-Detailed" var47_5071_medianPay: 52610 var47_5071_employmentOutlookValue: 1 var47_5071_MaxSalaryInMajor: 106580 var47_5071_MaxSalaryInMinor: 52610 var47_5071_MaxSalaryInBroad: 52610 var47_5071_employmentOutlookDescription: "Slower than average" var47_5071_highAIRisk: "moderate" --

var47_5080_socCode: "47-5080-Broad" var47_5080_medianPay: 0 var47_5080_employmentOutlookValue: 0 var47_5080_MaxSalaryInMajor: 106580 var47_5080_MaxSalaryInMinor: 52610 var47_5080_MaxSalaryInBroad: 0 var47_5080_highAIRisk: "Unknown" --

var47_5081_socCode: "47-5081-Detailed" var47_5081_medianPay: 0 var47_5081_employmentOutlookValue: 0 var47_5081_MaxSalaryInMajor: 106580 var47_5081_MaxSalaryInMinor: 52610 var47_5081_MaxSalaryInBroad: 0 var47_5081_highAIRisk: "moderate" --

var47_5090_socCode: "47-5090-Broad" var47_5090_medianPay: 0 var47_5090_employmentOutlookValue: 0 var47_5090_MaxSalaryInMajor: 106580 var47_5090_MaxSalaryInMinor: 52610 var47_5090_MaxSalaryInBroad: 0 var47_5090_highAIRisk: "Unknown" --

var47_5099_socCode: "47-5099-Detailed" var47_5099_medianPay: 0 var47_5099_employmentOutlookValue: 0 var47_5099_MaxSalaryInMajor: 106580 var47_5099_MaxSalaryInMinor: 52610 var47_5099_MaxSalaryInBroad: 0 var47_5099_highAIRisk: "Unknown" --

var49_0000_socCode: "49-0000-Major" var49_0000_medianPay: 0 var49_0000_employmentOutlookValue: 0 var49_0000_MaxSalaryInMajor: 92560 var49_0000_MaxSalaryInMinor: 0 var49_0000_MaxSalaryInBroad: 0 var49_0000_highAIRisk: "Unknown" --

var49_1000_socCode: "49-1000-Minor" var49_1000_medianPay: 0 var49_1000_employmentOutlookValue: 0 var49_1000_MaxSalaryInMajor: 92560 var49_1000_MaxSalaryInMinor: 0 var49_1000_MaxSalaryInBroad: 0 var49_1000_highAIRisk: "Unknown" --

var49_1010_socCode: "49-1010-Broad" var49_1010_medianPay: 0 var49_1010_employmentOutlookValue: 0 var49_1010_MaxSalaryInMajor: 92560 var49_1010_MaxSalaryInMinor: 0 var49_1010_MaxSalaryInBroad: 0 var49_1010_highAIRisk: "Unknown" --

var49_1011_socCode: "49-1011-Detailed" var49_1011_medianPay: 0 var49_1011_employmentOutlookValue: 0 var49_1011_MaxSalaryInMajor: 92560 var49_1011_MaxSalaryInMinor: 0 var49_1011_MaxSalaryInBroad: 0 var49_1011_highAIRisk: "low" --

var49_2000_socCode: "49-2000-Minor" var49_2000_medianPay: 0 var49_2000_employmentOutlookValue: 0 var49_2000_MaxSalaryInMajor: 92560 var49_2000_MaxSalaryInMinor: 79140 var49_2000_MaxSalaryInBroad: 0 var49_2000_highAIRisk: "Unknown" --

var49_2010_socCode: "49-2010-Broad" var49_2010_medianPay: 0 var49_2010_employmentOutlookValue: 0 var49_2010_MaxSalaryInMajor: 92560 var49_2010_MaxSalaryInMinor: 79140 var49_2010_MaxSalaryInBroad: 0 var49_2010_highAIRisk: "Unknown" --

var49_2011_socCode: "49-2011-Detailed" var49_2011_medianPay: 0 var49_2011_employmentOutlookValue: 0 var49_2011_MaxSalaryInMajor: 92560 var49_2011_MaxSalaryInMinor: 79140 var49_2011_MaxSalaryInBroad: 0 var49_2011_highAIRisk: "moderate" --

var49_2020_socCode: "49-2020-Broad" var49_2020_medianPay: 0 var49_2020_employmentOutlookValue: 0 var49_2020_MaxSalaryInMajor: 92560 var49_2020_MaxSalaryInMinor: 79140 var49_2020_MaxSalaryInBroad: 64310 var49_2020_highAIRisk: "Unknown" --

var49_2021_socCode: "49-2021-Detailed" var49_2021_medianPay: 64310 var49_2021_employmentOutlookValue: -3 var49_2021_MaxSalaryInMajor: 92560 var49_2021_MaxSalaryInMinor: 79140 var49_2021_MaxSalaryInBroad: 64310 var49_2021_employmentOutlookDescription: "Decline" var49_2021_highAIRisk: "low" --

var49_2022_socCode: "49-2022-Detailed" var49_2022_medianPay: 64310 var49_2022_employmentOutlookValue: -3 var49_2022_MaxSalaryInMajor: 92560 var49_2022_MaxSalaryInMinor: 79140 var49_2022_MaxSalaryInBroad: 64310 var49_2022_employmentOutlookDescription: "Decline" var49_2022_highAIRisk: "low" --

var49_2090_socCode: "49-2090-Broad" var49_2090_medianPay: 0 var49_2090_employmentOutlookValue: 0 var49_2090_MaxSalaryInMajor: 92560 var49_2090_MaxSalaryInMinor: 79140 var49_2090_MaxSalaryInBroad: 79140 var49_2090_highAIRisk: "Unknown" --

var49_2091_socCode: "49-2091-Detailed" var49_2091_medianPay: 79140 var49_2091_employmentOutlookValue: 5 var49_2091_MaxSalaryInMajor: 92560 var49_2091_MaxSalaryInMinor: 79140 var49_2091_MaxSalaryInBroad: 79140 var49_2091_employmentOutlookDescription: "Faster than average" var49_2091_highAIRisk: "low" --

var49_2092_socCode: "49-2092-Detailed" var49_2092_medianPay: 71270 var49_2092_employmentOutlookValue: 0 var49_2092_MaxSalaryInMajor: 92560 var49_2092_MaxSalaryInMinor: 79140 var49_2092_MaxSalaryInBroad: 79140 var49_2092_employmentOutlookDescription: "Little or no change" var49_2092_highAIRisk: "low" --

var49_2093_socCode: "49-2093-Detailed" var49_2093_medianPay: 71270 var49_2093_employmentOutlookValue: 0 var49_2093_MaxSalaryInMajor: 92560 var49_2093_MaxSalaryInMinor: 79140 var49_2093_MaxSalaryInBroad: 79140 var49_2093_employmentOutlookDescription: "Little or no change" var49_2093_highAIRisk: "low" --

var49_2094_socCode: "49-2094-Detailed" var49_2094_medianPay: 71270 var49_2094_employmentOutlookValue: 0 var49_2094_MaxSalaryInMajor: 92560 var49_2094_MaxSalaryInMinor: 79140 var49_2094_MaxSalaryInBroad: 79140 var49_2094_employmentOutlookDescription: "Little or no change" var49_2094_highAIRisk: "low" --

var49_2095_socCode: "49-2095-Detailed" var49_2095_medianPay: 71270 var49_2095_employmentOutlookValue: 0 var49_2095_MaxSalaryInMajor: 92560 var49_2095_MaxSalaryInMinor: 79140 var49_2095_MaxSalaryInBroad: 79140 var49_2095_employmentOutlookDescription: "Little or no change" var49_2095_highAIRisk: "low" --

var49_2096_socCode: "49-2096-Detailed" var49_2096_medianPay: 71270 var49_2096_employmentOutlookValue: 0 var49_2096_MaxSalaryInMajor: 92560 var49_2096_MaxSalaryInMinor: 79140 var49_2096_MaxSalaryInBroad: 79140 var49_2096_employmentOutlookDescription: "Little or no change" var49_2096_highAIRisk: "low" --

var49_2097_socCode: "49-2097-Detailed" var49_2097_medianPay: 0 var49_2097_employmentOutlookValue: 0 var49_2097_MaxSalaryInMajor: 92560 var49_2097_MaxSalaryInMinor: 79140 var49_2097_MaxSalaryInBroad: 79140 var49_2097_highAIRisk: "low" --

var49_2098_socCode: "49-2098-Detailed" var49_2098_medianPay: 0 var49_2098_employmentOutlookValue: 0 var49_2098_MaxSalaryInMajor: 92560 var49_2098_MaxSalaryInMinor: 79140 var49_2098_MaxSalaryInBroad: 79140 var49_2098_highAIRisk: "low" --

var49_3000_socCode: "49-3000-Minor" var49_3000_medianPay: 0 var49_3000_employmentOutlookValue: 0 var49_3000_MaxSalaryInMajor: 92560 var49_3000_MaxSalaryInMinor: 79140 var49_3000_MaxSalaryInBroad: 0 var49_3000_highAIRisk: "Unknown" --

var49_3010_socCode: "49-3010-Broad" var49_3010_medianPay: 0 var49_3010_employmentOutlookValue: 0 var49_3010_MaxSalaryInMajor: 92560 var49_3010_MaxSalaryInMinor: 79140 var49_3010_MaxSalaryInBroad: 79140 var49_3010_highAIRisk: "Unknown" --

var49_3011_socCode: "49-3011-Detailed" var49_3011_medianPay: 79140 var49_3011_employmentOutlookValue: 5 var49_3011_MaxSalaryInMajor: 92560 var49_3011_MaxSalaryInMinor: 79140 var49_3011_MaxSalaryInBroad: 79140 var49_3011_employmentOutlookDescription: "Faster than average" var49_3011_highAIRisk: "low" --

var49_3020_socCode: "49-3020-Broad" var49_3020_medianPay: 0 var49_3020_employmentOutlookValue: 0 var49_3020_MaxSalaryInMajor: 92560 var49_3020_MaxSalaryInMinor: 79140 var49_3020_MaxSalaryInBroad: 50680 var49_3020_highAIRisk: "Unknown" --

var49_3021_socCode: "49-3021-Detailed" var49_3021_medianPay: 50680 var49_3021_employmentOutlookValue: 2 var49_3021_MaxSalaryInMajor: 92560 var49_3021_MaxSalaryInMinor: 79140 var49_3021_MaxSalaryInBroad: 50680 var49_3021_employmentOutlookDescription: "Slower than average" var49_3021_highAIRisk: "low" --

var49_3022_socCode: "49-3022-Detailed" var49_3022_medianPay: 50680 var49_3022_employmentOutlookValue: 2 var49_3022_MaxSalaryInMajor: 92560 var49_3022_MaxSalaryInMinor: 79140 var49_3022_MaxSalaryInBroad: 50680 var49_3022_employmentOutlookDescription: "Slower than average" var49_3022_highAIRisk: "moderate" --

var49_3023_socCode: "49-3023-Detailed" var49_3023_medianPay: 49670 var49_3023_employmentOutlookValue: 4 var49_3023_MaxSalaryInMajor: 92560 var49_3023_MaxSalaryInMinor: 79140 var49_3023_MaxSalaryInBroad: 50680 var49_3023_employmentOutlookDescription: "As fast as average" var49_3023_highAIRisk: "low" --

var49_3030_socCode: "49-3030-Broad" var49_3030_medianPay: 0 var49_3030_employmentOutlookValue: 0 var49_3030_MaxSalaryInMajor: 92560 var49_3030_MaxSalaryInMinor: 79140 var49_3030_MaxSalaryInBroad: 60640 var49_3030_highAIRisk: "Unknown" --

var49_3031_socCode: "49-3031-Detailed" var49_3031_medianPay: 60640 var49_3031_employmentOutlookValue: 2 var49_3031_MaxSalaryInMajor: 92560 var49_3031_MaxSalaryInMinor: 79140 var49_3031_MaxSalaryInBroad: 60640 var49_3031_employmentOutlookDescription: "Slower than average" var49_3031_highAIRisk: "low" --

var49_3040_socCode: "49-3040-Broad" var49_3040_medianPay: 0 var49_3040_employmentOutlookValue: 0 var49_3040_MaxSalaryInMajor: 92560 var49_3040_MaxSalaryInMinor: 79140 var49_3040_MaxSalaryInBroad: 62740 var49_3040_highAIRisk: "Unknown" --

var49_3041_socCode: "49-3041-Detailed" var49_3041_medianPay: 62740 var49_3041_employmentOutlookValue: 6 var49_3041_MaxSalaryInMajor: 92560 var49_3041_MaxSalaryInMinor: 79140 var49_3041_MaxSalaryInBroad: 62740 var49_3041_employmentOutlookDescription: "Faster than average" var49_3041_highAIRisk: "low" --

var49_3042_socCode: "49-3042-Detailed" var49_3042_medianPay: 62740 var49_3042_employmentOutlookValue: 6 var49_3042_MaxSalaryInMajor: 92560 var49_3042_MaxSalaryInMinor: 79140 var49_3042_MaxSalaryInBroad: 62740 var49_3042_employmentOutlookDescription: "Faster than average" var49_3042_highAIRisk: "low" --

var49_3043_socCode: "49-3043-Detailed" var49_3043_medianPay: 62740 var49_3043_employmentOutlookValue: 6 var49_3043_MaxSalaryInMajor: 92560 var49_3043_MaxSalaryInMinor: 79140 var49_3043_MaxSalaryInBroad: 62740 var49_3043_employmentOutlookDescription: "Faster than average" var49_3043_highAIRisk: "moderate" --

var49_3050_socCode: "49-3050-Broad" var49_3050_medianPay: 0 var49_3050_employmentOutlookValue: 0 var49_3050_MaxSalaryInMajor: 92560 var49_3050_MaxSalaryInMinor: 79140 var49_3050_MaxSalaryInBroad: 48240 var49_3050_highAIRisk: "Unknown" --

var49_3051_socCode: "49-3051-Detailed" var49_3051_medianPay: 48240 var49_3051_employmentOutlookValue: 4 var49_3051_MaxSalaryInMajor: 92560 var49_3051_MaxSalaryInMinor: 79140 var49_3051_MaxSalaryInBroad: 48240 var49_3051_employmentOutlookDescription: "As fast as average" var49_3051_highAIRisk: "moderate" --

var49_3052_socCode: "49-3052-Detailed" var49_3052_medianPay: 48240 var49_3052_employmentOutlookValue: 4 var49_3052_MaxSalaryInMajor: 92560 var49_3052_MaxSalaryInMinor: 79140 var49_3052_MaxSalaryInBroad: 48240 var49_3052_employmentOutlookDescription: "As fast as average" var49_3052_highAIRisk: "low" --

var49_3053_socCode: "49-3053-Detailed" var49_3053_medianPay: 48240 var49_3053_employmentOutlookValue: 4 var49_3053_MaxSalaryInMajor: 92560 var49_3053_MaxSalaryInMinor: 79140 var49_3053_MaxSalaryInBroad: 48240 var49_3053_employmentOutlookDescription: "As fast as average" var49_3053_highAIRisk: "moderate" --

var49_3090_socCode: "49-3090-Broad" var49_3090_medianPay: 0 var49_3090_employmentOutlookValue: 0 var49_3090_MaxSalaryInMajor: 92560 var49_3090_MaxSalaryInMinor: 79140 var49_3090_MaxSalaryInBroad: 0 var49_3090_highAIRisk: "Unknown" --

var49_3091_socCode: "49-3091-Detailed" var49_3091_medianPay: 0 var49_3091_employmentOutlookValue: 0 var49_3091_MaxSalaryInMajor: 92560 var49_3091_MaxSalaryInMinor: 79140 var49_3091_MaxSalaryInBroad: 0 var49_3091_highAIRisk: "low" --

var49_3092_socCode: "49-3092-Detailed" var49_3092_medianPay: 0 var49_3092_employmentOutlookValue: 0 var49_3092_MaxSalaryInMajor: 92560 var49_3092_MaxSalaryInMinor: 79140 var49_3092_MaxSalaryInBroad: 0 var49_3092_highAIRisk: "low" --

var49_3093_socCode: "49-3093-Detailed" var49_3093_medianPay: 0 var49_3093_employmentOutlookValue: 0 var49_3093_MaxSalaryInMajor: 92560 var49_3093_MaxSalaryInMinor: 79140 var49_3093_MaxSalaryInBroad: 0 var49_3093_highAIRisk: "moderate" --

var49_9000_socCode: "49-9000-Minor" var49_9000_medianPay: 0 var49_9000_employmentOutlookValue: 0 var49_9000_MaxSalaryInMajor: 92560 var49_9000_MaxSalaryInMinor: 92560 var49_9000_MaxSalaryInBroad: 0 var49_9000_highAIRisk: "Unknown" --

var49_9010_socCode: "49-9010-Broad" var49_9010_medianPay: 0 var49_9010_employmentOutlookValue: 0 var49_9010_MaxSalaryInMajor: 92560 var49_9010_MaxSalaryInMinor: 92560 var49_9010_MaxSalaryInBroad: 0 var49_9010_highAIRisk: "Unknown" --

var49_9011_socCode: "49-9011-Detailed" var49_9011_medianPay: 0 var49_9011_employmentOutlookValue: 0 var49_9011_MaxSalaryInMajor: 92560 var49_9011_MaxSalaryInMinor: 92560 var49_9011_MaxSalaryInBroad: 0 var49_9011_highAIRisk: "low" --

var49_9012_socCode: "49-9012-Detailed" var49_9012_medianPay: 0 var49_9012_employmentOutlookValue: 0 var49_9012_MaxSalaryInMajor: 92560 var49_9012_MaxSalaryInMinor: 92560 var49_9012_MaxSalaryInBroad: 0 var49_9012_highAIRisk: "low" --

var49_9020_socCode: "49-9020-Broad" var49_9020_medianPay: 0 var49_9020_employmentOutlookValue: 0 var49_9020_MaxSalaryInMajor: 92560 var49_9020_MaxSalaryInMinor: 92560 var49_9020_MaxSalaryInBroad: 59810 var49_9020_highAIRisk: "Unknown" --

var49_9021_socCode: "49-9021-Detailed" var49_9021_medianPay: 59810 var49_9021_employmentOutlookValue: 8 var49_9021_MaxSalaryInMajor: 92560 var49_9021_MaxSalaryInMinor: 92560 var49_9021_MaxSalaryInBroad: 59810 var49_9021_employmentOutlookDescription: "Much faster than average" var49_9021_highAIRisk: "low" --

var49_9030_socCode: "49-9030-Broad" var49_9030_medianPay: 0 var49_9030_employmentOutlookValue: 0 var49_9030_MaxSalaryInMajor: 92560 var49_9030_MaxSalaryInMinor: 92560 var49_9030_MaxSalaryInBroad: 0 var49_9030_highAIRisk: "Unknown" --

var49_9031_socCode: "49-9031-Detailed" var49_9031_medianPay: 0 var49_9031_employmentOutlookValue: 0 var49_9031_MaxSalaryInMajor: 92560 var49_9031_MaxSalaryInMinor: 92560 var49_9031_MaxSalaryInBroad: 0 var49_9031_highAIRisk: "low" --

var49_9040_socCode: "49-9040-Broad" var49_9040_medianPay: 0 var49_9040_employmentOutlookValue: 0 var49_9040_MaxSalaryInMajor: 92560 var49_9040_MaxSalaryInMinor: 92560 var49_9040_MaxSalaryInBroad: 63510 var49_9040_highAIRisk: "Unknown" --

var49_9041_socCode: "49-9041-Detailed" var49_9041_medianPay: 63510 var49_9041_employmentOutlookValue: 13 var49_9041_MaxSalaryInMajor: 92560 var49_9041_MaxSalaryInMinor: 92560 var49_9041_MaxSalaryInBroad: 63510 var49_9041_employmentOutlookDescription: "Much faster than average" var49_9041_highAIRisk: "moderate" --

var49_9043_socCode: "49-9043-Detailed" var49_9043_medianPay: 63510 var49_9043_employmentOutlookValue: 13 var49_9043_MaxSalaryInMajor: 92560 var49_9043_MaxSalaryInMinor: 92560 var49_9043_MaxSalaryInBroad: 63510 var49_9043_employmentOutlookDescription: "Much faster than average" var49_9043_highAIRisk: "moderate" --

var49_9044_socCode: "49-9044-Detailed" var49_9044_medianPay: 63510 var49_9044_employmentOutlookValue: 13 var49_9044_MaxSalaryInMajor: 92560 var49_9044_MaxSalaryInMinor: 92560 var49_9044_MaxSalaryInBroad: 63510 var49_9044_employmentOutlookDescription: "Much faster than average" var49_9044_highAIRisk: "low" --

var49_9045_socCode: "49-9045-Detailed" var49_9045_medianPay: 0 var49_9045_employmentOutlookValue: 0 var49_9045_MaxSalaryInMajor: 92560 var49_9045_MaxSalaryInMinor: 92560 var49_9045_MaxSalaryInBroad: 63510 var49_9045_highAIRisk: "high" --

var49_9050_socCode: "49-9050-Broad" var49_9050_medianPay: 0 var49_9050_employmentOutlookValue: 0 var49_9050_MaxSalaryInMajor: 92560 var49_9050_MaxSalaryInMinor: 92560 var49_9050_MaxSalaryInBroad: 92560 var49_9050_highAIRisk: "Unknown" --

var49_9051_socCode: "49-9051-Detailed" var49_9051_medianPay: 92560 var49_9051_employmentOutlookValue: 7 var49_9051_MaxSalaryInMajor: 92560 var49_9051_MaxSalaryInMinor: 92560 var49_9051_MaxSalaryInBroad: 92560 var49_9051_employmentOutlookDescription: "Much faster than average" var49_9051_highAIRisk: "low" --

var49_9052_socCode: "49-9052-Detailed" var49_9052_medianPay: 64310 var49_9052_employmentOutlookValue: -3 var49_9052_MaxSalaryInMajor: 92560 var49_9052_MaxSalaryInMinor: 92560 var49_9052_MaxSalaryInBroad: 92560 var49_9052_employmentOutlookDescription: "Decline" var49_9052_highAIRisk: "low" --

var49_9060_socCode: "49-9060-Broad" var49_9060_medianPay: 0 var49_9060_employmentOutlookValue: 0 var49_9060_MaxSalaryInMajor: 92560 var49_9060_MaxSalaryInMinor: 92560 var49_9060_MaxSalaryInBroad: 62630 var49_9060_highAIRisk: "Unknown" --

var49_9061_socCode: "49-9061-Detailed" var49_9061_medianPay: 0 var49_9061_employmentOutlookValue: 0 var49_9061_MaxSalaryInMajor: 92560 var49_9061_MaxSalaryInMinor: 92560 var49_9061_MaxSalaryInBroad: 62630 var49_9061_highAIRisk: "high" --

var49_9062_socCode: "49-9062-Detailed" var49_9062_medianPay: 62630 var49_9062_employmentOutlookValue: 13 var49_9062_MaxSalaryInMajor: 92560 var49_9062_MaxSalaryInMinor: 92560 var49_9062_MaxSalaryInBroad: 62630 var49_9062_employmentOutlookDescription: "Much faster than average" var49_9062_highAIRisk: "low" --

var49_9063_socCode: "49-9063-Detailed" var49_9063_medianPay: 0 var49_9063_employmentOutlookValue: 0 var49_9063_MaxSalaryInMajor: 92560 var49_9063_MaxSalaryInMinor: 92560 var49_9063_MaxSalaryInBroad: 62630 var49_9063_highAIRisk: "low" --

var49_9064_socCode: "49-9064-Detailed" var49_9064_medianPay: 0 var49_9064_employmentOutlookValue: 0 var49_9064_MaxSalaryInMajor: 92560 var49_9064_MaxSalaryInMinor: 92560 var49_9064_MaxSalaryInBroad: 62630 var49_9064_highAIRisk: "high" --

var49_9069_socCode: "49-9069-Detailed" var49_9069_medianPay: 0 var49_9069_employmentOutlookValue: 0 var49_9069_MaxSalaryInMajor: 92560 var49_9069_MaxSalaryInMinor: 92560 var49_9069_MaxSalaryInBroad: 62630 var49_9069_highAIRisk: "Unknown" --

var49_9070_socCode: "49-9070-Broad" var49_9070_medianPay: 0 var49_9070_employmentOutlookValue: 0 var49_9070_MaxSalaryInMajor: 92560 var49_9070_MaxSalaryInMinor: 92560 var49_9070_MaxSalaryInBroad: 48620 var49_9070_highAIRisk: "Unknown" --

var49_9071_socCode: "49-9071-Detailed" var49_9071_medianPay: 48620 var49_9071_employmentOutlookValue: 4 var49_9071_MaxSalaryInMajor: 92560 var49_9071_MaxSalaryInMinor: 92560 var49_9071_MaxSalaryInBroad: 48620 var49_9071_employmentOutlookDescription: "As fast as average" var49_9071_highAIRisk: "low" --

var49_9080_socCode: "49-9080-Broad" var49_9080_medianPay: 0 var49_9080_employmentOutlookValue: 0 var49_9080_MaxSalaryInMajor: 92560 var49_9080_MaxSalaryInMinor: 92560 var49_9080_MaxSalaryInBroad: 62580 var49_9080_highAIRisk: "Unknown" --

var49_9081_socCode: "49-9081-Detailed" var49_9081_medianPay: 62580 var49_9081_employmentOutlookValue: 50 var49_9081_MaxSalaryInMajor: 92560 var49_9081_MaxSalaryInMinor: 92560 var49_9081_MaxSalaryInBroad: 62580 var49_9081_employmentOutlookDescription: "Much faster than average" var49_9081_highAIRisk: "low" --

var49_9090_socCode: "49-9090-Broad" var49_9090_medianPay: 0 var49_9090_employmentOutlookValue: 0 var49_9090_MaxSalaryInMajor: 92560 var49_9090_MaxSalaryInMinor: 92560 var49_9090_MaxSalaryInBroad: 0 var49_9090_highAIRisk: "Unknown" --

var49_9091_socCode: "49-9091-Detailed" var49_9091_medianPay: 0 var49_9091_employmentOutlookValue: 0 var49_9091_MaxSalaryInMajor: 92560 var49_9091_MaxSalaryInMinor: 92560 var49_9091_MaxSalaryInBroad: 0 var49_9091_highAIRisk: "high" --

var49_9092_socCode: "49-9092-Detailed" var49_9092_medianPay: 0 var49_9092_employmentOutlookValue: 0 var49_9092_MaxSalaryInMajor: 92560 var49_9092_MaxSalaryInMinor: 92560 var49_9092_MaxSalaryInBroad: 0 var49_9092_highAIRisk: "low" --

var49_9094_socCode: "49-9094-Detailed" var49_9094_medianPay: 0 var49_9094_employmentOutlookValue: 0 var49_9094_MaxSalaryInMajor: 92560 var49_9094_MaxSalaryInMinor: 92560 var49_9094_MaxSalaryInBroad: 0 var49_9094_highAIRisk: "low" --

var49_9095_socCode: "49-9095-Detailed" var49_9095_medianPay: 0 var49_9095_employmentOutlookValue: 0 var49_9095_MaxSalaryInMajor: 92560 var49_9095_MaxSalaryInMinor: 92560 var49_9095_MaxSalaryInBroad: 0 var49_9095_highAIRisk: "low" --

var49_9096_socCode: "49-9096-Detailed" var49_9096_medianPay: 0 var49_9096_employmentOutlookValue: 0 var49_9096_MaxSalaryInMajor: 92560 var49_9096_MaxSalaryInMinor: 92560 var49_9096_MaxSalaryInBroad: 0 var49_9096_highAIRisk: "low" --

var49_9097_socCode: "49-9097-Detailed" var49_9097_medianPay: 0 var49_9097_employmentOutlookValue: 0 var49_9097_MaxSalaryInMajor: 92560 var49_9097_MaxSalaryInMinor: 92560 var49_9097_MaxSalaryInBroad: 0 var49_9097_highAIRisk: "moderate" --

var49_9098_socCode: "49-9098-Detailed" var49_9098_medianPay: 0 var49_9098_employmentOutlookValue: 0 var49_9098_MaxSalaryInMajor: 92560 var49_9098_MaxSalaryInMinor: 92560 var49_9098_MaxSalaryInBroad: 0 var49_9098_highAIRisk: "low" --

var49_9099_socCode: "49-9099-Detailed" var49_9099_medianPay: 0 var49_9099_employmentOutlookValue: 0 var49_9099_MaxSalaryInMajor: 92560 var49_9099_MaxSalaryInMinor: 92560 var49_9099_MaxSalaryInBroad: 0 var49_9099_highAIRisk: "Unknown" --

var51_0000_socCode: "51-0000-Major" var51_0000_medianPay: 0 var51_0000_employmentOutlookValue: 0 var51_0000_MaxSalaryInMajor: 103600 var51_0000_MaxSalaryInMinor: 0 var51_0000_MaxSalaryInBroad: 0 var51_0000_highAIRisk: "Unknown" --

var51_1000_socCode: "51-1000-Minor" var51_1000_medianPay: 0 var51_1000_employmentOutlookValue: 0 var51_1000_MaxSalaryInMajor: 103600 var51_1000_MaxSalaryInMinor: 0 var51_1000_MaxSalaryInBroad: 0 var51_1000_highAIRisk: "Unknown" --

var51_1010_socCode: "51-1010-Broad" var51_1010_medianPay: 0 var51_1010_employmentOutlookValue: 0 var51_1010_MaxSalaryInMajor: 103600 var51_1010_MaxSalaryInMinor: 0 var51_1010_MaxSalaryInBroad: 0 var51_1010_highAIRisk: "Unknown" --

var51_1011_socCode: "51-1011-Detailed" var51_1011_medianPay: 0 var51_1011_employmentOutlookValue: 0 var51_1011_MaxSalaryInMajor: 103600 var51_1011_MaxSalaryInMinor: 0 var51_1011_MaxSalaryInBroad: 0 var51_1011_highAIRisk: "low" --

var51_2000_socCode: "51-2000-Minor" var51_2000_medianPay: 0 var51_2000_employmentOutlookValue: 0 var51_2000_MaxSalaryInMajor: 103600 var51_2000_MaxSalaryInMinor: 43570 var51_2000_MaxSalaryInBroad: 0 var51_2000_highAIRisk: "Unknown" --

var51_2010_socCode: "51-2010-Broad" var51_2010_medianPay: 0 var51_2010_employmentOutlookValue: 0 var51_2010_MaxSalaryInMajor: 103600 var51_2010_MaxSalaryInMinor: 43570 var51_2010_MaxSalaryInBroad: 43570 var51_2010_highAIRisk: "Unknown" --

var51_2011_socCode: "51-2011-Detailed" var51_2011_medianPay: 43570 var51_2011_employmentOutlookValue: -1 var51_2011_MaxSalaryInMajor: 103600 var51_2011_MaxSalaryInMinor: 43570 var51_2011_MaxSalaryInBroad: 43570 var51_2011_employmentOutlookDescription: "Decline" var51_2011_highAIRisk: "low" --

var51_2020_socCode: "51-2020-Broad" var51_2020_medianPay: 0 var51_2020_employmentOutlookValue: 0 var51_2020_MaxSalaryInMajor: 103600 var51_2020_MaxSalaryInMinor: 43570 var51_2020_MaxSalaryInBroad: 43570 var51_2020_highAIRisk: "Unknown" --

var51_2021_socCode: "51-2021-Detailed" var51_2021_medianPay: 43570 var51_2021_employmentOutlookValue: -1 var51_2021_MaxSalaryInMajor: 103600 var51_2021_MaxSalaryInMinor: 43570 var51_2021_MaxSalaryInBroad: 43570 var51_2021_employmentOutlookDescription: "Decline" var51_2021_highAIRisk: "high" --

var51_2022_socCode: "51-2022-Detailed" var51_2022_medianPay: 0 var51_2022_employmentOutlookValue: 0 var51_2022_MaxSalaryInMajor: 103600 var51_2022_MaxSalaryInMinor: 43570 var51_2022_MaxSalaryInBroad: 43570 var51_2022_highAIRisk: "high" --

var51_2023_socCode: "51-2023-Detailed" var51_2023_medianPay: 0 var51_2023_employmentOutlookValue: 0 var51_2023_MaxSalaryInMajor: 103600 var51_2023_MaxSalaryInMinor: 43570 var51_2023_MaxSalaryInBroad: 43570 var51_2023_highAIRisk: "high" --

var51_2030_socCode: "51-2030-Broad" var51_2030_medianPay: 0 var51_2030_employmentOutlookValue: 0 var51_2030_MaxSalaryInMajor: 103600 var51_2030_MaxSalaryInMinor: 43570 var51_2030_MaxSalaryInBroad: 43570 var51_2030_highAIRisk: "Unknown" --

var51_2031_socCode: "51-2031-Detailed" var51_2031_medianPay: 43570 var51_2031_employmentOutlookValue: -1 var51_2031_MaxSalaryInMajor: 103600 var51_2031_MaxSalaryInMinor: 43570 var51_2031_MaxSalaryInBroad: 43570 var51_2031_employmentOutlookDescription: "Decline" var51_2031_highAIRisk: "high" --

var51_2040_socCode: "51-2040-Broad" var51_2040_medianPay: 0 var51_2040_employmentOutlookValue: 0 var51_2040_MaxSalaryInMajor: 103600 var51_2040_MaxSalaryInMinor: 43570 var51_2040_MaxSalaryInBroad: 43570 var51_2040_highAIRisk: "Unknown" --

var51_2041_socCode: "51-2041-Detailed" var51_2041_medianPay: 43570 var51_2041_employmentOutlookValue: -1 var51_2041_MaxSalaryInMajor: 103600 var51_2041_MaxSalaryInMinor: 43570 var51_2041_MaxSalaryInBroad: 43570 var51_2041_employmentOutlookDescription: "Decline" var51_2041_highAIRisk: "high" --

var51_2050_socCode: "51-2050-Broad" var51_2050_medianPay: 0 var51_2050_employmentOutlookValue: 0 var51_2050_MaxSalaryInMajor: 103600 var51_2050_MaxSalaryInMinor: 43570 var51_2050_MaxSalaryInBroad: 43570 var51_2050_highAIRisk: "Unknown" --

var51_2051_socCode: "51-2051-Detailed" var51_2051_medianPay: 43570 var51_2051_employmentOutlookValue: -1 var51_2051_MaxSalaryInMajor: 103600 var51_2051_MaxSalaryInMinor: 43570 var51_2051_MaxSalaryInBroad: 43570 var51_2051_employmentOutlookDescription: "Decline" var51_2051_highAIRisk: "moderate" --

var51_2060_socCode: "51-2060-Broad" var51_2060_medianPay: 0 var51_2060_employmentOutlookValue: 0 var51_2060_MaxSalaryInMajor: 103600 var51_2060_MaxSalaryInMinor: 43570 var51_2060_MaxSalaryInBroad: 43570 var51_2060_highAIRisk: "Unknown" --

var51_2061_socCode: "51-2061-Detailed" var51_2061_medianPay: 43570 var51_2061_employmentOutlookValue: -1 var51_2061_MaxSalaryInMajor: 103600 var51_2061_MaxSalaryInMinor: 43570 var51_2061_MaxSalaryInBroad: 43570 var51_2061_employmentOutlookDescription: "Decline" var51_2061_highAIRisk: "high" --

var51_2090_socCode: "51-2090-Broad" var51_2090_medianPay: 43570 var51_2090_employmentOutlookValue: -1 var51_2090_MaxSalaryInMajor: 103600 var51_2090_MaxSalaryInMinor: 43570 var51_2090_MaxSalaryInBroad: 43570 var51_2090_employmentOutlookDescription: "Decline" var51_2090_highAIRisk: "Unknown" --

var51_2092_socCode: "51-2092-Detailed" var51_2092_medianPay: 0 var51_2092_employmentOutlookValue: 0 var51_2092_MaxSalaryInMajor: 103600 var51_2092_MaxSalaryInMinor: 43570 var51_2092_MaxSalaryInBroad: 43570 var51_2092_highAIRisk: "high" --

var51_2099_socCode: "51-2099-Detailed" var51_2099_medianPay: 0 var51_2099_employmentOutlookValue: 0 var51_2099_MaxSalaryInMajor: 103600 var51_2099_MaxSalaryInMinor: 43570 var51_2099_MaxSalaryInBroad: 43570 var51_2099_highAIRisk: "Unknown" --

var51_3000_socCode: "51-3000-Minor" var51_3000_medianPay: 0 var51_3000_employmentOutlookValue: 0 var51_3000_MaxSalaryInMajor: 103600 var51_3000_MaxSalaryInMinor: 40050 var51_3000_MaxSalaryInBroad: 0 var51_3000_highAIRisk: "Unknown" --

var51_3010_socCode: "51-3010-Broad" var51_3010_medianPay: 0 var51_3010_employmentOutlookValue: 0 var51_3010_MaxSalaryInMajor: 103600 var51_3010_MaxSalaryInMinor: 40050 var51_3010_MaxSalaryInBroad: 36650 var51_3010_highAIRisk: "Unknown" --

var51_3011_socCode: "51-3011-Detailed" var51_3011_medianPay: 36650 var51_3011_employmentOutlookValue: 6 var51_3011_MaxSalaryInMajor: 103600 var51_3011_MaxSalaryInMinor: 40050 var51_3011_MaxSalaryInBroad: 36650 var51_3011_employmentOutlookDescription: "Faster than average" var51_3011_highAIRisk: "high" --

var51_3020_socCode: "51-3020-Broad" var51_3020_medianPay: 0 var51_3020_employmentOutlookValue: 0 var51_3020_MaxSalaryInMajor: 103600 var51_3020_MaxSalaryInMinor: 40050 var51_3020_MaxSalaryInBroad: 38960 var51_3020_highAIRisk: "Unknown" --

var51_3021_socCode: "51-3021-Detailed" var51_3021_medianPay: 38960 var51_3021_employmentOutlookValue: 1 var51_3021_MaxSalaryInMajor: 103600 var51_3021_MaxSalaryInMinor: 40050 var51_3021_MaxSalaryInBroad: 38960 var51_3021_employmentOutlookDescription: "Slower than average" var51_3021_highAIRisk: "moderate" --

var51_3022_socCode: "51-3022-Detailed" var51_3022_medianPay: 0 var51_3022_employmentOutlookValue: 0 var51_3022_MaxSalaryInMajor: 103600 var51_3022_MaxSalaryInMinor: 40050 var51_3022_MaxSalaryInBroad: 38960 var51_3022_highAIRisk: "high" --

var51_3023_socCode: "51-3023-Detailed" var51_3023_medianPay: 0 var51_3023_employmentOutlookValue: 0 var51_3023_MaxSalaryInMajor: 103600 var51_3023_MaxSalaryInMinor: 40050 var51_3023_MaxSalaryInBroad: 38960 var51_3023_highAIRisk: "high" --

var51_3090_socCode: "51-3090-Broad" var51_3090_medianPay: 0 var51_3090_employmentOutlookValue: 0 var51_3090_MaxSalaryInMajor: 103600 var51_3090_MaxSalaryInMinor: 40050 var51_3090_MaxSalaryInBroad: 40050 var51_3090_highAIRisk: "Unknown" --

var51_3091_socCode: "51-3091-Detailed" var51_3091_medianPay: 40050 var51_3091_employmentOutlookValue: 5 var51_3091_MaxSalaryInMajor: 103600 var51_3091_MaxSalaryInMinor: 40050 var51_3091_MaxSalaryInBroad: 40050 var51_3091_employmentOutlookDescription: "Faster than average" var51_3091_highAIRisk: "high" --

var51_3092_socCode: "51-3092-Detailed" var51_3092_medianPay: 40050 var51_3092_employmentOutlookValue: 5 var51_3092_MaxSalaryInMajor: 103600 var51_3092_MaxSalaryInMinor: 40050 var51_3092_MaxSalaryInBroad: 40050 var51_3092_employmentOutlookDescription: "Faster than average" var51_3092_highAIRisk: "high" --

var51_3093_socCode: "51-3093-Detailed" var51_3093_medianPay: 40050 var51_3093_employmentOutlookValue: 5 var51_3093_MaxSalaryInMajor: 103600 var51_3093_MaxSalaryInMinor: 40050 var51_3093_MaxSalaryInBroad: 40050 var51_3093_employmentOutlookDescription: "Faster than average" var51_3093_highAIRisk: "high" --

var51_3099_socCode: "51-3099-Detailed" var51_3099_medianPay: 40050 var51_3099_employmentOutlookValue: 5 var51_3099_MaxSalaryInMajor: 103600 var51_3099_MaxSalaryInMinor: 40050 var51_3099_MaxSalaryInBroad: 40050 var51_3099_employmentOutlookDescription: "Faster than average" var51_3099_highAIRisk: "Unknown" --

var51_4000_socCode: "51-4000-Minor" var51_4000_medianPay: 0 var51_4000_employmentOutlookValue: 0 var51_4000_MaxSalaryInMajor: 103600 var51_4000_MaxSalaryInMinor: 57700 var51_4000_MaxSalaryInBroad: 0 var51_4000_highAIRisk: "Unknown" --

var51_4020_socCode: "51-4020-Broad" var51_4020_medianPay: 0 var51_4020_employmentOutlookValue: 0 var51_4020_MaxSalaryInMajor: 103600 var51_4020_MaxSalaryInMinor: 57700 var51_4020_MaxSalaryInBroad: 46800 var51_4020_highAIRisk: "Unknown" --

var51_4021_socCode: "51-4021-Detailed" var51_4021_medianPay: 46800 var51_4021_employmentOutlookValue: -7 var51_4021_MaxSalaryInMajor: 103600 var51_4021_MaxSalaryInMinor: 57700 var51_4021_MaxSalaryInBroad: 46800 var51_4021_employmentOutlookDescription: "Decline" var51_4021_highAIRisk: "high" --

var51_4022_socCode: "51-4022-Detailed" var51_4022_medianPay: 46800 var51_4022_employmentOutlookValue: -7 var51_4022_MaxSalaryInMajor: 103600 var51_4022_MaxSalaryInMinor: 57700 var51_4022_MaxSalaryInBroad: 46800 var51_4022_employmentOutlookDescription: "Decline" var51_4022_highAIRisk: "high" --

var51_4023_socCode: "51-4023-Detailed" var51_4023_medianPay: 46800 var51_4023_employmentOutlookValue: -7 var51_4023_MaxSalaryInMajor: 103600 var51_4023_MaxSalaryInMinor: 57700 var51_4023_MaxSalaryInBroad: 46800 var51_4023_employmentOutlookDescription: "Decline" var51_4023_highAIRisk: "high" --

var51_4030_socCode: "51-4030-Broad" var51_4030_medianPay: 0 var51_4030_employmentOutlookValue: 0 var51_4030_MaxSalaryInMajor: 103600 var51_4030_MaxSalaryInMinor: 57700 var51_4030_MaxSalaryInBroad: 46800 var51_4030_highAIRisk: "Unknown" --

var51_4031_socCode: "51-4031-Detailed" var51_4031_medianPay: 46800 var51_4031_employmentOutlookValue: -7 var51_4031_MaxSalaryInMajor: 103600 var51_4031_MaxSalaryInMinor: 57700 var51_4031_MaxSalaryInBroad: 46800 var51_4031_employmentOutlookDescription: "Decline" var51_4031_highAIRisk: "high" --

var51_4032_socCode: "51-4032-Detailed" var51_4032_medianPay: 46800 var51_4032_employmentOutlookValue: -7 var51_4032_MaxSalaryInMajor: 103600 var51_4032_MaxSalaryInMinor: 57700 var51_4032_MaxSalaryInBroad: 46800 var51_4032_employmentOutlookDescription: "Decline" var51_4032_highAIRisk: "high" --

var51_4033_socCode: "51-4033-Detailed" var51_4033_medianPay: 46800 var51_4033_employmentOutlookValue: -7 var51_4033_MaxSalaryInMajor: 103600 var51_4033_MaxSalaryInMinor: 57700 var51_4033_MaxSalaryInBroad: 46800 var51_4033_employmentOutlookDescription: "Decline" var51_4033_highAIRisk: "high" --

var51_4034_socCode: "51-4034-Detailed" var51_4034_medianPay: 46800 var51_4034_employmentOutlookValue: -7 var51_4034_MaxSalaryInMajor: 103600 var51_4034_MaxSalaryInMinor: 57700 var51_4034_MaxSalaryInBroad: 46800 var51_4034_employmentOutlookDescription: "Decline" var51_4034_highAIRisk: "high" --

var51_4035_socCode: "51-4035-Detailed" var51_4035_medianPay: 46800 var51_4035_employmentOutlookValue: -7 var51_4035_MaxSalaryInMajor: 103600 var51_4035_MaxSalaryInMinor: 57700 var51_4035_MaxSalaryInBroad: 46800 var51_4035_employmentOutlookDescription: "Decline" var51_4035_highAIRisk: "high" --

var51_4040_socCode: "51-4040-Broad" var51_4040_medianPay: 0 var51_4040_employmentOutlookValue: 0 var51_4040_MaxSalaryInMajor: 103600 var51_4040_MaxSalaryInMinor: 57700 var51_4040_MaxSalaryInBroad: 57700 var51_4040_highAIRisk: "Unknown" --

var51_4041_socCode: "51-4041-Detailed" var51_4041_medianPay: 57700 var51_4041_employmentOutlookValue: -2 var51_4041_MaxSalaryInMajor: 103600 var51_4041_MaxSalaryInMinor: 57700 var51_4041_MaxSalaryInBroad: 57700 var51_4041_employmentOutlookDescription: "Decline" var51_4041_highAIRisk: "moderate" --

var51_4050_socCode: "51-4050-Broad" var51_4050_medianPay: 0 var51_4050_employmentOutlookValue: 0 var51_4050_MaxSalaryInMajor: 103600 var51_4050_MaxSalaryInMinor: 57700 var51_4050_MaxSalaryInBroad: 46800 var51_4050_highAIRisk: "Unknown" --

var51_4051_socCode: "51-4051-Detailed" var51_4051_medianPay: 46800 var51_4051_employmentOutlookValue: -7 var51_4051_MaxSalaryInMajor: 103600 var51_4051_MaxSalaryInMinor: 57700 var51_4051_MaxSalaryInBroad: 46800 var51_4051_employmentOutlookDescription: "Decline" var51_4051_highAIRisk: "high" --

var51_4052_socCode: "51-4052-Detailed" var51_4052_medianPay: 46800 var51_4052_employmentOutlookValue: -7 var51_4052_MaxSalaryInMajor: 103600 var51_4052_MaxSalaryInMinor: 57700 var51_4052_MaxSalaryInBroad: 46800 var51_4052_employmentOutlookDescription: "Decline" var51_4052_highAIRisk: "high" --

var51_4060_socCode: "51-4060-Broad" var51_4060_medianPay: 0 var51_4060_employmentOutlookValue: 0 var51_4060_MaxSalaryInMajor: 103600 var51_4060_MaxSalaryInMinor: 57700 var51_4060_MaxSalaryInBroad: 46800 var51_4060_highAIRisk: "Unknown" --

var51_4061_socCode: "51-4061-Detailed" var51_4061_medianPay: 46800 var51_4061_employmentOutlookValue: -7 var51_4061_MaxSalaryInMajor: 103600 var51_4061_MaxSalaryInMinor: 57700 var51_4061_MaxSalaryInBroad: 46800 var51_4061_employmentOutlookDescription: "Decline" var51_4061_highAIRisk: "high" --

var51_4062_socCode: "51-4062-Detailed" var51_4062_medianPay: 46800 var51_4062_employmentOutlookValue: -7 var51_4062_MaxSalaryInMajor: 103600 var51_4062_MaxSalaryInMinor: 57700 var51_4062_MaxSalaryInBroad: 46800 var51_4062_employmentOutlookDescription: "Decline" var51_4062_highAIRisk: "high" --

var51_4070_socCode: "51-4070-Broad" var51_4070_medianPay: 0 var51_4070_employmentOutlookValue: 0 var51_4070_MaxSalaryInMajor: 103600 var51_4070_MaxSalaryInMinor: 57700 var51_4070_MaxSalaryInBroad: 46800 var51_4070_highAIRisk: "Unknown" --

var51_4071_socCode: "51-4071-Detailed" var51_4071_medianPay: 46800 var51_4071_employmentOutlookValue: -7 var51_4071_MaxSalaryInMajor: 103600 var51_4071_MaxSalaryInMinor: 57700 var51_4071_MaxSalaryInBroad: 46800 var51_4071_employmentOutlookDescription: "Decline" var51_4071_highAIRisk: "high" --

var51_4072_socCode: "51-4072-Detailed" var51_4072_medianPay: 46800 var51_4072_employmentOutlookValue: -7 var51_4072_MaxSalaryInMajor: 103600 var51_4072_MaxSalaryInMinor: 57700 var51_4072_MaxSalaryInBroad: 46800 var51_4072_employmentOutlookDescription: "Decline" var51_4072_highAIRisk: "high" --

var51_4080_socCode: "51-4080-Broad" var51_4080_medianPay: 0 var51_4080_employmentOutlookValue: 0 var51_4080_MaxSalaryInMajor: 103600 var51_4080_MaxSalaryInMinor: 57700 var51_4080_MaxSalaryInBroad: 46800 var51_4080_highAIRisk: "Unknown" --

var51_4081_socCode: "51-4081-Detailed" var51_4081_medianPay: 46800 var51_4081_employmentOutlookValue: -7 var51_4081_MaxSalaryInMajor: 103600 var51_4081_MaxSalaryInMinor: 57700 var51_4081_MaxSalaryInBroad: 46800 var51_4081_employmentOutlookDescription: "Decline" var51_4081_highAIRisk: "moderate" --

var51_4110_socCode: "51-4110-Broad" var51_4110_medianPay: 0 var51_4110_employmentOutlookValue: 0 var51_4110_MaxSalaryInMajor: 103600 var51_4110_MaxSalaryInMinor: 57700 var51_4110_MaxSalaryInBroad: 57700 var51_4110_highAIRisk: "Unknown" --

var51_4111_socCode: "51-4111-Detailed" var51_4111_medianPay: 57700 var51_4111_employmentOutlookValue: -2 var51_4111_MaxSalaryInMajor: 103600 var51_4111_MaxSalaryInMinor: 57700 var51_4111_MaxSalaryInBroad: 57700 var51_4111_employmentOutlookDescription: "Decline" var51_4111_highAIRisk: "high" --

var51_4120_socCode: "51-4120-Broad" var51_4120_medianPay: 0 var51_4120_employmentOutlookValue: 0 var51_4120_MaxSalaryInMajor: 103600 var51_4120_MaxSalaryInMinor: 57700 var51_4120_MaxSalaryInBroad: 51000 var51_4120_highAIRisk: "Unknown" --

var51_4121_socCode: "51-4121-Detailed" var51_4121_medianPay: 51000 var51_4121_employmentOutlookValue: 2 var51_4121_MaxSalaryInMajor: 103600 var51_4121_MaxSalaryInMinor: 57700 var51_4121_MaxSalaryInBroad: 51000 var51_4121_employmentOutlookDescription: "Slower than average" var51_4121_highAIRisk: "high" --

var51_4122_socCode: "51-4122-Detailed" var51_4122_medianPay: 46800 var51_4122_employmentOutlookValue: -7 var51_4122_MaxSalaryInMajor: 103600 var51_4122_MaxSalaryInMinor: 57700 var51_4122_MaxSalaryInBroad: 51000 var51_4122_employmentOutlookDescription: "Decline" var51_4122_highAIRisk: "high" --

var51_4190_socCode: "51-4190-Broad" var51_4190_medianPay: 0 var51_4190_employmentOutlookValue: 0 var51_4190_MaxSalaryInMajor: 103600 var51_4190_MaxSalaryInMinor: 57700 var51_4190_MaxSalaryInBroad: 46800 var51_4190_highAIRisk: "Unknown" --

var51_4191_socCode: "51-4191-Detailed" var51_4191_medianPay: 46800 var51_4191_employmentOutlookValue: -7 var51_4191_MaxSalaryInMajor: 103600 var51_4191_MaxSalaryInMinor: 57700 var51_4191_MaxSalaryInBroad: 46800 var51_4191_employmentOutlookDescription: "Decline" var51_4191_highAIRisk: "high" --

var51_4192_socCode: "51-4192-Detailed" var51_4192_medianPay: 0 var51_4192_employmentOutlookValue: 0 var51_4192_MaxSalaryInMajor: 103600 var51_4192_MaxSalaryInMinor: 57700 var51_4192_MaxSalaryInBroad: 46800 var51_4192_highAIRisk: "low" --

var51_4193_socCode: "51-4193-Detailed" var51_4193_medianPay: 46800 var51_4193_employmentOutlookValue: -7 var51_4193_MaxSalaryInMajor: 103600 var51_4193_MaxSalaryInMinor: 57700 var51_4193_MaxSalaryInBroad: 46800 var51_4193_employmentOutlookDescription: "Decline" var51_4193_highAIRisk: "high" --

var51_4194_socCode: "51-4194-Detailed" var51_4194_medianPay: 0 var51_4194_employmentOutlookValue: 0 var51_4194_MaxSalaryInMajor: 103600 var51_4194_MaxSalaryInMinor: 57700 var51_4194_MaxSalaryInBroad: 46800 var51_4194_highAIRisk: "high" --

var51_4199_socCode: "51-4199-Detailed" var51_4199_medianPay: 0 var51_4199_employmentOutlookValue: 0 var51_4199_MaxSalaryInMajor: 103600 var51_4199_MaxSalaryInMinor: 57700 var51_4199_MaxSalaryInBroad: 46800 var51_4199_highAIRisk: "Unknown" --

var51_5100_socCode: "51-5100-Minor" var51_5100_medianPay: 0 var51_5100_employmentOutlookValue: 0 var51_5100_MaxSalaryInMajor: 103600 var51_5100_MaxSalaryInMinor: 0 var51_5100_MaxSalaryInBroad: 0 var51_5100_highAIRisk: "Unknown" --

var51_5110_socCode: "51-5110-Broad" var51_5110_medianPay: 0 var51_5110_employmentOutlookValue: 0 var51_5110_MaxSalaryInMajor: 103600 var51_5110_MaxSalaryInMinor: 0 var51_5110_MaxSalaryInBroad: 0 var51_5110_highAIRisk: "Unknown" --

var51_5111_socCode: "51-5111-Detailed" var51_5111_medianPay: 0 var51_5111_employmentOutlookValue: 0 var51_5111_MaxSalaryInMajor: 103600 var51_5111_MaxSalaryInMinor: 0 var51_5111_MaxSalaryInBroad: 0 var51_5111_highAIRisk: "high" --

var51_5112_socCode: "51-5112-Detailed" var51_5112_medianPay: 0 var51_5112_employmentOutlookValue: 0 var51_5112_MaxSalaryInMajor: 103600 var51_5112_MaxSalaryInMinor: 0 var51_5112_MaxSalaryInBroad: 0 var51_5112_highAIRisk: "moderate" --

var51_5113_socCode: "51-5113-Detailed" var51_5113_medianPay: 0 var51_5113_employmentOutlookValue: 0 var51_5113_MaxSalaryInMajor: 103600 var51_5113_MaxSalaryInMinor: 0 var51_5113_MaxSalaryInBroad: 0 var51_5113_highAIRisk: "high" --

var51_6000_socCode: "51-6000-Minor" var51_6000_medianPay: 0 var51_6000_employmentOutlookValue: 0 var51_6000_MaxSalaryInMajor: 103600 var51_6000_MaxSalaryInMinor: 0 var51_6000_MaxSalaryInBroad: 0 var51_6000_highAIRisk: "Unknown" --

var51_6010_socCode: "51-6010-Broad" var51_6010_medianPay: 0 var51_6010_employmentOutlookValue: 0 var51_6010_MaxSalaryInMajor: 103600 var51_6010_MaxSalaryInMinor: 0 var51_6010_MaxSalaryInBroad: 0 var51_6010_highAIRisk: "Unknown" --

var51_6011_socCode: "51-6011-Detailed" var51_6011_medianPay: 0 var51_6011_employmentOutlookValue: 0 var51_6011_MaxSalaryInMajor: 103600 var51_6011_MaxSalaryInMinor: 0 var51_6011_MaxSalaryInBroad: 0 var51_6011_highAIRisk: "high" --

var51_6020_socCode: "51-6020-Broad" var51_6020_medianPay: 0 var51_6020_employmentOutlookValue: 0 var51_6020_MaxSalaryInMajor: 103600 var51_6020_MaxSalaryInMinor: 0 var51_6020_MaxSalaryInBroad: 0 var51_6020_highAIRisk: "Unknown" --

var51_6021_socCode: "51-6021-Detailed" var51_6021_medianPay: 0 var51_6021_employmentOutlookValue: 0 var51_6021_MaxSalaryInMajor: 103600 var51_6021_MaxSalaryInMinor: 0 var51_6021_MaxSalaryInBroad: 0 var51_6021_highAIRisk: "high" --

var51_6030_socCode: "51-6030-Broad" var51_6030_medianPay: 0 var51_6030_employmentOutlookValue: 0 var51_6030_MaxSalaryInMajor: 103600 var51_6030_MaxSalaryInMinor: 0 var51_6030_MaxSalaryInBroad: 0 var51_6030_highAIRisk: "Unknown" --

var51_6031_socCode: "51-6031-Detailed" var51_6031_medianPay: 0 var51_6031_employmentOutlookValue: 0 var51_6031_MaxSalaryInMajor: 103600 var51_6031_MaxSalaryInMinor: 0 var51_6031_MaxSalaryInBroad: 0 var51_6031_highAIRisk: "high" --

var51_6040_socCode: "51-6040-Broad" var51_6040_medianPay: 0 var51_6040_employmentOutlookValue: 0 var51_6040_MaxSalaryInMajor: 103600 var51_6040_MaxSalaryInMinor: 0 var51_6040_MaxSalaryInBroad: 0 var51_6040_highAIRisk: "Unknown" --

var51_6041_socCode: "51-6041-Detailed" var51_6041_medianPay: 0 var51_6041_employmentOutlookValue: 0 var51_6041_MaxSalaryInMajor: 103600 var51_6041_MaxSalaryInMinor: 0 var51_6041_MaxSalaryInBroad: 0 var51_6041_highAIRisk: "high" --

var51_6042_socCode: "51-6042-Detailed" var51_6042_medianPay: 0 var51_6042_employmentOutlookValue: 0 var51_6042_MaxSalaryInMajor: 103600 var51_6042_MaxSalaryInMinor: 0 var51_6042_MaxSalaryInBroad: 0 var51_6042_highAIRisk: "high" --

var51_6050_socCode: "51-6050-Broad" var51_6050_medianPay: 0 var51_6050_employmentOutlookValue: 0 var51_6050_MaxSalaryInMajor: 103600 var51_6050_MaxSalaryInMinor: 0 var51_6050_MaxSalaryInBroad: 0 var51_6050_highAIRisk: "Unknown" --

var51_6051_socCode: "51-6051-Detailed" var51_6051_medianPay: 0 var51_6051_employmentOutlookValue: 0 var51_6051_MaxSalaryInMajor: 103600 var51_6051_MaxSalaryInMinor: 0 var51_6051_MaxSalaryInBroad: 0 var51_6051_highAIRisk: "high" --

var51_6052_socCode: "51-6052-Detailed" var51_6052_medianPay: 0 var51_6052_employmentOutlookValue: 0 var51_6052_MaxSalaryInMajor: 103600 var51_6052_MaxSalaryInMinor: 0 var51_6052_MaxSalaryInBroad: 0 var51_6052_highAIRisk: "high" --

var51_6060_socCode: "51-6060-Broad" var51_6060_medianPay: 0 var51_6060_employmentOutlookValue: 0 var51_6060_MaxSalaryInMajor: 103600 var51_6060_MaxSalaryInMinor: 0 var51_6060_MaxSalaryInBroad: 0 var51_6060_highAIRisk: "Unknown" --

var51_6061_socCode: "51-6061-Detailed" var51_6061_medianPay: 0 var51_6061_employmentOutlookValue: 0 var51_6061_MaxSalaryInMajor: 103600 var51_6061_MaxSalaryInMinor: 0 var51_6061_MaxSalaryInBroad: 0 var51_6061_highAIRisk: "high" --

var51_6062_socCode: "51-6062-Detailed" var51_6062_medianPay: 0 var51_6062_employmentOutlookValue: 0 var51_6062_MaxSalaryInMajor: 103600 var51_6062_MaxSalaryInMinor: 0 var51_6062_MaxSalaryInBroad: 0 var51_6062_highAIRisk: "high" --

var51_6063_socCode: "51-6063-Detailed" var51_6063_medianPay: 0 var51_6063_employmentOutlookValue: 0 var51_6063_MaxSalaryInMajor: 103600 var51_6063_MaxSalaryInMinor: 0 var51_6063_MaxSalaryInBroad: 0 var51_6063_highAIRisk: "high" --

var51_6064_socCode: "51-6064-Detailed" var51_6064_medianPay: 0 var51_6064_employmentOutlookValue: 0 var51_6064_MaxSalaryInMajor: 103600 var51_6064_MaxSalaryInMinor: 0 var51_6064_MaxSalaryInBroad: 0 var51_6064_highAIRisk: "high" --

var51_6090_socCode: "51-6090-Broad" var51_6090_medianPay: 0 var51_6090_employmentOutlookValue: 0 var51_6090_MaxSalaryInMajor: 103600 var51_6090_MaxSalaryInMinor: 0 var51_6090_MaxSalaryInBroad: 0 var51_6090_highAIRisk: "Unknown" --

var51_6091_socCode: "51-6091-Detailed" var51_6091_medianPay: 0 var51_6091_employmentOutlookValue: 0 var51_6091_MaxSalaryInMajor: 103600 var51_6091_MaxSalaryInMinor: 0 var51_6091_MaxSalaryInBroad: 0 var51_6091_highAIRisk: "high" --

var51_6092_socCode: "51-6092-Detailed" var51_6092_medianPay: 0 var51_6092_employmentOutlookValue: 0 var51_6092_MaxSalaryInMajor: 103600 var51_6092_MaxSalaryInMinor: 0 var51_6092_MaxSalaryInBroad: 0 var51_6092_highAIRisk: "moderate" --

var51_6093_socCode: "51-6093-Detailed" var51_6093_medianPay: 0 var51_6093_employmentOutlookValue: 0 var51_6093_MaxSalaryInMajor: 103600 var51_6093_MaxSalaryInMinor: 0 var51_6093_MaxSalaryInBroad: 0 var51_6093_highAIRisk: "low" --

var51_6099_socCode: "51-6099-Detailed" var51_6099_medianPay: 0 var51_6099_employmentOutlookValue: 0 var51_6099_MaxSalaryInMajor: 103600 var51_6099_MaxSalaryInMinor: 0 var51_6099_MaxSalaryInBroad: 0 var51_6099_highAIRisk: "Unknown" --

var51_7000_socCode: "51-7000-Minor" var51_7000_medianPay: 0 var51_7000_employmentOutlookValue: 0 var51_7000_MaxSalaryInMajor: 103600 var51_7000_MaxSalaryInMinor: 43720 var51_7000_MaxSalaryInBroad: 0 var51_7000_highAIRisk: "Unknown" --

var51_7010_socCode: "51-7010-Broad" var51_7010_medianPay: 0 var51_7010_employmentOutlookValue: 0 var51_7010_MaxSalaryInMajor: 103600 var51_7010_MaxSalaryInMinor: 43720 var51_7010_MaxSalaryInBroad: 43720 var51_7010_highAIRisk: "Unknown" --

var51_7011_socCode: "51-7011-Detailed" var51_7011_medianPay: 43720 var51_7011_employmentOutlookValue: -2 var51_7011_MaxSalaryInMajor: 103600 var51_7011_MaxSalaryInMinor: 43720 var51_7011_MaxSalaryInBroad: 43720 var51_7011_employmentOutlookDescription: "Decline" var51_7011_highAIRisk: "moderate" --

var51_7020_socCode: "51-7020-Broad" var51_7020_medianPay: 0 var51_7020_employmentOutlookValue: 0 var51_7020_MaxSalaryInMajor: 103600 var51_7020_MaxSalaryInMinor: 43720 var51_7020_MaxSalaryInBroad: 43720 var51_7020_highAIRisk: "Unknown" --

var51_7021_socCode: "51-7021-Detailed" var51_7021_medianPay: 43720 var51_7021_employmentOutlookValue: -2 var51_7021_MaxSalaryInMajor: 103600 var51_7021_MaxSalaryInMinor: 43720 var51_7021_MaxSalaryInBroad: 43720 var51_7021_employmentOutlookDescription: "Decline" var51_7021_highAIRisk: "low" --

var51_7030_socCode: "51-7030-Broad" var51_7030_medianPay: 0 var51_7030_employmentOutlookValue: 0 var51_7030_MaxSalaryInMajor: 103600 var51_7030_MaxSalaryInMinor: 43720 var51_7030_MaxSalaryInBroad: 0 var51_7030_highAIRisk: "Unknown" --

var51_7031_socCode: "51-7031-Detailed" var51_7031_medianPay: 0 var51_7031_employmentOutlookValue: 0 var51_7031_MaxSalaryInMajor: 103600 var51_7031_MaxSalaryInMinor: 43720 var51_7031_MaxSalaryInBroad: 0 var51_7031_highAIRisk: "moderate" --

var51_7032_socCode: "51-7032-Detailed" var51_7032_medianPay: 0 var51_7032_employmentOutlookValue: 0 var51_7032_MaxSalaryInMajor: 103600 var51_7032_MaxSalaryInMinor: 43720 var51_7032_MaxSalaryInBroad: 0 var51_7032_highAIRisk: "moderate" --

var51_7040_socCode: "51-7040-Broad" var51_7040_medianPay: 0 var51_7040_employmentOutlookValue: 0 var51_7040_MaxSalaryInMajor: 103600 var51_7040_MaxSalaryInMinor: 43720 var51_7040_MaxSalaryInBroad: 43720 var51_7040_highAIRisk: "Unknown" --

var51_7041_socCode: "51-7041-Detailed" var51_7041_medianPay: 43720 var51_7041_employmentOutlookValue: -2 var51_7041_MaxSalaryInMajor: 103600 var51_7041_MaxSalaryInMinor: 43720 var51_7041_MaxSalaryInBroad: 43720 var51_7041_employmentOutlookDescription: "Decline" var51_7041_highAIRisk: "high" --

var51_7042_socCode: "51-7042-Detailed" var51_7042_medianPay: 43720 var51_7042_employmentOutlookValue: -2 var51_7042_MaxSalaryInMajor: 103600 var51_7042_MaxSalaryInMinor: 43720 var51_7042_MaxSalaryInBroad: 43720 var51_7042_employmentOutlookDescription: "Decline" var51_7042_highAIRisk: "high" --

var51_7090_socCode: "51-7090-Broad" var51_7090_medianPay: 0 var51_7090_employmentOutlookValue: 0 var51_7090_MaxSalaryInMajor: 103600 var51_7090_MaxSalaryInMinor: 43720 var51_7090_MaxSalaryInBroad: 0 var51_7090_highAIRisk: "Unknown" --

var51_7099_socCode: "51-7099-Detailed" var51_7099_medianPay: 0 var51_7099_employmentOutlookValue: 0 var51_7099_MaxSalaryInMajor: 103600 var51_7099_MaxSalaryInMinor: 43720 var51_7099_MaxSalaryInBroad: 0 var51_7099_highAIRisk: "Unknown" --

var51_8000_socCode: "51-8000-Minor" var51_8000_medianPay: 0 var51_8000_employmentOutlookValue: 0 var51_8000_MaxSalaryInMajor: 103600 var51_8000_MaxSalaryInMinor: 103600 var51_8000_MaxSalaryInBroad: 0 var51_8000_highAIRisk: "Unknown" --

var51_8010_socCode: "51-8010-Broad" var51_8010_medianPay: 0 var51_8010_employmentOutlookValue: 0 var51_8010_MaxSalaryInMajor: 103600 var51_8010_MaxSalaryInMinor: 103600 var51_8010_MaxSalaryInBroad: 103600 var51_8010_highAIRisk: "Unknown" --

var51_8011_socCode: "51-8011-Detailed" var51_8011_medianPay: 103600 var51_8011_employmentOutlookValue: -10 var51_8011_MaxSalaryInMajor: 103600 var51_8011_MaxSalaryInMinor: 103600 var51_8011_MaxSalaryInBroad: 103600 var51_8011_employmentOutlookDescription: "Decline" var51_8011_highAIRisk: "moderate" --

var51_8012_socCode: "51-8012-Detailed" var51_8012_medianPay: 103600 var51_8012_employmentOutlookValue: -10 var51_8012_MaxSalaryInMajor: 103600 var51_8012_MaxSalaryInMinor: 103600 var51_8012_MaxSalaryInBroad: 103600 var51_8012_employmentOutlookDescription: "Decline" var51_8012_highAIRisk: "low" --

var51_8013_socCode: "51-8013-Detailed" var51_8013_medianPay: 103600 var51_8013_employmentOutlookValue: -10 var51_8013_MaxSalaryInMajor: 103600 var51_8013_MaxSalaryInMinor: 103600 var51_8013_MaxSalaryInBroad: 103600 var51_8013_employmentOutlookDescription: "Decline" var51_8013_highAIRisk: "moderate" --

var51_8020_socCode: "51-8020-Broad" var51_8020_medianPay: 0 var51_8020_employmentOutlookValue: 0 var51_8020_MaxSalaryInMajor: 103600 var51_8020_MaxSalaryInMinor: 103600 var51_8020_MaxSalaryInBroad: 75190 var51_8020_highAIRisk: "Unknown" --

var51_8021_socCode: "51-8021-Detailed" var51_8021_medianPay: 75190 var51_8021_employmentOutlookValue: 2 var51_8021_MaxSalaryInMajor: 103600 var51_8021_MaxSalaryInMinor: 103600 var51_8021_MaxSalaryInBroad: 75190 var51_8021_employmentOutlookDescription: "Slower than average" var51_8021_highAIRisk: "low" --

var51_8030_socCode: "51-8030-Broad" var51_8030_medianPay: 0 var51_8030_employmentOutlookValue: 0 var51_8030_MaxSalaryInMajor: 103600 var51_8030_MaxSalaryInMinor: 103600 var51_8030_MaxSalaryInBroad: 58260 var51_8030_highAIRisk: "Unknown" --

var51_8031_socCode: "51-8031-Detailed" var51_8031_medianPay: 58260 var51_8031_employmentOutlookValue: -7 var51_8031_MaxSalaryInMajor: 103600 var51_8031_MaxSalaryInMinor: 103600 var51_8031_MaxSalaryInBroad: 58260 var51_8031_employmentOutlookDescription: "Decline" var51_8031_highAIRisk: "low" --

var51_8090_socCode: "51-8090-Broad" var51_8090_medianPay: 0 var51_8090_employmentOutlookValue: 0 var51_8090_MaxSalaryInMajor: 103600 var51_8090_MaxSalaryInMinor: 103600 var51_8090_MaxSalaryInBroad: 0 var51_8090_highAIRisk: "Unknown" --

var51_8091_socCode: "51-8091-Detailed" var51_8091_medianPay: 0 var51_8091_employmentOutlookValue: 0 var51_8091_MaxSalaryInMajor: 103600 var51_8091_MaxSalaryInMinor: 103600 var51_8091_MaxSalaryInBroad: 0 var51_8091_highAIRisk: "high" --

var51_8092_socCode: "51-8092-Detailed" var51_8092_medianPay: 0 var51_8092_employmentOutlookValue: 0 var51_8092_MaxSalaryInMajor: 103600 var51_8092_MaxSalaryInMinor: 103600 var51_8092_MaxSalaryInBroad: 0 var51_8092_highAIRisk: "moderate" --

var51_8093_socCode: "51-8093-Detailed" var51_8093_medianPay: 0 var51_8093_employmentOutlookValue: 0 var51_8093_MaxSalaryInMajor: 103600 var51_8093_MaxSalaryInMinor: 103600 var51_8093_MaxSalaryInBroad: 0 var51_8093_highAIRisk: "moderate" --

var51_8099_socCode: "51-8099-Detailed" var51_8099_medianPay: 0 var51_8099_employmentOutlookValue: 0 var51_8099_MaxSalaryInMajor: 103600 var51_8099_MaxSalaryInMinor: 103600 var51_8099_MaxSalaryInBroad: 0 var51_8099_highAIRisk: "Unknown" --

var51_9000_socCode: "51-9000-Minor" var51_9000_medianPay: 0 var51_9000_employmentOutlookValue: 0 var51_9000_MaxSalaryInMajor: 103600 var51_9000_MaxSalaryInMinor: 49140 var51_9000_MaxSalaryInBroad: 0 var51_9000_highAIRisk: "Unknown" --

var51_9010_socCode: "51-9010-Broad" var51_9010_medianPay: 0 var51_9010_employmentOutlookValue: 0 var51_9010_MaxSalaryInMajor: 103600 var51_9010_MaxSalaryInMinor: 49140 var51_9010_MaxSalaryInBroad: 0 var51_9010_highAIRisk: "Unknown" --

var51_9011_socCode: "51-9011-Detailed" var51_9011_medianPay: 0 var51_9011_employmentOutlookValue: 0 var51_9011_MaxSalaryInMajor: 103600 var51_9011_MaxSalaryInMinor: 49140 var51_9011_MaxSalaryInBroad: 0 var51_9011_highAIRisk: "moderate" --

var51_9012_socCode: "51-9012-Detailed" var51_9012_medianPay: 0 var51_9012_employmentOutlookValue: 0 var51_9012_MaxSalaryInMajor: 103600 var51_9012_MaxSalaryInMinor: 49140 var51_9012_MaxSalaryInBroad: 0 var51_9012_highAIRisk: "high" --

var51_9020_socCode: "51-9020-Broad" var51_9020_medianPay: 0 var51_9020_employmentOutlookValue: 0 var51_9020_MaxSalaryInMajor: 103600 var51_9020_MaxSalaryInMinor: 49140 var51_9020_MaxSalaryInBroad: 0 var51_9020_highAIRisk: "Unknown" --

var51_9021_socCode: "51-9021-Detailed" var51_9021_medianPay: 0 var51_9021_employmentOutlookValue: 0 var51_9021_MaxSalaryInMajor: 103600 var51_9021_MaxSalaryInMinor: 49140 var51_9021_MaxSalaryInBroad: 0 var51_9021_highAIRisk: "high" --

var51_9022_socCode: "51-9022-Detailed" var51_9022_medianPay: 0 var51_9022_employmentOutlookValue: 0 var51_9022_MaxSalaryInMajor: 103600 var51_9022_MaxSalaryInMinor: 49140 var51_9022_MaxSalaryInBroad: 0 var51_9022_highAIRisk: "high" --

var51_9023_socCode: "51-9023-Detailed" var51_9023_medianPay: 0 var51_9023_employmentOutlookValue: 0 var51_9023_MaxSalaryInMajor: 103600 var51_9023_MaxSalaryInMinor: 49140 var51_9023_MaxSalaryInBroad: 0 var51_9023_highAIRisk: "high" --

var51_9030_socCode: "51-9030-Broad" var51_9030_medianPay: 0 var51_9030_employmentOutlookValue: 0 var51_9030_MaxSalaryInMajor: 103600 var51_9030_MaxSalaryInMinor: 49140 var51_9030_MaxSalaryInBroad: 0 var51_9030_highAIRisk: "Unknown" --

var51_9031_socCode: "51-9031-Detailed" var51_9031_medianPay: 0 var51_9031_employmentOutlookValue: 0 var51_9031_MaxSalaryInMajor: 103600 var51_9031_MaxSalaryInMinor: 49140 var51_9031_MaxSalaryInBroad: 0 var51_9031_highAIRisk: "high" --

var51_9032_socCode: "51-9032-Detailed" var51_9032_medianPay: 0 var51_9032_employmentOutlookValue: 0 var51_9032_MaxSalaryInMajor: 103600 var51_9032_MaxSalaryInMinor: 49140 var51_9032_MaxSalaryInBroad: 0 var51_9032_highAIRisk: "high" --

var51_9040_socCode: "51-9040-Broad" var51_9040_medianPay: 0 var51_9040_employmentOutlookValue: 0 var51_9040_MaxSalaryInMajor: 103600 var51_9040_MaxSalaryInMinor: 49140 var51_9040_MaxSalaryInBroad: 0 var51_9040_highAIRisk: "Unknown" --

var51_9041_socCode: "51-9041-Detailed" var51_9041_medianPay: 0 var51_9041_employmentOutlookValue: 0 var51_9041_MaxSalaryInMajor: 103600 var51_9041_MaxSalaryInMinor: 49140 var51_9041_MaxSalaryInBroad: 0 var51_9041_highAIRisk: "high" --

var51_9050_socCode: "51-9050-Broad" var51_9050_medianPay: 0 var51_9050_employmentOutlookValue: 0 var51_9050_MaxSalaryInMajor: 103600 var51_9050_MaxSalaryInMinor: 49140 var51_9050_MaxSalaryInBroad: 0 var51_9050_highAIRisk: "Unknown" --

var51_9051_socCode: "51-9051-Detailed" var51_9051_medianPay: 0 var51_9051_employmentOutlookValue: 0 var51_9051_MaxSalaryInMajor: 103600 var51_9051_MaxSalaryInMinor: 49140 var51_9051_MaxSalaryInBroad: 0 var51_9051_highAIRisk: "high" --

var51_9060_socCode: "51-9060-Broad" var51_9060_medianPay: 0 var51_9060_employmentOutlookValue: 0 var51_9060_MaxSalaryInMajor: 103600 var51_9060_MaxSalaryInMinor: 49140 var51_9060_MaxSalaryInBroad: 47460 var51_9060_highAIRisk: "Unknown" --

var51_9061_socCode: "51-9061-Detailed" var51_9061_medianPay: 47460 var51_9061_employmentOutlookValue: 0 var51_9061_MaxSalaryInMajor: 103600 var51_9061_MaxSalaryInMinor: 49140 var51_9061_MaxSalaryInBroad: 47460 var51_9061_employmentOutlookDescription: "Little or no change" var51_9061_highAIRisk: "high" --

var51_9070_socCode: "51-9070-Broad" var51_9070_medianPay: 0 var51_9070_employmentOutlookValue: 0 var51_9070_MaxSalaryInMajor: 103600 var51_9070_MaxSalaryInMinor: 49140 var51_9070_MaxSalaryInBroad: 49140 var51_9070_highAIRisk: "Unknown" --

var51_9071_socCode: "51-9071-Detailed" var51_9071_medianPay: 49140 var51_9071_employmentOutlookValue: -5 var51_9071_MaxSalaryInMajor: 103600 var51_9071_MaxSalaryInMinor: 49140 var51_9071_MaxSalaryInBroad: 49140 var51_9071_employmentOutlookDescription: "Decline" var51_9071_highAIRisk: "moderate" --

var51_9080_socCode: "51-9080-Broad" var51_9080_medianPay: 0 var51_9080_employmentOutlookValue: 0 var51_9080_MaxSalaryInMajor: 103600 var51_9080_MaxSalaryInMinor: 49140 var51_9080_MaxSalaryInBroad: 45820 var51_9080_highAIRisk: "Unknown" --

var51_9081_socCode: "51-9081-Detailed" var51_9081_medianPay: 45820 var51_9081_employmentOutlookValue: -1 var51_9081_MaxSalaryInMajor: 103600 var51_9081_MaxSalaryInMinor: 49140 var51_9081_MaxSalaryInBroad: 45820 var51_9081_employmentOutlookDescription: "Decline" var51_9081_highAIRisk: "moderate" --

var51_9082_socCode: "51-9082-Detailed" var51_9082_medianPay: 45820 var51_9082_employmentOutlookValue: -1 var51_9082_MaxSalaryInMajor: 103600 var51_9082_MaxSalaryInMinor: 49140 var51_9082_MaxSalaryInBroad: 45820 var51_9082_employmentOutlookDescription: "Decline" var51_9082_highAIRisk: "low" --

var51_9083_socCode: "51-9083-Detailed" var51_9083_medianPay: 45820 var51_9083_employmentOutlookValue: -1 var51_9083_MaxSalaryInMajor: 103600 var51_9083_MaxSalaryInMinor: 49140 var51_9083_MaxSalaryInBroad: 45820 var51_9083_employmentOutlookDescription: "Decline" var51_9083_highAIRisk: "high" --

var51_9110_socCode: "51-9110-Broad" var51_9110_medianPay: 0 var51_9110_employmentOutlookValue: 0 var51_9110_MaxSalaryInMajor: 103600 var51_9110_MaxSalaryInMinor: 51180 var51_9110_MaxSalaryInBroad: 0 var51_9110_highAIRisk: "Unknown" --

var51_9111_socCode: "51-9111-Detailed" var51_9111_medianPay: 0 var51_9111_employmentOutlookValue: 0 var51_9111_MaxSalaryInMajor: 103600 var51_9111_MaxSalaryInMinor: 51180 var51_9111_MaxSalaryInBroad: 0 var51_9111_highAIRisk: "high" --

var51_9120_socCode: "51-9120-Broad" var51_9120_medianPay: 0 var51_9120_employmentOutlookValue: 0 var51_9120_MaxSalaryInMajor: 103600 var51_9120_MaxSalaryInMinor: 51180 var51_9120_MaxSalaryInBroad: 47390 var51_9120_highAIRisk: "Unknown" --

var51_9123_socCode: "51-9123-Detailed" var51_9123_medianPay: 47390 var51_9123_employmentOutlookValue: 1 var51_9123_MaxSalaryInMajor: 103600 var51_9123_MaxSalaryInMinor: 51180 var51_9123_MaxSalaryInBroad: 47390 var51_9123_employmentOutlookDescription: "Slower than average" var51_9123_highAIRisk: "high" --

var51_9124_socCode: "51-9124-Detailed" var51_9124_medianPay: 47390 var51_9124_employmentOutlookValue: 1 var51_9124_MaxSalaryInMajor: 103600 var51_9124_MaxSalaryInMinor: 51180 var51_9124_MaxSalaryInBroad: 47390 var51_9124_employmentOutlookDescription: "Slower than average" var51_9124_highAIRisk: "high" --

var51_9140_socCode: "51-9140-Broad" var51_9140_medianPay: 0 var51_9140_employmentOutlookValue: 0 var51_9140_MaxSalaryInMajor: 103600 var51_9140_MaxSalaryInMinor: 51180 var51_9140_MaxSalaryInBroad: 51180 var51_9140_highAIRisk: "Unknown" --

var51_9141_socCode: "51-9141-Detailed" var51_9141_medianPay: 51180 var51_9141_employmentOutlookValue: 11 var51_9141_MaxSalaryInMajor: 103600 var51_9141_MaxSalaryInMinor: 51180 var51_9141_MaxSalaryInBroad: 51180 var51_9141_employmentOutlookDescription: "Much faster than average" var51_9141_highAIRisk: "high" --

var51_9150_socCode: "51-9150-Broad" var51_9150_medianPay: 0 var51_9150_employmentOutlookValue: 0 var51_9150_MaxSalaryInMajor: 103600 var51_9150_MaxSalaryInMinor: 51180 var51_9150_MaxSalaryInBroad: 0 var51_9150_highAIRisk: "Unknown" --

var51_9151_socCode: "51-9151-Detailed" var51_9151_medianPay: 0 var51_9151_employmentOutlookValue: 0 var51_9151_MaxSalaryInMajor: 103600 var51_9151_MaxSalaryInMinor: 51180 var51_9151_MaxSalaryInBroad: 0 var51_9151_highAIRisk: "moderate" --

var51_9160_socCode: "51-9160-Broad" var51_9160_medianPay: 0 var51_9160_employmentOutlookValue: 0 var51_9160_MaxSalaryInMajor: 103600 var51_9160_MaxSalaryInMinor: 51180 var51_9160_MaxSalaryInBroad: 46800 var51_9160_highAIRisk: "Unknown" --

var51_9161_socCode: "51-9161-Detailed" var51_9161_medianPay: 46800 var51_9161_employmentOutlookValue: -7 var51_9161_MaxSalaryInMajor: 103600 var51_9161_MaxSalaryInMinor: 51180 var51_9161_MaxSalaryInBroad: 46800 var51_9161_employmentOutlookDescription: "Decline" var51_9161_highAIRisk: "high" --

var51_9162_socCode: "51-9162-Detailed" var51_9162_medianPay: 46800 var51_9162_employmentOutlookValue: -7 var51_9162_MaxSalaryInMajor: 103600 var51_9162_MaxSalaryInMinor: 51180 var51_9162_MaxSalaryInBroad: 46800 var51_9162_employmentOutlookDescription: "Decline" var51_9162_highAIRisk: "moderate" --

var51_9190_socCode: "51-9190-Broad" var51_9190_medianPay: 0 var51_9190_employmentOutlookValue: 0 var51_9190_MaxSalaryInMajor: 103600 var51_9190_MaxSalaryInMinor: 51180 var51_9190_MaxSalaryInBroad: 0 var51_9190_highAIRisk: "Unknown" --

var51_9191_socCode: "51-9191-Detailed" var51_9191_medianPay: 0 var51_9191_employmentOutlookValue: 0 var51_9191_MaxSalaryInMajor: 103600 var51_9191_MaxSalaryInMinor: 51180 var51_9191_MaxSalaryInBroad: 0 var51_9191_highAIRisk: "high" --

var51_9192_socCode: "51-9192-Detailed" var51_9192_medianPay: 0 var51_9192_employmentOutlookValue: 0 var51_9192_MaxSalaryInMajor: 103600 var51_9192_MaxSalaryInMinor: 51180 var51_9192_MaxSalaryInBroad: 0 var51_9192_highAIRisk: "high" --

var51_9193_socCode: "51-9193-Detailed" var51_9193_medianPay: 0 var51_9193_employmentOutlookValue: 0 var51_9193_MaxSalaryInMajor: 103600 var51_9193_MaxSalaryInMinor: 51180 var51_9193_MaxSalaryInBroad: 0 var51_9193_highAIRisk: "moderate" --

var51_9194_socCode: "51-9194-Detailed" var51_9194_medianPay: 0 var51_9194_employmentOutlookValue: 0 var51_9194_MaxSalaryInMajor: 103600 var51_9194_MaxSalaryInMinor: 51180 var51_9194_MaxSalaryInBroad: 0 var51_9194_highAIRisk: "high" --

var51_9195_socCode: "51-9195-Detailed" var51_9195_medianPay: 0 var51_9195_employmentOutlookValue: 0 var51_9195_MaxSalaryInMajor: 103600 var51_9195_MaxSalaryInMinor: 51180 var51_9195_MaxSalaryInBroad: 0 var51_9195_highAIRisk: "high" --

var51_9196_socCode: "51-9196-Detailed" var51_9196_medianPay: 0 var51_9196_employmentOutlookValue: 0 var51_9196_MaxSalaryInMajor: 103600 var51_9196_MaxSalaryInMinor: 51180 var51_9196_MaxSalaryInBroad: 0 var51_9196_highAIRisk: "high" --

var51_9197_socCode: "51-9197-Detailed" var51_9197_medianPay: 0 var51_9197_employmentOutlookValue: 0 var51_9197_MaxSalaryInMajor: 103600 var51_9197_MaxSalaryInMinor: 51180 var51_9197_MaxSalaryInBroad: 0 var51_9197_highAIRisk: "high" --

var51_9198_socCode: "51-9198-Detailed" var51_9198_medianPay: 0 var51_9198_employmentOutlookValue: 0 var51_9198_MaxSalaryInMajor: 103600 var51_9198_MaxSalaryInMinor: 51180 var51_9198_MaxSalaryInBroad: 0 var51_9198_highAIRisk: "high" --

var51_9199_socCode: "51-9199-Detailed" var51_9199_medianPay: 0 var51_9199_employmentOutlookValue: 0 var51_9199_MaxSalaryInMajor: 103600 var51_9199_MaxSalaryInMinor: 51180 var51_9199_MaxSalaryInBroad: 0 var51_9199_highAIRisk: "Unknown" --

var53_0000_socCode: "53-0000-Major" var53_0000_medianPay: 0 var53_0000_employmentOutlookValue: 0 var53_0000_MaxSalaryInMajor: 198100 var53_0000_MaxSalaryInMinor: 0 var53_0000_MaxSalaryInBroad: 0 var53_0000_highAIRisk: "Unknown" --

var53_1000_socCode: "53-1000-Minor" var53_1000_medianPay: 0 var53_1000_employmentOutlookValue: 0 var53_1000_MaxSalaryInMajor: 198100 var53_1000_MaxSalaryInMinor: 0 var53_1000_MaxSalaryInBroad: 0 var53_1000_highAIRisk: "Unknown" --

var53_1040_socCode: "53-1040-Broad" var53_1040_medianPay: 0 var53_1040_employmentOutlookValue: 0 var53_1040_MaxSalaryInMajor: 198100 var53_1040_MaxSalaryInMinor: 0 var53_1040_MaxSalaryInBroad: 0 var53_1040_highAIRisk: "Unknown" --

var53_1041_socCode: "53-1041-Detailed" var53_1041_medianPay: 0 var53_1041_employmentOutlookValue: 0 var53_1041_MaxSalaryInMajor: 198100 var53_1041_MaxSalaryInMinor: 0 var53_1041_MaxSalaryInBroad: 0 var53_1041_highAIRisk: "low" --

var53_1042_socCode: "53-1042-Detailed" var53_1042_medianPay: 0 var53_1042_employmentOutlookValue: 0 var53_1042_MaxSalaryInMajor: 198100 var53_1042_MaxSalaryInMinor: 0 var53_1042_MaxSalaryInBroad: 0 var53_1042_highAIRisk: "low" --

var53_1043_socCode: "53-1043-Detailed" var53_1043_medianPay: 0 var53_1043_employmentOutlookValue: 0 var53_1043_MaxSalaryInMajor: 198100 var53_1043_MaxSalaryInMinor: 0 var53_1043_MaxSalaryInBroad: 0 var53_1043_highAIRisk: "low" --

var53_1044_socCode: "53-1044-Detailed" var53_1044_medianPay: 0 var53_1044_employmentOutlookValue: 0 var53_1044_MaxSalaryInMajor: 198100 var53_1044_MaxSalaryInMinor: 0 var53_1044_MaxSalaryInBroad: 0 var53_1044_highAIRisk: "Unknown" --

var53_1049_socCode: "53-1049-Detailed" var53_1049_medianPay: 0 var53_1049_employmentOutlookValue: 0 var53_1049_MaxSalaryInMajor: 198100 var53_1049_MaxSalaryInMinor: 0 var53_1049_MaxSalaryInBroad: 0 var53_1049_highAIRisk: "low" --

var53_2000_socCode: "53-2000-Minor" var53_2000_medianPay: 0 var53_2000_employmentOutlookValue: 0 var53_2000_MaxSalaryInMajor: 198100 var53_2000_MaxSalaryInMinor: 198100 var53_2000_MaxSalaryInBroad: 0 var53_2000_highAIRisk: "Unknown" --

var53_2010_socCode: "53-2010-Broad" var53_2010_medianPay: 0 var53_2010_employmentOutlookValue: 0 var53_2010_MaxSalaryInMajor: 198100 var53_2010_MaxSalaryInMinor: 198100 var53_2010_MaxSalaryInBroad: 198100 var53_2010_highAIRisk: "Unknown" --

var53_2011_socCode: "53-2011-Detailed" var53_2011_medianPay: 198100 var53_2011_employmentOutlookValue: 4 var53_2011_MaxSalaryInMajor: 198100 var53_2011_MaxSalaryInMinor: 198100 var53_2011_MaxSalaryInBroad: 198100 var53_2011_employmentOutlookDescription: "As fast as average" var53_2011_highAIRisk: "moderate" --

var53_2012_socCode: "53-2012-Detailed" var53_2012_medianPay: 198100 var53_2012_employmentOutlookValue: 4 var53_2012_MaxSalaryInMajor: 198100 var53_2012_MaxSalaryInMinor: 198100 var53_2012_MaxSalaryInBroad: 198100 var53_2012_employmentOutlookDescription: "As fast as average" var53_2012_highAIRisk: "low" --

var53_2020_socCode: "53-2020-Broad" var53_2020_medianPay: 0 var53_2020_employmentOutlookValue: 0 var53_2020_MaxSalaryInMajor: 198100 var53_2020_MaxSalaryInMinor: 198100 var53_2020_MaxSalaryInBroad: 144580 var53_2020_highAIRisk: "Unknown" --

var53_2021_socCode: "53-2021-Detailed" var53_2021_medianPay: 144580 var53_2021_employmentOutlookValue: 1 var53_2021_MaxSalaryInMajor: 198100 var53_2021_MaxSalaryInMinor: 198100 var53_2021_MaxSalaryInBroad: 144580 var53_2021_employmentOutlookDescription: "Slower than average" var53_2021_highAIRisk: "low" --

var53_2022_socCode: "53-2022-Detailed" var53_2022_medianPay: 0 var53_2022_employmentOutlookValue: 0 var53_2022_MaxSalaryInMajor: 198100 var53_2022_MaxSalaryInMinor: 198100 var53_2022_MaxSalaryInBroad: 144580 var53_2022_highAIRisk: "low" --

var53_2030_socCode: "53-2030-Broad" var53_2030_medianPay: 0 var53_2030_employmentOutlookValue: 0 var53_2030_MaxSalaryInMajor: 198100 var53_2030_MaxSalaryInMinor: 198100 var53_2030_MaxSalaryInBroad: 67130 var53_2030_highAIRisk: "Unknown" --

var53_2031_socCode: "53-2031-Detailed" var53_2031_medianPay: 67130 var53_2031_employmentOutlookValue: 9 var53_2031_MaxSalaryInMajor: 198100 var53_2031_MaxSalaryInMinor: 198100 var53_2031_MaxSalaryInBroad: 67130 var53_2031_employmentOutlookDescription: "Much faster than average" var53_2031_highAIRisk: "low" --

var53_3000_socCode: "53-3000-Minor" var53_3000_medianPay: 0 var53_3000_employmentOutlookValue: 0 var53_3000_MaxSalaryInMajor: 198100 var53_3000_MaxSalaryInMinor: 57440 var53_3000_MaxSalaryInBroad: 0 var53_3000_highAIRisk: "Unknown" --

var53_3010_socCode: "53-3010-Broad" var53_3010_medianPay: 0 var53_3010_employmentOutlookValue: 0 var53_3010_MaxSalaryInMajor: 198100 var53_3010_MaxSalaryInMinor: 57440 var53_3010_MaxSalaryInBroad: 0 var53_3010_highAIRisk: "Unknown" --

var53_3011_socCode: "53-3011-Detailed" var53_3011_medianPay: 0 var53_3011_employmentOutlookValue: 0 var53_3011_MaxSalaryInMajor: 198100 var53_3011_MaxSalaryInMinor: 57440 var53_3011_MaxSalaryInBroad: 0 var53_3011_highAIRisk: "low" --

var53_3030_socCode: "53-3030-Broad" var53_3030_medianPay: 0 var53_3030_employmentOutlookValue: 0 var53_3030_MaxSalaryInMajor: 198100 var53_3030_MaxSalaryInMinor: 57440 var53_3030_MaxSalaryInBroad: 57440 var53_3030_highAIRisk: "Unknown" --

var53_3031_socCode: "53-3031-Detailed" var53_3031_medianPay: 42770 var53_3031_employmentOutlookValue: 8 var53_3031_MaxSalaryInMajor: 198100 var53_3031_MaxSalaryInMinor: 57440 var53_3031_MaxSalaryInBroad: 57440 var53_3031_employmentOutlookDescription: "Much faster than average" var53_3031_highAIRisk: "high" --

var53_3032_socCode: "53-3032-Detailed" var53_3032_medianPay: 57440 var53_3032_employmentOutlookValue: 4 var53_3032_MaxSalaryInMajor: 198100 var53_3032_MaxSalaryInMinor: 57440 var53_3032_MaxSalaryInBroad: 57440 var53_3032_employmentOutlookDescription: "As fast as average" var53_3032_highAIRisk: "high" --

var53_3033_socCode: "53-3033-Detailed" var53_3033_medianPay: 42770 var53_3033_employmentOutlookValue: 8 var53_3033_MaxSalaryInMajor: 198100 var53_3033_MaxSalaryInMinor: 57440 var53_3033_MaxSalaryInBroad: 57440 var53_3033_employmentOutlookDescription: "Much faster than average" var53_3033_highAIRisk: "high" --

var53_3050_socCode: "53-3050-Broad" var53_3050_medianPay: 0 var53_3050_employmentOutlookValue: 0 var53_3050_MaxSalaryInMajor: 198100 var53_3050_MaxSalaryInMinor: 57440 var53_3050_MaxSalaryInBroad: 48370 var53_3050_highAIRisk: "Unknown" --

var53_3051_socCode: "53-3051-Detailed" var53_3051_medianPay: 48370 var53_3051_employmentOutlookValue: 1 var53_3051_MaxSalaryInMajor: 198100 var53_3051_MaxSalaryInMinor: 57440 var53_3051_MaxSalaryInBroad: 48370 var53_3051_employmentOutlookDescription: "Slower than average" var53_3051_highAIRisk: "high" --

var53_3052_socCode: "53-3052-Detailed" var53_3052_medianPay: 48370 var53_3052_employmentOutlookValue: 1 var53_3052_MaxSalaryInMajor: 198100 var53_3052_MaxSalaryInMinor: 57440 var53_3052_MaxSalaryInBroad: 48370 var53_3052_employmentOutlookDescription: "Slower than average" var53_3052_highAIRisk: "high" --

var53_3053_socCode: "53-3053-Detailed" var53_3053_medianPay: 36660 var53_3053_employmentOutlookValue: 9 var53_3053_MaxSalaryInMajor: 198100 var53_3053_MaxSalaryInMinor: 57440 var53_3053_MaxSalaryInBroad: 48370 var53_3053_employmentOutlookDescription: "Much faster than average" var53_3053_highAIRisk: "Unknown" --

var53_3054_socCode: "53-3054-Detailed" var53_3054_medianPay: 36660 var53_3054_employmentOutlookValue: 9 var53_3054_MaxSalaryInMajor: 198100 var53_3054_MaxSalaryInMinor: 57440 var53_3054_MaxSalaryInBroad: 48370 var53_3054_employmentOutlookDescription: "Much faster than average" var53_3054_highAIRisk: "moderate" --

var53_3090_socCode: "53-3090-Broad" var53_3090_medianPay: 0 var53_3090_employmentOutlookValue: 0 var53_3090_MaxSalaryInMajor: 198100 var53_3090_MaxSalaryInMinor: 57440 var53_3090_MaxSalaryInBroad: 0 var53_3090_highAIRisk: "Unknown" --

var53_3099_socCode: "53-3099-Detailed" var53_3099_medianPay: 0 var53_3099_employmentOutlookValue: 0 var53_3099_MaxSalaryInMajor: 198100 var53_3099_MaxSalaryInMinor: 57440 var53_3099_MaxSalaryInBroad: 0 var53_3099_highAIRisk: "Unknown" --

var53_4000_socCode: "53-4000-Minor" var53_4000_medianPay: 0 var53_4000_employmentOutlookValue: 0 var53_4000_MaxSalaryInMajor: 198100 var53_4000_MaxSalaryInMinor: 75680 var53_4000_MaxSalaryInBroad: 0 var53_4000_highAIRisk: "Unknown" --

var53_4010_socCode: "53-4010-Broad" var53_4010_medianPay: 0 var53_4010_employmentOutlookValue: 0 var53_4010_MaxSalaryInMajor: 198100 var53_4010_MaxSalaryInMinor: 75680 var53_4010_MaxSalaryInBroad: 75680 var53_4010_highAIRisk: "Unknown" --

var53_4011_socCode: "53-4011-Detailed" var53_4011_medianPay: 75680 var53_4011_employmentOutlookValue: 1 var53_4011_MaxSalaryInMajor: 198100 var53_4011_MaxSalaryInMinor: 75680 var53_4011_MaxSalaryInBroad: 75680 var53_4011_employmentOutlookDescription: "Slower than average" var53_4011_highAIRisk: "high" --

var53_4013_socCode: "53-4013-Detailed" var53_4013_medianPay: 75680 var53_4013_employmentOutlookValue: 1 var53_4013_MaxSalaryInMajor: 198100 var53_4013_MaxSalaryInMinor: 75680 var53_4013_MaxSalaryInBroad: 75680 var53_4013_employmentOutlookDescription: "Slower than average" var53_4013_highAIRisk: "moderate" --

var53_4020_socCode: "53-4020-Broad" var53_4020_medianPay: 0 var53_4020_employmentOutlookValue: 0 var53_4020_MaxSalaryInMajor: 198100 var53_4020_MaxSalaryInMinor: 75680 var53_4020_MaxSalaryInBroad: 75680 var53_4020_highAIRisk: "Unknown" --

var53_4022_socCode: "53-4022-Detailed" var53_4022_medianPay: 75680 var53_4022_employmentOutlookValue: 1 var53_4022_MaxSalaryInMajor: 198100 var53_4022_MaxSalaryInMinor: 75680 var53_4022_MaxSalaryInBroad: 75680 var53_4022_employmentOutlookDescription: "Slower than average" var53_4022_highAIRisk: "high" --

var53_4030_socCode: "53-4030-Broad" var53_4030_medianPay: 0 var53_4030_employmentOutlookValue: 0 var53_4030_MaxSalaryInMajor: 198100 var53_4030_MaxSalaryInMinor: 75680 var53_4030_MaxSalaryInBroad: 75680 var53_4030_highAIRisk: "Unknown" --

var53_4031_socCode: "53-4031-Detailed" var53_4031_medianPay: 75680 var53_4031_employmentOutlookValue: 1 var53_4031_MaxSalaryInMajor: 198100 var53_4031_MaxSalaryInMinor: 75680 var53_4031_MaxSalaryInBroad: 75680 var53_4031_employmentOutlookDescription: "Slower than average" var53_4031_highAIRisk: "moderate" --

var53_4040_socCode: "53-4040-Broad" var53_4040_medianPay: 0 var53_4040_employmentOutlookValue: 0 var53_4040_MaxSalaryInMajor: 198100 var53_4040_MaxSalaryInMinor: 75680 var53_4040_MaxSalaryInBroad: 0 var53_4040_highAIRisk: "Unknown" --

var53_4041_socCode: "53-4041-Detailed" var53_4041_medianPay: 0 var53_4041_employmentOutlookValue: 0 var53_4041_MaxSalaryInMajor: 198100 var53_4041_MaxSalaryInMinor: 75680 var53_4041_MaxSalaryInBroad: 0 var53_4041_highAIRisk: "high" --

var53_4090_socCode: "53-4090-Broad" var53_4090_medianPay: 0 var53_4090_employmentOutlookValue: 0 var53_4090_MaxSalaryInMajor: 198100 var53_4090_MaxSalaryInMinor: 75680 var53_4090_MaxSalaryInBroad: 0 var53_4090_highAIRisk: "Unknown" --

var53_4099_socCode: "53-4099-Detailed" var53_4099_medianPay: 0 var53_4099_employmentOutlookValue: 0 var53_4099_MaxSalaryInMajor: 198100 var53_4099_MaxSalaryInMinor: 75680 var53_4099_MaxSalaryInBroad: 0 var53_4099_highAIRisk: "Unknown" --

var53_5000_socCode: "53-5000-Minor" var53_5000_medianPay: 0 var53_5000_employmentOutlookValue: 0 var53_5000_MaxSalaryInMajor: 198100 var53_5000_MaxSalaryInMinor: 66490 var53_5000_MaxSalaryInBroad: 0 var53_5000_highAIRisk: "Unknown" --

var53_5010_socCode: "53-5010-Broad" var53_5010_medianPay: 0 var53_5010_employmentOutlookValue: 0 var53_5010_MaxSalaryInMajor: 198100 var53_5010_MaxSalaryInMinor: 66490 var53_5010_MaxSalaryInBroad: 66490 var53_5010_highAIRisk: "Unknown" --

var53_5011_socCode: "53-5011-Detailed" var53_5011_medianPay: 66490 var53_5011_employmentOutlookValue: 1 var53_5011_MaxSalaryInMajor: 198100 var53_5011_MaxSalaryInMinor: 66490 var53_5011_MaxSalaryInBroad: 66490 var53_5011_employmentOutlookDescription: "Slower than average" var53_5011_highAIRisk: "low" --

var53_5020_socCode: "53-5020-Broad" var53_5020_medianPay: 0 var53_5020_employmentOutlookValue: 0 var53_5020_MaxSalaryInMajor: 198100 var53_5020_MaxSalaryInMinor: 66490 var53_5020_MaxSalaryInBroad: 66490 var53_5020_highAIRisk: "Unknown" --

var53_5021_socCode: "53-5021-Detailed" var53_5021_medianPay: 66490 var53_5021_employmentOutlookValue: 1 var53_5021_MaxSalaryInMajor: 198100 var53_5021_MaxSalaryInMinor: 66490 var53_5021_MaxSalaryInBroad: 66490 var53_5021_employmentOutlookDescription: "Slower than average" var53_5021_highAIRisk: "low" --

var53_5022_socCode: "53-5022-Detailed" var53_5022_medianPay: 66490 var53_5022_employmentOutlookValue: 1 var53_5022_MaxSalaryInMajor: 198100 var53_5022_MaxSalaryInMinor: 66490 var53_5022_MaxSalaryInBroad: 66490 var53_5022_employmentOutlookDescription: "Slower than average" var53_5022_highAIRisk: "low" --

var53_5030_socCode: "53-5030-Broad" var53_5030_medianPay: 0 var53_5030_employmentOutlookValue: 0 var53_5030_MaxSalaryInMajor: 198100 var53_5030_MaxSalaryInMinor: 66490 var53_5030_MaxSalaryInBroad: 66490 var53_5030_highAIRisk: "Unknown" --

var53_5031_socCode: "53-5031-Detailed" var53_5031_medianPay: 66490 var53_5031_employmentOutlookValue: 1 var53_5031_MaxSalaryInMajor: 198100 var53_5031_MaxSalaryInMinor: 66490 var53_5031_MaxSalaryInBroad: 66490 var53_5031_employmentOutlookDescription: "Slower than average" var53_5031_highAIRisk: "low" --

var53_6000_socCode: "53-6000-Minor" var53_6000_medianPay: 0 var53_6000_employmentOutlookValue: 0 var53_6000_MaxSalaryInMajor: 198100 var53_6000_MaxSalaryInMinor: 0 var53_6000_MaxSalaryInBroad: 0 var53_6000_highAIRisk: "Unknown" --

var53_6010_socCode: "53-6010-Broad" var53_6010_medianPay: 0 var53_6010_employmentOutlookValue: 0 var53_6010_MaxSalaryInMajor: 198100 var53_6010_MaxSalaryInMinor: 0 var53_6010_MaxSalaryInBroad: 0 var53_6010_highAIRisk: "Unknown" --

var53_6011_socCode: "53-6011-Detailed" var53_6011_medianPay: 0 var53_6011_employmentOutlookValue: 0 var53_6011_MaxSalaryInMajor: 198100 var53_6011_MaxSalaryInMinor: 0 var53_6011_MaxSalaryInBroad: 0 var53_6011_highAIRisk: "high" --

var53_6020_socCode: "53-6020-Broad" var53_6020_medianPay: 0 var53_6020_employmentOutlookValue: 0 var53_6020_MaxSalaryInMajor: 198100 var53_6020_MaxSalaryInMinor: 0 var53_6020_MaxSalaryInBroad: 0 var53_6020_highAIRisk: "Unknown" --

var53_6021_socCode: "53-6021-Detailed" var53_6021_medianPay: 0 var53_6021_employmentOutlookValue: 0 var53_6021_MaxSalaryInMajor: 198100 var53_6021_MaxSalaryInMinor: 0 var53_6021_MaxSalaryInBroad: 0 var53_6021_highAIRisk: "high" --

var53_6030_socCode: "53-6030-Broad" var53_6030_medianPay: 0 var53_6030_employmentOutlookValue: 0 var53_6030_MaxSalaryInMajor: 198100 var53_6030_MaxSalaryInMinor: 0 var53_6030_MaxSalaryInBroad: 0 var53_6030_highAIRisk: "Unknown" --

var53_6031_socCode: "53-6031-Detailed" var53_6031_medianPay: 0 var53_6031_employmentOutlookValue: 0 var53_6031_MaxSalaryInMajor: 198100 var53_6031_MaxSalaryInMinor: 0 var53_6031_MaxSalaryInBroad: 0 var53_6031_highAIRisk: "moderate" --

var53_6032_socCode: "53-6032-Detailed" var53_6032_medianPay: 0 var53_6032_employmentOutlookValue: 0 var53_6032_MaxSalaryInMajor: 198100 var53_6032_MaxSalaryInMinor: 0 var53_6032_MaxSalaryInBroad: 0 var53_6032_highAIRisk: "Unknown" --

var53_6040_socCode: "53-6040-Broad" var53_6040_medianPay: 0 var53_6040_employmentOutlookValue: 0 var53_6040_MaxSalaryInMajor: 198100 var53_6040_MaxSalaryInMinor: 0 var53_6040_MaxSalaryInBroad: 0 var53_6040_highAIRisk: "Unknown" --

var53_6041_socCode: "53-6041-Detailed" var53_6041_medianPay: 0 var53_6041_employmentOutlookValue: 0 var53_6041_MaxSalaryInMajor: 198100 var53_6041_MaxSalaryInMinor: 0 var53_6041_MaxSalaryInBroad: 0 var53_6041_highAIRisk: "moderate" --

var53_6050_socCode: "53-6050-Broad" var53_6050_medianPay: 0 var53_6050_employmentOutlookValue: 0 var53_6050_MaxSalaryInMajor: 198100 var53_6050_MaxSalaryInMinor: 0 var53_6050_MaxSalaryInBroad: 0 var53_6050_highAIRisk: "Unknown" --

var53_6051_socCode: "53-6051-Detailed" var53_6051_medianPay: 0 var53_6051_employmentOutlookValue: 0 var53_6051_MaxSalaryInMajor: 198100 var53_6051_MaxSalaryInMinor: 0 var53_6051_MaxSalaryInBroad: 0 var53_6051_highAIRisk: "moderate" --

var53_6060_socCode: "53-6060-Broad" var53_6060_medianPay: 0 var53_6060_employmentOutlookValue: 0 var53_6060_MaxSalaryInMajor: 198100 var53_6060_MaxSalaryInMinor: 0 var53_6060_MaxSalaryInBroad: 0 var53_6060_highAIRisk: "Unknown" --

var53_6061_socCode: "53-6061-Detailed" var53_6061_medianPay: 0 var53_6061_employmentOutlookValue: 0 var53_6061_MaxSalaryInMajor: 198100 var53_6061_MaxSalaryInMinor: 0 var53_6061_MaxSalaryInBroad: 0 var53_6061_highAIRisk: "high" --

var53_6090_socCode: "53-6090-Broad" var53_6090_medianPay: 0 var53_6090_employmentOutlookValue: 0 var53_6090_MaxSalaryInMajor: 198100 var53_6090_MaxSalaryInMinor: 0 var53_6090_MaxSalaryInBroad: 0 var53_6090_highAIRisk: "Unknown" --

var53_6099_socCode: "53-6099-Detailed" var53_6099_medianPay: 0 var53_6099_employmentOutlookValue: 0 var53_6099_MaxSalaryInMajor: 198100 var53_6099_MaxSalaryInMinor: 0 var53_6099_MaxSalaryInBroad: 0 var53_6099_highAIRisk: "Unknown" --

var53_7000_socCode: "53-7000-Minor" var53_7000_medianPay: 0 var53_7000_employmentOutlookValue: 0 var53_7000_MaxSalaryInMajor: 198100 var53_7000_MaxSalaryInMinor: 46620 var53_7000_MaxSalaryInBroad: 0 var53_7000_highAIRisk: "Unknown" --

var53_7010_socCode: "53-7010-Broad" var53_7010_medianPay: 0 var53_7010_employmentOutlookValue: 0 var53_7010_MaxSalaryInMajor: 198100 var53_7010_MaxSalaryInMinor: 46620 var53_7010_MaxSalaryInBroad: 46620 var53_7010_highAIRisk: "Unknown" --

var53_7011_socCode: "53-7011-Detailed" var53_7011_medianPay: 46620 var53_7011_employmentOutlookValue: 1 var53_7011_MaxSalaryInMajor: 198100 var53_7011_MaxSalaryInMinor: 46620 var53_7011_MaxSalaryInBroad: 46620 var53_7011_employmentOutlookDescription: "Slower than average" var53_7011_highAIRisk: "high" --

var53_7020_socCode: "53-7020-Broad" var53_7020_medianPay: 0 var53_7020_employmentOutlookValue: 0 var53_7020_MaxSalaryInMajor: 198100 var53_7020_MaxSalaryInMinor: 46620 var53_7020_MaxSalaryInBroad: 46620 var53_7020_highAIRisk: "Unknown" --

var53_7021_socCode: "53-7021-Detailed" var53_7021_medianPay: 46620 var53_7021_employmentOutlookValue: 1 var53_7021_MaxSalaryInMajor: 198100 var53_7021_MaxSalaryInMinor: 46620 var53_7021_MaxSalaryInBroad: 46620 var53_7021_employmentOutlookDescription: "Slower than average" var53_7021_highAIRisk: "moderate" --

var53_7030_socCode: "53-7030-Broad" var53_7030_medianPay: 0 var53_7030_employmentOutlookValue: 0 var53_7030_MaxSalaryInMajor: 198100 var53_7030_MaxSalaryInMinor: 46620 var53_7030_MaxSalaryInBroad: 46620 var53_7030_highAIRisk: "Unknown" --

var53_7031_socCode: "53-7031-Detailed" var53_7031_medianPay: 46620 var53_7031_employmentOutlookValue: 1 var53_7031_MaxSalaryInMajor: 198100 var53_7031_MaxSalaryInMinor: 46620 var53_7031_MaxSalaryInBroad: 46620 var53_7031_employmentOutlookDescription: "Slower than average" var53_7031_highAIRisk: "high" --

var53_7040_socCode: "53-7040-Broad" var53_7040_medianPay: 0 var53_7040_employmentOutlookValue: 0 var53_7040_MaxSalaryInMajor: 198100 var53_7040_MaxSalaryInMinor: 46620 var53_7040_MaxSalaryInBroad: 46620 var53_7040_highAIRisk: "Unknown" --

var53_7041_socCode: "53-7041-Detailed" var53_7041_medianPay: 46620 var53_7041_employmentOutlookValue: 1 var53_7041_MaxSalaryInMajor: 198100 var53_7041_MaxSalaryInMinor: 46620 var53_7041_MaxSalaryInBroad: 46620 var53_7041_employmentOutlookDescription: "Slower than average" var53_7041_highAIRisk: "high" --

var53_7050_socCode: "53-7050-Broad" var53_7050_medianPay: 0 var53_7050_employmentOutlookValue: 0 var53_7050_MaxSalaryInMajor: 198100 var53_7050_MaxSalaryInMinor: 46620 var53_7050_MaxSalaryInBroad: 46620 var53_7050_highAIRisk: "Unknown" --

var53_7051_socCode: "53-7051-Detailed" var53_7051_medianPay: 46620 var53_7051_employmentOutlookValue: 1 var53_7051_MaxSalaryInMajor: 198100 var53_7051_MaxSalaryInMinor: 46620 var53_7051_MaxSalaryInBroad: 46620 var53_7051_employmentOutlookDescription: "Slower than average" var53_7051_highAIRisk: "high" --

var53_7060_socCode: "53-7060-Broad" var53_7060_medianPay: 0 var53_7060_employmentOutlookValue: 0 var53_7060_MaxSalaryInMajor: 198100 var53_7060_MaxSalaryInMinor: 46620 var53_7060_MaxSalaryInBroad: 37680 var53_7060_highAIRisk: "Unknown" --

var53_7061_socCode: "53-7061-Detailed" var53_7061_medianPay: 37680 var53_7061_employmentOutlookValue: 4 var53_7061_MaxSalaryInMajor: 198100 var53_7061_MaxSalaryInMinor: 46620 var53_7061_MaxSalaryInBroad: 37680 var53_7061_employmentOutlookDescription: "As fast as average" var53_7061_highAIRisk: "high" --

var53_7062_socCode: "53-7062-Detailed" var53_7062_medianPay: 37680 var53_7062_employmentOutlookValue: 4 var53_7062_MaxSalaryInMajor: 198100 var53_7062_MaxSalaryInMinor: 46620 var53_7062_MaxSalaryInBroad: 37680 var53_7062_employmentOutlookDescription: "As fast as average" var53_7062_highAIRisk: "high" --

var53_7063_socCode: "53-7063-Detailed" var53_7063_medianPay: 37680 var53_7063_employmentOutlookValue: 4 var53_7063_MaxSalaryInMajor: 198100 var53_7063_MaxSalaryInMinor: 46620 var53_7063_MaxSalaryInBroad: 37680 var53_7063_employmentOutlookDescription: "As fast as average" var53_7063_highAIRisk: "high" --

var53_7064_socCode: "53-7064-Detailed" var53_7064_medianPay: 37680 var53_7064_employmentOutlookValue: 4 var53_7064_MaxSalaryInMajor: 198100 var53_7064_MaxSalaryInMinor: 46620 var53_7064_MaxSalaryInBroad: 37680 var53_7064_employmentOutlookDescription: "As fast as average" var53_7064_highAIRisk: "high" --

var53_7065_socCode: "53-7065-Detailed" var53_7065_medianPay: 37680 var53_7065_employmentOutlookValue: 4 var53_7065_MaxSalaryInMajor: 198100 var53_7065_MaxSalaryInMinor: 46620 var53_7065_MaxSalaryInBroad: 37680 var53_7065_employmentOutlookDescription: "As fast as average" var53_7065_highAIRisk: "moderate" --

var53_7070_socCode: "53-7070-Broad" var53_7070_medianPay: 0 var53_7070_employmentOutlookValue: 0 var53_7070_MaxSalaryInMajor: 198100 var53_7070_MaxSalaryInMinor: 46620 var53_7070_MaxSalaryInBroad: 0 var53_7070_highAIRisk: "Unknown" --

var53_7071_socCode: "53-7071-Detailed" var53_7071_medianPay: 0 var53_7071_employmentOutlookValue: 0 var53_7071_MaxSalaryInMajor: 198100 var53_7071_MaxSalaryInMinor: 46620 var53_7071_MaxSalaryInBroad: 0 var53_7071_highAIRisk: "high" --

var53_7072_socCode: "53-7072-Detailed" var53_7072_medianPay: 0 var53_7072_employmentOutlookValue: 0 var53_7072_MaxSalaryInMajor: 198100 var53_7072_MaxSalaryInMinor: 46620 var53_7072_MaxSalaryInBroad: 0 var53_7072_highAIRisk: "moderate" --

var53_7073_socCode: "53-7073-Detailed" var53_7073_medianPay: 0 var53_7073_employmentOutlookValue: 0 var53_7073_MaxSalaryInMajor: 198100 var53_7073_MaxSalaryInMinor: 46620 var53_7073_MaxSalaryInBroad: 0 var53_7073_highAIRisk: "high" --

var53_7080_socCode: "53-7080-Broad" var53_7080_medianPay: 0 var53_7080_employmentOutlookValue: 0 var53_7080_MaxSalaryInMajor: 198100 var53_7080_MaxSalaryInMinor: 46620 var53_7080_MaxSalaryInBroad: 37680 var53_7080_highAIRisk: "Unknown" --

var53_7081_socCode: "53-7081-Detailed" var53_7081_medianPay: 37680 var53_7081_employmentOutlookValue: 4 var53_7081_MaxSalaryInMajor: 198100 var53_7081_MaxSalaryInMinor: 46620 var53_7081_MaxSalaryInBroad: 37680 var53_7081_employmentOutlookDescription: "As fast as average" var53_7081_highAIRisk: "high" --

var53_7120_socCode: "53-7120-Broad" var53_7120_medianPay: 0 var53_7120_employmentOutlookValue: 0 var53_7120_MaxSalaryInMajor: 198100 var53_7120_MaxSalaryInMinor: 0 var53_7120_MaxSalaryInBroad: 0 var53_7120_highAIRisk: "Unknown" --

var53_7121_socCode: "53-7121-Detailed" var53_7121_medianPay: 0 var53_7121_employmentOutlookValue: 0 var53_7121_MaxSalaryInMajor: 198100 var53_7121_MaxSalaryInMinor: 0 var53_7121_MaxSalaryInBroad: 0 var53_7121_highAIRisk: "moderate" --

var53_7190_socCode: "53-7190-Broad" var53_7190_medianPay: 0 var53_7190_employmentOutlookValue: 0 var53_7190_MaxSalaryInMajor: 198100 var53_7190_MaxSalaryInMinor: 0 var53_7190_MaxSalaryInBroad: 0 var53_7190_highAIRisk: "Unknown" --

var53_7199_socCode: "53-7199-Detailed" var53_7199_medianPay: 0 var53_7199_employmentOutlookValue: 0 var53_7199_MaxSalaryInMajor: 198100 var53_7199_MaxSalaryInMinor: 0 var53_7199_MaxSalaryInBroad: 0 var53_7199_highAIRisk: "Unknown" --

# What Accountants and Auditors Do Accountants and auditors prepare and examine financial records, identify potential areas of opportunity and risk, and provide solutions for businesses and individuals. They ensure that financial records are accurate, that financial and data risks are evaluated, and that taxes are paid properly. They also assess financial operations and work to help ensure that organizations run efficiently. ### Duties Accountants and auditors typically do the following: - Examine financial statements to ensure that they are accurate and comply with laws and regulations > [[Next >->13-2011-WhatTheyDo-2]] > [[Close->13-2011-Detailed]]

- Compute taxes owed, prepare tax returns, and ensure that taxes are paid properly and on time - Inspect account books and accounting systems for efficiency and use of accepted accounting procedures and identify potential risks for fraud - Organize, analyze, and maintain financial records - Assess financial operations, identify risks and challenges, and make best-practices recommendations to management > [[< Previous->13-2011-WhatTheyDo-1]] > [[Next >->13-2011-WhatTheyDo-3]] > [[Close->13-2011-Detailed]]

- Suggest ways to reduce costs, enhance revenues, and improve profits Accountants and auditors may use technology, such as artificial intelligence (AI) and robotics process automation, to increase their productivity. Automating some routine tasks makes these workers more efficient by allowing them to focus on analysis and other high-level responsibilities. In addition to examining and preparing financial documents, accountants and auditors must explain their findings. This includes preparing written reports and meeting face-to-face with organization managers and individual clients. Many > [[< Previous->13-2011-WhatTheyDo-2]] > [[Next >->13-2011-WhatTheyDo-4]] > [[Close->13-2011-Detailed]]

accountants and auditors specialize, depending on their employer. Some work for organizations that specialize in assurance services (improving the quality or context of information for decision makers) or risk management (determining the probability of a misstatement on financial documents). Other organizations specialize in specific industries, such as finance, insurance, or healthcare. The following are examples of types of accountants and auditors: Government accountants maintain and examine the records of government agencies and audit private businesses and individuals whose activities > [[< Previous->13-2011-WhatTheyDo-3]] > [[Next >->13-2011-WhatTheyDo-5]] > [[Close->13-2011-Detailed]]

are subject to government regulations or taxation. Accountants employed by federal, state, and local governments ensure that revenues are received and spent according to laws and regulations. Their responsibilities include auditing, financial reporting, and management accounting. Management accountants are also called cost, corporate, industrial, managerial, or private accountants. They combine accounting and financial information to guide business decision making. They also understand financial and nonfinancial data and how to integrate information. The information that management > [[< Previous->13-2011-WhatTheyDo-4]] > [[Next >->13-2011-WhatTheyDo-6]] > [[Close->13-2011-Detailed]]

accountants prepare is intended for internal use by business managers, not for the public. Management accountants often prepare budgets and evaluate performance. They also may help organizations plan the cost of doing business. Some work with financial managers on asset management, which involves planning and selecting financial investments such as stocks, bonds, and real estate. Public accountants have a broad range of accounting, auditing, tax, and consulting tasks. Their clients include corporations, governments, individuals, and nonprofits. Public accountants work with financial > [[< Previous->13-2011-WhatTheyDo-5]] > [[Next >->13-2011-WhatTheyDo-7]] > [[Close->13-2011-Detailed]]

documents that clients are required by law to disclose, such as tax forms and financial statements that corporations must provide to current and potential investors. Some public accountants concentrate on tax matters, advising corporations about the tax advantages of certain business decisions or preparing individual income tax returns. Other public accountants specialize in forensic accounting, investigating financial crimes such as securities fraud and embezzlement, bankruptcies and contract disputes, and other complex and potentially criminal financial transactions. Forensic accountants > [[< Previous->13-2011-WhatTheyDo-6]] > [[Next >->13-2011-WhatTheyDo-8]] > [[Close->13-2011-Detailed]]

combine their knowledge of accounting and finance with law and investigative techniques to determine if an activity is illegal. Many forensic accountants work closely with law enforcement personnel and lawyers during investigations and often appear as expert witnesses during trials. Still others work with individuals, advising them on important personal financial matters. These public accountants combine their expertise in data management, economics, financial planning, and tax law to develop strategies for their clients. Advisory services cover topics including cash flow, insurance, > [[< Previous->13-2011-WhatTheyDo-7]] > [[Next >->13-2011-WhatTheyDo-9]] > [[Close->13-2011-Detailed]]

investment, retirement, and wealth transfer planning to help clients meet financial goals, such as retirement, paying for a child's education, or buying a home. Public accountants, many of whom are Certified Public Accountants (CPAs), generally have their own businesses or work for public accounting firms. Publicly traded companies are required to have CPAs sign documents they submit to the Securities and Exchange Commission (SEC), including annual and quarterly reports. External auditors check for proper management of an organization's funds, sources of revenue, and internal controls, such > [[< Previous->13-2011-WhatTheyDo-8]] > [[Next >->13-2011-WhatTheyDo-10]] > [[Close->13-2011-Detailed]]

as financial data preparation or managing risks to cybersecurity or the supply chain. They are employed by an outside organization, rather than the one they are auditing. They review clients' financial statements and inform authorities, investors, and regulators that the statements have been correctly prepared and reported with no material misstatements. Information technology (IT) auditors review controls for their organization's IT systems to ensure that both financial and nonfinancial data come from a reliable source. Internal auditors have duties that are similar to external auditors, > [[< Previous->13-2011-WhatTheyDo-9]] > [[Next >->13-2011-WhatTheyDo-11]] > [[Close->13-2011-Detailed]]

but these workers are employed by the organization they are auditing. They identify ways to improve the processes for finding and eliminating waste, fraud, and other financial risks to the organization. > [[< Previous->13-2011-WhatTheyDo-10]] > [[Close->13-2011-Detailed]]

# Work Environment ### Work Environment Most accountants and auditors work full time. Overtime hours are typical at certain periods of the year, such as for quarterly audits or during tax season. > [[Close->13-2011-Detailed]]

# How to Become an Accountant or Auditor Accountants and auditors typically need at least a bachelor's degree in accounting or a related field to enter the occupation. Completing certification in a specific field of accounting, such as becoming a licensed Certified Public Accountant (CPA), may improve job prospects. ### Education Accountants and auditors typically need a bachelor's degree in accounting or a related field, such as business. Some employers prefer to hire applicants who have a master's degree, either in accounting or in business administration with a concentration in accounting. Some universities and colleges offer > [[Next >->13-2011-HowToBecomeOne-2]] > [[Close->13-2011-Detailed]]

specialized programs for a bachelor's or master's degree, such as in accounting, forensic accounting, internal auditing, or tax accounting. In some cases, those with an associate's degree, as well as bookkeepers, accounting, and auditing clerks who meet the education and experience requirements set by their employers, may get junior accounting positions and advance by showing their accounting skills on the job. Students may gain practical experience through internships with public accounting or business firms. ### Licenses, Certifications, and Registrations Any accountant who files a report > [[< Previous->13-2011-HowToBecomeOne-1]] > [[Next >->13-2011-HowToBecomeOne-3]] > [[Close->13-2011-Detailed]]

with the Securities and Exchange Commission (SEC) is required to be a licensed Certified Public Accountant (CPA). Other accountants choose to become a CPA to enhance their job prospects or to gain clients. Employers may pay the costs associated with the CPA exam. CPAs are licensed by their state's Board of Accountancy. Becoming a CPA requires passing a national exam and meeting other state requirements. All states require CPA candidates to complete 150 semester hours of college coursework to be licensed, which is 30 hours more than the usual 4-year bachelor's degree. Many schools offer a > [[< Previous->13-2011-HowToBecomeOne-2]] > [[Next >->13-2011-HowToBecomeOne-4]] > [[Close->13-2011-Detailed]]

5-year combined bachelor's and master's degree to meet the 150-hour requirement, but a master's degree is not required. A few states allow a number of years of public accounting experience to substitute for a college degree. Certification provides an advantage in the job market because it shows professional competence in a specialized field of accounting and auditing. Accountants and auditors seek certifications from a variety of professional societies. Information on certifications is available from CareerOneStop. ### Advancement Some top executives and financial managers have a > [[< Previous->13-2011-HowToBecomeOne-3]] > [[Next >->13-2011-HowToBecomeOne-5]] > [[Close->13-2011-Detailed]]

background in accounting, internal auditing, or finance. Entry-level public accountants may advance to senior positions as they gain experience and take on more responsibility. Those who excel may become supervisors, managers, or partners; open their own public accounting firm; or transfer to executive positions in management accounting or internal auditing in private firms. Management accountants often start as cost accountants, junior internal auditors, or trainees for other accounting positions. As they rise through the organization, they may advance to become accounting managers, budget > [[< Previous->13-2011-HowToBecomeOne-4]] > [[Next >->13-2011-HowToBecomeOne-6]] > [[Close->13-2011-Detailed]]

directors, chief cost accountants, or managers of internal auditing. Some become controllers, treasurers, financial vice presidents, chief financial officers, or corporation presidents. Public accountants, management accountants, and internal auditors may move from one type of accounting and auditing to another. Public accountants often move into management accounting or internal auditing. Management accountants may become internal auditors, and internal auditors may become management accountants. However, it is less common for management accountants or internal auditors to move into public > [[< Previous->13-2011-HowToBecomeOne-5]] > [[Next >->13-2011-HowToBecomeOne-7]] > [[Close->13-2011-Detailed]]

accounting. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical and critical-thinking skills. Accountants and auditors must be able to critically evaluate data, identify issues in documentation, and suggest solutions. For example, internal auditors might detect fraudulent use of funds, and public accountants may work to minimize tax liability. Communication skills. Accountants and auditors must be able to listen to and discuss > [[< Previous->13-2011-HowToBecomeOne-6]] > [[Next >->13-2011-HowToBecomeOne-8]] > [[Close->13-2011-Detailed]]

facts and concerns from clients, managers, and other stakeholders. They must also be able to discuss the results of their work both in meetings and in written reports. Detail oriented. Accountants and auditors must pay attention to detail when compiling and examining documents. Math skills. Accountants and auditors must be able to analyze, compare, and interpret facts and figures. They may use advanced math skills, such as calculus and statistical analysis, for these tasks. Organizational skills. Strong organizational skills are important for accountants and auditors, who often work with a > [[< Previous->13-2011-HowToBecomeOne-7]] > [[Next >->13-2011-HowToBecomeOne-9]] > [[Close->13-2011-Detailed]]

range of financial documents for a variety of clients. > [[< Previous->13-2011-HowToBecomeOne-8]] > [[Close->13-2011-Detailed]]

# Pay The median annual wage for accountants and auditors was $81,680 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $52,780, and the highest 10 percent earned more than $141,420. In May 2024, the median annual wages for accountants and auditors in the top industries in which they worked were as follows: Most accountants and auditors work full time. Longer hours are typical at certain times of the year, such as for quarterly audits or during tax season. > [[Close->13-2011-Detailed]]

# Job Outlook Employment of accountants and auditors is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 124,200 openings for accountants and auditors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Globalization, a growing economy, and a complex tax and regulatory environment are expected to drive strong demand for accountants and auditors. Employment growth of accountants > [[Next >->13-2011-JobOutlook-2]] > [[Close->13-2011-Detailed]]

and auditors is expected to be closely tied to the health of the overall economy. As the economy grows, these workers will continue being needed to prepare and examine financial records. The continued globalization of business may lead to increased demand for accounting expertise and services related to international trade and international mergers and acquisitions. Technological change is expected to affect the role of accountants over the projections decade. Some routine accounting tasks may be automated as platforms such as cloud computing, artificial intelligence (AI), and blockchain > [[< Previous->13-2011-JobOutlook-1]] > [[Next >->13-2011-JobOutlook-3]] > [[Close->13-2011-Detailed]]

become more widespread. Although it will increase accountants' efficiency, this change is not expected to reduce overall demand. The automation of routine tasks, such as data entry, will instead make accountants' advisory and analytical duties more prominent. ### > [[< Previous->13-2011-JobOutlook-2]] > [[Close->13-2011-Detailed]]

# What Actors Do Actors express ideas and portray characters in theater, film, television, and other performing arts media. They interpret a writer's script to entertain or inform an audience. ### Duties Actors typically do the following: - Read scripts and meet with agents and other professionals before accepting a role - Audition in front of directors, producers, and casting directors - Research their character's personal traits and circumstances to portray the characters more authentically to an audience - Memorize their lines > [[Next >->27-2011-WhatTheyDo-2]] > [[Close->27-2011-Detailed]]

- Rehearse their lines and performance, including on stage or in front of the camera, with other actors - Discuss their role with the director, producer, and other actors to improve their overall performance - Perform the role, following the director's instructions Many actors struggle to find steady work, and few achieve recognition as stars. Some work as "extras" > [[< Previous->27-2011-WhatTheyDo-1]] > [[Next >->27-2011-WhatTheyDo-3]] > [[Close->27-2011-Detailed]]

- actors who have no lines to deliver but are included in scenes to give a more realistic setting. Some actors do voiceover or narration work for animated features, audiobooks, or other electronic media. In stage or film productions, actors might sing, dance, or play a musical instrument. For certain roles, an actor must learn a new skill, such as horseback riding or stage fighting. Actors may spend considerable time attending auditions and casting calls to secure a role. They may have periods of unemployment between roles, and some might hold other jobs in order to make a living. > [[< Previous->27-2011-WhatTheyDo-2]] > [[Close->27-2011-Detailed]]

# Work Environment ### Work Environment Actors work in various settings, including production studios, theaters, and theme parks, or on location. Work assignments are usually short, ranging from 1 day to a few months. Part-time work is common, and work schedules may vary. > [[Close->27-2011-Detailed]]

# How to Become an Actor A formal education isn't always required, but actors typically enhance their skills by taking classes in the performing arts. They also develop their skills through years of practice. ### Education Although some people succeed in acting without getting a formal education, most actors acquire some formal preparation, such as through an acting conservatory or a college drama or theater arts program. Students can take classes in areas such as acting, movement, characterization, voice, and audition techniques to prepare for a career as an actor. Performing arts high schools and theater > [[Next >->27-2011-HowToBecomeOne-2]] > [[Close->27-2011-Detailed]]

companies also offer classes that may be helpful for aspiring actors. Some actors may have a bachelor's degree in a field such as performing arts, but a degree is not usually required. ### Training It often takes years of practice to develop the skills needed to become a successful actor. Many aspiring actors begin by participating in school plays or local theater productions. In television and film, actors usually start out in smaller roles or independent movies and work their way up to bigger productions. Many actors continue to train throughout their careers, such as by participating in > [[< Previous->27-2011-HowToBecomeOne-1]] > [[Next >->27-2011-HowToBecomeOne-3]] > [[Close->27-2011-Detailed]]

workshops, rehearsals, or mentoring by a drama coach. Every role is different, and an actor may need to learn something new for each one. For example, a role may require learning how to sing or dance, or an actor may have to learn to speak with an accent or to play a musical instrument or sport. ### Advancement As an actor's experience and reputation grows, he or she may work on bigger projects or in more prestigious venues. Some actors also may become producers and directors. ### Important Qualities The following are examples of qualities that are important for these workers to perform > [[< Previous->27-2011-HowToBecomeOne-2]] > [[Next >->27-2011-HowToBecomeOne-4]] > [[Close->27-2011-Detailed]]

their duties. For more information, visit the Employment Projections (EP) skills data page. Creativity. Actors interpret their characters' feelings and motives to portray the characters in the most compelling way. Interpersonal skills. Actors must develop effective relationships with directors, producers, cast, and crew. They also must be able to network with others to establish contacts within the industry. Memorization skills. Actors memorize many lines before filming begins or a show opens. Persistence. Actors may audition for many roles before getting a job. They must be able to > [[< Previous->27-2011-HowToBecomeOne-3]] > [[Next >->27-2011-HowToBecomeOne-5]] > [[Close->27-2011-Detailed]]

accept rejections and keep going. Physical stamina. Actors should be in good enough physical condition to endure the heat from stage or studio lights and the weight of heavy costumes or makeup. They may work many hours, including acting in more than one performance a day, and they must do so without getting overly tired. Reading skills. Actors must read scripts and be able to interpret how a writer has developed their character. Speaking skills. Actors - particularly stage actors - must say their lines clearly, project their voice, and pronounce words so that audiences understand them. > [[< Previous->27-2011-HowToBecomeOne-4]] > [[Close->27-2011-Detailed]]

# Pay The median hourly wage for actors was $23.33 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $14.00, and the highest 10 percent earned more than $97.19. In May 2024, the median hourly wages for actors in the top industries in which they worked were as follows: Part-time work is common for actors. Work schedules may vary and can include early mornings, evenings, weekends, and holidays. > [[Close->27-2011-Detailed]]

# Job Outlook Employment of actors is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 6,300 openings for actors are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Employment growth of actors is projected to slow. The television and film industry is likely to continue to shift its focus from growth in the number of programs and number of subscribers to profitability. Additionally, artificial > [[Next >->27-2011-JobOutlook-2]] > [[Close->27-2011-Detailed]]

intelligence (AI) may replace some actors in certain subfields. > [[< Previous->27-2011-JobOutlook-1]] > [[Close->27-2011-Detailed]]

# What Actuaries Do Actuaries analyze the financial costs of risk and uncertainty. They use mathematics, statistics, and financial theory to assess the risk of potential events, and they help businesses and clients develop policies that minimize the cost of that risk. Actuaries' work is essential to the insurance industry. ### Duties Actuaries typically do the following: - Compile and analyze statistical data and other information - Estimate the probability and likely economic cost of an event such as death, sickness, an accident, or a natural disaster > [[Next >->15-2011-WhatTheyDo-2]] > [[Close->15-2011-Detailed]]

- Design and test insurance policies, investments, and other business strategies to minimize risk and maximize profitability - Calculate cash reserves needed, based on existing policies and liabilities, in case of payout or claims - Produce charts, tables, and reports that explain calculations and proposals > [[< Previous->15-2011-WhatTheyDo-1]] > [[Next >->15-2011-WhatTheyDo-3]] > [[Close->15-2011-Detailed]]

- Explain their findings and proposals to company executives, government officials, shareholders, and clients Actuaries use database software to compile information. They use statistical and modeling software to forecast the probability of an event occurring, the potential costs of the event if it does occur, and whether the insurance company has enough money to pay future claims. Actuaries typically work on teams that often include managers and workers from other fields, such as accounting, underwriting, and finance. For example, some actuaries work with accountants and financial analysts > [[< Previous->15-2011-WhatTheyDo-2]] > [[Next >->15-2011-WhatTheyDo-4]] > [[Close->15-2011-Detailed]]

to set the price for security offerings or with data scientists to forecast demand for new products. Most actuaries work for insurance companies, where they help design policies and determine the premiums that should be charged for each policy. They must ensure that the premiums are profitable yet competitive with other insurance companies. Some actuaries work as consultants and provide advice to clients on a contract basis. Many consulting actuaries audit the work of internal actuaries at insurance companies or handle actuarial duties for insurance companies that are not large enough to > [[< Previous->15-2011-WhatTheyDo-3]] > [[Next >->15-2011-WhatTheyDo-5]] > [[Close->15-2011-Detailed]]

keep their own actuaries on staff. Actuaries in the insurance industry typically specialize in one field of insurance, such as the following: Health insurance actuaries help develop long-term care and health insurance policies by predicting expected costs of providing care under the terms of an insurance contract. Their predictions are based on numerous factors, including family history, geographic location, and occupation. Life insurance actuaries help develop annuity and life insurance policies for individuals and groups by creating estimates of how long someone will live. These > [[< Previous->15-2011-WhatTheyDo-4]] > [[Next >->15-2011-WhatTheyDo-6]] > [[Close->15-2011-Detailed]]

estimates are based on risk factors, such as age and tobacco use. Property and casualty insurance actuaries help develop policies that insure policyholders against property loss and liability resulting from accidents, natural disasters, fires, and other events. For example, they calculate the expected number of claims resulting from automobile accidents, which varies with the insured person's age, driving history, type of car, and other factors. Some actuaries apply their expertise to financial matters outside of the insurance industry. For example, they develop investment strategies that > [[< Previous->15-2011-WhatTheyDo-5]] > [[Next >->15-2011-WhatTheyDo-7]] > [[Close->15-2011-Detailed]]

manage risks and maximize returns for companies or individuals. Actuaries outside of the insurance industry include the following: Enterprise risk management actuaries identify risks, including economic, financial, and geopolitical risks that may affect a company's short-term or long-term objectives. They help top executives determine how much risk the business is willing to take, and they develop strategies to mitigate the financial impact of those risks. Pension and retirement benefits actuaries design, test, and evaluate company pension plans to determine if funds available in the future > [[< Previous->15-2011-WhatTheyDo-6]] > [[Next >->15-2011-WhatTheyDo-8]] > [[Close->15-2011-Detailed]]

will be enough to ensure payment of benefits. They must report the results of their evaluations to the federal government. Pension actuaries also help businesses develop other types of retirement benefits, such as 401(k)s and healthcare plans for retirees. In addition, they provide retirement planning advice to individuals. Public sector actuaries have different duties, based on the level of government in which they work. In the federal government, actuaries may evaluate proposed changes to Social Security or Medicare or conduct economic and demographic studies to project benefit > [[< Previous->15-2011-WhatTheyDo-7]] > [[Next >->15-2011-WhatTheyDo-9]] > [[Close->15-2011-Detailed]]

obligations. At the state level, actuaries may examine and regulate the rates charged by insurance companies. > [[< Previous->15-2011-WhatTheyDo-8]] > [[Close->15-2011-Detailed]]

# Work Environment ### Work Environment Most actuaries work for insurance companies. Although most work full time in an office setting, some actuaries who work as consultants travel to meet with clients. > [[Close->15-2011-Detailed]]

# How to Become an Actuary To enter the occupation, actuaries typically need a bachelor's degree in mathematics, actuarial science, statistics, or some other analytical field. Students must complete coursework in subjects such as economics, applied statistics, and corporate finance and must pass a series of exams to become certified. ### Education Actuaries need a strong background in mathematics, statistics, and business. Typically, actuaries have an undergraduate degree in mathematics, business, actuarial science, or some other analytical field. To become certified, students must complete coursework in subjects > [[Next >->15-2011-HowToBecomeOne-2]] > [[Close->15-2011-Detailed]]

such as economics, statistics, and corporate finance. Coursework in computer science, especially programming languages, and the ability to use and develop spreadsheets, databases, and statistical analysis tools also is important. Because the different types of practice areas include health, life, pension, and casualty, internships may be helpful for students deciding on which actuarial track to pursue. ### Licenses, Certification, and Registrations Actuaries typically complete a related certification program. Certification programs typically require candidates to complete coursework in > [[< Previous->15-2011-HowToBecomeOne-1]] > [[Next >->15-2011-HowToBecomeOne-3]] > [[Close->15-2011-Detailed]]

economics, finance, and mathematical statistics while in college. Candidates also must pass a series of exams and take seminars on professionalism. Many employers expect prospective hires to have passed at least one or two of these certification exams before graduation. Information on certifications is available from CareerOneStop. It may take up to 7 years for an actuary to earn the associate-level certification because of the lengthy preparation required. After becoming associates, actuaries typically take several more years to earn fellowship status. Many certifications have a continuing > [[< Previous->15-2011-HowToBecomeOne-2]] > [[Next >->15-2011-HowToBecomeOne-4]] > [[Close->15-2011-Detailed]]

education requirement. Fellowship certification is offered in five separate tracks: life and annuities, group and health benefits, retirement benefits, quantitative finance and investments, and corporate finance/enterprise risk management. Pension actuaries typically must be licensed by the U.S. Department of Labor and U.S. Department of the Treasury's Joint Board for the Enrollment of Actuaries. Licensed pension actuaries, known as enrolled actuaries, must meet certain experience requirements and pass exams. ### Training Entry-level actuaries typically start out as trainees. They are > [[< Previous->15-2011-HowToBecomeOne-3]] > [[Next >->15-2011-HowToBecomeOne-5]] > [[Close->15-2011-Detailed]]

usually on teams with experienced actuaries who serve as mentors. Trainees begin work on basic tasks, such as compiling data, and take on more complex duties, such as conducting research and writing reports, as they gain experience. Trainees also may work in other departments, such as marketing, underwriting, and product development, to learn how actuaries fit into all aspects of a company. Most employers support their actuaries throughout the certification process. For example, employers may pay the cost of exams and study materials or provide paid time to study. Employees may receive > [[< Previous->15-2011-HowToBecomeOne-4]] > [[Next >->15-2011-HowToBecomeOne-6]] > [[Close->15-2011-Detailed]]

raises or bonuses for each exam that they pass. ### Advancement Advancement usually depends on job performance and the number of actuarial exams passed. For example, actuaries who achieve fellowship status often supervise the work of other actuaries and provide input to senior management. Actuaries with a broad knowledge of risk management and how it applies to business may advance to become top executives, such as chief risk officers or chief financial officers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For > [[< Previous->15-2011-HowToBecomeOne-5]] > [[Next >->15-2011-HowToBecomeOne-7]] > [[Close->15-2011-Detailed]]

more information, visit the Employment Projections (EP) skills data page. Analytical skills. Actuaries identify patterns and trends in complex sets of data to determine the factors that affect certain types of events. Communication skills. Actuaries must be able to explain complex technical matters to those without an actuarial background. They also must describe their work and recommendations clearly in written reports and memos. Computer skills. Actuaries must know programming languages and be able to use and develop spreadsheets, databases, and statistical analysis tools. Interpersonal > [[< Previous->15-2011-HowToBecomeOne-6]] > [[Next >->15-2011-HowToBecomeOne-8]] > [[Close->15-2011-Detailed]]

skills. Actuaries serve as leaders and members of teams, so they must be able to listen to and collaborate with others. Math skills. Actuaries quantify risk by using the principles of calculus, statistics, and probability. Problem-solving skills. Actuaries identify risks and develop ways for businesses to manage those risks. > [[< Previous->15-2011-HowToBecomeOne-7]] > [[Close->15-2011-Detailed]]

# Pay The median annual wage for actuaries was $125,770 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $75,240, and the highest 10 percent earned more than $206,430. In May 2024, the median annual wages for actuaries in the top industries in which they worked were as follows: Most actuaries work full time, and some work more than 40 hours per week. > [[Close->15-2011-Detailed]]

# Job Outlook Employment of actuaries is projected to grow 22 percent from 2024 to 2034, much faster than the average for all occupations. About 2,400 openings for actuaries are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Actuaries will be needed to develop, price, and evaluate a variety of insurance products and calculate the costs of new risks. More actuaries also will be needed to help companies manage their own risk, > [[Next >->15-2011-JobOutlook-2]] > [[Close->15-2011-Detailed]]

a practice known as enterprise risk management. These actuaries help companies adjust their business or investment strategies across all areas of operation. Insurance companies will need actuaries to analyze the large amount of information, such as medical or property data, collected from consumers. These data will allow insurance companies to develop new products, set competitive prices, predict consumer behavior, and improve projections of future risks and costs. In addition, health insurance companies will require actuaries to help evaluate the effects of changing healthcare regulations > [[< Previous->15-2011-JobOutlook-1]] > [[Next >->15-2011-JobOutlook-3]] > [[Close->15-2011-Detailed]]

and guidelines, expand into new insurance markets, and offer products to new customers. > [[< Previous->15-2011-JobOutlook-2]] > [[Close->15-2011-Detailed]]

# What Top Executives Do Top executives plan strategies and policies to ensure that an organization meets its goals. They coordinate and direct work activities of companies and organizations. ### Duties Top executives typically do the following: - Establish and carry out departmental or organizational goals, policies, and procedures - Direct and oversee an organization's financial and budgetary activities - Manage general activities related to making products and providing services - Consult with other executives, staff, and board members about general operations > [[Next >->11-1011-WhatTheyDo-2]] > [[Close->11-1011-Detailed]]

- Negotiate or approve contracts and agreements - Appoint department heads and managers - Analyze financial statements, sales reports, and other performance indicators > [[< Previous->11-1011-WhatTheyDo-1]] > [[Next >->11-1011-WhatTheyDo-3]] > [[Close->11-1011-Detailed]]

- Identify places to cut costs and to improve performance, policies, and programs The responsibilities of top executives largely depend on an organization's size. In small organizations, such as an independent retail store, an owner or manager often is responsible for hiring, training, quality control, and day-to-day supervisory duties. In large organizations, chief executives typically focus on formulating policies and planning strategies, while general and operations managers direct day-to-day operations. The following are examples of types of top executives: Chief executive officers > [[< Previous->11-1011-WhatTheyDo-2]] > [[Next >->11-1011-WhatTheyDo-4]] > [[Close->11-1011-Detailed]]

(CEOs), who are also known by titles such as executive director, managing director, or president, provide overall direction for companies and organizations. CEOs manage company operations, formulate and implement policies, and ensure that goals are met. They collaborate with and direct the work of other top executives and typically report to a board of directors. There may be other types of chief executives - such as chief operating officers (COOs), chief financial officers (CFOs), or chief human resources officers > [[< Previous->11-1011-WhatTheyDo-3]] > [[Next >->11-1011-WhatTheyDo-5]] > [[Close->11-1011-Detailed]]

- who manage a specific part of the organization. The knowledge, skills, and job duties that these executives have differ, depending on which department they oversee. General and operations managers oversee activities that are too diverse to be classified into one area of management or administration. Responsibilities may include formulating policies, directing daily operations, and planning the use of materials and human resources. These managers make staff schedules, assign work, and ensure that projects are completed. In some organizations, the tasks of chief executive officers may > [[< Previous->11-1011-WhatTheyDo-4]] > [[Next >->11-1011-WhatTheyDo-6]] > [[Close->11-1011-Detailed]]

overlap with those of general and operations managers. Mayors, city managers, county administrators, and governors are chief executive officers of governments. They usually oversee budgets, programs, and the use of resources. Mayors and governors must be elected to office, whereas managers and administrators are typically appointed. School superintendents and college or university presidents are chief executive officers of school districts and postsecondary schools. They manage issues such as student achievement, budgets and resources, general operations, and relations with government > [[< Previous->11-1011-WhatTheyDo-5]] > [[Next >->11-1011-WhatTheyDo-7]] > [[Close->11-1011-Detailed]]

agencies and other stakeholders. > [[< Previous->11-1011-WhatTheyDo-6]] > [[Close->11-1011-Detailed]]

# Work Environment ### Work Environment Top executives work in nearly every industry, for both small and large organizations. They often have irregular schedules, which may include working evenings and weekends. Travel is common, particularly for chief executives. > [[Close->11-1011-Detailed]]

# How to Become a Top Executive Top executives typically need at least a bachelor's degree and considerable work experience to enter the occupation. ### Education Top executives typically need a bachelor's or master's degree in an area related to their field of work, such as business or engineering. Top executives in the public sector may have a degree in business administration, public administration, law, or the liberal arts. Top executives of large corporations may have a master's degree in business administration (MBA). College presidents and school superintendents are typically required to have a master's degree, > [[Next >->11-1011-HowToBecomeOne-2]] > [[Close->11-1011-Detailed]]

although a doctorate is often preferred. Although many mayors, governors, and other public sector executives have at least a bachelor's degree, these positions typically do not have any specific education requirements. ### Work Experience in a Related Occupation Many top executives advance within their own organizations, moving up from lower level management occupations or supervisory positions. However, some companies may prefer to hire qualified candidates from outside their organization. Top executives who are promoted from lower level positions may be able to substitute experience for > [[< Previous->11-1011-HowToBecomeOne-1]] > [[Next >->11-1011-HowToBecomeOne-3]] > [[Close->11-1011-Detailed]]

education to move up in the organization. Chief executives typically need extensive managerial experience, and this experience is expected to be in the organization's area of specialty. Most general and operations managers hired from outside an organization need lower level supervisory or management experience in a related field. Some general managers move into higher level managerial or executive positions. Executive training programs and development programs often benefit managers or executives. ### Licenses, Certifications, and Registrations Some top executive positions may require the > [[< Previous->11-1011-HowToBecomeOne-2]] > [[Next >->11-1011-HowToBecomeOne-4]] > [[Close->11-1011-Detailed]]

applicant to have a license or certification relevant to their area of management. For example, some employers may require their chief executive officer to be a certified public accountant (CPA). ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Top executives must be able to convey information clearly and persuasively. They must discuss issues and negotiate with others, direct staff, and explain policies and > [[< Previous->11-1011-HowToBecomeOne-3]] > [[Next >->11-1011-HowToBecomeOne-5]] > [[Close->11-1011-Detailed]]

decisions to people within and outside the organization. Decision-making skills. When setting policies and managing an organization, top executives must be able to assess different options and choose the best course of action. Leadership skills. Top executives must be able to shape and direct an organization by coordinating policies, people, and resources. Problem-solving skills. Top executives need to identify and resolve issues within an organization. They must be able to recognize shortcomings and carry out solutions. Time-management skills. Top executives do many tasks concurrently to > [[< Previous->11-1011-HowToBecomeOne-4]] > [[Next >->11-1011-HowToBecomeOne-6]] > [[Close->11-1011-Detailed]]

ensure that their work gets done and that the organization meets its goals. > [[< Previous->11-1011-HowToBecomeOne-5]] > [[Close->11-1011-Detailed]]

# Pay The median annual wage for chief executives was $206,420 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $73,710, and the highest 10 percent earned more than $239,200. The median annual wage for general and operations managers was $102,950 in May 2024. The lowest 10 percent earned less than $47,420, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for chief executives in the top industries in which they worked were as > [[Next >->11-1011-Pay-2]] > [[Close->11-1011-Detailed]]

follows: In May 2024, the median annual wages for general and operations managers in the top industries in which they worked were as follows: Top executives are among the highest paid workers in the United States. However, salary levels vary substantially. For example, a top manager in a large corporation may earn significantly more than the mayor of a small town. Similarly, earnings for general and operations managers differ across industries because their responsibilities also vary by industry. In addition to salaries, total compensation for corporate executives often includes stock > [[< Previous->11-1011-Pay-1]] > [[Next >->11-1011-Pay-3]] > [[Close->11-1011-Detailed]]

options and other performance bonuses. These executives also may enjoy benefits such as access to expense allowances, use of company-owned aircraft and cars, and membership to exclusive clubs. Nonprofit and government executives usually receive fewer of these types of benefits. Top executives often work many hours and have irregular schedules, which may include evenings and weekends. > [[< Previous->11-1011-Pay-2]] > [[Close->11-1011-Detailed]]

# Job Outlook Overall employment of top executives is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 331,000 openings for top executives are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for general and operations managers is projected to grow as organizations increasingly rely on these workers for help in functioning smoothly. Chief executives will be needed in > [[Next >->11-1011-JobOutlook-2]] > [[Close->11-1011-Detailed]]

organizations to govern and make high-level decisions. For example, they will be needed in corporate settings to oversee and manage strategy, budgets, and their respective departments, such as finance or information technology (IT). > [[< Previous->11-1011-JobOutlook-1]] > [[Close->11-1011-Detailed]]

- Negotiate or approve contracts and agreements - Appoint department heads and managers - Analyze financial statements, sales reports, and other performance indicators > [[< Previous->11-1021-WhatTheyDo-1]] > [[Next >->11-1021-WhatTheyDo-3]] > [[Close->11-1021-Detailed]]

- Identify places to cut costs and to improve performance, policies, and programs The responsibilities of top executives largely depend on an organization's size. In small organizations, such as an independent retail store, an owner or manager often is responsible for hiring, training, quality control, and day-to-day supervisory duties. In large organizations, chief executives typically focus on formulating policies and planning strategies, while general and operations managers direct day-to-day operations. The following are examples of types of top executives: Chief executive officers > [[< Previous->11-1021-WhatTheyDo-2]] > [[Next >->11-1021-WhatTheyDo-4]] > [[Close->11-1021-Detailed]]

(CEOs), who are also known by titles such as executive director, managing director, or president, provide overall direction for companies and organizations. CEOs manage company operations, formulate and implement policies, and ensure that goals are met. They collaborate with and direct the work of other top executives and typically report to a board of directors. There may be other types of chief executives - such as chief operating officers (COOs), chief financial officers (CFOs), or chief human resources officers > [[< Previous->11-1021-WhatTheyDo-3]] > [[Next >->11-1021-WhatTheyDo-5]] > [[Close->11-1021-Detailed]]

- who manage a specific part of the organization. The knowledge, skills, and job duties that these executives have differ, depending on which department they oversee. General and operations managers oversee activities that are too diverse to be classified into one area of management or administration. Responsibilities may include formulating policies, directing daily operations, and planning the use of materials and human resources. These managers make staff schedules, assign work, and ensure that projects are completed. In some organizations, the tasks of chief executive officers may > [[< Previous->11-1021-WhatTheyDo-4]] > [[Next >->11-1021-WhatTheyDo-6]] > [[Close->11-1021-Detailed]]

overlap with those of general and operations managers. Mayors, city managers, county administrators, and governors are chief executive officers of governments. They usually oversee budgets, programs, and the use of resources. Mayors and governors must be elected to office, whereas managers and administrators are typically appointed. School superintendents and college or university presidents are chief executive officers of school districts and postsecondary schools. They manage issues such as student achievement, budgets and resources, general operations, and relations with government > [[< Previous->11-1021-WhatTheyDo-5]] > [[Next >->11-1021-WhatTheyDo-7]] > [[Close->11-1021-Detailed]]

agencies and other stakeholders. > [[< Previous->11-1021-WhatTheyDo-6]] > [[Close->11-1021-Detailed]]

# How to Become a Top Executive Top executives typically need at least a bachelor's degree and considerable work experience to enter the occupation. ### Education Top executives typically need a bachelor's or master's degree in an area related to their field of work, such as business or engineering. Top executives in the public sector may have a degree in business administration, public administration, law, or the liberal arts. Top executives of large corporations may have a master's degree in business administration (MBA). College presidents and school superintendents are typically required to have a master's degree, > [[Next >->11-1021-HowToBecomeOne-2]] > [[Close->11-1021-Detailed]]

although a doctorate is often preferred. Although many mayors, governors, and other public sector executives have at least a bachelor's degree, these positions typically do not have any specific education requirements. ### Work Experience in a Related Occupation Many top executives advance within their own organizations, moving up from lower level management occupations or supervisory positions. However, some companies may prefer to hire qualified candidates from outside their organization. Top executives who are promoted from lower level positions may be able to substitute experience for > [[< Previous->11-1021-HowToBecomeOne-1]] > [[Next >->11-1021-HowToBecomeOne-3]] > [[Close->11-1021-Detailed]]

education to move up in the organization. Chief executives typically need extensive managerial experience, and this experience is expected to be in the organization's area of specialty. Most general and operations managers hired from outside an organization need lower level supervisory or management experience in a related field. Some general managers move into higher level managerial or executive positions. Executive training programs and development programs often benefit managers or executives. ### Licenses, Certifications, and Registrations Some top executive positions may require the > [[< Previous->11-1021-HowToBecomeOne-2]] > [[Next >->11-1021-HowToBecomeOne-4]] > [[Close->11-1021-Detailed]]

applicant to have a license or certification relevant to their area of management. For example, some employers may require their chief executive officer to be a certified public accountant (CPA). ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Top executives must be able to convey information clearly and persuasively. They must discuss issues and negotiate with others, direct staff, and explain policies and > [[< Previous->11-1021-HowToBecomeOne-3]] > [[Next >->11-1021-HowToBecomeOne-5]] > [[Close->11-1021-Detailed]]

decisions to people within and outside the organization. Decision-making skills. When setting policies and managing an organization, top executives must be able to assess different options and choose the best course of action. Leadership skills. Top executives must be able to shape and direct an organization by coordinating policies, people, and resources. Problem-solving skills. Top executives need to identify and resolve issues within an organization. They must be able to recognize shortcomings and carry out solutions. Time-management skills. Top executives do many tasks concurrently to > [[< Previous->11-1021-HowToBecomeOne-4]] > [[Next >->11-1021-HowToBecomeOne-6]] > [[Close->11-1021-Detailed]]

ensure that their work gets done and that the organization meets its goals. > [[< Previous->11-1021-HowToBecomeOne-5]] > [[Close->11-1021-Detailed]]

follows: In May 2024, the median annual wages for general and operations managers in the top industries in which they worked were as follows: Top executives are among the highest paid workers in the United States. However, salary levels vary substantially. For example, a top manager in a large corporation may earn significantly more than the mayor of a small town. Similarly, earnings for general and operations managers differ across industries because their responsibilities also vary by industry. In addition to salaries, total compensation for corporate executives often includes stock > [[< Previous->11-1021-Pay-1]] > [[Next >->11-1021-Pay-3]] > [[Close->11-1021-Detailed]]

# What Judges and Hearing Officers Do Judges and hearing officers oversee legal matters in court or administrative proceedings. They may conduct pretrial hearings, facilitate negotiations between opposing parties, and issue legal decisions. ### Duties Judges and hearing officers typically do the following: - Research legal issues - Read and evaluate information from documents, such as motions, claim applications, and legal briefs - Preside over hearings and listen to and read arguments by opposing parties - Determine whether information presented supports a charge, claim, or dispute > [[Next >->23-1021-WhatTheyDo-2]] > [[Close->23-1021-Detailed]]

- Decide whether procedures are being conducted according to the rules and the law - Apply law or precedent to reach judgments and to resolve disputes between parties > [[< Previous->23-1021-WhatTheyDo-1]] > [[Next >->23-1021-WhatTheyDo-3]] > [[Close->23-1021-Detailed]]

- Write opinions, decisions, and instructions regarding cases, claims, and disputes Judges commonly preside over trials and hearings of cases regarding nearly every aspect of society, from individual offenses to corporate disputes. Judges listen to arguments and determine whether there is sufficient evidence for a trial. In criminal cases, judges may decide that people charged with crimes should be held in jail until the trial, or they may set conditions for their release. They also approve warrants, such as for searches or arrests. Judges interpret the law to determine how a trial or > [[< Previous->23-1021-WhatTheyDo-2]] > [[Next >->23-1021-WhatTheyDo-4]] > [[Close->23-1021-Detailed]]

hearing will proceed. They ensure fairness so that the parties' legal rights are protected. In trials where juries are selected to decide the case, judges instruct jurors on applicable laws and direct them to consider the facts arising from the evidence. In nonjury (bench) trials, judges decide the outcome. Judges also determine or oversee the final disposition of a case, such as imposing a jail sentence in a criminal trial or the awarding of compensation for damages in a civil lawsuit. Hearing officers act in a quasi-judicial capacity. They interpret and apply administrative law to resolve > [[< Previous->23-1021-WhatTheyDo-3]] > [[Next >->23-1021-WhatTheyDo-5]] > [[Close->23-1021-Detailed]]

disputes and settle claims involving government agencies or executive departments. In many states, judges or hearing officers oversee proceedings in courts of specialized jurisdiction. These courts consider cases only in a specific area of law, such as land use, family law, or housing law. The following are examples of types of judges and hearing officers: Judges, magistrate judges, and magistrates preside over trials and hearings. They typically work in local, state, and federal courts. In local courts, they may have titles such as municipal court judge, county court judge, or justice of > [[< Previous->23-1021-WhatTheyDo-4]] > [[Next >->23-1021-WhatTheyDo-6]] > [[Close->23-1021-Detailed]]

the peace. In federal and state court systems, district court judges and general trial court judges have authority over any case in their system. Appellate court judges rule on a limited number of cases by reviewing decisions of the lower courts to ensure that the proceedings were fair and that the proper law was applied. Administrative law judges, adjudicators, and hearing officers usually work for local, state, and federal government agencies. They decide many issues, such as whether a person is eligible for workers' compensation benefits or whether employment discrimination occurred. > [[< Previous->23-1021-WhatTheyDo-5]] > [[Close->23-1021-Detailed]]

# Work Environment ### Work Environment Judges and hearing officers are employed by the federal government or by local and state governments. Most judges and hearing officers work full time, and some work more than 40 hours per week. > [[Close->23-1021-Detailed]]

# How to Become a Judge or Hearing Officer Judges and hearing officers typically need a law degree and work experience as a lawyer. However, specific requirements may vary. Most judges and magistrates must be appointed or elected to their positions, a process that often requires political support. Many local and state judges are appointed to serve fixed, renewable terms that may have mandatory retirement ages ranging from 65 to 75. Federal and some state judges are appointed for life. Judicial nominating commissions screen candidates for judgeships in many states and for some federal judgeships. ### Education A Juris Doctor (J.D.) > [[Next >->23-1021-HowToBecomeOne-2]] > [[Close->23-1021-Detailed]]

degree is typically required for jobs as a local, state, or federal judge or hearing officer. Earning a law degree usually takes 7 years of full-time study after high school: 4 years of undergraduate study in any field, followed by 3 years of law school. Law degree programs include courses such as constitutional law, contracts, property law, civil procedure, and legal writing. Although a J.D. is typical, requirements for these positions may vary. Hearing officers, magistrates, and even judges in some jurisdictions are not required to have a law degree. ### Work Experience in a Related > [[< Previous->23-1021-HowToBecomeOne-1]] > [[Next >->23-1021-HowToBecomeOne-3]] > [[Close->23-1021-Detailed]]

Occupation Judges and hearing officers typically learn their skills through years of experience as practicing lawyers. Some states allow those who are not lawyers to hold limited-jurisdiction positions as judges, magistrates, or hearing officers, but opportunities are better for those with experience practicing law. In addition to earning a law degree, federal administrative law judges typically need 7 years of experience as a licensed attorney. They also must pass a competitive exam from the U.S. Office of Personnel Management. Some law school graduates who are interested in becoming a > [[< Previous->23-1021-HowToBecomeOne-2]] > [[Next >->23-1021-HowToBecomeOne-4]] > [[Close->23-1021-Detailed]]

judge pursue a judicial clerkship prior to working as a lawyer. Clerkships are typically a specified length of time, such as 1 > [[< Previous->23-1021-HowToBecomeOne-3]] > [[Next >->23-1021-HowToBecomeOne-5]] > [[Close->23-1021-Detailed]]

- or 2-year terms, and help law school graduates develop skills required for a legal career. Clerks may need to have passed the bar exam prior to hiring, but they may work without a law license because they have limited duties and are not yet practicing lawyers. ### Training Newly elected or appointed judges and hearing officers sometimes have training requirements. This training may include mock trial sessions, mentorship from experienced judges or hearing officers, and courses on topics such as judicial ethics or relations with news media. Judges and hearing officers also may be required > [[< Previous->23-1021-HowToBecomeOne-4]] > [[Next >->23-1021-HowToBecomeOne-6]] > [[Close->23-1021-Detailed]]

to take continuing legal education courses throughout their careers. ### Licenses, Certifications, and Registrations Judges typically must maintain a law license and good standing with their state bar association. ### Advancement Advancement for some judicial workers means moving to courts with broader jurisdiction, such as from lower court to appellate court. Advancement for various hearing officers includes taking on more complex cases, practicing law, and becoming district court judges. ### Important Qualities The following are examples of qualities that are important for these workers > [[< Previous->23-1021-HowToBecomeOne-5]] > [[Next >->23-1021-HowToBecomeOne-7]] > [[Close->23-1021-Detailed]]

to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Judges and hearing officers must be able to analyze large amounts of information, determine relevant facts, and make decisions or issue rulings. Attention to detail. Judges and hearing officers must pay close attention to what is presented and distinguish important facts from complex information. Communication skills. Judges and hearing officers need to convey information both orally and in writing. They must be able to explain their rulings and write decisions in ways > [[< Previous->23-1021-HowToBecomeOne-6]] > [[Next >->23-1021-HowToBecomeOne-8]] > [[Close->23-1021-Detailed]]

that are both clear and comprehensive. Critical-thinking skills. Judges and hearing officers must objectively evaluate the facts of a case when applying the rules of law. Decision-making skills. Judges and hearing officers must be able to conclusively make decisions and issue rulings. > [[< Previous->23-1021-HowToBecomeOne-7]] > [[Close->23-1021-Detailed]]

# Pay The median annual wage for administrative law judges, adjudicators, and hearing officers was $115,230 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $56,970, and the highest 10 percent earned more than $203,990. The median annual wage for judges, magistrate judges, and magistrates was $156,210 in May 2024. The lowest 10 percent earned less than $46,520, and the highest 10 percent earned more than $216,540. In May 2024, the median annual wages for administrative > [[Next >->23-1021-Pay-2]] > [[Close->23-1021-Detailed]]

law judges, adjudicators, and hearing officers in the top industries in which they worked were as follows: In May 2024, the median annual wages for judges, magistrate judges, and magistrates in the top industries in which they worked were as follows: Most judges and hearing officers work full time, and some work more than 40 hours per week. Some courthouses have evening and weekend hours. In addition, judges have to be on call during nights or weekends to issue emergency orders, such as search warrants and restraining orders. > [[< Previous->23-1021-Pay-1]] > [[Close->23-1021-Detailed]]

# Job Outlook Overall employment of judges and hearing officers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 1,500 openings for judges and hearing officers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment These workers play an essential role in the legal system, and their services will continue to be needed into the future. However, budgetary constraints in federal, > [[Next >->23-1021-JobOutlook-2]] > [[Close->23-1021-Detailed]]

state, and local governments may limit the ability of these governments to fill vacant judge and hearing officer positions or authorize new ones. If there are governmental budget concerns, this could limit the employment growth opportunities of hearing officers and administrative law judges working for local, state, and federal government agencies, despite the continued need for these workers to settle disputes. > [[< Previous->23-1021-JobOutlook-1]] > [[Close->23-1021-Detailed]]

# What Administrative Services and Facilities Managers Do Administrative services and facilities managers plan, direct, and coordinate activities that help an organization run efficiently. ### Duties Administrative services and facilities managers typically do the following: - Supervise staff - Set goals and deadlines for their department or facility - Recommend changes to policies or procedures in order to improve operations, such as reassessing supplies or recordkeeping - Monitor facilities to make sure that they remain safe, secure, and well maintained > [[Next >->11-3012-WhatTheyDo-2]] > [[Close->11-3012-Detailed]]

- Oversee the maintenance and repair of machinery, equipment, and electrical and mechanical systems > [[< Previous->11-3012-WhatTheyDo-1]] > [[Next >->11-3012-WhatTheyDo-3]] > [[Close->11-3012-Detailed]]

- Make sure that facilities meet environmental, health, and security standards and comply with regulations Administrative services managers oversee one or more office support services for an organization. In a large organization, these workers may specialize in an area such as recordkeeping or mail distribution. In a small organization, they may direct all support services and may be called the business office manager. Specific tasks for administrative services managers may vary. For example, these workers might be responsible for ensuring that an organization has the supplies and services > [[< Previous->11-3012-WhatTheyDo-2]] > [[Next >->11-3012-WhatTheyDo-4]] > [[Close->11-3012-Detailed]]

it needs. Other tasks might include examining energy consumption patterns, technology use, and office equipment and planning for future upgrades. Records and information managers develop, monitor, and manage an organization's records. They provide information to chief executives and ensure that employees follow records and information management guidelines. They may direct the operations of onsite or offsite records facilities. These managers also work closely with an organization's attorneys and its technology and business operations staff. Records and information managers do not handle > [[< Previous->11-3012-WhatTheyDo-3]] > [[Next >->11-3012-WhatTheyDo-5]] > [[Close->11-3012-Detailed]]

medical records, which are administered by medical and health services managers. Facilities managers oversee buildings, grounds, equipment, and supplies. Their responsibilities cover several categories, including operations, maintenance, and planning and managing projects. For example, facilities managers may oversee renovation projects to improve efficiency or to meet regulations and environmental, health, and security standards. In addition, they continually monitor facilities to ensure that the premises are safe, secure, and well maintained. Facilities managers also direct staff, > [[< Previous->11-3012-WhatTheyDo-4]] > [[Next >->11-3012-WhatTheyDo-6]] > [[Close->11-3012-Detailed]]

including grounds maintenance workers, janitors and building cleaners, and general maintenance and repair workers. > [[< Previous->11-3012-WhatTheyDo-5]] > [[Close->11-3012-Detailed]]

# Work Environment ### Work Environment Most administrative services and facilities managers work full time, and some work more than 40 hours per week. > [[Close->11-3012-Detailed]]

# How to Become an Administrative Services or Facilities Manager Educational requirements for administrative services and facilities managers vary by organization and the work they do. But these workers typically need a bachelor's degree and related work experience. ### Education Administrative services and facilities managers typically need a bachelor's degree, often in business or a related field. However, some people enter the occupation with a high school diploma. ### Work Experience Administrative services and facilities managers must have related work experience that reflects managerial and leadership abilities. Facilities managers should have > [[Next >->11-3012-HowToBecomeOne-2]] > [[Close->11-3012-Detailed]]

experience in business operations, project management, and building maintenance, such as from having worked as a general maintenance and repair worker or a cost estimator. Records and information managers should have administrative or business operations experience involving recordkeeping. Records and information managers in the legal field often must have experience as a paralegal or legal assistant. ### Licenses, Certifications, and Registrations Although it is not required, professional certification may give candidates an advantage when applying for jobs. Several professional > [[< Previous->11-3012-HowToBecomeOne-1]] > [[Next >->11-3012-HowToBecomeOne-3]] > [[Close->11-3012-Detailed]]

associations for administrative services and facilities managers offer certifications. Some associations offer certification that specializes in facility management. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Administrative services and facilities managers must be able to review an organization's procedures for ways to improve > [[< Previous->11-3012-HowToBecomeOne-2]] > [[Next >->11-3012-HowToBecomeOne-4]] > [[Close->11-3012-Detailed]]

efficiency. Communication skills. Administrative services and facilities managers often work with others. They must be able to convey ideas clearly, both orally and in writing. Detail oriented. Administrative services and facilities managers must pay attention to details across a range of tasks, such as ensuring that the organization complies with building codes and managing the process of buying equipment. Leadership skills. In directing workers and coordinating organizational duties, administrative services and facilities managers must be able to motivate employees and handle problems > [[< Previous->11-3012-HowToBecomeOne-3]] > [[Next >->11-3012-HowToBecomeOne-5]] > [[Close->11-3012-Detailed]]

that arise. > [[< Previous->11-3012-HowToBecomeOne-4]] > [[Close->11-3012-Detailed]]

# Pay The median annual wage for administrative services managers was $108,390 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $64,740, and the highest 10 percent earned more than $200,010. The median annual wage for facilities managers was $104,690 in May 2024. The lowest 10 percent earned less than $62,550, and the highest 10 percent earned more than $173,080. In May 2024, the median annual wages for administrative services managers in the top industries in which > [[Next >->11-3012-Pay-2]] > [[Close->11-3012-Detailed]]

they worked were as follows: In May 2024, the median annual wages for facilities managers in the top industries in which they worked were as follows: Most administrative services and facilities managers work full time, and some work more than 40 hours per week. Facilities managers often are on call to address problems that arise at all hours. > [[< Previous->11-3012-Pay-1]] > [[Close->11-3012-Detailed]]

# Job Outlook Overall employment of administrative services and facilities managers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 36,400 openings for administrative services and facilities managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment A continuing focus on the environmental impact and energy efficiency of buildings will keep facilities managers in > [[Next >->11-3012-JobOutlook-2]] > [[Close->11-3012-Detailed]]

demand. For example, building codes typically ensure that buildings meet environmental standards. Facilities managers will be needed to oversee these improvements in a wide range of areas, from heating and air-conditioning systems to roofing. In addition, facilities managers will be needed to plan for natural disasters, ensuring that any damage to a building will be minimal and that the organization can get back to work quickly. Demand for administrative services managers is expected to be particularly strong for those working in records and information management. As cloud computing > [[< Previous->11-3012-JobOutlook-1]] > [[Next >->11-3012-JobOutlook-3]] > [[Close->11-3012-Detailed]]

continues to expand, these workers will have a critical role in helping organizations develop new records and information management practices and in maintaining data security. > [[< Previous->11-3012-JobOutlook-2]] > [[Close->11-3012-Detailed]]

# What Adult Basic and Secondary Education and ESL Teachers Do Adult basic and secondary education and ESL (English as a Second Language) teachers instruct adults in fundamental skills, such as reading, writing, and speaking English. They also help students earn their high school equivalency credential. ### Duties Adult basic and secondary education and ESL teachers typically do the following: - Plan and teach lessons to help students gain the knowledge and skills needed to earn their high school equivalency credential - Adapt teaching methods based on students' strengths and weaknesses > [[Next >->25-3011-WhatTheyDo-2]] > [[Close->25-3011-Detailed]]

- Emphasize skills that will help students find jobs, such as learning English words and common phrases used in the workplace - Assess students for learning disabilities - Monitor students' progress - Help students develop study skills > [[< Previous->25-3011-WhatTheyDo-1]] > [[Next >->25-3011-WhatTheyDo-3]] > [[Close->25-3011-Detailed]]

- Connect students to other resources in their community, such as job placement services Students' educational level and skills are assessed before they enter these programs. Teachers may conduct the assessments; however, sometimes another staff member assesses students. Based on the results of the assessment and the student's goals, teachers develop an education plan. Teachers must formally evaluate their students periodically to determine their progress and potential to go on to the next level of classes. However, teachers may informally evaluate their students' progress > [[< Previous->25-3011-WhatTheyDo-2]] > [[Next >->25-3011-WhatTheyDo-4]] > [[Close->25-3011-Detailed]]

continually. Adult basic and secondary education and ESL teachers often have students of various ability levels in their classes. As a result, these teachers need to use different strategies to meet the needs of all of their students. They may work with students in classes or teach them one-on-one. There are three types of education that adult basic and secondary education and ESL teachers provide: Adult basic education (ABE) classes teach students the basics of reading, writing, and math. The students generally are age 16 or older and need to gain proficiency in these skills to improve > [[< Previous->25-3011-WhatTheyDo-3]] > [[Next >->25-3011-WhatTheyDo-5]] > [[Close->25-3011-Detailed]]

their job situation. Teachers prepare students for further education and help them to develop skills that they will need in the workplace. For example, they may teach students how to write a resume. Adult secondary education classes prepare students to take the test to earn a high school equivalency credential. Some programs are combined with career preparation programs so that students can earn a high school equivalency and a career-related credential at the same time. The high school equivalency exam is composed of four subjects: language arts, math, science, and social studies. In > [[< Previous->25-3011-WhatTheyDo-4]] > [[Next >->25-3011-WhatTheyDo-6]] > [[Close->25-3011-Detailed]]

addition to teaching these subjects, teachers also help their students improve their skills in communicating, critical thinking, and problem solving > [[< Previous->25-3011-WhatTheyDo-5]] > [[Next >->25-3011-WhatTheyDo-7]] > [[Close->25-3011-Detailed]]

- skills they will need in preparing for further education and successful careers. English as a Second Language (ESL), also called English for Speakers of Other Languages (ESOL), classes teach students to read, write, and speak English. Students in these classes are immigrants to the United States or those whose native language is not English. ESL teachers may have students from many different countries and cultures in their classroom. Because the ESL teacher and the students may not share a common native language, ESL teachers must be creative with their communication in the classroom. ESL > [[< Previous->25-3011-WhatTheyDo-6]] > [[Next >->25-3011-WhatTheyDo-8]] > [[Close->25-3011-Detailed]]

teachers often focus on helping their students with practical vocabulary for jobs and daily living. They also may focus on preparing their students to take the citizenship exam. > [[< Previous->25-3011-WhatTheyDo-7]] > [[Close->25-3011-Detailed]]

# Work Environment ### Work Environment Adult basic and secondary education and ESL teachers are often employed by community colleges, community-based organizations, and public schools. Part-time work is common. > [[Close->25-3011-Detailed]]

# How to Become an Adult Basic or Secondary Education or ESL Teacher Adult basic and secondary education and ESL teachers who work in public schools typically need at least a bachelor's degree and a license or certification. ### Education Adult basic and secondary education and ESL teachers in public schools typically need at least a bachelor's degree. Some community colleges prefer to hire those with a master's degree or graduate coursework in adult education or English as a Second Language (ESL). Programs in adult education prepare prospective teachers to use effective strategies for adult learners, work with students from a variety of cultures and > [[Next >->25-3011-HowToBecomeOne-2]] > [[Close->25-3011-Detailed]]

backgrounds, and teach adults with learning disabilities. Some programs allow these prospective teachers to specialize in adult basic education, secondary education, or ESL. Prospective ESL teachers should take courses or training in linguistics and theories of how people learn second languages. Knowledge of a second language is not necessary to teach ESL, but it can be helpful. Teacher education programs instruct prospective teachers in how to present information to students and how to work with students of varying abilities and backgrounds. Programs typically include an opportunity for > [[< Previous->25-3011-HowToBecomeOne-1]] > [[Next >->25-3011-HowToBecomeOne-3]] > [[Close->25-3011-Detailed]]

student-teachers to work with a mentor and get experience in a classroom. Adult basic and secondary education and ESL teachers may take professional development classes to improve their teaching skills and ensure that they keep up with research about teaching adults. ### Licenses, Certifications, and Registrations Adult basic and secondary education and ESL teachers who work in public schools must have a teaching certificate. Some states have certificates specifically for adult education. Other states require teachers to have a certificate in elementary or secondary education. To obtain a > [[< Previous->25-3011-HowToBecomeOne-2]] > [[Next >->25-3011-HowToBecomeOne-4]] > [[Close->25-3011-Detailed]]

license, adult basic and secondary education and ESL teachers typically need a bachelor's degree and must complete a student-teaching program. For more information, contact the director of adult education for your state. Contact information is available from the U.S. Department of Education. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Adult basic and secondary education and ESL teachers must collaborate with > [[< Previous->25-3011-HowToBecomeOne-3]] > [[Next >->25-3011-HowToBecomeOne-5]] > [[Close->25-3011-Detailed]]

other teachers and program administrators. In addition, they must explain concepts in terms that students can understand. Cultural sensitivity. Teachers work with students from a variety of cultural, educational, and economic backgrounds. They must be respectful of their students' backgrounds and be understanding of their concerns. Patience. Working with students of different abilities and backgrounds can be difficult. Teachers must be patient when students struggle to understand the material. Resourcefulness. Teachers must be able to think on their feet and find ways to keep students > [[< Previous->25-3011-HowToBecomeOne-4]] > [[Next >->25-3011-HowToBecomeOne-6]] > [[Close->25-3011-Detailed]]

engaged in learning. They may have to change their methods of instruction to address the different needs of their students. > [[< Previous->25-3011-HowToBecomeOne-5]] > [[Close->25-3011-Detailed]]

# Pay The median annual wage for adult basic and secondary education and ESL teachers was $59,950 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,750, and the highest 10 percent earned more than $95,750. In May 2024, the median annual wages for adult basic and secondary education and ESL teachers in the top industries in which they worked were as follows: Teachers often work in the mornings and evenings, because classes are held at times when students are not at > [[Next >->25-3011-Pay-2]] > [[Close->25-3011-Detailed]]

work. Part-time work is common. > [[< Previous->25-3011-Pay-1]] > [[Close->25-3011-Detailed]]

# Job Outlook Employment of adult basic and secondary education and ESL teachers is projected to grow 14 percent from 2024 to 2034, decline. About 3,900 openings for adult basic and secondary education and ESL teachers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Enrollment in adult education and ESL programs has declined in recent years. At the same time, high school graduation rates have increased, reducing the number > [[Next >->25-3011-JobOutlook-2]] > [[Close->25-3011-Detailed]]

of adults seeking to obtain high school equivalency credentials. As these trends continue, the demand for adult basic and secondary education and ESL teachers may decline. Changes in government funding for adult education and ESL programs also may impact the demand for these workers. > [[< Previous->25-3011-JobOutlook-1]] > [[Close->25-3011-Detailed]]

# What Advertising, Promotions, and Marketing Managers Do Advertising, promotions, and marketing managers plan programs to generate interest in products or services. They work with art directors, advertising sales agents, financial staff, and others to develop strategies and materials. ### Duties Advertising, promotions, and marketing managers typically do the following: - Work with department heads or staff to discuss topics such as budgets and contracts, creative vision, marketing plans, and media buying - Plan promotional campaigns, such as contests or giveaways, to boost brand loyalty and reach new customers > [[Next >->11-2011-WhatTheyDo-2]] > [[Close->11-2011-Detailed]]

- Plan advertising campaigns, including in which media - such as radio, television, or email - to advertise - Negotiate advertising contracts with clients and partners - Evaluate the look and feel of displays or websites in advertising or marketing campaigns - Initiate market research studies and analyze their findings to understand customer and market opportunities for businesses - Develop pricing and other strategies, such as how to acquire and retain customers and manage their data, for marketing products or services > [[< Previous->11-2011-WhatTheyDo-1]] > [[Next >->11-2011-WhatTheyDo-3]] > [[Close->11-2011-Detailed]]

- Meet and strategize with clients to provide marketing or related advice > [[< Previous->11-2011-WhatTheyDo-2]] > [[Next >->11-2011-WhatTheyDo-4]] > [[Close->11-2011-Detailed]]

- Direct the hiring and daily activities of advertising, promotions, and marketing staff Advertising managers create interest among potential buyers of a product or service. They do this for a department, an entire organization, or individual projects (referred to as an account). Advertising managers work with sales staff and others to generate ideas for an advertising campaign. They oversee the staff that develops the advertising. They work with the finance department to prepare a budget and cost estimates for the campaign. Often, advertising managers serve as liaisons between the client > [[< Previous->11-2011-WhatTheyDo-3]] > [[Next >->11-2011-WhatTheyDo-5]] > [[Close->11-2011-Detailed]]

and the advertising or promotion agency that develops and places the ads. Some advertising managers specialize in a particular field or type of advertising. For example, media directors determine the way in which an advertising campaign reaches customers, whether through radio, television, or various other media. Account executives have a different focus: they oversee client accounts but do not develop or supervise advertising projects themselves. Promotions managers direct programs that combine advertising with purchasing incentives and target them to customers in media, in displays, or at > [[< Previous->11-2011-WhatTheyDo-4]] > [[Next >->11-2011-WhatTheyDo-6]] > [[Close->11-2011-Detailed]]

events to increase sales. Purchasing incentives may include discounts, rebates, contests, and other programs to strengthen brand loyalty. Promotions managers also contribute to developing brand loyalty programs. Marketing managers estimate demand and identify potential markets for products and services that an organization and its competitors offer. They may develop pricing and other strategies, such as ways to acquire and retain customers. They work with product development, public relations, and sales staff to help organizations maximize their profits and market share while ensuring > [[< Previous->11-2011-WhatTheyDo-5]] > [[Next >->11-2011-WhatTheyDo-7]] > [[Close->11-2011-Detailed]]

customer satisfaction. > [[< Previous->11-2011-WhatTheyDo-6]] > [[Close->11-2011-Detailed]]

# Work Environment ### Work Environment Advertising, promotions, and marketing managers typically work in an office setting. They may travel to meet with clients or media representatives. Most of these managers work full time, and some work more than 40 hours per week. > [[Close->11-2011-Detailed]]

# How to Become an Advertising, Promotions, or Marketing Manager Advertising, promotions, and marketing managers typically need a bachelor's degree. They also typically need work experience in a related occupation. ### Education Advertising, promotions, and marketing managers typically need a bachelor's degree in a business field, such as marketing, or in a related field, such as communications. Relevant courses might include consumer behavior, market research, and art history. Some employers prefer to hire candidates who have a master's degree. Advertising and marketing managers may begin as trainees or participate in mentoring or shadowing > [[Next >->11-2011-HowToBecomeOne-2]] > [[Close->11-2011-Detailed]]

opportunities. In addition, completing an internship while in school may make candidates more attractive to prospective employers. ### Work Experience in a Related Occupation These managers typically need work experience in a related advertising, marketing, promotions, or sales occupation. For example, they may have worked as sales representatives, market research analysts, or public relations specialists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) > [[< Previous->11-2011-HowToBecomeOne-1]] > [[Next >->11-2011-HowToBecomeOne-3]] > [[Close->11-2011-Detailed]]

skills data page. Analytical skills. Advertising, promotions, and marketing managers must be able to evaluate industry trends and determine the best strategies for their clients. Communication skills. These workers must be able to collaborate with other managers and staff. They also must be persuasive in communicating with the public. Creativity. Advertising, promotions, and marketing managers must be able to generate new and imaginative ideas. Decision-making skills. These workers often must choose between competing advertising and marketing strategies put forward by > [[< Previous->11-2011-HowToBecomeOne-2]] > [[Next >->11-2011-HowToBecomeOne-4]] > [[Close->11-2011-Detailed]]

staff. Interpersonal skills. Managers must deal with a range of people and personalities in different roles, both inside and outside their organization. Organizational skills. Advertising, promotions, and marketing managers must manage their time and budget efficiently while directing and motivating staff. > [[< Previous->11-2011-HowToBecomeOne-3]] > [[Close->11-2011-Detailed]]

# Pay The median annual wage for advertising and promotions managers was $126,960 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $63,000, and the highest 10 percent earned more than $239,200. The median annual wage for marketing managers was $161,030 in May 2024. The lowest 10 percent earned less than $81,900, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for advertising and promotions managers in the top industries in > [[Next >->11-2011-Pay-2]] > [[Close->11-2011-Detailed]]

which they worked were as follows: In May 2024, the median annual wages for marketing managers in the top industries in which they worked were as follows: Most advertising, promotions, and marketing managers work full time. Some work more than 40 hours per week. > [[< Previous->11-2011-Pay-1]] > [[Close->11-2011-Detailed]]

# Job Outlook Overall employment of advertising, promotions, and marketing managers is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 36,400 openings for advertising, promotions, and marketing managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of advertising, promotions, and marketing managers varies by occupation (see table). Marketing managers > [[Next >->11-2011-JobOutlook-2]] > [[Close->11-2011-Detailed]]

will continue to be in demand as organizations use marketing campaigns to maintain and expand their market share. These managers will be sought after for their advice on crafting pricing strategies and finding new ways to reach customers. The continued rise of electronic media will result in decreasing demand for print advertisements, which is expected to reduce the need for advertising and promotions managers. In addition, the ability to automate digital ad placement and the use of ad blockers by digital users may further limit demand for these workers. ### > [[< Previous->11-2011-JobOutlook-1]] > [[Close->11-2011-Detailed]]

# What Aerospace Engineering and Operations Technologists and Technicians Do Aerospace engineering and operations technologists and technicians install, run, and maintain equipment used to develop, test, produce, and sustain aircraft and spacecraft. Their work is critical to ensuring the safety and precision of key parts of these vehicles and systems. ### Duties Aerospace engineering and operations technologists and technicians typically do the following: - Meet with aerospace engineers to discuss details and implications of test procedures - Build and maintain test facilities for aircraft systems > [[Next >->17-3021-WhatTheyDo-2]] > [[Close->17-3021-Detailed]]

- Make and install parts and systems to be tested in test equipment - Operate and calibrate computer systems so that they comply with test and manufacturing requirements - Make sure that test procedures are performed smoothly and safely - Record data from test parts and assemblies - Install instruments in aircraft and spacecraft > [[< Previous->17-3021-WhatTheyDo-1]] > [[Next >->17-3021-WhatTheyDo-3]] > [[Close->17-3021-Detailed]]

- Monitor and ensure quality in producing systems that go into the aircraft New aircraft designs undergo years of testing before they are put into service. As part of the job, technologists and technicians often calibrate test equipment, such as wind tunnels, and determine the causes of equipment malfunctions. They also may program and run computer simulations that test the new designs. > [[< Previous->17-3021-WhatTheyDo-2]] > [[Close->17-3021-Detailed]]

# Work Environment ### Work Environment Aerospace engineering and operations technologists and technicians usually work in manufacturing plants, laboratories, and offices. Most work full time. > [[Close->17-3021-Detailed]]

# How to Become an Aerospace Engineering and Operations Technologist or Technician Aerospace engineering and operations technologists and technicians typically need an associate's degree in engineering technology or a related field. Some employers consider candidates who have a high school diploma or have completed a certificate program. Some aerospace engineering and operations technologists and technicians must have security clearances to work on projects related to national defense. U.S. citizenship may be required for certain types and levels of clearance. ### Education High school students interested in becoming an aerospace engineering and operations technologist or > [[Next >->17-3021-HowToBecomeOne-2]] > [[Close->17-3021-Detailed]]

technician should take classes in math, science, and, if available, drafting and information technology. Aerospace engineering and operations technologists and technicians typically need an associate's degree in engineering technology or a related field. Some employers consider candidates who have a high school diploma or have completed a certificate program. Associate's degree and certificate programs are available at community colleges or vocational–technical schools. ### Licenses, Certifications, and Registrations Although not required for the job, certifications may demonstrate > [[< Previous->17-3021-HowToBecomeOne-1]] > [[Next >->17-3021-HowToBecomeOne-3]] > [[Close->17-3021-Detailed]]

specific knowledge or professional expertise. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Aerospace engineering and operations technologists and technicians must be able to follow instructions from aerospace engineers. They also need to clearly convey problems to their supervisors. Detail oriented. Aerospace engineering and operations technologists > [[< Previous->17-3021-HowToBecomeOne-2]] > [[Next >->17-3021-HowToBecomeOne-4]] > [[Close->17-3021-Detailed]]

and technicians take precise measurements needed by aerospace engineers. In addition, they must keep accurate records of these measurements. Interpersonal skills. Aerospace engineering and operations technologists and technicians must be able to work well with others. They interact with people from other divisions, businesses, and governments. Math skills. Aerospace engineering and operations technologists and technicians use mathematics for measurement, analysis, design, and troubleshooting tasks. Mechanical skills. Aerospace engineering and operations technologists and technicians assist > [[< Previous->17-3021-HowToBecomeOne-3]] > [[Next >->17-3021-HowToBecomeOne-5]] > [[Close->17-3021-Detailed]]

aerospace engineers by building what the engineers design. They need technical skills to guide processes from design to production. Problem-solving skills. Aerospace engineering and operations technologists and technicians help aerospace engineers troubleshoot design issues. They must be able to help evaluate system capabilities, formulate questions, and then find the answers. > [[< Previous->17-3021-HowToBecomeOne-4]] > [[Close->17-3021-Detailed]]

# Pay The median annual wage for aerospace engineering and operations technologists and technicians was $79,830 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $53,730, and the highest 10 percent earned more than $120,440. In May 2024, the median annual wages for aerospace engineering and operations technologists and technicians in the top industries in which they worked were as follows: Most aerospace engineering and operations technologists and technicians work full > [[Next >->17-3021-Pay-2]] > [[Close->17-3021-Detailed]]

time. Depending on the employer or project, they may work in shifts or be required to work overtime. > [[< Previous->17-3021-Pay-1]] > [[Close->17-3021-Detailed]]

# Job Outlook Employment of aerospace engineering and operations technologists and technicians is projected to grow 8 percent from 2024 to 2034, much faster than the average for all occupations. About 900 openings for aerospace engineering and operations technologists and technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Technological advances have reduced the cost of launching satellites. Demand for aerospace > [[Next >->17-3021-JobOutlook-2]] > [[Close->17-3021-Detailed]]

engineering and operations technologists and technicians is expected to increase as space becomes more accessible, especially with innovations that make small satellites commercially viable. New developments in types of aircrafts, such as electric hybrids, also are expected to drive an increase in employment. In addition, continued interest in drones is expected to support employment growth for these workers. ### > [[< Previous->17-3021-JobOutlook-1]] > [[Close->17-3021-Detailed]]

# What Aerospace Engineers Do Aerospace engineers design, develop, and test aircraft, spacecraft, satellites, and missiles. In addition, they create and test prototypes to make sure that they function according to design. ### Duties Aerospace engineers typically do the following: - Coordinate and direct the design, manufacture, and testing of aircraft and aerospace products - Assess project proposals to determine whether they are technically and financially feasible - Determine whether proposed projects will be safe and meet defined goals > [[Next >->17-2011-WhatTheyDo-2]] > [[Close->17-2011-Detailed]]

- Evaluate designs to ensure that products meet engineering principles, customer requirements, and environmental regulations - Develop criteria for design, quality, completion, and sustainment after delivery - Ensure that projects meet required standards > [[< Previous->17-2011-WhatTheyDo-1]] > [[Next >->17-2011-WhatTheyDo-3]] > [[Close->17-2011-Detailed]]

- Inspect malfunctioning or damaged products to identify sources of problems and possible solutions Aerospace engineers develop technologies for use in aviation, defense systems, and spacecraft. They may focus on areas such as aerodynamic fluid flow; structural design; guidance, navigation, and control; instrumentation and communication; robotics; or propulsion and combustion. Aerospace engineers may design specific aerospace products, such as commercial and military airplanes and helicopters; remotely piloted aircraft and rotorcraft; spacecraft, including launch vehicles and satellites; > [[< Previous->17-2011-WhatTheyDo-2]] > [[Next >->17-2011-WhatTheyDo-4]] > [[Close->17-2011-Detailed]]

and military missiles and rockets. The following are the two common types of aerospace engineers: Aeronautical engineers work with aircraft. They are involved primarily in designing aircraft and propulsion systems and in studying the aerodynamic performance of aircraft and construction materials. They work with the theory, technology, and practice of flight within the Earth's atmosphere. Astronautical engineers work with the science and technology of spacecraft and how they perform inside and outside the Earth's atmosphere. This includes work on small satellites such as cubesats, and > [[< Previous->17-2011-WhatTheyDo-3]] > [[Next >->17-2011-WhatTheyDo-5]] > [[Close->17-2011-Detailed]]

traditional large satellites. > [[< Previous->17-2011-WhatTheyDo-4]] > [[Close->17-2011-Detailed]]

# Work Environment ### Work Environment Aerospace engineers typically work in an office setting, often using a computer. Most work full time, and some work more than 40 hours per week. > [[Close->17-2011-Detailed]]

# How to Become an Aerospace Engineer Aerospace engineers typically need a bachelor's degree in aerospace engineering or a related field to enter the occupation. Aerospace engineers who work on projects that are related to national defense may need a security clearance. Some types and levels of clearance require U.S. citizenship. ### Education Aerospace engineers typically need a bachelor's degree in engineering or a related field. High school students interested in studying aerospace engineering should take classes in chemistry, physics, and math. Bachelor's degree programs in engineering usually include classroom, laboratory, > [[Next >->17-2011-HowToBecomeOne-2]] > [[Close->17-2011-Detailed]]

and field courses in subjects such as stability and control, structures, and mechanics. College students may have an opportunity to participate in cooperative education programs or internships. Through partnership with local businesses, these programs allow students to gain practical experience while they complete their education. Some colleges and universities offer a 5-year program that leads to both a bachelor's degree and a master's degree. A graduate degree may allow an engineer to work as an instructor at a university or to do research and development. Employers may prefer to hire > [[< Previous->17-2011-HowToBecomeOne-1]] > [[Next >->17-2011-HowToBecomeOne-3]] > [[Close->17-2011-Detailed]]

graduates of aerospace engineering programs accredited by a professional association. A degree from an accredited program is usually required to become licensed. ### Licenses, Certifications, and Registrations Licensure is not required for entry-level aerospace engineer positions. Experienced engineers may obtain a Professional Engineering (PE) license, which allows them to oversee the work of other engineers, sign off on projects, and provide services directly to the public. State licensure generally requires a bachelor's or higher degree from an accredited engineering program, a passing > [[< Previous->17-2011-HowToBecomeOne-2]] > [[Next >->17-2011-HowToBecomeOne-4]] > [[Close->17-2011-Detailed]]

score on the Fundamentals of Engineering (FE) exam, several years of relevant work experience, and a passing score on the PE exam. Each state issues its own license. Most states recognize licensure from other states, as long as the licensing state's requirements meet or exceed their own licensure requirements. Several states require continuing education for engineers to keep their licenses. Information on state licensing board requirements is available from CareerOneStop. ### Advancement Aerospace engineers who gain experience or who have additional education or credentials may advance into > [[< Previous->17-2011-HowToBecomeOne-3]] > [[Next >->17-2011-HowToBecomeOne-5]] > [[Close->17-2011-Detailed]]

technical or supervisory positions. Those with leadership skills also may become engineering managers or project management specialists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Aerospace engineers must be able to evaluate project design elements and propose improvements, if necessary. Business skills. Meeting federal standards in aerospace engineering requires business knowledge, including commercial law. > [[< Previous->17-2011-HowToBecomeOne-4]] > [[Next >->17-2011-HowToBecomeOne-6]] > [[Close->17-2011-Detailed]]

Project management or systems engineering skills also may be useful. Communication skills. Aerospace engineers must be able to explain, both orally and in writing, the details of their designs. They may need to convey information to a variety of audiences, including nontechnical ones. Interpersonal skills. Aerospace engineers often work on teams and must be able to interact with other types of engineers and with nontechnical team members. Math skills. Aerospace engineers use calculus, trigonometry, and other math in their analysis, design, and troubleshooting work. Problem-solving skills. > [[< Previous->17-2011-HowToBecomeOne-5]] > [[Next >->17-2011-HowToBecomeOne-7]] > [[Close->17-2011-Detailed]]

Aerospace engineers upgrade designs and troubleshoot problems to improve aircraft, such as for increased fuel efficiency or safety. > [[< Previous->17-2011-HowToBecomeOne-6]] > [[Close->17-2011-Detailed]]

# Pay The median annual wage for aerospace engineers was $134,830 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $85,350, and the highest 10 percent earned more than $205,850. In May 2024, the median annual wages for aerospace engineers in the top industries in which they worked were as follows: Most aerospace engineers work full time, and some work more than 40 hours per week. Engineers may need to work extra hours to monitor progress and to troubleshoot when problems > [[Next >->17-2011-Pay-2]] > [[Close->17-2011-Detailed]]

arise. > [[< Previous->17-2011-Pay-1]] > [[Close->17-2011-Detailed]]

# Job Outlook Employment of aerospace engineers is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 4,500 openings for aerospace engineers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Aircraft are being redesigned for less noise pollution and better fuel efficiency, which should help drive demand for aerospace engineers. Technological advancements have reduced the cost > [[Next >->17-2011-JobOutlook-2]] > [[Close->17-2011-Detailed]]

of launching satellites. Demand for aerospace engineers is expected to increase as space becomes more accessible, especially with developments in small satellites that have greater commercial viability. In addition, continued interest in drones for certain uses, such as forest fire detection, may help to drive employment growth for these engineers. > [[< Previous->17-2011-JobOutlook-1]] > [[Close->17-2011-Detailed]]

- Plan advertising campaigns, including in which media - such as radio, television, or email - to advertise - Negotiate advertising contracts with clients and partners - Evaluate the look and feel of displays or websites in advertising or marketing campaigns - Initiate market research studies and analyze their findings to understand customer and market opportunities for businesses - Develop pricing and other strategies, such as how to acquire and retain customers and manage their data, for marketing products or services > [[< Previous->11-2021-WhatTheyDo-1]] > [[Next >->11-2021-WhatTheyDo-3]] > [[Close->11-2021-Detailed]]

- Meet and strategize with clients to provide marketing or related advice > [[< Previous->11-2021-WhatTheyDo-2]] > [[Next >->11-2021-WhatTheyDo-4]] > [[Close->11-2021-Detailed]]

- Direct the hiring and daily activities of advertising, promotions, and marketing staff Advertising managers create interest among potential buyers of a product or service. They do this for a department, an entire organization, or individual projects (referred to as an account). Advertising managers work with sales staff and others to generate ideas for an advertising campaign. They oversee the staff that develops the advertising. They work with the finance department to prepare a budget and cost estimates for the campaign. Often, advertising managers serve as liaisons between the client > [[< Previous->11-2021-WhatTheyDo-3]] > [[Next >->11-2021-WhatTheyDo-5]] > [[Close->11-2021-Detailed]]

and the advertising or promotion agency that develops and places the ads. Some advertising managers specialize in a particular field or type of advertising. For example, media directors determine the way in which an advertising campaign reaches customers, whether through radio, television, or various other media. Account executives have a different focus: they oversee client accounts but do not develop or supervise advertising projects themselves. Promotions managers direct programs that combine advertising with purchasing incentives and target them to customers in media, in displays, or at > [[< Previous->11-2021-WhatTheyDo-4]] > [[Next >->11-2021-WhatTheyDo-6]] > [[Close->11-2021-Detailed]]

events to increase sales. Purchasing incentives may include discounts, rebates, contests, and other programs to strengthen brand loyalty. Promotions managers also contribute to developing brand loyalty programs. Marketing managers estimate demand and identify potential markets for products and services that an organization and its competitors offer. They may develop pricing and other strategies, such as ways to acquire and retain customers. They work with product development, public relations, and sales staff to help organizations maximize their profits and market share while ensuring > [[< Previous->11-2021-WhatTheyDo-5]] > [[Next >->11-2021-WhatTheyDo-7]] > [[Close->11-2021-Detailed]]

customer satisfaction. > [[< Previous->11-2021-WhatTheyDo-6]] > [[Close->11-2021-Detailed]]

# How to Become an Advertising, Promotions, or Marketing Manager Advertising, promotions, and marketing managers typically need a bachelor's degree. They also typically need work experience in a related occupation. ### Education Advertising, promotions, and marketing managers typically need a bachelor's degree in a business field, such as marketing, or in a related field, such as communications. Relevant courses might include consumer behavior, market research, and art history. Some employers prefer to hire candidates who have a master's degree. Advertising and marketing managers may begin as trainees or participate in mentoring or shadowing > [[Next >->11-2021-HowToBecomeOne-2]] > [[Close->11-2021-Detailed]]

opportunities. In addition, completing an internship while in school may make candidates more attractive to prospective employers. ### Work Experience in a Related Occupation These managers typically need work experience in a related advertising, marketing, promotions, or sales occupation. For example, they may have worked as sales representatives, market research analysts, or public relations specialists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) > [[< Previous->11-2021-HowToBecomeOne-1]] > [[Next >->11-2021-HowToBecomeOne-3]] > [[Close->11-2021-Detailed]]

skills data page. Analytical skills. Advertising, promotions, and marketing managers must be able to evaluate industry trends and determine the best strategies for their clients. Communication skills. These workers must be able to collaborate with other managers and staff. They also must be persuasive in communicating with the public. Creativity. Advertising, promotions, and marketing managers must be able to generate new and imaginative ideas. Decision-making skills. These workers often must choose between competing advertising and marketing strategies put forward by > [[< Previous->11-2021-HowToBecomeOne-2]] > [[Next >->11-2021-HowToBecomeOne-4]] > [[Close->11-2021-Detailed]]

staff. Interpersonal skills. Managers must deal with a range of people and personalities in different roles, both inside and outside their organization. Organizational skills. Advertising, promotions, and marketing managers must manage their time and budget efficiently while directing and motivating staff. > [[< Previous->11-2021-HowToBecomeOne-3]] > [[Close->11-2021-Detailed]]

# What Sales Managers Do Sales managers plan, direct, or coordinate the delivery of a product or service to the customer. They set sales goals, analyze data, and develop training programs for organizations' sales representatives. ### Duties Sales managers typically do the following: - Prepare budgets and approve expenditures - Monitor customer preferences to determine the focus of sales efforts - Analyze sales data - Project sales and determine the profitability of products and services > [[Next >->11-2022-WhatTheyDo-2]] > [[Close->11-2022-Detailed]]

- Develop plans to acquire new customers through techniques such as direct sales, cold calling, and business-to-business marketing - Set sales goals for staff and monitor staff progress toward those goals - Resolve customer complaints, especially those escalated by sales staff > [[< Previous->11-2022-WhatTheyDo-1]] > [[Next >->11-2022-WhatTheyDo-3]] > [[Close->11-2022-Detailed]]

- Plan and coordinate training programs for sales staff Sales managers' responsibilities vary with the size of their organization. However, most of these managers direct the selling of goods and services by assigning territories, setting goals, and establishing training programs for the organization's sales representatives. Sales managers typically focus on either business-to-business (B2B) or business-to-consumer (B2C) transactions. B2B sales managers may work for a manufacturer selling to a wholesaler or for a wholesaler selling to a retailer. B2C sales managers oversee direct sales to > [[< Previous->11-2022-WhatTheyDo-2]] > [[Next >->11-2022-WhatTheyDo-4]] > [[Close->11-2022-Detailed]]

individuals. Sales managers recruit, hire, and train new members of the sales staff, including retail sales workers and wholesale and manufacturing sales representatives. They also may assist staff members with presentations, with closing sales, and on ways to improve performance to meet their goals. In large multiproduct organizations, sales managers may oversee regional and local sales managers and their staffs. They communicate with dealers, manufacturers, and distributors; analyze sales data generated from their staff; and determine the sales potential of products or services for > [[< Previous->11-2022-WhatTheyDo-3]] > [[Next >->11-2022-WhatTheyDo-5]] > [[Close->11-2022-Detailed]]

inventory purposes and to monitor customers' preferences. Sales managers also work closely with managers from other departments within an organization. These departments may include marketing and sales, which identify and target new customers; research and design, which study customers' preferences; and warehousing, which tracks inventory. > [[< Previous->11-2022-WhatTheyDo-4]] > [[Close->11-2022-Detailed]]

# Work Environment ### Work Environment Sales managers typically work in an office or retail setting. Most work full time, and some work more than 40 hours per week. They often are required to travel. > [[Close->11-2022-Detailed]]

# How to Become a Sales Manager Sales managers typically need a bachelor's degree and work experience as a sales representative. For some jobs, workers qualify with a high school diploma. ### Education Sales managers typically need a bachelor's degree, although some positions require a high school diploma. A common field of degree is business, which usually includes courses in management and marketing. ### Work Experience in a Related Occupation Work experience is typically required to become a sales manager. Employers usually prefer that candidates have several years of sales experience. Sales managers typically enter > [[Next >->11-2022-HowToBecomeOne-2]] > [[Close->11-2022-Detailed]]

the occupation from other sales and related occupations, such as retail sales workers, wholesale and manufacturing sales representatives, or purchasing agents. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Sales managers must track and interpret data to evaluate trends, develop goals, and determine sales strategies. Communication skills. Sales managers need to convey ideas clearly to a wide range of > [[< Previous->11-2022-HowToBecomeOne-1]] > [[Next >->11-2022-HowToBecomeOne-3]] > [[Close->11-2022-Detailed]]

people. Computer skills. Sales managers must be able to use a variety of programs and applications, such as customer relationship management (CRM) and spreadsheet software, to track sales and build forecasting models. Customer-service skills. Sales managers must listen and respond to customers' needs in order to help make a sale. Interpersonal skills. Sales managers must be able to build a rapport with colleagues and customers to be successful in their work. Leadership skills. Sales managers must develop strategies for meeting sales goals and be able to motivate their sales staff to > [[< Previous->11-2022-HowToBecomeOne-2]] > [[Next >->11-2022-HowToBecomeOne-4]] > [[Close->11-2022-Detailed]]

reach those goals. Organizational skills. Sales managers must create and maintain order to manage their time, track the performance of sales representatives, and develop sales strategies. > [[< Previous->11-2022-HowToBecomeOne-3]] > [[Close->11-2022-Detailed]]

# Pay The median annual wage for sales managers was $138,060 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $66,910, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for sales managers in the top industries in which they worked were as follows: Wage data are from nonfarm establishments. The data exclude self-employed workers and owners and partners in unincorporated businesses. Tips, sales commissions, and bonuses for meeting > [[Next >->11-2022-Pay-2]] > [[Close->11-2022-Detailed]]

production targets are included in wages; premium pay, such as overtime and shift differentials, is not. Compensation methods for sales managers may vary with the type of organization and the product sold. Employers usually pay sales managers using a combination of salary and commissions or salary plus bonuses. In general, commissions are a percentage of the type and amount of the good or service sold. Bonuses may depend on the performance of an individual, of all sales workers in the group or district, or of the organization. Most sales managers work full time, and some work more than 40 > [[< Previous->11-2022-Pay-1]] > [[Next >->11-2022-Pay-3]] > [[Close->11-2022-Detailed]]

hours per week. Working evenings or weekends may be required. > [[< Previous->11-2022-Pay-2]] > [[Close->11-2022-Detailed]]

# Job Outlook Employment of sales managers is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 49,000 openings for sales managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment An effective sales team remains crucial for profitability. As the economy grows, organizations will focus on generating new sales and will look to their sales strategy as a way to increase > [[Next >->11-2022-JobOutlook-2]] > [[Close->11-2022-Detailed]]

competitiveness. Online shopping is expected to continue to increase, meaning more sales will be completed without a sales worker involved in the transaction. However, brick-and-mortar retail stores also are expected to increase their emphasis on customer service as a way to compete with online sellers. Because sales managers will be needed to direct and navigate this mix between online and brick-and-mortar sales, sustained demand is expected for these workers. > [[< Previous->11-2022-JobOutlook-1]] > [[Close->11-2022-Detailed]]

# What Agricultural Engineers Do Agricultural engineers attempt to solve agricultural problems concerning power supplies, the efficiency of machinery, the use of structures and facilities, pollution and environmental issues, and the storage and processing of agricultural products. ### Duties Agricultural engineers typically do the following: - Use computer software to design equipment, systems, or structures - Modify environmental factors that affect animal or crop production, such as airflow in a barn or runoff patterns on a field - Test equipment to ensure its safety and reliability > [[Next >->17-2021-WhatTheyDo-2]] > [[Close->17-2021-Detailed]]

- Oversee construction and production operations > [[< Previous->17-2021-WhatTheyDo-1]] > [[Next >->17-2021-WhatTheyDo-3]] > [[Close->17-2021-Detailed]]

- Plan and work together with clients, contractors, consultants, and other engineers to ensure effective and desirable outcomes Agricultural engineers work in farming, including aquaculture (farming of seafood), forestry, and food processing. They work on a wide variety of projects. For example, some agricultural engineers work to develop climate control systems that increase the comfort and productivity of livestock whereas others work to increase the storage capacity and efficiency of refrigeration. Many agricultural engineers attempt to develop better solutions for animal waste disposal. > [[< Previous->17-2021-WhatTheyDo-2]] > [[Next >->17-2021-WhatTheyDo-4]] > [[Close->17-2021-Detailed]]

Those with computer programming skills work to integrate artificial intelligence and geospatial systems into agriculture. For example, they work to improve efficiency in fertilizer application or to automate harvesting systems. > [[< Previous->17-2021-WhatTheyDo-3]] > [[Close->17-2021-Detailed]]

# Work Environment ### Work Environment Agricultural engineers work mostly in offices, but may spend time traveling to agricultural settings. Agricultural engineers typically work full time. > [[Close->17-2021-Detailed]]

# How to Become an Agricultural Engineer Agricultural engineers typically need a bachelor's degree in an engineering field, such as agricultural or biological engineering. ### Education High school students who are interested in studying agricultural engineering should take classes in math and science. College students take courses in calculus, physics, biology, and chemistry. They also may take courses in business, public policy, and economics. Entry-level jobs in agricultural engineering typically require a bachelor's degree in engineering, including agricultural engineering or biological engineering. College students may gain > [[Next >->17-2021-HowToBecomeOne-2]] > [[Close->17-2021-Detailed]]

practical experience through internships or from working on projects for engineering competitions, in which teams of students design equipment and attempt to solve real problems. Employers may prefer to hire candidates who have graduated from programs accredited by a professional association. ### Licenses, Certifications, and Registrations Licensure is not required for entry-level positions as an agricultural engineer. A Professional Engineering (PE) license, which allows for higher levels of leadership and independence, can be acquired later in one's career. Licensed engineers are called > [[< Previous->17-2021-HowToBecomeOne-1]] > [[Next >->17-2021-HowToBecomeOne-3]] > [[Close->17-2021-Detailed]]

professional engineers (PEs). A PE can oversee the work of other engineers, sign off on projects, and provide services directly to the public. State licensure generally requires - A degree from an accredited engineering program - A passing score on the Fundamentals of Engineering (FE) exam - Relevant work experience, typically at least 4 years > [[< Previous->17-2021-HowToBecomeOne-2]] > [[Next >->17-2021-HowToBecomeOne-4]] > [[Close->17-2021-Detailed]]

- A passing score on the Professional Engineering (PE) exam The initial FE exam can be taken after one earns a bachelor's degree. Engineers who pass this exam are commonly called engineers in training (EITs) or engineer interns (EIs). After meeting work experience requirements, EITs and EIs can take the second exam, called the Principles and Practice of Engineering (PE). Each state issues its own licenses. Most states recognize licensure from other states, as long as the licensing state's requirements meet or exceed their own licensure requirements. Several states require engineers to take > [[< Previous->17-2021-HowToBecomeOne-3]] > [[Next >->17-2021-HowToBecomeOne-5]] > [[Close->17-2021-Detailed]]

continuing education to keep their licenses. For licensing requirements, check with your state's licensing board. Information on state licensing board requirements is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Agricultural engineers must analyze the needs of complex systems that involve workers, crops, animals, machinery and equipment, and the environment. Communication skills. > [[< Previous->17-2021-HowToBecomeOne-4]] > [[Next >->17-2021-HowToBecomeOne-6]] > [[Close->17-2021-Detailed]]

Agricultural engineers must understand the needs of clients, workers, and others working on a project. Furthermore, they must communicate their thoughts about systems and about solutions to any problems they have been working on. Math skills. Agricultural engineers use calculus, trigonometry, and other advanced mathematical disciplines for analysis, design, and troubleshooting. Problem-solving skills. Agricultural engineers' main role is to solve problems found in agricultural production. Goals may include designing safer equipment for food processing or reducing erosion. To solve these > [[< Previous->17-2021-HowToBecomeOne-5]] > [[Next >->17-2021-HowToBecomeOne-7]] > [[Close->17-2021-Detailed]]

problems, agricultural engineers must creatively apply the principles of engineering. ### Advancement New engineers usually work under the supervision of experienced engineers. As they gain knowledge and experience, beginning engineers move to more difficult projects and increase their independence in developing designs, solving problems, and making decisions. With experience, agricultural engineers may advance to supervise a team of engineers and technicians. Some advance to become engineering managers. Agricultural engineers who become sales engineers use their engineering background to > [[< Previous->17-2021-HowToBecomeOne-6]] > [[Next >->17-2021-HowToBecomeOne-8]] > [[Close->17-2021-Detailed]]

discuss a product's technical aspects with potential buyers and to help in product planning, installation, and use. Engineers who have a master's degree or a Ph.D. are more likely to be involved in research and development activities, and may become postsecondary teachers. > [[< Previous->17-2021-HowToBecomeOne-7]] > [[Close->17-2021-Detailed]]

# Pay The median annual wage for agricultural engineers was $84,630 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $43,020, and the highest 10 percent earned more than $132,700. In May 2024, the median annual wages for agricultural engineers in the top industries in which they worked were as follows: Agricultural engineers typically work full time. Schedules may vary because of weather conditions or other complications. When working on outdoor projects, agricultural > [[Next >->17-2021-Pay-2]] > [[Close->17-2021-Detailed]]

engineers may work more hours to take advantage of good weather or fewer hours in case of bad weather. In addition, agricultural engineers may need to be available outside of normal work hours to address unexpected problems that come up in manufacturing operations or rural construction projects. > [[< Previous->17-2021-Pay-1]] > [[Close->17-2021-Detailed]]

# Job Outlook Employment of agricultural engineers is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 100 openings for agricultural engineers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Farms will continue to need agricultural engineers to design more efficient machinery, equipment, and buildings and to help reduce environmental damage. Agricultural engineers are > [[Next >->17-2021-JobOutlook-2]] > [[Close->17-2021-Detailed]]

expected to continue working on projects such as alternative energies and biofuels; precision and automated farming technologies for irrigation, spraying, and harvesting; and worker safety systems. In addition, strong global competition should further support demand for these workers as farmers seek ways to reduce costs and increase production. > [[< Previous->17-2021-JobOutlook-1]] > [[Close->17-2021-Detailed]]

# What Public Relations and Fundraising Managers Do Public relations managers plan and direct the creation of material that will enhance the public image of their employer or client. Fundraising managers coordinate campaigns that bring in donations for their organization. ### Duties Public relations managers typically do the following: - Develop their organization's or client's corporate image and identity - Identify audiences and determine the best way to reach them - Designate an appropriate spokesperson or information source for media inquiries - Help clients communicate effectively with the public > [[Next >->11-2032-WhatTheyDo-2]] > [[Close->11-2032-Detailed]]

- Write press releases and prepare information for the media - Assist and inform an organization's executives and spokespeople - Devise advertising and promotion programs - Assign, supervise, and review the activities of staff Fundraising managers typically do the following: - Develop and carry out fundraising strategies - Identify and contact potential donors - Create and plan different events that can generate donations - Meet face-to-face with donors - Apply for grants - Manage progress toward achieving an organization's fundraising goals > [[< Previous->11-2032-WhatTheyDo-1]] > [[Next >->11-2032-WhatTheyDo-3]] > [[Close->11-2032-Detailed]]

- Assign, supervise, and review the activities of staff Public relations managers review press releases and sponsor corporate events to help maintain and improve the image of their organization or client. Public relations managers help clarify their organization's point of view to its main audience through media releases and interviews. They monitor social, economic, and political trends that might affect their organization, and they recommend ways to enhance the firm's image on the basis of those trends. For example, in response to concern about damage to the environment, the public > [[< Previous->11-2032-WhatTheyDo-2]] > [[Next >->11-2032-WhatTheyDo-4]] > [[Close->11-2032-Detailed]]

relations manager for an oil company may create a campaign to publicize its efforts to develop cleaner fuels. In large organizations, public relations managers often supervise a staff of public relations specialists. They also work with advertising, promotions, and marketing managers to ensure that advertising campaigns are compatible with the image the company or client is trying to portray. For example, if a firm decides to emphasize its appeal to a certain group, such as young people, the public relations manager needs to make sure that current advertisements are well received by that > [[< Previous->11-2032-WhatTheyDo-3]] > [[Next >->11-2032-WhatTheyDo-5]] > [[Close->11-2032-Detailed]]

group. In addition, public relations managers may handle internal communications, such as company newsletters, and may help financial managers produce an organization's reports. They may also draft speeches, arrange interviews, and maintain other forms of public contact to help the organization's top executives. Public relations managers must be able to work well with many types of specialists. In some cases, the information they write has legal consequences. As a result, they must work with the company's or client's lawyers to be sure that the information they release is both legally > [[< Previous->11-2032-WhatTheyDo-4]] > [[Next >->11-2032-WhatTheyDo-6]] > [[Close->11-2032-Detailed]]

accurate and clear to the public. Fundraising managers oversee campaigns and events intended to bring in donations for their organization. Many organizations that hire fundraising workers rely heavily on the donations they gather in order to run their operations. Fundraising managers usually decide which fundraising techniques are necessary in a certain situation. Common techniques include annual campaigns, capital campaigns, planned giving, and soliciting for major gifts. Social media has created another avenue for fundraising managers to connect with potential donors and to spread their > [[< Previous->11-2032-WhatTheyDo-5]] > [[Next >->11-2032-WhatTheyDo-7]] > [[Close->11-2032-Detailed]]

organization's message. Those who work on annual campaigns focus heavily on contacting donors who have given in the past to request that they give again. Finding new contacts for future donations is also part of a successful annual campaign. In contrast, fundraising managers who work on capital campaigns generally focus on raising money over a short time period for a specific project, such as the construction of a new building at a university. Fundraising managers who spend most of their time on planned giving must have specialized training in taxes related to gifts of stocks, bonds, > [[< Previous->11-2032-WhatTheyDo-6]] > [[Next >->11-2032-WhatTheyDo-8]] > [[Close->11-2032-Detailed]]

charitable annuities, and real estate bequests in a will. Major gifts are a feature of many fundraising efforts, and fundraising managers generally request these gifts in person, given the large value of the potential donation. > [[< Previous->11-2032-WhatTheyDo-7]] > [[Close->11-2032-Detailed]]

# Work Environment ### Work Environment Public relations and fundraising managers generally work in offices during regular business hours. However, many of these managers travel to give speeches and to attend meetings and community activities. Some work more than 40 hours per week. > [[Close->11-2032-Detailed]]

# How to Become a Public Relations or Fundraising Manager Public relations and fundraising managers typically need at least a bachelor's degree, and some positions may require a master's degree. Many years of related work experience are also necessary. ### Education For public relations and fundraising management positions, a bachelor's degree in a field such as public relations, communications, or business typically is required. However, some employers prefer to hire candidates who have a master's degree, particularly in public relations, journalism, fundraising, or nonprofit management. Courses in advertising, business administration, public > [[Next >->11-2032-HowToBecomeOne-2]] > [[Close->11-2032-Detailed]]

affairs, public speaking, and creative and technical writing can be helpful. ### Licenses, Certifications, and Registrations Although not mandatory, public relations managers can become certified. Candidates qualify based on a combination of experience and education and must pass an exam to become certified. Fundraisers who are awarded certification demonstrate a level of professional competency to prospective employers. To become certified, candidates must meet certain education, professional practice, and professional performance requirements, as well as pass an exam. Fundraisers must > [[< Previous->11-2032-HowToBecomeOne-1]] > [[Next >->11-2032-HowToBecomeOne-3]] > [[Close->11-2032-Detailed]]

apply for renewal every 3 years to keep their certification valid. Information on certifications is available from CareerOneStop. ### Work Experience in a Related Occupation Public relations and fundraising managers must have several years of experience in a related occupation, such as public relations specialist or fundraiser. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Interpersonal skills. Public relations and fundraising > [[< Previous->11-2032-HowToBecomeOne-2]] > [[Next >->11-2032-HowToBecomeOne-4]] > [[Close->11-2032-Detailed]]

managers deal with the public regularly; therefore, they must be friendly enough to build a rapport with, and receive support from, their media contacts and donors. Leadership skills. Managers often lead large teams of specialists or fundraisers and must be able to guide their activities. Organizational skills. Public relations and fundraising managers are often in charge of running several events at the same time, requiring superior organizational skills. Problem-solving skills. Managers sometimes must explain how the company or client is handling sensitive issues. They must use good > [[< Previous->11-2032-HowToBecomeOne-3]] > [[Next >->11-2032-HowToBecomeOne-5]] > [[Close->11-2032-Detailed]]

judgment in what they report and how they report it. Speaking skills. Public relations and fundraising managers regularly speak for their organization. When doing so, they must be able to explain the organization's position clearly. Writing skills. Managers must be able to write well-organized and clear press releases and speeches. They must be able to succinctly present the key messages they want to get across in order to keep the attention of busy readers or listeners. > [[< Previous->11-2032-HowToBecomeOne-4]] > [[Close->11-2032-Detailed]]

# Pay The median annual wage for fundraising managers was $123,480 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $73,700, and the highest 10 percent earned more than $216,660. The median annual wage for public relations managers was $138,520 in May 2024. The lowest 10 percent earned less than $78,880, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for fundraising managers in the top industries in which they worked were as > [[Next >->11-2032-Pay-2]] > [[Close->11-2032-Detailed]]

follows: In May 2024, the median annual wages for public relations managers in the top industries in which they worked were as follows: Most public relations and fundraising managers work full time, which often includes long workdays. Some managers work more than 40 hours per week. > [[< Previous->11-2032-Pay-1]] > [[Close->11-2032-Detailed]]

# Job Outlook Overall employment of public relations and fundraising managers is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 10,200 openings for public relations and fundraising managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Organizations continue to emphasize community outreach and customer relations as a way to enhance their reputation and visibility. Public > [[Next >->11-2032-JobOutlook-2]] > [[Close->11-2032-Detailed]]

opinion can change quickly, particularly as social media increases the speed at which news travels. Consequently, public relations managers will be needed to coordinate and help respond to news developments to maintain their organization's reputation. Fundraising managers are expected to remain important for organizations, such as colleges and universities, that depend heavily on donations. More nonprofit organizations are focusing on cultivating an online presence and are increasingly using social media for fundraising activities. > [[< Previous->11-2032-JobOutlook-1]] > [[Close->11-2032-Detailed]]

- Write press releases and prepare information for the media - Assist and inform an organization's executives and spokespeople - Devise advertising and promotion programs - Assign, supervise, and review the activities of staff Fundraising managers typically do the following: - Develop and carry out fundraising strategies - Identify and contact potential donors - Create and plan different events that can generate donations - Meet face-to-face with donors - Apply for grants - Manage progress toward achieving an organization's fundraising goals > [[< Previous->11-2033-WhatTheyDo-1]] > [[Next >->11-2033-WhatTheyDo-3]] > [[Close->11-2033-Detailed]]

- Assign, supervise, and review the activities of staff Public relations managers review press releases and sponsor corporate events to help maintain and improve the image of their organization or client. Public relations managers help clarify their organization's point of view to its main audience through media releases and interviews. They monitor social, economic, and political trends that might affect their organization, and they recommend ways to enhance the firm's image on the basis of those trends. For example, in response to concern about damage to the environment, the public > [[< Previous->11-2033-WhatTheyDo-2]] > [[Next >->11-2033-WhatTheyDo-4]] > [[Close->11-2033-Detailed]]

relations manager for an oil company may create a campaign to publicize its efforts to develop cleaner fuels. In large organizations, public relations managers often supervise a staff of public relations specialists. They also work with advertising, promotions, and marketing managers to ensure that advertising campaigns are compatible with the image the company or client is trying to portray. For example, if a firm decides to emphasize its appeal to a certain group, such as young people, the public relations manager needs to make sure that current advertisements are well received by that > [[< Previous->11-2033-WhatTheyDo-3]] > [[Next >->11-2033-WhatTheyDo-5]] > [[Close->11-2033-Detailed]]

group. In addition, public relations managers may handle internal communications, such as company newsletters, and may help financial managers produce an organization's reports. They may also draft speeches, arrange interviews, and maintain other forms of public contact to help the organization's top executives. Public relations managers must be able to work well with many types of specialists. In some cases, the information they write has legal consequences. As a result, they must work with the company's or client's lawyers to be sure that the information they release is both legally > [[< Previous->11-2033-WhatTheyDo-4]] > [[Next >->11-2033-WhatTheyDo-6]] > [[Close->11-2033-Detailed]]

accurate and clear to the public. Fundraising managers oversee campaigns and events intended to bring in donations for their organization. Many organizations that hire fundraising workers rely heavily on the donations they gather in order to run their operations. Fundraising managers usually decide which fundraising techniques are necessary in a certain situation. Common techniques include annual campaigns, capital campaigns, planned giving, and soliciting for major gifts. Social media has created another avenue for fundraising managers to connect with potential donors and to spread their > [[< Previous->11-2033-WhatTheyDo-5]] > [[Next >->11-2033-WhatTheyDo-7]] > [[Close->11-2033-Detailed]]

organization's message. Those who work on annual campaigns focus heavily on contacting donors who have given in the past to request that they give again. Finding new contacts for future donations is also part of a successful annual campaign. In contrast, fundraising managers who work on capital campaigns generally focus on raising money over a short time period for a specific project, such as the construction of a new building at a university. Fundraising managers who spend most of their time on planned giving must have specialized training in taxes related to gifts of stocks, bonds, > [[< Previous->11-2033-WhatTheyDo-6]] > [[Next >->11-2033-WhatTheyDo-8]] > [[Close->11-2033-Detailed]]

affairs, public speaking, and creative and technical writing can be helpful. ### Licenses, Certifications, and Registrations Although not mandatory, public relations managers can become certified. Candidates qualify based on a combination of experience and education and must pass an exam to become certified. Fundraisers who are awarded certification demonstrate a level of professional competency to prospective employers. To become certified, candidates must meet certain education, professional practice, and professional performance requirements, as well as pass an exam. Fundraisers must > [[< Previous->11-2033-HowToBecomeOne-1]] > [[Next >->11-2033-HowToBecomeOne-3]] > [[Close->11-2033-Detailed]]

apply for renewal every 3 years to keep their certification valid. Information on certifications is available from CareerOneStop. ### Work Experience in a Related Occupation Public relations and fundraising managers must have several years of experience in a related occupation, such as public relations specialist or fundraiser. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Interpersonal skills. Public relations and fundraising > [[< Previous->11-2033-HowToBecomeOne-2]] > [[Next >->11-2033-HowToBecomeOne-4]] > [[Close->11-2033-Detailed]]

managers deal with the public regularly; therefore, they must be friendly enough to build a rapport with, and receive support from, their media contacts and donors. Leadership skills. Managers often lead large teams of specialists or fundraisers and must be able to guide their activities. Organizational skills. Public relations and fundraising managers are often in charge of running several events at the same time, requiring superior organizational skills. Problem-solving skills. Managers sometimes must explain how the company or client is handling sensitive issues. They must use good > [[< Previous->11-2033-HowToBecomeOne-3]] > [[Next >->11-2033-HowToBecomeOne-5]] > [[Close->11-2033-Detailed]]

# What Postsecondary Teachers Do Postsecondary teachers instruct students in a variety of academic subjects beyond the high school level. They may also conduct research and publish scholarly papers and books. ### Duties Postsecondary teachers typically do the following: - Develop an instructional plan (known as a course outline or syllabus) for the course(s) they teach and ensure that it meets college and department standards - Plan lessons and assignments - Teach courses in their subject area - Assess students' progress by grading assignments, papers, exams, and other work > [[Next >->25-1041-WhatTheyDo-2]] > [[Close->25-1041-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1041-WhatTheyDo-1]] > [[Next >->25-1041-WhatTheyDo-3]] > [[Close->25-1041-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1041-WhatTheyDo-2]] > [[Next >->25-1041-WhatTheyDo-4]] > [[Close->25-1041-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1041-WhatTheyDo-3]] > [[Next >->25-1041-WhatTheyDo-5]] > [[Close->25-1041-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1041-WhatTheyDo-4]] > [[Next >->25-1041-WhatTheyDo-6]] > [[Close->25-1041-Detailed]]

collaborating with their colleagues and attending conferences to keep up with developments in their field. Information about postsecondary teachers who provide vocational training in subjects such as repair, transportation, and cosmetology is available in the profile on career and technical education teachers. > [[< Previous->25-1041-WhatTheyDo-5]] > [[Close->25-1041-Detailed]]

# Work Environment ### Work Environment Most postsecondary teachers work in public and private colleges and universities, professional schools, and junior or community colleges. Most work full time, although part-time work is common. > [[Close->25-1041-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1041-HowToBecomeOne-2]] > [[Close->25-1041-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1041-HowToBecomeOne-1]] > [[Next >->25-1041-HowToBecomeOne-3]] > [[Close->25-1041-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1041-HowToBecomeOne-2]] > [[Next >->25-1041-HowToBecomeOne-4]] > [[Close->25-1041-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1041-HowToBecomeOne-3]] > [[Next >->25-1041-HowToBecomeOne-5]] > [[Close->25-1041-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1041-HowToBecomeOne-4]] > [[Next >->25-1041-HowToBecomeOne-6]] > [[Close->25-1041-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1041-HowToBecomeOne-5]] > [[Next >->25-1041-HowToBecomeOne-7]] > [[Close->25-1041-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1041-HowToBecomeOne-6]] > [[Next >->25-1041-HowToBecomeOne-8]] > [[Close->25-1041-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1041-HowToBecomeOne-7]] > [[Close->25-1041-Detailed]]

# Pay The median annual wage for postsecondary teachers was $83,980 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $48,570, and the highest 10 percent earned more than $199,520. Median annual wages for postsecondary teachers in May 2024 were as follows: In May 2024, the median annual wages for postsecondary teachers in the top industries in which they worked were as follows: Wages vary by institution type. Postsecondary teachers typically have higher wages in > [[Next >->25-1041-Pay-2]] > [[Close->25-1041-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1041-Pay-1]] > [[Next >->25-1041-Pay-3]] > [[Close->25-1041-Detailed]]

accommodate students who have jobs or other obligations. Academic calendars typically include breaks, such as between terms. The availability and type of course offerings during the summer vary by institution. Although some postsecondary teachers provide instruction in summer courses, others use the time to conduct research or engage in professional development. Postsecondary teachers' schedules generally are flexible. Full-time teachers typically need to be on campus to teach classes and have office hours but otherwise are free to set their own schedules. > [[< Previous->25-1041-Pay-2]] > [[Close->25-1041-Detailed]]

# Job Outlook Overall employment of postsecondary teachers is projected to grow 7 percent from 2024 to 2034, much faster than the average for all occupations. About 114,000 openings for postsecondary teachers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of postsecondary teachers varies by occupation (see table). Both part-time and full-time postsecondary teachers are included in these > [[Next >->25-1041-JobOutlook-2]] > [[Close->25-1041-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1041-JobOutlook-1]] > [[Next >->25-1041-JobOutlook-3]] > [[Close->25-1041-Detailed]]

people, who are more likely than young people to need medical care, will create increased demand for healthcare. More postsecondary teachers are expected to be needed to help educate workers who provide healthcare services. However, despite expected increases in enrollment, employment growth in public colleges and universities will depend on state and local government budgets. If budgets for higher education are reduced, employment growth may be limited. > [[< Previous->25-1041-JobOutlook-2]] > [[Close->25-1041-Detailed]]

# What Agricultural and Food Science Technicians Do Agricultural and food science technicians help agricultural and food scientists with testing and research related to plants, animals, fibers, and food and beverage products. ### Duties Specific duties of these technicians vary with their specialty. Agricultural science technicians typically do the following: - Follow protocols to collect, prepare, analyze, and properly store crop or animal samples - Operate farm equipment and maintain agricultural production areas to conform to scientific testing parameters > [[Next >->19-4012-WhatTheyDo-2]] > [[Close->19-4012-Detailed]]

- Examine animal and crop specimens to determine the presence of diseases or other problems - Prepare and operate laboratory testing equipment - Compile and analyze test results - Prepare charts, presentations, and reports describing test results Food science technicians typically do the following: - Follow protocols to collect, prepare, and properly store food or food-related samples - Test food, food additives, and food containers to ensure that they comply with established safety standards - Help food scientists with food research, development, and quality control > [[< Previous->19-4012-WhatTheyDo-1]] > [[Next >->19-4012-WhatTheyDo-3]] > [[Close->19-4012-Detailed]]

- Analyze chemical properties of food to determine ingredients and formulas - Compile and analyze test results - Prepare charts, presentations, and reports describing test results - Prepare and maintain quantities of chemicals needed to perform laboratory tests > [[< Previous->19-4012-WhatTheyDo-2]] > [[Next >->19-4012-WhatTheyDo-4]] > [[Close->19-4012-Detailed]]

- Maintain a safe, sterile laboratory environment Agricultural and food science technicians often specialize by subject area, such as animal health, farm machinery, fertilizers, agricultural chemicals, or processing technology. Duties may vary considerably by specialization. Agricultural science technicians typically study ways to increase the productivity of crops and animals. These workers may collect samples for analysis, test crops and animals for disease or to confirm results of experiments, and keep detailed records. Food science technicians who work in manufacturing investigate new > [[< Previous->19-4012-WhatTheyDo-3]] > [[Next >->19-4012-WhatTheyDo-5]] > [[Close->19-4012-Detailed]]

production or processing techniques. They also ensure that products will be fit for distribution or are produced as efficiently as expected. Many food science technicians spend time inspecting foodstuffs, chemicals, and additives to determine whether they are safe and have the proper combination of ingredients. > [[< Previous->19-4012-WhatTheyDo-4]] > [[Close->19-4012-Detailed]]

# Work Environment ### Work Environment Agricultural and food science technicians work in laboratories, processing plants, farms and ranches, greenhouses, and offices. Most agricultural and food science technicians work full time, and some work more than 40 hours per week. > [[Close->19-4012-Detailed]]

# How to Become an Agricultural or Food Science Technician Entry requirements for agricultural and food science technicians vary. Some employers require or prefer that candidates have an associate's or bachelor's degree in biology, chemistry, agriculture, or a related field. Other employers hire candidates who have a high school diploma or the equivalent and related work experience. ### Education High school students interested in becoming an agricultural or food science technician should take science and math classes such as biology, chemistry, physics, and statistics. Although entry requirements vary, agricultural and food science technicians > [[Next >->19-4012-HowToBecomeOne-2]] > [[Close->19-4012-Detailed]]

typically need an associate's degree. Some agricultural and food science technicians enter the occupation with a high school diploma or the equivalent and related work experience. Others may need a bachelor's degree. Common fields of degree include biology, a physical science such as chemistry, and agriculture. Students may choose to major in a specific concentration within agriculture, such as animal, crop, or food science. Students may pursue internships and other opportunities to gain practical experience while still in school. ### Work Experience in a Related Occupation Workers who > [[< Previous->19-4012-HowToBecomeOne-1]] > [[Next >->19-4012-HowToBecomeOne-3]] > [[Close->19-4012-Detailed]]

enter the occupation with a high school diploma or the equivalent may need experience in a related occupation that has helped them develop knowledge of agriculture or manufacturing processes. Examples of related occupations include food and tobacco processing workers and agricultural workers. ### Training Agricultural and food science technicians typically receive training on the job after they are hired. For example, they may work alongside a more experienced technician or scientist while learning how to collect samples, operate equipment, and do other tasks. Training also might cover > [[< Previous->19-4012-HowToBecomeOne-2]] > [[Next >->19-4012-HowToBecomeOne-4]] > [[Close->19-4012-Detailed]]

topics such as production techniques and sanitation procedures. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Agricultural and food science technicians must synthesize information from a variety of test results and samples. Communication skills. Agricultural and food science technicians must understand and give clear instructions, convey information in presentations or reports, and, occasionally, write > [[< Previous->19-4012-HowToBecomeOne-3]] > [[Next >->19-4012-HowToBecomeOne-5]] > [[Close->19-4012-Detailed]]

reports. Decision-making skills. Agricultural and food science technicians use reasoning and judgment to reach conclusions, such as for determining how to improve food quality. Detail oriented. Agricultural and food science technicians must conduct and record observations and measurements with precision and accuracy. Interpersonal skills. Agricultural and food science technicians collaborate with others, including scientists and agricultural and food processing workers. Physical stamina. Agricultural and food science technicians may need to stand for long periods, lift objects, and > [[< Previous->19-4012-HowToBecomeOne-4]] > [[Next >->19-4012-HowToBecomeOne-6]] > [[Close->19-4012-Detailed]]

perform physical labor. > [[< Previous->19-4012-HowToBecomeOne-5]] > [[Close->19-4012-Detailed]]

# Pay The median annual wage for agricultural technicians was $46,790 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $32,860, and the highest 10 percent earned more than $69,010. The median annual wage for food science technicians was $49,430 in May 2024. The lowest 10 percent earned less than $37,760, and the highest 10 percent earned more than $75,100. In May 2024, the median annual wages for agricultural technicians in the top industries in which they worked were > [[Next >->19-4012-Pay-2]] > [[Close->19-4012-Detailed]]

as follows: In May 2024, the median annual wages for food science technicians in the top industries in which they worked were as follows: Most agricultural and food science technicians work full time, and some work more than 40 hours per week. Work schedules vary and may include evenings and weekends. > [[< Previous->19-4012-Pay-1]] > [[Close->19-4012-Detailed]]

# Job Outlook Overall employment of agricultural and food science technicians is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 6,100 openings for agricultural and food science technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand will continue for agricultural research into topics such as water resources, pests and pathogens, climate and weather patterns, and > [[Next >->19-4012-JobOutlook-2]] > [[Close->19-4012-Detailed]]

biofuels and other agricultural products. Agricultural science technicians will be needed to assist agricultural and food scientists in investigating and improving the diets, living conditions, and genetic makeup of livestock. Food science technicians will help scientists improve food-processing techniques, ensuring that products are safe, waste is limited, and food is shipped efficiently. Technicians also are expected to continue to be needed to help analyze soil composition and soil improvement techniques, find uses for agricultural byproducts, and selectively breed crops to resist pests > [[< Previous->19-4012-JobOutlook-1]] > [[Next >->19-4012-JobOutlook-3]] > [[Close->19-4012-Detailed]]

and disease or to improve taste. > [[< Previous->19-4012-JobOutlook-2]] > [[Close->19-4012-Detailed]]

# What Web Developers and Digital Designers Do Web developers create and maintain websites. They are also responsible for the site's technical aspects, such as its performance and capacity, which are measures of a website's speed and how much traffic the site can handle. In addition, web developers may create content for the site. Digital designers develop, create, and test website or interface layout, functions, and navigation for usability. They are responsible for the look and functionality of the website or interface. ### Duties Web developers and digital designers typically do the following: > [[Next >->15-1254-WhatTheyDo-2]] > [[Close->15-1254-Detailed]]

- Meet with clients or management to discuss the needs, design, and functionality of a website or interface - Create and test applications, interfaces, and navigation menus for a website - Write code for the website, using programming languages such as HTML or XML - Work with other team members to determine what information the site will contain - Work with graphics and other designers to determine the website's layout - Integrate graphics, audio, and video into the website - Monitor website traffic - Create prototypes and mockups of websites or applications > [[< Previous->15-1254-WhatTheyDo-1]] > [[Next >->15-1254-WhatTheyDo-3]] > [[Close->15-1254-Detailed]]

- Design and develop graphics When creating a website, developers and designers have to make their client's vision a reality. They build particular types of websites, such as ecommerce, news, or gaming sites, to fit clients' needs. Different types of websites require different applications. For example, a gaming site should be able to handle advanced graphics, whereas an ecommerce site would need a payment-processing application. The developer decides which applications and designs will best fit the site, and the designer focuses on the look and usability of these elements across browsers or > [[< Previous->15-1254-WhatTheyDo-2]] > [[Next >->15-1254-WhatTheyDo-4]] > [[Close->15-1254-Detailed]]

devices. Some developers and designers handle all aspects of a website's construction, and others specialize in a certain aspect of it. The following are examples of types of specialized web developers or digital designers: Back-end web developers are responsible for the overall technical construction of the website. They create the basic framework of the site and ensure that it functions as expected. Back-end web developers also establish procedures for allowing others to add new pages to the website and meet with management to discuss major changes to the site. Front-end web developers > [[< Previous->15-1254-WhatTheyDo-3]] > [[Next >->15-1254-WhatTheyDo-5]] > [[Close->15-1254-Detailed]]

create the technical features for a website's look. They develop the site's layout and integrate graphics, applications (such as a retail checkout tool), and other content. They also write webdesign programs in a variety of computer languages, such as HTML or JavaScript. Web and digital interface designers are responsible for creating the look and feel of a website or interface with regard to photos, color, font type and size, graphics, and layout. They also are responsible for the functionality, usability, and compatibility of the website or interface. Webmasters maintain and update > [[< Previous->15-1254-WhatTheyDo-4]] > [[Next >->15-1254-WhatTheyDo-6]] > [[Close->15-1254-Detailed]]

websites. They ensure that websites operate correctly, and they test for errors such as broken links. Many webmasters respond to user comments as well. > [[< Previous->15-1254-WhatTheyDo-5]] > [[Close->15-1254-Detailed]]

# Work Environment ### Work Environment Some web developers and digital designers work in the computer systems design and related services industry. Others are self-employed. Still others work in industries including publishing, management consulting, and advertising. > [[Close->15-1254-Detailed]]

# How to Become a Web Developer or Digital Designer Educational requirements vary for web developers and digital designers, based on work setting and other factors. ### Education Educational requirements for web developers and digital designers range from a high school diploma to a bachelor's degree. Some employers prefer to hire web developer candidates who have a bachelor's degree in a specific field, such as computer science or programming. Web developers need to have a thorough understanding of HTML programming. Many employers also want developers to understand other programming languages, such as JavaScript or SQL, and have knowledge > [[Next >->15-1254-HowToBecomeOne-2]] > [[Close->15-1254-Detailed]]

of multimedia publishing tools, such as Flash. Throughout their career, web developers must keep up to date on new tools and computer languages. Employers of digital designers may prefer to hire candidates who have a bachelor's degree in a field such as web design, digital design, or graphic arts. Web developers and digital designers may not need specific education credentials if they can demonstrate their abilities through prior work experience or projects. ### Advancement Web developers and digital designers who have a bachelor's degree may advance to become project managers. For more > [[< Previous->15-1254-HowToBecomeOne-1]] > [[Next >->15-1254-HowToBecomeOne-3]] > [[Close->15-1254-Detailed]]

information, see the profile on computer and information systems managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Web developers and digital designers need to communicate effectively with coworkers to coordinate work on projects. Creativity. Web developers and digital designers often are involved in creating the appearance of a website and must make sure that it is appealing as well as > [[< Previous->15-1254-HowToBecomeOne-2]] > [[Next >->15-1254-HowToBecomeOne-4]] > [[Close->15-1254-Detailed]]

functional. Customer-service skills. Webmasters have to respond politely to user questions and requests. Detail oriented. Web developers and digital designers must focus for long periods and write code precisely, because a minor error could cause an entire webpage to stop working. Problem-solving skills. Web developers and digital designers must check for coding errors and fix any that they find. > [[< Previous->15-1254-HowToBecomeOne-3]] > [[Close->15-1254-Detailed]]

# Pay The median annual wage for web and digital interface designers was $98,090 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $47,840, and the highest 10 percent earned more than $192,180. The median annual wage for web developers was $90,930 in May 2024. The lowest 10 percent earned less than $48,560, and the highest 10 percent earned more than $162,870. In May 2024, the median annual wages for web and digital interface designers in the top industries in which > [[Next >->15-1254-Pay-2]] > [[Close->15-1254-Detailed]]

they worked were as follows: In May 2024, the median annual wages for web developers in the top industries in which they worked were as follows: Most web developers and digital designers work full time. > [[< Previous->15-1254-Pay-1]] > [[Close->15-1254-Detailed]]

# Job Outlook Overall employment of web developers and digital designers is projected to grow 7 percent from 2024 to 2034, much faster than the average for all occupations. About 14,500 openings for web developers and digital designers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment of web developers and digital designers is projected to grow as e-commerce continues to expand. As retail firms keep increasing > [[Next >->15-1254-JobOutlook-2]] > [[Close->15-1254-Detailed]]

their online offerings, demand for these workers is expected to grow. In addition, the continued use of mobile devices to search the web is expected to generate demand for web developers and digital designers to create websites and interfaces that work on mobile devices with many different screen sizes. > [[< Previous->15-1254-JobOutlook-1]] > [[Close->15-1254-Detailed]]

- Oversee the maintenance and repair of machinery, equipment, and electrical and mechanical systems > [[< Previous->11-3013-WhatTheyDo-1]] > [[Next >->11-3013-WhatTheyDo-3]] > [[Close->11-3013-Detailed]]

- Make sure that facilities meet environmental, health, and security standards and comply with regulations Administrative services managers oversee one or more office support services for an organization. In a large organization, these workers may specialize in an area such as recordkeeping or mail distribution. In a small organization, they may direct all support services and may be called the business office manager. Specific tasks for administrative services managers may vary. For example, these workers might be responsible for ensuring that an organization has the supplies and services > [[< Previous->11-3013-WhatTheyDo-2]] > [[Next >->11-3013-WhatTheyDo-4]] > [[Close->11-3013-Detailed]]

it needs. Other tasks might include examining energy consumption patterns, technology use, and office equipment and planning for future upgrades. Records and information managers develop, monitor, and manage an organization's records. They provide information to chief executives and ensure that employees follow records and information management guidelines. They may direct the operations of onsite or offsite records facilities. These managers also work closely with an organization's attorneys and its technology and business operations staff. Records and information managers do not handle > [[< Previous->11-3013-WhatTheyDo-3]] > [[Next >->11-3013-WhatTheyDo-5]] > [[Close->11-3013-Detailed]]

medical records, which are administered by medical and health services managers. Facilities managers oversee buildings, grounds, equipment, and supplies. Their responsibilities cover several categories, including operations, maintenance, and planning and managing projects. For example, facilities managers may oversee renovation projects to improve efficiency or to meet regulations and environmental, health, and security standards. In addition, they continually monitor facilities to ensure that the premises are safe, secure, and well maintained. Facilities managers also direct staff, > [[< Previous->11-3013-WhatTheyDo-4]] > [[Next >->11-3013-WhatTheyDo-6]] > [[Close->11-3013-Detailed]]

including grounds maintenance workers, janitors and building cleaners, and general maintenance and repair workers. > [[< Previous->11-3013-WhatTheyDo-5]] > [[Close->11-3013-Detailed]]

# Work Environment ### Work Environment Most administrative services and facilities managers work full time, and some work more than 40 hours per week. > [[Close->11-3013-Detailed]]

experience in business operations, project management, and building maintenance, such as from having worked as a general maintenance and repair worker or a cost estimator. Records and information managers should have administrative or business operations experience involving recordkeeping. Records and information managers in the legal field often must have experience as a paralegal or legal assistant. ### Licenses, Certifications, and Registrations Although it is not required, professional certification may give candidates an advantage when applying for jobs. Several professional > [[< Previous->11-3013-HowToBecomeOne-1]] > [[Next >->11-3013-HowToBecomeOne-3]] > [[Close->11-3013-Detailed]]

associations for administrative services and facilities managers offer certifications. Some associations offer certification that specializes in facility management. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Administrative services and facilities managers must be able to review an organization's procedures for ways to improve > [[< Previous->11-3013-HowToBecomeOne-2]] > [[Next >->11-3013-HowToBecomeOne-4]] > [[Close->11-3013-Detailed]]

efficiency. Communication skills. Administrative services and facilities managers often work with others. They must be able to convey ideas clearly, both orally and in writing. Detail oriented. Administrative services and facilities managers must pay attention to details across a range of tasks, such as ensuring that the organization complies with building codes and managing the process of buying equipment. Leadership skills. In directing workers and coordinating organizational duties, administrative services and facilities managers must be able to motivate employees and handle problems > [[< Previous->11-3013-HowToBecomeOne-3]] > [[Next >->11-3013-HowToBecomeOne-5]] > [[Close->11-3013-Detailed]]

that arise. > [[< Previous->11-3013-HowToBecomeOne-4]] > [[Close->11-3013-Detailed]]

demand. For example, building codes typically ensure that buildings meet environmental standards. Facilities managers will be needed to oversee these improvements in a wide range of areas, from heating and air-conditioning systems to roofing. In addition, facilities managers will be needed to plan for natural disasters, ensuring that any damage to a building will be minimal and that the organization can get back to work quickly. Demand for administrative services managers is expected to be particularly strong for those working in records and information management. As cloud computing > [[< Previous->11-3013-JobOutlook-1]] > [[Next >->11-3013-JobOutlook-3]] > [[Close->11-3013-Detailed]]

# What Computer and Information Systems Managers Do Computer and information systems managers, often called information technology (IT) managers, plan, coordinate, and direct computer-related activities in an organization. They help determine the IT goals of an organization and are responsible for implementing computer systems to meet those goals. ### Duties Computer and information systems managers typically do the following: - Analyze their organization's IT needs and recommend possible upgrades - Plan and direct the installation and maintenance of computer hardware and software > [[Next >->11-3021-WhatTheyDo-2]] > [[Close->11-3021-Detailed]]

- Establish and maintain processes to detect, prevent, and mitigate IT security threats - Assess the costs and benefits of new projects and justify funding for projects - Determine personnel needs for their department - Plan and direct the work of other IT staff, including computer systems analysts, software developers, information security analysts, and computer support specialists > [[< Previous->11-3021-WhatTheyDo-1]] > [[Next >->11-3021-WhatTheyDo-3]] > [[Close->11-3021-Detailed]]

- Negotiate with and monitor vendors to ensure high-quality performance for the organization's IT needs Job tasks for computer and information systems managers vary, and the specific duties of each may be determined by the size and structure of their organization. Some oversee an organization's entire IT department; others are responsible for a particular area of IT, such as infrastructure, support services, or cybersecurity. Computer and information systems managers may work closely with top executives and other managers to assess computer and information system needs. In addition, they > [[< Previous->11-3021-WhatTheyDo-2]] > [[Next >->11-3021-WhatTheyDo-4]] > [[Close->11-3021-Detailed]]

must stay current on new technology. Their knowledge and expertise inform their purchasing, installation, and upgrade recommendations or decisions for the organization. These managers may have other titles, such as chief information officer (CIO), chief technology officer (CTO), or management information systems (MIS) director. As with job tasks, job titles may vary by organization size and structure. > [[< Previous->11-3021-WhatTheyDo-3]] > [[Close->11-3021-Detailed]]

# Work Environment ### Work Environment Computer and information systems managers are employed in many industries. They usually work in an office setting. Most work full time, and some work more than 40 hours per week. > [[Close->11-3021-Detailed]]

# How to Become a Computer and Information Systems Manager Computer and information systems managers typically need a bachelor's degree in computer science or information technology, plus related work experience, to enter the occupation. Some employers require or prefer that candidates have a graduate degree. ### Education Computer and information systems managers typically need a bachelor's degree in computer and information technology or a related field, such as engineering technologies. These degrees include courses in computer programming, software development, and mathematics. Management information systems (MIS) programs usually include > [[Next >->11-3021-HowToBecomeOne-2]] > [[Close->11-3021-Detailed]]

business classes as well as computer-related ones. Some organizations require or prefer that computer and information systems managers have a graduate degree in computer science, information technology, or business administration. ### Work Experience in a Related Occupation Computer and information systems managers typically need work experience in a related information technology (IT) job. The length and type of experience required may vary by position. For example, a help desk manager may need several years of experience as a computer support specialist, while an IT security manager may > [[< Previous->11-3021-HowToBecomeOne-1]] > [[Next >->11-3021-HowToBecomeOne-3]] > [[Close->11-3021-Detailed]]

need to have worked as an information security analyst. Chief technology officers (CTOs), IT directors, and other senior-level managers usually need many years and extensive experience in the IT field before being considered for a job. Some organizations may require experience in their industry or area of specialization. For example, a hospital IT director may need experience in the healthcare field. ### Licenses, Certifications, and Registrations Certification is typically optional for computer and information systems managers, although some employers prefer to hire candidates who have it. > [[< Previous->11-3021-HowToBecomeOne-2]] > [[Next >->11-3021-HowToBecomeOne-4]] > [[Close->11-3021-Detailed]]

Usually awarded after passing a test, certification shows that candidates have the specific knowledge or skills required to work in the occupation. Certification may be particularly relevant for some computer and information systems managers, such as those who oversee IT security. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. IT managers must evaluate > [[< Previous->11-3021-HowToBecomeOne-3]] > [[Next >->11-3021-HowToBecomeOne-5]] > [[Close->11-3021-Detailed]]

information to develop and implement strategic plans for their organization. Communication skills. IT managers must be able to explain their work to top executives and give clear instructions to their subordinates. Computer skills. IT managers must have expertise in computer hardware, software, and systems, as well as a working knowledge of programming languages. Decision-making skills. IT managers must determine how to allocate resources in order to reach their organization's goals. Leadership skills. IT managers must direct and motivate IT teams or departments so that workers are > [[< Previous->11-3021-HowToBecomeOne-4]] > [[Next >->11-3021-HowToBecomeOne-6]] > [[Close->11-3021-Detailed]]

efficient and effective. Problem-solving skills. IT managers must be able to troubleshoot issues that arise and provide solutions. > [[< Previous->11-3021-HowToBecomeOne-5]] > [[Close->11-3021-Detailed]]

# Pay The median annual wage for computer and information systems managers was $171,200 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $104,450, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for computer and information systems managers in the top industries in which they worked were as follows: Most computer and information systems managers work full time, and some work more than 40 hours per week. > [[Close->11-3021-Detailed]]

# Job Outlook Employment of computer and information systems managers is projected to grow 15 percent from 2024 to 2034, much faster than the average for all occupations. About 55,600 openings for computer and information systems managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for computer and information systems managers is projected to grow as organizations increasingly rely on information technology (IT) > [[Next >->11-3021-JobOutlook-2]] > [[Close->11-3021-Detailed]]

services and require these workers to plan and oversee computer hardware and software needs. Employment growth is expected to result from the increased complexity and necessity of technology throughout the economy. As businesses across industries ramp up their IT infrastructure, such as cloud computing, cybersecurity, digital platforms, and artificial intelligence (AI), computer and information systems managers will likely be critical to ensuring solid IT implementation. > [[< Previous->11-3021-JobOutlook-1]] > [[Close->11-3021-Detailed]]

# What Financial Managers Do Financial managers are responsible for the financial health of an organization. They create financial reports, direct investment activities, and develop plans for the long-term financial goals of their organization. ### Duties Financial managers typically do the following: - Prepare financial statements, business activity reports, and forecasts - Monitor financial details to ensure that legal requirements are met - Supervise employees who do financial reporting and budgeting - Review financial reports and seek ways to reduce costs > [[Next >->11-3031-WhatTheyDo-2]] > [[Close->11-3031-Detailed]]

- Analyze market trends to maximize profits and find expansion opportunities > [[< Previous->11-3031-WhatTheyDo-1]] > [[Next >->11-3031-WhatTheyDo-3]] > [[Close->11-3031-Detailed]]

- Help management make financial decisions Financial managers spend much of their time analyzing data and advising senior managers on ways to maximize profits. They often work on teams, acting as advisors to top executives. Financial managers must have knowledge of the topics, tax laws, and regulations that are specific to their organization or industry. For example, government financial managers must be experts on appropriations and budgeting processes; healthcare financial managers must understand billing, reimbursement, and other business matters related to healthcare. The following are > [[< Previous->11-3031-WhatTheyDo-2]] > [[Next >->11-3031-WhatTheyDo-4]] > [[Close->11-3031-Detailed]]

examples of types of financial managers: Controllers direct the preparation of financial reports that summarize and forecast an organization's financial position. These reports may include income statements, balance sheets, and analyses of future earnings or expenses. Controllers also are in charge of preparing reports required by governmental agencies that regulate businesses. Often, controllers oversee the accounting, audit, and budget departments of their organization. Treasurers and finance officers direct an organization's budgets to meet its financial goals. They oversee investments > [[< Previous->11-3031-WhatTheyDo-3]] > [[Next >->11-3031-WhatTheyDo-5]] > [[Close->11-3031-Detailed]]

and other plans to raise capital, such as issuing stocks or bonds, to support their organization's growth. They also develop financial plans for mergers (two companies joining together) and acquisitions (one company buying another). Credit managers oversee an organization's credit business. They set credit-rating standards, determine credit limits, and monitor the collections of past-due accounts. Cash managers monitor and control the flow of money into and out of an organization to meet business and investment needs. For example, they must project whether the organization will have a > [[< Previous->11-3031-WhatTheyDo-4]] > [[Next >->11-3031-WhatTheyDo-6]] > [[Close->11-3031-Detailed]]

shortage or surplus of cash. Risk managers use strategies to limit or offset an organization's chance of financial loss or exposure to financial uncertainty. Among the risks they try to limit are those arising from currency or commodity price changes. Insurance managers decide how to limit an organization's losses by protecting against risks, such as for disability payments to an employee who gets hurt on the job or for costs imposed by a lawsuit against the organization. > [[< Previous->11-3031-WhatTheyDo-5]] > [[Close->11-3031-Detailed]]

# Work Environment ### Work Environment Financial managers work in many industries, including banks, investment firms, and insurance companies. Most financial managers work full time, and some work more than 40 hours per week. > [[Close->11-3031-Detailed]]

# How to Become a Financial Manager Financial managers typically need a bachelor's degree and 5 years or more of experience in another business or financial occupation, such as an accountant, securities sales agent, or financial analyst. ### Education Financial managers typically need at least a bachelor's degree in business, economics, or a related field. These disciplines help students learn analytical skills and methods. ### Licenses, Certifications, and Registrations Although it is not required, professional certification indicates competence for financial managers who have it. To earn certification, candidates must have > [[Next >->11-3031-HowToBecomeOne-2]] > [[Close->11-3031-Detailed]]

a bachelor's degree from an accredited college or university, pass examinations, and have professional-level experience in government financial management. To keep the certification, financial managers must complete continuing professional education. Information on certifications is available from CareerOneStop. Certified public accountants (CPAs) are licensed by their state's board of accountancy and must pass an exam. Information on state licensing board requirements is available from CareerOneStop. ### Work Experience in a Related Occupation Financial managers usually have experience in > [[< Previous->11-3031-HowToBecomeOne-1]] > [[Next >->11-3031-HowToBecomeOne-3]] > [[Close->11-3031-Detailed]]

another business or financial occupation. For example, they may have worked as a loan officer, accountant, securities sales agent, or financial analyst. In some cases, companies provide management training to help prepare motivated, skilled financial workers to become managers. ### Advancement Experienced financial managers may advance to become chief financial officers (CFOs). These executives are responsible for the accuracy of an organization's financial reporting. ### Important Qualities The following are examples of qualities that are important for these workers to perform their > [[< Previous->11-3031-HowToBecomeOne-2]] > [[Next >->11-3031-HowToBecomeOne-4]] > [[Close->11-3031-Detailed]]

duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. To assist executives in making decisions, financial managers need to evaluate data and information that affects their organization. Communication skills. Financial managers must be able to explain and justify complex financial transactions. Detail oriented. In preparing and analyzing reports, such as balance sheets and income statements, financial managers must be precise and attentive to their work in order to avoid errors. Math skills. Financial managers need strong skills in certain > [[< Previous->11-3031-HowToBecomeOne-3]] > [[Next >->11-3031-HowToBecomeOne-5]] > [[Close->11-3031-Detailed]]

branches of mathematics, including algebra. Ability to understand international finance and complex financial documents also is important. Organizational skills. Because financial managers deal with a range of information and documents, they must have structures in place to be effective in their work. > [[< Previous->11-3031-HowToBecomeOne-4]] > [[Close->11-3031-Detailed]]

# Pay The median annual wage for financial managers was $161,700 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $86,490, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for financial managers in the top industries in which they worked were as follows: Most financial managers work full time, and some work more than 40 hours per week. > [[Close->11-3031-Detailed]]

# Job Outlook Employment of financial managers is projected to grow 15 percent from 2024 to 2034, much faster than the average for all occupations. About 74,600 openings for financial managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Services provided by financial managers, such as planning, directing, and coordinating investments, are likely to stay in demand as the economy grows. In addition, several specialties > [[Next >->11-3031-JobOutlook-2]] > [[Close->11-3031-Detailed]]

within financial management, such as cash management and risk management, are expected to be in high demand over the decade. There has been an increased emphasis on risk management within the financial industry, and this trend is expected to continue. Banking institutions are expected to emphasize stability and managing risk over profits. This emphasis is expected to lead to employment growth for risk managers. ### > [[< Previous->11-3031-JobOutlook-1]] > [[Close->11-3031-Detailed]]

# What Industrial Production Managers Do Industrial production managers oversee the operations of manufacturing and related plants. They coordinate, plan, and direct activities involved in creating a range of goods, such as cars, computer equipment, and paper products. ### Duties Industrial production managers typically do the following: - Decide how best to use a plant's workers and equipment to meet production goals - Ensure that production stays on schedule and within budget - Communicate with sales staff, customers, and suppliers - Hire, train, and evaluate workers - Analyze production data - Review production reports > [[Next >->11-3051-WhatTheyDo-2]] > [[Close->11-3051-Detailed]]

- Monitor a plant's workers and programs to ensure they meet performance and safety requirements - Streamline the production process - Assess whether production needs, such as for equipment upgrades or overtime work, are within budget > [[< Previous->11-3051-WhatTheyDo-1]] > [[Next >->11-3051-WhatTheyDo-3]] > [[Close->11-3051-Detailed]]

- Lead staff in resolving problems or improving production Industrial production managers, also called plant managers, may oversee an entire manufacturing plant or a specific area of production. Some industrial production managers are responsible for carrying out quality control programs to make sure the finished product meets standards for quality. Often called quality control systems managers, their work helps to identify a defect in products, identify the cause of the defect, and solve the problem that created it. For example, a manager may determine that a defect is being caused by > [[< Previous->11-3051-WhatTheyDo-2]] > [[Next >->11-3051-WhatTheyDo-4]] > [[Close->11-3051-Detailed]]

parts from an outside supplier. The manager can then work with the supplier to improve the quality of the parts. Industrial production managers who oversee an entire plant often work closely with managers from other departments, such as sales, warehousing, and research and design. For example, they might coordinate with a manager for the procurement (buying) department about orders for supplies that the production department needs. > [[< Previous->11-3051-WhatTheyDo-3]] > [[Close->11-3051-Detailed]]

# Work Environment ### Work Environment Most industrial production managers work full time, and some work more than 40 hours per week. > [[Close->11-3051-Detailed]]

# How to Become an Industrial Production Manager Industrial production managers typically need a bachelor's degree and several years of related work experience. ### Education Employers typically require or prefer that industrial production managers have a bachelor's degree. However, some workers qualify for jobs if they have a high school diploma and extensive production experience. For workers who have a degree, common majors include business and engineering. Some employers prefer to hire industrial production managers who have a Master of Business Administration (MBA) or a graduate degree in industrial management. ### Work Experience > [[Next >->11-3051-HowToBecomeOne-2]] > [[Close->11-3051-Detailed]]

in a Related Occupation Industrial production managers usually need years of work experience in supervisory or other leadership positions. Some begin as production workers and move up through the ranks. Industrial production workers usually advance to supervisory or other leadership positions before eventually becoming industrial production managers. Some take company-sponsored management classes to increase their chances of a promotion. Those with a college degree might begin as a supervisor or lower-level manager. Other college graduates may be hired as an industrial production manager > [[< Previous->11-3051-HowToBecomeOne-1]] > [[Next >->11-3051-HowToBecomeOne-3]] > [[Close->11-3051-Detailed]]

and complete training programs. Some begin working as an industrial production manager directly after college or graduate school. They may spend their first few months in training programs, becoming familiar with the production process, company policies, and safety regulations. In large companies, they may spend short periods of time working in other departments, such as purchasing or accounting, to learn more about the company. ### Licenses, Certifications, and Registrations Although they are not required to do so, industrial production managers may earn certifications to demonstrate > [[< Previous->11-3051-HowToBecomeOne-2]] > [[Next >->11-3051-HowToBecomeOne-4]] > [[Close->11-3051-Detailed]]

competency in quality or management systems. Because these credentials often require specific work experience, they typically are not available prior to entering the occupation. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business skills. Industrial production managers handle budgets for production facilities, hire and manage staff, and coordinate work between different > [[< Previous->11-3051-HowToBecomeOne-3]] > [[Next >->11-3051-HowToBecomeOne-5]] > [[Close->11-3051-Detailed]]

departments. Interpersonal skills. Industrial production managers must have excellent communication skills to work well other managers and with staff. Some industrial production managers oversee customer relationships. Leadership skills. To keep the production process running smoothly, industrial production managers must motivate and direct employees. Organizational skills. Industrial production managers must keep track of many details to efficiently manage the operations of a production facility. Problem-solving skills. Production managers must identify and address problems that arise. > [[< Previous->11-3051-HowToBecomeOne-4]] > [[Next >->11-3051-HowToBecomeOne-6]] > [[Close->11-3051-Detailed]]

For example, if a product has a defect, the manager determines whether it is a one-time problem or the result of the production process. > [[< Previous->11-3051-HowToBecomeOne-5]] > [[Close->11-3051-Detailed]]

# Pay The median annual wage for industrial production managers was $121,440 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $74,900, and the highest 10 percent earned more than $197,310. In May 2024, the median annual wages for industrial production managers in the top industries in which they worked were as follows: Most industrial production managers work full time, and some work more than 40 hours per week. They may need to be on call to deal with emergencies at any > [[Next >->11-3051-Pay-2]] > [[Close->11-3051-Detailed]]

time. Some industrial production managers work night or weekend shifts. > [[< Previous->11-3051-Pay-1]] > [[Close->11-3051-Detailed]]

# Job Outlook Employment of industrial production managers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 17,100 openings for industrial production managers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Industrial production managers will continue to be needed in manufacturing and other industries. However, in some industries with declining employment, fewer of these > [[Next >->11-3051-JobOutlook-2]] > [[Close->11-3051-Detailed]]

managers may be needed. > [[< Previous->11-3051-JobOutlook-1]] > [[Close->11-3051-Detailed]]

# What Physicians and Surgeons Do Physicians and surgeons diagnose and treat injuries or illnesses and address health maintenance. Physicians examine patients; take medical histories; prescribe medications; and order, perform, and interpret diagnostic tests. They often counsel patients on diet, hygiene, and preventive healthcare. Surgeons operate on patients to treat injuries, such as broken bones; diseases, such as cancerous tumors; and deformities, such as cleft palates. There are two types of physicians, with similar degrees: M.D. (Medical Doctor) and D.O. (Doctor of Osteopathic Medicine). Both use the same methods of > [[Next >->29-1211-WhatTheyDo-2]] > [[Close->29-1211-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1211-WhatTheyDo-1]] > [[Next >->29-1211-WhatTheyDo-3]] > [[Close->29-1211-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1211-WhatTheyDo-2]] > [[Next >->29-1211-WhatTheyDo-4]] > [[Close->29-1211-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1211-WhatTheyDo-3]] > [[Next >->29-1211-WhatTheyDo-5]] > [[Close->29-1211-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1211-WhatTheyDo-4]] > [[Next >->29-1211-WhatTheyDo-6]] > [[Close->29-1211-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1211-WhatTheyDo-5]] > [[Next >->29-1211-WhatTheyDo-7]] > [[Close->29-1211-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1211-WhatTheyDo-6]] > [[Next >->29-1211-WhatTheyDo-8]] > [[Close->29-1211-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1211-WhatTheyDo-7]] > [[Next >->29-1211-WhatTheyDo-9]] > [[Close->29-1211-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1211-WhatTheyDo-8]] > [[Next >->29-1211-WhatTheyDo-10]] > [[Close->29-1211-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1211-WhatTheyDo-9]] > [[Next >->29-1211-WhatTheyDo-11]] > [[Close->29-1211-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1211-WhatTheyDo-10]] > [[Next >->29-1211-WhatTheyDo-12]] > [[Close->29-1211-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1211-WhatTheyDo-11]] > [[Next >->29-1211-WhatTheyDo-13]] > [[Close->29-1211-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1211-WhatTheyDo-12]] > [[Next >->29-1211-WhatTheyDo-14]] > [[Close->29-1211-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1211-WhatTheyDo-13]] > [[Next >->29-1211-WhatTheyDo-15]] > [[Close->29-1211-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1211-WhatTheyDo-14]] > [[Close->29-1211-Detailed]]

# Work Environment ### Work Environment Physicians and surgeons work in both clinical and nonclinical settings. Clinical settings include physicians' offices and hospitals; nonclinical settings include government agencies, nonprofit organizations, and insurance companies. > [[Close->29-1211-Detailed]]

# How to Become a Physician or Surgeon Physicians and surgeons typically need a bachelor's degree as well as a degree from a medical school, which takes an additional 4 years to complete. Depending on their specialty, they also need 3 to 9 years in internship and residency programs. Subspecialization includes additional training in a fellowship of 1 to 3 years. ### Education In addition to requiring a bachelor's degree, physicians and surgeons typically need either a Medical Doctor (M.D.) or a Doctor of Osteopathic Medicine (D.O.) degree. No specific undergraduate degree is required to enter an M.D. or D.O. program, but > [[Next >->29-1211-HowToBecomeOne-2]] > [[Close->29-1211-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1211-HowToBecomeOne-1]] > [[Next >->29-1211-HowToBecomeOne-3]] > [[Close->29-1211-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1211-HowToBecomeOne-2]] > [[Next >->29-1211-HowToBecomeOne-4]] > [[Close->29-1211-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1211-HowToBecomeOne-3]] > [[Next >->29-1211-HowToBecomeOne-5]] > [[Close->29-1211-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1211-HowToBecomeOne-4]] > [[Next >->29-1211-HowToBecomeOne-6]] > [[Close->29-1211-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1211-HowToBecomeOne-5]] > [[Next >->29-1211-HowToBecomeOne-7]] > [[Close->29-1211-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1211-HowToBecomeOne-6]] > [[Next >->29-1211-HowToBecomeOne-8]] > [[Close->29-1211-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1211-HowToBecomeOne-7]] > [[Next >->29-1211-HowToBecomeOne-9]] > [[Close->29-1211-Detailed]]

or ignore medical treatment. Physical stamina. Physicians and surgeons may spend many hours on their feet, including walking between patient visits or procedures. Surgeons may spend a great deal of time bending over patients during surgery. Problem-solving skills. Physicians and surgeons need to evaluate patients' symptoms to determine appropriate treatment. In some situations, such as emergencies, they may need to analyze and resolve crises quickly. > [[< Previous->29-1211-HowToBecomeOne-8]] > [[Close->29-1211-Detailed]]

# Pay Wages for physicians and surgeons are among the highest of all occupations, with a median wage equal to or greater than $239,200 per year. Median wages showing the differences in pay between types of physicians and surgeons are not available, but mean (average) annual wages for physicians and surgeons in May 2024 were as follows: Most physicians and surgeons work full time. Some work more than 40 hours per week. Many physicians and surgeons work long shifts, which may include irregular and overnight hours or being on call. Physicians and surgeons may travel between their offices and the > [[Next >->29-1211-Pay-2]] > [[Close->29-1211-Detailed]]

hospital to care for patients. While on call, a physician may need to address a patient's concerns over the phone or make an emergency visit to another location, such as a nursing home. > [[< Previous->29-1211-Pay-1]] > [[Close->29-1211-Detailed]]

# Job Outlook Overall employment of physicians and surgeons is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 23,600 openings for physicians and surgeons are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of physicians and surgeons varies by occupation (see table). An increasing number of older adults, who are more likely than younger people to > [[Next >->29-1211-JobOutlook-2]] > [[Close->29-1211-Detailed]]

experience health problems and to need complex care, is expected to drive overall employment growth for physicians and surgeons. In addition, increasing rates of chronic illnesses - such as diabetes, cancer, and heart disease - will result in continued reliance on physicians and surgeons by large numbers of people seeking medical care. Growing demand for psychiatric care and improved access to mental health services will support job growth for psychiatrists. Meanwhile, the expected decline in the child population may constrain demand for pediatricians and pediatric surgeons. > [[< Previous->29-1211-JobOutlook-1]] > [[Close->29-1211-Detailed]]

# What Purchasing Managers, Buyers, and Purchasing Agents Do Buyers and purchasing agents buy products and services for organizations to use or resell. They evaluate suppliers, negotiate contracts, and review the quality of products. Purchasing managers oversee the work of buyers and purchasing agents and typically handle more complex procurement tasks. ### Duties Purchasing managers and buyers and purchasing agents typically do the following: - Evaluate suppliers on the basis of the price, quality, and speed of delivery of their products and services > [[Next >->11-3061-WhatTheyDo-2]] > [[Close->11-3061-Detailed]]

- Interview vendors and visit suppliers' plants and distribution centers to examine and learn about products, services, and prices - Attend meetings, trade shows, and conferences to learn about new industry trends and make contacts with suppliers - Analyze price proposals, financial reports, and other information to determine reasonable prices - Negotiate contracts on behalf of their organization - Work out agreements with suppliers, such as when products will be delivered > [[< Previous->11-3061-WhatTheyDo-1]] > [[Next >->11-3061-WhatTheyDo-3]] > [[Close->11-3061-Detailed]]

- Meet with staff and vendors to discuss defective or unacceptable goods or services and determine corrective action - Evaluate and monitor contracts to be sure that vendors and suppliers comply with the terms and conditions of the contract and to determine the need for changes > [[< Previous->11-3061-WhatTheyDo-2]] > [[Next >->11-3061-WhatTheyDo-4]] > [[Close->11-3061-Detailed]]

- Maintain and review records of items bought, costs, deliveries, product performance, and inventories Purchasing managers and buying and purchasing agents focus on efficient acquisition of goods or services for their organization. Purchasing managers plan and coordinate the work of buyers and purchasing agents and hire and train new staff. They also develop their organization's procurement policies and procedures to help ensure that workers who handle procurement meet ethical standards and avoid potential conflicts of interest. Buyers and purchasing agents study sales records and > [[< Previous->11-3061-WhatTheyDo-3]] > [[Next >->11-3061-WhatTheyDo-5]] > [[Close->11-3061-Detailed]]

inventory levels of current stock, identify suppliers, and keep up to date with changes affecting both the supply of and demand for products and materials. They need to have a working knowledge of the goods or services they are purchasing. Buyers who purchase items to resell to customers may determine which products their organization will sell. They need to be able to predict what will appeal to their customers. To assess prospective suppliers' capabilities, buyers and purchasing agents may visit plants and distribution centers. They enter into contracts with suppliers who meet the > [[< Previous->11-3061-WhatTheyDo-4]] > [[Next >->11-3061-WhatTheyDo-6]] > [[Close->11-3061-Detailed]]

organization's needs and then place orders. The following are examples of types of buyers and purchasing agents: Purchasing agents and buyers of farm products buy agricultural products for further processing or resale. Examples of these products are grain, cotton, and tobacco. Purchasing agents, except wholesale, retail, and farm products buy items for the operation of an organization. Examples of these items are chemicals for a manufacturing plant and industrial equipment, machinery, and office supplies for operating an establishment. Wholesale and retail buyers purchase goods for resale > [[< Previous->11-3061-WhatTheyDo-5]] > [[Next >->11-3061-WhatTheyDo-7]] > [[Close->11-3061-Detailed]]

to consumers. Examples of these goods are clothing and electronics. > [[< Previous->11-3061-WhatTheyDo-6]] > [[Close->11-3061-Detailed]]

# Work Environment ### Work Environment Purchasing managers and buyers and purchasing agents usually work in an office setting. Most work full time. Travel may be required. > [[Close->11-3061-Detailed]]

# How to Become a Purchasing Manager, Buyer, or Purchasing Agent Purchasing managers, buyers, and purchasing agents typically need a bachelor's degree, although some employers hire candidates who have a high school diploma. Purchasing managers also need several years of related work experience. ### Education Purchasing managers, buyers, and purchasing agents typically need a bachelor's degree for entry-level positions. However, a high school diploma or the equivalent may be sufficient for some positions. Fields of study vary, but a degree in business, finance, or supply management may be helpful. For positions as a buyer or purchasing agent of farm > [[Next >->11-3061-HowToBecomeOne-2]] > [[Close->11-3061-Detailed]]

products, a degree in agriculture, agriculture production, or animal science may be beneficial. ### Training Buyers and purchasing agents typically get on-the-job training for a few months. During this time, they learn how to perform their basic duties, including monitoring inventory levels and negotiating with suppliers. ### Work Experience in a Related Occupation Purchasing managers typically need several years of work experience in a related occupation. For example, they might start out as buyers or purchasing agents and advance to a managerial role after gaining experience in > [[< Previous->11-3061-HowToBecomeOne-1]] > [[Next >->11-3061-HowToBecomeOne-3]] > [[Close->11-3061-Detailed]]

procurement. ### Licenses, Certifications, and Registrations Some workers may choose to earn optional certification in an area such as procurement or supply chain management. Certification helps to demonstrate that candidates have attained competency in the field. ### Advancement An experienced purchasing agent or buyer may become an assistant purchasing manager before advancing to purchasing manager or other, related management positions. Purchasing managers and buyers and purchasing agents with extensive work experience also may advance to become the Chief Procurement Officer (CPO) for > [[< Previous->11-3061-HowToBecomeOne-2]] > [[Next >->11-3061-HowToBecomeOne-4]] > [[Close->11-3061-Detailed]]

an organization. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Purchasing managers, buyers, and purchasing agents must evaluate options and choose suppliers with the best combination of price, quality, delivery, or service. Communication skills. Purchasing managers, buyers, and purchasing agents must be able to provide clear information both orally and in writing. Decision-making skills. Purchasing managers, > [[< Previous->11-3061-HowToBecomeOne-3]] > [[Next >->11-3061-HowToBecomeOne-5]] > [[Close->11-3061-Detailed]]

buyers, and purchasing agents need to make informed and timely choices about the products that they think will sell. Interpersonal skills. Purchasing managers, buyers, and purchasing agents must be able to effectively negotiate terms and resolve issues diplomatically. Math skills. Purchasing managers, buyers, and purchasing agents must be able to calculate costs and compare prices from different suppliers to ensure that their organization is getting the best deal. > [[< Previous->11-3061-HowToBecomeOne-4]] > [[Close->11-3061-Detailed]]

# Pay The median annual wage for buyers and purchasing agents was $75,650 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $46,460, and the highest 10 percent earned more than $127,520. The median annual wage for purchasing managers was $139,510 in May 2024. The lowest 10 percent earned less than $85,500, and the highest 10 percent earned more than $219,140. In May 2024, the median annual wages for buyers and purchasing agents in the top industries in which they worked > [[Next >->11-3061-Pay-2]] > [[Close->11-3061-Detailed]]

were as follows: In May 2024, the median annual wages for purchasing managers in the top industries in which they worked were as follows: Most purchasing managers and buyers and purchasing agents work full time. Some work more than 40 hours per week. For others, part-time work may be common. > [[< Previous->11-3061-Pay-1]] > [[Close->11-3061-Detailed]]

# Job Outlook Overall employment of purchasing managers, buyers, and purchasing agents is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 58,700 openings for purchasing managers, buyers, and purchasing agents are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Purchasing managers, buyers, and purchasing agents will continue to be needed to help procure goods and services for > [[Next >->11-3061-JobOutlook-2]] > [[Close->11-3061-Detailed]]

business operations and for resale to customers. They also will be needed to oversee complex supply chains and to negotiate and manage contracts with suppliers. However, organizations will likely continue to automate some procurement tasks and may use artificial intelligence (AI) or other technology, which may limit growth. In the public sector, employment demand may be impacted by the continued use of cooperative purchasing agreements. These agreements allow government agencies to share resources to buy supplies, which may limit the need for procurement officers. > [[< Previous->11-3061-JobOutlook-1]] > [[Close->11-3061-Detailed]]

# What Animal Care and Service Workers Do Animal care and service workers attend to or train animals. Working with pets and other nonfarm animals, these caretakers and trainers feed, groom, and exercise the animals or teach them to respond to human commands. ### Duties Animal care and service workers typically do the following: - Give food and water to animals - Clean equipment and the living spaces of animals - Monitor animals and record details of their diet, physical condition, and behavior - Examine animals for signs of illness or injury - Exercise animals > [[Next >->39-2021-WhatTheyDo-2]] > [[Close->39-2021-Detailed]]

- Bathe animals, trim nails, clip hair, and attend to other grooming needs > [[< Previous->39-2021-WhatTheyDo-1]] > [[Next >->39-2021-WhatTheyDo-3]] > [[Close->39-2021-Detailed]]

- Train animals to obey or to behave in a specific manner The following are types of animal care and service workers: Animal trainers teach animals a variety of skills, such as obedience, performance, riding, security, and assisting people with disabilities. They familiarize animals with human voices and contact, and they teach animals to respond to commands. Most animal trainers work with dogs and horses, but some work with marine mammals, such as dolphins. Trainers teach a variety of skills. For example, some train dogs to guide people with disabilities, or they may train animals for a > [[< Previous->39-2021-WhatTheyDo-2]] > [[Next >->39-2021-WhatTheyDo-4]] > [[Close->39-2021-Detailed]]

competition. Groomers specialize in maintaining a pet's appearance. They typically groom dogs and cats, which may include cutting, trimming, shampooing, and styling fur; clipping nails; and cleaning ears. Groomers also schedule appointments, sell products to pet owners, and identify problems that may require veterinary attention. Groomers may work in or operate a grooming salon, kennel, veterinary clinic, pet supply store, or mobile grooming service, a self-contained business that travels to clients' homes. Grooms work at stables, caring for horses and maintaining equipment. > [[< Previous->39-2021-WhatTheyDo-3]] > [[Next >->39-2021-WhatTheyDo-5]] > [[Close->39-2021-Detailed]]

Responsibilities include feeding, grooming, and exercising horses; cleaning stalls; polishing saddles; and organizing the tack room, which stores harnesses, saddles, and bridles. Experienced grooms sometimes help train horses. Kennel attendants care for pets, often overnight, in place of owners. They clean cages and dog runs and feed, exercise, and play with animals. Experienced attendants also may provide basic healthcare, bathe animals, and attend to other basic grooming needs. Animal shelter attendants typically work with cats and dogs in animal shelters or rescue leagues. These > [[< Previous->39-2021-WhatTheyDo-4]] > [[Next >->39-2021-WhatTheyDo-6]] > [[Close->39-2021-Detailed]]

attendants take care of the animals' basic needs and may have administrative duties, such as keeping records, answering questions from the public, educating visitors about pet health, and screening people who want to adopt an animal. Experienced attendants may have more responsibilities, such as helping to vaccinate or euthanize animals alongside a veterinarian. Pet sitters look after animals while the pet owner is away. Most pet sitters feed, walk, and play with pets daily. They go to the pet owner's home, allowing the pet to stay in its familiar surroundings and follow its routine. > [[< Previous->39-2021-WhatTheyDo-5]] > [[Next >->39-2021-WhatTheyDo-7]] > [[Close->39-2021-Detailed]]

Experienced pet sitters also may bathe, groom, or train pets. Pet sitters typically watch over dogs, but some also take care of cats and other pets. Zookeepers care for animals in zoos. They plan diets, feed animals, and monitor the animals' eating patterns. They also clean the animals' enclosures and monitor behavior for signs of illness or injury. Depending on the size of the zoo, they may work with one species or multiple species of animals. Zookeepers may help raise young animals, and they often spend time answering questions from the public. For information about workers who care for > [[< Previous->39-2021-WhatTheyDo-6]] > [[Next >->39-2021-WhatTheyDo-8]] > [[Close->39-2021-Detailed]]

animals in clinics, animal hospitals, and research laboratories, see the veterinary assistants and laboratory animal caretakers profile. For information about those who attend to farm animals, see the agricultural workers profile. > [[< Previous->39-2021-WhatTheyDo-7]] > [[Close->39-2021-Detailed]]

# Work Environment ### Work Environment Animal care and service workers are employed in a variety of settings, including kennels, zoos, stables, animal shelters, pet stores, veterinary clinics, and aquariums. Some parts of the job may be physically or emotionally demanding, and workers risk injury when caring for animals. > [[Close->39-2021-Detailed]]

# How to Become an Animal Care and Service Worker Animal care and service workers typically have a high school diploma or equivalent and learn the occupation on the job. Many employers prefer to hire people who have experience with animals. ### Education Animal care and service workers typically need at least a high school diploma or equivalent. Although pet groomers typically learn by working under the guidance of an experienced groomer, they can also attend grooming schools. Animal trainers usually need a high school diploma or equivalent, although some positions may require a bachelor's degree. For example, marine mammal trainers > [[Next >->39-2021-HowToBecomeOne-2]] > [[Close->39-2021-Detailed]]

usually need a bachelor's degree in marine biology, animal science, biology, or a related field. Dog trainers and horse trainers may take courses at community colleges or vocational and private training schools. Most zoos require zookeepers to have a bachelor's degree in biology, animal science, or a related field. ### Training Most animal care and service workers learn through on-the-job training. Animal trainers may learn their skills from an experienced trainer. Pet groomers often learn their trade under the guidance of an experienced groomer. ### Licenses, Certifications, and > [[< Previous->39-2021-HowToBecomeOne-1]] > [[Next >->39-2021-HowToBecomeOne-3]] > [[Close->39-2021-Detailed]]

Registrations Although not required, certifications may help workers establish their credentials and enhance their skills. For example, professional associations and private vocational and state-approved trade schools offer certification for dog trainers. Information on certifications is available from CareerOneStop. Many states require self-employed animal care and service workers to have a business license. ### Other Experience For many animal care and service workers positions, it helps to have experience working with animals. Volunteering and internships at zoos and aquariums are > [[< Previous->39-2021-HowToBecomeOne-2]] > [[Next >->39-2021-HowToBecomeOne-4]] > [[Close->39-2021-Detailed]]

excellent ways to gain such experience. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Compassion. Animal care and service workers must be compassionate when dealing with animals and their owners. They should treat animals with kindness. Customer-service skills. Animal care and service workers should understand pet owners' needs so they can provide excellent customer service. Some workers may need to deal with distraught pet owners. > [[< Previous->39-2021-HowToBecomeOne-3]] > [[Next >->39-2021-HowToBecomeOne-5]] > [[Close->39-2021-Detailed]]

For example, caretakers working in animal shelters may need to reassure owners looking for a lost pet. Detail oriented. Animal care and service workers are often responsible for maintaining records and monitoring changes in animals' behavior. Patience. All animal caretakers and animal trainers need to be patient when working with animals. Physical stamina. Animal care and service workers must be able to kneel, crawl, and lift heavy supplies, such as bags of food. Problem-solving skills. Animal trainers must be able to assess whether animals are responding to teaching methods and to > [[< Previous->39-2021-HowToBecomeOne-4]] > [[Next >->39-2021-HowToBecomeOne-6]] > [[Close->39-2021-Detailed]]

identify which methods are successful. Reliability. Animal care and service workers need to care for animals on schedule and in a timely manner. > [[< Previous->39-2021-HowToBecomeOne-5]] > [[Close->39-2021-Detailed]]

# Pay The median annual wage for animal caretakers was $33,470 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $24,500, and the highest 10 percent earned more than $46,480. The median annual wage for animal trainers was $38,750 in May 2024. The lowest 10 percent earned less than $29,120, and the highest 10 percent earned more than $70,800. In May 2024, the median annual wages for animal caretakers in the top industries in which they worked were as follows: In May > [[Next >->39-2021-Pay-2]] > [[Close->39-2021-Detailed]]

2024, the median annual wages for animal trainers in the top industries in which they worked were as follows: Although most animal trainers work full time, part-time work is common for both trainers and animal caretakers. Work schedules may vary to include evenings, weekends, and holidays. In facilities that operate 24 hours a day, such as kennels, animal shelters, and stables, animals may need care around the clock. > [[< Previous->39-2021-Pay-1]] > [[Close->39-2021-Detailed]]

# Job Outlook Overall employment of animal care and service workers is projected to grow 11 percent from 2024 to 2034, much faster than the average for all occupations. About 81,700 openings for animal care and service workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Many people consider their pets to be a part of their family and are willing to pay more for pet care than pet owners have in the past. As more > [[Next >->39-2021-JobOutlook-2]] > [[Close->39-2021-Detailed]]

households include companion pets, employment of animal care and service workers is expected to continue to grow. > [[< Previous->39-2021-JobOutlook-1]] > [[Close->39-2021-Detailed]]

# What Transportation, Storage, and Distribution Managers Do Transportation, storage, and distribution managers plan, direct, or coordinate transportation, storage, or distribution activities. ### Duties Transportation, storage, and distribution managers typically do the following: - Plan, organize, and oversee staff to ensure efficient operations - Collaborate with other departments, such as sales, accounting, and human resources - Prepare and manage departmental budgets - Oversee purchasing and procurement activities - Interview, hire, and schedule training for staff > [[Next >->11-3071-WhatTheyDo-2]] > [[Close->11-3071-Detailed]]

- Evaluate the performance of staff or work groups and devise ways to increase productivity or improve operational efficiency - Monitor operations to ensure compliance with safety policies and regulations > [[< Previous->11-3071-WhatTheyDo-1]] > [[Next >->11-3071-WhatTheyDo-3]] > [[Close->11-3071-Detailed]]

- Resolve problems related to transportation and storage, supply chains, or clients Specific tasks may vary for transportation, storage, and distribution managers. For example, in some warehouse or transportation operations, a manager may spend more time overseeing workers within the warehouse and have fewer budgetary responsibilities. Transportation, storage, and distribution managers monitor operations to ensure that staff and work practices comply with rules and regulations. For example, transportation managers may review driver logs to ensure accuracy and adherence to laws set by the > [[< Previous->11-3071-WhatTheyDo-2]] > [[Next >->11-3071-WhatTheyDo-4]] > [[Close->11-3071-Detailed]]

U.S. Department of Transportation. Supply chain and logistics managers may verify compliance with customs procedures. The following are examples of types of transportation, storage, and distribution managers: Transportation managers oversee the drivers and staff of an organization's transportation department. They monitor the workers and resources that ensure efficient, safe operations for meeting all delivery and transportation needs. In addition, they sometimes need to plan, develop, and maintain a transportation network and may be assigned a specific territory or area. Their oversight > [[< Previous->11-3071-WhatTheyDo-3]] > [[Next >->11-3071-WhatTheyDo-5]] > [[Close->11-3071-Detailed]]

responsibilities may include a fleet of trucks for delivery; a transportation system that includes rail, bus, and paratransit; or a school bus system. Warehouse, storage, and distribution center managers oversee the operations of storage facilities, warehouses, and distribution centers. They coordinate incoming and outgoing shipments of products and materials. They also are responsible for maintaining facilities' cleanliness and safety, as well as for monitoring and tracking inventory levels. Supply chain and logistics managers oversee organizations' strategy for sourcing, storing, and > [[< Previous->11-3071-WhatTheyDo-4]] > [[Next >->11-3071-WhatTheyDo-6]] > [[Close->11-3071-Detailed]]

moving goods to clients. These managers establish the overall supply chain framework and monitor the logistics of its operation. They communicate with suppliers, distributors, and internal departments, such as sales and accounting. They also respond to and remedy disruptions that impede the flow of goods or services. > [[< Previous->11-3071-WhatTheyDo-5]] > [[Close->11-3071-Detailed]]

# Work Environment ### Work Environment Most transportation, storage, and distribution managers work full time, and some work more than 40 hours per week. > [[Close->11-3071-Detailed]]

# How to Become a Transportation, Storage, and Distribution Manager Transportation, storage, and distribution managers typically need a high school diploma, although some employers prefer or require a bachelor's degree. They also need related work experience to enter the occupation. ### Education Transportation, storage, and distribution managers typically need at least a high school diploma, but education requirements for individual positions may vary. High school classes in subjects such as English, mathematics, and economics may be helpful for prospective transportation, storage, and distribution managers. Employers may prefer to hire candidates who > [[Next >->11-3071-HowToBecomeOne-2]] > [[Close->11-3071-Detailed]]

have a bachelor's degree in a field such as business, transportation, or engineering. Some colleges and universities offer bachelor's degree programs in supply chain management and logistics. ### Work Experience in a Related Occupation To enter the occupation, transportation, storage, and distribution managers typically need several years of work experience in related occupations. The amount and type of experience required often varies by organization, industry, and position. Workers may become managers by moving into roles that require increasing responsibility or by gaining experience in > [[< Previous->11-3071-HowToBecomeOne-1]] > [[Next >->11-3071-HowToBecomeOne-3]] > [[Close->11-3071-Detailed]]

a particular industry, such as warehousing. For example, hand laborers and material movers may progress to become first-line supervisors before qualifying for storage and warehouse manager positions. ### Licenses, Certifications, and Registrations Some employers require or prefer that transportation, storage, and distribution managers have specific types of certifications, licenses, or both. Whether optional or required, certifications demonstrate competency in a particular area of transportation, storage, or distribution management. Information on certifications is available from > [[< Previous->11-3071-HowToBecomeOne-2]] > [[Next >->11-3071-HowToBecomeOne-4]] > [[Close->11-3071-Detailed]]

CareerOneStop. Some transportation, storage, and distribution managers may need a driver's license or a commercial driver's license (CDL) to travel to related warehouses and storage facilities or to assist with transportation operations. Depending on the type of good or facility being managed, some states have additional licensing requirements. Occupation-specific licenses, such as for engineers and marine captains, may be required of managers who oversee some types of workers. ### Important Qualities The following are examples of qualities that are important for these workers to perform > [[< Previous->11-3071-HowToBecomeOne-3]] > [[Next >->11-3071-HowToBecomeOne-5]] > [[Close->11-3071-Detailed]]

their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Transportation, storage, and distribution managers must be able to convey ideas clearly, both orally and in writing. Customer service skills. Transportation, storage, and distribution managers may interact with clients and must respond appropriately to them. Interpersonal skills. Transportation, storage, and distribution managers must work well with a variety of people, including those they supervise, workers in other departments, and external clients. Leadership skills. > [[< Previous->11-3071-HowToBecomeOne-4]] > [[Next >->11-3071-HowToBecomeOne-6]] > [[Close->11-3071-Detailed]]

Transportation, storage, and distribution managers must be able to motivate employees while coordinating supply chain and logistical operations. Organizational skills. Transportation, storage, and distribution managers must keep track of many details to efficiently manage a facility or a logistics network. Problem-solving skills. Transportation, storage, and distribution managers must identify and address issues that arise, including supply chain disruptions, staffing concerns, and client complaints. Time-management skills. Transportation, storage, and distribution managers often work > [[< Previous->11-3071-HowToBecomeOne-5]] > [[Next >->11-3071-HowToBecomeOne-7]] > [[Close->11-3071-Detailed]]

under tight deadlines and must use their time efficiently to keep coordinated activities on schedule. > [[< Previous->11-3071-HowToBecomeOne-6]] > [[Close->11-3071-Detailed]]

# Pay The median annual wage for transportation, storage, and distribution managers was $102,010 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $61,200, and the highest 10 percent earned more than $180,590. In May 2024, the median annual wages for transportation, storage, and distribution managers in the top industries in which they worked were as follows: Most transportation, storage, and distribution managers work full time, and some work more than 40 hours per week. > [[Close->11-3071-Detailed]]

# Job Outlook Employment of transportation, storage, and distribution managers is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 18,500 openings for transportation, storage, and distribution managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As the growth of e-commerce makes supply chain management more dynamic and complex, transportation, storage, and distribution > [[Next >->11-3071-JobOutlook-2]] > [[Close->11-3071-Detailed]]

managers will be in demand for enhanced integration of logistics with business systems and processes. These managers will be needed to plan and coordinate an increasing volume of inventory, multiple supply chains, and sophisticated supply chain management systems. In addition, as more goods are purchased online, timeliness of delivery remains a priority for companies, further increasing demand for these workers. > [[< Previous->11-3071-JobOutlook-1]] > [[Close->11-3071-Detailed]]

# What Agricultural and Food Scientists Do Agricultural and food scientists research ways to improve the efficiency, quality, and safety of agricultural and food production establishments. ### Duties Agricultural and food scientists typically do the following: - Conduct research to improve the productivity and quality of field crops and farm animals - Develop ways to increase efficiency of resources for crop production - Create new food products and develop new and better ways to safely process, package, and deliver them - Develop new and sustainable methods of soil and resource management > [[Next >->19-1011-WhatTheyDo-2]] > [[Close->19-1011-Detailed]]

- Communicate research findings and other technical information to a variety of audiences, including scientists, food producers, and consumers - Travel between facilities to oversee the implementation of new projects > [[< Previous->19-1011-WhatTheyDo-1]] > [[Next >->19-1011-WhatTheyDo-3]] > [[Close->19-1011-Detailed]]

- Ensure compliance with regulations and safety standards Agricultural and food scientists work to maintain and expand the nation's food supply. Some conduct research into the biological and chemical processes by which crops and livestock grow. Others study ways to improve the quality, quantity, and safety of agricultural products. In addition, they often lead teams of technicians or students who help in their research. The following are types of agricultural and food scientists: Animal scientists typically conduct research on livestock. With a focus on food production, these scientists > [[< Previous->19-1011-WhatTheyDo-2]] > [[Next >->19-1011-WhatTheyDo-4]] > [[Close->19-1011-Detailed]]

explore animal genetics, nutrition, reproduction, diseases, growth, and development. They work to develop efficient ways to produce and process meat, poultry, eggs, and milk, and may crossbreed animals to improve certain characteristics. They also may advise farmers on issues that affect livestock, such as best practices for upgrading housing, lowering death rates, and increasing growth rates. Food scientists and technologists study the basic elements of food. They analyze the nutritional content of food, discover new food sources, and research ways to make processed foods safe and healthy. > [[< Previous->19-1011-WhatTheyDo-3]] > [[Next >->19-1011-WhatTheyDo-5]] > [[Close->19-1011-Detailed]]

Food technologists generally work in product development, applying findings from food science research to develop new or better ways of selecting, preserving, processing, packaging, and distributing food. Some food scientists use advanced analytical techniques to detect and quantify levels of contaminants in food. Other food scientists enforce government regulations, inspecting food-processing areas to ensure that they are compliant with sanitation, waste management, and food safety standards. Plant and soil scientists work to improve crop yields and the productivity of soil through crop > [[< Previous->19-1011-WhatTheyDo-4]] > [[Next >->19-1011-WhatTheyDo-6]] > [[Close->19-1011-Detailed]]

breeding, soil management, and controlling pests and weeds. This may include conservation of soil and selecting traits to increase adaptability to changing environmental conditions. Because plant and soil sciences are closely related to environmental science, people trained in these fields also work to ensure environmental quality and effective land use. Agricultural and food scientists may work in a variety of locations, including food production companies, farms, processing plants, universities, pharmaceutical companies, or the federal government. They spend their time in a laboratory, > [[< Previous->19-1011-WhatTheyDo-5]] > [[Next >->19-1011-WhatTheyDo-7]] > [[Close->19-1011-Detailed]]

where they do tests and experiments, or in the field, where they take samples or assess overall conditions. Their research often involves improvements in food quality, animal or soil health, animal safety, food and crop production, or inspection standards. Agricultural and food scientists may present their research findings in peer-reviewed journals or other publications. Agricultural and food scientists who work in universities may write grants to various organizations to get funding for their research. They also supervise student researchers and may teach lectures related to their field of > [[< Previous->19-1011-WhatTheyDo-6]] > [[Next >->19-1011-WhatTheyDo-8]] > [[Close->19-1011-Detailed]]

expertise. For more information on professors who teach agricultural and food science at universities, see the profile on postsecondary teachers. > [[< Previous->19-1011-WhatTheyDo-7]] > [[Close->19-1011-Detailed]]

# Work Environment ### Work Environment Agricultural and food scientists work in laboratories, in offices, and in the field. Most agricultural and food scientists work full time. > [[Close->19-1011-Detailed]]

# How to Become an Agricultural or Food Scientist Agricultural and food scientists typically need at least a bachelor's degree in animal science, food science, plant biology, or a related field. Employers may prefer or require a master's or doctoral degree. ### Education Undergraduate coursework for agricultural and food scientists varies by specialty, but common fields of degree include biology, physical science, and agriculture. Students may choose to major in a specific concentration within agriculture, such as animal, crop, or food science. Degrees in related sciences, such as biology, chemistry, and physics, or in a related engineering > [[Next >->19-1011-HowToBecomeOne-2]] > [[Close->19-1011-Detailed]]

specialty also may qualify people for many agricultural science jobs. Every state has at least one land-grant college that offers agricultural science degrees. Many other colleges and universities also offer agricultural science degrees or related courses. Many people with bachelor's degrees in agricultural sciences find work in related jobs rather than becoming an agricultural or food scientist. For example, a bachelor's degree in agricultural science is a useful background for farming, ranching, agricultural inspection, farm credit institutions, or other companies in the agrifood system. > [[< Previous->19-1011-HowToBecomeOne-1]] > [[Next >->19-1011-HowToBecomeOne-3]] > [[Close->19-1011-Detailed]]

Combined with coursework in business, agricultural and food science could be a good background for managerial jobs in farm-related or ranch-related businesses. For more information, see the profile on farmers, ranchers, and other agricultural managers. Some agricultural and food scientists earn advanced degrees, and a master's or doctoral degree may be required for some jobs. For example, a Ph.D. may be required for some research positions in specialized topics. Advanced research topics include genetics, animal reproduction, agronomy, and biotechnology, among others. Advanced coursework also > [[< Previous->19-1011-HowToBecomeOne-2]] > [[Next >->19-1011-HowToBecomeOne-4]] > [[Close->19-1011-Detailed]]

emphasizes statistical analysis and experiment design, which are important as Ph.D. candidates begin their research and work with big datasets. During graduate school, there is additional emphasis on lab work and original research, in which prospective agricultural and food scientists conduct experiments and sometimes supervise undergraduates. ### Licenses, Certifications, and Registrations Some agricultural and food scientists may need a license, particularly those who plan to work in plant and soil sciences. Licensing requirements vary by state but generally include holding a bachelor's > [[< Previous->19-1011-HowToBecomeOne-3]] > [[Next >->19-1011-HowToBecomeOne-5]] > [[Close->19-1011-Detailed]]

degree with a certain number of credit hours in either plant or soil science, working under a licensed scientist for a certain number of years, and passing an exam. Licensed plant and soil scientists may require additional education credits or training every few years to maintain their licenses. Information on state licensing board requirements is available from CareerOneStop. Certifications are generally not required for agriculture and food scientists, but they can be useful in advancing one's career. Information on certifications is available from CareerOneStop. ### Other > [[< Previous->19-1011-HowToBecomeOne-4]] > [[Next >->19-1011-HowToBecomeOne-6]] > [[Close->19-1011-Detailed]]

Experience Internships are highly recommended for prospective agricultural and food scientists. These internships may lead to opportunities for full-time employment and provide students with hands-on experience. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Agricultural and food scientists must explain their studies both verbally and in writing, including what they were trying to learn, the methods they used, what > [[< Previous->19-1011-HowToBecomeOne-5]] > [[Next >->19-1011-HowToBecomeOne-7]] > [[Close->19-1011-Detailed]]

they found, and what they think the implications of their findings are. They must also communicate well when working with others, including technicians and student assistants. Critical-thinking skills. Agricultural and food scientists must use their expertise to determine the best way to answer a specific research question. Data-analysis skills. Agricultural and food scientists collect data using a variety of methods, including quantitative surveys. They must then apply standard data analysis techniques to understand the data and get the answers to the questions they are studying. Math > [[< Previous->19-1011-HowToBecomeOne-6]] > [[Next >->19-1011-HowToBecomeOne-8]] > [[Close->19-1011-Detailed]]

skills. Agricultural and food scientists must have a sound grasp of mathematical concepts. Detail-oriented skills. Agricultural and food scientists conduct experiments that require precise observation of samples and other data. Any mistake could lead to inconclusive or inaccurate results. > [[< Previous->19-1011-HowToBecomeOne-7]] > [[Close->19-1011-Detailed]]

# Pay The median annual wage for agricultural and food scientists was $78,770 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $47,050, and the highest 10 percent earned more than $140,080. Median annual wages for agricultural and food scientists in May 2024 were as follows: In May 2024, the median annual wages for agricultural and food scientists in the top industries in which they worked were as follows: Most agricultural and food scientists work full time. > [[Close->19-1011-Detailed]]

# Job Outlook Overall employment of agricultural and food scientists is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 3,100 openings for agricultural and food scientists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment of agricultural and food scientists is projected to grow as research into agricultural production methods and techniques continues. The need to > [[Next >->19-1011-JobOutlook-2]] > [[Close->19-1011-Detailed]]

address challenges such as increasing demand for water resources, combating pests and pathogens, and changing climate and weather patterns is expected to create jobs for these workers. Demand for agricultural products, including biofuels, is also expected to contribute to employment growth. > [[< Previous->19-1011-JobOutlook-1]] > [[Close->19-1011-Detailed]]

# What Compensation and Benefits Managers Do Compensation and benefits managers plan, develop, and oversee programs to pay employees. ### Duties Compensation and benefits managers typically do the following: - Coordinate and supervise the work activities of staff - Set the organization's pay and benefits structure - Monitor competitive wage rates to develop or modify compensation plans - Choose and manage outside partners, such as benefits vendors, insurance brokers, and investment managers - Oversee the distribution of pay and benefits information to the organization's employees > [[Next >->11-3111-WhatTheyDo-2]] > [[Close->11-3111-Detailed]]

- Ensure that pay and benefits plans comply with federal and state regulations - Prepare a program budget and operate within that budget Although some managers administer both the compensation and benefits programs in an organization, other managers - particularly at large organizations > [[< Previous->11-3111-WhatTheyDo-1]] > [[Next >->11-3111-WhatTheyDo-3]] > [[Close->11-3111-Detailed]]

- specialize and oversee one or the other. However, all compensation and benefits managers routinely meet with senior staff, managers of other human resources departments, and the financial officers of their organization. They use their expertise to recommend compensation and benefits policies, programs, and plans. Compensation and benefits managers may analyze data to determine the best pay and benefits plans for an organization. They may also monitor trends affecting pay and benefits and assess ways for their organization to improve practices or policies. Using analytical, database, and > [[< Previous->11-3111-WhatTheyDo-2]] > [[Next >->11-3111-WhatTheyDo-4]] > [[Close->11-3111-Detailed]]

presentation software, managers draw conclusions, present their findings, and make recommendations to other managers in the organization. Compensation managers direct an organization's pay structure. They monitor market conditions and government regulations to ensure that their organization's pay rates are current and competitive. They analyze data on wages and salaries, and they evaluate how their organization's pay structure compares with that of other organizations. Compensation managers use this information to maintain or develop pay levels for an organization. Some also design > [[< Previous->11-3111-WhatTheyDo-3]] > [[Next >->11-3111-WhatTheyDo-5]] > [[Close->11-3111-Detailed]]

pay-for-performance plans, which include guidelines for bonuses and incentive pay. They also may help determine commission rates and other incentives for sales staff. Benefits managers administer an organization's employee benefits program, which may include retirement plans, leave policies, wellness programs, and insurance policies such as health, life, and disability. They select benefits vendors and oversee enrollment, renewal, and delivery of benefits to the organization's employees. They frequently monitor government regulations and market trends to ensure that their programs are > [[< Previous->11-3111-WhatTheyDo-4]] > [[Next >->11-3111-WhatTheyDo-6]] > [[Close->11-3111-Detailed]]

current, competitive, and legal. > [[< Previous->11-3111-WhatTheyDo-5]] > [[Close->11-3111-Detailed]]

# Work Environment ### Work Environment Compensation and benefits managers work in nearly every industry. Some work more than 40 hours per week. > [[Close->11-3111-Detailed]]

# How to Become a Compensation or Benefits Manager Compensation and benefits managers typically need a combination of education and related work experience. ### Education For most positions, compensation and benefits managers typically need a bachelor's degree in business, human resources, or a related field, such as social science or psychology. ### Work Experience in a Related Occupation Work experience is essential for compensation and benefits managers. Managers often specialize in either compensation or benefits, depending on the experience they gain in previous jobs. Managers often start out as compensation, benefits, and job analysis > [[Next >->11-3111-HowToBecomeOne-2]] > [[Close->11-3111-Detailed]]

specialists. Work experience in other human resource fields, in finance, or in management is also helpful. ### Licenses, Certifications, and Registrations Although not required, certification gives compensation and benefits managers credibility because it shows that they have expertise. Employers may prefer to hire candidates with certification, and some positions require it. Certification often requires several years of related work experience and passing an exam. Professional associations offer certification programs that may be helpful for compensation and benefits managers. Information > [[< Previous->11-3111-HowToBecomeOne-1]] > [[Next >->11-3111-HowToBecomeOne-3]] > [[Close->11-3111-Detailed]]

on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Compensation and benefits managers analyze data on wages and salaries and the cost of benefits, and they assess and devise programs that best fit an organization and its employees. Business skills. These managers oversee a budget, build a case for their recommendations, and understand how compensation and benefits plans > [[< Previous->11-3111-HowToBecomeOne-2]] > [[Next >->11-3111-HowToBecomeOne-4]] > [[Close->11-3111-Detailed]]

affect an organization's finances. Communication skills. Compensation and benefits managers direct staff, give presentations, and work with colleagues. With each of these groups, they must be able to clearly explain concepts and respond to concerns. Decision-making skills. These managers weigh the strengths and weaknesses of different pay structures and benefits plans and choose the best options for an organization. Leadership skills. Compensation and benefits managers coordinate the activities of their staff and administer compensation and benefits programs, ensuring that the work is > [[< Previous->11-3111-HowToBecomeOne-3]] > [[Next >->11-3111-HowToBecomeOne-5]] > [[Close->11-3111-Detailed]]

completed accurately and on schedule. > [[< Previous->11-3111-HowToBecomeOne-4]] > [[Close->11-3111-Detailed]]

# Pay The median annual wage for compensation and benefits managers was $140,360 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $81,660, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for compensation and benefits managers in the top industries in which they worked were as follows: Most compensation and benefits managers work full time. Some work more than 40 hours per week. They may work more hours during peak times to meet > [[Next >->11-3111-Pay-2]] > [[Close->11-3111-Detailed]]

deadlines, especially during the benefits enrollment period of their organization. > [[< Previous->11-3111-Pay-1]] > [[Close->11-3111-Detailed]]

# Job Outlook Employment of compensation and benefits managers is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 1,500 openings for compensation and benefits managers are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Organizations are expected to continue to focus on reducing compensation and benefits costs, such as by introducing pay-for-performance and health and wellness programs. > [[Next >->11-3111-JobOutlook-2]] > [[Close->11-3111-Detailed]]

Organizations will likely need managers to evaluate and direct these compensation and benefits policies and plans. However, organizations may contract out a portion of their compensation and benefits functions to human resources consulting firms in order to reduce costs and gain access to technical expertise. For example, to reduce administrative costs, organizations commonly use an outside vendor for processing payroll and insurance claims. These consulting firms automate tasks and operate call centers to handle employee questions, thereby reducing the need for compensation and benefits > [[< Previous->11-3111-JobOutlook-1]] > [[Next >->11-3111-JobOutlook-3]] > [[Close->11-3111-Detailed]]

managers. > [[< Previous->11-3111-JobOutlook-2]] > [[Close->11-3111-Detailed]]

- Bathe animals, trim nails, clip hair, and attend to other grooming needs > [[< Previous->39-2011-WhatTheyDo-1]] > [[Next >->39-2011-WhatTheyDo-3]] > [[Close->39-2011-Detailed]]

- Train animals to obey or to behave in a specific manner The following are types of animal care and service workers: Animal trainers teach animals a variety of skills, such as obedience, performance, riding, security, and assisting people with disabilities. They familiarize animals with human voices and contact, and they teach animals to respond to commands. Most animal trainers work with dogs and horses, but some work with marine mammals, such as dolphins. Trainers teach a variety of skills. For example, some train dogs to guide people with disabilities, or they may train animals for a > [[< Previous->39-2011-WhatTheyDo-2]] > [[Next >->39-2011-WhatTheyDo-4]] > [[Close->39-2011-Detailed]]

competition. Groomers specialize in maintaining a pet's appearance. They typically groom dogs and cats, which may include cutting, trimming, shampooing, and styling fur; clipping nails; and cleaning ears. Groomers also schedule appointments, sell products to pet owners, and identify problems that may require veterinary attention. Groomers may work in or operate a grooming salon, kennel, veterinary clinic, pet supply store, or mobile grooming service, a self-contained business that travels to clients' homes. Grooms work at stables, caring for horses and maintaining equipment. > [[< Previous->39-2011-WhatTheyDo-3]] > [[Next >->39-2011-WhatTheyDo-5]] > [[Close->39-2011-Detailed]]

Responsibilities include feeding, grooming, and exercising horses; cleaning stalls; polishing saddles; and organizing the tack room, which stores harnesses, saddles, and bridles. Experienced grooms sometimes help train horses. Kennel attendants care for pets, often overnight, in place of owners. They clean cages and dog runs and feed, exercise, and play with animals. Experienced attendants also may provide basic healthcare, bathe animals, and attend to other basic grooming needs. Animal shelter attendants typically work with cats and dogs in animal shelters or rescue leagues. These > [[< Previous->39-2011-WhatTheyDo-4]] > [[Next >->39-2011-WhatTheyDo-6]] > [[Close->39-2011-Detailed]]

attendants take care of the animals' basic needs and may have administrative duties, such as keeping records, answering questions from the public, educating visitors about pet health, and screening people who want to adopt an animal. Experienced attendants may have more responsibilities, such as helping to vaccinate or euthanize animals alongside a veterinarian. Pet sitters look after animals while the pet owner is away. Most pet sitters feed, walk, and play with pets daily. They go to the pet owner's home, allowing the pet to stay in its familiar surroundings and follow its routine. > [[< Previous->39-2011-WhatTheyDo-5]] > [[Next >->39-2011-WhatTheyDo-7]] > [[Close->39-2011-Detailed]]

Experienced pet sitters also may bathe, groom, or train pets. Pet sitters typically watch over dogs, but some also take care of cats and other pets. Zookeepers care for animals in zoos. They plan diets, feed animals, and monitor the animals' eating patterns. They also clean the animals' enclosures and monitor behavior for signs of illness or injury. Depending on the size of the zoo, they may work with one species or multiple species of animals. Zookeepers may help raise young animals, and they often spend time answering questions from the public. For information about workers who care for > [[< Previous->39-2011-WhatTheyDo-6]] > [[Next >->39-2011-WhatTheyDo-8]] > [[Close->39-2011-Detailed]]

# How to Become an Animal Care and Service Worker Animal care and service workers typically have a high school diploma or equivalent and learn the occupation on the job. Many employers prefer to hire people who have experience with animals. ### Education Animal care and service workers typically need at least a high school diploma or equivalent. Although pet groomers typically learn by working under the guidance of an experienced groomer, they can also attend grooming schools. Animal trainers usually need a high school diploma or equivalent, although some positions may require a bachelor's degree. For example, marine mammal trainers > [[Next >->39-2011-HowToBecomeOne-2]] > [[Close->39-2011-Detailed]]

usually need a bachelor's degree in marine biology, animal science, biology, or a related field. Dog trainers and horse trainers may take courses at community colleges or vocational and private training schools. Most zoos require zookeepers to have a bachelor's degree in biology, animal science, or a related field. ### Training Most animal care and service workers learn through on-the-job training. Animal trainers may learn their skills from an experienced trainer. Pet groomers often learn their trade under the guidance of an experienced groomer. ### Licenses, Certifications, and > [[< Previous->39-2011-HowToBecomeOne-1]] > [[Next >->39-2011-HowToBecomeOne-3]] > [[Close->39-2011-Detailed]]

Registrations Although not required, certifications may help workers establish their credentials and enhance their skills. For example, professional associations and private vocational and state-approved trade schools offer certification for dog trainers. Information on certifications is available from CareerOneStop. Many states require self-employed animal care and service workers to have a business license. ### Other Experience For many animal care and service workers positions, it helps to have experience working with animals. Volunteering and internships at zoos and aquariums are > [[< Previous->39-2011-HowToBecomeOne-2]] > [[Next >->39-2011-HowToBecomeOne-4]] > [[Close->39-2011-Detailed]]

excellent ways to gain such experience. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Compassion. Animal care and service workers must be compassionate when dealing with animals and their owners. They should treat animals with kindness. Customer-service skills. Animal care and service workers should understand pet owners' needs so they can provide excellent customer service. Some workers may need to deal with distraught pet owners. > [[< Previous->39-2011-HowToBecomeOne-3]] > [[Next >->39-2011-HowToBecomeOne-5]] > [[Close->39-2011-Detailed]]

For example, caretakers working in animal shelters may need to reassure owners looking for a lost pet. Detail oriented. Animal care and service workers are often responsible for maintaining records and monitoring changes in animals' behavior. Patience. All animal caretakers and animal trainers need to be patient when working with animals. Physical stamina. Animal care and service workers must be able to kneel, crawl, and lift heavy supplies, such as bags of food. Problem-solving skills. Animal trainers must be able to assess whether animals are responding to teaching methods and to > [[< Previous->39-2011-HowToBecomeOne-4]] > [[Next >->39-2011-HowToBecomeOne-6]] > [[Close->39-2011-Detailed]]

identify which methods are successful. Reliability. Animal care and service workers need to care for animals on schedule and in a timely manner. > [[< Previous->39-2011-HowToBecomeOne-5]] > [[Close->39-2011-Detailed]]

households include companion pets, employment of animal care and service workers is expected to continue to grow. > [[< Previous->39-2011-JobOutlook-1]] > [[Close->39-2011-Detailed]]

# What Anthropologists and Archeologists Do Anthropologists and archeologists study the origin, development, and behavior of humans. They study the culture and characteristics of living or past civilizations throughout the world. ### Duties Anthropologists and archeologists typically do the following: - Plan and oversee cultural research - Design and coordinate data collection appropriate for a particular region, specialty, or project - Collect information through methods such as observation and interviews - Document and manage records of information collected in the field > [[Next >->19-3091-WhatTheyDo-2]] > [[Close->19-3091-Detailed]]

- Analyze data, artifacts, and other sources of information to uncover patterns about human life, culture, and origins - Write reports and present research findings > [[< Previous->19-3091-WhatTheyDo-1]] > [[Next >->19-3091-WhatTheyDo-3]] > [[Close->19-3091-Detailed]]

- Advise organizations on the cultural impact of policies, programs, and products Anthropologists and archeologists use knowledge from the humanities and sciences to examine human behavior. Anthropologists focus on the ways of life, languages, and other characteristics of people throughout the world. Archaeologists research past cultures' impacts on the customs, values, and habits of societies in the present. Anthropologists and archaeologists apply their insights to businesses, schools, and other organizations in a variety of ways. For example, an anthropologist may collect and analyze > [[< Previous->19-3091-WhatTheyDo-2]] > [[Next >->19-3091-WhatTheyDo-4]] > [[Close->19-3091-Detailed]]

data on a particular culture or social group for purposes of market research on product demand. An archeologist may assess potential construction sites to ensure compliance with federal regulations related to historic preservation. The equipment used by anthropologists and archeologists varies by task and specialty. For example, they may use audio and video equipment to record research in the field; Geographic Information Systems (GIS) to evaluate potential excavation sites; trowels and sieves to collect soil, artifacts, and other objects; and scales and calipers to measure samples in the > [[< Previous->19-3091-WhatTheyDo-3]] > [[Next >->19-3091-WhatTheyDo-5]] > [[Close->19-3091-Detailed]]

laboratory. Anthropologists and archaeologists typically specialize in a particular field, geographic area, or time period. For example, biological and physical anthropologists study evolution and the changing nature of humans and primates. Cultural and social anthropologists study the societal consequences of human issues, such as poverty, over time. Linguistic anthropologists study how languages develop and what they teach us about history and culture. > [[< Previous->19-3091-WhatTheyDo-4]] > [[Close->19-3091-Detailed]]

# Work Environment ### Work Environment Anthropologists and archeologists typically work in offices, in laboratories, or in the field. Fieldwork may require travel for extended periods. > [[Close->19-3091-Detailed]]

# How to Become an Anthropologist or Archeologist To enter the occupation, anthropologists and archeologists typically need at least a master's degree in anthropology or archeology. Employers may prefer to hire candidates who have experience doing fieldwork in their discipline. ### Education Anthropologists and archeologists typically need at least a master's degree to enter the occupation. Some positions require a Ph.D. Master's degree programs usually take 2 years to complete. Programs in anthropology or archaeology often include field or laboratory research that may take place in the United States or abroad. Students may have the > [[Next >->19-3091-HowToBecomeOne-2]] > [[Close->19-3091-Detailed]]

opportunity to attend archeological field schools, which teach them how to excavate archeological sites and how to record and interpret findings and data. A Ph.D. takes additional years of study beyond a master's degree and typically involves completing a dissertation. Although most positions require a graduate degree, some anthropologists and archaeologists begin their careers with a bachelor's degree and related experience. They may work as field or laboratory technicians or research assistants, increasing their responsibilities as they get additional education. ### Other > [[< Previous->19-3091-HowToBecomeOne-1]] > [[Next >->19-3091-HowToBecomeOne-3]] > [[Close->19-3091-Detailed]]

Experience Employers may prefer to hire candidates who have experience in anthropology or archeology. Candidates gain this experience through field training or internships while still in school. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Anthropologists and archeologists need to understand scientific methods and data to assess artifacts and other findings from their research. Communication skills. Anthropologists > [[< Previous->19-3091-HowToBecomeOne-2]] > [[Next >->19-3091-HowToBecomeOne-4]] > [[Close->19-3091-Detailed]]

and archeologists must be able to write reports or papers and to present their research findings to a variety of audiences. Critical-thinking skills. Anthropologists and archeologists must be able to draw conclusions and answer questions based on observations, laboratory experiments, and other methods of research. Observational skills. Anthropologists and archeologists study people, sites, and objects, paying particular attention to the surroundings and other sources relevant to their research. Physical stamina. When conducting fieldwork, anthropologists and archeologists may need to hike > [[< Previous->19-3091-HowToBecomeOne-3]] > [[Next >->19-3091-HowToBecomeOne-5]] > [[Close->19-3091-Detailed]]

or walk several miles while carrying equipment to a research site. > [[< Previous->19-3091-HowToBecomeOne-4]] > [[Close->19-3091-Detailed]]

# Pay The median annual wage for anthropologists and archeologists was $64,910 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $44,510, and the highest 10 percent earned more than $104,510. In May 2024, the median annual wages for anthropologists and archeologists in the top industries in which they worked were as follows: Many anthropologists and archeologists work full time. When doing fieldwork, they may be required to travel and to work irregular schedules, > [[Next >->19-3091-Pay-2]] > [[Close->19-3091-Detailed]]

including long hours, evenings, and weekends. > [[< Previous->19-3091-Pay-1]] > [[Close->19-3091-Detailed]]

# Job Outlook Employment of anthropologists and archeologists is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 800 openings for anthropologists and archeologists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Corporations will continue to use anthropological research to gain a better understanding of consumer demand within specific cultures or social groups. > [[Next >->19-3091-JobOutlook-2]] > [[Close->19-3091-Detailed]]

Anthropologists also will be needed to analyze markets, allowing businesses to serve their clients better or to target new customers or demographic groups. Archeologists will be needed to ensure that builders, museums, and other organizations comply with federal regulations pertaining to the preservation and handling of archeological and historical artifacts. Because anthropological and archeological research may depend on research funding, federal budgetary decisions can affect the rate of employment growth in research. > [[< Previous->19-3091-JobOutlook-1]] > [[Close->19-3091-Detailed]]

# What Human Resources Managers Do Human resources managers plan, coordinate, and direct the administrative functions of an organization. They oversee the recruiting, interviewing, and hiring of new staff; consult with top executives on strategic planning; and serve as a link between an organization's management and its employees. ### Duties Human resources managers typically do the following: - Plan and coordinate an organization's workforce to best use employees' talents - Link an organization's management with its employees - Plan and oversee employee benefit programs > [[Next >->11-3121-WhatTheyDo-2]] > [[Close->11-3121-Detailed]]

- Serve as a consultant to advise other managers on human resources issues, such as equal employment opportunity and sexual harassment - Coordinate and supervise the work of specialists and support staff - Oversee an organization's recruitment, interview, selection, and hiring processes > [[< Previous->11-3121-WhatTheyDo-1]] > [[Next >->11-3121-WhatTheyDo-3]] > [[Close->11-3121-Detailed]]

- Handle staffing issues, such as mediating disputes and directing disciplinary procedures Organizations want to attract, motivate, and keep qualified employees and match them to jobs for which they are well-suited. Human resources managers accomplish this aim by directing the administrative functions of human resources departments. Their work involves overseeing employee relations, securing regulatory compliance, and administering employee-related services such as payroll, training, and benefits. They supervise the department's specialists and support staff and make sure that tasks are > [[< Previous->11-3121-WhatTheyDo-2]] > [[Next >->11-3121-WhatTheyDo-4]] > [[Close->11-3121-Detailed]]

completed accurately and on time. Human resources managers also consult with top executives regarding strategic planning and talent management. They identify ways to maximize the value of the organization's employees and ensure that they are used efficiently. For example, they might assess worker productivity and recommend changes to help the organization meet budgetary goals. Some human resources managers oversee all aspects of an organization's human resources department, including the compensation and benefits program and the training and development program. In many larger > [[< Previous->11-3121-WhatTheyDo-3]] > [[Next >->11-3121-WhatTheyDo-5]] > [[Close->11-3121-Detailed]]

organizations, these programs are directed by specialized managers, such as compensation and benefits managers and training and development managers. The following are examples of types of human resources managers: Labor relations directors, also called employee relations managers, oversee employment policies in union and nonunion settings. They negotiate, draft, and administer labor contracts that cover issues such as wages, benefits, and union and management practices. They also handle labor complaints between employees and management, and they coordinate grievance procedures. Payroll > [[< Previous->11-3121-WhatTheyDo-4]] > [[Next >->11-3121-WhatTheyDo-6]] > [[Close->11-3121-Detailed]]

managers supervise an organization's payroll department. They ensure that all aspects of payroll are processed correctly and on time. They administer payroll procedures, prepare reports for the accounting department, and resolve payroll problems. Recruiting managers, sometimes called staffing managers, oversee the recruiting and hiring responsibilities of the human resources department. They often supervise a team of recruiters, and some take on recruiting duties for filling high-level positions. They must develop a recruiting strategy that helps them meet the staffing needs of their > [[< Previous->11-3121-WhatTheyDo-5]] > [[Next >->11-3121-WhatTheyDo-7]] > [[Close->11-3121-Detailed]]

organization and compete effectively to attract the best employees. > [[< Previous->11-3121-WhatTheyDo-6]] > [[Close->11-3121-Detailed]]

# Work Environment ### Work Environment Human resources managers are employed in nearly every industry. They work in offices, and most work full time during regular business hours. Some travel to attend professional meetings or to recruit employees. > [[Close->11-3121-Detailed]]

# How to Become a Human Resources Manager Candidates typically need a combination of education and several years of related work experience to become a human resources manager. Although most positions require a bachelor's degree, some require a master's degree. ### Education Human resources managers typically need a bachelor's degree to enter the occupation. The degree may be in human resources or another field, such as business, communications, or psychology. Courses in subjects such as conflict management may be helpful. Some jobs may require a master's degree in human resources, labor relations, or business administration > [[Next >->11-3121-HowToBecomeOne-2]] > [[Close->11-3121-Detailed]]

(MBA). ### Work Experience in a Related Occupation To demonstrate abilities in organizing, directing, and leading others, human resources managers must have related work experience. Some managers start out as human resources specialists or labor relations specialists. Management positions typically require an understanding of human resources programs, such as compensation and benefits plans; human resources software; and federal, state, and local employment laws. ### Licenses, Certifications, and Registrations Although certification is voluntary, it shows professional expertise and > [[< Previous->11-3121-HowToBecomeOne-1]] > [[Next >->11-3121-HowToBecomeOne-3]] > [[Close->11-3121-Detailed]]

credibility, and it may enhance job opportunities. Employers may prefer to hire candidates with certification, and some positions may require it. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Human resources managers need strong speaking, writing, and listening skills to give presentations and direct their staff. Decision-making skills. Human > [[< Previous->11-3121-HowToBecomeOne-2]] > [[Next >->11-3121-HowToBecomeOne-4]] > [[Close->11-3121-Detailed]]

resources managers must be able to balance the strengths and weaknesses of different options and decide the best course of action. Interpersonal skills. Human resources managers regularly interact with people, such as to collaborate on teams, and must develop working relationships with their colleagues. Leadership skills. Human resources managers must coordinate work activities and ensure that staff complete the duties and responsibilities of their department. Organizational skills. Human resources managers must be able to prioritize tasks and manage several projects at once. > [[< Previous->11-3121-HowToBecomeOne-3]] > [[Close->11-3121-Detailed]]

# Pay The median annual wage for human resources managers was $140,030 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $83,790, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for human resources managers in the top industries in which they worked were as follows: Most human resources managers work full time during regular business hours. Some human resources managers work more than 40 hours per week. > [[Close->11-3121-Detailed]]

# Job Outlook Employment of human resources managers is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 17,900 openings for human resources managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for human resources managers is expected to be strong over the projections decade as more of these workers are needed to help meet strategic organizational > [[Next >->11-3121-JobOutlook-2]] > [[Close->11-3121-Detailed]]

priorities. Some companies may outsource human resources functions to organizations that provide these services, rather than directly employing human resources managers. > [[< Previous->11-3121-JobOutlook-1]] > [[Close->11-3121-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1061-WhatTheyDo-1]] > [[Next >->25-1061-WhatTheyDo-3]] > [[Close->25-1061-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1061-WhatTheyDo-2]] > [[Next >->25-1061-WhatTheyDo-4]] > [[Close->25-1061-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1061-WhatTheyDo-3]] > [[Next >->25-1061-WhatTheyDo-5]] > [[Close->25-1061-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1061-WhatTheyDo-4]] > [[Next >->25-1061-WhatTheyDo-6]] > [[Close->25-1061-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1061-HowToBecomeOne-2]] > [[Close->25-1061-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1061-HowToBecomeOne-1]] > [[Next >->25-1061-HowToBecomeOne-3]] > [[Close->25-1061-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1061-HowToBecomeOne-2]] > [[Next >->25-1061-HowToBecomeOne-4]] > [[Close->25-1061-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1061-HowToBecomeOne-3]] > [[Next >->25-1061-HowToBecomeOne-5]] > [[Close->25-1061-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1061-HowToBecomeOne-4]] > [[Next >->25-1061-HowToBecomeOne-6]] > [[Close->25-1061-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1061-HowToBecomeOne-5]] > [[Next >->25-1061-HowToBecomeOne-7]] > [[Close->25-1061-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1061-HowToBecomeOne-6]] > [[Next >->25-1061-HowToBecomeOne-8]] > [[Close->25-1061-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1061-HowToBecomeOne-7]] > [[Close->25-1061-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1061-Pay-1]] > [[Next >->25-1061-Pay-3]] > [[Close->25-1061-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1061-JobOutlook-1]] > [[Next >->25-1061-JobOutlook-3]] > [[Close->25-1061-Detailed]]

# What Training and Development Managers Do Training and development managers plan, coordinate, and direct skills- and knowledge-enhancement programs for an organization's staff. ### Duties Training and development managers typically do the following: - Oversee training and development staff - Assess employees' needs for training - Align training with the organization's goals - Create and manage training budgets - Develop and implement training programs - Review and select training materials from a variety of vendors - Update training programs to ensure that they are relevant > [[Next >->11-3131-WhatTheyDo-2]] > [[Close->11-3131-Detailed]]

- Teach training methods and skills to instructors and supervisors > [[< Previous->11-3131-WhatTheyDo-1]] > [[Next >->11-3131-WhatTheyDo-3]] > [[Close->11-3131-Detailed]]

- Evaluate the effectiveness of training programs and instructors Training and development managers oversee training programs, staff, and budgets. They are responsible for creating or selecting course content and materials for training programs. Training may be in the form of a video, self-guided instructional manual, or online application and delivered in person or through a computer or other hand-held electronic device. Training also may be collaborative, with employees informally connecting with experts, mentors, and colleagues, often through social media or other online medium. Managers > [[< Previous->11-3131-WhatTheyDo-2]] > [[Next >->11-3131-WhatTheyDo-4]] > [[Close->11-3131-Detailed]]

must ensure that training methods, content, software, systems, and equipment are appropriate. Training and development managers typically supervise a staff of training and development specialists, such as instructional designers, program developers, and instructors. Managers teach training methods to specialists who, in turn, instruct the organization's employees > [[< Previous->11-3131-WhatTheyDo-3]] > [[Next >->11-3131-WhatTheyDo-5]] > [[Close->11-3131-Detailed]]

- both new and experienced. Managers direct the daily activities of specialists and evaluate their effectiveness. Although training and development managers primarily oversee specialists and program operations, some also conduct training courses. Training and development managers often confer with managers of other departments to identify training needs. They may work with top executives and financial managers to identify and match training priorities with overall business goals. They may also prepare training budgets and ensure that expenses stay within budget. > [[< Previous->11-3131-WhatTheyDo-4]] > [[Close->11-3131-Detailed]]

# Work Environment ### Work Environment Training and development managers work in nearly every industry. They typically work full time, spending much of their day with people. Some work more than 40 hours per week. > [[Close->11-3131-Detailed]]

# How to Become a Training and Development Manager Candidates typically need a combination of education and related work experience to become a training and development manager. Although many positions require a bachelor's degree, some jobs require a master's degree. ### Education Many positions require training and development managers to have a bachelor's degree, but some jobs require a master's degree. Although training and development managers come from a variety of educational backgrounds, these workers commonly have a bachelor's degree in business, communications, social science, or a related field. Some employers prefer or require > [[Next >->11-3131-HowToBecomeOne-2]] > [[Close->11-3131-Detailed]]

training and development managers to have a master's degree with a concentration in training and development, human resources management, organizational development, or business administration (MBA). Training and development managers may also benefit from studying instructional design, behavioral psychology, or educational psychology. ### Work Experience in a Related Occupation Related work experience is essential for training and development managers. Many positions require work experience in management, teaching, or training and development or another human resources field. For example, > [[< Previous->11-3131-HowToBecomeOne-1]] > [[Next >->11-3131-HowToBecomeOne-3]] > [[Close->11-3131-Detailed]]

some training and development managers start out as training and development specialists. Some employers also prefer experience in the industry in which the company operates. ### Licenses, Certifications, and Registrations Although it is not required for training and development managers, certification may show professional expertise. Some employers prefer to hire candidates who have certification, and some positions require it. Many professional associations for human resources professionals offer classes to enhance the skills of their members. Some associations specialize in training and > [[< Previous->11-3131-HowToBecomeOne-2]] > [[Next >->11-3131-HowToBecomeOne-4]] > [[Close->11-3131-Detailed]]

development and offer certification programs. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business skills. Training and development managers must understand business operations in order to match training with business goals. They also need to be able to plan and adhere to budgets. Collaboration skills. Training and development managers need strong interpersonal skills > [[< Previous->11-3131-HowToBecomeOne-3]] > [[Next >->11-3131-HowToBecomeOne-5]] > [[Close->11-3131-Detailed]]

for working with staff, trainees, subject matter experts, and organization leaders. They accomplish much of their work through teams. Communication skills. Training and development managers must clearly convey information to diverse audiences. They also must be able to effectively instruct their staff. Critical-thinking skills. Training and development managers use critical-thinking skills when assessing classes, materials, and programs. They must identify the training needs of an organization and make changes and improvements as required. Decision-making skills. Training and development > [[< Previous->11-3131-HowToBecomeOne-4]] > [[Next >->11-3131-HowToBecomeOne-6]] > [[Close->11-3131-Detailed]]

managers must select or create the best training programs to meet the needs of an organization. For example, they must review available training methods and materials and choose those that best fit each program. Collaboration skills. Training and development managers need strong interpersonal skills because delivering training programs requires working in concert with staff, trainees, subject matter experts, and the organization's leaders. They also accomplish much of their work through teams. Instructional skills. Training and development managers need to understand the fundamentals of > [[< Previous->11-3131-HowToBecomeOne-5]] > [[Next >->11-3131-HowToBecomeOne-7]] > [[Close->11-3131-Detailed]]

teaching and lesson planning. In addition to developing training, they may lead courses or seminars. Leadership skills. Managers are often in charge of a staff and programs. They must be able to organize, motivate, and instruct those working for them. > [[< Previous->11-3131-HowToBecomeOne-6]] > [[Close->11-3131-Detailed]]

# Pay The median annual wage for training and development managers was $127,090 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $75,810, and the highest 10 percent earned more than $219,990. In May 2024, the median annual wages for training and development managers in the top industries in which they worked were as follows: Most training and development managers work full time during regular business hours. Some work more than 40 hours per week. > [[Close->11-3131-Detailed]]

# Job Outlook Employment of training and development managers is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 3,800 openings for training and development managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment In many occupations, employees are required to take continuing education and skill development courses throughout their careers, creating demand for workers who > [[Next >->11-3131-JobOutlook-2]] > [[Close->11-3131-Detailed]]

develop and provide training materials. Innovations in training methods and learning technology are expected to continue throughout the decade. Organizations use social media, visual simulations, mobile learning, and social networks to ensure their training programs are engaging and cost-effective. Training and development managers are expected to continue modifying training programs, allocating budgets, and integrating these features into training programs and curriculums. > [[< Previous->11-3131-JobOutlook-1]] > [[Close->11-3131-Detailed]]

# What Arbitrators, Mediators, and Conciliators Do Arbitrators, mediators, and conciliators facilitate negotiation and conflict resolution through dialogue. They resolve conflicts outside of the court system by mutual consent of the parties involved. ### Duties Arbitrators, mediators, and conciliators typically do the following: - Facilitate communication between disputants to guide parties toward mutual agreement - Clarify issues, concerns, needs, and interests of all parties involved - Conduct initial meetings with disputants to outline the arbitration process > [[Next >->23-1022-WhatTheyDo-2]] > [[Close->23-1022-Detailed]]

- Settle procedural matters or details such as fees, numbers of witnesses, and schedules - Set up appointments for parties to meet for mediation or arbitration - Interview claimants, agents, or witnesses to obtain information about disputed issues - Prepare settlement agreements for disputants' signatures - Apply relevant laws, regulations, policies, or precedents to reach conclusions > [[< Previous->23-1022-WhatTheyDo-1]] > [[Next >->23-1022-WhatTheyDo-3]] > [[Close->23-1022-Detailed]]

- Evaluate information from documents such as claim applications, birth or death certificates, and physician or employer records Arbitrators, mediators, and conciliators help opposing parties settle disputes outside of court. They hold private, confidential hearings, which are less formal than those held in court. Arbitrators are usually lawyers, business professionals, or retired judges with expertise in a particular field. As impartial third parties, they hear and decide disputes between opposing parties. Arbitrators may work alone or on a panel with other arbitrators. In some cases, > [[< Previous->23-1022-WhatTheyDo-2]] > [[Next >->23-1022-WhatTheyDo-4]] > [[Close->23-1022-Detailed]]

arbitrators may decide procedural issues, such as what evidence may be submitted and when hearings will be held. Arbitration may be required by law for some claims and disputes. When it is not required, the parties in dispute sometimes voluntarily agree to arbitration rather than proceed with litigation or a trial. In some cases, parties may appeal the arbitrator's decision. Mediators are neutral parties who help people resolve their disputes. However, unlike arbitrators, they do not render binding decisions. Rather, mediators help facilitate discussion and guide the parties toward a > [[< Previous->23-1022-WhatTheyDo-3]] > [[Next >->23-1022-WhatTheyDo-5]] > [[Close->23-1022-Detailed]]

mutually acceptable agreement. If the opposing sides cannot reach a settlement with the mediator's help, they are free to pursue other options. Conciliators are similar to mediators. Although their role is to help guide opposing sides to a settlement, they typically meet with the parties separately. The opposing sides must decide in advance if they will be bound by the conciliator's recommendations. > [[< Previous->23-1022-WhatTheyDo-4]] > [[Close->23-1022-Detailed]]

# Work Environment ### Work Environment Many arbitrators, mediators, and conciliators work in the legal services industry and for state or local governments. Most work full time. > [[Close->23-1022-Detailed]]

# How to Become an Arbitrator, Mediator, or Conciliator Arbitrators, mediators, and conciliators typically need at least a bachelor's degree and related experience to enter the occupation. They learn their skills through a combination of education, training, and work experience. ### Education Arbitrators, mediators, and conciliators typically need at least a bachelor's degree at the entry level. Few candidates for these jobs receive a degree specific to the field of arbitration, mediation, or conflict resolution. Rather, many positions require education appropriate to the applicant's field of expertise. Some positions require candidates to have a > [[Next >->23-1022-HowToBecomeOne-2]] > [[Close->23-1022-Detailed]]

law degree, a master's in business administration, or another type of advanced degree. ### Work Experience in a Related Occupation Arbitrators, mediators, and conciliators typically have experience and expertise in a particular field, such as construction, finance, or insurance. They may be lawyers or retired judges, have experience in advocacy, or have a background in business or the industry in which they plan to work. ### Training Arbitrators, mediators, and conciliators typically shadow or assist an experienced supervisor. They may support a certain number of cases before working > [[< Previous->23-1022-HowToBecomeOne-1]] > [[Next >->23-1022-HowToBecomeOne-3]] > [[Close->23-1022-Detailed]]

independently. Training for arbitrators, mediators, and conciliators is available from a variety of organizations, such as postsecondary schools, government agencies, and community mediation centers. Opportunities may include formal internships or volunteer positions. ### Licenses, Certifications, and Registrations There is no national license for arbitrators, mediators, and conciliators. However, some states require arbitrators and mediators to become certified to work on certain types of cases. Qualifications, standards, and the number of training hours required vary by state or by > [[< Previous->23-1022-HowToBecomeOne-2]] > [[Next >->23-1022-HowToBecomeOne-4]] > [[Close->23-1022-Detailed]]

court. Some states require licenses appropriate to the applicant's field of expertise. For example, some courts may require applicants to be licensed attorneys or certified public accountants. For more information, contact your state licensing agency. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Arbitrators, mediators, and conciliators evaluate facts from large amounts of complex information and apply relevant > [[< Previous->23-1022-HowToBecomeOne-3]] > [[Next >->23-1022-HowToBecomeOne-5]] > [[Close->23-1022-Detailed]]

rules of law. Communication skills. Arbitrators, mediators, and conciliators must be able to clearly present and explain information, both orally and in writing, to opposing parties to settle disputes. Critical-thinking skills. Arbitrators, mediators, and conciliators must remain neutral and not let their personal assumptions interfere with proceedings. Decision-making skills. Arbitrators, mediators, and conciliators must be able to weigh facts, apply the law or rules, and make a decision relatively quickly. Detail oriented. Arbitrators, mediators, and conciliators must pay close > [[< Previous->23-1022-HowToBecomeOne-4]] > [[Next >->23-1022-HowToBecomeOne-6]] > [[Close->23-1022-Detailed]]

attention to what is being said and must be precise in explaining their recommendations or decisions. Interpersonal skills. Arbitrators, mediators, and conciliators deal with disputing parties and must be able to facilitate discussion in a calm and respectful way. > [[< Previous->23-1022-HowToBecomeOne-5]] > [[Close->23-1022-Detailed]]

# Pay The median annual wage for arbitrators, mediators, and conciliators was $67,710 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $46,200, and the highest 10 percent earned more than $133,480. In May 2024, the median annual wages for arbitrators, mediators, and conciliators in the top industries in which they worked were as follows: Most arbitrators, mediators, and conciliators work full time. > [[Close->23-1022-Detailed]]

# Job Outlook Employment of arbitrators, mediators, and conciliators is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 300 openings for arbitrators, mediators, and conciliators are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The alternative methods of resolving disputes that these workers provide often are quicker and less expensive than trials and litigation. In > [[Next >->23-1022-JobOutlook-2]] > [[Close->23-1022-Detailed]]

addition, many contracts, such as those for employment and real estate, include clauses requiring mediation or arbitration to resolve complaints and disputes. These factors should help to support demand for arbitrators, mediators, and conciliators. However, because alternative dispute resolution in government is contingent on available funds, state and local government budgets may affect public sector employment of arbitrators, mediators, and conciliators. > [[< Previous->23-1022-JobOutlook-1]] > [[Close->23-1022-Detailed]]

# What Architects Do Architects plan and design houses, factories, office buildings, and other structures. ### Duties Architects typically do the following: - Meet with clients to determine objectives and requirements for structures - Give preliminary estimates on cost and construction time - Prepare structure specifications - Direct workers who prepare drawings and documents - Prepare scaled drawings, either with computer software or by hand - Prepare contract documents for building contractors - Manage construction contracts > [[Next >->17-1011-WhatTheyDo-2]] > [[Close->17-1011-Detailed]]

- Visit worksites to ensure that construction adheres to architectural plans > [[< Previous->17-1011-WhatTheyDo-1]] > [[Next >->17-1011-WhatTheyDo-3]] > [[Close->17-1011-Detailed]]

- Seek new work by marketing and giving presentations People need places to live, work, play, learn, shop, and eat. Architects are responsible for designing these places. They work on public or private projects and design both indoor and outdoor spaces. Architects can be commissioned to design anything from a single room to an entire complex of buildings. Architects discuss with clients the objectives, requirements, and budget of a project. In some cases, architects provide predesign services, such as feasibility and environmental impact studies, site selection, cost analyses, and design > [[< Previous->17-1011-WhatTheyDo-2]] > [[Next >->17-1011-WhatTheyDo-4]] > [[Close->17-1011-Detailed]]

requirements. Architects develop final construction plans on the initial proposal after discussing with clients. The architects' plans show the building's appearance and details of its construction. These plans include drawings of the structural system; air-conditioning, heating, and ventilating systems; electrical systems; communications systems; and plumbing. Sometimes, landscape plans are included as well. In developing designs, architects must follow state and local building codes, zoning laws, fire regulations, and other ordinances, such as those requiring reasonable access for people > [[< Previous->17-1011-WhatTheyDo-3]] > [[Next >->17-1011-WhatTheyDo-5]] > [[Close->17-1011-Detailed]]

with disabilities. Architects use computer-aided design and drafting (CADD) and building information modeling (BIM) for creating designs and construction drawings. However, hand-drawing skills are still required, especially during the conceptual stages of a project and when an architect is at a construction site. As construction continues, architects may visit building sites to ensure that contractors follow the design, adhere to the schedule, use the specified materials, and meet work-quality standards. The job is not complete until all construction is finished, required tests are > [[< Previous->17-1011-WhatTheyDo-4]] > [[Next >->17-1011-WhatTheyDo-6]] > [[Close->17-1011-Detailed]]

conducted, and construction costs are paid. Architects may also help clients get construction bids, select contractors, and negotiate construction contracts. Architects often collaborate with workers in related occupations, such as civil engineers, urban and regional planners, drafters, interior designers, and landscape architects. > [[< Previous->17-1011-WhatTheyDo-5]] > [[Close->17-1011-Detailed]]

# Work Environment ### Work Environment Architects spend much of their time in offices, where they develop plans, meet with clients, and consult with engineers and other architects. They also visit construction sites to prepare initial drawings and review the progress of projects to ensure that clients' objectives are met. > [[Close->17-1011-Detailed]]

# How to Become an Architect There are typically three main steps to becoming a licensed architect: completing a bachelor's degree in architecture, gaining relevant experience through a paid internship, and passing the Architect Registration Examination. ### Education Architects typically need a bachelor's degree in architecture. About two-thirds of states require that architects hold a degree in architecture from an accredited architectural program. Most architects earn their degree through a 5-year Bachelor of Architecture degree program. Many earn a master's degree in architecture, which can take 1 to 5 additional > [[Next >->17-1011-HowToBecomeOne-2]] > [[Close->17-1011-Detailed]]

years. The time required depends on the extent of the student's previous education and training in architecture. A typical bachelor's degree program includes courses in architectural history and theory, building design with an emphasis on computer-aided design and drafting (CADD), structures, construction methods, professional practices, math, physical sciences, and liberal arts. ### Training All state architectural registration boards require architecture graduates to complete a lengthy paid internship - generally lasting 3 years > [[< Previous->17-1011-HowToBecomeOne-1]] > [[Next >->17-1011-HowToBecomeOne-3]] > [[Close->17-1011-Detailed]]

- before they may sit for the registration exam. Most new graduates complete their training period by working at architectural firms as an intern. Some states allow a portion of the training to occur in the offices of employers in related careers, such as engineers and general contractors. Architecture students who complete internships while still in school can count some of that time toward the 3-year training period. Interns in architectural firms may help design part of a project. They may help prepare architectural documents and drawings, build models, and prepare construction drawings > [[< Previous->17-1011-HowToBecomeOne-2]] > [[Next >->17-1011-HowToBecomeOne-4]] > [[Close->17-1011-Detailed]]

on CADD. Interns may also research building codes and write specifications for building materials, installation criteria, the quality of finishes, and other related details. Licensed architects take the documents that interns produce, make edits to them, finalize plans, and then sign and seal the documents. ### Licenses, Certifications, and Registrations All states and the District of Columbia require architects to be licensed. Licensing requirements typically include completing a degree program in architecture, gaining relevant experience through a paid internship, and passing a qualifying > [[< Previous->17-1011-HowToBecomeOne-3]] > [[Next >->17-1011-HowToBecomeOne-5]] > [[Close->17-1011-Detailed]]

exam. Most states also require some form of continuing education to keep a license. Continuing education requirements vary by state but usually involve additional education through workshops, university classes, conferences, self-study courses, or other sources. Information on state licensing board requirements is available from CareerOneStop. ### Advancement After many years of work experience, some architects advance to become architectural and engineering managers. These managers typically coordinate the activities of employees and may work on larger construction projects. ### Important > [[< Previous->17-1011-HowToBecomeOne-4]] > [[Next >->17-1011-HowToBecomeOne-6]] > [[Close->17-1011-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Architects must understand the content of designs and the context in which they were created. For example, architects must understand the locations of mechanical systems and how those systems affect building operations. Communication skills. Architects share their ideas, both in oral presentations and in writing, with clients, other architects, and workers who help prepare drawings. > [[< Previous->17-1011-HowToBecomeOne-5]] > [[Next >->17-1011-HowToBecomeOne-7]] > [[Close->17-1011-Detailed]]

Many also give presentations to explain their ideas and designs. Creativity. Architects design the overall look of houses, buildings, and other structures. They must ensure that the final product is both attractive and functional. Organizational skills. Architects often manage contracts. Therefore, they must keep records related to the details of a project, including total cost, materials used, and progress. Technical skills. Architects need to use CADD technology to create plans as part of building information modeling (BIM). Visualization skills. Architects must be able to envision how > [[< Previous->17-1011-HowToBecomeOne-6]] > [[Next >->17-1011-HowToBecomeOne-8]] > [[Close->17-1011-Detailed]]

the parts of a structure relate to each other. They also must be able to visualize how the overall building will look once completed. > [[< Previous->17-1011-HowToBecomeOne-7]] > [[Close->17-1011-Detailed]]

# Pay The median annual wage for architects was $96,690 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $60,510, and the highest 10 percent earned more than $159,800. In May 2024, the median annual wages for architects in the top industries in which they worked were as follows: Most architects work full time and many work additional hours, especially when facing deadlines. Self-employed architects may have more flexible work hours. > [[Close->17-1011-Detailed]]

# Job Outlook Employment of architects is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 7,800 openings for architects are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Architects are expected to be needed to make plans and designs, particularly in sustainable design, for the construction and renovation of homes, schools, healthcare facilities, and other structures. > [[Next >->17-1011-JobOutlook-2]] > [[Close->17-1011-Detailed]]

Architectural design work is becoming more efficient due to improved building information modeling (BIM) software and measuring technology along with the integration of artificial intelligence (AI). However, these productivity gains also allow architects to be more involved in the full building process and take on new roles and responsibilities. > [[< Previous->17-1011-JobOutlook-1]] > [[Close->17-1011-Detailed]]

# What Drafters Do Drafters use software to convert the designs of architects and engineers into technical drawings. Most workers specialize in architectural, civil, electrical, or mechanical drafting and use technical drawings to help design everything from microchips to skyscrapers. ### Duties Drafters typically do the following: - Design plans using computer-aided design (CAD) software - Work from rough sketches and specifications created by engineers and architects - Design products with engineering and manufacturing techniques > [[Next >->17-3011-WhatTheyDo-2]] > [[Close->17-3011-Detailed]]

- Add details to architectural plans from their knowledge of building techniques - Specify dimensions, materials, and procedures for new products > [[< Previous->17-3011-WhatTheyDo-1]] > [[Next >->17-3011-WhatTheyDo-3]] > [[Close->17-3011-Detailed]]

- Work under the supervision of engineers or architects Some drafters are referred to as CAD operators. Using CAD systems, drafters create and store technical drawings digitally. These drawings contain information on how to build a structure or machine, the dimensions of the project, and what materials are needed to complete the project. Drafters work with CAD to create schematics that can be viewed, printed, or programmed directly into building information modeling (BIM) systems. These systems allow drafters, architects, construction managers, and engineers to create and collaborate on > [[< Previous->17-3011-WhatTheyDo-2]] > [[Next >->17-3011-WhatTheyDo-4]] > [[Close->17-3011-Detailed]]

digital models of physical buildings and machines. Through three-dimensional rendering, BIM software allows designers and engineers to see how different elements in their projects work together. The following are examples of types of drafters: Architectural drafters draw structural features and details for buildings and other construction projects. These workers may specialize in a type of building, such as residential or commercial. They may also specialize by the materials used, such as steel, wood, or reinforced concrete. Civil drafters prepare topographical maps used in construction > [[< Previous->17-3011-WhatTheyDo-3]] > [[Next >->17-3011-WhatTheyDo-5]] > [[Close->17-3011-Detailed]]

and civil engineering projects, such as highways, bridges, and dams. Electrical drafters prepare wiring diagrams that construction workers use to install and repair electrical equipment and wiring in power plants, electrical distribution systems, and residential and commercial buildings. Electronics drafters produce wiring diagrams, assembly diagrams for circuit boards, and layout drawings used in manufacturing and in installing and repairing electronic devices and components. Mechanical drafters prepare layouts that show the details for a variety of machinery and mechanical tools and > [[< Previous->17-3011-WhatTheyDo-4]] > [[Next >->17-3011-WhatTheyDo-6]] > [[Close->17-3011-Detailed]]

devices, such as medical equipment. These layouts indicate dimensions, fastening methods, and other requirements for assembly. Mechanical drafters sometimes create production molds. > [[< Previous->17-3011-WhatTheyDo-5]] > [[Close->17-3011-Detailed]]

# Work Environment ### Work Environment Although drafters spend much of their time working on computers in an office, some may visit jobsites in order to collaborate with architects and engineers. Most drafters work full time. > [[Close->17-3011-Detailed]]

# How to Become a Drafter Drafters typically complete education after high school, often through a program at a community college or technical school. Some programs lead to an associate of applied science in drafting or a related degree. Others result in a certificate or diploma. ### Education Drafters typically need an associate of applied science in drafting or a related degree from a community college or technical school. Some drafters prepare for the occupation by earning a certificate or diploma. Programs in drafting may include instruction in design fundamentals, sketching, and computer-aided design (CAD) > [[Next >->17-3011-HowToBecomeOne-2]] > [[Close->17-3011-Detailed]]

software. It generally takes about 2 years of full-time education to earn an associate's degree. Certificate and diploma programs vary in length but usually may be completed in less time. Students frequently specialize in a particular type of drafting, such as mechanical or architectural drafting. High school students may begin preparing by taking classes in mathematics, science, computer technology, design, computer graphics, and, where available, drafting. ### Licenses, Certifications, and Registrations Although not mandatory, certification demonstrates competence and knowledge of > [[< Previous->17-3011-HowToBecomeOne-1]] > [[Next >->17-3011-HowToBecomeOne-3]] > [[Close->17-3011-Detailed]]

nationally recognized practices. Certifications are offered for several specialties, including architectural, civil, and mechanical drafting. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Creativity. Drafters must be able to turn plans and ideas into technical drawings of buildings, tools, and systems. Detail oriented. Drafters must take care that the plans they convert > [[< Previous->17-3011-HowToBecomeOne-2]] > [[Next >->17-3011-HowToBecomeOne-4]] > [[Close->17-3011-Detailed]]

are technically accurate according to the outlined specifications. Interpersonal skills. Drafters work closely with architects, engineers, and other designers to make sure that final plans are accurate. This requires the ability to communicate effectively and work well with others. Math skills. Drafters work on technical drawings. They may be required to calculate angles, weights, costs, and other values. Technical skills. Drafters in all specialties must be able to use computer software, such as CAD, and work with database tools, such as building information modeling > [[< Previous->17-3011-HowToBecomeOne-3]] > [[Next >->17-3011-HowToBecomeOne-5]] > [[Close->17-3011-Detailed]]

(BIM). Time-management skills. Drafters often work under deadline. As a result, they must work efficiently to produce the required output according to set schedules. > [[< Previous->17-3011-HowToBecomeOne-4]] > [[Close->17-3011-Detailed]]

# Pay The median annual wage for drafters was $65,380 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $44,960, and the highest 10 percent earned more than $101,020. Median annual wages for drafters in May 2024 were as follows: In May 2024, the median annual wages for drafters in the top industries in which they worked were as follows: Most drafters work full time. Some work more than 40 hours a week. > [[Close->17-3011-Detailed]]

# Job Outlook Overall employment of drafters is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 16,200 openings for drafters are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Projected employment of drafters varies by occupation (see table). The increasing use of computer-aided design (CAD) and building information modeling (BIM) technologies is expected to lead to a decline in employment > [[Next >->17-3011-JobOutlook-2]] > [[Close->17-3011-Detailed]]

for many types of drafters. These technologies increase drafter productivity and allow engineers and architects to perform many tasks that used to be done by drafters. Architectural and civil drafters are more heavily used in the early design process as compared to other drafters. > [[< Previous->17-3011-JobOutlook-1]] > [[Close->17-3011-Detailed]]

# What Farmers, Ranchers, and Other Agricultural Managers Do Farmers, ranchers, and other agricultural managers run establishments that produce crops, livestock, and dairy products. ### Duties Farmers, ranchers, and other agricultural managers typically do the following: - Supervise all steps of crop production or ranging, including planting, fertilizing, harvesting, and herding - Make decisions about crops or livestock by evaluating factors such as market conditions, disease, soil conditions, and the availability of federal programs - Choose and buy supplies, such as seed, fertilizer, and farm machinery - Maintain farming equipment > [[Next >->11-9013-WhatTheyDo-2]] > [[Close->11-9013-Detailed]]

- Maintain farm facilities, such as water pipes, fences, and animal shelters - Serve as the sales agent for crops, livestock, and dairy products > [[< Previous->11-9013-WhatTheyDo-1]] > [[Next >->11-9013-WhatTheyDo-3]] > [[Close->11-9013-Detailed]]

- Record financial, tax, production, and employee information Farmers, ranchers, and other agricultural managers monitor the prices for their products. They use different strategies to protect themselves financially from unpredictable changes in the markets. For example, some farmers carefully plan the combination of crops they grow, so that if the price of one crop drops, they have enough income from another crop to make up for the loss. Farmers and ranchers also track disease and weather conditions, either or both of which may negatively impact crop yields or animal health. By planning > [[< Previous->11-9013-WhatTheyDo-2]] > [[Next >->11-9013-WhatTheyDo-4]] > [[Close->11-9013-Detailed]]

ahead, farmers and ranchers may be able to store their crops or keep their livestock in order to take advantage of higher prices later in the year. Some farmers choose to sell a portion of their goods directly to consumers through farmer's markets or cooperatives to reduce their financial risk and to gain a larger share of the final price of their goods. Farmers, ranchers, and other agricultural managers negotiate with banks and other credit lenders to get financing, because they must buy seed, livestock, and equipment before they have products to sell. Farmers and ranchers run farms that > [[< Previous->11-9013-WhatTheyDo-3]] > [[Next >->11-9013-WhatTheyDo-5]] > [[Close->11-9013-Detailed]]

are primarily family owned. Those who do not own the land themselves may lease it from a landowner to operate as a working farm. The size of the farm or range determines which tasks farmers and ranchers handle. Those who run small farms or ranges may do all tasks, including harvesting and inspecting the land, growing crops, and raising animals. In addition, they keep records, service machinery, and maintain buildings. By contrast, farmers and ranchers who run large farms generally hire others - including agricultural workers > [[< Previous->11-9013-WhatTheyDo-4]] > [[Next >->11-9013-WhatTheyDo-6]] > [[Close->11-9013-Detailed]]

- to help with physical work. Some of the workers on large farms are in nonfarm occupations, such as truck drivers, sales representatives, bookkeepers, and information technology specialists. Farmers and ranchers follow improvements in animal breeding methods and seed science, choosing products that may increase output. Livestock and dairy farmers monitor and attend to the health of their herds, which may include assisting in births. Agricultural managers take care of the day-to-day operations of one or more farms, ranches, nurseries, timber tracts, greenhouses, and other agricultural > [[< Previous->11-9013-WhatTheyDo-5]] > [[Next >->11-9013-WhatTheyDo-7]] > [[Close->11-9013-Detailed]]

establishments for corporations, farmers, and owners who do not live and work on their farm or ranch. Agricultural managers usually do not participate directly in production activities. Instead, they hire and supervise farm and livestock workers to do most of the daily production tasks. Managers may determine budgets and decide how to store, transport, and sell crops. They also may oversee the maintenance of equipment and property. The following are examples of types of farmers, ranchers, and other agricultural managers: Crop farmers and managers are responsible for all stages of plant > [[< Previous->11-9013-WhatTheyDo-6]] > [[Next >->11-9013-WhatTheyDo-8]] > [[Close->11-9013-Detailed]]

growth, including planting, fertilizing, watering, and harvesting crops. These farmers may grow grain, fruits, vegetables, and other crops. After a harvest, they make sure that the crops are properly packaged and stored. Livestock, dairy, and poultry farmers, ranchers, and managers feed and care for animals, such as cows or chickens, in order to harvest meat, milk, or eggs. They keep livestock and poultry in barns, pens, and other farm buildings. These workers also may oversee animal breeding in order to maintain appropriate herd or flock size. Nursery and greenhouse managers oversee the > [[< Previous->11-9013-WhatTheyDo-7]] > [[Next >->11-9013-WhatTheyDo-9]] > [[Close->11-9013-Detailed]]

production of trees, shrubs, flowers, and plants (including turf) used for landscaping. In addition to applying pesticides and fertilizers to help plants grow, they often are responsible for keeping track of marketing activity and inventory. Aquaculture farmers and managers raise fish and shellfish in ponds, floating net pens, raceways, and recirculating systems. They stock, feed, and maintain aquatic life used for food and recreational fishing. > [[< Previous->11-9013-WhatTheyDo-8]] > [[Close->11-9013-Detailed]]

# Work Environment ### Work Environment Farmers, ranchers, and other agricultural managers typically work outdoors but also may spend time in an office. Their work is often physically demanding. > [[Close->11-9013-Detailed]]

# How to Become a Farmer, Rancher, or Other Agricultural Manager Farmers, ranchers, and other agricultural managers typically need at least a high school diploma and work experience in a related occupation. ### Education Farmers, ranchers, and other agricultural managers typically need at least a high school diploma to enter the occupation. As farm and land management has grown more complex, farmers, ranchers, and other agricultural managers may benefit from postsecondary education. Associate's degree or bachelor's degree fields of study commonly include agriculture, natural resources, or business. Most state university systems have at least one > [[Next >->11-9013-HowToBecomeOne-2]] > [[Close->11-9013-Detailed]]

land-grant college or university with a school of agriculture. Programs of study include agricultural economics and business, animal science, and plant science. There are a number of government programs that help farmers connect with farming services. The United States Department of Agriculture (USDA) has service centers across the country that assist new farmers in accessing USDA programs. These service centers connect farmers with programs such as those that provide financing for land and capital, help with creating a business plan, and input on conservation practices. ### Work Experience > [[< Previous->11-9013-HowToBecomeOne-1]] > [[Next >->11-9013-HowToBecomeOne-3]] > [[Close->11-9013-Detailed]]

in a Related Occupation Prospective farmers, ranchers, and agricultural managers typically work as agricultural workers for several years to gain the knowledge and experience needed to run their own farm. Some gain experience while growing up on a family farm. The amount of experience needed varies with the complexity of the work and the size of the farm. Those with postsecondary education in agriculture may not need additional work experience. ### Licenses, Certifications, and Registrations To show competency in farm management, agricultural managers may choose to complete certification > [[< Previous->11-9013-HowToBecomeOne-2]] > [[Next >->11-9013-HowToBecomeOne-4]] > [[Close->11-9013-Detailed]]

programs. Certification requirements include relevant coursework, a bachelor's degree, experience in farmland management, and passing an exam. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Farmers, ranchers, and other agricultural managers monitor and assess the quality of their land or livestock. Critical-thinking skills. Farmers, ranchers, and other > [[< Previous->11-9013-HowToBecomeOne-3]] > [[Next >->11-9013-HowToBecomeOne-5]] > [[Close->11-9013-Detailed]]

agricultural managers determine how to improve their harvest and livestock while reacting to conditions that may affect their short > [[< Previous->11-9013-HowToBecomeOne-4]] > [[Next >->11-9013-HowToBecomeOne-6]] > [[Close->11-9013-Detailed]]

- or long-term plans. Initiative. Many farmers, ranchers, and other agricultural managers are self-employed. They must be self-motivated in order to maximize crop or livestock production. Interpersonal skills. Farmers, ranchers, and other agricultural managers supervise laborers and other workers, so they must be able to communicate and interact with a variety of people. Mechanical skills. Farmers, ranchers, and other agricultural managers operate complex machinery and occasionally perform routine maintenance. Physical stamina. Farmers, ranchers, and other agricultural managers > [[< Previous->11-9013-HowToBecomeOne-5]] > [[Next >->11-9013-HowToBecomeOne-7]] > [[Close->11-9013-Detailed]]

- particularly those who work on small farms - must be able to do physically strenuous, repetitive tasks, such as bending, stooping, and lifting. > [[< Previous->11-9013-HowToBecomeOne-6]] > [[Close->11-9013-Detailed]]

# Pay The median annual wage for farmers, ranchers, and other agricultural managers was $87,980 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $51,700, and the highest 10 percent earned more than $156,530. Incomes of farmers and ranchers vary from year to year because prices of farm products fluctuate with weather conditions and other factors. In addition to earning income from their farm business, farmers may receive government subsidies or other payments that reduce > [[Next >->11-9013-Pay-2]] > [[Close->11-9013-Detailed]]

some of the risks of farming. Most farmers, ranchers, and other agricultural managers work full time, and many work more than 40 hours per week. Farm work is often seasonal, and the number of hours worked may change according to the season. Farmers and farm managers on crop farms usually work from sunrise to sunset during the planting and harvesting seasons. During the rest of the year, they plan the next season's crops, market their output, and repair and maintain machinery. Managers of greenhouses, nurseries, or farms that operate in mild or temperate climates may work year round. On > [[< Previous->11-9013-Pay-1]] > [[Next >->11-9013-Pay-3]] > [[Close->11-9013-Detailed]]

livestock-producing farms and ranches, work goes on throughout the year. Animals must be fed and cared for daily. > [[< Previous->11-9013-Pay-2]] > [[Close->11-9013-Detailed]]

# Job Outlook Employment of farmers, ranchers, and other agricultural managers is projected to grow 1 percent from 2024 to 2034, decline. About 85,500 openings for farmers, ranchers, and other agricultural managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Over the past several decades, increased efficiencies in crop production have led to consolidation and fewer, but larger, farms. This means that fewer farmers are > [[Next >->11-9013-JobOutlook-2]] > [[Close->11-9013-Detailed]]

needed to produce the same agricultural output. In addition, as farms become larger, they invest more in productivity-enhancing technologies, reinforcing this effect. Despite steady demand for agricultural products, many small farms operate with slim profit margins and are vulnerable to poor market conditions. As in the past, operators of small farms will likely continue to exit the business over the decade. > [[< Previous->11-9013-JobOutlook-1]] > [[Close->11-9013-Detailed]]

# What Architectural and Engineering Managers Do Architectural and engineering managers plan, direct, and coordinate activities in the fields of architecture and engineering. ### Duties Architectural and engineering managers typically do the following: - Make detailed plans to research and develop products, processes, or designs - Determine staff, training, and equipment needs - Propose budgets for projects and programs - Hire and supervise staff - Oversee research and development projects, including directing staff output and quality > [[Next >->11-9041-WhatTheyDo-2]] > [[Close->11-9041-Detailed]]

- Coordinate work and collaborate with other staff and managers Architectural and engineering managers use their knowledge of architecture or engineering to oversee a variety of activities. They may direct and coordinate construction or manufacturing related to production, operations, quality assurance, testing, or maintenance. As part of their oversight responsibilities, architectural and engineering managers set goals and develop detailed plans, including production schedules. They also prepare budgets for projects, staff, and equipment needs. In this way, managers anticipate problems > [[< Previous->11-9041-WhatTheyDo-1]] > [[Next >->11-9041-WhatTheyDo-3]] > [[Close->11-9041-Detailed]]

that may arise and which might otherwise hinder a project's completion. Architectural and engineering managers hire staff and assign them to carry out specific parts of a project. They also supervise employees' work, which may include collaborating with other organizations, to monitor the project's quality and progress through completion. > [[< Previous->11-9041-WhatTheyDo-2]] > [[Close->11-9041-Detailed]]

# Work Environment ### Work Environment Architectural and engineering managers typically work in offices, although some work in other settings, such as research laboratories or industrial production plants. Most work full time, and some work more than 40 hours a week. > [[Close->11-9041-Detailed]]

# How to Become an Architectural or Engineering Manager To enter the occupation, architectural and engineering managers typically need at least a bachelor's degree and considerable work experience as an architect or engineer. ### Education Architectural and engineering managers typically need at least a bachelor's degree in engineering or architecture. Bachelor's degree programs in architecture and engineering usually include coursework in mathematics and physical sciences. In addition, architecture programs may include courses such as architectural history and theory, computer-aided design and drafting (CADD), and construction methods; these > [[Next >->11-9041-HowToBecomeOne-2]] > [[Close->11-9041-Detailed]]

programs take about 5 years to complete. Engineering programs vary by concentration and often take about 4 years of classroom, laboratory, and field studies in engineering principles and systems. Architectural and engineering managers or prospective managers may complete a master's degree in engineering management (MEM or MsEM), technology management (MSTM), or business administration (MBA). Some earn their master's degree before entering a management position; others earn it while working as a manager. Typically, those who prefer to manage in technical areas pursue an MsEM or MSTM, and > [[< Previous->11-9041-HowToBecomeOne-1]] > [[Next >->11-9041-HowToBecomeOne-3]] > [[Close->11-9041-Detailed]]

those interested in general management skills earn an MBA. Engineering and technology management programs include courses such as accounting, marketing, and finance that focus on the particular field. Programs in engineering management also include coursework in supply chain management and product development. Programs in technology management include courses in information security and systems development. ### Licenses, Certifications, and Registrations Architectural and engineering managers typically do not need a license. However, these managers may advance from other occupations that do > [[< Previous->11-9041-HowToBecomeOne-2]] > [[Next >->11-9041-HowToBecomeOne-4]] > [[Close->11-9041-Detailed]]

require licensure. For example, all states require architects to be licensed, and some engineers obtain a professional engineering (PE) license. Contact your state licensing board for more information. Information on state licensing board requirements is available from CareerOneStop. Some managers choose to earn certification. Information on certifications is available from CareerOneStop. ### Work Experience in a Related Occupation Architectural and engineering managers typically advance to their positions after years of experience as an architect or engineer. In those positions, they may > [[< Previous->11-9041-HowToBecomeOne-3]] > [[Next >->11-9041-HowToBecomeOne-5]] > [[Close->11-9041-Detailed]]

have worked on complex projects, developed designs, solved problems, and led teams. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Architectural and engineering managers evaluate information to solve problems. Communication skills. Architectural and engineering managers must effectively convey information and expectations related to projects. Interpersonal skills. Architectural and engineering managers must be able > [[< Previous->11-9041-HowToBecomeOne-4]] > [[Next >->11-9041-HowToBecomeOne-6]] > [[Close->11-9041-Detailed]]

to collaborate with other staff to meet deadlines and achieve goals. Leadership skills. Architectural and engineering managers lead teams, which requires an ability to organize, direct, and motivate others. Math skills. Architectural and engineering managers use calculus and other mathematics to develop new products and processes. Organizational skills. Architectural and engineering managers keep track of many workers, schedules, and budgets simultaneously. > [[< Previous->11-9041-HowToBecomeOne-5]] > [[Close->11-9041-Detailed]]

# Pay The median annual wage for architectural and engineering managers was $167,740 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $111,450, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for architectural and engineering managers in the top industries in which they worked were as follows: Most architectural and engineering managers work full time. Working more than 40 hours a week is common, especially when meeting > [[Next >->11-9041-Pay-2]] > [[Close->11-9041-Detailed]]

deadlines. > [[< Previous->11-9041-Pay-1]] > [[Close->11-9041-Detailed]]

# Job Outlook Employment of architectural and engineering managers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 14,500 openings for architectural and engineering managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth will largely reflect the overall demand for architectural and engineering workers. Demand for civil engineering services is > [[Next >->11-9041-JobOutlook-2]] > [[Close->11-9041-Detailed]]

expected to continue as the nation's aging infrastructure requires repair and as the electrical grid requires updates and expansion. These managers also should be needed for projects such as renewable energy construction and design. > [[< Previous->11-9041-JobOutlook-1]] > [[Close->11-9041-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1031-WhatTheyDo-1]] > [[Next >->25-1031-WhatTheyDo-3]] > [[Close->25-1031-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1031-WhatTheyDo-2]] > [[Next >->25-1031-WhatTheyDo-4]] > [[Close->25-1031-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1031-WhatTheyDo-3]] > [[Next >->25-1031-WhatTheyDo-5]] > [[Close->25-1031-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1031-WhatTheyDo-4]] > [[Next >->25-1031-WhatTheyDo-6]] > [[Close->25-1031-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1031-HowToBecomeOne-2]] > [[Close->25-1031-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1031-HowToBecomeOne-1]] > [[Next >->25-1031-HowToBecomeOne-3]] > [[Close->25-1031-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1031-HowToBecomeOne-2]] > [[Next >->25-1031-HowToBecomeOne-4]] > [[Close->25-1031-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1031-HowToBecomeOne-3]] > [[Next >->25-1031-HowToBecomeOne-5]] > [[Close->25-1031-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1031-HowToBecomeOne-4]] > [[Next >->25-1031-HowToBecomeOne-6]] > [[Close->25-1031-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1031-HowToBecomeOne-5]] > [[Next >->25-1031-HowToBecomeOne-7]] > [[Close->25-1031-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1031-HowToBecomeOne-6]] > [[Next >->25-1031-HowToBecomeOne-8]] > [[Close->25-1031-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1031-HowToBecomeOne-7]] > [[Close->25-1031-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1031-Pay-1]] > [[Next >->25-1031-Pay-3]] > [[Close->25-1031-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1031-JobOutlook-1]] > [[Next >->25-1031-JobOutlook-3]] > [[Close->25-1031-Detailed]]

# What Construction Managers Do Construction managers plan, coordinate, budget, and supervise construction projects from start to finish. ### Duties Construction managers typically do the following: - Prepare cost estimates, budgets, and work timetables - Interpret and explain contracts and technical information to other professionals - Collaborate with architects, engineers, and other construction specialists - Select subcontractors and schedule and coordinate their activities - Monitor projects and report progress and budget matters to the construction firm and clients > [[Next >->11-9021-WhatTheyDo-2]] > [[Close->11-9021-Detailed]]

- Respond to work delays, emergencies, and other problems with the project > [[< Previous->11-9021-WhatTheyDo-1]] > [[Next >->11-9021-WhatTheyDo-3]] > [[Close->11-9021-Detailed]]

- Ensure that the project complies with legal requirements, such building and safety codes Construction managers, often called general contractors or project managers, coordinate and supervise a variety of projects, including building public, residential, commercial, and industrial structures as well as roads and bridges. Either a general contractor or a construction manager oversees the construction phase of a project, including personnel, but a construction manager may also consult with the client during the design phase to help refine construction plans and control costs. These managers > [[< Previous->11-9021-WhatTheyDo-2]] > [[Next >->11-9021-WhatTheyDo-4]] > [[Close->11-9021-Detailed]]

coordinate construction processes so that projects meet design specifications and are completed on time within budget. Some construction managers are responsible for several projects - for example, building multiple homes > [[< Previous->11-9021-WhatTheyDo-3]] > [[Next >->11-9021-WhatTheyDo-5]] > [[Close->11-9021-Detailed]]

- at once. Construction managers work closely with other building specialists, such as architects, civil engineers, and tradesworkers, including stonemasons, electricians, and carpenters. Depending on the project, construction managers may interact with lawyers or government officials. For example, when installing municipal sidewalks, construction managers may confer with city inspectors to ensure that the project meets required material specifications. For large building projects, such as industrial complexes, a top-level construction manager may hire other managers for different aspects > [[< Previous->11-9021-WhatTheyDo-4]] > [[Next >->11-9021-WhatTheyDo-6]] > [[Close->11-9021-Detailed]]

of the project. Each construction manager then oversees completion of a specific phase, such as structural foundation or electrical work, and the top-level manager coordinates with the managers to complete the entire project. To maximize efficiency, construction managers often perform the tasks of a cost estimator. They use cost-estimating and planning software to allocate time and money for scheduling project deadlines. > [[< Previous->11-9021-WhatTheyDo-5]] > [[Close->11-9021-Detailed]]

# Work Environment ### Work Environment Construction managers may have a main office but spend most of their time in a field office onsite, where they monitor projects and make decisions about construction activities. Their schedules may vary. > [[Close->11-9021-Detailed]]

# How to Become a Construction Manager Construction managers typically need a bachelor's degree, and they learn management techniques through on-the-job training. Large construction firms may prefer to hire candidates who have both construction experience and a bachelor's degree in a construction-related field. Firms might hire as managers those who have a high school diploma and many years of experience in a construction trade; however, these people may be more likely to work as self-employed general contractors than to be hired as construction managers. ### Education Construction managers typically need a bachelor's degree in > [[Next >->11-9021-HowToBecomeOne-2]] > [[Close->11-9021-Detailed]]

construction, business, engineering, or a related field. Bachelor's degree programs in construction-related majors often include courses in project control and management, design, construction methods and materials, and cost estimation. Courses in business, communications, and mathematics are also helpful. Some construction managers earn an associate's degree in construction management or construction technology. An associate's degree combined with work experience may be typical for managers who supervise small projects. Candidates who have a high school diploma and several years of > [[< Previous->11-9021-HowToBecomeOne-1]] > [[Next >->11-9021-HowToBecomeOne-3]] > [[Close->11-9021-Detailed]]

relevant work experience may qualify to become construction managers. However, these people may be more likely to work as self-employed general contractors than to be hired as construction managers. ### Training Newly hired construction managers typically work under the guidance of an experienced manager for up to 1 year. Depending on the firm, however, this on-the-job training may last for several years. ### Work Experience in a Related Occupation Construction experience is important for these managers, especially for ones who do not have a bachelor's degree. For construction managers to > [[< Previous->11-9021-HowToBecomeOne-2]] > [[Next >->11-9021-HowToBecomeOne-4]] > [[Close->11-9021-Detailed]]

qualify for jobs solely through experience, they must have worked many years in carpentry, masonry, or other construction specialties. College students who participate in internships and cooperative education programs may gain experience through such programs. ### Licenses, Certifications, and Registrations Some states require construction managers to be licensed. For more information, contact your state licensing board. Information on state licensing board requirements is available from CareerOneStop. Professional certification, although not required, demonstrates a particular level of > [[< Previous->11-9021-HowToBecomeOne-3]] > [[Next >->11-9021-HowToBecomeOne-5]] > [[Close->11-9021-Detailed]]

knowledge and experience. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Construction managers must be able to plan strategies, investigate project cost variances, and solve problems over the course of a project. Business skills. Construction managers need to prepare and follow project budgets, hire and manage staff, and coordinate with other workers and > [[< Previous->11-9021-HowToBecomeOne-4]] > [[Next >->11-9021-HowToBecomeOne-6]] > [[Close->11-9021-Detailed]]

managers. Self-employed construction managers must generate their own business opportunities and be proactive in finding new clients. Communication skills. Construction managers must be able to clearly convey information orally and in writing. In addition to talking with owners and clients, managers must give clear orders and explain complex information to construction workers and discuss technical details with inspectors and other specialists, such as engineers. Decision-making skills. Construction managers need to choose personnel and subcontractors for specific tasks and jobs. They also > [[< Previous->11-9021-HowToBecomeOne-5]] > [[Next >->11-9021-HowToBecomeOne-7]] > [[Close->11-9021-Detailed]]

must make myriad judgment calls about projects to ensure that they adhere to deadlines and budgets. Leadership skills. Construction managers must effectively delegate tasks to construction workers, subcontractors, and other lower level managers to ensure that projects are completed accurately and on time. Technical skills. Construction managers must have an applied knowledge of concepts and practices common in the industry, such as construction technologies, contracts, and technical drawings. > [[< Previous->11-9021-HowToBecomeOne-6]] > [[Close->11-9021-Detailed]]

# Pay The median annual wage for construction managers was $106,980 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $65,160, and the highest 10 percent earned more than $176,990. In May 2024, the median annual wages for construction managers in the top industries in which they worked were as follows: In addition to salary, construction managers may also earn bonuses. Their earnings depend on the amount of business they generate. Most construction managers work full > [[Next >->11-9021-Pay-2]] > [[Close->11-9021-Detailed]]

time, and some work more than 40 hours per week. Construction managers' work schedules may vary. They may need to work extra hours to meet deadlines, and they may have to be on call 24 hours a day to respond to project emergencies. > [[< Previous->11-9021-Pay-1]] > [[Close->11-9021-Detailed]]

# Job Outlook Employment of construction managers is projected to grow 9 percent from 2024 to 2034, much faster than the average for all occupations. About 46,800 openings for construction managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Construction managers are expected to be needed as overall construction activity expands. Over the projections decade, population and business growth will result in the > [[Next >->11-9021-JobOutlook-2]] > [[Close->11-9021-Detailed]]

construction of new residences, office buildings, retail outlets, hospitals, schools, restaurants, and other structures. Also, the need to improve portions of the national infrastructure may spur employment growth as roads, bridges, and sewer pipe systems are upgraded or replaced. In addition, a continuing emphasis on retrofitting buildings to make them more energy efficient should create jobs for general contractors, who are more likely to manage the renovation and upgrading of buildings than to oversee new large-scale construction projects. Construction processes and building technology > [[< Previous->11-9021-JobOutlook-1]] > [[Next >->11-9021-JobOutlook-3]] > [[Close->11-9021-Detailed]]

are becoming more complex, requiring greater oversight and spurring demand for specialized management personnel even as technology makes construction managers more productive. > [[< Previous->11-9021-JobOutlook-2]] > [[Close->11-9021-Detailed]]

# What Archivists, Curators, and Museum Workers Do Archivists appraise, process, catalog, and preserve permanent records and historically valuable documents. Curators oversee collections of artwork and historical items and may conduct public service activities for an institution. Museum technicians and conservators prepare and restore objects and documents in museum collections and exhibits. ### Duties Archivists typically do the following: - Authenticate and appraise historical documents and archival materials - Preserve and maintain documents and objects - Create and manage a system to maintain and preserve electronic records > [[Next >->25-4011-WhatTheyDo-2]] > [[Close->25-4011-Detailed]]

- Organize and classify archival materials - Safeguard records by creating film and digital copies - Direct workers to help arrange, exhibit, and maintain collections - Set and administer policy guidelines concerning public access to materials - Find and acquire new materials for their archives Curators, museum technicians, and conservators typically do the following: - Acquire, store, and exhibit collections - Select the theme and design of exhibits - Design, organize, and conduct tours and workshops for the public - Attend meetings and civic events to promote their institution > [[< Previous->25-4011-WhatTheyDo-1]] > [[Next >->25-4011-WhatTheyDo-3]] > [[Close->25-4011-Detailed]]

- Clean objects such as ancient tools, coins, and statues - Direct and supervise curatorial, technical, and student staff > [[< Previous->25-4011-WhatTheyDo-2]] > [[Next >->25-4011-WhatTheyDo-4]] > [[Close->25-4011-Detailed]]

- Plan and conduct special research projects Archivists preserve important or historically significant documents and records. They coordinate educational and public outreach programs, such as tours, lectures, and classes. They also may work with researchers on topics and items relevant to their collections. Some archivists specialize in a particular era of history so that they can have a better understanding of the records from that period. Archivists typically work with specific forms of documentation, such as manuscripts, electronic records, websites, photographs, maps, motion pictures, > [[< Previous->25-4011-WhatTheyDo-3]] > [[Next >->25-4011-WhatTheyDo-5]] > [[Close->25-4011-Detailed]]

or sound recordings. Curators, who also may be museum directors, lead the acquisition, storage, and exhibition of collections. They negotiate and authorize the purchase, sale, exchange, and loan of collections. They also may research, authenticate, evaluate, and categorize the items in a collection. Curators often perform administrative tasks and help manage their institution's research projects and related educational programs. They may represent their institution in the media, at public events, and at professional conferences. In large institutions, some curators may specialize in a > [[< Previous->25-4011-WhatTheyDo-4]] > [[Next >->25-4011-WhatTheyDo-6]] > [[Close->25-4011-Detailed]]

particular field, such as botany, art, or history. For example, a large natural history museum might employ separate curators for its collections of birds, fish, and mammals. In small institutions, one curator may be responsible for many tasks, from taking care of collections to directing the affairs of the museum. Museum technicians, who may be known as preparators, registrars, or collections specialists, care for and safeguard objects in museum collections and exhibitions. Preparators focus on readying items in museum collections for display or storage. For example, they might make > [[< Previous->25-4011-WhatTheyDo-5]] > [[Next >->25-4011-WhatTheyDo-7]] > [[Close->25-4011-Detailed]]

frames and mats for artwork or fit mounts to support objects. They also help to create exhibits, such as by building exhibit cases, installing items, and ensuring proper lighting. And they transport items and prepare them for shipping. Registrars and collections specialists oversee the logistics of acquisitions, insurance policies, risk management, and loaning of objects to and from the museum for exhibition or research. They keep detailed records of the conditions and locations of the objects that are on display, in storage, or being transported to another museum. They also maintain and > [[< Previous->25-4011-WhatTheyDo-6]] > [[Next >->25-4011-WhatTheyDo-8]] > [[Close->25-4011-Detailed]]

store any documentation associated with the objects. These workers also may answer questions from the public and help curators and outside scholars use the museum's collections. Conservators handle, preserve, treat, and keep records of artifacts, specimens, and works of art. They may perform substantial historical, scientific, and archeological research. They document their findings and treat items in order to minimize deterioration or restore them to their original state. Conservators usually specialize in a particular material or group of objects, such as documents and books, paintings, > [[< Previous->25-4011-WhatTheyDo-7]] > [[Next >->25-4011-WhatTheyDo-9]] > [[Close->25-4011-Detailed]]

or textiles. Some conservators use x rays, chemical testing, microscopes, special lights, and other laboratory equipment and techniques to examine objects, determine their condition, and decide on the best way to preserve them. They also may participate in outreach programs, research topics in their specialty, and write articles for scholarly journals. > [[< Previous->25-4011-WhatTheyDo-8]] > [[Close->25-4011-Detailed]]

# Work Environment ### Work Environment Archivists, curators, museum technicians, and conservators work in museums, historical sites, governments, colleges and universities, corporations, and other institutions. Most work full time. > [[Close->25-4011-Detailed]]

# How to Become an Archivist, Curator, or Museum Worker Archivists, curators, and conservators typically need a master's degree; museum technicians typically need a bachelor's degree. Fields of degree may include fine and performing arts, history, or social science. Experience gained through an internship or by volunteering in archives or museums is helpful. ### Education Archivists. Archivists typically need a master's degree in history, library science, archival studies, political science, or public administration. Students may gain valuable archiving experience through volunteer or internship opportunities. Curators. Curators typically need a > [[Next >->25-4011-HowToBecomeOne-2]] > [[Close->25-4011-Detailed]]

master's degree in art history, history, archaeology, or museum studies. In small museums, curator positions may be available to applicants with a bachelor's degree. Because curators have administrative and managerial responsibilities, courses in business administration, public relations, marketing, and fundraising are recommended. Museum technicians. Museum technicians typically need a bachelor's degree in museum studies or a related field, such as archaeology, art history, or history. Some jobs require candidates to have a master's degree in museum studies. In addition, museum employers > [[< Previous->25-4011-HowToBecomeOne-1]] > [[Next >->25-4011-HowToBecomeOne-3]] > [[Close->25-4011-Detailed]]

may prefer candidates who have knowledge of the museum's specialty or have experience working in museums. Conservators. Conservators typically need a master's degree in conservation or a related field. Graduate programs last 2 to 4 years, the latter part of which includes an internship. To qualify for entry into these programs, a student must have a background in archaeology, art history, chemistry, or studio art. Completing a conservation internship as an undergraduate may enhance an applicant's prospects into a graduate program. ### Licenses, Certifications, and Registrations Although > [[< Previous->25-4011-HowToBecomeOne-2]] > [[Next >->25-4011-HowToBecomeOne-4]] > [[Close->25-4011-Detailed]]

most employers do not require certification, some archivists may choose to earn voluntary certification because it allows them to demonstrate expertise in a particular area. Information on certifications is available from CareerOneStop. ### Other Experience To gain experience, candidates may have to work part time, as an intern or as a volunteer, during or after completing their education. Substantial experience in collection management, research, exhibit design, or restoration, as well as database management skills, is necessary for full-time positions. ### Advancement Continuing education > [[< Previous->25-4011-HowToBecomeOne-3]] > [[Next >->25-4011-HowToBecomeOne-5]] > [[Close->25-4011-Detailed]]

is available through meetings, conferences, and workshops sponsored by archival, historical, and museum associations. Some large organizations, such as the U.S. National Archives and Records Administration in Washington, DC, offer in-house training. Top museum positions are highly sought after. Performing unique research and producing published work are important for advancement in large institutions. In addition, a doctoral degree may be needed for some advanced positions. Museum workers employed in small institutions may have limited opportunities for promotion. They typically advance by > [[< Previous->25-4011-HowToBecomeOne-4]] > [[Next >->25-4011-HowToBecomeOne-6]] > [[Close->25-4011-Detailed]]

transferring to a larger institution that has supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Archivists, curators, museum technicians, and conservators must explore minutiae to determine the origin, history, and importance of the objects they work with. Customer-service skills. Archivists, curators, museum technicians, and conservators work regularly with the general public. They must be > [[< Previous->25-4011-HowToBecomeOne-5]] > [[Next >->25-4011-HowToBecomeOne-7]] > [[Close->25-4011-Detailed]]

courteous, friendly, and able to help users find materials. Detail oriented. Archivists and museum technicians must be able to focus on specifics because they use and develop complex databases related to the materials they store and access. Organizational skills. Archivists, curators, museum technicians, and conservators store and easily retrieve records and documents. They must also develop logical systems of storage for the public to use. > [[< Previous->25-4011-HowToBecomeOne-6]] > [[Close->25-4011-Detailed]]

# Pay The median annual wage for archivists, curators, and museum workers was $57,100 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,840, and the highest 10 percent earned more than $98,490. Median annual wages for archivists, curators, and museum workers in May 2024 were as follows: In May 2024, the median annual wages for archivists, curators, and museum workers in the top industries in which they worked were as follows: Most archivists, curators, museum > [[Next >->25-4011-Pay-2]] > [[Close->25-4011-Detailed]]

technicians, and conservators work full time. Archivists in government agencies and corporations generally work during regular business hours. Curators in large institutions may travel extensively to evaluate potential additions to the collection, organize exhibits, and conduct research. However, for curators in small institutions, travel may be rare. Museum technicians may need to work evenings and weekends if their institutions are open to the public during those times. > [[< Previous->25-4011-Pay-1]] > [[Close->25-4011-Detailed]]

# Job Outlook Overall employment of archivists, curators, and museum workers is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 4,800 openings for archivists, curators, and museum workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for archivists is expected to increase as public and private organizations have more information and records that need to be > [[Next >->25-4011-JobOutlook-2]] > [[Close->25-4011-Detailed]]

organized and made accessible. In particular, the growing use of electronic records may create jobs for archivists. Continued public interest in museums and other cultural centers is expected to increase the demand for curators, museum technicians, and conservators. Archives and museums that receive federal funds may be affected by changes to the federal budget, which in turn might impact employment of archivists, curators, museum technicians, and conservators. > [[< Previous->25-4011-JobOutlook-1]] > [[Close->25-4011-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1062-WhatTheyDo-1]] > [[Next >->25-1062-WhatTheyDo-3]] > [[Close->25-1062-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1062-WhatTheyDo-2]] > [[Next >->25-1062-WhatTheyDo-4]] > [[Close->25-1062-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1062-WhatTheyDo-3]] > [[Next >->25-1062-WhatTheyDo-5]] > [[Close->25-1062-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1062-WhatTheyDo-4]] > [[Next >->25-1062-WhatTheyDo-6]] > [[Close->25-1062-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1062-HowToBecomeOne-2]] > [[Close->25-1062-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1062-HowToBecomeOne-1]] > [[Next >->25-1062-HowToBecomeOne-3]] > [[Close->25-1062-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1062-HowToBecomeOne-2]] > [[Next >->25-1062-HowToBecomeOne-4]] > [[Close->25-1062-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1062-HowToBecomeOne-3]] > [[Next >->25-1062-HowToBecomeOne-5]] > [[Close->25-1062-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1062-HowToBecomeOne-4]] > [[Next >->25-1062-HowToBecomeOne-6]] > [[Close->25-1062-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1062-HowToBecomeOne-5]] > [[Next >->25-1062-HowToBecomeOne-7]] > [[Close->25-1062-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1062-HowToBecomeOne-6]] > [[Next >->25-1062-HowToBecomeOne-8]] > [[Close->25-1062-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1062-HowToBecomeOne-7]] > [[Close->25-1062-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1062-Pay-1]] > [[Next >->25-1062-Pay-3]] > [[Close->25-1062-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1062-JobOutlook-1]] > [[Next >->25-1062-JobOutlook-3]] > [[Close->25-1062-Detailed]]

# What Preschool and Childcare Center Directors Do Preschool and childcare center directors supervise and lead staffs, design program plans, oversee daily activities, and prepare budgets. They are responsible for all aspects of their center's program, which may include before- and after-school care. ### Duties Preschool and childcare center directors typically do the following: - Supervise preschool teachers and childcare workers - Hire and train new staff members - Provide professional development opportunities for staff - Establish policies and communicate them to staff and parents - Develop educational programs and standards > [[Next >->11-9031-WhatTheyDo-2]] > [[Close->11-9031-Detailed]]

- Maintain instructional excellence - Assist staff in communicating with parents and children - Meet with parents and staff to discuss students' progress - Prepare budgets and allocate program funds > [[< Previous->11-9031-WhatTheyDo-1]] > [[Next >->11-9031-WhatTheyDo-3]] > [[Close->11-9031-Detailed]]

- Ensure that facilities are maintained and cleaned according to state regulations Some preschools and childcare centers are independently owned and operated. In these facilities, directors must follow the instructions and guidelines of the owner. Sometimes, the directors are the owners, so they decide how to operate them. Other preschools and childcare centers are part of a national chain or franchise. The director of a chain or franchise must ensure that the facility meets the parent organization's standards and regulations. In addition, some preschools and childcare centers, such as > [[< Previous->11-9031-WhatTheyDo-2]] > [[Next >->11-9031-WhatTheyDo-4]] > [[Close->11-9031-Detailed]]

Head Start programs, receive state and federal funding. Directors need to follow the requirements set by Department of Health and Human Services for program, staff, and facilities. > [[< Previous->11-9031-WhatTheyDo-3]] > [[Close->11-9031-Detailed]]

# Work Environment ### Work Environment Preschool and childcare center directors work primarily in child daycare services. Most work full time, and some work more than 40 hours per week. > [[Close->11-9031-Detailed]]

# How to Become a Preschool or Childcare Center Director A bachelor's degree and experience in early childhood education are typically required to become a preschool or childcare center director. However, educational requirements vary. Additionally, some employers require these directors to have a nationally recognized credential. ### Education Most states require preschool and childcare center directors to have at least a bachelor's degree, but educational requirements vary by state. Employers may prefer candidates who have a degree, or at least some postsecondary coursework, in early childhood education. These programs teach child development, > [[Next >->11-9031-HowToBecomeOne-2]] > [[Close->11-9031-Detailed]]

provide strategies for instructing young children, and show how to observe and document children's progress. ### Work Experience in a Related Occupation Most positions for preschool and childcare center directors require several years of experience in early childhood education. The length of experience required varies by job. ### Licenses, Certifications, and Registrations States may require childcare centers, including those in private homes, to be licensed. To qualify for licensure, staff must pass a background check and meet a minimum training requirement. Some states have more > [[< Previous->11-9031-HowToBecomeOne-1]] > [[Next >->11-9031-HowToBecomeOne-3]] > [[Close->11-9031-Detailed]]

requirements, such as requiring staff to have certifications in cardiopulmonary resuscitation (CPR) and first aid. Some employers have additional requirements such as professional credentials. Candidates may need to pay a fee, take coursework, obtain experience in the field, and be observed while working with children. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business > [[< Previous->11-9031-HowToBecomeOne-2]] > [[Next >->11-9031-HowToBecomeOne-4]] > [[Close->11-9031-Detailed]]

skills. Preschool and childcare center directors manage childcare centers and need to be able to operate the business effectively. Communication skills. Directors inform parents and staff about the children's progress. They need good writing and speaking skills to convey this information. Interpersonal skills. Preschool and childcare center directors must be able to develop relationships with parents, children, and staff. Leadership skills. Preschool and childcare center directors need leadership skills to supervise staff and inspire diligence. They also must enforce rules and > [[< Previous->11-9031-HowToBecomeOne-3]] > [[Next >->11-9031-HowToBecomeOne-5]] > [[Close->11-9031-Detailed]]

regulations. Organizational skills. Directors need to maintain clear records about children and staff. In addition, they must be able to multitask when several people or situations require their attention. > [[< Previous->11-9031-HowToBecomeOne-4]] > [[Close->11-9031-Detailed]]

# Pay The median annual wage for preschool and childcare center directors was $56,270 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $37,060, and the highest 10 percent earned more than $96,400. In May 2024, the median annual wages for preschool and childcare center directors in the top industries in which they worked were as follows: Most preschool and childcare center directors work full time, and some work more than 40 hours per week. They are on the job while the > [[Next >->11-9031-Pay-2]] > [[Close->11-9031-Detailed]]

childcare center is open and may work early in the morning and late in the evening, particularly in centers that provide before- and after-school care. In large facilities, the director and assistant directors may stagger their schedules to ensure that someone is always onsite. > [[< Previous->11-9031-Pay-1]] > [[Close->11-9031-Detailed]]

# Job Outlook Employment of preschool and childcare center directors is projected to grow 3 percent from 2024 to 2034, decline. About 5,500 openings for preschool and childcare center directors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Early childhood education is widely recognized as important for a child's intellectual and emotional development. However, low birth rates and the rising cost of childcare may limit > [[Next >->11-9031-JobOutlook-2]] > [[Close->11-9031-Detailed]]

the demand for preschool and childcare center directors over the projections decade. > [[< Previous->11-9031-JobOutlook-1]] > [[Close->11-9031-Detailed]]

# What Art Directors Do Art directors are responsible for the visual style and images in magazines, newspapers, product packaging, and movie and television productions. They create the overall design and direct others who develop artwork or layouts. ### Duties Art directors typically do the following: - Determine how best to represent a concept visually - Determine which photographs, art, or other design elements to use - Develop the overall look or style of a publication, an advertising campaign, or a theater, television, or film set > [[Next >->27-1011-WhatTheyDo-2]] > [[Close->27-1011-Detailed]]

- Manage graphic designers, set and exhibit designers, or other design staff - Review and approve designs, artwork, photography, and graphics developed by other staff members - Talk to clients to develop an artistic approach and style - Coordinate activities with other artistic and creative departments - Develop detailed budgets and timelines > [[< Previous->27-1011-WhatTheyDo-1]] > [[Next >->27-1011-WhatTheyDo-3]] > [[Close->27-1011-Detailed]]

- Present designs to clients for approval Art directors typically oversee the work of other designers and artists who produce images for television, film, live performances, advertisements, or video games. They determine the overall style in which a message is communicated visually to its audience. For each project, they articulate their vision to artists. The artists then create images, such as illustrations, graphics, photographs, or charts and graphs, or design stage and movie sets, according to the art director's vision. Art directors work with art and design staffs in advertising > [[< Previous->27-1011-WhatTheyDo-2]] > [[Next >->27-1011-WhatTheyDo-4]] > [[Close->27-1011-Detailed]]

agencies, public relations firms, or book, magazine, or newspaper publishing to create designs and layouts. They also work with producers and directors of theater, television, or movie productions to oversee set designs. Their work requires them to understand the design elements of projects, inspire other creative workers, and keep projects on budget and on time. Sometimes they are responsible for developing budgets and timelines. The following are some specifics of what art directors do in different industries: In advertising and public relations, art directors ensure that their clients' > [[< Previous->27-1011-WhatTheyDo-3]] > [[Next >->27-1011-WhatTheyDo-5]] > [[Close->27-1011-Detailed]]

desired message and image are conveyed to consumers. Art directors are responsible for the overall visual aspects of an advertising or media campaign and coordinate the work of other artistic or design staff, such as graphic designers. In publishing, art directors typically oversee the page layout of catalogs, newspapers, or magazines. They also choose the cover art for books and periodicals. Often, this work includes publications for the Internet, so art directors oversee production of the websites used for publication. In movie production, art directors collaborate with directors to > [[< Previous->27-1011-WhatTheyDo-4]] > [[Next >->27-1011-WhatTheyDo-6]] > [[Close->27-1011-Detailed]]

determine what sets will be needed for the film and what style or look the sets should have. They hire and supervise a staff of assistant art directors or set designers to complete designs. > [[< Previous->27-1011-WhatTheyDo-5]] > [[Close->27-1011-Detailed]]

# Work Environment ### Work Environment Most art directors are self-employed. Others work for advertising and public relations firms, newspaper and magazine publishers, motion picture and video industries, and specialized design services firms. > [[Close->27-1011-Detailed]]

# How to Become an Art Director Art directors need at least a bachelor's degree in an art or design subject and previous work experience. Depending on the industry, they may have worked as graphic designers, fine artists, editors, or photographers, or in another art or design occupation before becoming art directors. ### Education Art directors typically need a bachelor's degree in fine arts, a design subject, or a related field, such as communications technology. Many art directors start out in another art-related occupation, such as fine artists or photographers. Work experience in art or design occupations develops an > [[Next >->27-1011-HowToBecomeOne-2]] > [[Close->27-1011-Detailed]]

art director's ability to visually communicate to a specific audience creatively and effectively. Workers gain the appropriate education for that occupation, usually by earning a bachelor of arts or bachelor of fine arts degree. Some art directors earn a master of fine arts (MFA) degree to supplement their work experience and show their creative or managerial ability. ### Work Experience in a Related Occupation Most art directors have 5 or more years of work experience in another occupation before becoming art directors. Depending on the industry in which they previously worked, art > [[< Previous->27-1011-HowToBecomeOne-1]] > [[Next >->27-1011-HowToBecomeOne-3]] > [[Close->27-1011-Detailed]]

directors may have had jobs as graphic designers, fine artists, editors, photographers, or in another art or design occupation. For many artists, including art directors, developing a portfolio - a collection of an artist's work that demonstrates his or her styles and abilities > [[< Previous->27-1011-HowToBecomeOne-2]] > [[Next >->27-1011-HowToBecomeOne-4]] > [[Close->27-1011-Detailed]]

- is essential. Managers, clients, and others look at artists' portfolios when they are deciding whether to hire an employee or contract for an art project. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Art directors must be able to listen to and speak with staff and clients to ensure that they understand employees' ideas and clients' desires for advertisements, publications, or movie sets. Creativity. Art > [[< Previous->27-1011-HowToBecomeOne-3]] > [[Next >->27-1011-HowToBecomeOne-5]] > [[Close->27-1011-Detailed]]

directors must be able to come up with interesting and innovative ideas to develop advertising campaigns, set designs, or layout options. Leadership skills. Art directors must be able to organize, direct, and motivate other artists. They need to articulate their visions to artists and oversee the work as it progresses. Resourcefulness. Art directors must be able to adapt their latest designs to the changing technology used in their industry. Time-management skills. Balancing competing priorities and multiple projects while meeting strict deadlines is critical for art directors. > [[< Previous->27-1011-HowToBecomeOne-4]] > [[Close->27-1011-Detailed]]

# Pay The median annual wage for art directors was $111,040 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $61,060, and the highest 10 percent earned more than $211,410. In May 2024, the median annual wages for art directors in the top industries in which they worked were as follows: > [[Close->27-1011-Detailed]]

# Job Outlook Employment of art directors is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 12,300 openings for art directors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As traditional print publications lose ground to other media forms, art directors are shifting their focus to online advertising, video, and internet design. This shift in focus is expected to > [[Next >->27-1011-JobOutlook-2]] > [[Close->27-1011-Detailed]]

sustain demand for art directors. > [[< Previous->27-1011-JobOutlook-1]] > [[Close->27-1011-Detailed]]

# What Elementary, Middle, and High School Principals Do Elementary, middle, and high school principals oversee all school operations, including daily school activities. They coordinate curriculums, manage staff, and provide a safe and productive learning environment for students. ### Duties Elementary, middle, and high school principals typically do the following: - Manage school activities and staff, including teachers and support personnel - Establish and oversee class schedules - Develop, implement, and maintain curriculum standards - Counsel and discipline students - Observe teachers and evaluate their performance > [[Next >->11-9032-WhatTheyDo-2]] > [[Close->11-9032-Detailed]]

- Meet with parents and teachers to discuss students' progress and behavior - Assess and prepare reports on test scores and other student achievement data - Organize professional development programs and workshops for staff - Manage the school's budget, order school supplies, and schedule maintenance > [[< Previous->11-9032-WhatTheyDo-1]] > [[Next >->11-9032-WhatTheyDo-3]] > [[Close->11-9032-Detailed]]

- Establish and coordinate security procedures for students, staff, and visitors Elementary, middle, and high school principals direct the overall operation of schools. They set and oversee academic goals and ensure that teachers have the equipment and resources to meet those goals. Principals may establish and supervise additional programs in their school, such as counseling, extracurricular activities, and before > [[< Previous->11-9032-WhatTheyDo-2]] > [[Next >->11-9032-WhatTheyDo-4]] > [[Close->11-9032-Detailed]]

- and after-school childcare. In public schools, principals also implement standards and programs set by the school district, state, and federal regulations. They evaluate and prepare reports based on these standards by assessing student achievement and teacher performance at their school. Principals serve as the public representative of their school. They listen to, and try to address, the concerns of parents and the community. The duties of principals vary by the size of the school and district. In large schools and districts, principals may have additional resources and staff to help > [[< Previous->11-9032-WhatTheyDo-3]] > [[Next >->11-9032-WhatTheyDo-5]] > [[Close->11-9032-Detailed]]

them achieve goals. For example, large school districts often have instructional coordinators who help with data analysis and with teachers' professional development. Principals also may have staff who help with hiring school personnel. In smaller school districts, principals may need to assume these and other duties themselves. Many schools have assistant principals who help principals with school administration. Principals typically assign specific duties to their assistant principals. In some school districts, assistant principals handle a subject area, such as literacy or math. > [[< Previous->11-9032-WhatTheyDo-4]] > [[Next >->11-9032-WhatTheyDo-6]] > [[Close->11-9032-Detailed]]

Assistants may handle student safety, provide student academic counseling, or enforce disciplinary or attendance rules. They may also coordinate buses or supervise building and grounds maintenance. > [[< Previous->11-9032-WhatTheyDo-5]] > [[Close->11-9032-Detailed]]

# Work Environment ### Work Environment Principals work in public and private elementary, middle, and high schools. Typically, principals work year round. > [[Close->11-9032-Detailed]]

# How to Become an Elementary, Middle, or High School Principal Most schools require elementary, middle, and high school principals to have a master's degree in education administration or leadership. Principals also need teaching experience. ### Education Principals typically need a master's degree in education leadership or education administration. These master's degree programs teach prospective principals how to manage staff, create budgets, set goals, and work with parents and the community. To enter a master's degree program, candidates typically need a bachelor's degree in education, counseling, or a related field. ### Work Experience in a > [[Next >->11-9032-HowToBecomeOne-2]] > [[Close->11-9032-Detailed]]

Related Occupation Principals need several years of teaching experience. For more information on how to become a teacher, see the profiles on kindergarten and elementary school teachers, middle school teachers, and high school teachers. ### Licenses, Certifications, and Registrations Most states require public school principals to be licensed as school administrators. Licensure requirements vary by state, but most require a master's degree. Some states have alternative programs for candidates who do not have a master's degree in education administration or leadership. Most states also > [[< Previous->11-9032-HowToBecomeOne-1]] > [[Next >->11-9032-HowToBecomeOne-3]] > [[Close->11-9032-Detailed]]

require candidates to pass an exam and a background check. Information on state licensing board requirements is available from CareerOneStop. Principals in private schools are not required to have a state-issued license. ### Advancement An assistant principal can advance to become a principal. Some principals advance to become superintendents or other types of education administrators, which may require additional education. Others become instructional coordinators. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. > [[< Previous->11-9032-HowToBecomeOne-2]] > [[Next >->11-9032-HowToBecomeOne-4]] > [[Close->11-9032-Detailed]]

For more information, visit the Employment Projections (EP) skills data page. Communication skills. Principals must communicate effectively with students, teachers, and parents. For example, when dealing with academic issues, they must listen to students and teachers in order to restate their understanding of the problem. Critical-thinking skills. Principals analyze student test results and testing procedures to determine if improvements are needed. They must assess available options to help students achieve the best results. Decision-making skills. Because principals are responsible for > [[< Previous->11-9032-HowToBecomeOne-3]] > [[Next >->11-9032-HowToBecomeOne-5]] > [[Close->11-9032-Detailed]]

students, staff, and the overall operation of the school, they consider many factors when making decisions. Interpersonal skills. Principals work with teachers, parents, and superintendents and must develop positive working relationships with them. Leadership skills. Principals set educational goals and establish policies and procedures for the school. They need to be able to motivate staff to achieve these goals. Problem-solving skills. Teachers, students, and other staff report problems to the principal. Principals need to be able to analyze problems and find appropriate solutions. > [[< Previous->11-9032-HowToBecomeOne-4]] > [[Close->11-9032-Detailed]]

# Pay The median annual wage for elementary, middle, and high school principals was $104,070 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $72,400, and the highest 10 percent earned more than $165,820. In May 2024, the median annual wages for elementary, middle, and high school principals in the top industries in which they worked were as follows: Most principals work full time, and some work more than 40 hours per week. They may work evenings or weekends to meet with > [[Next >->11-9032-Pay-2]] > [[Close->11-9032-Detailed]]

parents and other members of the community and to attend school functions, such as concerts and athletic events. Typically, principals work year round and do not have summers off, even if students are not in school. During the summer, principals prepare for the upcoming school year, schedule building maintenance, order school supplies, and hire teachers and other staff. > [[< Previous->11-9032-Pay-1]] > [[Close->11-9032-Detailed]]

# Job Outlook Employment of elementary, middle, and high school principals is projected to grow 2 percent from 2024 to 2034, decline. About 20,800 openings for elementary, middle, and high school principals are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment will be affected by student enrollment and the number of educational institutions. There are a limited number of principal positions available per school. If > [[Next >->11-9032-JobOutlook-2]] > [[Close->11-9032-Detailed]]

student enrollment increases, more schools will open, which could increase demand. Conversely, stagnant or decreasing student enrollment may reduce the demand for principals. Employment of school principals also will depend on state and local budgets. Budget constraints may delay the building or opening of new schools. In addition, some school districts may consolidate and close some schools within their districts, thereby limiting the number of principal positions in a district. If there is a budget surplus, however, school districts may open more schools, which could support employment in > [[< Previous->11-9032-JobOutlook-1]] > [[Next >->11-9032-JobOutlook-3]] > [[Close->11-9032-Detailed]]

that locality. > [[< Previous->11-9032-JobOutlook-2]] > [[Close->11-9032-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1121-WhatTheyDo-1]] > [[Next >->25-1121-WhatTheyDo-3]] > [[Close->25-1121-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1121-WhatTheyDo-2]] > [[Next >->25-1121-WhatTheyDo-4]] > [[Close->25-1121-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1121-WhatTheyDo-3]] > [[Next >->25-1121-WhatTheyDo-5]] > [[Close->25-1121-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1121-WhatTheyDo-4]] > [[Next >->25-1121-WhatTheyDo-6]] > [[Close->25-1121-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1121-HowToBecomeOne-2]] > [[Close->25-1121-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1121-HowToBecomeOne-1]] > [[Next >->25-1121-HowToBecomeOne-3]] > [[Close->25-1121-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1121-HowToBecomeOne-2]] > [[Next >->25-1121-HowToBecomeOne-4]] > [[Close->25-1121-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1121-HowToBecomeOne-3]] > [[Next >->25-1121-HowToBecomeOne-5]] > [[Close->25-1121-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1121-HowToBecomeOne-4]] > [[Next >->25-1121-HowToBecomeOne-6]] > [[Close->25-1121-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1121-HowToBecomeOne-5]] > [[Next >->25-1121-HowToBecomeOne-7]] > [[Close->25-1121-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1121-HowToBecomeOne-6]] > [[Next >->25-1121-HowToBecomeOne-8]] > [[Close->25-1121-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1121-HowToBecomeOne-7]] > [[Close->25-1121-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1121-Pay-1]] > [[Next >->25-1121-Pay-3]] > [[Close->25-1121-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1121-JobOutlook-1]] > [[Next >->25-1121-JobOutlook-3]] > [[Close->25-1121-Detailed]]

# What Postsecondary Education Administrators Do Postsecondary education administrators oversee student services, academics, and faculty research at colleges and universities. Their job duties vary depending on the department in which they work, such as admissions, student affairs, or the registrar's office. ### Duties Education administrators' duties depend on the size of their college or university. Small schools often have small staffs that take on many different responsibilities, but larger schools may have different offices for each of these functions. For example, at a small college, the Office of Student Life may oversee student > [[Next >->11-9033-WhatTheyDo-2]] > [[Close->11-9033-Detailed]]

athletics and other activities, whereas a large university may have an Athletics Department. Postsecondary education administrators who work in admissions decide which applicants should be admitted to the school. They typically do the following: - Determine how many students to admit to the school - Meet with prospective students and encourage them to apply - Review applications to determine which students should be admitted > [[< Previous->11-9033-WhatTheyDo-1]] > [[Next >->11-9033-WhatTheyDo-3]] > [[Close->11-9033-Detailed]]

- Analyze data about applicants and admitted students Admissions officers also prepare promotional materials about the school. They often are assigned a region of the country to which they travel and speak to high school counselors and students. Admissions officers who work with the financial aid department offer packages of federal and institutional financial aid to prospective students. Postsecondary education administrators may be provosts or academic deans. Provosts, also called chief academic officers, help college presidents develop academic policies, participate in making faculty > [[< Previous->11-9033-WhatTheyDo-2]] > [[Next >->11-9033-WhatTheyDo-4]] > [[Close->11-9033-Detailed]]

appointments and tenure decisions, and manage budgets. They also oversee faculty research at colleges and universities. Academic deans coordinate the activities of the individual colleges or schools. For example, a large university may have a separate dean for business, law, and medical schools. Postsecondary education administrators who work in the registrar's office, sometimes called registrars, maintain student and course records. They typically do the following: - Schedule course offerings, including space and times for classes - Oversee student registration for classes > [[< Previous->11-9033-WhatTheyDo-3]] > [[Next >->11-9033-WhatTheyDo-5]] > [[Close->11-9033-Detailed]]

- Ensure that students meet graduation requirements - Plan commencement ceremonies - Prepare transcripts and diplomas for students - Produce data about students and classes > [[< Previous->11-9033-WhatTheyDo-4]] > [[Next >->11-9033-WhatTheyDo-6]] > [[Close->11-9033-Detailed]]

- Maintain the academic records of the institution Registrars' duties vary throughout the school year. During registration and at the beginning of the academic term, for example, they help students sign up for, drop, and add courses. Registrars need computer skills to create and maintain databases. Postsecondary education administrators who work in student affairs are responsible for a variety of cocurricular school functions. They typically do the following: - Advise students on topics such as housing, personal problems, or academics - Communicate with parents or guardians > [[< Previous->11-9033-WhatTheyDo-5]] > [[Next >->11-9033-WhatTheyDo-7]] > [[Close->11-9033-Detailed]]

- Create, support, and assess nonacademic programs for students > [[< Previous->11-9033-WhatTheyDo-6]] > [[Next >->11-9033-WhatTheyDo-8]] > [[Close->11-9033-Detailed]]

- Schedule programs and services, such as athletic events or recreational activities Postsecondary education administrators in student affairs may specialize in areas such as student activities, housing and residential life, or multicultural affairs. In student activities, they plan events and advise student clubs and organizations. In housing and residential life, they assign students to rooms and match them with roommates, ensure that residential facilities are well maintained, and train residential advisers. In multicultural affairs, they plan events to celebrate different cultures and > [[< Previous->11-9033-WhatTheyDo-7]] > [[Next >->11-9033-WhatTheyDo-9]] > [[Close->11-9033-Detailed]]

diverse backgrounds. Sometimes, they manage multicultural centers on campus. > [[< Previous->11-9033-WhatTheyDo-8]] > [[Close->11-9033-Detailed]]

# Work Environment ### Work Environment Postsecondary education administrators work for public and private schools. Most work full time. > [[Close->11-9033-Detailed]]

# How to Become a Postsecondary Education Administrator Postsecondary education administrators typically need a master's degree. However, there will be some opportunities for those with a bachelor's degree. Employers typically prefer candidates who have experience working in a postsecondary academic administrative office, particularly for occupations such as registrars and academic deans. ### Education Postsecondary education administrators typically need a master's degree. However, a bachelor's degree may be sufficient for positions at small colleges and universities. Degrees may be in a variety of fields, such as education, business, or social > [[Next >->11-9033-HowToBecomeOne-2]] > [[Close->11-9033-Detailed]]

science. Provosts and deans often must have a Ph.D. Some begin their careers as professors and later move into administration. They have a doctorate in the field in which they taught or in higher education. ### Work Experience in a Related Occupation Employers typically prefer to hire candidates who have several years of experience in a college administrative setting. Some postsecondary education administrators work in the registrar's office or as a resident assistant while in college to gain the necessary experience. For other positions, such as those in admissions and student affairs, > [[< Previous->11-9033-HowToBecomeOne-1]] > [[Next >->11-9033-HowToBecomeOne-3]] > [[Close->11-9033-Detailed]]

experience may not be necessary. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Computer skills. Postsecondary education administrators need to be comfortable working with computers so they can use software to manage student and school records. Interpersonal skills. Postsecondary education administrators need to build good relationships with colleagues, students, and parents. For example, those in admissions need to be outgoing so they > [[< Previous->11-9033-HowToBecomeOne-2]] > [[Next >->11-9033-HowToBecomeOne-4]] > [[Close->11-9033-Detailed]]

can encourage prospective students to apply to the school. Organizational skills. Administrators need to be organized so they can manage records, prioritize tasks, and coordinate activities with their staff. Problem-solving skills. Administrators need to react calmly when a difficult situation arises and develop creative solutions. ### Advancement Education administrators with advanced degrees may be promoted to higher level positions within their department or the college. Some become college presidents, an occupation discussed in the profile on top executives. > [[< Previous->11-9033-HowToBecomeOne-3]] > [[Close->11-9033-Detailed]]

# Pay The median annual wage for postsecondary education administrators was $103,960 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $63,820, and the highest 10 percent earned more than $212,420. In May 2024, the median annual wages for postsecondary education administrators in the top industries in which they worked were as follows: As part of their employee benefits plan, many colleges and universities allow full-time employees to attend classes at a discount or for > [[Next >->11-9033-Pay-2]] > [[Close->11-9033-Detailed]]

free. Postsecondary education administrators generally work full time. Most work year-round, but some schools may reduce their hours during the summer. > [[< Previous->11-9033-Pay-1]] > [[Close->11-9033-Detailed]]

# Job Outlook Employment of postsecondary education administrators is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 15,100 openings for postsecondary education administrators are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth in the occupation is tied to student enrollments at colleges and universities. People will continue to seek postsecondary education > [[Next >->11-9033-JobOutlook-2]] > [[Close->11-9033-Detailed]]

to accomplish their career goals. As more people enter colleges and universities, more postsecondary education administrators will be needed to serve the needs of these additional students. Additional admissions officers will be needed to process students' applications. Registrars will be needed to direct student registration for classes and ensure that they meet graduation requirements. Student affairs workers will be needed to make housing assignments and plan events for students. Provosts and academic dean positions will be limited, since there is typically a set number of these > [[< Previous->11-9033-JobOutlook-1]] > [[Next >->11-9033-JobOutlook-3]] > [[Close->11-9033-Detailed]]

positions per institution. Despite expected increases in enrollment, employment growth in public colleges and universities will depend on state and local government budgets. If there is a budget deficit, postsecondary institutions may lay off employees, including administrators. If there is a budget surplus, postsecondary institutions may hire more employees. ### > [[< Previous->11-9033-JobOutlook-2]] > [[Close->11-9033-Detailed]]

# What Craft and Fine Artists Do Craft and fine artists use a variety of materials and techniques to create original works of art for sale and exhibition. Craft artists create objects, such as pottery, glassware, and textiles, that are designed to be functional. Fine artists, including painters, sculptors, and illustrators, create pieces of art more for aesthetics than for function. ### Duties Craft and fine artists typically do the following: - Use techniques such as knitting, weaving, glassblowing, painting, drawing, and sculpting - Develop creative ideas or new methods for making art > [[Next >->27-1013-WhatTheyDo-2]] > [[Close->27-1013-Detailed]]

- Create sketches, templates, or models to guide their work - Select which materials to use on the basis of color, texture, strength, and other criteria - Shape, join, or cut materials for a final product - Use visual techniques, such as composition, color, space, and perspective, to produce desired artistic effects - Develop portfolios highlighting their artistic styles and abilities to show to gallery owners and others interested in their work - Display their work at auctions, craft fairs, galleries, museums, and online marketplaces > [[< Previous->27-1013-WhatTheyDo-1]] > [[Next >->27-1013-WhatTheyDo-3]] > [[Close->27-1013-Detailed]]

- Complete grant proposals and applications to obtain financial support for projects Artists create objects that are beautiful, thought provoking, and sometimes shocking. They often strive to communicate ideas or feelings through their art. Craft artists work with many different materials, including ceramics, glass, textiles, wood, metal, and paper. They use these materials to create unique pieces of art, such as pottery, quilts, stained glass, furniture, jewelry, and clothing. Many craft artists also use fine-art techniques - for example, painting, sketching, and printing > [[< Previous->27-1013-WhatTheyDo-2]] > [[Next >->27-1013-WhatTheyDo-4]] > [[Close->27-1013-Detailed]]

- to add finishing touches to their products. Fine artists typically display their work in museums, in commercial or nonprofit art galleries, at craft fairs, in corporate collections, on the Internet, and in private homes. Some of their artwork may be commissioned (requested by a client), but most is sold by the artist or through private art galleries or dealers. The artist, gallery, and dealer together decide in advance how much of the proceeds from the sale each will keep. Most craft and fine artists spend their time and effort selling their artwork to potential customers and building a > [[< Previous->27-1013-WhatTheyDo-3]] > [[Next >->27-1013-WhatTheyDo-5]] > [[Close->27-1013-Detailed]]

reputation. In addition to selling their artwork, many artists have at least one other job to support their craft or art careers. Some artists work in museums or art galleries as art directors or as archivists, curators, or museum workers, planning and setting up exhibits. Others teach craft or art classes or conduct workshops in schools or in their own studios. For more information on workers who teach art classes, see the profiles on kindergarten and elementary school teachers, middle school teachers, high school teachers, career and technical education teachers, and postsecondary > [[< Previous->27-1013-WhatTheyDo-4]] > [[Next >->27-1013-WhatTheyDo-6]] > [[Close->27-1013-Detailed]]

teachers. Craft and fine artists specialize in one or more types of art. The following are examples of types of craft and fine artists: Cartoonists create simplified or exaggerated drawings to visually convey political, advertising, comic, or sports concepts. Some cartoonists work with others who create the idea or story and write captions. Others create plots and write captions themselves. Most cartoonists have humorous, critical, or dramatic talent, in addition to drawing skills. Ceramic artists shape, form, and mold artworks out of clay, often using a potter's wheel and other tools. > [[< Previous->27-1013-WhatTheyDo-5]] > [[Next >->27-1013-WhatTheyDo-7]] > [[Close->27-1013-Detailed]]

They glaze and fire pieces in kilns, which are large, special furnaces that dry and harden the clay. Digital artists use design and production software to create interactive art online. The digital imagery may then be transferred to paper or some other form of printmaking or made available directly on web-accessible devices. Fiber artists use fabric, yarn, or other natural and synthetic materials to weave, knit, crochet, or sew textile art. They may use a loom to weave fabric, needles to knit or crochet yarn, or a sewing machine to join pieces of fabric for quilts or other > [[< Previous->27-1013-WhatTheyDo-6]] > [[Next >->27-1013-WhatTheyDo-8]] > [[Close->27-1013-Detailed]]

handicrafts. Fine-art painters paint landscapes, portraits, and other subjects in a variety of styles, ranging from realistic to abstract. They may work in a variety of media, such as watercolors, oil paints, and acrylics. Furniture makers cut, sand, join, and finish wood and other materials to make handcrafted furnishings. For information about other workers who assemble wood furniture, see the profile on woodworkers. Glass artists process glass in a variety of ways - such as by blowing, shaping, staining, or joining it > [[< Previous->27-1013-WhatTheyDo-7]] > [[Next >->27-1013-WhatTheyDo-9]] > [[Close->27-1013-Detailed]]

- to create artistic pieces. Some processes require the use of kilns, ovens, and other equipment and tools that bend glass at high temperatures. These workers also decorate glass objects, such as by etching or painting. Illustrators create pictures for books, magazines, and other publications and for commercial products, such as textiles, wrapping paper, stationery, greeting cards, and calendars. Illustrators increasingly use computers in their work. They might draw in pen or pencil and then scan the image, using software to add color, or they might use a special pen to draw images directly > [[< Previous->27-1013-WhatTheyDo-8]] > [[Next >->27-1013-WhatTheyDo-10]] > [[Close->27-1013-Detailed]]

onto the computer. Jewelry artists use metals, stones, beads, and other materials to make objects for personal adornment, such as earrings or necklaces. For more information about other workers who create jewelry, see the profile on jewelers and precious stone and metal workers. Medical and scientific illustrators combine drawing skills with knowledge of biology or other sciences. Medical illustrators work with computers or with pen and paper to create images, three-dimensional models, and animations of human anatomy and surgical procedures. Scientific illustrators draw animal and plant > [[< Previous->27-1013-WhatTheyDo-9]] > [[Next >->27-1013-WhatTheyDo-11]] > [[Close->27-1013-Detailed]]

life, atomic and molecular structures, and geologic and planetary formations. These illustrations are used in medical and scientific publications and in audiovisual presentations for teaching purposes. Some medical and scientific illustrators work for lawyers, producing exhibits for court cases. Public artists create large paintings, sculptures, and displays called "installations" that are meant to be seen in open spaces. These works are typically displayed in parks, museum grounds, train stations, and other public areas. Printmakers create images on a silk screen, woodblock, lithography > [[< Previous->27-1013-WhatTheyDo-10]] > [[Next >->27-1013-WhatTheyDo-12]] > [[Close->27-1013-Detailed]]

stone, metal etching plate, or other types of matrices. A printing hand press then creates the final work of art, inking and transferring the matrix to a piece of paper. Sculptors design and shape three-dimensional works of art, either by molding and joining materials such as clay, glass, plastic, and metal or by cutting and carving forms from a block of plaster, wood, or stone. Some sculptors combine various materials to create mixed-media installations, such as by incorporating light, sound, and motion into their work. Sketch artists are a type of illustrator who often use pencil, > [[< Previous->27-1013-WhatTheyDo-11]] > [[Next >->27-1013-WhatTheyDo-13]] > [[Close->27-1013-Detailed]]

charcoal, or pastels to create likenesses of subjects. Their sketches are used by law enforcement agencies to help identify suspects, by the news media to show courtroom scenes, and by individual customers for their own enjoyment. Tattoo artists use stencils and draw by hand to create original images and text on skin. With specialized needles, these artists use a variety of styles and colors based on their clients' preferences. Video artists record avant-garde, moving imagery that is typically shown in a loop in art galleries, museums, or performance spaces. These artists sometimes use > [[< Previous->27-1013-WhatTheyDo-12]] > [[Next >->27-1013-WhatTheyDo-14]] > [[Close->27-1013-Detailed]]

multiple monitors or create unusual spaces for the video to be shown. > [[< Previous->27-1013-WhatTheyDo-13]] > [[Close->27-1013-Detailed]]

# Work Environment ### Work Environment Many artists work in fine- or commercial-art studios located in office buildings, warehouses, or lofts. Others work in private studios in their homes. Some artists share studio space, where they also may exhibit their work. > [[Close->27-1013-Detailed]]

# How to Become a Craft or Fine Artist Craft and fine artists improve their skills through practice and repetition. Formal education is often helpful for these artists. ### Education Most fine artists pursue postsecondary education to improve their skills and job prospects. A formal educational credential is typically not needed to be a craft artist. However, it is difficult to gain adequate artistic skills without some formal education. For example, high school art classes can teach prospective craft artists the basic drawing skills they need. A number of colleges and universities offer bachelor's and master's degrees in fields > [[Next >->27-1013-HowToBecomeOne-2]] > [[Close->27-1013-Detailed]]

related to fine and performing arts. In addition to studio art and art history, postsecondary programs may include core subjects, such as English, marketing, social science, and natural science. Independent schools of art and design also offer postsecondary education programs, which can lead to a certificate in an art-related specialty or to an associate's, bachelor's, or master's degree in fine arts. Medical illustrators must have artistic ability and a detailed knowledge of human or animal anatomy, living organisms, and surgical and medical procedures. They usually need a bachelor's degree > [[< Previous->27-1013-HowToBecomeOne-1]] > [[Next >->27-1013-HowToBecomeOne-3]] > [[Close->27-1013-Detailed]]

that combines art and premedical courses. Medical illustrators may choose to get a master's degree in medical illustration. Four accredited schools offer this degree in the United States. Education gives artists an opportunity to develop their portfolio, which is a collection of an artist's work that demonstrates his or her styles and abilities. Portfolios are essential, because art directors, clients, and others look at them when deciding whether to hire an artist or to buy the artist's work. In addition to compiling a physical portfolio, many artists choose to create a portfolio > [[< Previous->27-1013-HowToBecomeOne-2]] > [[Next >->27-1013-HowToBecomeOne-4]] > [[Close->27-1013-Detailed]]

online. Those who want to teach fine arts at public elementary or secondary schools usually must have a teaching certificate in addition to a bachelor's degree. For more information on workers who teach art classes, see the profiles on kindergarten and elementary school teachers, middle school teachers, high school teachers, career and technical education teachers, and postsecondary teachers. ### Training Craft and fine artists improve their skills through practice and repetition. They can train in several ways other than, or in addition to, formal schooling. Craft and fine artists may > [[< Previous->27-1013-HowToBecomeOne-3]] > [[Next >->27-1013-HowToBecomeOne-5]] > [[Close->27-1013-Detailed]]

train with simpler projects before attempting something more ambitious. Some artists learn on the job from more experienced artists. Others attend noncredit classes or workshops or take private lessons, which may be offered in artists' studios or at community colleges, art centers, galleries, museums, or other art-related institutions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Artistic ability. Craft and fine artists create > [[< Previous->27-1013-HowToBecomeOne-4]] > [[Next >->27-1013-HowToBecomeOne-6]] > [[Close->27-1013-Detailed]]

artwork and other objects that are visually appealing or thought provoking. This endeavor usually requires significant skill and attention to detail in one or more art forms. Business skills. Craft and fine artists must promote themselves and their art to build a reputation and to sell their art. They often study the market for their crafts or artwork to increase their understanding of what prospective customers might want. Craft and fine artists also may sell their work on the internet, so developing an online presence is often an important part of their art sales. Creativity. Artists must > [[< Previous->27-1013-HowToBecomeOne-5]] > [[Next >->27-1013-HowToBecomeOne-7]] > [[Close->27-1013-Detailed]]

have active imaginations to develop new and original ideas for their work. Customer-service skills. Craft and fine artists, especially those who sell their work themselves, must be good at dealing with customers and prospective buyers. Dexterity. Artists must be good at manipulating tools and materials to create their art. Interpersonal skills. Artists should be comfortable interacting with people, including customers, gallery owners, and the public. ### Advancement Craft and fine artists advance professionally as their work circulates and as they establish a reputation for their > [[< Previous->27-1013-HowToBecomeOne-6]] > [[Next >->27-1013-HowToBecomeOne-8]] > [[Close->27-1013-Detailed]]

particular style. Successful artists continually develop new ideas, and their work often evolves over time. Until they become established as professional artists, many artists create artwork while continuing to hold a full-time job. Others work as an artist part time while still in school to develop experience and to build a portfolio. Self-employed and freelance artists try to establish a set of clients who regularly contract for work. Some of these artists are recognized for their skill in a specialty, such as cartooning or illustrating children's books. They may earn enough to choose the > [[< Previous->27-1013-HowToBecomeOne-7]] > [[Next >->27-1013-HowToBecomeOne-9]] > [[Close->27-1013-Detailed]]

types of projects they undertake. > [[< Previous->27-1013-HowToBecomeOne-8]] > [[Close->27-1013-Detailed]]

# Pay The median annual wage for craft and fine artists was $56,260 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $29,120, and the highest 10 percent earned more than $133,220. Median annual wages for craft and fine artists in May 2024 were as follows: In May 2024, the median annual wages for craft and fine artists in the top industries in which they worked were as follows: Earnings for self-employed artists vary widely. Some charge only a nominal fee while they gain > [[Next >->27-1013-Pay-2]] > [[Close->27-1013-Detailed]]

experience and build a reputation for their work. Artists who are well established may earn more than salaried artists. Most craft and fine artists work full time, although part-time and variable schedules are also common. In addition to pursuing their work as an artist, many hold another job because it may be difficult to rely solely on income earned from selling paintings or other works of art. During busy periods, artists may have long workdays to meet deadlines. > [[< Previous->27-1013-Pay-1]] > [[Close->27-1013-Detailed]]

# Job Outlook Overall employment of craft and fine artists is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 4,400 openings for craft and fine artists are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Employment growth for artists depends largely on the overall state of the economy and whether people are willing to spend money on art. During good economic times, people and businesses are > [[Next >->27-1013-JobOutlook-2]] > [[Close->27-1013-Detailed]]

interested in buying more artwork; during economic downturns, they generally buy less. However, there is always some demand for art by private collectors and museums. Job growth for craft and fine artists may be limited by the sale of inexpensive, machine-produced items designed to look like handmade crafts. A continued interest in locally made products and crafted goods may create some demand for these workers. > [[< Previous->27-1013-JobOutlook-1]] > [[Close->27-1013-Detailed]]

# What Physicists and Astronomers Do Physicists and astronomers study the interactions of matter and energy. Theoretical physicists and astronomers may study the nature of time or the origin of the universe. Some physicists design and perform experiments with sophisticated equipment such as particle accelerators, electron microscopes, and lasers. ### Duties Physicists and astronomers typically do the following: - Develop scientific theories and models to explain the properties of the natural world, such as the force of gravity or the formation of subatomic particles > [[Next >->19-2011-WhatTheyDo-2]] > [[Close->19-2011-Detailed]]

- Plan and conduct scientific experiments and studies to test theories and discover properties of matter and energy - Write proposals and apply for research funding - Do mathematical calculations to analyze physical and astronomical data, such as for new material properties or the existence of planets in distant solar systems - Design new scientific equipment, such as telescopes and lasers - Develop computer software to analyze and model data - Write scientific papers for publication > [[< Previous->19-2011-WhatTheyDo-1]] > [[Next >->19-2011-WhatTheyDo-3]] > [[Close->19-2011-Detailed]]

- Present research findings at conferences and lectures Physicists explore the fundamental properties and laws that govern space, time, energy, and matter. They may study theory, design and perform experiments, or apply their knowledge in developing materials or equipment. Astronomers study planets, stars, and other celestial bodies. They use ground-based equipment, such as optical telescopes, and space-based equipment, such as the Hubble Space Telescope. Some astronomers study distant galaxies and phenomena such as black holes and neutron stars. Others monitor space debris that could > [[< Previous->19-2011-WhatTheyDo-2]] > [[Next >->19-2011-WhatTheyDo-4]] > [[Close->19-2011-Detailed]]

interfere with satellite operations. Many physicists and astronomers work in applied research. They use their knowledge to develop technology or solve problems in areas such as energy storage, electronics, communications, and navigation. Others work in basic research to develop theories that explain concepts such as what gravity is or how the universe was formed. Astronomers and physicists typically work on research teams with engineers, technicians, and other scientists. Senior astronomers and physicists may assign tasks to other team members and monitor their progress. They also may need > [[< Previous->19-2011-WhatTheyDo-3]] > [[Next >->19-2011-WhatTheyDo-5]] > [[Close->19-2011-Detailed]]

to find and apply for research funding. Experimental physicists develop equipment or sensors to study properties of matter, create theories, and test theories through experiments. Theoretical and computational physicists develop concepts that predict properties of materials or describe unexplained results. Although all of physics involves the same fundamental principles, physicists generally specialize in one of many subfields. The following are examples of physicist job titles: Atomic, molecular, and optical physicists study atoms, simple molecules, electrons, and light and the > [[< Previous->19-2011-WhatTheyDo-4]] > [[Next >->19-2011-WhatTheyDo-6]] > [[Close->19-2011-Detailed]]

interactions among them. Some look for ways to control the states of individual atoms, because such control might allow for further miniaturization or might contribute toward developing new materials or technology. Computational physicists study the use of algorithms, numerical analysis, and datasets to explore the interaction between theoretical and experimental physics. They explore complex phenomena in atoms, molecules, plasmas, and high-energy particles; problems in astrophysics; and applied phenomena, such as traffic, the behavior of oceans, and biological dynamics. Condensed matter > [[< Previous->19-2011-WhatTheyDo-5]] > [[Next >->19-2011-WhatTheyDo-7]] > [[Close->19-2011-Detailed]]

and materials physicists study the physical properties of matter in molecules, nanostructures, or novel compounds. They study a wide range of phenomena, such as superconductivity, liquid crystals, sensors, and nanomachines. Health physicists study the effects of radiation on people, communities, and the environment. They manage the beneficial use of radiation while protecting workers and the public from potential hazards posed by radiation. Medical physicists work in healthcare and use their knowledge of physics to develop new medical technologies and radiation-based treatments. For > [[< Previous->19-2011-WhatTheyDo-6]] > [[Next >->19-2011-WhatTheyDo-8]] > [[Close->19-2011-Detailed]]

example, some develop safer radiation therapies for cancer patients. Others develop improved imaging technologies for radiant energy, such as magnetic resonance imaging (MRI) and ultrasound imaging. Particle and nuclear physicists study the properties of atomic and subatomic particles, such as quarks, electrons, and nuclei and the forces that cause their interactions. Plasma physicists study plasmas, a distinct state of matter that occur naturally in stars and interplanetary space and artificially in products such as neon signs and fluorescent lights. These physicists may study ways to > [[< Previous->19-2011-WhatTheyDo-7]] > [[Next >->19-2011-WhatTheyDo-9]] > [[Close->19-2011-Detailed]]

create fusion reactors as a potential energy source. Quantum information physicists study ways to use quantum objects, such as atoms and photons, to probe information processing, computing, and cryptography. They focus on ways to use the fundamental nature of quantum mechanics and its associated uncertainties. Unlike physicists, astronomers cannot experiment on their subjects, which are so far away that they cannot be touched or interacted with. Therefore, astronomers generally make observations or work on theory. Observational astronomers view celestial objects and collect data on them. > [[< Previous->19-2011-WhatTheyDo-8]] > [[Next >->19-2011-WhatTheyDo-10]] > [[Close->19-2011-Detailed]]

Theoretical astronomers analyze, model, and speculate about systems and how they work and evolve. The following are examples of astronomer job titles: Cosmologists and extragalactic/galactic, planetary, and stellar astronomers study the creation, evolution, and possible futures of the universe and its galaxies, stars, planets, and solar systems. These astronomers develop and test concepts, such as string theory and dark-matter and dark-energy theories, and study models of galactic and stellar evolution, planetary formation, and interactions between stars. Optical and radio astronomers use > [[< Previous->19-2011-WhatTheyDo-9]] > [[Next >->19-2011-WhatTheyDo-11]] > [[Close->19-2011-Detailed]]

optical, radio, and gravitational-wave telescopes to study the motions and evolution of stars, galaxies, and the larger scale structure of the universe. Physicists also may work in interdisciplinary fields, such as biophysics, chemical physics, and geophysics. For more information, see the profiles on biochemists and biophysicists and geoscientists. People who have a background in physics or astronomy also may become professors or teachers. For more information, see the profiles on high school teachers and postsecondary teachers. > [[< Previous->19-2011-WhatTheyDo-10]] > [[Close->19-2011-Detailed]]

# Work Environment ### Work Environment Physicists and astronomers may work in offices, research laboratories, and observatories. Most physicists and astronomers work full time, and some work more than 40 hours per week. > [[Close->19-2011-Detailed]]

# How to Become a Physicist or Astronomer Physicists and astronomers typically need a Ph.D. for jobs in research and academia. However, physicist jobs in the federal government typically require a bachelor's degree in physics. ### Education A Ph.D. in physics, astronomy, or a related field is typically required for jobs in research or academia. Graduate students may concentrate in a subfield of physics or astronomy, such as condensed matter physics or cosmology. In addition to coursework in physics or astronomy, Ph.D. students need to take courses in math, such as calculus, linear algebra, and statistics. Computer science also may > [[Next >->19-2011-HowToBecomeOne-2]] > [[Close->19-2011-Detailed]]

be useful for developing programs to gather, analyze, and model data. A bachelor's degree in physical science or a related field, such as engineering, usually is required to enter a graduate program in physics or astronomy. Undergraduate physics programs typically include courses such as quantum mechanics, thermodynamics, and electromagnetism. Jobseekers with a bachelor's degree in physics usually are qualified to work as technicians and research assistants in related fields, such as engineering and computer science. Those with a bachelor's degree in astronomy also may qualify to work as an > [[< Previous->19-2011-HowToBecomeOne-1]] > [[Next >->19-2011-HowToBecomeOne-3]] > [[Close->19-2011-Detailed]]

assistant at an observatory. Students who do not want to continue their studies to the doctoral level may want to take courses in instrument building and computer science. Master's degree and bachelor's degree holders may be eligible for jobs in the federal government. Others may become science teachers in middle schools or high schools. ### Training Physics and astronomy Ph.D. holders who seek employment as researchers may begin their careers in a postdoctoral research position, typically for 2 to 3 years. Senior scientists supervise these researchers as they gain experience and > [[< Previous->19-2011-HowToBecomeOne-2]] > [[Next >->19-2011-HowToBecomeOne-4]] > [[Close->19-2011-Detailed]]

independence doing increasingly complex tasks. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Physicists and astronomers must evaluate their work and the work of others to avoid errors that could invalidate their research. Communication skills. Physicists and astronomers present their research at conferences, to the public, and to others. They also write technical reports for publication and write proposals for > [[< Previous->19-2011-HowToBecomeOne-3]] > [[Next >->19-2011-HowToBecomeOne-5]] > [[Close->19-2011-Detailed]]

research funding. Critical-thinking skills. Physicists and astronomers need to think logically in carrying out scientific experiments and studies. They must determine whether results and conclusions are accurate. Interpersonal skills. Physicists and astronomers must collaborate with others and therefore need to work well with team members and colleagues. Math skills. Physicists and astronomers do calculations involving calculus, geometry, algebra, and other areas of math. They must express their research in mathematical terms. Problem-solving skills. Physicists and astronomers use > [[< Previous->19-2011-HowToBecomeOne-4]] > [[Next >->19-2011-HowToBecomeOne-6]] > [[Close->19-2011-Detailed]]

scientific observation and analysis, as well as creative thinking, to solve problems. For example, they may need to redesign their approach and find alternatives when an experiment or theory fails to produce the desired result. Self-discipline. Physicists and astronomers need to be motivated, since their work may require them to focus on large datasets for long periods. ### Licenses, Certifications, and Registrations Some positions with the federal government, such as those involving nuclear energy, may require applicants to be U.S. citizens and hold a security clearance. ### > [[< Previous->19-2011-HowToBecomeOne-5]] > [[Next >->19-2011-HowToBecomeOne-7]] > [[Close->19-2011-Detailed]]

Advancement With experience, physicists and astronomers may gain greater independence in their work and advance to senior positions. Experience also may lead to tenure for those in university positions. Some physicists and astronomers advance to become natural sciences managers. > [[< Previous->19-2011-HowToBecomeOne-6]] > [[Close->19-2011-Detailed]]

# Pay The median annual wage for astronomers was $132,170 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $70,730, and the highest 10 percent earned more than $191,880. The median annual wage for physicists was $166,290 in May 2024. The lowest 10 percent earned less than $80,020, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for astronomers in the top industries in which they worked were as follows: In May 2024, the median > [[Next >->19-2011-Pay-2]] > [[Close->19-2011-Detailed]]

annual wages for physicists in the top industries in which they worked were as follows: Most physicists and astronomers work full time, and some work more than 40 hours per week. Astronomers may need to do observation work at night. However, astronomers typically visit observatories only a few times per year. > [[< Previous->19-2011-Pay-1]] > [[Close->19-2011-Detailed]]

# Job Outlook Overall employment of physicists and astronomers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 1,800 openings for physicists and astronomers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Deep-space telescope operations and special off-planet missions may require additional astronomers and physicists over the projections decade. However, federal > [[Next >->19-2011-JobOutlook-2]] > [[Close->19-2011-Detailed]]

spending is the primary source of physics- and astronomy-related research funds, especially for basic research. Therefore, budgetary constraints may directly impact employment growth. > [[< Previous->19-2011-JobOutlook-1]] > [[Close->19-2011-Detailed]]

# What Athletes and Sports Competitors Do Athletes and sports competitors participate in organized, officiated sporting events to entertain spectators. ### Duties Athletes and sports competitors typically do the following: - Practice to develop and improve their skills - Keep their sports equipment in good condition - Exercise, train, and follow special diets to stay in the best physical condition - Take instructions regarding strategy and tactics from coaches and other sports staff during practices and competitions - Follow the rules of the sport during competitions > [[Next >->27-2021-WhatTheyDo-2]] > [[Close->27-2021-Detailed]]

- Assess performance after each event and identify their strengths and weaknesses Many people dream of becoming a professional athlete. Few people, however, make a full-time living from professional athletics > [[< Previous->27-2021-WhatTheyDo-1]] > [[Next >->27-2021-WhatTheyDo-3]] > [[Close->27-2021-Detailed]]

- and when they do, professional athletes often have short careers with little job security. When performing, athletes and sports competitors must understand the strategies involved in their sport while following its rules and regulations. The events in which athletes compete include team sports, such as baseball, football, hockey, and soccer, and individual sports, such as golf, racecar driver, and tennis. The level of play varies. Some athletes compete in regional events; others compete in national or international events. Being an athlete involves more than competing in athletic events. > [[< Previous->27-2021-WhatTheyDo-2]] > [[Next >->27-2021-WhatTheyDo-4]] > [[Close->27-2021-Detailed]]

Athletes spend most days practicing and improving their skills under the guidance of a coach or a sports instructor. They review videos to critique and improve their performance and technique. To gain a competitive advantage, athletes also study their opponents' tendencies and weaknesses. Because of the physical demands required by many sports, career-ending injuries are always a risk. Some athletes work regularly with fitness trainers and instructors to gain muscle and stamina and to prevent injury. They also may work with athletic trainers or exercise physiologists to recover and rebuild > [[< Previous->27-2021-WhatTheyDo-3]] > [[Next >->27-2021-WhatTheyDo-5]] > [[Close->27-2021-Detailed]]

from injuries, even minor ones. Sports competition at the professional level is intense, and job security is always in question. Therefore, many pro athletes train throughout the year to maintain or improve their form and technique to remain in peak physical condition. Little downtime from the sport exists at the professional level. > [[< Previous->27-2021-WhatTheyDo-4]] > [[Close->27-2021-Detailed]]

# Work Environment ### Work Environment Athletes and sports competitors may work irregular schedules, including evenings, weekends, and holidays. They typically work more than 40 hours per week for several months during their particular sports season. They frequently work outside, so they may be exposed to all weather conditions. > [[Close->27-2021-Detailed]]

# How to Become an Athlete or Sports Competitor No formal educational credential is typically required to become an athlete or sports competitor. Athletes must have athletic talent and extensive knowledge of their sport. They typically get such knowledge through years of experience at lower levels of competition. ### Education Although no formal educational credential is typically required to enter the occupation, most athletes and sports competitors have at least a high school diploma or equivalent. Some play their sport in college, where they take courses that may lead to a degree. They must have extensive knowledge of the way the sport > [[Next >->27-2021-HowToBecomeOne-2]] > [[Close->27-2021-Detailed]]

is played > [[< Previous->27-2021-HowToBecomeOne-1]] > [[Next >->27-2021-HowToBecomeOne-3]] > [[Close->27-2021-Detailed]]

- especially its rules, regulations, and strategies. ### Other Experience Athletes typically learn the rules of the game and develop their skills by playing the sport at lower levels of competition. They often begin training at a young age and may compete on club teams or in high school and collegiate athletics. In addition, athletes may improve their skills by taking private or group lessons or attending sports camps. ### Training It typically takes many years of practice and experience to become an athlete or sports competitor. ### Licenses, Certifications, and Registrations Some sports > [[< Previous->27-2021-HowToBecomeOne-2]] > [[Next >->27-2021-HowToBecomeOne-4]] > [[Close->27-2021-Detailed]]

and states require athletes and sports competitors to be licensed or certified to practice. For example, racecar drivers need a driver's license issued by their state and a certification or license from an automobile racing organization to compete in some races. State licensing boards and professional athletics associations, which serve as governing bodies of various sports, may revoke licenses and suspend participants who do not meet the required performance or training. In addition, athletes may have their licenses or certification suspended for inappropriate activity. ### > [[< Previous->27-2021-HowToBecomeOne-3]] > [[Next >->27-2021-HowToBecomeOne-5]] > [[Close->27-2021-Detailed]]

Advancement Turning professional is often the biggest advancement that aspiring athletes make in their careers. They may begin to compete immediately, although some also may spend more time on the bench (as a reserve) to gain experience. In some sports, such as baseball, athletes may begin their professional career on a minor league team before moving up to the major leagues. Professional athletes generally advance in their sport by displaying superior performance and receiving accolades; in turn, they typically earn a higher salary. They also may receive endorsements from companies and > [[< Previous->27-2021-HowToBecomeOne-4]] > [[Next >->27-2021-HowToBecomeOne-6]] > [[Close->27-2021-Detailed]]

brands. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Athleticism. Athletes and sports competitors need athletic ability to compete against opponents. Concentration. Athletes and sports competitors must focus when competing, which includes being able to block out distractions from fans and opponents. Decision-making skills. Athletes and sports competitors often must make split-second decisions that affect the outcome of a play or the > [[< Previous->27-2021-HowToBecomeOne-5]] > [[Next >->27-2021-HowToBecomeOne-7]] > [[Close->27-2021-Detailed]]

entire competition. Dedication. Athletes and sports competitors must practice regularly to develop their skills and improve or maintain their physical conditioning. Hand–eye coordination. Athletes and sports competitors must be able to gauge depth and distance to react and maneuver quickly during competition, such as to strike a fast-moving ball or guide a jumping horse. Stamina. Endurance is important for helping athletes and sports competitors manage stress during events and ensure that their bodies remain in peak performance condition. Teamwork. The ability to work toward a > [[< Previous->27-2021-HowToBecomeOne-6]] > [[Next >->27-2021-HowToBecomeOne-8]] > [[Close->27-2021-Detailed]]

shared goal with others, including teammates and coaches, is essential for athletes' and sports competitors' success. Professional athletes also may be required to pass drug tests. > [[< Previous->27-2021-HowToBecomeOne-7]] > [[Close->27-2021-Detailed]]

# Pay The median annual wage for athletes and sports competitors was $62,360 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $24,960, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for athletes and sports competitors in the top industries in which they worked were as follows: Athletes and sports competitors may work irregular schedules, including evenings, weekends, and holidays; part-time work is also common. During the > [[Next >->27-2021-Pay-2]] > [[Close->27-2021-Detailed]]

sports season, they typically work more than 40 hours per week for several months as they practice, train, travel, and compete. > [[< Previous->27-2021-Pay-1]] > [[Close->27-2021-Detailed]]

# Job Outlook Employment of athletes and sports competitors is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 2,100 openings for athletes and sports competitors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As student athletes increasingly sign endorsements due to the Name, Image and Likeness (NIL) policy in college sports, the number of self-employed athletes and sports > [[Next >->27-2021-JobOutlook-2]] > [[Close->27-2021-Detailed]]

competitors is expected to grow. Employment of athletes and sports competitors also should be sustained by strong public interest in professional sports. Expansion is rare in professional sports leagues because forming new teams is costly and risky. However, several leagues discussing future expansion plans could affect the demand for athletes and sports competitors over the projections decade. > [[< Previous->27-2021-JobOutlook-1]] > [[Close->27-2021-Detailed]]

# What Athletic Trainers Do Athletic trainers specialize in preventing, diagnosing, and treating muscle and bone injuries and illnesses. ### Duties Athletic trainers typically do the following: - Apply protective or injury-preventive devices, such as tape, bandages, and braces - Recognize and evaluate injuries - Provide first aid or emergency care - Develop and carry out rehabilitation programs for injured athletes - Plan and implement comprehensive programs to prevent injury and illness among athletes > [[Next >->29-9091-WhatTheyDo-2]] > [[Close->29-9091-Detailed]]

- Perform administrative tasks, such as keeping records and writing reports on injuries and treatment programs Athletic trainers work with people of all ages and all skill levels, from young children to soldiers and professional athletes. Athletic trainers are usually one of the first healthcare providers on the scene when injuries occur on the field. They work under the direction of a licensed physician and with other healthcare providers, often discussing specific injuries and treatment options or evaluating and treating patients, as directed by a physician. Some athletic trainers meet > [[< Previous->29-9091-WhatTheyDo-1]] > [[Next >->29-9091-WhatTheyDo-3]] > [[Close->29-9091-Detailed]]

with a team physician or consulting physician regularly. An athletic trainer's administrative responsibilities may include regular meetings with an athletic director or another administrative officer to deal with budgets, purchasing, policy implementation, and other business-related issues. Athletic trainers plan athletic programs that are compliant with federal and state regulations; for example, they may ensure a football program adheres to laws related to athlete concussions. Athletic trainers should not be confused with fitness trainers and instructors, which include personal trainers. > [[< Previous->29-9091-WhatTheyDo-2]] > [[Close->29-9091-Detailed]]

# Work Environment ### Work Environment Many athletic trainers work in educational settings, such as colleges, universities, elementary schools, and secondary schools. Others work in hospitals, fitness centers, or physicians' offices, or for professional sports teams. > [[Close->29-9091-Detailed]]

# How to Become an Athletic Trainer Athletic trainers typically need a master's degree to enter the occupation. Nearly all states require athletic trainers to have a license or certification; requirements vary by state. ### Education To enter the occupation, athletic trainers typically need a master's degree from an accredited program. Admission into athletic trainer master's programs generally requires a bachelor's degree with completion of coursework in science and health. Master's degree programs have classroom and clinical components and include instruction in areas such as injury prevention, therapeutic modalities, and > [[Next >->29-9091-HowToBecomeOne-2]] > [[Close->29-9091-Detailed]]

nutrition. High school students interested in postsecondary athletic training programs should take courses in anatomy, physiology, and physics. ### Licenses, Certifications, and Registrations Nearly all states require athletic trainers to be licensed or certified; requirements vary by state. For specific requirements, contact the particular state's licensing board. Certification typically requires graduating from an accredited program and passing a qualifying exam. To maintain certification, athletic trainers must take continuing education courses. Information on certifications is > [[< Previous->29-9091-HowToBecomeOne-1]] > [[Next >->29-9091-HowToBecomeOne-3]] > [[Close->29-9091-Detailed]]

available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Compassion. Athletic trainers work with athletes and patients who may be in considerable pain or discomfort. The trainers must be sympathetic while providing treatments. Decision-making skills. Athletic trainers must make informed clinical decisions that could affect the health or livelihood of patients. Detail oriented. Athletic trainers must record > [[< Previous->29-9091-HowToBecomeOne-2]] > [[Next >->29-9091-HowToBecomeOne-4]] > [[Close->29-9091-Detailed]]

patients' progress accurately and ensure that they are receiving the appropriate treatments or practicing the correct fitness regimen. Interpersonal skills. Athletic trainers must have strong interpersonal skills in order to manage difficult situations. They must communicate well with others, including physicians, patients, athletes, coaches, and parents. ### Advancement Assistant athletic trainers may become head athletic trainers, athletic directors, or physician, hospital, or clinic practice administrators. In any of these positions, they will assume a management role. Athletic trainers > [[< Previous->29-9091-HowToBecomeOne-3]] > [[Next >->29-9091-HowToBecomeOne-5]] > [[Close->29-9091-Detailed]]

working in colleges and universities may pursue an advanced degree to increase their advancement opportunities. > [[< Previous->29-9091-HowToBecomeOne-4]] > [[Close->29-9091-Detailed]]

# Pay The median annual wage for athletic trainers was $60,250 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $45,380, and the highest 10 percent earned more than $84,100. In May 2024, the median annual wages for athletic trainers in the top industries in which they worked were as follows: Most athletic trainers work full time. Athletic trainers who work with teams during sporting events may work evenings or weekends and travel often. > [[Close->29-9091-Detailed]]

# Job Outlook Employment of athletic trainers is projected to grow 11 percent from 2024 to 2034, much faster than the average for all occupations. About 2,400 openings for athletic trainers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Sports programs at all ages and for all experience levels will continue to create demand for athletic trainers. With high levels of participation by children and youth in individual and > [[Next >->29-9091-JobOutlook-2]] > [[Close->29-9091-Detailed]]

team sports, athletic trainers will be needed to manage emergency and non-emergency situations that arise. The popularity of college sports and continued participation by student athletes will increase demand for these workers to help athletes prevent and recover from injuries and perform at their highest level. Meanwhile, growing numbers of middle-aged and older adults are remaining physically active. Their continued activity will likely lead to an increase in athletics-related injuries, such as sprains. Athletic trainers will be needed to provide sophisticated treatments in injury > [[< Previous->29-9091-JobOutlook-1]] > [[Next >->29-9091-JobOutlook-3]] > [[Close->29-9091-Detailed]]

prevention and detection. > [[< Previous->29-9091-JobOutlook-2]] > [[Close->29-9091-Detailed]]

# What Atmospheric Scientists, Including Meteorologists Do Atmospheric scientists study the weather and climate. They may compile data, prepare reports and forecasts, and assist in developing new data collection instruments. ### Duties Atmospheric scientists typically do the following: - Measure atmospheric properties, such as temperature, dewpoint, humidity, and windspeed - Use computer models that analyze atmospheric data (also called meteorological data) - Write computer programs to support their modeling efforts - Conduct research to improve understanding of weather phenomena - Generate weather graphics for users > [[Next >->19-2021-WhatTheyDo-2]] > [[Close->19-2021-Detailed]]

- Report current weather conditions - Prepare long- and short-term weather forecasts using computers, mathematical models, satellites, radar, and local station data - Plan, organize, and participate in outreach programs to educate the public about weather > [[< Previous->19-2021-WhatTheyDo-1]] > [[Next >->19-2021-WhatTheyDo-3]] > [[Close->19-2021-Detailed]]

- Issue warnings to protect life and property threatened by severe weather, such as hurricanes and tornadoes Atmospheric scientists use instruments such as radar systems, satellites, and weather balloons to monitor the weather and to collect data. They also use graphics software to illustrate data in forecasts and reports for their clients or the public. The data that atmospheric scientists collect and analyze are critical to understanding issues related to weather and climate. Atmospheric scientists may work with geoscientists, hydrologists, or other scientists to help solve problems in > [[< Previous->19-2021-WhatTheyDo-2]] > [[Next >->19-2021-WhatTheyDo-4]] > [[Close->19-2021-Detailed]]

areas such as agriculture, commerce, energy, the environment, and transportation. For example, atmospheric scientists may work with hydrologists and government organizations to study how rainfall and temperatures impact the water supply and its management. The following are examples of types of atmospheric scientists: Broadcast meteorologists give forecasts to the public through television, radio, and digital media, such as streaming videos. They use graphics software to develop maps and charts that explain their forecasts. Not all weather broadcasters appearing on television are > [[< Previous->19-2021-WhatTheyDo-3]] > [[Next >->19-2021-WhatTheyDo-5]] > [[Close->19-2021-Detailed]]

meteorologists or atmospheric scientists; reporters, correspondents, and broadcast news analysts may present weather conditions and forecasts but do not have specific training in meteorology. Climatologists study how climate changes over time so that they can interpret long-term weather patterns or shifts in climate. They may examine data from remote sensing imagery, either analyzing the images by software or combining them into color composites to highlight details not visible to the naked eye. Forensic meteorologists use historical weather data to reconstruct weather conditions for a > [[< Previous->19-2021-WhatTheyDo-4]] > [[Next >->19-2021-WhatTheyDo-6]] > [[Close->19-2021-Detailed]]

specific location and time. They investigate whether the weather was a factor in events such as traffic accidents and fires. Forensic meteorologists may be called as experts to testify in court. Research meteorologists develop new methods of data collection, observation, and forecasting. They also conduct studies to improve understanding of climate, weather, and other aspects of the atmosphere. For example, they may study severe weather patterns to understand why cyclones form and to develop better ways of predicting hurricanes and tornadoes. Others focus on environmental problems, such as > [[< Previous->19-2021-WhatTheyDo-5]] > [[Next >->19-2021-WhatTheyDo-7]] > [[Close->19-2021-Detailed]]

air pollution. Weather forecasters use computer and mathematical models to produce weather reports and short-term forecasts ranging from a few minutes to more than a week. In addition to developing forecasts for the public, their forecasts for business clients - including airports, utility companies, or grocery stores > [[< Previous->19-2021-WhatTheyDo-6]] > [[Next >->19-2021-WhatTheyDo-8]] > [[Close->19-2021-Detailed]]

- help these clients plan for weather events that may affect demand for products or services. They also issue warnings for potentially severe weather, such as blizzards and hurricanes. Some forecasters prepare long-range outlooks to predict whether temperatures and precipitation levels will be above or below average in a particular month or season. > [[< Previous->19-2021-WhatTheyDo-7]] > [[Close->19-2021-Detailed]]

# Work Environment ### Work Environment Most atmospheric scientists work indoors in weather stations, offices, or laboratories. They may work outdoors to observe the weather. Most atmospheric scientists are full time and may work extended hours during weather emergencies. > [[Close->19-2021-Detailed]]

# How to Become an Atmospheric Scientist Atmospheric scientists typically need a bachelor's degree in meteorology or a related field to enter the occupation. For research positions, these scientists typically need a master's degree or a Ph.D. In addition, experience gained through an internship or by volunteering while in college may be helpful. ### Education Atmospheric scientists typically need a bachelor's degree in meteorology or a related physical science. In addition to meteorology and atmospheric science, course requirements may include physics, mathematics, and computer programming. Atmospheric scientists who work in > [[Next >->19-2021-HowToBecomeOne-2]] > [[Close->19-2021-Detailed]]

research typically need at least a master's degree or a Ph.D. in atmospheric science or a related field. Graduate programs may not require program applicants to have a bachelor's degree in atmospheric science; a bachelor's degree in mathematics, physics, or engineering is usually acceptable. ### Training Atmospheric scientists and meteorologists may need training after they are hired, depending on where they work. For example, new employees of the National Weather Service (NWS) need training on the use of equipment for issuing warnings about severe weather. ### Other Experience Experience > [[< Previous->19-2021-HowToBecomeOne-1]] > [[Next >->19-2021-HowToBecomeOne-3]] > [[Close->19-2021-Detailed]]

gained in the military or through opportunities during college, such as internships or volunteering, may be helpful for prospective atmospheric scientists. ### Licenses and Certifications Although not required, professional certification may benefit atmospheric scientists in some fields. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Atmospheric > [[< Previous->19-2021-HowToBecomeOne-2]] > [[Next >->19-2021-HowToBecomeOne-4]] > [[Close->19-2021-Detailed]]

scientists need to evaluate large amounts of data produced by computer models. Communication skills. Atmospheric scientists must be able to write and speak clearly so that their weather information is useful to the public or business clients. Critical-thinking skills. Atmospheric scientists need to interpret data and information to create forecasts or reports. Math skills. Atmospheric scientists must understand the mathematics used to develop models for weather forecasts and to calculate relationships between atmospheric properties, such as how changes in air pressure may affect air > [[< Previous->19-2021-HowToBecomeOne-3]] > [[Next >->19-2021-HowToBecomeOne-5]] > [[Close->19-2021-Detailed]]

temperature. > [[< Previous->19-2021-HowToBecomeOne-4]] > [[Close->19-2021-Detailed]]

# Pay The median annual wage for atmospheric scientists, including meteorologists was $97,450 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $49,990, and the highest 10 percent earned more than $160,710. In May 2024, the median annual wages for atmospheric scientists, including meteorologists in the top industries in which they worked were as follows: Most atmospheric scientists work full time. Weather may change quickly, so weather forecasters need to continually > [[Next >->19-2021-Pay-2]] > [[Close->19-2021-Detailed]]

monitor conditions. Schedules vary by position and employer. For example, some meteorologists work shifts to ensure 24-hour coverage. While some atmospheric scientists may have a standard workweek, broadcast meteorologists may work nights and weekends. In addition, they may work extended hours during severe weather, such as hurricanes. > [[< Previous->19-2021-Pay-1]] > [[Close->19-2021-Detailed]]

# Job Outlook Employment of atmospheric scientists, including meteorologists is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 700 openings for atmospheric scientists, including meteorologists are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment New types of computer models have vastly improved the accuracy of forecasts, allowing atmospheric scientists to tailor forecasts to > [[Next >->19-2021-JobOutlook-2]] > [[Close->19-2021-Detailed]]

specific purposes. This should support demand for atmospheric scientists as businesses require more specialized weather information. Businesses increasingly rely on just-in-time delivery to avoid the expenses incurred by traditional inventory management methods. Severe weather can interrupt ground or air transportation and delay inventory delivery. Businesses have begun to maintain forecasting teams around the clock to advise delivery personnel, and this availability helps them stay on schedule. In addition, severe weather patterns have become widely recognizable, and industries have become > [[< Previous->19-2021-JobOutlook-1]] > [[Next >->19-2021-JobOutlook-3]] > [[Close->19-2021-Detailed]]

increasingly concerned about their impact, which will create demand for work in atmospheric science. Many atmospheric scientists, including meteorologists, are employed by the federal government or organizations that depend on public funding, such as the National Oceanic and Atmospheric Administration. Thus, employment growth will largely depend on the amount of funding available. > [[< Previous->19-2021-JobOutlook-2]] > [[Close->19-2021-Detailed]]

# What Food Service Managers Do Food service managers are responsible for the daily operation of restaurants or other establishments that prepare and serve food and beverages. They direct staff to ensure that customers are satisfied with their dining experience, and they manage the business to ensure that it runs efficiently. ### Duties Food service managers typically do the following: - Hire, train, discipline, and sometimes fire employees - Order food and beverages, equipment, and supplies - Oversee food preparation and other kitchen operations - Inspect supplies, equipment, and work areas > [[Next >->11-9051-WhatTheyDo-2]] > [[Close->11-9051-Detailed]]

- Ensure that employees comply with health and food safety standards - Address complaints regarding food quality or service - Schedule staff hours and assign duties - Manage budgets and payroll records > [[< Previous->11-9051-WhatTheyDo-1]] > [[Next >->11-9051-WhatTheyDo-3]] > [[Close->11-9051-Detailed]]

- Establish standards for personnel performance and customer service Managers coordinate activities of the kitchen and dining room staff to ensure that customers are served properly and in a timely manner. They oversee orders in the kitchen, and, if needed, they work with the chef to remedy service delays. Food service managers are responsible for all functions of the business related to employees, including overseeing staffing and scheduling workers for each shift. During busy periods, managers may expedite service by helping to serve customers, process payments, or clean tables. Managers > [[< Previous->11-9051-WhatTheyDo-2]] > [[Next >->11-9051-WhatTheyDo-4]] > [[Close->11-9051-Detailed]]

also arrange for cleaning and maintenance of the equipment and facility in order to comply with health and sanitary regulations. For example, they may arrange for trash removal, pest control, and heavy cleaning when the dining room and kitchen are not in use. In addition, managers have financial responsibilities that include budgeting, ensuring cash flow, and monitoring operational costs. They may set sales goals and determine promotional items. Most managers prepare the payroll and manage employee records. They also may review or complete paperwork related to licensing, taxes and wages, > [[< Previous->11-9051-WhatTheyDo-3]] > [[Next >->11-9051-WhatTheyDo-5]] > [[Close->11-9051-Detailed]]

and unemployment compensation. Although they sometimes assign these tasks to an assistant manager or a bookkeeper, most managers are responsible for the accuracy of business records. Some managers add up the cash and charge slips and secure them in a safe place. They also may check that ovens, grills, and other equipment are properly cleaned and secured and that the establishment is locked at the close of business. > [[< Previous->11-9051-WhatTheyDo-4]] > [[Close->11-9051-Detailed]]

# Work Environment ### Work Environment Food service managers work in restaurants, hotels, school cafeterias, and other establishments where food is prepared and served. They often work evenings, weekends, and holidays. The work is often hectic, and dealing with dissatisfied customers may be stressful. > [[Close->11-9051-Detailed]]

# How to Become a Food Service Manager Food service managers typically need a high school diploma and several years of experience in the food service industry working as a cook, waiter or waitress, or supervisor of food preparation and serving workers. Some receive additional training at a community college, technical or vocational school, culinary school, or 4-year college. ### Education Food service managers typically need a high school diploma, but education requirements for individual positions may vary from no formal educational credential to a college degree. Employers may prefer to hire candidates who have postsecondary > [[Next >->11-9051-HowToBecomeOne-2]] > [[Close->11-9051-Detailed]]

education, especially for jobs at upscale restaurants and hotels. Some food service companies, hotels, and restaurant chains recruit management trainees from college hospitality or food service management programs. These programs may require the participants to work in internships and to have food-industry–related experiences in order to graduate. Many colleges and universities offer a bachelor's degree in restaurant and hospitality management or institutional food service management, both of which may be part of a personal and culinary services program. Another field of degree that > [[< Previous->11-9051-HowToBecomeOne-1]] > [[Next >->11-9051-HowToBecomeOne-3]] > [[Close->11-9051-Detailed]]

may be helpful for managers is business. In addition, numerous community colleges, technical institutes, and other institutions offer associate's degree programs. Some culinary schools offer programs in restaurant management with courses designed for those who want to start and run their own restaurant. Most programs provide instruction in nutrition, sanitation, and food preparation, as well as courses in accounting, business law, and management. Some programs combine classroom and practical study with internships. ### Work Experience in a Related Occupation Most food service managers start > [[< Previous->11-9051-HowToBecomeOne-2]] > [[Next >->11-9051-HowToBecomeOne-4]] > [[Close->11-9051-Detailed]]

working in related jobs, such as cooks, waiters and waitresses, or supervisors of food preparation and serving workers. They often spend years working in the food service industry, gaining experience and learning the necessary skills before they are promoted to manager positions. ### Training Food service managers typically receive on-the-job training of at least 1 month. Topics covered during this training may include food preparation, sanitation, security, company policies, personnel management, and recordkeeping. ### Licenses, Certifications, and Registrations Some states and localities > [[< Previous->11-9051-HowToBecomeOne-3]] > [[Next >->11-9051-HowToBecomeOne-5]] > [[Close->11-9051-Detailed]]

require that food service managers have food safety certification. For more information, contact your state or local health department. Although certification is not always required, managers may obtain the Food Protection Manager Certification (FPMC) by passing a food safety exam. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business skills. Food service managers must > [[< Previous->11-9051-HowToBecomeOne-4]] > [[Next >->11-9051-HowToBecomeOne-6]] > [[Close->11-9051-Detailed]]

understand all aspects of the restaurant business, including how to budget for supplies, comply with regulations, and manage workers. Communication skills. Food service managers must give clear orders to staff and be able to convey information effectively to employees and customers. Customer-service skills. Food service managers must be courteous and attentive when dealing with patrons. Leadership skills. Managers must establish good relationships with staff to maintain a productive work environment. Organizational skills. Managers have many different responsibilities, including > [[< Previous->11-9051-HowToBecomeOne-5]] > [[Next >->11-9051-HowToBecomeOne-7]] > [[Close->11-9051-Detailed]]

scheduling and overseeing staff, budgeting, and maintaining financial records. The larger the establishment, the more complex their job is. Physical stamina. Managers often work long shifts and sometimes spend entire evenings actively helping to serve customers. Problem-solving skills. Managers need to be able to resolve personnel issues and customer-related problems. > [[< Previous->11-9051-HowToBecomeOne-6]] > [[Close->11-9051-Detailed]]

# Pay The median annual wage for food service managers was $65,310 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $42,380, and the highest 10 percent earned more than $105,420. In May 2024, the median annual wages for food service managers in the top industries in which they worked were as follows: Most food service managers work full time, and some work more than 40 hours per week. Work schedules vary and may include early mornings, nights, weekends, and holidays. > [[Next >->11-9051-Pay-2]] > [[Close->11-9051-Detailed]]

They may be called in at short notice. > [[< Previous->11-9051-Pay-1]] > [[Close->11-9051-Detailed]]

# Job Outlook Employment of food service managers is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 42,000 openings for food service managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Food service managers will be needed to oversee food preparation and service as people continue to dine out, purchase takeout meals, and have food delivered to their homes or > [[Next >->11-9051-JobOutlook-2]] > [[Close->11-9051-Detailed]]

workplaces. However, more dining establishments are expected to rely on chefs and head cooks instead of hiring additional food service managers, which should limit employment growth in this occupation. > [[< Previous->11-9051-JobOutlook-1]] > [[Close->11-9051-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1051-WhatTheyDo-1]] > [[Next >->25-1051-WhatTheyDo-3]] > [[Close->25-1051-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1051-WhatTheyDo-2]] > [[Next >->25-1051-WhatTheyDo-4]] > [[Close->25-1051-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1051-WhatTheyDo-3]] > [[Next >->25-1051-WhatTheyDo-5]] > [[Close->25-1051-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1051-WhatTheyDo-4]] > [[Next >->25-1051-WhatTheyDo-6]] > [[Close->25-1051-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1051-HowToBecomeOne-2]] > [[Close->25-1051-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1051-HowToBecomeOne-1]] > [[Next >->25-1051-HowToBecomeOne-3]] > [[Close->25-1051-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1051-HowToBecomeOne-2]] > [[Next >->25-1051-HowToBecomeOne-4]] > [[Close->25-1051-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1051-HowToBecomeOne-3]] > [[Next >->25-1051-HowToBecomeOne-5]] > [[Close->25-1051-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1051-HowToBecomeOne-4]] > [[Next >->25-1051-HowToBecomeOne-6]] > [[Close->25-1051-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1051-HowToBecomeOne-5]] > [[Next >->25-1051-HowToBecomeOne-7]] > [[Close->25-1051-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1051-HowToBecomeOne-6]] > [[Next >->25-1051-HowToBecomeOne-8]] > [[Close->25-1051-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1051-HowToBecomeOne-7]] > [[Close->25-1051-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1051-Pay-1]] > [[Next >->25-1051-Pay-3]] > [[Close->25-1051-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1051-JobOutlook-1]] > [[Next >->25-1051-JobOutlook-3]] > [[Close->25-1051-Detailed]]

# What Broadcast, Sound, and Video Technicians Do Broadcast, sound, and video technicians set up, operate, and maintain the electrical equipment for radio programs, television broadcasts, concerts, sound recordings, and movies. ### Duties Broadcast, sound, and video technicians typically do the following: - Operate, monitor, and adjust audio, video, sound, lighting, and broadcast equipment to ensure consistent quality - Set up and take down equipment for events and live performances - Record speech, music, and other sounds on recording equipment or computers, sometimes using complex software > [[Next >->27-4011-WhatTheyDo-2]] > [[Close->27-4011-Detailed]]

- Synchronize sounds and dialogue with action taking place on television or in movie productions - Convert video and audio records to digital formats for editing on computers - Install audio, video, and lighting equipment in hotels, offices, and schools - Report any problems that arise with complex equipment and make routine repairs > [[< Previous->27-4011-WhatTheyDo-1]] > [[Next >->27-4011-WhatTheyDo-3]] > [[Close->27-4011-Detailed]]

- Keep records of recordings and equipment used These workers may be called broadcast or sound engineering technicians, operators, or engineers. They set up and operate audio and video equipment, and the kind of equipment they use may depend on the particular type of technician or industry. At smaller radio and television stations, broadcast, sound, and video technicians may have more responsibilities. At larger stations, they may do more specialized work, although their job assignments may vary from day to day. Broadcast, sound, and video technicians share many responsibilities, but their > [[< Previous->27-4011-WhatTheyDo-2]] > [[Next >->27-4011-WhatTheyDo-4]] > [[Close->27-4011-Detailed]]

duties may vary with their specific area of focus. The following are examples of types of broadcast, sound, and video technicians: Audio and video technicians, also known as audio-visual technicians, set up, maintain, and dismantle audio and video equipment. They also connect wires and cables and set up and operate sound and mixing boards and related electronic equipment. Audio and video technicians work with microphones, speakers, video screens, projectors, video monitors, and recording equipment. The equipment they operate is used for live or recorded events such as meetings, concerts, > [[< Previous->27-4011-WhatTheyDo-3]] > [[Next >->27-4011-WhatTheyDo-5]] > [[Close->27-4011-Detailed]]

sporting events, podcasts, and news conferences. Broadcast technicians, also known as broadcast engineers, set up, operate, and maintain equipment that regulates the signal strength, clarity, and ranges of sounds and colors for radio or television broadcasts. They operate transmitters, either in studios or on location in the field, to broadcast radio or television programs. Broadcast technicians also use computer programs to edit audio and video recordings. Lighting technicians set up, maintain, and dismantle light fixtures, lighting controls, and associated electrical and rigging equipment > [[< Previous->27-4011-WhatTheyDo-4]] > [[Next >->27-4011-WhatTheyDo-6]] > [[Close->27-4011-Detailed]]

used for photography, television, film, video, and live productions. They also may focus or operate light fixtures and attach color filters or other lighting accessories. Sound engineering technicians, also known as audio engineers or sound mixers, assemble and operate sound equipment. They use this equipment to record, synchronize, mix, edit, or reproduce music, voices, or sound effects for theater, video, film, television, podcasts, sporting events, and other productions. > [[< Previous->27-4011-WhatTheyDo-5]] > [[Close->27-4011-Detailed]]

# Work Environment ### Work Environment Broadcast, sound, and video technicians typically work indoors in radio, television, movie, and recording studios. They may also work in hotels, arenas, offices, or schools. > [[Close->27-4011-Detailed]]

# How to Become a Broadcast, Sound, or Video Technician Broadcast, sound, and video technicians typically need postsecondary education. Depending on the work they do, educational requirements may vary. ### Education Educational requirements for audio and video, lighting, and sound engineering technicians vary from a high school diploma to a college degree, depending on the position. Broadcast technicians typically need an associate's degree. Prospective broadcast, sound, and video technicians should complete high school classes in math, physics, and electronics. Employers may prefer to hire candidates who have skills related to audio and video > [[Next >->27-4011-HowToBecomeOne-2]] > [[Close->27-4011-Detailed]]

equipment and related technologies. Postsecondary programs for audio and video, lighting, and sound engineering technicians may take several months to years to complete. These programs, which may lead to either a nondegree award or a college degree, often provide hands-on experience with the equipment used in many entry-level positions. Broadcast technicians typically need an associate's degree. In addition to courses in math and science, coursework for prospective broadcast technicians should emphasize practical skills such as video editing and production management. Although typically > [[< Previous->27-4011-HowToBecomeOne-1]] > [[Next >->27-4011-HowToBecomeOne-3]] > [[Close->27-4011-Detailed]]

not required, a bachelor's degree in fine and performing arts or a related field, such as communications technology, may be helpful. ### Training Because technology is constantly improving, technicians often enroll in continuing education courses and receive on-the-job training to become skilled in new equipment and hardware. On-the-job training includes setting up cables or automation systems, testing electrical equipment, learning the codes and standards of the industry, and following safety procedures. Newly hired workers may be trained in a variety of ways, depending on the types of > [[< Previous->27-4011-HowToBecomeOne-2]] > [[Next >->27-4011-HowToBecomeOne-4]] > [[Close->27-4011-Detailed]]

products and services the employer provides. In addition, new workers' level of education may also dictate how much training they need. ### Licenses, Certifications, and Registrations Although it is not required by most employers, voluntary certification may offer advantages in getting a job as a broadcast or sound engineering technician. Certification tells employers that the technician meets certain industry standards and has kept up to date with new technologies. Most of these certifications require passing an exam. Information on certifications is available from CareerOneStop. ### Other > [[< Previous->27-4011-HowToBecomeOne-3]] > [[Next >->27-4011-HowToBecomeOne-5]] > [[Close->27-4011-Detailed]]

Experience Gaining practical experience in a high school or college audiovisual department also helps to prepare for work as an audio and video equipment technician. ### Advancement Although many broadcast, sound, and video technicians work first in small markets or at small stations in big markets, they often transfer to larger, better paying radio or television stations after gaining experience and skills. Few large stations hire someone without previous experience, and they value specialized skills. Experienced workers with strong technical skills may become supervisory broadcast > [[< Previous->27-4011-HowToBecomeOne-4]] > [[Next >->27-4011-HowToBecomeOne-6]] > [[Close->27-4011-Detailed]]

technicians or chief broadcast engineers. To become chief broadcast engineer at large television stations, technicians typically need a bachelor's degree in engineering or computer science. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Technicians need to communicate with supervisors and coworkers to ensure that clients' needs are met and that equipment is set up properly before broadcasts, live performances, and > [[< Previous->27-4011-HowToBecomeOne-5]] > [[Next >->27-4011-HowToBecomeOne-7]] > [[Close->27-4011-Detailed]]

presentations. Computer skills. Technicians use computer systems to program equipment and edit audio and video recordings. Manual dexterity. Some technicians set up audio and video equipment and cables, a job that requires a steady hand and good hand-eye coordination. Others adjust small knobs, dials, and sliders during radio and television broadcasts and live performances. Problem-solving skills. Technicians need to recognize equipment problems and propose possible solutions to them. Employers typically desire applicants with a variety of skills, such as setting up equipment, maintaining > [[< Previous->27-4011-HowToBecomeOne-6]] > [[Next >->27-4011-HowToBecomeOne-8]] > [[Close->27-4011-Detailed]]

the equipment, and troubleshooting and solving any problems that arise. > [[< Previous->27-4011-HowToBecomeOne-7]] > [[Close->27-4011-Detailed]]

# Pay The median annual wage for broadcast, sound, and video technicians was $56,600 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $33,980, and the highest 10 percent earned more than $104,610. Median annual wages for broadcast, sound, and video technicians in May 2024 were as follows: In May 2024, the median annual wages for broadcast, sound, and video technicians in the top industries in which they worked were as follows: Technicians working in major cities > [[Next >->27-4011-Pay-2]] > [[Close->27-4011-Detailed]]

typically earn more than those working in smaller markets. Technicians usually work full time. They may occasionally work overtime to meet broadcast deadlines or set up for live events. Evening, weekend, and holiday work is common because most radio and television stations are on the air 24 hours a day. Technicians who work on motion pictures may be on a tight schedule and may work additional hours to meet contract deadlines with the movie studio. > [[< Previous->27-4011-Pay-1]] > [[Close->27-4011-Detailed]]

# Job Outlook Overall employment of broadcast, sound, and video technicians is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 11,100 openings for broadcast, sound, and video technicians are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of broadcast, sound, and video technicians varies by occupation (see table). Companies are continuing to increase their > [[Next >->27-4011-JobOutlook-2]] > [[Close->27-4011-Detailed]]

audio and video budgets so they can use video conferencing to reduce travel costs and communicate worldwide with other offices and clients. In addition, an increase in the use of digital signs should lead to higher demand for audio and video technicians. Motion picture and sound recording industries will continue to need broadcast, lighting, and sound engineering technicians to improve the quality of shows and movies. However, advances in technology, including artificial intelligence (AI), will allow fewer technicians to set up and operate broadcast, lighting, and sound systems, which is > [[< Previous->27-4011-JobOutlook-1]] > [[Next >->27-4011-JobOutlook-3]] > [[Close->27-4011-Detailed]]

expected to reduce demand for these workers. > [[< Previous->27-4011-JobOutlook-2]] > [[Close->27-4011-Detailed]]

# What Gambling Services Workers Do Gambling services workers serve customers in gambling establishments, such as casinos or racetracks. Some workers tend slot machines or deal cards. Others take bets or pay out winnings. Still others supervise or manage gambling workers and operations. ### Duties Gambling services workers typically do the following: - Interact with customers and make sure that they have a pleasant experience - Monitor customers for violations of gambling rules or the establishment's policies - Inform their supervisor or a security employee of any irregularities they see > [[Next >->11-9071-WhatTheyDo-2]] > [[Close->11-9071-Detailed]]

- Enforce safety rules and report hazards > [[< Previous->11-9071-WhatTheyDo-1]] > [[Next >->11-9071-WhatTheyDo-3]] > [[Close->11-9071-Detailed]]

- Explain to customers how to play the games The following are examples of types of gambling services workers: First-line supervisors of gambling services workers directly monitor and coordinate the activities of workers in assigned gambling areas. They move within their assigned areas make sure that everything is running smoothly and that all areas are properly staffed. Table games supervisors (also called floor supervisors) oversee gambling dealers, table games, and players. Slot supervisors oversee activities of the slot department. Gambling and sports book writers and runners handle > [[< Previous->11-9071-WhatTheyDo-2]] > [[Next >->11-9071-WhatTheyDo-4]] > [[Close->11-9071-Detailed]]

bets on sporting events and take and record bets for customers. In addition, they help run games such as bingo and keno. They verify tickets and pay out winning tickets, and some runners collect winning tickets from customers. Gambling dealers operate table games such as blackjack, craps, and roulette. They control the pace and action of the game, announcing each player's move to the rest of the table and letting players know when it is their turn. They inspect cards or dice, pay off winning bets, and collect on winning bets. Dealers are often required to work at least two games, usually > [[< Previous->11-9071-WhatTheyDo-3]] > [[Next >->11-9071-WhatTheyDo-5]] > [[Close->11-9071-Detailed]]

blackjack or craps. Gambling managers, who also may be casino managers, plan, coordinate, or direct operations in a gambling establishment. They may create house rules, such as for betting limits, and address customer complaints about service. Gambling managers also hire and train new employees. For information on gambling cage workers, see the profile on financial clerks. For information on gambling surveillance officers and gambling investigators, see the profile on security guards and gambling surveillance officers. > [[< Previous->11-9071-WhatTheyDo-4]] > [[Close->11-9071-Detailed]]

# Work Environment ### Work Environment Most gambling services workers are employed in gambling industries. Because most of these establishments are open 24 hours a day, 7 days a week, employees often work nights, weekends, and holidays. Most work full time, although part-time work is common. > [[Close->11-9071-Detailed]]

# How to Become a Gambling Services Worker Gambling jobs typically require a high school diploma or equivalent to enter. Some employers require gambling managers to have a college degree. ### Education Gambling dealers, gambling supervisors, and gambling and sports book writers and runners typically need a high school diploma or equivalent. Educational requirements for gambling managers differ by establishment. Some require a high school diploma or equivalent, while others require gambling managers to have some college or a degree. Those who pursue a degree may choose to study casino management, hotel management, or hospitality, in > [[Next >->11-9071-HowToBecomeOne-2]] > [[Close->11-9071-Detailed]]

addition to taking courses in business. ### Training Individual casinos or other gambling establishments have their own training requirements. New gambling dealers may be sent to gambling school for a few weeks to learn a table game, such as blackjack or craps. These schools teach the game's rules and procedures, as well as state and local laws and regulations related to it. Although gambling school is primarily for new employees, some experienced dealers go to gambling school if they want to be trained in a new game. Completing gambling school before being hired may increase a prospective > [[< Previous->11-9071-HowToBecomeOne-1]] > [[Next >->11-9071-HowToBecomeOne-3]] > [[Close->11-9071-Detailed]]

dealer's chances of being hired, but it does not guarantee a job. Employers usually audition prospective dealers for open positions to assess their personal qualities. Gambling and sports book writers and runners usually do not have to go to gambling school. They typically are trained in less than 1 month. The employer provides instruction on state and local laws and regulations related to the game, as well the particulars of their job, such as keno calling. ### Licenses, Certifications, and Registrations Gambling services workers must be licensed by a state regulatory agency, such as a > [[< Previous->11-9071-HowToBecomeOne-2]] > [[Next >->11-9071-HowToBecomeOne-4]] > [[Close->11-9071-Detailed]]

state casino control board or gambling commission. Licensing requirements for supervisory or managerial positions may differ from those for gambling dealers, gambling and sports book writers and runners, and all other gambling workers. However, all candidates for a license must provide photo identification and pay a fee. Typically, they also must pass an extensive background check and drug test. Failure to pass the background check may prevent candidates from getting a job or a gambling license. Age requirements also vary by state. For specific licensing requirements, visit the state's > [[< Previous->11-9071-HowToBecomeOne-3]] > [[Next >->11-9071-HowToBecomeOne-5]] > [[Close->11-9071-Detailed]]

gambling commission website. ### Work Experience in a Related Occupation Gambling supervisors and gambling managers usually have several years of experience working in a casino or other gambling establishment. Gambling managers often have experience as a dealer or in the customer outreach department. Slot supervisors and table games supervisors usually have experience working in the activities of their respective areas. Some also have worked in entry-level marketing or customer-service positions. ### Advancement Often, gambling managers are promoted from positions as slot supervisors or > [[< Previous->11-9071-HowToBecomeOne-4]] > [[Next >->11-9071-HowToBecomeOne-6]] > [[Close->11-9071-Detailed]]

table games supervisors. They also may be moved from a management job in another part of the establishment, such as hospitality, after learning about the establishment's operations through an internship or on-the-job training. Gambling dealers may advance to become gambling supervisors and, eventually, managers. A slot supervisor or table games supervisor may also advance to become a gambling manager. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills > [[< Previous->11-9071-HowToBecomeOne-5]] > [[Next >->11-9071-HowToBecomeOne-7]] > [[Close->11-9071-Detailed]]

data page. Communication skills. Gambling services workers must explain the rules of the game to customers and answer their questions. Misunderstandings can cost a customer money and damage the establishment's reputation. Customer-service skills. Gambling jobs involve interaction with customers. The success or failure of a gambling establishment depends on how customers view the experience, making customer service important for all of these occupations. Leadership skills. Gambling managers and supervisors oversee other gambling services workers and must guide them in doing their jobs and > [[< Previous->11-9071-HowToBecomeOne-6]] > [[Next >->11-9071-HowToBecomeOne-8]] > [[Close->11-9071-Detailed]]

developing their skills. Math skills. Because they may deal with large amounts of money, gambling services workers must be good at math. Organizational skills. Gambling managers and supervisors should have an orderly system in place to handle administrative and other tasks for overseeing gambling services workers. Patience. All gambling services workers must stay composed when they encounter a customer who becomes upset or breaks a rule. They also must stay calm when dealing with equipment failures or malfunctions. > [[< Previous->11-9071-HowToBecomeOne-7]] > [[Close->11-9071-Detailed]]

# Pay The median annual wage for gambling services workers was $35,630 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $22,880, and the highest 10 percent earned more than $80,780. Median annual wages for gambling services workers in May 2024 were as follows: In May 2024, the median annual wages for gambling services workers in the top industries in which they worked were as follows: Most casinos are open 24 hours a day, 7 days a week. Employees are often scheduled to > [[Next >->11-9071-Pay-2]] > [[Close->11-9071-Detailed]]

work nights, weekends, and holidays, which are typically the busiest times for casinos. Most work full time, although part-time work is common. > [[< Previous->11-9071-Pay-1]] > [[Close->11-9071-Detailed]]

# Job Outlook Overall employment of gambling services workers is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 21,800 openings for gambling services workers are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Projected employment of gambling services workers varies by occupation (see table). The growth of online gambling may limit employment for some of these workers, including gambling and > [[Next >->11-9071-JobOutlook-2]] > [[Close->11-9071-Detailed]]

sports book writers and runners. Although some online gambling is linked to physical locations, online-only gambling sites do not require the same mix of employees. In addition, online betting is a largely automated process, and therefore fewer workers are needed to facilitate online wagers than in-person betting. Demand for some gambling services workers is expected to be driven by the increasing popularity of gambling establishments. Additionally, the few states currently without commercial gambling establishments may allow new casinos to be built over the next decade in an effort to bring > [[< Previous->11-9071-JobOutlook-1]] > [[Next >->11-9071-JobOutlook-3]] > [[Close->11-9071-Detailed]]

in more tax revenue. However, if more states approve expansions in the number of physical and online gambling establishments, the competition for customers will increase. Establishments that fail to keep or attract customers may close, thereby negating some of the jobs created. > [[< Previous->11-9071-JobOutlook-2]] > [[Close->11-9071-Detailed]]

# What Audiologists Do Audiologists diagnose, manage, and treat patients who have hearing, balance, or related problems. ### Duties Audiologists typically do the following: - Examine patients who have conditions related to the outer, middle, or inner ear - Assess the results of the examination and diagnose problems - Create treatment plans to meet patients' goals - Provide care for routine procedures, such as testing - Fit and dispense hearing aids and other assistive listening devices - Counsel patients and their families on ways to listen and communicate, such as by lip reading or through technology > [[Next >->29-1181-WhatTheyDo-2]] > [[Close->29-1181-Detailed]]

- Evaluate patients regularly to monitor their condition and modify treatment plans, as needed - Record patient progress - Research the causes and treatment of hearing and balance disorders > [[< Previous->29-1181-WhatTheyDo-1]] > [[Next >->29-1181-WhatTheyDo-3]] > [[Close->29-1181-Detailed]]

- Educate patients on ways to prevent hearing loss Audiologists diagnose conditions such as hearing loss and tinnitus (ringing in the ear). They use a variety of devices to identify the extent and underlying cause of hearing loss. For example, with audiometers they measure the volume and frequency at which a person hears. Treatment depends on the type and severity of a patient's hearing loss and may range from cleaning wax out of ear canals to fitting and checking hearing aids. (Audiologists' ability to diagnose as well as treat patients distinguishes their work from that of hearing aid > [[< Previous->29-1181-WhatTheyDo-2]] > [[Next >->29-1181-WhatTheyDo-4]] > [[Close->29-1181-Detailed]]

specialists.) Audiologists work with physicians and surgeons treating patients whose hearing may be improved with cochlear implants, small devices that are surgically embedded near the ear to deliver electrical impulses to the auditory nerve. Audiologists also counsel patients and their families on adapting to hearing loss, such as through use of technology, and may refer them to resources and other support. In addition to their work related to hearing conditions, audiologists help patients who have vertigo or other balance problems. For example, they may demonstrate exercises involving > [[< Previous->29-1181-WhatTheyDo-3]] > [[Next >->29-1181-WhatTheyDo-5]] > [[Close->29-1181-Detailed]]

head movement or positioning to relieve some symptoms. Some audiologists work with specific age groups, such as older adults or children. Other audiologists may fit patients for products that help protect their hearing on the job. > [[< Previous->29-1181-WhatTheyDo-4]] > [[Close->29-1181-Detailed]]

# Work Environment ### Work Environment Most audiologists work in healthcare facilities, such as physicians' offices, audiology clinics, and hospitals. Some work in schools or for school districts and travel between facilities. > [[Close->29-1181-Detailed]]

# How to Become an Audiologist Audiologists typically need a doctor of audiology (Au.D.) degree to enter the occupation. All states require audiologists to be licensed. ### Education Audiologists need a doctor of audiology (Au.D.) degree, which typically takes 4 years to complete. To enter an Au.D. program, students need a bachelor's degree. Au.D. coursework includes anatomy and physiology, diagnosis and treatment, and statistics. Students also complete supervised clinical practice. ### Licenses, Certifications, and Registrations Audiologists must be licensed in all states. Requirements vary by state but typically > [[Next >->29-1181-HowToBecomeOne-2]] > [[Close->29-1181-Detailed]]

include having earned an Au.D. from an accredited program. For specific requirements, contact your state's licensing board for audiologists. Audiologists may earn other credentials, such as certificates or certifications. These credentials usually require completion of an accredited doctor of audiology program and passing an exam. Some employers may require or prefer that candidates have certification or a certificate, and in some states having the credential can help to meet licensure requirements. Information on certifications is available from CareerOneStop. ### Important Qualities The > [[< Previous->29-1181-HowToBecomeOne-1]] > [[Next >->29-1181-HowToBecomeOne-3]] > [[Close->29-1181-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Audiologists need to convey information, including test results and proposed treatments, so that patients understand their diagnosis and options. Compassion. Audiologists should be empathetic and supportive of their patients, who may be frustrated because of their hearing or balance problems. Critical-thinking skills. In order to propose the best treatment options, audiologists must concentrate > [[< Previous->29-1181-HowToBecomeOne-2]] > [[Next >->29-1181-HowToBecomeOne-4]] > [[Close->29-1181-Detailed]]

when testing a patient's hearing and in analyzing the results. Interpersonal skills. Audiologists often collaborate with other healthcare providers regarding patient care. Patience. Audiologists work with patients who may have communication difficulties and need extra time or attention. Problem-solving skills. Audiologists must figure out the causes of hearing or balance problems and determine appropriate treatment options. They also must be able to propose alternatives if patients do not respond to initial treatment. > [[< Previous->29-1181-HowToBecomeOne-3]] > [[Close->29-1181-Detailed]]

# Pay The median annual wage for audiologists was $92,120 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $61,930, and the highest 10 percent earned more than $129,830. In May 2024, the median annual wages for audiologists in the top industries in which they worked were as follows: Most audiologists work full time. Some may work weekends and evenings to meet patients' needs. Those who work on a contract basis may spend time traveling between facilities. > [[Close->29-1181-Detailed]]

# Job Outlook Employment of audiologists is projected to grow 9 percent from 2024 to 2034, much faster than the average for all occupations. About 700 openings for audiologists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Because health problems are prevalent in older age groups, an aging population will continue to increase the demand for most healthcare services. This includes hearing loss and balance disorders, with > [[Next >->29-1181-JobOutlook-2]] > [[Close->29-1181-Detailed]]

larger numbers of older adults creating increased demand for audiologists. The early identification and diagnosis of hearing disorders in infants also may support employment growth. Growing awareness regarding advances in hearing aid technology, such as smaller size and reduced feedback, may make such devices more appealing as a means to treat auditory loss. This may lead to more demand for audiologists. > [[< Previous->29-1181-JobOutlook-1]] > [[Close->29-1181-Detailed]]

# What Entertainment and Recreation Managers Do Entertainment and recreation managers plan, direct, or coordinate activities and operations related to fitness and leisure. ### Duties Entertainment and recreation managers typically do the following: - Plan programs of events or schedules of activities - Write, present, and manage strategies and budgets for events or activities - Manage the daily operation of an event, activity, facility, or program - Engage with customers to convey information about events and activities or to resolve complaints - Explain rules and regulations of facilities and programs > [[Next >->11-9072-WhatTheyDo-2]] > [[Close->11-9072-Detailed]]

- Ensure that facilities and programs are safe and accessible for participants > [[< Previous->11-9072-WhatTheyDo-1]] > [[Next >->11-9072-WhatTheyDo-3]] > [[Close->11-9072-Detailed]]

- Hire, train, and direct staff Entertainment and recreation managers organize and lead a variety of leisure, wellness, or social activities. The types of programs they plan and guide may differ by setting, participants, and other factors. For example, on a cruise ship, they may organize arts and crafts activities for children and yoga classes for seniors; for a community center, they may conduct nature hikes based on ability levels from beginner to advanced. Entertainment and recreation managers often are tasked with creating a positive experience for participants. They ensure that > [[< Previous->11-9072-WhatTheyDo-2]] > [[Next >->11-9072-WhatTheyDo-4]] > [[Close->11-9072-Detailed]]

supplies are in stock and inspect equipment, ordering materials or arranging for maintenance as needed. In addition, they evaluate facility services and programs to create or improve offerings, which may involve soliciting input or analyzing customer feedback. Entertainment and recreation managers also oversee staff orientation and development. Their responsibilities may include recruiting, interviewing, and hiring candidates; training and scheduling workers; monitoring and appraising work; and reassigning staff to meet facility or program needs. > [[< Previous->11-9072-WhatTheyDo-3]] > [[Close->11-9072-Detailed]]

# Work Environment ### Work Environment Entertainment and recreation managers typically work in various office settings, such as in recreational facilities or on cruise ships. However, many also spend time at event sites or outdoors, such as in parks. Most work full time. Work schedules may vary and can include nights, weekends, and holidays. > [[Close->11-9072-Detailed]]

# How to Become an Entertainment or Recreation Manager Requirements vary for becoming an entertainment or recreation manager. Some workers typically need a bachelor's degree, while others enter the occupation with a high school diploma. Work experience is also important. ### Education Entertainment and recreation managers have a variety of academic backgrounds, ranging from a high school diploma to a bachelor's or higher degree. Requirements vary by organization and the specific work that managers do. For example, a recreation manager might need a bachelor's degree in park management, recreation and fitness, or leisure studies. An entertainment > [[Next >->11-9072-HowToBecomeOne-2]] > [[Close->11-9072-Detailed]]

manager might need a degree in theater, music, or a related visual or performing arts field. Some college students participate in internships. Through internships, students gain practical experience in their field of study while completing their education. ### Licenses and Certifications Some states may require a license for certain types of entertainment and recreation managers. For more information, contact your state licensing board. Safety certifications may be required, but professional certification is usually optional. For example, some employers require entertainment and recreation > [[< Previous->11-9072-HowToBecomeOne-1]] > [[Next >->11-9072-HowToBecomeOne-3]] > [[Close->11-9072-Detailed]]

managers to have first aid or CPR certification. Optional credentials may demonstrate a particular level of knowledge and experience. Information on certifications is available from CareerOneStop. ### Work Experience in a Related Occupation Experience in a related occupation is important for entertainment and recreation managers. Employers often prefer to hire managers who have experience in supervising others, planning programs or events, or providing customer service in a leisure or hospitality setting. The type of experience needed may vary by position. For example, some workers benefit > [[< Previous->11-9072-HowToBecomeOne-2]] > [[Next >->11-9072-HowToBecomeOne-4]] > [[Close->11-9072-Detailed]]

from experience with recreation programs or fitness center operations. Other managers might need entertainment, theater, music, or cruise industry experience. Employers may consider students' internships as part of the work experience they need for entry-level positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business skills. Entertainment and recreation managers create, present, and oversee budgets and strategies, such as for > [[< Previous->11-9072-HowToBecomeOne-3]] > [[Next >->11-9072-HowToBecomeOne-5]] > [[Close->11-9072-Detailed]]

a facility's quarterly activities schedule. Communication skills. Entertainment and recreation managers must be able to clearly convey information both orally and in writing to customers, suppliers, and staff. Interpersonal skills. Entertainment and recreation managers interact with customers, staff, and vendors. They must be able to establish and maintain positive relationships with a variety of people. Leadership skills. Entertainment and recreation managers direct workers and oversee facilities. They must be able to motivate staff and be decisive in handling operations. Organizational > [[< Previous->11-9072-HowToBecomeOne-4]] > [[Next >->11-9072-HowToBecomeOne-6]] > [[Close->11-9072-Detailed]]

skills. Entertainment and recreation managers oversee many responsibilities at once, so they must be able to multitask and pay attention to details. Problem-solving skills. Entertainment and recreation managers must be able to anticipate potential issues and prepare solutions so that customers have a positive experience. > [[< Previous->11-9072-HowToBecomeOne-5]] > [[Close->11-9072-Detailed]]

# Pay The median annual wage for entertainment and recreation managers was $77,180 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $45,320, and the highest 10 percent earned more than $134,680. In May 2024, the median annual wages for entertainment and recreation managers in the top industries in which they worked were as follows: Most entertainment and recreation managers work full time. Work schedules may vary and can include nights, weekends, and holidays. Managers > [[Next >->11-9072-Pay-2]] > [[Close->11-9072-Detailed]]

may need to work extra hours during peak season, such as for summer vacations at a resort. Some entertainment and recreation managers must be on call in case of emergencies, such as power outages during severe weather. > [[< Previous->11-9072-Pay-1]] > [[Close->11-9072-Detailed]]

# Job Outlook Employment of entertainment and recreation managers is projected to grow 8 percent from 2024 to 2034, much faster than the average for all occupations. About 5,500 openings for entertainment and recreation managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth will stem from public interest in recreational activities, such as golf and pickleball. In addition, an increased emphasis on the > [[Next >->11-9072-JobOutlook-2]] > [[Close->11-9072-Detailed]]

importance of lifelong well-being is expected to create demand for entertainment and recreation managers in a variety of settings, including country clubs, fitness centers, and parks. > [[< Previous->11-9072-JobOutlook-1]] > [[Close->11-9072-Detailed]]

# What Lodging Managers Do Lodging managers ensure that guests have a pleasant experience at a hotel, motel, or other type of facility with accommodations. Lodging managers also plan, direct, or coordinate activities to ensure that the facility is efficient and profitable. ### Duties Lodging managers typically do the following: - Inspect guest rooms, public areas, and grounds for cleanliness and appearance - Ensure that company standards for guest services, décor, and housekeeping are met - Answer questions from guests about the lodging facility's policies and services > [[Next >->11-9081-WhatTheyDo-2]] > [[Close->11-9081-Detailed]]

- Interview, hire, train, and sometimes fire staff members - Monitor staff performance to ensure that guests are happy and that the facility is well run - Coordinate the facility's front-desk activities and resolve problems - Set budgets, approve expenditures, and allocate funds to various departments > [[< Previous->11-9081-WhatTheyDo-1]] > [[Next >->11-9081-WhatTheyDo-3]] > [[Close->11-9081-Detailed]]

- Keep track of how much money the facility is making A comfortable room and a helpful staff can make being away from home an enjoyable experience for guests. Lodging managers, who occasionally greet and register guests, try to make sure that guests have a good experience. Lodging establishments vary in size, from bed and breakfasts with just a few rooms to resorts with thousands of rooms. Facilities are sometimes identified according to the level of amenities they offer, such as limited service or full service. The larger the number of amenities a facility provides > [[< Previous->11-9081-WhatTheyDo-2]] > [[Next >->11-9081-WhatTheyDo-4]] > [[Close->11-9081-Detailed]]

- for example, a swimming pool, a casino, and a restaurant > [[< Previous->11-9081-WhatTheyDo-3]] > [[Next >->11-9081-WhatTheyDo-5]] > [[Close->11-9081-Detailed]]

- the greater the range of duties for lodging managers who oversee them. The following are examples of types of lodging managers: Convention service managers coordinate the activities of various departments, to accommodate meetings, conventions, and special events. They meet with representatives of groups to plan the number of conference rooms to be reserved, design the configuration of the meeting space, and determine what other services the groups will need, such as catering or audiovisual requirements. During a meeting or event, they resolve unexpected problems and ensure that facility > [[< Previous->11-9081-WhatTheyDo-4]] > [[Next >->11-9081-WhatTheyDo-6]] > [[Close->11-9081-Detailed]]

operations meet a group's expectations. Front-desk managers coordinate reservations and room assignments and train and direct the facility's front-desk staff. They ensure that guests are treated courteously, that complaints and problems are resolved, and that requests for special services are carried out. Most front-desk managers are also responsible for adjusting bills. General managers oversee all lodging operations at a facility. At large establishments with several departments and multiple layers of management, the general manager and several assistant managers coordinate the activities > [[< Previous->11-9081-WhatTheyDo-5]] > [[Next >->11-9081-WhatTheyDo-7]] > [[Close->11-9081-Detailed]]

of separate departments. These departments may include human resources, marketing and sales, recreational facilities, and others. For more information, see the profiles on human resources managers; public relations and fundraising managers; financial managers; advertising, promotions, and marketing managers; and food service managers. Revenue managers direct a property's finances. Their responsibilities include monitoring room sales and reservations, overseeing accounting and cash-flow matters, projecting occupancy levels, and deciding which rooms to discount and when to offer special rates. > [[< Previous->11-9081-WhatTheyDo-6]] > [[Close->11-9081-Detailed]]

# Work Environment ### Work Environment Most lodging managers work full time. Work schedules may vary and often include evenings, weekends, and holidays. Because these facilities are open around the clock, some managers are on call 24 hours a day. > [[Close->11-9081-Detailed]]

# How to Become a Lodging Manager To enter the occupation, lodging managers typically take one of three paths: a high school diploma combined with several years of experience working in a lodging facility, a bachelor's degree in hospitality or hotel management, or an associate's degree or certificate in hotel management. ### Education Lodging managers typically need at least a high school diploma to enter the occupation. High school students interested in becoming a lodging manger may benefit from taking classes in hospitality management, which may be offered at some high schools. Full-service facilities may prefer to hire > [[Next >->11-9081-HowToBecomeOne-2]] > [[Close->11-9081-Detailed]]

candidates who have a bachelor's degree in hospitality or hotel management. Hotel management programs typically include instruction in hotel administration, housekeeping, food service management, and hotel maintenance, as well as in business subjects such as accounting, marketing, and sales. Systems training is also an integral part of many degree programs, because lodging facilities use hospitality-specific software in reservations, billing, and housekeeping management. Employers may seek candidates whose degree is from an accredited hospitality management program. At limited-service > [[< Previous->11-9081-HowToBecomeOne-1]] > [[Next >->11-9081-HowToBecomeOne-3]] > [[Close->11-9081-Detailed]]

facilities, candidates with an associate's degree or a certificate in hotel, restaurant, or hospitality management may qualify for lodging manager positions. Technical institutes and vocational or trade schools also may offer courses that are recognized by the hospitality industry. ### Work Experience in a Related Occupation To enter the occupation, lodging managers with a high school diploma or its equivalent typically need experience working in guest services, at the front desk, or in related positions. Candidates with a degree often have experience too, which they gain through internships > [[< Previous->11-9081-HowToBecomeOne-2]] > [[Next >->11-9081-HowToBecomeOne-4]] > [[Close->11-9081-Detailed]]

or by working as a management trainee. ### Licenses, Certifications, and Registrations Professional certification may be beneficial. Certification may require passing exams and completing industry work experience. Information on certifications is available from CareerOneStop. ### Advancement Lodging facility employees who show leadership potential and have several years of experience may qualify for assistant manager positions. Large facilities, including well-established chains, may offer better advancement opportunities than small, independently owned ones. For example, opportunities may > [[< Previous->11-9081-HowToBecomeOne-3]] > [[Next >->11-9081-HowToBecomeOne-5]] > [[Close->11-9081-Detailed]]

include advancing from assistant manager to manager or from managing one facility to managing several in a region. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business skills. Lodging managers need to operate a facility that is profitable. To do so, they must be able to address budget matters and coordinate and supervise workers. Customer-service skills. Lodging managers must have excellent customer-service skills. Satisfying > [[< Previous->11-9081-HowToBecomeOne-4]] > [[Next >->11-9081-HowToBecomeOne-6]] > [[Close->11-9081-Detailed]]

guests is critical to a facility's success and helps to ensure their loyalty. Interpersonal skills. Lodging managers interact regularly with many different people. They must be effective communicators and be able to have positive interactions with guests and staff, even in stressful situations. Leadership skills. Lodging managers must establish a productive work environment, which may involve motivating personnel, resolving conflicts, and handling guests' complaints. Listening skills. Lodging managers must have excellent listening skills for attending to the needs of guests and maintaining > [[< Previous->11-9081-HowToBecomeOne-5]] > [[Next >->11-9081-HowToBecomeOne-7]] > [[Close->11-9081-Detailed]]

a good working relationship with staff. Organizational skills. Lodging managers need to keep track of many different schedules, budgets, and people at once. Problem-solving skills. Lodging managers must be able to resolve personnel issues and guest complaints. > [[< Previous->11-9081-HowToBecomeOne-6]] > [[Close->11-9081-Detailed]]

# Pay The median annual wage for lodging managers was $68,130 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,490, and the highest 10 percent earned more than $126,990. In May 2024, the median annual wages for lodging managers in the top industries in which they worked were as follows: Most lodging managers work full time. Work schedules may vary and often include evenings, weekends, and holidays. Because these facilities are open around the clock, some managers are > [[Next >->11-9081-Pay-2]] > [[Close->11-9081-Detailed]]

on call 24 hours a day. > [[< Previous->11-9081-Pay-1]] > [[Close->11-9081-Detailed]]

# Job Outlook Employment of lodging managers is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 5,400 openings for lodging managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Overall travel spending patterns could support demand for lodging managers in hotels and other lodging establishments. For example, some employment growth may be driven by an increased need > [[Next >->11-9081-JobOutlook-2]] > [[Close->11-9081-Detailed]]

for extended-stay accommodations and by consumer preferences for combined business and leisure travel. However, the prevalence of short-term rentals has offered competition for traditional hotels, which may limit demand for these workers. > [[< Previous->11-9081-JobOutlook-1]] > [[Close->11-9081-Detailed]]

# What Medical and Health Services Managers Do Medical and health services managers, also called healthcare executives or healthcare administrators, plan, direct, and coordinate medical and health services. They may manage an entire facility, a specific clinical area or department, or a medical practice for a group of physicians. Medical and health services managers must adapt to changes in healthcare laws, regulations, and technology. ### Duties Medical and health services managers typically do the following: - Develop goals and objectives related to efficiency and quality of healthcare services > [[Next >->11-9111-WhatTheyDo-2]] > [[Close->11-9111-Detailed]]

- Ensure that the facility in which they work complies with laws and regulations - Prepare and monitor budgets and manage finances, including patient fees and billing - Recruit, train, and supervise staff members - Create work schedules - Represent the facility or department at investor meetings or on governing boards > [[< Previous->11-9111-WhatTheyDo-1]] > [[Next >->11-9111-WhatTheyDo-3]] > [[Close->11-9111-Detailed]]

- Keep and organize records of facility services, such as the number of inpatient beds used Medical and health services managers set and carry out policies, goals, and procedures for their departments or facilities. Their duties include hiring, scheduling, and evaluating staff; monitoring compliance with state and federal guidelines; and developing reports and budgets. Responsibilities may vary by employer. For example, managers of large facilities may focus on broad oversight, while tasks for those in small departments might include ordering medical supplies and materials. Medical and > [[< Previous->11-9111-WhatTheyDo-2]] > [[Next >->11-9111-WhatTheyDo-4]] > [[Close->11-9111-Detailed]]

health services managers work with physicians and surgeons, registered nurses, medical records specialists, and other healthcare personnel. They also may interact with patients or insurance agents. Medical and health services managers' titles depend on their facility or area of expertise. The following are examples of types of medical and health services managers: Nursing home administrators manage all aspects of a facility, including admissions and building maintenance, as well as care of its residents. Clinical managers oversee a department, such as intensive care or physical therapy, > [[< Previous->11-9111-WhatTheyDo-3]] > [[Next >->11-9111-WhatTheyDo-5]] > [[Close->11-9111-Detailed]]

and have responsibilities based on that specialty. Health information managers ensure that databases of patient records are complete, accurate, and accessible only to authorized personnel. > [[< Previous->11-9111-WhatTheyDo-4]] > [[Close->11-9111-Detailed]]

# Work Environment ### Work Environment Most medical and health services managers work in healthcare facilities, including hospitals and nursing homes, and group medical practices. Most work full time, and some work more than 40 hours per week. > [[Close->11-9111-Detailed]]

# How to Become a Medical or Health Services Manager Medical and health services managers typically need a bachelor's degree to enter the occupation; however, educational requirements vary by facility and specific function. Prospective managers also typically need work experience in an administrative or clinical role in a hospital or other healthcare facility. ### Education Medical and health services managers typically need a bachelor's degree to enter the occupation, although requirements may vary. For example, some employers hire candidates with an associate's degree; others prefer to hire those with a master's degree. Work experience > [[Next >->11-9111-HowToBecomeOne-2]] > [[Close->11-9111-Detailed]]

sometimes may substitute for education. Common majors for medical and health services managers include healthcare and related fields, such as health administration or nursing, or other relevant fields, such as business. Degrees that focus on both management and healthcare combine business-related topics with those such as medical terminology, hospital organization, and health information systems. For example, a degree in health administration or health information management may include courses in health services management, accounting and budgeting, and health informatics. ### Work > [[< Previous->11-9111-HowToBecomeOne-1]] > [[Next >->11-9111-HowToBecomeOne-3]] > [[Close->11-9111-Detailed]]

Experience in a Related Occupation Employers may require prospective medical and health services managers to have work experience in either an administrative or a clinical role in a hospital or other healthcare facility. For example, nursing home administrators may have years of experience working as a registered nurse. Other managers may begin their careers as medical records specialists, administrative assistants, or financial clerks in a healthcare office. ### Licenses, Certifications, and Registrations Some medical and health services managers need a state-issued license. For example, > [[< Previous->11-9111-HowToBecomeOne-2]] > [[Next >->11-9111-HowToBecomeOne-4]] > [[Close->11-9111-Detailed]]

all states require licensure for nursing home administrators; requirements vary by state. For more information, contact your local or state licensing board. Some positions may require candidates to be licensed as a registered nurse or social worker. Although certification is not required, some managers choose to earn a professional credential. Information on certifications is available from CareerOneStop. ### Advancement Some health information managers advance by taking on additional responsibilities, such as for an entire hospital's information systems. Other managers may advance to top > [[< Previous->11-9111-HowToBecomeOne-3]] > [[Next >->11-9111-HowToBecomeOne-5]] > [[Close->11-9111-Detailed]]

executive positions within an organization. Advancement to top level executive positions may require a master's degree. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Medical and health services managers review and evaluate healthcare metrics for ways to improve efficiency and meet goals. Communication skills. Medical and health services managers must convey information to their staff, other healthcare workers, and, > [[< Previous->11-9111-HowToBecomeOne-4]] > [[Next >->11-9111-HowToBecomeOne-6]] > [[Close->11-9111-Detailed]]

sometimes, patients and insurance agents. Detail oriented. Medical and health services managers must pay attention to detail. They might be required to organize and maintain scheduling and billing information for very large facilities, such as hospitals. Leadership skills. Medical and health services managers hire, train, and direct staff. They must be able to motivate others and create an environment in which workers can succeed. Technical skills. Medical and health services managers must stay up to date with advances in healthcare technology, such as the coding and electronic health > [[< Previous->11-9111-HowToBecomeOne-5]] > [[Next >->11-9111-HowToBecomeOne-7]] > [[Close->11-9111-Detailed]]

record (EHR) systems their facility adopts. > [[< Previous->11-9111-HowToBecomeOne-6]] > [[Close->11-9111-Detailed]]

# Pay The median annual wage for medical and health services managers was $117,960 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $69,680, and the highest 10 percent earned more than $219,080. In May 2024, the median annual wages for medical and health services managers in the top industries in which they worked were as follows: Most medical and health services managers work full time, and some work more than 40 hours per week. Evening or weekend work may be required > [[Next >->11-9111-Pay-2]] > [[Close->11-9111-Detailed]]

in healthcare settings that operate around the clock, such as hospitals and nursing homes. Medical and health services managers may need to be on call in case of emergencies. > [[< Previous->11-9111-Pay-1]] > [[Close->11-9111-Detailed]]

# Job Outlook Employment of medical and health services managers is projected to grow 23 percent from 2024 to 2034, much faster than the average for all occupations. About 62,100 openings for medical and health services managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Because many health issues arise with age, an aging population will increase the demand for healthcare services. This will result in a greater need > [[Next >->11-9111-JobOutlook-2]] > [[Close->11-9111-Detailed]]

for physicians and other healthcare workers, medical procedures, and healthcare facilities, and therefore an increased need for managers to organize and oversee workflows and healthcare staff. In addition, advancements in technology, shifting policies and regulations, and evolving models of care are contributing to increased complexity of healthcare delivery. More medical and health services managers will be needed to help organizations navigate the evolving and increasingly complex healthcare landscape. > [[< Previous->11-9111-JobOutlook-1]] > [[Close->11-9111-Detailed]]

# What Natural Sciences Managers Do Natural sciences managers plan, supervise, or coordinate activities in fields such as life sciences, physical sciences, mathematics, and statistics. They direct work related to research and development and coordinate activities such as testing, quality control, and production. ### Duties Natural sciences managers typically do the following: - Set goals and strategies for researchers and product developers - Budget resources for projects and programs by determining staffing, training, and equipment needs - Hire, supervise, and evaluate scientists, technicians, and other staff > [[Next >->11-9121-WhatTheyDo-2]] > [[Close->11-9121-Detailed]]

- Monitor projects, review research, and draft operational reports - Ensure that laboratories are stocked with equipment and supplies - Provide technical guidance to scientists, technicians, and support staff - Establish administrative procedures and standards > [[< Previous->11-9121-WhatTheyDo-1]] > [[Next >->11-9121-WhatTheyDo-3]] > [[Close->11-9121-Detailed]]

- Communicate project proposals, research findings, and project status to clients and management Natural sciences managers direct research and coordinate product development and production activities. Their duties vary with the field (such as biology or chemistry) or the industry (such as research and development or government) they work in. Research projects may focus on improving manufacturing processes, advancing scientific knowledge, or developing new products. Some natural sciences managers are former scientists and, after becoming managers, continue to conduct their own research as > [[< Previous->11-9121-WhatTheyDo-2]] > [[Next >->11-9121-WhatTheyDo-4]] > [[Close->11-9121-Detailed]]

well as oversee others' work. Others spend most of their time directing the work of scientists, technicians, or research staff. Natural sciences managers who oversee experiments must ensure that laboratories are fully supplied so that scientists can run their tests. Some specialize in managing activities related to laboratory animals. During all stages of a project, natural sciences managers coordinate the activities of their unit with those of other units or organizations. They work with other managers; financial, production, and marketing specialists; and equipment and materials > [[< Previous->11-9121-WhatTheyDo-3]] > [[Next >->11-9121-WhatTheyDo-5]] > [[Close->11-9121-Detailed]]

suppliers. > [[< Previous->11-9121-WhatTheyDo-4]] > [[Close->11-9121-Detailed]]

# Work Environment ### Work Environment Natural sciences managers work primarily in an office setting or in laboratories. Most work full time, and some work more than 40 hours per week. > [[Close->11-9121-Detailed]]

# How to Become a Natural Sciences Manager Natural sciences managers typically need at least a bachelor's degree in a natural science or related field. Most work as scientists before becoming managers. ### Education Natural sciences managers typically need a bachelor's degree in a science field, such as biology or healthcare, or related field, such as psychology. Some employers require or prefer to hire candidates who have a master's degree or Ph.D. In addition to courses in natural sciences, such as biology and chemistry, degree programs usually include studies in mathematics and physics. Courses in business also may be > [[Next >->11-9121-HowToBecomeOne-2]] > [[Close->11-9121-Detailed]]

useful. ### Work Experience in a Related Occupation Natural sciences managers typically need several years in the sciences to enter the occupation. While employed as scientists, they may gain experience by assuming more responsibility and autonomy in their work. They also may get experience by leading research teams and directing projects. ### Licenses, Certifications, and Registrations Some natural sciences managers need a state-issued license. For example, several states require laboratory directors to be licensed. Contact your state licensing board for more information. Certification > [[< Previous->11-9121-HowToBecomeOne-1]] > [[Next >->11-9121-HowToBecomeOne-3]] > [[Close->11-9121-Detailed]]

for first aid and cardiopulmonary resuscitation (CPR) may be required in certain jobs. Professional certification typically is not required for natural sciences managers. However, these managers may choose to earn certifications related to specific areas of work, such as laboratory animal management. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Natural sciences managers must be able to convey information clearly > [[< Previous->11-9121-HowToBecomeOne-2]] > [[Next >->11-9121-HowToBecomeOne-4]] > [[Close->11-9121-Detailed]]

to a variety of audiences, such as scientists, policymakers, and the public. Both written and oral communication are important. Critical-thinking skills. Natural sciences managers evaluate the work of others and must be able to determine if the methods and results are sound. Interpersonal skills. Natural sciences managers lead teams and need to interact well with others to foster productive working relationships. Leadership skills. Natural sciences managers must be able to organize, direct, and motivate others. They need to identify the strengths and weaknesses of their workers and create > [[< Previous->11-9121-HowToBecomeOne-3]] > [[Next >->11-9121-HowToBecomeOne-5]] > [[Close->11-9121-Detailed]]

an environment in which the workers can succeed. Problem-solving skills. Natural sciences managers use scientific observation and analysis to identify and address issues that arise. Time-management skills. Natural sciences managers have a variety of administrative, supervisory, and technical tasks to ensure that projects remain on schedule. > [[< Previous->11-9121-HowToBecomeOne-4]] > [[Close->11-9121-Detailed]]

# Pay The median annual wage for natural sciences managers was $161,180 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $79,830, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for natural sciences managers in the top industries in which they worked were as follows: Most natural sciences managers work full time, and some work more than 40 hours per week. They also may need to work evenings or weekends. > [[Close->11-9121-Detailed]]

# Job Outlook Employment of natural sciences managers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 8,500 openings for natural sciences managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth should be affected by many of the same factors that affect employment growth for the scientists whom these managers supervise. For example, when > [[Next >->11-9121-JobOutlook-2]] > [[Close->11-9121-Detailed]]

organizations hire more hydrologists for water conservation, they also may need to hire more natural sciences managers to oversee them. However, managers often are flexible in the number of workers they supervise, which may reduce demand in organizations looking to cut costs. > [[< Previous->11-9121-JobOutlook-1]] > [[Close->11-9121-Detailed]]

# What Correctional Officers and Bailiffs Do Correctional officers guard people in penal institutions and guard those in transit between jail, courtroom, prison, or other point. Bailiffs, also known as marshals or court officers, are law enforcement officers who maintain order in courtrooms. ### Duties Correctional officers typically do the following: - Enforce rules and keep order within jails or prisons - Supervise activities of people in custody - Inspect facilities to ensure that they meet security and safety standards - Conduct searches in the facility, such as of persons and property, for rule violations > [[Next >->33-3011-WhatTheyDo-2]] > [[Close->33-3011-Detailed]]

- Report on the conduct of people in custody - Escort and transport people in custody between jail, courtroom, prison, or other point Bailiffs typically do the following: - Ensure the security of the courtroom - Enforce courtroom rules - Follow court procedures - Escort judges, jurors, witnesses, and people in custody into and out of the courtroom > [[< Previous->33-3011-WhatTheyDo-1]] > [[Next >->33-3011-WhatTheyDo-3]] > [[Close->33-3011-Detailed]]

- Handle evidence and deliver court documents Inside the prison or jail, correctional officers enforce rules and regulations. They maintain security by preventing disturbances, assaults, and escapes and by inspecting facilities. They check cells and other areas for unsanitary conditions, contraband, signs of a security breach (such as tampering with window bars and doors), and other rule violations. Officers also inspect mail and visitors for prohibited items. They conduct regular counts of people in custody to ensure that everyone is present. They write reports and fill out daily logs > [[< Previous->33-3011-WhatTheyDo-2]] > [[Next >->33-3011-WhatTheyDo-4]] > [[Close->33-3011-Detailed]]

detailing anything of note that occurred during their shift. Correctional officers may have to restrain people in custody, such as by using handcuffs and leg irons to escort them to and from cells. Officers also escort people in custody to courtrooms, medical facilities, and other destinations. Bailiffs' specific duties vary by court, but their primary duty is to maintain order and security in courts of law. They enforce courtroom procedures that protect the integrity of the legal process. For example, they ensure that attorneys and witnesses do not influence juries outside of the > [[< Previous->33-3011-WhatTheyDo-3]] > [[Next >->33-3011-WhatTheyDo-5]] > [[Close->33-3011-Detailed]]

courtroom, and they also may isolate juries from the public in some circumstances. As a neutral party, they may handle evidence during court hearings to ensure that only permitted evidence is displayed. > [[< Previous->33-3011-WhatTheyDo-4]] > [[Close->33-3011-Detailed]]

# Work Environment ### Work Environment Working in a correctional institution can be stressful and dangerous. Correctional officers work in shifts that cover all hours of the day and night, including weekends and holidays. Bailiffs usually work when court is in session. > [[Close->33-3011-Detailed]]

# How to Become a Correctional Officer or Bailiff Correctional officers and bailiffs typically need a high school diploma to enter their occupation. They typically attend a training academy. Although qualifications vary by state and agency, many agencies set a minimum age for correctional officers that is usually between 18 and 21. Federal agencies also may require officers to have a bachelor's degree or work experience and may have a maximum age for entry. ### Education Correctional officers and bailiffs typically must have at least a high school diploma or equivalent. For employment in federal prisons, the Federal Bureau of Prisons > [[Next >->33-3011-HowToBecomeOne-2]] > [[Close->33-3011-Detailed]]

requires entry-level correctional officers to have a bachelor's degree or several years of experience in a field providing counseling, assistance, or supervision. Bachelor's degree fields vary but commonly include security and protective service or a related field, such as social science. ### Training Correctional officers and bailiffs complete training at an academy. Training varies by state. Academy trainees receive instruction in a number of subjects, including self-defense, institutional policies, regulations, operations, and security procedures. Correctional officers and bailiffs may > [[< Previous->33-3011-HowToBecomeOne-1]] > [[Next >->33-3011-HowToBecomeOne-3]] > [[Close->33-3011-Detailed]]

shadow experienced officers after graduating from a training academy. ### Licenses, Certifications, and Registrations Some states require correctional officers to complete state certification. For more information, check with your state's public safety, corrections, or other agency that establishes this certification. Information on certifications is available from CareerOneStop. ### Advancement Correctional officers may advance to supervisory positions such as sergeant, lieutenant, or captain. They also may move into specialized units, such as gang task force or hostage > [[< Previous->33-3011-HowToBecomeOne-2]] > [[Next >->33-3011-HowToBecomeOne-4]] > [[Close->33-3011-Detailed]]

negotiation. Bailiffs may advance to senior bailiff or other supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Decision-making skills. Correctional officers and bailiffs must determine the best course of action to maintain order and discipline, often in stressful situations. Detail oriented. Correctional officers and bailiffs follow and enforce procedures in correctional facilities and courts to ensure > [[< Previous->33-3011-HowToBecomeOne-3]] > [[Next >->33-3011-HowToBecomeOne-5]] > [[Close->33-3011-Detailed]]

safety. Interpersonal skills. Correctional officers and bailiffs must be able to interact and communicate effectively with people in custody, visitors, and other officers of penal institutions and the court to maintain order. Negotiating skills. Correctional officers must be able to assist in resolving conflict in order to ensure safety. Physical strength. Correctional officers and bailiffs must be able to physically subdue people as necessary, including those in or visiting penal institutions and those attending court proceedings. Self-discipline. Correctional officers must be able to > [[< Previous->33-3011-HowToBecomeOne-4]] > [[Next >->33-3011-HowToBecomeOne-6]] > [[Close->33-3011-Detailed]]

control their emotions in hostile situations. > [[< Previous->33-3011-HowToBecomeOne-5]] > [[Close->33-3011-Detailed]]

# Pay The median annual wage for bailiffs was $57,050 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $32,950, and the highest 10 percent earned more than $93,950. The median annual wage for correctional officers and jailers was $57,970 in May 2024. The lowest 10 percent earned less than $41,750, and the highest 10 percent earned more than $93,000. In May 2024, the median annual wages for bailiffs in the top industries in which they worked were as follows: In May > [[Next >->33-3011-Pay-2]] > [[Close->33-3011-Detailed]]

2024, the median annual wages for correctional officers and jailers in the top industries in which they worked were as follows: Most correctional officers and bailiffs work full time. Because jail and prison security must be provided around the clock, correctional officers work in shifts that cover all hours of the day and night, including weekends and holidays. Correctional officers may be required to work overtime. Bailiffs usually work when court is in session. > [[< Previous->33-3011-Pay-1]] > [[Close->33-3011-Detailed]]

# Job Outlook Overall employment of correctional officers and bailiffs is projected to grow 7 percent from 2024 to 2034, decline. About 31,900 openings for correctional officers and bailiffs are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Although correctional officers will continue to be needed, changes to criminal laws have a large effect on how many people are arrested and incarcerated each year. Faced with high costs > [[Next >->33-3011-JobOutlook-2]] > [[Close->33-3011-Detailed]]

for keeping people in prison, many state governments have moved toward laws requiring shorter prison terms and alternatives to prison. While keeping the public safe, community-based programs that are designed to rehabilitate prisoners and limit their risk of repeated offenses also may reduce prisoner counts. Demand for bailiffs will stem from the need to maintain security in courtrooms during legal proceedings. However, employment growth for bailiffs may be limited by state and local budget constraints. > [[< Previous->33-3011-JobOutlook-1]] > [[Close->33-3011-Detailed]]

# What Property, Real Estate, and Community Association Managers Do Property, real estate, and community association managers oversee many aspects of residential, commercial, or industrial properties. They ensure that the property is well maintained, has a nice appearance, operates smoothly, and preserves its resale value. ### Duties Property, real estate, and community association managers typically do the following: - Meet with prospective tenants or owners and show them properties - Discuss the lease and explain the terms of occupancy or ownership - Collect monthly fees from tenants or individual owners > [[Next >->11-9141-WhatTheyDo-2]] > [[Close->11-9141-Detailed]]

- Inspect building facilities, including the grounds and equipment - Arrange for new equipment or repairs as needed - Pay bills or delegate bill payment for such expenditures as insurance, maintenance, payroll, and taxes - Contract for landscaping, maintenance, trash removal, and other services - Investigate and settle complaints, disturbances, and violations - Keep records of rental activity and owner requests - Prepare budgets and financial reports > [[< Previous->11-9141-WhatTheyDo-1]] > [[Next >->11-9141-WhatTheyDo-3]] > [[Close->11-9141-Detailed]]

- Comply with anti-discrimination laws, such as the Americans with Disabilities Act and the Federal Fair Housing Amendment Act, when advertising or leasing properties Real estate proprietors who lack the time or expertise needed for the day-to-day management of their properties often hire a property or real estate manager or a community association manager. These managers are employed either directly by the proprietor or indirectly through a contract with a property management firm. Property and real estate managers oversee the operation of income-producing commercial or residential > [[< Previous->11-9141-WhatTheyDo-2]] > [[Next >->11-9141-WhatTheyDo-4]] > [[Close->11-9141-Detailed]]

properties and ensure that real estate investments achieve their expected revenues. They handle the financial operations of the property, making certain that rent is collected and that mortgages, taxes, insurance premiums, payroll, and maintenance bills are paid on time. They may oversee financial statements, and they periodically report to the proprietors on the status of the property, occupancy rates, expiration dates of leases, and other matters. When vacancies occur, these managers may advertise the property or hire a leasing agent to find a tenant. They may also suggest to the > [[< Previous->11-9141-WhatTheyDo-3]] > [[Next >->11-9141-WhatTheyDo-5]] > [[Close->11-9141-Detailed]]

proprietors how much to charge for rent. Community association managers work on behalf of property members in a geographic group, such as homeowners in a subdivision, to manage common areas and services of condominiums, cooperatives, and planned communities. Usually hired by a community association's volunteer board of directors, these managers supervise the daily affairs and maintenance of its property and facilities. Like property managers, community association managers collect monthly fees, prepare financial statements and budgets, negotiate with contractors, and help to resolve > [[< Previous->11-9141-WhatTheyDo-4]] > [[Next >->11-9141-WhatTheyDo-6]] > [[Close->11-9141-Detailed]]

complaints. Community association managers also help homeowners and non-owner residents comply with the association's rules and regulations. The following are examples of types of property, real estate, and community association managers: Onsite property managers are responsible for the day-to-day operation of a single property, such as an apartment complex or a shopping center. To ensure that the property is well maintained, onsite managers routinely inspect the grounds, facilities, and equipment. They meet with current residents or tenants to handle requests for repairs or to resolve > [[< Previous->11-9141-WhatTheyDo-5]] > [[Next >->11-9141-WhatTheyDo-7]] > [[Close->11-9141-Detailed]]

complaints. They also meet with prospective residents or tenants to show vacant units. In addition, onsite managers enforce the terms of the lease and an association's governing rules. For example, they make sure that tenants pay their rent, follow restrictions on parking or pets, and follow the correct procedures when the lease is up. Other important duties of onsite managers include keeping accurate, up-to-date records of income and expenditures from property operations and submitting regular expense reports to the senior-level property manager or proprietor. Real estate asset managers > [[< Previous->11-9141-WhatTheyDo-6]] > [[Next >->11-9141-WhatTheyDo-8]] > [[Close->11-9141-Detailed]]

plan and direct the purchase, sale, and development of real estate properties on behalf of businesses and investors. They focus on long-term strategic financial planning, rather than on day-to-day operations of the property. In deciding to acquire property, real estate asset managers consider several factors, such as property value, zoning, and traffic volume. After a site is selected, they negotiate contracts to buy or lease the property. Real estate asset managers review their company's real estate holdings periodically and identify properties that are no longer financially profitable. They > [[< Previous->11-9141-WhatTheyDo-7]] > [[Next >->11-9141-WhatTheyDo-9]] > [[Close->11-9141-Detailed]]

then negotiate the sale of the properties or arrange for the end of leases. > [[< Previous->11-9141-WhatTheyDo-8]] > [[Close->11-9141-Detailed]]

# Work Environment ### Work Environment Most property, real estate, and community association managers work full time. They usually work in an office setting but may spend part of their workday on tasks away from the office, such as showing apartments, inspecting the grounds, or meeting with owners. > [[Close->11-9141-Detailed]]

# How to Become a Property, Real Estate, or Community Association Manager Property, real estate, and community association managers typically need a high school diploma combined with several years of related work experience for entry-level positions. Some managers also must have a state-issued license. ### Education A high school diploma or equivalent is typically required for onsite property management positions. Employers may prefer to hire college graduates for positions in commercial management positions related to overseeing a property's finances or contracts. Fields of degree for bachelor's or master's study may include business administration, accounting, > [[Next >->11-9141-HowToBecomeOne-2]] > [[Close->11-9141-Detailed]]

finance, real estate, or public administration. ### Work Experience in a Related Occupation Property, real estate, and community association managers typically need several years of work experience in a related occupation. For example, real estate brokers and sales agents also show commercial properties to prospective tenants or buyers, and customer service representatives gain experience dealing with many types of people. ### Licenses, Certifications, and Registrations Property, real estate, and community association managers may need a license issued by the state in which they work. In > [[< Previous->11-9141-HowToBecomeOne-1]] > [[Next >->11-9141-HowToBecomeOne-3]] > [[Close->11-9141-Detailed]]

most states, property managers must have a property management license or real estate broker's license. Real estate managers who buy or sell property must have a real estate license in the state in which they practice. In some states, community association managers also need a real estate license. Managers of public housing subsidized by the federal government must hold certifications. Many states require property, real estate, and community association managers to obtain professional credentials or licensure. Requirements vary by state, but managers working in states without requirements > [[< Previous->11-9141-HowToBecomeOne-2]] > [[Next >->11-9141-HowToBecomeOne-4]] > [[Close->11-9141-Detailed]]

may still obtain designations to show competence and professionalism. Most states require recertification. For more information, contact your state licensing agency. Information on state licensing board requirements is available from CareerOneStop. ### Training Employers typically require managers to attend formal training programs available through professional and trade real estate associations. These programs may help to develop managerial skills and expand knowledge of specialized fields, such as insurance and risk management, tenant relations, and accounting and financial concepts. With > [[< Previous->11-9141-HowToBecomeOne-3]] > [[Next >->11-9141-HowToBecomeOne-5]] > [[Close->11-9141-Detailed]]

related job experience, completing these programs and receiving a satisfactory score on a written exam may lead to certification or professional designation by the sponsoring association. ### Advancement Property, real estate, and community association managers who participate in professional training programs may prepare themselves for positions of increased responsibility. People may start as onsite managers of properties, such as apartment buildings, office complexes, or community associations. As they gain experience, they may advance to assistant property manager positions in which they > [[< Previous->11-9141-HowToBecomeOne-4]] > [[Next >->11-9141-HowToBecomeOne-6]] > [[Close->11-9141-Detailed]]

handle a broad range of duties. People also might begin as assistant managers, working closely with a property manager, and advance to property manager positions over time. Property, real estate, and community association managers' responsibilities increase as they manage more and larger properties. Property managers may oversee several properties at a time. Experienced managers may open their own property management firms. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment > [[< Previous->11-9141-HowToBecomeOne-5]] > [[Next >->11-9141-HowToBecomeOne-7]] > [[Close->11-9141-Detailed]]

Projections (EP) skills data page. Communication skills. Property, real estate, and community association managers must understand contracts and must be able to clearly explain the materials and answer questions raised by residents, board members, or service providers. Customer-service skills. Property, real estate, and community association managers must provide excellent support to keep existing clients and expand their business with new ones. Interpersonal skills. Property, real estate, and community association managers interact with different types of people every day. They must be > [[< Previous->11-9141-HowToBecomeOne-6]] > [[Next >->11-9141-HowToBecomeOne-8]] > [[Close->11-9141-Detailed]]

empathetic, respectful, and patient in their dealings with others. Listening skills. Property, real estate, and community association managers pay attention to residents and proprietors in order to understand and meet their needs. Organizational skills. Property, real estate, and community association managers must be able to plan, coordinate, and direct multiple contractors at the same time, often for multiple properties. Problem-solving skills. Property, real estate, and community association managers must be able to mediate disputes or legal issues between different groups of people, > [[< Previous->11-9141-HowToBecomeOne-7]] > [[Next >->11-9141-HowToBecomeOne-9]] > [[Close->11-9141-Detailed]]

such as residents and board members. > [[< Previous->11-9141-HowToBecomeOne-8]] > [[Close->11-9141-Detailed]]

# Pay The median annual wage for property, real estate, and community association managers was $66,700 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,360, and the highest 10 percent earned more than $141,040. In May 2024, the median annual wages for property, real estate, and community association managers in the top industries in which they worked were as follows: Most property, real estate, and community association managers work full time. Work schedules may > [[Next >->11-9141-Pay-2]] > [[Close->11-9141-Detailed]]

vary; for example, they may need to respond to emergencies during off-duty hours or attend evening meetings with residents, property owners, or community association board members. Some managers are required to live onsite at the properties they manage. > [[< Previous->11-9141-Pay-1]] > [[Close->11-9141-Detailed]]

# Job Outlook Employment of property, real estate, and community association managers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 39,000 openings for property, real estate, and community association managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment demand will be driven by the number of people living in buildings that property management > [[Next >->11-9141-JobOutlook-2]] > [[Close->11-9141-Detailed]]

companies operate, such as apartment buildings, condominiums, cooperatives, planned communities, and senior housing. Growth in the single-family housing market may have a positive influence on demand, as some new housing developments will require property managers to oversee jointly owned common areas, such as pools, gyms, and business centers, and to enforce homeowner association laws. However, the automation of some property management tasks, such as posting vacancies and assigning maintenance requests, may slow employment growth. > [[< Previous->11-9141-JobOutlook-1]] > [[Close->11-9141-Detailed]]

# What Bartenders Do Bartenders mix drinks and serve them directly to customers or through wait staff. ### Duties Bartenders typically do the following: - Greet customers, offer menus, and inform them of specials - Take customers' food and drink orders - Pour and serve wine, beer, and other drinks - Mix drinks according to recipes - Check customers' identification to ensure that they are of legal drinking age - Clean bars, tables, and work areas - Collect payment from customers and return change - Engage with customers - Manage the operation of the bar and restock liquor and bar supplies > [[Next >->35-3011-WhatTheyDo-2]] > [[Close->35-3011-Detailed]]

- Monitor the level of intoxication of customers Bartenders fill drink orders for customers either directly at the bar or through waiters and waitresses serving the dining room. Bartenders must know a wide range of drink recipes and be able to mix drinks quickly. When measuring and pouring beverages, they must avoid spillage or overpouring. They should be personable with customers at the bar and also work well with waiters and waitresses and kitchen staff to ensure prompt service. In addition to mixing and serving drinks, bartenders stock and prepare beverage garnishes and maintain ice, > [[< Previous->35-3011-WhatTheyDo-1]] > [[Next >->35-3011-WhatTheyDo-3]] > [[Close->35-3011-Detailed]]

glasses, and other bar supplies. They also wash glassware and utensils and serve food to customers who eat at the bar. Bartenders usually are responsible for stocking and maintaining an inventory of liquor, mixers, and other bar supplies. Bartenders may collect payment from customers after each drink is served or open a tab for a customer and collect payment when closing it at the end of service. They also must monitor customers for intoxication, determine when to deny service and, in some cases, arrange for safe transportation. > [[< Previous->35-3011-WhatTheyDo-2]] > [[Close->35-3011-Detailed]]

# Work Environment ### Work Environment Bartenders work at restaurants, hotels, and other food service and drinking establishments. During busy hours, they are under pressure to serve customers quickly and efficiently. They often work late evenings, on weekends, and on holidays. Part-time work is common, and schedules may vary. > [[Close->35-3011-Detailed]]

# How to Become a Bartender Bartenders typically do not need formal education credentials to enter the occupation, although some employers require or prefer for candidates to have a high school diploma. They typically learn their skills through on-the-job training that lasts a few weeks. Some bartenders gain experience in other jobs or occupations. Most states require workers who serve alcoholic beverages to be at least 18 years old. Bartenders must be familiar with state and local laws concerning the sale of alcoholic beverages. ### Education Bartenders typically need no formal education to enter the occupation, > [[Next >->35-3011-HowToBecomeOne-2]] > [[Close->35-3011-Detailed]]

although employers may prefer or require candidates to have a high school diploma. Some aspiring bartenders acquire their skills by attending a school for bartending or taking courses at a community college. These programs usually include instruction on mixing cocktails, serving customers, and setting up a bar. Some schools help their graduates find jobs. ### Training Bartenders typically receive on-the-job training that lasts a few weeks. Under the guidance of an experienced bartender, trainees learn cocktail recipes, bar-setup procedures, and customer service, including how to handle > [[< Previous->35-3011-HowToBecomeOne-1]] > [[Next >->35-3011-HowToBecomeOne-3]] > [[Close->35-3011-Detailed]]

unruly customers and other challenging situations. In establishments where bartenders serve food, training may cover teamwork and proper food-handling procedures. Some employers teach bartending skills to new workers by providing self-study programs, which may include videos and instructional booklets, that explain service skills. ### License and Certification Depending on the state and locality, a server, owner, manager, or business may be required to maintain a license to sell alcohol. Most states require that bartenders be at least 18 years old. Many states and localities require > [[< Previous->35-3011-HowToBecomeOne-2]] > [[Next >->35-3011-HowToBecomeOne-4]] > [[Close->35-3011-Detailed]]

bartenders to complete a responsible-server course. This course typically covers topics such as laws related to the sale of alcoholic beverages, responsible serving practices, and conflict management. Although optional, professional certification may demonstrate basic knowledge or competency in bartending practices. Certification is available upon successful completion of some courses or programs. Information on certifications is available from CareerOneStop. ### Work Experience in a Related Occupation Bartenders typically do not need related work experience to enter the occupation. > [[< Previous->35-3011-HowToBecomeOne-3]] > [[Next >->35-3011-HowToBecomeOne-5]] > [[Close->35-3011-Detailed]]

However, some employers prefer or require candidates to have food-service experience in occupations such as waiters and waitresses or food and beverage serving and related workers. Others start as bartender helpers and progress to become bartenders as they learn basic mixing procedures and recipes. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Bartenders must listen carefully to their customers' orders, explain > [[< Previous->35-3011-HowToBecomeOne-4]] > [[Next >->35-3011-HowToBecomeOne-6]] > [[Close->35-3011-Detailed]]

drink and food items, and make menu recommendations. They also should be able to converse with customers on a variety of subjects. Customer-service skills. By creating a friendly and welcoming environment, bartenders help to ensure repeat business. Decision-making skills. Bartenders must observe customers, identify those who are intoxicated or underage, and deny them service. Multitasking skills. Bartenders must make drinks for and take orders from multiple customers, monitor customers at the bar, and receive payments in a fast, efficient manner. Physical stamina. Bartenders spend hours > [[< Previous->35-3011-HowToBecomeOne-5]] > [[Next >->35-3011-HowToBecomeOne-7]] > [[Close->35-3011-Detailed]]

walking or standing while preparing drinks and serving customers. Physical strength. Bartenders should be able to lift and carry cases of liquor, beer, and other bar supplies that may weigh up to 50 pounds. > [[< Previous->35-3011-HowToBecomeOne-6]] > [[Close->35-3011-Detailed]]

# Pay The median hourly wage for bartenders was $16.12 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $9.58, and the highest 10 percent earned more than $34.58. In May 2024, the median hourly wages for bartenders in the top industries in which they worked were as follows: These wage data include tips. Tipped employees earn at least the federal minimum wage, which may be paid as a combination of direct wages and tips, depending on the state. The Wage and Hour Division > [[Next >->35-3011-Pay-2]] > [[Close->35-3011-Detailed]]

of the U.S. Department of Labor maintains a website listing minimum wages for tipped employees, by state, although some localities have enacted minimum wages higher than their state requires. Bartenders often work late evenings, on weekends, and on holidays. Part-time work is common, and schedules may vary. > [[< Previous->35-3011-Pay-1]] > [[Close->35-3011-Detailed]]

# Job Outlook Employment of bartenders is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 129,600 openings for bartenders are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Population and income growth are expected to result in increased demand for food, drinks, and entertainment. More bartenders will be needed to meet this demand, especially in full-service restaurants and > [[Next >->35-3011-JobOutlook-2]] > [[Close->35-3011-Detailed]]

breweries. Bartenders also will be needed in some entertainment venues as services expand. > [[< Previous->35-3011-JobOutlook-1]] > [[Close->35-3011-Detailed]]

# What Social and Community Service Managers Do Social and community service managers coordinate and supervise programs and organizations that support public well-being. They direct workers who provide these services to the public. ### Duties Social and community service managers typically do the following: - Work with community members and other stakeholders to identify necessary programs and services - Oversee administrative aspects of programs to meet the objectives of the stakeholders - Analyze data to determine the effectiveness of programs - Suggest and implement improvements to programs and services > [[Next >->11-9151-WhatTheyDo-2]] > [[Close->11-9151-Detailed]]

- Plan and manage outreach activities for increased awareness of programs > [[< Previous->11-9151-WhatTheyDo-1]] > [[Next >->11-9151-WhatTheyDo-3]] > [[Close->11-9151-Detailed]]

- Write proposals for social services funding Social and community service managers work for a variety of organizations. Some of these organizations focus on working with a particular demographic, such as children, people who are homeless, older adults, or veterans. Others focus on helping people with particular challenges, such as substance abuse, mental health needs, and chronic hunger. A routine part of social and community service managers' job is to show that their programs and services are effective. They collect statistics and other information to evaluate the impact their programs > [[< Previous->11-9151-WhatTheyDo-2]] > [[Next >->11-9151-WhatTheyDo-4]] > [[Close->11-9151-Detailed]]

have on the community or their target audience. They are usually required to report this information to administrators or funders. They may also use evaluations to identify opportunities to improve their programs, such as providing mentorship and assessments for their staff. Although the specific job duties of social and community service managers may vary with the size of the organization, most managers recruit, hire, and train new staff members. They also supervise staff, such as social workers, who provide services directly to clients. Additionally, they may perform some of the services > [[< Previous->11-9151-WhatTheyDo-3]] > [[Next >->11-9151-WhatTheyDo-5]] > [[Close->11-9151-Detailed]]

of the workers they oversee. In large agencies, social and community service managers tend to have specialized duties. They may be responsible for running only one program in an organization and reporting to the agency's upper management. They usually do not design programs but instead supervise and implement programs set up by administrators, elected officials, or other stakeholders. In small organizations, social and community managers often have many roles. They represent their organization through public speaking engagements or in communitywide committees; oversee programs and execute > [[< Previous->11-9151-WhatTheyDo-4]] > [[Next >->11-9151-WhatTheyDo-6]] > [[Close->11-9151-Detailed]]

their implementations; spend time on administrative tasks, such as managing budgets; and help with raising funds and meeting with potential donors. > [[< Previous->11-9151-WhatTheyDo-5]] > [[Close->11-9151-Detailed]]

# Work Environment ### Work Environment Social and community service managers work for nonprofit organizations, for-profit social service companies, and government agencies. Most work full time. > [[Close->11-9151-Detailed]]

# How to Become a Social and Community Service Manager Social and community service managers typically need at least a bachelor's degree and work experience. However, some positions also require a master's degree. ### Education Social and community service managers typically need a bachelor's degree in social work or a related public policy and social services field. However, some positions also require a master's degree. ### Work Experience Workers usually need experience in order to become a social and community service manager, and it is essential for those with a bachelor's degree. Candidates can get this experience by working as a social > [[Next >->11-9151-HowToBecomeOne-2]] > [[Close->11-9151-Detailed]]

worker, substance abuse counselor, or in a similar occupation. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Social and community service managers need to understand and evaluate data in order to provide strategic guidance to their organization. They must be able to monitor and assess current programs as well as determine new initiatives. Communication skills. Social and community service managers must be able to > [[< Previous->11-9151-HowToBecomeOne-1]] > [[Next >->11-9151-HowToBecomeOne-3]] > [[Close->11-9151-Detailed]]

speak and write clearly. Public speaking experience is also helpful because these managers often participate in community outreach. Managerial skills. Social and community service managers spend much of their time administering budgets and responding to a variety of issues. Problem-solving skills. Social and community service managers must be able to address client, staff, and agency-related issues. Time-management skills. Social and community service managers must prioritize and handle numerous tasks, often in a short timeframe. > [[< Previous->11-9151-HowToBecomeOne-2]] > [[Close->11-9151-Detailed]]

# Pay The median annual wage for social and community service managers was $78,240 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $50,020, and the highest 10 percent earned more than $129,820. In May 2024, the median annual wages for social and community service managers in the top industries in which they worked were as follows: Most social and community service managers work full time. Some work more than 40 hours per week. > [[Close->11-9151-Detailed]]

# Job Outlook Employment of social and community service managers is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 18,600 openings for social and community service managers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Much of the job growth in this occupation is the result of the increase in the population of older adults. This age group has a greater need for social > [[Next >->11-9151-JobOutlook-2]] > [[Close->11-9151-Detailed]]

services, such as adult day services, creating demand for social and community service managers. In addition, employment growth is projected as people continue to seek treatment for their addictions. There will be a greater need for treatment program managers as people with substance abuse disorders may be directed to treatment programs rather than to jail. > [[< Previous->11-9151-JobOutlook-1]] > [[Close->11-9151-Detailed]]

# What Emergency Management Directors Do Emergency management directors prepare plans and procedures for responding to natural disasters and other emergencies. They also help lead the response during and after emergencies, often in coordination with public safety officials, elected officials, nonprofit organizations, and government agencies. ### Duties Emergency management directors typically do the following: - Assess hazards and prepare plans to respond to emergencies and disasters in order to minimize risk to people and property > [[Next >->11-9161-WhatTheyDo-2]] > [[Close->11-9161-Detailed]]

- Meet with public safety officials, private companies, and the public regarding emergency response plans - Organize emergency response training for staff, volunteers, and other responders - Coordinate the sharing of resources and equipment within and across communities to assist in responding to an emergency - Analyze and prepare damage assessments following disasters or emergencies - Review emergency plans of individual organizations, such as medical facilities, to ensure their adequacy > [[< Previous->11-9161-WhatTheyDo-1]] > [[Next >->11-9161-WhatTheyDo-3]] > [[Close->11-9161-Detailed]]

- Apply for federal funding for emergency management planning, responses, and recovery, and report on the use of funds allocated - Review local emergency operations plans and revise them if necessary > [[< Previous->11-9161-WhatTheyDo-2]] > [[Next >->11-9161-WhatTheyDo-4]] > [[Close->11-9161-Detailed]]

- Maintain facilities used during emergency operations Emergency management directors are responsible for planning and leading the responses to natural disasters and other emergencies. Directors work with government agencies, nonprofits, private companies, and the public to develop effective plans that minimize damage and disruptions during an emergency. To develop emergency response plans, directors typically research "best practices" from around the country and from other emergency management agencies. Directors also must prepare plans and procedures that meet local, state, and federal > [[< Previous->11-9161-WhatTheyDo-3]] > [[Next >->11-9161-WhatTheyDo-5]] > [[Close->11-9161-Detailed]]

regulations. Directors must analyze the resources, equipment, and staff available to respond to emergencies. If resources are limited or equipment is lacking, directors must either revise their plans or get what they need from another community or state. Many directors coordinate with fire, emergency medical service, police departments, and public works agencies in other communities to locate and share equipment during an emergency. Directors must be in contact with other agencies to collect and share information regarding the scope of the emergency, the potential costs, and the resources or > [[< Previous->11-9161-WhatTheyDo-4]] > [[Next >->11-9161-WhatTheyDo-6]] > [[Close->11-9161-Detailed]]

staff needed. After they develop plans, emergency management directors typically ensure that individuals and groups become familiar with the emergency procedures. Directors often use social media to disseminate plans and warnings to the public. Emergency management directors oversee training courses and disaster exercises for staff, volunteers, and local agencies to help ensure an effective and coordinated response to an emergency. Directors also may visit schools, hospitals, or other community groups to provide updates on plans for emergencies. During an emergency, directors typically > [[< Previous->11-9161-WhatTheyDo-5]] > [[Next >->11-9161-WhatTheyDo-7]] > [[Close->11-9161-Detailed]]

maintain a command center at which staff monitor and manage the emergency operations. Directors help lead the response, prioritizing certain actions if necessary. These actions may include ordering evacuations, conducting rescue missions, or opening public shelters for those displaced by the emergency. Emergency management directors also may need to conduct press conferences or other outreach activities to keep the public informed about the emergency. Following an emergency, directors must assess the damage to their community and coordinate getting any needed assistance and supplies into the > [[< Previous->11-9161-WhatTheyDo-6]] > [[Next >->11-9161-WhatTheyDo-8]] > [[Close->11-9161-Detailed]]

community. Directors may need to request state or federal assistance to help execute their emergency response plan and provide support to affected citizens, organizations, and communities. Directors may also revise their plans and procedures to prepare for future emergencies or disasters. Emergency management directors working for hospitals, universities, or private companies may be called business continuity managers. Similar to their counterparts in local and state government, business continuity managers prepare plans and procedures to help businesses maintain operations and minimize > [[< Previous->11-9161-WhatTheyDo-7]] > [[Next >->11-9161-WhatTheyDo-9]] > [[Close->11-9161-Detailed]]

losses during and after an emergency. > [[< Previous->11-9161-WhatTheyDo-8]] > [[Close->11-9161-Detailed]]

# Work Environment ### Work Environment Most emergency management directors work for local or state governments. Others work for organizations such as hospitals, colleges and universities, or private companies. > [[Close->11-9161-Detailed]]

# How to Become an Emergency Management Director Emergency management directors typically need a bachelor's degree and many years of work experience in emergency response, disaster planning, or public administration. ### Education Emergency management directors typically need a bachelor's degree in security and protective service, business, or emergency management. Some directors working in the private sector in business continuity management may need a degree in computer science, information systems administration, or another computer and information technology (IT) field. Small municipalities or local governments may hire applicants > [[Next >->11-9161-HowToBecomeOne-2]] > [[Close->11-9161-Detailed]]

whose highest level of educational attainment is a high school diploma. However, these applicants usually must have extensive work experience in emergency management if they are to be hired. ### Work Experience in a Related Occupation Candidates typically need many years of work experience before they can be hired as an emergency management director. Their experience usually must be with the military, law enforcement, fire safety, or in another emergency management field. Work experience in these areas enables candidates to make difficult decisions in stressful and time-sensitive situations. > [[< Previous->11-9161-HowToBecomeOne-1]] > [[Next >->11-9161-HowToBecomeOne-3]] > [[Close->11-9161-Detailed]]

Such experience also prepares them to coordinate with various agencies to ensure that proper resources are used to respond to emergencies. For more information, see the profiles on police and detectives, firefighters, police, fire, and ambulance dispatchers, and EMTs and paramedics. ### Licenses, Certifications, and Registrations Some states require directors to obtain certification within a certain timeframe after being hired in the position. Many agencies and states offer voluntary certification programs to help emergency management directors obtain additional skills. Some employers may > [[< Previous->11-9161-HowToBecomeOne-2]] > [[Next >->11-9161-HowToBecomeOne-4]] > [[Close->11-9161-Detailed]]

prefer or even require a Certified Emergency Manager (CEM), Certified Business Continuity Professional (CBCP), or equivalent designation. Certification must be renewed after a specified number of years. Some organizations require candidates to complete certain continuing education courses prior to recertification. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->11-9161-HowToBecomeOne-3]] > [[Next >->11-9161-HowToBecomeOne-5]] > [[Close->11-9161-Detailed]]

skills. Emergency management directors must be able to clearly convey their emergency preparedness plans, both orally and in writing, to a variety of audiences. Critical-thinking skills. Emergency management directors must anticipate hazards and problems that may arise from an emergency in order to respond effectively. Decision-making skills. Emergency management directors must analyze and choose among options, often in stressful situations. They must identify the strengths and weaknesses, costs and benefits, and other variables of each approach. Interpersonal skills. Emergency management > [[< Previous->11-9161-HowToBecomeOne-4]] > [[Next >->11-9161-HowToBecomeOne-6]] > [[Close->11-9161-Detailed]]

directors must work with other government agencies, law enforcement and fire officials, and the public to coordinate emergency responses. Leadership skills. To ensure effective responses to emergencies, emergency management directors need to organize and train a variety of people. > [[< Previous->11-9161-HowToBecomeOne-5]] > [[Close->11-9161-Detailed]]

# Pay The median annual wage for emergency management directors was $86,130 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $51,260, and the highest 10 percent earned more than $160,420. In May 2024, the median annual wages for emergency management directors in the top industries in which they worked were as follows: Most emergency management directors work full time. In addition, most are on call at all times and may need to work overtime to respond to emergencies and > [[Next >->11-9161-Pay-2]] > [[Close->11-9161-Detailed]]

to support emergency management operations. Others may work evenings and weekends to meet with various community groups in preparing their emergency response plans. > [[< Previous->11-9161-Pay-1]] > [[Close->11-9161-Detailed]]

# Job Outlook Employment of emergency management directors is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 1,000 openings for emergency management directors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The importance of preparing for and minimizing the risks from emergencies will help sustain demand and employment opportunities for emergency management directors. > [[Next >->11-9161-JobOutlook-2]] > [[Close->11-9161-Detailed]]

These workers will be needed to help businesses and organizations continue to provide essential services during and after emergencies. The outlook for public-sector employment of these managers is often related to budget constraints. Some local and state governments rely on federal financial assistance to fund their emergency management agencies. As a result of these budget constraints, some counties may not hire full-time, stand-alone emergency management directors, choosing instead to shift the job responsibilities to the fire chief, police chief, or other government employees. > [[< Previous->11-9161-JobOutlook-1]] > [[Close->11-9161-Detailed]]

# What Biochemists and Biophysicists Do Biochemists and biophysicists study the chemical and physical principles of living things and of biological processes, such as cell development, growth, heredity, and disease. ### Duties Biochemists and biophysicists typically do the following: - Plan and conduct complex projects in basic and applied research - Manage laboratory teams and monitor the quality of their work - Isolate, analyze, and synthesize proteins, fats, DNA, and other molecules - Research the effects of substances such as drugs, hormones, and nutrients on tissues and biological processes > [[Next >->19-1021-WhatTheyDo-2]] > [[Close->19-1021-Detailed]]

- Review literature and the findings of other researchers and attend conferences - Prepare technical reports, research papers, and recommendations based on their research findings - Present research findings to scientists, engineers, and other colleagues > [[< Previous->19-1021-WhatTheyDo-1]] > [[Next >->19-1021-WhatTheyDo-3]] > [[Close->19-1021-Detailed]]

- Secure funding and write grant applications Biochemists and biophysicists use advanced technologies, such as lasers and fluorescent microscopes, to conduct scientific experiments and analyses. They also use x rays and computer modeling software to determine the three-dimensional structures of proteins and other molecules. Biochemists and biophysicists involved in biotechnology research use chemical enzymes to synthesize recombinant DNA. Biochemists and biophysicists work in basic and applied research. Basic research is conducted without any immediately known application; the goal is to > [[< Previous->19-1021-WhatTheyDo-2]] > [[Next >->19-1021-WhatTheyDo-4]] > [[Close->19-1021-Detailed]]

expand human knowledge. Applied research is directed toward solving a particular problem. Biochemists, sometimes called molecular biologists or cellular biologists, may study the molecular mechanisms by which cells feed, divide, and grow. Others study the evolution of plants and animals, to understand how genetic traits are carried through successive generations. Biophysicists may conduct basic research to learn how nerve cells communicate or how proteins work. Biochemists and biophysicists who conduct basic research typically must submit written grant proposals to colleges and > [[< Previous->19-1021-WhatTheyDo-3]] > [[Next >->19-1021-WhatTheyDo-5]] > [[Close->19-1021-Detailed]]

universities, private foundations, and the federal government to get the money they need for their research. Biochemists and biophysicists who conduct applied research attempt to develop products and processes that improve people's lives. For example, in medicine, biochemists and biophysicists develop tests used to detect infections, genetic disorders, and other diseases. They also develop new drugs and medications, such as those used to treat cancer or Alzheimer's disease. Applied research in biochemistry and biophysics has many uses outside of medicine. In agriculture, biochemists and > [[< Previous->19-1021-WhatTheyDo-4]] > [[Next >->19-1021-WhatTheyDo-6]] > [[Close->19-1021-Detailed]]

biophysicists research ways to genetically engineer crops so that they will be resistant to drought, disease, insects, and other afflictions. Biochemists and biophysicists also investigate alternative fuels, such as biofuels - renewable energy sources from plants. In addition, they develop ways to protect the environment and clean up pollution. Many people with a biochemistry background become professors and teachers. For more information, see the profile on postsecondary teachers. > [[< Previous->19-1021-WhatTheyDo-5]] > [[Close->19-1021-Detailed]]

# Work Environment ### Work Environment Biochemists and biophysicists typically work in laboratories and offices to conduct experiments and analyze the results. Most work full time. > [[Close->19-1021-Detailed]]

# How to Become a Biochemist or Biophysicist Biochemists and biophysicists need a Ph.D. to work in independent research-and-development positions. Most Ph.D. holders begin their careers in temporary postdoctoral research positions. Bachelor's and master's degree holders are qualified for some entry-level positions in biochemistry and biophysics. ### Education High school students interested in becoming a biochemist or biophysicist should take classes in natural and physical sciences, as well as in math. Ph.D. holders in biochemistry and biophysics typically have a bachelor's degree in biochemistry or a related field, such as biology, > [[Next >->19-1021-HowToBecomeOne-2]] > [[Close->19-1021-Detailed]]

physical science, or engineering. Students in these programs usually take courses in math and physics in addition to courses in biological and chemical sciences. Most programs also require laboratory work. Students may gain lab experience working in a university's laboratories or through internships with prospective employers, such as pharmaceutical and medicine manufacturers. Ph.D. programs typically include advanced coursework in topics such as toxicology, genetics, and proteomics (the study of proteins). Several graduate programs include courses in bioinformatics, which involves using > [[< Previous->19-1021-HowToBecomeOne-1]] > [[Next >->19-1021-HowToBecomeOne-3]] > [[Close->19-1021-Detailed]]

computers to study and analyze large amounts of biological data. Graduate students also spend a lot of time conducting laboratory research. Study at the master's level is generally considered good preparation for those interested in doing hands-on laboratory work. Ph.D.-level studies provide additional training in the planning and execution of research projects. ### Training Many biochemistry and biophysics Ph.D. holders begin their careers in temporary postdoctoral research positions. During their postdoctoral appointments, they work with experienced scientists as they continue to learn > [[< Previous->19-1021-HowToBecomeOne-2]] > [[Next >->19-1021-HowToBecomeOne-4]] > [[Close->19-1021-Detailed]]

about their specialties or develop a broader understanding of related areas of research. Postdoctoral positions frequently offer the opportunity to publish research findings. A solid record of published research is essential to getting a permanent college or university faculty position. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Biochemists and biophysicists must be able to conduct scientific experiments and > [[< Previous->19-1021-HowToBecomeOne-3]] > [[Next >->19-1021-HowToBecomeOne-5]] > [[Close->19-1021-Detailed]]

analyses with accuracy and precision. Communication skills. Biochemists and biophysicists have to write and publish reports and research papers, give presentations of their findings, and communicate clearly with team members. Critical-thinking skills. Biochemists and biophysicists draw conclusions from experimental results through sound reasoning and judgment. Interpersonal skills. Biochemists and biophysicists typically work on interdisciplinary research teams and need to work well with others toward a common goal. Many serve as team leaders and must be able to motivate and direct other > [[< Previous->19-1021-HowToBecomeOne-4]] > [[Next >->19-1021-HowToBecomeOne-6]] > [[Close->19-1021-Detailed]]

team members. Math skills. Biochemists and biophysicists use complex equations and formulas regularly in their work. They need a broad understanding of math, including calculus and statistics. Perseverance. Biochemists and biophysicists need to be thorough in their research and in their approach to problems. Scientific research involves substantial trial and error, and biochemists and biophysicists must not become discouraged in their work. Problem-solving skills. Biochemists and biophysicists use scientific experiments and analysis to find solutions to complex scientific > [[< Previous->19-1021-HowToBecomeOne-5]] > [[Next >->19-1021-HowToBecomeOne-7]] > [[Close->19-1021-Detailed]]

problems. Time-management skills. Biochemists and biophysicists usually need to meet deadlines when conducting research. They must be able to manage time and prioritize tasks efficiently while maintaining their quality of work. ### Advancement Some biochemists and biophysicists become natural sciences managers. Those who pursue management careers spend much of their time on administrative tasks, such as preparing budgets and schedules. > [[< Previous->19-1021-HowToBecomeOne-6]] > [[Close->19-1021-Detailed]]

# Pay The median annual wage for biochemists and biophysicists was $103,650 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $64,890, and the highest 10 percent earned more than $168,900. In May 2024, the median annual wages for biochemists and biophysicists in the top industries in which they worked were as follows: Most biochemists and biophysicists work full time and keep regular hours. They may have to work additional hours to meet project deadlines or to perform > [[Next >->19-1021-Pay-2]] > [[Close->19-1021-Detailed]]

time-sensitive laboratory experiments. > [[< Previous->19-1021-Pay-1]] > [[Close->19-1021-Detailed]]

# Job Outlook Employment of biochemists and biophysicists is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 2,900 openings for biochemists and biophysicists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Biochemists and biophysicists will continue to be needed to do basic research that increases scientific knowledge and to research and develop biological products and > [[Next >->19-1021-JobOutlook-2]] > [[Close->19-1021-Detailed]]

processes that improve people's lives. Techniques, tools, and applications of biochemistry and biophysics are expanding as technology and knowledge progress. The aging population will drive demand for new drugs and procedures to prevent, cure, or manage disease. This increased demand is, in turn, likely to create demand for biochemists and biophysicists involved in biomedical research. For example, biochemists and biophysicists will be needed to conduct genetic research and to develop new medicines and treatments that are used to fight genetic disorders and diseases, such as cancer. They > [[< Previous->19-1021-JobOutlook-1]] > [[Next >->19-1021-JobOutlook-3]] > [[Close->19-1021-Detailed]]

also will be needed to develop new tests used to detect diseases and other illnesses. Areas of research and development in biotechnology other than health also are expected to provide employment growth for biochemists and biophysicists. These workers will likely continue to be needed to study topics that advance our capabilities related to clean energy, efficient food production, and environmental protection. > [[< Previous->19-1021-JobOutlook-2]] > [[Close->19-1021-Detailed]]

# What Bioengineers and Biomedical Engineers Do Bioengineers and biomedical engineers combine engineering principles with sciences to design and create equipment, devices, computer systems, and software. ### Duties Bioengineers and biomedical engineers typically do the following: - Design equipment and devices, such as artificial internal organs, replacements for body parts, and machines for diagnosing medical problems - Install, maintain, or provide technical support for biomedical equipment - Collaborate with manufacturing staff on the safety and effectiveness of biomedical equipment > [[Next >->17-2031-WhatTheyDo-2]] > [[Close->17-2031-Detailed]]

- Train clinicians and others on the proper use of biomedical equipment - Work with scientists to research how engineering principles apply to biological systems - Develop statistical models or simulations using statistical or modeling software - Prepare procedures and write technical reports and research papers - Present research findings to a variety of audiences, including scientists, clinicians, managers, other engineers, and the public > [[< Previous->17-2031-WhatTheyDo-1]] > [[Next >->17-2031-WhatTheyDo-3]] > [[Close->17-2031-Detailed]]

- Design or conduct followup experiments as needed Bioengineers and biomedical engineers frequently work in research and development or quality assurance. The work of bioengineers spans many fields. For example, although their expertise is in engineering and biology, they often design computer software to run complicated instruments, such as three-dimensional x-ray machines. Others use their knowledge of chemistry and biology to develop new drug therapies. Still others draw on math and statistics to understand signals transmitted by the brain or heart. Some are involved in > [[< Previous->17-2031-WhatTheyDo-2]] > [[Next >->17-2031-WhatTheyDo-4]] > [[Close->17-2031-Detailed]]

sales. Biomedical engineers focus on advances in technology and medicine to develop new devices and equipment for improving human health. For example, they might design software to run medical equipment or computer simulations to test new drug therapies. In addition, they design and build artificial body parts, such as hip and knee joints, or develop materials to make replacement parts. They also design rehabilitative exercise equipment. The following are examples of types of bioengineers and biomedical engineers: Biochemical engineers focus on cell structures and microscopic systems to > [[< Previous->17-2031-WhatTheyDo-3]] > [[Next >->17-2031-WhatTheyDo-5]] > [[Close->17-2031-Detailed]]

create products for bioremediation, biological waste treatment, and other uses. Bioinstrumentation engineers use electronics, computer science, and measurement principles to develop tools for diagnosing and treating medical problems. Biomaterials engineers study naturally occurring or laboratory-designed substances for use in medical devices or implants. Biomechanics engineers study thermodynamics and other systems to solve biological or medical problems. Clinical engineers apply medical technology to improve healthcare. Genetic engineers alter the genetic makeup of organism using > [[< Previous->17-2031-WhatTheyDo-4]] > [[Next >->17-2031-WhatTheyDo-6]] > [[Close->17-2031-Detailed]]

recombinant deoxyribonucleic acid (rDNA) technology, such as in developing vitamin-fortified food crops to prevent disease in humans. Rehabilitation engineers develop devices that aid people who are recovering from or adapting to physical or cognitive impairments. Systems physiologists use engineering tools to understand how biological systems function and respond to changes in their environment. Other bioengineering occupations are described in separate profiles; see, for example, chemical engineers and agricultural engineers. Some people with training in biomedical engineering become > [[< Previous->17-2031-WhatTheyDo-5]] > [[Next >->17-2031-WhatTheyDo-7]] > [[Close->17-2031-Detailed]]

postsecondary teachers. > [[< Previous->17-2031-WhatTheyDo-6]] > [[Close->17-2031-Detailed]]

# Work Environment ### Work Environment Bioengineers and biomedical engineers work in manufacturing, in research facilities, and for a variety of other employers. Most work full time, and some work more than 40 hours per week. > [[Close->17-2031-Detailed]]

# How to Become a Bioengineer or Biomedical Engineer Bioengineers and biomedical engineers typically need a bachelor's degree in bioengineering, biomedical engineering, or a related engineering field. Some positions require a graduate degree. ### Education In high school, students interested in becoming bioengineers or biomedical engineers should take classes in sciences such as chemistry, physics, and biology. They should also study math, including algebra, geometry, trigonometry, and calculus. If available, classes in drafting, mechanical drawing, and computer programming are also useful. At the bachelor's degree level, prospective > [[Next >->17-2031-HowToBecomeOne-2]] > [[Close->17-2031-Detailed]]

bioengineers should study bioengineering, biomedical, or other engineering fields. Students who pursue other engineering degrees, such as mechanical or electrical, may benefit from taking biological science courses. Bachelor's degree programs in bioengineering and biomedical engineering focus on engineering and biological sciences. These programs typically include laboratory > [[< Previous->17-2031-HowToBecomeOne-1]] > [[Next >->17-2031-HowToBecomeOne-3]] > [[Close->17-2031-Detailed]]

- and classroom-based courses in biological sciences and subjects such as fluid and solid mechanics, circuit design, and biomaterials. These programs also include substantial training in engineering design. As part of their study, students may have an opportunity to participate in co-ops or internships with hospitals and medical device and pharmaceutical manufacturing companies. ### Advancement Bioengineers and biomedical engineers may increase their responsibilities as they gain experience or advanced degrees. To lead a research team, a bioengineer or biomedical engineer typically needs a > [[< Previous->17-2031-HowToBecomeOne-2]] > [[Next >->17-2031-HowToBecomeOne-4]] > [[Close->17-2031-Detailed]]

graduate degree. Those who are interested in basic research may become medical scientists. Some bioengineers attend medical or dental school to specialize in techniques such as using electric impulses in new ways to get muscles moving again. Others earn law degrees and work as patent attorneys. Still others pursue a master's degree in business administration (MBA) and move into managerial positions. For more information, see the profiles on lawyers and architectural and engineering managers. ### Important Qualities The following are examples of qualities that are important for these workers > [[< Previous->17-2031-HowToBecomeOne-3]] > [[Next >->17-2031-HowToBecomeOne-5]] > [[Close->17-2031-Detailed]]

to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Bioengineers and biomedical engineers must assess the needs of patients and customers prior to designing products. Communication skills. Because bioengineers and biomedical engineers sometimes work with patients and customers and frequently work on teams, they must be able to express themselves clearly in discussions. They also write reports and research papers. Creativity. Bioengineers and biomedical engineers must be creative to come up with innovations in healthcare > [[< Previous->17-2031-HowToBecomeOne-4]] > [[Next >->17-2031-HowToBecomeOne-6]] > [[Close->17-2031-Detailed]]

equipment and devices. Math skills. Bioengineers and biomedical engineers use calculus and other advanced math and statistics for analysis, design, and troubleshooting in their work. Problem-solving skills. Bioengineers and biomedical engineers typically deal with intricate biological systems. They must be able to work independently and with others to incorporate ideas into the complex problem-solving process. > [[< Previous->17-2031-HowToBecomeOne-5]] > [[Close->17-2031-Detailed]]

# Pay The median annual wage for bioengineers and biomedical engineers was $106,950 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $71,860, and the highest 10 percent earned more than $165,060. In May 2024, the median annual wages for bioengineers and biomedical engineers in the top industries in which they worked were as follows: Most bioengineers and biomedical engineers work full time, and some work more than 40 hours per week. > [[Close->17-2031-Detailed]]

# Job Outlook Employment of bioengineers and biomedical engineers is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 1,300 openings for bioengineers and biomedical engineers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Bioengineers and biomedical engineers are expected to see employment growth as demand for biomedical devices and procedures, such as hip and knee > [[Next >->17-2031-JobOutlook-2]] > [[Close->17-2031-Detailed]]

replacements, continues to increase. In addition, with continued public awareness of medical advances, increasing numbers of people will likely seek biomedical solutions to their health problems. Bioengineers and biomedical engineers are expected to continue to collaborate with scientists, other medical researchers, and manufacturers to address a range of injuries and physical disabilities. Their work in healthcare, manufacturing, agriculture, and other fields is expanding the possibilities for biomedical engineering products and services. > [[< Previous->17-2031-JobOutlook-1]] > [[Close->17-2031-Detailed]]

# What Funeral Service Workers Do Funeral service workers organize and manage the details of a ceremony honoring a deceased person. ### Duties Funeral service workers typically do the following: - Offer counsel and comfort to families and friends of the deceased - Provide information on funeral service options - Arrange for removal of the deceased's body - Prepare the remains (the deceased's body) for the funeral > [[Next >->11-9171-WhatTheyDo-2]] > [[Close->11-9171-Detailed]]

- File death certificates and other legal documents with appropriate authorities Funeral service workers help to determine the locations, dates, and times of visitations (wakes), funerals or memorial services, burials, and cremations. They handle other details as well, such as helping the family decide whether the body should be buried, entombed, or cremated. This decision is critical because funeral practices vary among cultures and religions. Most funeral service workers attend to the administrative aspects of a person's death, including submitting papers to state officials to receive a > [[< Previous->11-9171-WhatTheyDo-1]] > [[Next >->11-9171-WhatTheyDo-3]] > [[Close->11-9171-Detailed]]

death certificate. They also may help resolve insurance claims, apply for funeral benefits, or notify the Social Security Administration or the U.S. Department of Veterans Affairs of the death. Many funeral service workers help clients who wish to plan their own funerals in advance, to ensure that their needs are met and to ease the planning burden on surviving family members. Funeral service workers also may provide information and resources, such as support groups, to help grieving friends and family. The following are examples of types of funeral service workers: Funeral home managers > [[< Previous->11-9171-WhatTheyDo-2]] > [[Next >->11-9171-WhatTheyDo-4]] > [[Close->11-9171-Detailed]]

oversee the general operations of a funeral home business. They perform a variety of duties, such as planning and allocating the resources of the funeral home, managing staff, and handling marketing and public relations. Morticians and funeral arrangers (also known as funeral directors or, historically, undertakers) plan the details of a funeral. They often prepare obituaries and arrange for pallbearers and clergy services. If a burial is chosen, they schedule the opening and closing of a grave with a representative of the cemetery. If cremation is chosen, they coordinate the process with > [[< Previous->11-9171-WhatTheyDo-3]] > [[Next >->11-9171-WhatTheyDo-5]] > [[Close->11-9171-Detailed]]

the crematory. (Data covering workers who perform cremations are provided in a separate occupation not covered in detail: crematory operators.) Morticians and funeral arrangers also prepare the sites of all services and provide transportation for the deceased and mourners. In addition, they arrange the shipment of bodies out of state or out of country for final disposition. (Data covering workers who may assist with these tasks are provided in a separate occupation not covered in detail: funeral attendant.) Finally, these workers handle administrative duties. For example, they often apply > [[< Previous->11-9171-WhatTheyDo-4]] > [[Next >->11-9171-WhatTheyDo-6]] > [[Close->11-9171-Detailed]]

for the transfer of any pensions, insurance policies, or annuities on behalf of survivors. Many morticians and funeral arrangers embalm bodies. Embalming is a cosmetic and temporary preservative process through which the body is prepared for a viewing by family and friends of the deceased. (Data covering those who specialize in this work are provided in a separate occupation not covered in detail: embalmers.) > [[< Previous->11-9171-WhatTheyDo-5]] > [[Close->11-9171-Detailed]]

# Work Environment ### Work Environment Funeral service workers are employed in funeral homes and crematories. They are often on call; irregular hours, including evenings and weekends, are common. Most work full time, and some work more than 40 hours per week. > [[Close->11-9171-Detailed]]

# How to Become a Funeral Service Worker An associate's degree in a funeral service or mortuary science education program is the education typically required to become a funeral service worker. Most employers require applicants to be 21 years old, have at least 2 years of formal postsecondary education, have supervised training, and pass a state licensing exam. ### Education An associate's degree in a funeral service or mortuary science education program is typically required for all funeral service workers to enter the occupation. Courses usually cover topics such as ethics, grief counseling, funeral service, and business law. > [[Next >->11-9171-HowToBecomeOne-2]] > [[Close->11-9171-Detailed]]

Accredited programs also include courses in embalming and restorative techniques. Most accredited funeral service and mortuary science programs offer a 2-year associate's degree at community colleges. Some programs offer a bachelor's degree. Although an associate's degree is typically required, some employers prefer applicants to have a bachelor's degree. Common fields of degree include mortuary science, psychology, and business. High school students can prepare to become a funeral service worker by taking classes in biology, chemistry, business, and public speaking. Students may gain > [[< Previous->11-9171-HowToBecomeOne-1]] > [[Next >->11-9171-HowToBecomeOne-3]] > [[Close->11-9171-Detailed]]

relevant experience working part-time or summer jobs in a funeral home. ### Training Those studying to be morticians and funeral arrangers must complete training, usually lasting 1 to 3 years, under the direction of a licensed funeral director or manager. The training, sometimes called an internship or an apprenticeship, may be completed before, during, or after graduating from a funeral service or mortuary science program and passing a national board exam. ### Licenses, Certifications, and Registrations Most states and Washington, DC, require workers to be licensed. An exception is > [[< Previous->11-9171-HowToBecomeOne-2]] > [[Next >->11-9171-HowToBecomeOne-4]] > [[Close->11-9171-Detailed]]

Colorado, which offers a voluntary certification program. Although licensing laws and examinations vary by state, most applicants must meet the following criteria: - Be 21 years old - Complete an accredited funeral service or mortuary science education program - Pass a state and/or national board exam > [[< Previous->11-9171-HowToBecomeOne-3]] > [[Next >->11-9171-HowToBecomeOne-5]] > [[Close->11-9171-Detailed]]

- Serve an internship lasting 1 to 3 years Working in multiple states requires multiple licenses. For specific requirements, contact each applicable state licensing board. Most states require funeral directors to earn continuing education credits to keep their licenses. Information on state licensing board requirements is available from CareerOneStop. Many states require certification for those who will perform cremations. For specific requirements, contact your state board or the relevant professional organizations. Information on certifications is available from CareerOneStop. ### Work > [[< Previous->11-9171-HowToBecomeOne-4]] > [[Next >->11-9171-HowToBecomeOne-6]] > [[Close->11-9171-Detailed]]

Experience in a Related Occupation Funeral home managers typically have multiple years of experience working as a funeral director or mortician before becoming managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business skills. Knowledge of financial statements and the ability to run a funeral home efficiently and profitably are important for funeral directors and managers. Compassion. Death is a delicate and emotional matter. > [[< Previous->11-9171-HowToBecomeOne-5]] > [[Next >->11-9171-HowToBecomeOne-7]] > [[Close->11-9171-Detailed]]

Funeral service workers must be able to treat clients with care and sympathy in their time of loss. Interpersonal skills. Funeral service workers should have good interpersonal skills. When speaking with families, for example, they must be tactful and able to explain and discuss all matters about services provided. Time-management skills. Funeral service workers must be able to handle numerous tasks for multiple customers, often over a short timeframe. > [[< Previous->11-9171-HowToBecomeOne-6]] > [[Close->11-9171-Detailed]]

# Pay The median annual wage for funeral home managers was $76,830 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $45,820, and the highest 10 percent earned more than $132,470. The median annual wage for morticians, undertakers, and funeral arrangers was $49,800 in May 2024. The lowest 10 percent earned less than $31,470, and the highest 10 percent earned more than $85,940. In May 2024, the median annual wages for funeral home managers in the top industries in which > [[Next >->11-9171-Pay-2]] > [[Close->11-9171-Detailed]]

they worked were as follows: In May 2024, the median annual wages for morticians, undertakers, and funeral arrangers in the top industries in which they worked were as follows: Most funeral service workers are employed full time, and some work more than 40 hours per week. They are often on call; irregular hours, including evenings and weekends are common. > [[< Previous->11-9171-Pay-1]] > [[Close->11-9171-Detailed]]

# Job Outlook Overall employment of funeral service workers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 5,800 openings for funeral service workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Funeral service workers will be needed to assist the growing number of people prearranging end-of-life services. This demand will be constrained by consumers > [[Next >->11-9171-JobOutlook-2]] > [[Close->11-9171-Detailed]]

increasingly preferring cremation, which costs less and requires fewer workers than do traditional funeral arrangements. However, since most cremations still involve a memorial service or funeral, funeral home managers are expected to be needed to guide families and loved ones through the death care process and to plan end-of-life events. ### > [[< Previous->11-9171-JobOutlook-1]] > [[Close->11-9171-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1042-WhatTheyDo-1]] > [[Next >->25-1042-WhatTheyDo-3]] > [[Close->25-1042-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1042-WhatTheyDo-2]] > [[Next >->25-1042-WhatTheyDo-4]] > [[Close->25-1042-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1042-WhatTheyDo-3]] > [[Next >->25-1042-WhatTheyDo-5]] > [[Close->25-1042-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1042-WhatTheyDo-4]] > [[Next >->25-1042-WhatTheyDo-6]] > [[Close->25-1042-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1042-HowToBecomeOne-1]] > [[Next >->25-1042-HowToBecomeOne-3]] > [[Close->25-1042-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1042-HowToBecomeOne-2]] > [[Next >->25-1042-HowToBecomeOne-4]] > [[Close->25-1042-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1042-HowToBecomeOne-3]] > [[Next >->25-1042-HowToBecomeOne-5]] > [[Close->25-1042-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1042-HowToBecomeOne-4]] > [[Next >->25-1042-HowToBecomeOne-6]] > [[Close->25-1042-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1042-HowToBecomeOne-5]] > [[Next >->25-1042-HowToBecomeOne-7]] > [[Close->25-1042-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1042-HowToBecomeOne-6]] > [[Next >->25-1042-HowToBecomeOne-8]] > [[Close->25-1042-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1042-Pay-1]] > [[Next >->25-1042-Pay-3]] > [[Close->25-1042-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1042-JobOutlook-1]] > [[Next >->25-1042-JobOutlook-3]] > [[Close->25-1042-Detailed]]

# What Biological Technicians Do Biological technicians help biological and medical scientists with tasks such as laboratory setup, data collection, and observation. They also may analyze organic substances, such as blood, food, and drugs. ### Duties Biological technicians typically do the following: - Set up, maintain, and clean laboratory instruments and equipment, such as microscopes, scales, pipets, and test tubes - Gather and prepare biological samples, such as blood, food, and bacteria cultures, for laboratory analysis - Conduct biological tests and experiments > [[Next >->19-4021-WhatTheyDo-2]] > [[Close->19-4021-Detailed]]

- Document their work, including procedures, observations, and results - Analyze experimental data and interpret results > [[< Previous->19-4021-WhatTheyDo-1]] > [[Next >->19-4021-WhatTheyDo-3]] > [[Close->19-4021-Detailed]]

- Write reports and maintain detailed records that summarize their findings Biological technicians, sometimes called laboratory assistants, typically are responsible for doing scientific tests, experiments, and analyses under the supervision of biological scientists or medical scientists who direct and evaluate their work. Biological technicians use a variety of laboratory instruments and equipment to conduct experiments. They also use computer software to collect, analyze, and model experimental data. Biological technicians work in many research areas. For example, technicians who assist > [[< Previous->19-4021-WhatTheyDo-2]] > [[Next >->19-4021-WhatTheyDo-4]] > [[Close->19-4021-Detailed]]

medical researchers may administer new medicines and treatments to laboratory animals. Those who work with zoologists and wildlife biologists may separate proteins from animal cell material and analyze data from experiments. Technicians helping microbiologists may study living microbes and perform techniques such as staining specimens to aid identification. Biological technicians also may work in industrial settings and assist in the study of a wide range of topics. For example, they may test samples in environmental impact studies or monitor production processes to help ensure that products > [[< Previous->19-4021-WhatTheyDo-3]] > [[Next >->19-4021-WhatTheyDo-5]] > [[Close->19-4021-Detailed]]

are not contaminated. > [[< Previous->19-4021-WhatTheyDo-4]] > [[Close->19-4021-Detailed]]

# Work Environment ### Work Environment Biological technicians typically work in laboratories and offices. Most work full time. > [[Close->19-4021-Detailed]]

# How to Become a Biological Technician To enter the occupation, biological technicians typically need a bachelor's degree in biology or a related field. Although less common, some positions are available to candidates who have less than a bachelor's degree. ### Education Biological technicians typically need a bachelor's degree in biology or a related field, such as physical science or natural resources. Positions are sometimes open to candidates who have less education than a bachelor's degree but have laboratory experience. Biology programs typically include subfields such as ecology, microbiology, and physiology. In addition > [[Next >->19-4021-HowToBecomeOne-2]] > [[Close->19-4021-Detailed]]

to studying biological sciences, students may need to take courses in math and physics, as well as in other sciences. Students need laboratory experience, so science coursework should include a lab component. In addition, students may gain laboratory experience by participating in internships, such as with pharmaceutical and medicine manufacturers or in university laboratories. ### Training Laboratory equipment in the workplace is expensive and may differ from the equipment available in university laboratories. As a result, biological technicians may receive training after they are hired, > [[< Previous->19-4021-HowToBecomeOne-1]] > [[Next >->19-4021-HowToBecomeOne-3]] > [[Close->19-4021-Detailed]]

with experienced biological scientists or medical scientists demonstrating proper use of their employers' laboratory equipment. ### Licenses, Certifications, and Registrations Biological technicians who work with animals may need certification in animal care from the U.S. Department of Labor Occupational Safety and Health Administration (OSHA). This certification may include compliance training, such as in chemical hygiene and blood-borne pathogens. ### Advancement Biological technicians may advance to scientist positions, such as microbiologist or biochemist and biophysicist, after a few > [[< Previous->19-4021-HowToBecomeOne-2]] > [[Next >->19-4021-HowToBecomeOne-4]] > [[Close->19-4021-Detailed]]

years of experience working as a technician or after earning a graduate degree. Gaining more experience and education may allow biological technicians to move into other positions, such as natural sciences managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Biological technicians need to conduct experiments and evaluate results to reach sound conclusions. Communication skills. Biological technicians must follow > [[< Previous->19-4021-HowToBecomeOne-3]] > [[Next >->19-4021-HowToBecomeOne-5]] > [[Close->19-4021-Detailed]]

instructions from managing scientists and interact with other team members. They also need to write reports. Detail oriented. Biological technicians must be precise in their work, including recording the conditions under which the experiment was carried out, the procedures they followed, and the results they obtained. Observational skills. Biological technicians must monitor their experiments and be alert for any changes that occur. Technical skills. Biological technicians need to set up and operate sophisticated equipment and instruments. They also may need to adjust equipment to ensure > [[< Previous->19-4021-HowToBecomeOne-4]] > [[Next >->19-4021-HowToBecomeOne-6]] > [[Close->19-4021-Detailed]]

that experiments are conducted properly. > [[< Previous->19-4021-HowToBecomeOne-5]] > [[Close->19-4021-Detailed]]

# Pay The median annual wage for biological technicians was $52,000 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $38,060, and the highest 10 percent earned more than $81,990. In May 2024, the median annual wages for biological technicians in the top industries in which they worked were as follows: Most biological technicians work full time. > [[Close->19-4021-Detailed]]

# Job Outlook Employment of biological technicians is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 9,100 openings for biological technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for biological and medical research is expected to contribute to the need for biological technicians. Synthetic biology is expected to create jobs for workers who redesign > [[Next >->19-4021-JobOutlook-2]] > [[Close->19-4021-Detailed]]

biological systems or living organisms for medical, manufacturing, and agriculture applications. Continued growth in biotechnology research and development projects, such as using cells to deliver drugs within the human body, is expected to support demand for biological technicians. > [[< Previous->19-4021-JobOutlook-1]] > [[Close->19-4021-Detailed]]

# What Announcers and DJs Do Announcers present news and sports or may interview guests on media such as radio and television. Disc jockeys (DJs) act as masters of ceremonies (emcees) or play recorded music at weddings, parties, or clubs. ### Duties Announcers and DJs typically do the following: - Present music and information on radio or television shows or at venues - Interview guests on their shows - Research topics for comment and discussion during shows - Read prepared scripts on radio or television shows or at venues - Provide commentary for the audience during events - Select program content > [[Next >->27-3011-WhatTheyDo-2]] > [[Close->27-3011-Detailed]]

- Introduce upcoming acts and guide the audience through the entertainment > [[< Previous->27-3011-WhatTheyDo-1]] > [[Next >->27-3011-WhatTheyDo-3]] > [[Close->27-3011-Detailed]]

- Make promotional appearances at public or private events Broadcast announcers and radio DJs present music or the news, sports, traffic, and weather. Announcers are expected to be up to date with current events or a specific field, such as politics or sports, so that they can comment on these issues during their programs. In addition, they schedule guests on their shows and work with producers to develop other creative content. Radio DJs typically specialize in one kind of music genre and announce selections as they air them. They may take requests from listeners, manage radio contests, or > [[< Previous->27-3011-WhatTheyDo-2]] > [[Next >->27-3011-WhatTheyDo-4]] > [[Close->27-3011-Detailed]]

announce traffic conditions. Broadcast announcers and radio DJs also may be responsible for other aspects of television or radio programming. They may operate studio equipment, sell commercial time to advertisers, or develop advertisements and other recorded material. At many radio stations, they do much of the work traditionally done by editors and broadcast technicians, such as broadcasting program schedules, commercials, and public service announcements. Many broadcast announcers and DJs maintain a presence on social media sites. Establishing a presence allows them to promote their > [[< Previous->27-3011-WhatTheyDo-3]] > [[Next >->27-3011-WhatTheyDo-5]] > [[Close->27-3011-Detailed]]

stations and engage with their audiences, especially through listener feedback, music requests, or program contests. They also make promotional appearances at charity functions or other community events. The following are examples of types of broadcast announcers and radio DJs: > [[< Previous->27-3011-WhatTheyDo-4]] > [[Next >->27-3011-WhatTheyDo-6]] > [[Close->27-3011-Detailed]]

- Podcasters stream live or record shows that can be downloaded for listening at any time. Like traditional talk radio, podcasts typically focus on a specific subject, such as sports, politics, or movies. Podcasters may interview guests and experts on the specific program topic. Listeners may subscribe to a podcast to have new episodes automatically downloaded to their computer or mobile devices. > [[< Previous->27-3011-WhatTheyDo-5]] > [[Next >->27-3011-WhatTheyDo-7]] > [[Close->27-3011-Detailed]]

- Talk show hosts may work in radio or television and specialize in an area of interest, such as politics, personal finance, sports, or health. They contribute to the preparation of program content, interview guests, and discuss issues with viewers, listeners, or the studio audience. DJs, except radio play prerecorded music for live audiences at a variety of venues or events, including clubs, parties, and wedding receptions. The following are examples of types of DJs, except radio: > [[< Previous->27-3011-WhatTheyDo-6]] > [[Next >->27-3011-WhatTheyDo-8]] > [[Close->27-3011-Detailed]]

- Emcees host planned events. They introduce speakers or performers to the audience. They may tell jokes or provide commentary to transition from one speaker to the next. - Party DJs are hired to provide music and commentary at an event, such as a wedding, a birthday party, or a corporate party. > [[< Previous->27-3011-WhatTheyDo-7]] > [[Close->27-3011-Detailed]]

# Work Environment ### Work Environment Many announcers and DJs work in radio and television studios or are self-employed. Some work part time, and schedules might include early mornings, nights, weekends, and holidays. > [[Close->27-3011-Detailed]]

# How to Become an Announcer or DJ Entry requirements for announcers and DJs vary. Broadcast announcers and radio DJs typically need a bachelor's degree in journalism, broadcasting, or communications; experience gained from internships or working at a school radio or television station is helpful. Other types of DJs typically need a high school diploma and some on-the-job training. ### Education Broadcast announcers and radio DJs typically need a bachelor's degree in communications, broadcasting, or journalism. However, some jobs may be available for workers who have a high school diploma or equivalent. DJs, except radio > [[Next >->27-3011-HowToBecomeOne-2]] > [[Close->27-3011-Detailed]]

typically need a high school diploma and some on-the-job training. Employers may prefer to hire candidates who have hands-on skills or knowledge. High school and college students interested in a career as an announcer or DJ may benefit from taking speech classes and participating in opportunities to practice public speaking. These may include making announcements on their school's public address system, working at their school's radio or television station, or serving as an emcee at events. Internships also may be available, although they are often limited to college students. ### > [[< Previous->27-3011-HowToBecomeOne-1]] > [[Next >->27-3011-HowToBecomeOne-3]] > [[Close->27-3011-Detailed]]

Training Radio and television announcers whose highest level of education is a high school diploma or equivalent also may need some short-term on-the-job training to learn how to operate audio and production equipment. ### Advancement Because radio and television stations in small markets have limited staff, advancement within the same small-market station is unlikely. Rather, many broadcast announcers and radio DJs advance by relocating to a large-market station. These larger markets often offer higher pay and more responsibility and challenges than do small markets. When making hiring > [[< Previous->27-3011-HowToBecomeOne-2]] > [[Next >->27-3011-HowToBecomeOne-4]] > [[Close->27-3011-Detailed]]

decisions, large-market stations rely on workers' personalities and past performance. Broadcast announcers and radio DJs need to have proven that they can attract, engage, and keep the attention of a sizeable audience. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business skills. DJs, except radio who are self-employed must be able to market themselves and identify clients. They also need to manage the details of their business, > [[< Previous->27-3011-HowToBecomeOne-3]] > [[Next >->27-3011-HowToBecomeOne-5]] > [[Close->27-3011-Detailed]]

including billing, budgeting, and other financial matters. Computer skills. Announcers and DJs, especially those seeking careers in radio or television, should be comfortable using editing software and other broadcast-related devices. Interpersonal skills. Broadcast announcers and radio DJs interview guests, answer phone calls on air, and may interact with listeners on social media. Party DJs and emcees should be comfortable working with clients to plan entertainment options. Persistence. Entry into this occupation is very competitive, and candidates may need to audition many times for an > [[< Previous->27-3011-HowToBecomeOne-4]] > [[Next >->27-3011-HowToBecomeOne-6]] > [[Close->27-3011-Detailed]]

opportunity to work on the air. Entry-level broadcast announcers and radio DJs must be willing to work for a small station to secure their first job. Research skills. Announcers and DJs must research important topics of the day in order to be knowledgeable enough to comment on them during their program. Speaking skills. Announcers and DJs must have a pleasant and well-controlled voice, good timing, and excellent pronunciation. Party DJs and emcees must be comfortable speaking to large audiences. Writing skills. Announcers and DJs need strong writing skills because they normally write their > [[< Previous->27-3011-HowToBecomeOne-5]] > [[Next >->27-3011-HowToBecomeOne-7]] > [[Close->27-3011-Detailed]]

own material. > [[< Previous->27-3011-HowToBecomeOne-6]] > [[Close->27-3011-Detailed]]

# Pay The median hourly wage for broadcast announcers and radio disc jockeys was $21.96 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $12.50, and the highest 10 percent earned more than $63.36. The median hourly wage for disc jockeys, except radio was $20.59 in May 2024. The lowest 10 percent earned less than $10.65, and the highest 10 percent earned more than $95.50. In May 2024, the median hourly wages for broadcast announcers and radio disc jockeys in the top > [[Next >->27-3011-Pay-2]] > [[Close->27-3011-Detailed]]

industries in which they worked were as follows: In May 2024, the median hourly wages for disc jockeys, except radio in the top industries in which they worked were as follows: Work schedules for announcers and DJs vary and may include early mornings, late nights, weekends, or holidays. Part-time work also may be common. > [[< Previous->27-3011-Pay-1]] > [[Close->27-3011-Detailed]]

# Job Outlook Overall employment of announcers and DJs is projected to grow 2 percent from 2024 to 2034, decline. About 3,800 openings for announcers and DJs are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of announcers and DJs varies by occupation (see table). Continuing consolidation of radio and television stations is projected to limit employment growth of broadcast announcers and radio disc > [[Next >->27-3011-JobOutlook-2]] > [[Close->27-3011-Detailed]]

jockeys (DJs). In addition, more radio stations may opt to run without live DJs or with artificial intelligence (AI) DJs. DJs, with the exception of radio DJs, are expected to be in demand to play prerecorded music for live audiences at venues or events such as clubs, parties, and wedding receptions. > [[< Previous->27-3011-JobOutlook-1]] > [[Close->27-3011-Detailed]]

- Synchronize sounds and dialogue with action taking place on television or in movie productions - Convert video and audio records to digital formats for editing on computers - Install audio, video, and lighting equipment in hotels, offices, and schools - Report any problems that arise with complex equipment and make routine repairs > [[< Previous->27-4012-WhatTheyDo-1]] > [[Next >->27-4012-WhatTheyDo-3]] > [[Close->27-4012-Detailed]]

- Keep records of recordings and equipment used These workers may be called broadcast or sound engineering technicians, operators, or engineers. They set up and operate audio and video equipment, and the kind of equipment they use may depend on the particular type of technician or industry. At smaller radio and television stations, broadcast, sound, and video technicians may have more responsibilities. At larger stations, they may do more specialized work, although their job assignments may vary from day to day. Broadcast, sound, and video technicians share many responsibilities, but their > [[< Previous->27-4012-WhatTheyDo-2]] > [[Next >->27-4012-WhatTheyDo-4]] > [[Close->27-4012-Detailed]]

duties may vary with their specific area of focus. The following are examples of types of broadcast, sound, and video technicians: Audio and video technicians, also known as audio-visual technicians, set up, maintain, and dismantle audio and video equipment. They also connect wires and cables and set up and operate sound and mixing boards and related electronic equipment. Audio and video technicians work with microphones, speakers, video screens, projectors, video monitors, and recording equipment. The equipment they operate is used for live or recorded events such as meetings, concerts, > [[< Previous->27-4012-WhatTheyDo-3]] > [[Next >->27-4012-WhatTheyDo-5]] > [[Close->27-4012-Detailed]]

sporting events, podcasts, and news conferences. Broadcast technicians, also known as broadcast engineers, set up, operate, and maintain equipment that regulates the signal strength, clarity, and ranges of sounds and colors for radio or television broadcasts. They operate transmitters, either in studios or on location in the field, to broadcast radio or television programs. Broadcast technicians also use computer programs to edit audio and video recordings. Lighting technicians set up, maintain, and dismantle light fixtures, lighting controls, and associated electrical and rigging equipment > [[< Previous->27-4012-WhatTheyDo-4]] > [[Next >->27-4012-WhatTheyDo-6]] > [[Close->27-4012-Detailed]]

equipment and related technologies. Postsecondary programs for audio and video, lighting, and sound engineering technicians may take several months to years to complete. These programs, which may lead to either a nondegree award or a college degree, often provide hands-on experience with the equipment used in many entry-level positions. Broadcast technicians typically need an associate's degree. In addition to courses in math and science, coursework for prospective broadcast technicians should emphasize practical skills such as video editing and production management. Although typically > [[< Previous->27-4012-HowToBecomeOne-1]] > [[Next >->27-4012-HowToBecomeOne-3]] > [[Close->27-4012-Detailed]]

not required, a bachelor's degree in fine and performing arts or a related field, such as communications technology, may be helpful. ### Training Because technology is constantly improving, technicians often enroll in continuing education courses and receive on-the-job training to become skilled in new equipment and hardware. On-the-job training includes setting up cables or automation systems, testing electrical equipment, learning the codes and standards of the industry, and following safety procedures. Newly hired workers may be trained in a variety of ways, depending on the types of > [[< Previous->27-4012-HowToBecomeOne-2]] > [[Next >->27-4012-HowToBecomeOne-4]] > [[Close->27-4012-Detailed]]

products and services the employer provides. In addition, new workers' level of education may also dictate how much training they need. ### Licenses, Certifications, and Registrations Although it is not required by most employers, voluntary certification may offer advantages in getting a job as a broadcast or sound engineering technician. Certification tells employers that the technician meets certain industry standards and has kept up to date with new technologies. Most of these certifications require passing an exam. Information on certifications is available from CareerOneStop. ### Other > [[< Previous->27-4012-HowToBecomeOne-3]] > [[Next >->27-4012-HowToBecomeOne-5]] > [[Close->27-4012-Detailed]]

Experience Gaining practical experience in a high school or college audiovisual department also helps to prepare for work as an audio and video equipment technician. ### Advancement Although many broadcast, sound, and video technicians work first in small markets or at small stations in big markets, they often transfer to larger, better paying radio or television stations after gaining experience and skills. Few large stations hire someone without previous experience, and they value specialized skills. Experienced workers with strong technical skills may become supervisory broadcast > [[< Previous->27-4012-HowToBecomeOne-4]] > [[Next >->27-4012-HowToBecomeOne-6]] > [[Close->27-4012-Detailed]]

technicians or chief broadcast engineers. To become chief broadcast engineer at large television stations, technicians typically need a bachelor's degree in engineering or computer science. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Technicians need to communicate with supervisors and coworkers to ensure that clients' needs are met and that equipment is set up properly before broadcasts, live performances, and > [[< Previous->27-4012-HowToBecomeOne-5]] > [[Next >->27-4012-HowToBecomeOne-7]] > [[Close->27-4012-Detailed]]

presentations. Computer skills. Technicians use computer systems to program equipment and edit audio and video recordings. Manual dexterity. Some technicians set up audio and video equipment and cables, a job that requires a steady hand and good hand-eye coordination. Others adjust small knobs, dials, and sliders during radio and television broadcasts and live performances. Problem-solving skills. Technicians need to recognize equipment problems and propose possible solutions to them. Employers typically desire applicants with a variety of skills, such as setting up equipment, maintaining > [[< Previous->27-4012-HowToBecomeOne-6]] > [[Next >->27-4012-HowToBecomeOne-8]] > [[Close->27-4012-Detailed]]

the equipment, and troubleshooting and solving any problems that arise. > [[< Previous->27-4012-HowToBecomeOne-7]] > [[Close->27-4012-Detailed]]

audio and video budgets so they can use video conferencing to reduce travel costs and communicate worldwide with other offices and clients. In addition, an increase in the use of digital signs should lead to higher demand for audio and video technicians. Motion picture and sound recording industries will continue to need broadcast, lighting, and sound engineering technicians to improve the quality of shows and movies. However, advances in technology, including artificial intelligence (AI), will allow fewer technicians to set up and operate broadcast, lighting, and sound systems, which is > [[< Previous->27-4012-JobOutlook-1]] > [[Next >->27-4012-JobOutlook-3]] > [[Close->27-4012-Detailed]]

expected to reduce demand for these workers. > [[< Previous->27-4012-JobOutlook-2]] > [[Close->27-4012-Detailed]]

# What Budget Analysts Do Budget analysts help public and private organizations plan their finances. They prepare budget reports and monitor organizational spending. ### Duties Budget analysts typically do the following: - Work with program and project managers to develop the organization's budget - Review managers' budget proposals and funding requests for completeness, accuracy, and compliance with laws and other regulations - Combine program and department budgets into a consolidated organizational budget - Explain funding requests to others in the organization, to legislators, and to the public > [[Next >->13-2031-WhatTheyDo-2]] > [[Close->13-2031-Detailed]]

- Help top managers analyze proposed plans and find alternatives if the projected results are unsatisfactory - Monitor organizational spending to ensure that it is within budget - Inform program managers of the status and availability of funds - Estimate future financial needs Budget analysts advise organizations - including governments, private companies, and universities > [[< Previous->13-2031-WhatTheyDo-1]] > [[Next >->13-2031-WhatTheyDo-3]] > [[Close->13-2031-Detailed]]

- about the details of their finances. They prepare annual and special reports and evaluate budget proposals. They analyze data to determine the costs and benefits of various programs, and they recommend funding levels based on their findings. Although government officials or top executives in a private company usually decide on an organization's budget, they rely on the work of budget analysts to prepare the information for that decision. Sometimes, budget analysts use cost–benefit analyses to review financial requests, assess program tradeoffs, and explore alternative funding > [[< Previous->13-2031-WhatTheyDo-2]] > [[Next >->13-2031-WhatTheyDo-4]] > [[Close->13-2031-Detailed]]

methods. Budget analysts also may examine past budgets and research economic and financial developments that affect the organization's income and expenditures. Budget analysts may recommend cutting spending on particular programs or redistributing funds. Throughout the year, budget analysts oversee spending to ensure that organizations comply with the budget and to determine whether certain programs need changes in funding. Analysts also evaluate programs to determine whether they are producing desired results. In addition to providing technical analysis, budget analysts must communicate > [[< Previous->13-2031-WhatTheyDo-3]] > [[Next >->13-2031-WhatTheyDo-5]] > [[Close->13-2031-Detailed]]

their recommendations effectively within the organization. For example, if there is a difference between the approved budget and actual spending, budget analysts may write a report explaining those discrepancies and recommend changes to reconcile them. Budget analysts working in government may attend committee hearings to explain their recommendations to legislators. Occasionally, budget analysts evaluate how well a program is doing, assess policy, and draft budget-related legislation. > [[< Previous->13-2031-WhatTheyDo-4]] > [[Close->13-2031-Detailed]]

# Work Environment ### Work Environment Budget analysts work in government agencies, private companies, and universities. Most work full time. > [[Close->13-2031-Detailed]]

# How to Become a Budget Analyst Budget analysts typically need a bachelor's degree to enter the occupation. Some employers prefer to hire applicants who have a master's degree. Courses in accounting, economics, and statistics are helpful. ### Education Budget analysts typically need at least a bachelor's degree in fields such as business, social science, psychology, or mathematics. Because developing a budget requires numeracy and analytical skills, coursework in accounting, economics, and statistics is helpful. Sometimes, budget > [[Next >->13-2031-HowToBecomeOne-2]] > [[Close->13-2031-Detailed]]

- or finance-related work experience may be substituted for formal education. ### Licenses, Certifications, and Registrations Although not required, some budget analysts choose to earn professional certification, which may help with career advancement. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Budget analysts must be able to process a variety of > [[< Previous->13-2031-HowToBecomeOne-1]] > [[Next >->13-2031-HowToBecomeOne-3]] > [[Close->13-2031-Detailed]]

information, evaluate costs and benefits, and solve complex problems. Communication skills. Budget analysts must be able to explain and defend their analyses and recommendations in meetings and legislative committee hearings. Detail oriented. Creating an efficient budget requires careful analysis of each budget item. Math skills. Budget analysts need math skills and the ability to use financial-management software and programs. Writing skills. Budget analysts must present written technical information in a way that is understandable to the intended audience. > [[< Previous->13-2031-HowToBecomeOne-2]] > [[Close->13-2031-Detailed]]

# Pay The median annual wage for budget analysts was $87,930 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $60,510, and the highest 10 percent earned more than $134,640. In May 2024, the median annual wages for budget analysts in the top industries in which they worked were as follows: Most budget analysts work full time, and overtime is sometimes required during development, mid-year, and final reviews of budgets. The pressures of deadlines and tight work schedules > [[Next >->13-2031-Pay-2]] > [[Close->13-2031-Detailed]]

may be stressful. > [[< Previous->13-2031-Pay-1]] > [[Close->13-2031-Detailed]]

# Job Outlook Employment of budget analysts is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 3,100 openings for budget analysts are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Calls for efficient use of public funds will lead to continued demand for budget analysts to estimate program costs, develop budgets, and explain their findings to legislators and the public. Demand > [[Next >->13-2031-JobOutlook-2]] > [[Close->13-2031-Detailed]]

for these workers is somewhat tied to the government funding that is allocated for these positions. However, budget analysts manage resource allocation and will be needed even during times of tight budgets. > [[< Previous->13-2031-JobOutlook-1]] > [[Close->13-2031-Detailed]]

# What Claims Adjusters, Appraisers, Examiners, and Investigators Do Claims adjusters, appraisers, examiners, and investigators evaluate insurance claims. They decide whether an insurance company must pay a claim and if so, how much. ### Duties Claims adjusters, appraisers, examiners, and investigators typically do the following: - Investigate, evaluate, and settle insurance claims - Determine whether the insurance policy covers the loss claimed - Decide the appropriate amount the insurance company should pay - Ensure that claims are not fraudulent - Contact claimants' doctors or employers to get additional information on questionable claims > [[Next >->13-1031-WhatTheyDo-2]] > [[Close->13-1031-Detailed]]

- Talk with legal counsel about claims when needed - Negotiate settlements > [[< Previous->13-1031-WhatTheyDo-1]] > [[Next >->13-1031-WhatTheyDo-3]] > [[Close->13-1031-Detailed]]

- Authorize payments Claims adjusters, appraisers, examiners, and investigators have varying duties, depending on the type of insurance company they work for. They must know a lot about what their company insures. For example, workers in property and casualty insurance must know housing and construction costs so that they can properly evaluate damage from floods or fires. Workers in health insurance must be able to determine which types of treatments are medically necessary and which are questionable. Adjusters inspect property damage or personal injury claims to determine how much the > [[< Previous->13-1031-WhatTheyDo-2]] > [[Next >->13-1031-WhatTheyDo-4]] > [[Close->13-1031-Detailed]]

insurance company should pay for the loss. They might inspect a home, a business, or an automobile. Adjusters interview the claimant and witnesses, inspect the property, and do additional research, such as look at police reports. They may consult with other workers, such as accountants, architects, construction workers, engineers, lawyers, and physicians, who can offer a more expert evaluation of a claim. Adjusters gather information - including photographs and statements, either written or recorded on audio or video > [[< Previous->13-1031-WhatTheyDo-3]] > [[Next >->13-1031-WhatTheyDo-5]] > [[Close->13-1031-Detailed]]

- and put together a report for claims examiners to review. When the examiner approves the claim, the adjuster negotiates with the policyholder and settles the claim. If the claimant contests the outcome of the claim or the settlement, adjusters work with attorneys and expert witnesses to defend the insurer's position. Some claims adjusters work as public adjusters. Often, they are hired by claimants who prefer not to rely on the insurance company's adjuster. The goal of adjusters working for insurance companies is to save as much money for the company as possible. The goal of a public > [[< Previous->13-1031-WhatTheyDo-4]] > [[Next >->13-1031-WhatTheyDo-6]] > [[Close->13-1031-Detailed]]

adjuster working for a claimant is to get the highest possible amount paid to the claimant. They are paid a percentage of the settled claim. Appraisers estimate the cost or value of an insured item. Most appraisers who work for insurance companies and independent adjusting firms are auto damage appraisers. They inspect damaged vehicles after an accident and estimate the cost of repairs. This information then goes to the adjuster, who puts the estimated cost of repairs into the settlement. Claims examiners review claims after they are submitted to make sure claimants and adjusters followed > [[< Previous->13-1031-WhatTheyDo-5]] > [[Next >->13-1031-WhatTheyDo-7]] > [[Close->13-1031-Detailed]]

proper guidelines. They may help adjusters with complicated claims or when, for example, a natural disaster occurs and the volume of claims increases. Examiners who work for health insurance companies review health-related claims to see whether the costs are reasonable, given the diagnosis. After they review the claim, they authorize appropriate payment, deny the claim, or refer the claim to an investigator. Examiners who work for life insurance companies review the causes of death and pay particular attention to accidents, because most life insurance companies pay additional benefits if a > [[< Previous->13-1031-WhatTheyDo-6]] > [[Next >->13-1031-WhatTheyDo-8]] > [[Close->13-1031-Detailed]]

death is accidental. Examiners also may review new applications for life insurance policies to make sure that the applicants have no serious illnesses that would make them a high risk to insure. Insurance investigators handle claims in which the company suspects fraudulent or criminal activity such as arson, staged accidents, or unnecessary medical treatments. The severity of insurance fraud cases varies, from overstated claims of vehicle damage to complicated fraud rings. Investigators often do surveillance work. For example, in the case of a fraudulent workers' compensation claim, an > [[< Previous->13-1031-WhatTheyDo-7]] > [[Next >->13-1031-WhatTheyDo-9]] > [[Close->13-1031-Detailed]]

investigator may covertly watch the claimant to see if he or she does anything that would be suspicious based on injuries stated in the claim. > [[< Previous->13-1031-WhatTheyDo-8]] > [[Close->13-1031-Detailed]]

# Work Environment ### Work Environment Most claims adjusters, appraisers, examiners, and investigators work full time. They often work outside the office, inspecting properties on which insurance claims have been made, such as damaged automobiles and buildings. > [[Close->13-1031-Detailed]]

# How to Become a Claims Adjuster, Appraiser, Examiner, or Investigator A high school diploma or equivalent is typically required for a person to work as an entry-level claims adjuster, examiner, or investigator, although some positions require a bachelor's degree or insurance-related work experience. Auto damage appraisers typically have either a postsecondary nondegree award or work experience in identifying and estimating the cost of automotive repair. ### Education A high school diploma or equivalent is typically required for a person to work as an entry-level claims adjuster or examiner. However, employers sometimes prefer to hire applicants who have a > [[Next >->13-1031-HowToBecomeOne-2]] > [[Close->13-1031-Detailed]]

bachelor's degree or some insurance-related work experience. For investigator jobs, a high school diploma or equivalent is the typical education requirement. Some insurance companies prefer to hire people trained as law enforcement officers or private investigators, because these workers have good interviewing and interrogation skills. Auto damage appraisers typically have either a postsecondary nondegree award or experience working in an auto repair shop, identifying and estimating the cost of automotive repair. Many vocational schools and some community colleges offer programs in autobody > [[< Previous->13-1031-HowToBecomeOne-1]] > [[Next >->13-1031-HowToBecomeOne-3]] > [[Close->13-1031-Detailed]]

repair that teach students how to estimate the cost of repairing damaged vehicles. ### Training Entry-level claims adjusters, examiners, and investigators work on small claims under the supervision of an experienced worker. As they learn more about claims investigation and settlement, they are assigned larger, more complex claims. Auto damage appraisers typically get on-the-job training, which may last several months. This training usually involves working under the supervision of an experienced appraiser while estimating damage costs, until the employer decides that the trainee is ready to > [[< Previous->13-1031-HowToBecomeOne-2]] > [[Next >->13-1031-HowToBecomeOne-4]] > [[Close->13-1031-Detailed]]

do estimates on their own. ### Licenses, Certifications, and Registrations Licensing requirements for claims adjusters, appraisers, examiners, and investigators vary by state. Some states have few requirements; others require either completing prelicensing education or receiving a satisfactory score on a licensing exam (or both). Jobseekers should verify the licensing laws with the state and locality in which they want to work. In some states, claims adjusters employed by insurance companies do not have to become licensed themselves because they can work under the company license. Public > [[< Previous->13-1031-HowToBecomeOne-3]] > [[Next >->13-1031-HowToBecomeOne-5]] > [[Close->13-1031-Detailed]]

adjusters may need to meet separate or additional requirements. Some states that require licensing also require a certain number of continuing education credits per year to renew the license. Federal and state laws and the outcomes of claim disputes adjudicated in court affect how the claims must be handled and what insurance policies can and must cover. Examiners working on life and health claims must stay up to date on new medical procedures and prescription drugs. Examiners working on auto claims must be familiar with the most recent car models and repair techniques. To fulfill their > [[< Previous->13-1031-HowToBecomeOne-4]] > [[Next >->13-1031-HowToBecomeOne-6]] > [[Close->13-1031-Detailed]]

continuing education requirements, workers can attend classes or workshops, write articles for claims publications, or give lectures and presentations. Information on state licensing board requirements is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Adjusters and examiners must each evaluate whether the insurance company is obligated to pay a claim and determine the amount to pay. > [[< Previous->13-1031-HowToBecomeOne-5]] > [[Next >->13-1031-HowToBecomeOne-7]] > [[Close->13-1031-Detailed]]

Adjusters must consider various pieces of information to reach a decision. Communication skills. Claims adjusters and investigators must get information from a range of people, including claimants, witnesses, and medical experts. They must know the right questions to ask in order to gather the information they need. Detail oriented. Adjusters, appraisers, examiners, and investigators must carefully review documents and damaged property, because small details can have large financial consequences. Interpersonal skills. Adjusters, examiners, and investigators often meet with claimants and > [[< Previous->13-1031-HowToBecomeOne-6]] > [[Next >->13-1031-HowToBecomeOne-8]] > [[Close->13-1031-Detailed]]

others who may be upset by the situation that requires a claim or by the settlement the company is offering. These workers must be understanding, yet firm regarding their company's policies. > [[< Previous->13-1031-HowToBecomeOne-7]] > [[Close->13-1031-Detailed]]

# Pay The median annual wage for claims adjusters, examiners, and investigators was $76,790 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $47,810, and the highest 10 percent earned more than $112,150. The median annual wage for insurance appraisers, auto damage was $76,650 in May 2024. The lowest 10 percent earned less than $56,690, and the highest 10 percent earned more than $101,800. In May 2024, the median annual wages for claims adjusters, examiners, and > [[Next >->13-1031-Pay-2]] > [[Close->13-1031-Detailed]]

investigators in the top industries in which they worked were as follows: In May 2024, the median annual wages for insurance appraisers, auto damage in the top industries in which they worked were as follows: Most claims adjusters, appraisers, examiners, and investigators work full time. However, their work schedules may vary. Adjusters often arrange their work schedules to accommodate evening and weekend appointments with clients. This requirement sometimes results in adjusters working irregular schedules, especially when they have a lot of claims to review. Insurance investigators often > [[< Previous->13-1031-Pay-1]] > [[Next >->13-1031-Pay-3]] > [[Close->13-1031-Detailed]]

work irregular schedules because of the need to contact people who are not available during normal business hours. Early morning, evening, and weekend work is common. In contrast, auto damage appraisers typically work regular hours and rarely work on weekends. > [[< Previous->13-1031-Pay-2]] > [[Close->13-1031-Detailed]]

# Job Outlook Overall employment of claims adjusters, appraisers, examiners, and investigators is projected to grow 5 percent from 2024 to 2034, decline. About 21,600 openings for claims adjusters, appraisers, examiners, and investigators are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Technology is expected to automate some of the tasks that these workers currently perform. For example, computer software can evaluate > [[Next >->13-1031-JobOutlook-2]] > [[Close->13-1031-Detailed]]

photographs of damaged property and calculate an estimated claim amount. In addition, data processing speed and artificial intelligence (AI) capabilities will continue to increase, which will improve efficiency and make workers more productive. The number of natural disasters, such as floods and fires, influences demand for claims adjusters in property and casualty insurance. Future increases in the number of natural disasters could result in some demand for claims adjusters in the field. > [[< Previous->13-1031-JobOutlook-1]] > [[Close->13-1031-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1011-WhatTheyDo-1]] > [[Next >->25-1011-WhatTheyDo-3]] > [[Close->25-1011-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1011-WhatTheyDo-2]] > [[Next >->25-1011-WhatTheyDo-4]] > [[Close->25-1011-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1011-WhatTheyDo-3]] > [[Next >->25-1011-WhatTheyDo-5]] > [[Close->25-1011-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1011-WhatTheyDo-4]] > [[Next >->25-1011-WhatTheyDo-6]] > [[Close->25-1011-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1011-HowToBecomeOne-2]] > [[Close->25-1011-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1011-HowToBecomeOne-1]] > [[Next >->25-1011-HowToBecomeOne-3]] > [[Close->25-1011-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1011-HowToBecomeOne-2]] > [[Next >->25-1011-HowToBecomeOne-4]] > [[Close->25-1011-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1011-HowToBecomeOne-3]] > [[Next >->25-1011-HowToBecomeOne-5]] > [[Close->25-1011-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1011-HowToBecomeOne-4]] > [[Next >->25-1011-HowToBecomeOne-6]] > [[Close->25-1011-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1011-HowToBecomeOne-5]] > [[Next >->25-1011-HowToBecomeOne-7]] > [[Close->25-1011-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1011-HowToBecomeOne-6]] > [[Next >->25-1011-HowToBecomeOne-8]] > [[Close->25-1011-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1011-HowToBecomeOne-7]] > [[Close->25-1011-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1011-Pay-1]] > [[Next >->25-1011-Pay-3]] > [[Close->25-1011-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1011-JobOutlook-1]] > [[Next >->25-1011-JobOutlook-3]] > [[Close->25-1011-Detailed]]

- Talk with legal counsel about claims when needed - Negotiate settlements > [[< Previous->13-1032-WhatTheyDo-1]] > [[Next >->13-1032-WhatTheyDo-3]] > [[Close->13-1032-Detailed]]

- Authorize payments Claims adjusters, appraisers, examiners, and investigators have varying duties, depending on the type of insurance company they work for. They must know a lot about what their company insures. For example, workers in property and casualty insurance must know housing and construction costs so that they can properly evaluate damage from floods or fires. Workers in health insurance must be able to determine which types of treatments are medically necessary and which are questionable. Adjusters inspect property damage or personal injury claims to determine how much the > [[< Previous->13-1032-WhatTheyDo-2]] > [[Next >->13-1032-WhatTheyDo-4]] > [[Close->13-1032-Detailed]]

insurance company should pay for the loss. They might inspect a home, a business, or an automobile. Adjusters interview the claimant and witnesses, inspect the property, and do additional research, such as look at police reports. They may consult with other workers, such as accountants, architects, construction workers, engineers, lawyers, and physicians, who can offer a more expert evaluation of a claim. Adjusters gather information - including photographs and statements, either written or recorded on audio or video > [[< Previous->13-1032-WhatTheyDo-3]] > [[Next >->13-1032-WhatTheyDo-5]] > [[Close->13-1032-Detailed]]

- and put together a report for claims examiners to review. When the examiner approves the claim, the adjuster negotiates with the policyholder and settles the claim. If the claimant contests the outcome of the claim or the settlement, adjusters work with attorneys and expert witnesses to defend the insurer's position. Some claims adjusters work as public adjusters. Often, they are hired by claimants who prefer not to rely on the insurance company's adjuster. The goal of adjusters working for insurance companies is to save as much money for the company as possible. The goal of a public > [[< Previous->13-1032-WhatTheyDo-4]] > [[Next >->13-1032-WhatTheyDo-6]] > [[Close->13-1032-Detailed]]

adjuster working for a claimant is to get the highest possible amount paid to the claimant. They are paid a percentage of the settled claim. Appraisers estimate the cost or value of an insured item. Most appraisers who work for insurance companies and independent adjusting firms are auto damage appraisers. They inspect damaged vehicles after an accident and estimate the cost of repairs. This information then goes to the adjuster, who puts the estimated cost of repairs into the settlement. Claims examiners review claims after they are submitted to make sure claimants and adjusters followed > [[< Previous->13-1032-WhatTheyDo-5]] > [[Next >->13-1032-WhatTheyDo-7]] > [[Close->13-1032-Detailed]]

proper guidelines. They may help adjusters with complicated claims or when, for example, a natural disaster occurs and the volume of claims increases. Examiners who work for health insurance companies review health-related claims to see whether the costs are reasonable, given the diagnosis. After they review the claim, they authorize appropriate payment, deny the claim, or refer the claim to an investigator. Examiners who work for life insurance companies review the causes of death and pay particular attention to accidents, because most life insurance companies pay additional benefits if a > [[< Previous->13-1032-WhatTheyDo-6]] > [[Next >->13-1032-WhatTheyDo-8]] > [[Close->13-1032-Detailed]]

death is accidental. Examiners also may review new applications for life insurance policies to make sure that the applicants have no serious illnesses that would make them a high risk to insure. Insurance investigators handle claims in which the company suspects fraudulent or criminal activity such as arson, staged accidents, or unnecessary medical treatments. The severity of insurance fraud cases varies, from overstated claims of vehicle damage to complicated fraud rings. Investigators often do surveillance work. For example, in the case of a fraudulent workers' compensation claim, an > [[< Previous->13-1032-WhatTheyDo-7]] > [[Next >->13-1032-WhatTheyDo-9]] > [[Close->13-1032-Detailed]]

investigator may covertly watch the claimant to see if he or she does anything that would be suspicious based on injuries stated in the claim. > [[< Previous->13-1032-WhatTheyDo-8]] > [[Close->13-1032-Detailed]]

bachelor's degree or some insurance-related work experience. For investigator jobs, a high school diploma or equivalent is the typical education requirement. Some insurance companies prefer to hire people trained as law enforcement officers or private investigators, because these workers have good interviewing and interrogation skills. Auto damage appraisers typically have either a postsecondary nondegree award or experience working in an auto repair shop, identifying and estimating the cost of automotive repair. Many vocational schools and some community colleges offer programs in autobody > [[< Previous->13-1032-HowToBecomeOne-1]] > [[Next >->13-1032-HowToBecomeOne-3]] > [[Close->13-1032-Detailed]]

repair that teach students how to estimate the cost of repairing damaged vehicles. ### Training Entry-level claims adjusters, examiners, and investigators work on small claims under the supervision of an experienced worker. As they learn more about claims investigation and settlement, they are assigned larger, more complex claims. Auto damage appraisers typically get on-the-job training, which may last several months. This training usually involves working under the supervision of an experienced appraiser while estimating damage costs, until the employer decides that the trainee is ready to > [[< Previous->13-1032-HowToBecomeOne-2]] > [[Next >->13-1032-HowToBecomeOne-4]] > [[Close->13-1032-Detailed]]

do estimates on their own. ### Licenses, Certifications, and Registrations Licensing requirements for claims adjusters, appraisers, examiners, and investigators vary by state. Some states have few requirements; others require either completing prelicensing education or receiving a satisfactory score on a licensing exam (or both). Jobseekers should verify the licensing laws with the state and locality in which they want to work. In some states, claims adjusters employed by insurance companies do not have to become licensed themselves because they can work under the company license. Public > [[< Previous->13-1032-HowToBecomeOne-3]] > [[Next >->13-1032-HowToBecomeOne-5]] > [[Close->13-1032-Detailed]]

adjusters may need to meet separate or additional requirements. Some states that require licensing also require a certain number of continuing education credits per year to renew the license. Federal and state laws and the outcomes of claim disputes adjudicated in court affect how the claims must be handled and what insurance policies can and must cover. Examiners working on life and health claims must stay up to date on new medical procedures and prescription drugs. Examiners working on auto claims must be familiar with the most recent car models and repair techniques. To fulfill their > [[< Previous->13-1032-HowToBecomeOne-4]] > [[Next >->13-1032-HowToBecomeOne-6]] > [[Close->13-1032-Detailed]]

continuing education requirements, workers can attend classes or workshops, write articles for claims publications, or give lectures and presentations. Information on state licensing board requirements is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Adjusters and examiners must each evaluate whether the insurance company is obligated to pay a claim and determine the amount to pay. > [[< Previous->13-1032-HowToBecomeOne-5]] > [[Next >->13-1032-HowToBecomeOne-7]] > [[Close->13-1032-Detailed]]

Adjusters must consider various pieces of information to reach a decision. Communication skills. Claims adjusters and investigators must get information from a range of people, including claimants, witnesses, and medical experts. They must know the right questions to ask in order to gather the information they need. Detail oriented. Adjusters, appraisers, examiners, and investigators must carefully review documents and damaged property, because small details can have large financial consequences. Interpersonal skills. Adjusters, examiners, and investigators often meet with claimants and > [[< Previous->13-1032-HowToBecomeOne-6]] > [[Next >->13-1032-HowToBecomeOne-8]] > [[Close->13-1032-Detailed]]

investigators in the top industries in which they worked were as follows: In May 2024, the median annual wages for insurance appraisers, auto damage in the top industries in which they worked were as follows: Most claims adjusters, appraisers, examiners, and investigators work full time. However, their work schedules may vary. Adjusters often arrange their work schedules to accommodate evening and weekend appointments with clients. This requirement sometimes results in adjusters working irregular schedules, especially when they have a lot of claims to review. Insurance investigators often > [[< Previous->13-1032-Pay-1]] > [[Next >->13-1032-Pay-3]] > [[Close->13-1032-Detailed]]

# What Compliance Officers Do Compliance officers make sure that people and organizations meet legal and regulatory requirements. ### Duties Compliance officers typically do the following: - Stay current on relevant laws and regulations and advise individuals and organizations on how to comply with them - Develop and implement policies and procedures - Assess compliance-related risks and find ways to reduce them - Perform compliance audits and assessments - Provide compliance-related training on a variety of topics - Investigate potential violations of laws and regulations > [[Next >->13-1041-WhatTheyDo-2]] > [[Close->13-1041-Detailed]]

- Document findings, recommendations, and other information > [[< Previous->13-1041-WhatTheyDo-1]] > [[Next >->13-1041-WhatTheyDo-3]] > [[Close->13-1041-Detailed]]

- Measure the effectiveness of compliance programs Compliance officers must understand the rules that affect an industry and make sure that organizations and individuals follow them. They may identify compliance risks and offer guidance. They also might prepare reports, memos, and other documents. Job tasks may vary by employer or position. For example, compliance officers who work for organizations might help businesses determine how to meet regulations and then may carry out staff trainings. Some compliance officers provide advice on a broad range of topics. Others specialize in a > [[< Previous->13-1041-WhatTheyDo-2]] > [[Next >->13-1041-WhatTheyDo-4]] > [[Close->13-1041-Detailed]]

particular area of compliance, such as healthcare, data protection, or the environment. For information about other occupations in which workers focus on compliance, see the profiles on construction and building inspectors; financial examiners; occupational health and safety specialists and technicians; and tax examiners and collectors, and revenue agents. > [[< Previous->13-1041-WhatTheyDo-3]] > [[Close->13-1041-Detailed]]

# Work Environment ### Work Environment Compliance officers work for a variety of employers, usually in an office setting. Most work full time. > [[Close->13-1041-Detailed]]

# How to Become a Compliance Officer Compliance officers typically need a bachelor's degree to enter the occupation. They often receive training on the job. Employers may prefer or require candidates to have experience related to the position. ### Education A bachelor's degree is typically required for entry-level compliance officer jobs, although specific requirements may depend on the position. Some positions require a bachelor's degree that is related to a particular area of compliance. For example, an environmental compliance officer may need a degree in biology or another natural science. Other common fields of study > [[Next >->13-1041-HowToBecomeOne-2]] > [[Close->13-1041-Detailed]]

include business, social science, and engineering. ### Training Once hired, compliance officers typically learn on the job. For example, they might learn about relevant policies and regulations and how to identify and handle issues that arise. ### Other Experience Compliance officers may enter the occupation through a variety of paths. Candidates seeking to become compliance officers in a particular industry may need or benefit from having experience in that industry. College students may gain practical experience by participating in internships while they are in school. Some employers > [[< Previous->13-1041-HowToBecomeOne-1]] > [[Next >->13-1041-HowToBecomeOne-3]] > [[Close->13-1041-Detailed]]

prefer to hire candidates who have a legal background or experience with auditing or related tasks. ### Licenses, Certifications, and Registrations Some compliance officers, such as those involved with regulations related to asbestos or other hazardous substances, might need a state-issued license. Check with your state licensing agency for more information. Earning professional certification may be helpful for some workers. Certification demonstrates that an individual has attained a certain level of competency or expertise. ### Important Qualities The following are examples of qualities > [[< Previous->13-1041-HowToBecomeOne-2]] > [[Next >->13-1041-HowToBecomeOne-4]] > [[Close->13-1041-Detailed]]

that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Compliance officers must evaluate policies and rules. They also must identify risks and develop strategies for managing those risks. Communication skills. Compliance officers must be able to clearly explain information, such as when training employees or writing reports. Customer service skills. Compliance officers often answer questions and resolve concerns related to their work. Detail oriented. Compliance officers pay close > [[< Previous->13-1041-HowToBecomeOne-3]] > [[Next >->13-1041-HowToBecomeOne-5]] > [[Close->13-1041-Detailed]]

attention to laws and regulations and ensure that people and organizations meet all of the necessary requirements. Interpersonal skills. Compliance officers must collaborate with others, including managers, employees, and government authorities. Organizational skills. Compliance officers must keep track of and coordinate many documents, deadlines, and tasks. Problem-solving skills. Compliance officers must be able to identify issues and determine how to overcome them. > [[< Previous->13-1041-HowToBecomeOne-4]] > [[Close->13-1041-Detailed]]

# Pay The median annual wage for compliance officers was $78,420 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $46,230, and the highest 10 percent earned more than $130,030. In May 2024, the median annual wages for compliance officers in the top industries in which they worked were as follows: Most compliance officers work full time, standard schedules. They sometimes need to work longer hours, such as when involved with investigations. > [[Close->13-1041-Detailed]]

# Job Outlook Employment of compliance officers is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 33,300 openings for compliance officers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for compliance officers will stem from the need for businesses and government agencies to comply with various laws and regulations. Compliance officers will be needed to > [[Next >->13-1041-JobOutlook-2]] > [[Close->13-1041-Detailed]]

understand the complexities of these regulations and to help their employers avoid the costs associated with noncompliance. > [[< Previous->13-1041-JobOutlook-1]] > [[Close->13-1041-Detailed]]

# What Cost Estimators Do Cost estimators collect and analyze data in order to assess the time, money, materials, and labor required to manufacture a product, construct a building, or provide a service. They generally specialize in a particular product or industry. ### Duties Cost estimators typically do the following: - Identify factors affecting costs, such as production time, materials, and labor - Read blueprints and technical documents in order to prepare estimates - Collaborate with engineers, architects, clients, and contractors - Calculate, analyze, and adjust estimates - Recommend ways to cut costs > [[Next >->13-1051-WhatTheyDo-2]] > [[Close->13-1051-Detailed]]

- Work with sales teams to prepare estimates and bids for clients > [[< Previous->13-1051-WhatTheyDo-1]] > [[Next >->13-1051-WhatTheyDo-3]] > [[Close->13-1051-Detailed]]

- Maintain records of estimated and actual costs Accurately estimating the costs of construction and manufacturing projects is vital to the survival of businesses. Cost estimators provide managers with the information they need in order to submit competitive contract bids or to price products appropriately. Estimators analyze production processes to determine how much time, money, and labor a project needs. Their estimates account for many things, including allowances for wasted material, bad weather, shipping delays, and other variables that can increase costs and lower profits. In > [[< Previous->13-1051-WhatTheyDo-2]] > [[Next >->13-1051-WhatTheyDo-4]] > [[Close->13-1051-Detailed]]

building construction, cost estimators use software to simulate the construction process and evaluate the price of design choices. They often check databases and their own records to compare the costs of similar projects. The following are examples of types of cost estimators: Construction cost estimators prepare estimates for building, road, and other construction projects. They may calculate the total cost of constructing a bridge or commercial shopping center, or they may calculate the cost of just one part, such as the foundation. They identify costs of elements such as raw materials > [[< Previous->13-1051-WhatTheyDo-3]] > [[Next >->13-1051-WhatTheyDo-5]] > [[Close->13-1051-Detailed]]

and labor, and they may set a timeline for how long they expect the project to take. Although many work directly for construction firms, some work for contractors and engineering firms. Manufacturing cost estimators calculate the expense of developing, producing, or redesigning a company's goods or services. For example, an estimator working for a home appliance manufacturer may determine a new dishwasher's production costs, aiding managers in making decisions about its assembly. Other workers, such as operations research analysts and construction managers, also may estimate costs in the > [[< Previous->13-1051-WhatTheyDo-4]] > [[Next >->13-1051-WhatTheyDo-6]] > [[Close->13-1051-Detailed]]

course of their usual duties. > [[< Previous->13-1051-WhatTheyDo-5]] > [[Close->13-1051-Detailed]]

# Work Environment ### Work Environment Cost estimators work mostly in office settings, and some estimators also visit construction sites and factory assembly lines. Most cost estimators work full time, and some work more than 40 hours per week. > [[Close->13-1051-Detailed]]

# How to Become a Cost Estimator Cost estimators typically need a bachelor's degree to enter the occupation, although workers with several years of experience in construction sometimes qualify in that industry without a degree. ### Education Employers generally prefer to hire candidates who have a bachelor's degree. Construction cost estimators typically need a bachelor's degree in a related field, such as construction or engineering. Manufacturing cost estimators typically need a degree in business or finance. ### Training Most cost estimators receive on-the-job training, which may include instruction in cost estimation > [[Next >->13-1051-HowToBecomeOne-2]] > [[Close->13-1051-Detailed]]

techniques and software and in building information modeling (BIM), computer-aided design (CAD), or other industry-specific software. ### Work Experience in a Related Occupation Some employers prefer that construction cost estimators, particularly those without a bachelor's degree, have work experience in the construction industry. Some construction cost estimators become qualified solely through extensive work experience. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment > [[< Previous->13-1051-HowToBecomeOne-1]] > [[Next >->13-1051-HowToBecomeOne-3]] > [[Close->13-1051-Detailed]]

Projections (EP) skills data page. Analytical skills. Cost estimators must review and evaluate different construction and manufacturing methods to find cost-effective options. Detail oriented. Cost estimators must be precise, because minor changes may greatly affect the overall expense of a project or product. Math skills. Cost estimators need excellent math skills to calculate labor, material, and equipment estimates for construction projects. Time-management skills. Cost estimators must plan in advance and work efficiently to meet their deadlines. Writing skills. Cost estimators must > [[< Previous->13-1051-HowToBecomeOne-2]] > [[Next >->13-1051-HowToBecomeOne-4]] > [[Close->13-1051-Detailed]]

have excellent writing skills to prepare comprehensive reports, which often help managers make production decisions. > [[< Previous->13-1051-HowToBecomeOne-3]] > [[Close->13-1051-Detailed]]

# Pay The median annual wage for cost estimators was $77,070 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $46,330, and the highest 10 percent earned more than $128,640. In May 2024, the median annual wages for cost estimators in the top industries in which they worked were as follows: Most cost estimators work full time, and some work more than 40 hours per week. > [[Close->13-1051-Detailed]]

# Job Outlook Employment of cost estimators is projected to grow 4 percent from 2024 to 2034, decline. About 16,900 openings for cost estimators are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Cost estimation software is improving the productivity of these workers, requiring fewer estimators to do the same amount of work. This will limit employment growth of cost estimators. However, there will continue to be some demand > [[Next >->13-1051-JobOutlook-2]] > [[Close->13-1051-Detailed]]

for these workers because companies need accurate cost projections to ensure that their products and services are profitable. > [[< Previous->13-1051-JobOutlook-1]] > [[Close->13-1051-Detailed]]

# What Film and Video Editors and Camera Operators Do Film and video editors and camera operators manipulate images that entertain or inform an audience. Camera operators capture a wide range of material for television, movies, and other media. Editors arrange footage shot by camera operators and collaborate with producers and directors to create the final content. ### Duties Film and video editors and camera operators typically do the following: - Shoot and record television programs, films, music videos, documentaries, or news and sporting events - Organize digital footage with video-editing software > [[Next >->27-4031-WhatTheyDo-2]] > [[Close->27-4031-Detailed]]

- Collaborate with a director to determine the overall vision of the production - Discuss filming and editing techniques with a director to improve a scene - Select the appropriate equipment, such as the type of lens or lighting > [[< Previous->27-4031-WhatTheyDo-1]] > [[Next >->27-4031-WhatTheyDo-3]] > [[Close->27-4031-Detailed]]

- Shoot or edit a scene based on the director's vision Many camera operators supervise one or more assistants. The assistants set up the camera equipment and may be responsible for its storage and care. Assistants also help the operator determine the best shooting angle and make sure that the camera stays in focus. Likewise, editors often have one or more assistants. The assistants support the editor by keeping track of each shot in a database or loading digital video into an editing bay. Assistants also may do some of the editing tasks. Most operators prefer using digital cameras because > [[< Previous->27-4031-WhatTheyDo-2]] > [[Next >->27-4031-WhatTheyDo-4]] > [[Close->27-4031-Detailed]]

the smaller, more inexpensive instruments give them more flexibility in shooting angles. Digital cameras also have changed the job of some camera assistants: Instead of loading film or choosing lenses, they download digital images or choose a type of software program to use with the camera. In addition, drone cameras give operators an opportunity to film in the air, or in places that are hard to reach. Nearly all editing work is done on a computer, and editors often are trained in a specific type of editing software. The following are examples of types of camera operators: Cinematographers > [[< Previous->27-4031-WhatTheyDo-3]] > [[Next >->27-4031-WhatTheyDo-5]] > [[Close->27-4031-Detailed]]

film motion pictures. They usually work with a team of camera operators and assistants. Cinematographers determine the angles and types of equipment that will best capture a shot. They also adjust the lighting in a shot, because that is an important part of how the image looks. Cinematographers may use stationary cameras that shoot whatever passes in front of them, or they may use a camera mounted on a track and move around the action. Some cinematographers sit on cranes to film an action scene; others carry the camera on their shoulder while they move around the action. Some > [[< Previous->27-4031-WhatTheyDo-4]] > [[Next >->27-4031-WhatTheyDo-6]] > [[Close->27-4031-Detailed]]

cinematographers specialize in filming cartoons or special effects. For information about a career in animation, see special effects artists and animators. Other cinematographers function as a film's artistic director. For information about these workers, see art directors. Studio camera operators work in a broadcast studio and videotape their subjects from a fixed position. There may be one or several cameras in use at a time. Operators normally follow directions that give the order of the shots. They often have time to practice camera movements before shooting begins. If they are shooting > [[< Previous->27-4031-WhatTheyDo-5]] > [[Next >->27-4031-WhatTheyDo-7]] > [[Close->27-4031-Detailed]]

a live event, they must be able to make adjustments at a moment's notice and follow the instructions of the show's director. The use of robotic cameras is common among studio camera operators, and one operator may control several cameras at once. Videographers film or videotape private ceremonies or special events, such as weddings. They also may work with companies and make corporate documentaries on a variety of topics. Most videographers edit their own material. Many videographers run their own business or do freelance work. They may submit bids, write contracts, and get permission to > [[< Previous->27-4031-WhatTheyDo-6]] > [[Next >->27-4031-WhatTheyDo-8]] > [[Close->27-4031-Detailed]]

shoot on locations that may not be open to the public. They also get copyright protection for their work and keep financial records. Many editors and camera operators, but particularly videographers, put their creative work online. If it becomes popular, they gain more recognition, which can lead to future employment or freelance opportunities. > [[< Previous->27-4031-WhatTheyDo-7]] > [[Close->27-4031-Detailed]]

# Work Environment ### Work Environment Film and video editors and camera operators typically work in studios or in offices. Camera operators and videographers often shoot raw footage on location. > [[Close->27-4031-Detailed]]

# How to Become a Film and Video Editor or Camera Operator Film and video editors and camera operators typically need a bachelor's degree in a field related to film or broadcasting. ### Education Film and video editors and camera operators typically need a bachelor's degree to enter the occupation. The degree is often in film, broadcasting, or a related fine and performing arts or communications field. Many colleges offer courses in cinematography or video-editing software. Coursework involves a mix of film theory with practical training. Film and video editors and camera operators must have an understanding of digital cameras and editing software > [[Next >->27-4031-HowToBecomeOne-2]] > [[Close->27-4031-Detailed]]

because both are now used on film sets. ### Training Employers may offer new employees training in the type of specialized editing software those employers use. Most editors eventually specialize in one type of software, but beginners should be familiar with as many types as possible. ### Licenses, Certifications, and Registrations Editors may demonstrate competence in various types of editing software by earning certification, which is generally offered by software vendors. Certification requires passing a comprehensive exam, and candidates can prepare for the exam on their own, through > [[< Previous->27-4031-HowToBecomeOne-1]] > [[Next >->27-4031-HowToBecomeOne-3]] > [[Close->27-4031-Detailed]]

online tutorials, or through classroom instruction. ### Advancement Experienced film and video editors and camera operators with creativity and leadership skills can advance to overseeing their own projects. For more information, see the profile on producers and directors. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Film and video editors and camera operators must communicate with other members of a production > [[< Previous->27-4031-HowToBecomeOne-2]] > [[Next >->27-4031-HowToBecomeOne-4]] > [[Close->27-4031-Detailed]]

team, including producers and directors, to ensure that the project goes smoothly. Computer skills. Film and video editors must use sophisticated editing software. Creativity. Film and video editors and camera operators should be able to imagine what the result of their filming or editing will look like to an audience. Detail oriented. Editors look at every frame of film and decide what should be kept or cut in order to maintain the best content. Hand–eye coordination. Camera operators need to be able to move about the action while holding a camera steady. Physical stamina. Camera > [[< Previous->27-4031-HowToBecomeOne-3]] > [[Next >->27-4031-HowToBecomeOne-5]] > [[Close->27-4031-Detailed]]

operators may need to carry heavy equipment for long periods, particularly when they are filming on location. Visual skills. Film and video editors and camera operators must see clearly what they are filming or editing in the postproduction process. > [[< Previous->27-4031-HowToBecomeOne-4]] > [[Close->27-4031-Detailed]]

# Pay The median annual wage for camera operators, television, video, and film was $68,810 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,240, and the highest 10 percent earned more than $131,420. The median annual wage for film and video editors was $70,980 in May 2024. The lowest 10 percent earned less than $39,170, and the highest 10 percent earned more than $145,900. In May 2024, the median annual wages for camera operators, television, video, and film in the > [[Next >->27-4031-Pay-2]] > [[Close->27-4031-Detailed]]

top industries in which they worked were as follows: In May 2024, the median annual wages for film and video editors in the top industries in which they worked were as follows: Most film and video editors and camera operators work full time, although part-time work is common. Work hours often vary with the type of operator or editor. Those who work in broadcasting may put in additional hours to meet a deadline. Those who work in the motion picture industry may have busy schedules while filming, but they go through a period of looking for work once a film is complete and before they are > [[< Previous->27-4031-Pay-1]] > [[Next >->27-4031-Pay-3]] > [[Close->27-4031-Detailed]]

hired for their next job. > [[< Previous->27-4031-Pay-2]] > [[Close->27-4031-Detailed]]

# Job Outlook Overall employment of film and video editors and camera operators is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 6,400 openings for film and video editors and camera operators are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Overall demand for content and an increase in special effects are expected to create jobs for film and video editors over the > [[Next >->27-4031-JobOutlook-2]] > [[Close->27-4031-Detailed]]

projections decade. The consolidation of roles, such as editors who determine the best angles for a shoot, as well as the use of robotic cameras and the increasing reliance on amateur film footage may reduce employment growth for camera operators. > [[< Previous->27-4031-JobOutlook-1]] > [[Close->27-4031-Detailed]]

# What Human Resources Specialists Do Human resources specialists recruit, screen, and interview job applicants and place newly hired workers in jobs. They also may handle compensation and benefits, training, and employee relations. ### Duties Human resources specialists typically do the following: - Consult with employers to identify hiring needs - Interview job applicants about their relevant experience, education, and skills - Check applicants' references and backgrounds - Inform applicants about job details, such as duties, benefits, and working conditions - Hire or refer qualified applicants > [[Next >->13-1071-WhatTheyDo-2]] > [[Close->13-1071-Detailed]]

- Run or help with new employee orientation > [[< Previous->13-1071-WhatTheyDo-1]] > [[Next >->13-1071-WhatTheyDo-3]] > [[Close->13-1071-Detailed]]

- Keep employment records and process paperwork Human resources specialists often are trained in tasks for all disciplines of a human resources department. In addition to recruiting applicants and placing workers, human resources specialists help guide employees through human resources procedures and answer questions about an organization's policies. They sometimes administer benefits, process payroll, and handle associated questions or problems. Some specialists focus more on strategic planning and hiring than on administrative duties. They also ensure that all human resources functions > [[< Previous->13-1071-WhatTheyDo-2]] > [[Next >->13-1071-WhatTheyDo-4]] > [[Close->13-1071-Detailed]]

comply with federal, state, and local regulations. The following are examples of types of human resources specialists: Human resources generalists handle all aspects of human resources work. Their duties include recruitment, compensation, benefits, training, and employee relations, as well as administering human resources policies, procedures, and programs. Recruitment specialists, sometimes known as recruiters or "talent acquisition specialists," find, screen, and interview applicants for job openings in an organization. They search for applicants by posting listings, attending job fairs, > [[< Previous->13-1071-WhatTheyDo-3]] > [[Next >->13-1071-WhatTheyDo-5]] > [[Close->13-1071-Detailed]]

and visiting college campuses. They also may test applicants, contact references, and extend job offers. Some specialists focus on a certain area of human resources, such as retirement or training. For information about those who focus on an organization's wage and nonwage programs for workers, see the profile on compensation, benefits, and job analysis specialists. For information about those who plan and administer programs that improve workers' skills and knowledge, see the profile on training and development specialists. > [[< Previous->13-1071-WhatTheyDo-4]] > [[Close->13-1071-Detailed]]

# Work Environment ### Work Environment Human resources specialists generally work in office settings. Some, particularly recruitment specialists, travel to attend job fairs, visit college campuses, and meet with applicants. Most human resources specialists work full time during regular business hours. Some work more than 40 hours per week. > [[Close->13-1071-Detailed]]

# How to Become a Human Resources Specialist Human resources specialists typically need a bachelor's degree to enter the occupation. ### Education Human resources specialists typically need a bachelor's degree in human resources, business, communications, or a related field. By working in an internship during college, students gain relevant experience that may be helpful in competing for human resources specialist jobs. Internships in human resources departments may help prospective specialists to increase their understanding of the occupation and to network in an industry. ### Other Experience Some positions require human resources > [[Next >->13-1071-HowToBecomeOne-2]] > [[Close->13-1071-Detailed]]

specialists to have relevant work experience. Candidates may gain experience as human resources assistants (information clerks), customer service representatives, or in related occupations. Employers also may prefer to hire candidates who have experience in areas such as personnel recruitment, staff training and development, employee relations, and compensation and benefits. Candidates sometimes get this experience while in college, either through courses or by volunteering. ### Licenses, Certifications, and Registrations Professional associations that specialize in human resources offer > [[< Previous->13-1071-HowToBecomeOne-1]] > [[Next >->13-1071-HowToBecomeOne-3]] > [[Close->13-1071-Detailed]]

courses to enhance the skills of their members, and some offer certification programs. Information on certifications is available from CareerOneStop. Certification usually requires that candidates pass an exam that covers human resources knowledge and asks candidates to apply their knowledge to different situations. Candidates for certification also typically need to meet minimum education and experience requirements. Although certification is usually voluntary, some employers prefer or require it. Human resources generalists, in particular, may benefit from certification because it shows > [[< Previous->13-1071-HowToBecomeOne-2]] > [[Next >->13-1071-HowToBecomeOne-4]] > [[Close->13-1071-Detailed]]

knowledge and professional competence across all human resources areas. ### Advancement Human resources specialists who have a thorough knowledge of their organization and its personnel regulations may advance to become human resources managers. Specialists may increase their chance of advancement by taking on new responsibilities or completing voluntary certification programs. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->13-1071-HowToBecomeOne-3]] > [[Next >->13-1071-HowToBecomeOne-5]] > [[Close->13-1071-Detailed]]

page. Communication skills. Listening and speaking skills are essential for human resources specialists. They must convey information effectively and respond to questions and concerns from employers, job applicants, and employees. Decision-making skills. Human resources specialists must use sound judgment when reviewing applicants' qualifications or when working to resolve disputes. Detail oriented. Specialists must pay attention to detail when evaluating applicants' qualifications, doing background checks, maintaining records of an employee grievance, and ensuring that a workplace > [[< Previous->13-1071-HowToBecomeOne-4]] > [[Next >->13-1071-HowToBecomeOne-6]] > [[Close->13-1071-Detailed]]

complies with labor standards. Interpersonal skills. Specialists continually interact with others and must be able to converse and connect with people from varied backgrounds. > [[< Previous->13-1071-HowToBecomeOne-5]] > [[Close->13-1071-Detailed]]

# Pay The median annual wage for human resources specialists was $72,910 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $45,440, and the highest 10 percent earned more than $126,540. In May 2024, the median annual wages for human resources specialists in the top industries in which they worked were as follows: Some human resources specialists, particularly recruitment specialists, travel to attend job fairs, visit college campuses, and meet with applicants. Most > [[Next >->13-1071-Pay-2]] > [[Close->13-1071-Detailed]]

specialists work full time during regular business hours. Some work more than 40 hours per week. > [[< Previous->13-1071-Pay-1]] > [[Close->13-1071-Detailed]]

# Job Outlook Employment of human resources specialists is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 81,800 openings for human resources specialists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for human resources specialists is expected to be strong over the projections decade as more of these workers are needed to help meet strategic organizational > [[Next >->13-1071-JobOutlook-2]] > [[Close->13-1071-Detailed]]

priorities. Some companies may outsource human resources functions to organizations that provide these services, rather than directly employing human resources specialists. > [[< Previous->13-1071-JobOutlook-1]] > [[Close->13-1071-Detailed]]

# What Cardiovascular Technologists and Technicians Do Cardiovascular technologists and technicians conduct tests and assist in procedures involving the heart or lungs. They work closely with physicians and surgeons, who use the test results to assess and diagnose medical conditions. ### Duties Cardiovascular technologists and technicians typically do the following: - Prepare patients by explaining the procedure to them and answering their questions - Prepare exam rooms and maintain test equipment - Properly position patients for testing and procedures - Operate equipment to conduct tests - Review test results to check for quality > [[Next >->29-2031-WhatTheyDo-2]] > [[Close->29-2031-Detailed]]

- Analyze results for abnormalities and other diagnostic information and provide a summary of findings to physicians > [[< Previous->29-2031-WhatTheyDo-1]] > [[Next >->29-2031-WhatTheyDo-3]] > [[Close->29-2031-Detailed]]

- Record findings and keep track of patients' records Cardiovascular technologists and technicians perform a variety of tests for diagnostic, therapeutic, or research purposes. They may specialize in a particular type of test or help with specific types of procedures. The following are types of cardiovascular technologists and technicians: Cardiovascular invasive specialists, also known as cardiac catheterization technologists or cardiovascular technologists, monitor patients' heart rates and help physicians in diagnosing and treating heart problems. They assist with cardiac > [[< Previous->29-2031-WhatTheyDo-2]] > [[Next >->29-2031-WhatTheyDo-4]] > [[Close->29-2031-Detailed]]

catheterization, which involves threading a catheter through a patient's artery to the heart. They also prepare and monitor patients during open-heart surgery and during insertion of pacemakers, defibrillators, and stents. Technologists may prepare patients for procedures by shaving and cleansing the area into which the catheter will be inserted and by administering topical anesthesia. During the procedure, they monitor the patient's blood pressure and heart rate. Cardiographic or electrocardiogram (EKG) technicians specialize in EKG testing. EKG machines monitor the heart's performance > [[< Previous->29-2031-WhatTheyDo-3]] > [[Next >->29-2031-WhatTheyDo-5]] > [[Close->29-2031-Detailed]]

through electrodes attached to a patient's chest, arms, and legs. Tests record heart metrics while the patient is at rest or is physically active, such as walking on a treadmill. Pulmonary function technologists monitor and test patients' lungs and breathing. For example, they use a spirometer to measure how much and how fast patients can inhale or exhale. These technologists help physicians in diagnosing and treating problems of the pulmonary system. For information about workers who operate ultrasound equipment to create images of inside the body, including the heart, blood vessels, and > [[< Previous->29-2031-WhatTheyDo-4]] > [[Next >->29-2031-WhatTheyDo-6]] > [[Close->29-2031-Detailed]]

lungs, see the profile on diagnostic medical sonographers. > [[< Previous->29-2031-WhatTheyDo-5]] > [[Close->29-2031-Detailed]]

# Work Environment ### Work Environment Most cardiovascular technologists and technicians work in healthcare settings, such as hospitals and physicians' offices. Although most are full time, part-time work is common. > [[Close->29-2031-Detailed]]

# How to Become a Cardiovascular Technologist or Technician Cardiovascular technologists and technicians typically need formal education, such as an associate's degree or a postsecondary certificate. Some workers need a license or certification. ### Education High school students who are interested in becoming a cardiovascular technologist or technician should take classes in anatomy, physiology, physics, and math. Cardiovascular technologists and technicians typically need at least an associate's degree or a certificate in cardiovascular technology or a related field. EKG technicians may qualify for entry-level jobs with a high school diploma or > [[Next >->29-2031-HowToBecomeOne-2]] > [[Close->29-2031-Detailed]]

the equivalent. Certificate programs for EKG technicians are generally completed in under a year. Education programs for cardiovascular technologists and technicians usually include courses in anatomy, medical terminology, and applied sciences. Programs also typically include a clinical component in which students earn credit while working under the direction of an experienced worker in a hospital, physician's office, or other setting. ### Licenses, Certifications, and Registrations Some cardiovascular technologists and technicians need a state-issued license. Information on state licensing > [[< Previous->29-2031-HowToBecomeOne-1]] > [[Next >->29-2031-HowToBecomeOne-3]] > [[Close->29-2031-Detailed]]

board requirements is available from CareerOneStop. Employers may require or prefer that these workers earn professional certification, which helps to show competency in the field. Information on certifications is available from CareerOneStop. These workers also may need basic life support (BLS) or cardiopulmonary resuscitation (CPR) certification. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Cardiovascular > [[< Previous->29-2031-HowToBecomeOne-2]] > [[Next >->29-2031-HowToBecomeOne-4]] > [[Close->29-2031-Detailed]]

technologists and technicians must be able to clearly explain tests and procedures to patients. They also must convey information to physicians and other members of the healthcare team. Detail oriented. Cardiovascular technologists and technicians must follow precise instructions to obtain the test results needed to diagnose and treat patients. Interpersonal skills. Cardiovascular technologists and technicians must be able to work well as part of a team. They also should be supportive and empathetic in their interactions with patients. Physical stamina. Cardiovascular technologists and > [[< Previous->29-2031-HowToBecomeOne-3]] > [[Next >->29-2031-HowToBecomeOne-5]] > [[Close->29-2031-Detailed]]

technicians stand for long periods and must be able to lift and move patients who need assistance. Technical skills. Cardiovascular technologists and technicians must understand how to operate complex machinery and computerized instruments. > [[< Previous->29-2031-HowToBecomeOne-4]] > [[Close->29-2031-Detailed]]

# Pay The median annual wage for cardiovascular technologists and technicians was $67,260 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $37,890, and the highest 10 percent earned more than $108,900. In May 2024, the median annual wages for cardiovascular technologists and technicians in the top industries in which they worked were as follows: Most cardiovascular technologists and technicians work full time, although part-time work is common. Because they may work in > [[Next >->29-2031-Pay-2]] > [[Close->29-2031-Detailed]]

medical facilities that are always open, they may have shifts that include evenings, weekends, or overnights. > [[< Previous->29-2031-Pay-1]] > [[Close->29-2031-Detailed]]

# Job Outlook Employment of cardiovascular technologists and technicians is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 3,800 openings for cardiovascular technologists and technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The need to diagnose medical conditions that affect older adults, such as coronary artery disease, will likely increase as the > [[Next >->29-2031-JobOutlook-2]] > [[Close->29-2031-Detailed]]

population continues to age. Moreover, as the prevalence of cardiovascular disease grows, demand for cardiac tests and procedures is likely to increase. These factors are expected to contribute to employment growth of cardiovascular technologists and technicians. > [[< Previous->29-2031-JobOutlook-1]] > [[Close->29-2031-Detailed]]

# What Career and Technical Education Teachers Do Career and technical education (CTE) teachers provide training in subjects such as auto repair, cosmetology, and culinary arts. They teach vocational and technical content to give students the skills and knowledge necessary to enter an occupation. ### Duties Career and technical education teachers typically do the following: - Create lesson plans and assignments - Instruct students on how to develop certain skills - Show students how to apply classroom knowledge through hands-on activities - Demonstrate and supervise safe and proper use of tools and equipment > [[Next >->25-2023-WhatTheyDo-2]] > [[Close->25-2023-Detailed]]

- Monitor students' progress, assign tasks, and grade assignments - Discuss students' progress with parents, students, and counselors > [[< Previous->25-2023-WhatTheyDo-1]] > [[Next >->25-2023-WhatTheyDo-3]] > [[Close->25-2023-Detailed]]

- Develop and enforce classroom rules and safety procedures CTE teachers help students explore and prepare to enter a career or technical occupation. They use a variety of teaching methods to help students learn and develop skills related to a specific occupation or career field. They demonstrate tasks, techniques, and tools used in an occupation. They may assign hands-on tasks, such as replacing brakes on cars, taking blood pressure, or applying makeup. Teachers typically oversee these activities in workshops and laboratories in the school. Some teachers work with local businesses and > [[< Previous->25-2023-WhatTheyDo-2]] > [[Next >->25-2023-WhatTheyDo-4]] > [[Close->25-2023-Detailed]]

nonprofit organizations to provide practical work experience for students. They also serve as advisers to students participating in career and technical student organizations. The specific duties of CTE teachers vary by the grade and subject they teach. In middle schools and high schools, they teach general concepts in a classroom and practical exercises in workshops and laboratories. In postsecondary schools, they teach specific career skills that help students earn a certificate, a diploma, or an associate's degree and prepare them for a specific job. For example, welding instructors > [[< Previous->25-2023-WhatTheyDo-3]] > [[Next >->25-2023-WhatTheyDo-5]] > [[Close->25-2023-Detailed]]

teach students welding techniques and safety practices. They also monitor the use of tools and equipment and have students practice procedures until they meet the standards required by the trade. In most states, teachers in middle and high schools teach one subject within major career fields. CTE teachers combine academic instruction with experiential learning in their subject of expertise. For example, teachers of courses in agricultural, food, and natural resources teach topics such as agricultural production; agriculture-related business; veterinary science; and plant, animal, and food > [[< Previous->25-2023-WhatTheyDo-4]] > [[Next >->25-2023-WhatTheyDo-6]] > [[Close->25-2023-Detailed]]

systems. They may have students plant and care for crops and animals to apply what they have learned in the classroom. > [[< Previous->25-2023-WhatTheyDo-5]] > [[Close->25-2023-Detailed]]

# Work Environment ### Work Environment Most career and technical education teachers work in middle, high, and postsecondary schools, such as 2-year colleges. Others work in technical, trade, and business schools. Although they generally work during school hours, some teach evening or weekend classes. > [[Close->25-2023-Detailed]]

# How to Become a Career or Technical Education Teacher Career and technical education teachers typically need at least a bachelor's degree and work experience in the subject they teach. Public schools may require a state-issued teaching certification or license. ### Education Career and technical education teachers generally need a bachelor's degree in the field they teach, such as agriculture, engineering, or computer and information technology. All states require prospective career and technical education teachers in public schools to complete a period of fieldwork, called a student-teaching program, in which they work with a mentor teacher > [[Next >->25-2023-HowToBecomeOne-2]] > [[Close->25-2023-Detailed]]

and get experience teaching students in a classroom. ### Work Experience in a Related Occupation Many career and technical education teachers need work experience in the field they teach. For example, automotive mechanics, chefs, and nurses typically spend years in their career before moving into teaching. ### Licenses, Certifications, and Registrations States may require career and technical education teachers in public schools to be licensed or certified. Requirements for certification or licensure vary by state, but generally involve the following: > [[< Previous->25-2023-HowToBecomeOne-1]] > [[Next >->25-2023-HowToBecomeOne-3]] > [[Close->25-2023-Detailed]]

- A bachelor's degree with a minimum grade point average - Completion of a student-teaching program - Passing a background check > [[< Previous->25-2023-HowToBecomeOne-2]] > [[Next >->25-2023-HowToBecomeOne-4]] > [[Close->25-2023-Detailed]]

- Passing a general teaching certification test, as well as a test that demonstrates their knowledge of the subject they will teach. Career and technical education teachers who prepare students for an occupation that requires a license or certification may need to have and maintain the same credential. For example, career and technical education teachers who teach welding may need to have certification in welding. In addition, teachers may be required to complete annual professional development courses to maintain their license or certification. Some states offer an alternative route to > [[< Previous->25-2023-HowToBecomeOne-3]] > [[Next >->25-2023-HowToBecomeOne-5]] > [[Close->25-2023-Detailed]]

certification or licensure for prospective teachers who have a bachelor's degree or work experience in their field but lack the education courses required for certification. Alternative programs typically cover teaching methods, development of lesson plans, and classroom management. ### Advancement Experienced teachers may advance to become mentors or lead teachers, helping less experienced teachers to improve their teaching skills. Teachers may become school counselors, instructional coordinators, or principals. These positions generally require additional education, an advanced degree, or > [[< Previous->25-2023-HowToBecomeOne-4]] > [[Next >->25-2023-HowToBecomeOne-6]] > [[Close->25-2023-Detailed]]

certification. An advanced degree in education administration or leadership may be helpful. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Career and technical education teachers must explain concepts in terms that students can understand. Organizational skills. Career and technical education teachers must coordinate their time and teaching materials. Patience. Working with students of different abilities and > [[< Previous->25-2023-HowToBecomeOne-5]] > [[Next >->25-2023-HowToBecomeOne-7]] > [[Close->25-2023-Detailed]]

backgrounds can be difficult. Teachers must be even-tempered with students to develop a positive learning environment. Resourcefulness. Teachers need to create different ways of presenting information and demonstrating tasks so that all students learn the material. > [[< Previous->25-2023-HowToBecomeOne-6]] > [[Close->25-2023-Detailed]]

# Pay The median annual wage for career and technical education teachers was $62,910 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $45,110, and the highest 10 percent earned more than $101,510. Median annual wages for career and technical education teachers in May 2024 were as follows: In May 2024, the median annual wages for career and technical education teachers in the top industries in which they worked were as follows: Career and technical education teachers in > [[Next >->25-2023-Pay-2]] > [[Close->25-2023-Detailed]]

middle and high schools generally work during school hours. They may meet with parents, students, and school staff before and after classes. Some career and technical education teachers, especially those in postsecondary schools, teach courses and develop lesson plans during evening hours and on weekends. Teachers usually work the traditional 10-month school year and have a 2-month break during the summer. They also have a short midwinter break. Some teachers work for summer programs. Teachers in districts with a year-round schedule typically work 9 weeks in a row and then have a break for > [[< Previous->25-2023-Pay-1]] > [[Next >->25-2023-Pay-3]] > [[Close->25-2023-Detailed]]

3 weeks before starting a new school session. > [[< Previous->25-2023-Pay-2]] > [[Close->25-2023-Detailed]]

# Job Outlook Overall employment of career and technical education teachers is projected to grow 1 percent from 2024 to 2034, decline. About 15,900 openings for career and technical education teachers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of career and technical education teachers varies by occupation (see table). Some demand for these workers is expected over the projections decade due to > [[Next >->25-2023-JobOutlook-2]] > [[Close->25-2023-Detailed]]

continued interest in career and technical education programs. However, this demand is likely to be tempered as schools continue to require students to take more academic classes and the number of students in middle and high schools is expected to decline. In addition, public schools often depend on government funding for career and technical education programs. When budgets for these programs are reduced, jobs for career and technical education teachers may be limited. > [[< Previous->25-2023-JobOutlook-1]] > [[Close->25-2023-Detailed]]

# What Labor Relations Specialists Do Labor relations specialists (also called employee relations specialists) resolve employee-management disputes, negotiate labor contracts, and coordinate grievance procedures regarding worker complaints. They may offer input on issues such as wages and salaries, nonwage benefits, and union or management practices. ### Duties Labor relations specialists typically do the following: - Support interactions and negotiations between management and employee representatives, such as labor unions - Develop, draft, and implement an organization's policies, handbooks, and codes of conduct > [[Next >->13-1075-WhatTheyDo-2]] > [[Close->13-1075-Detailed]]

- Ensure compliance with collective bargaining or other agreements and employment policies - Investigate worker misconduct and advise management on appropriate response and disciplinary procedures - Manage employee grievances and discipline processes - Resolve internal workplace disputes - Guide employees on the terms of their employment > [[< Previous->13-1075-WhatTheyDo-1]] > [[Next >->13-1075-WhatTheyDo-3]] > [[Close->13-1075-Detailed]]

- Train management on labor relations and other policies and procedures Labor relations specialists work with representatives for an organization's management and employees. In addition to leading meetings between the two groups, labor relations specialists draft an agreement regarding organizational policies and procedures. These contracts, called collective bargaining agreements when negotiated between management and labor unions, serve as a legal and procedural guide for employee-management relations. Once an organization's policies are in place, labor relations specialists may work with > [[< Previous->13-1075-WhatTheyDo-2]] > [[Next >->13-1075-WhatTheyDo-4]] > [[Close->13-1075-Detailed]]

either side to enforce them. For example, specialists may guide a manager in taking disciplinary action against an employee according to proper procedures. Other specialists may address worker grievances to ensure that they comply with relevant processes. Labor relations specialists also instruct managers and employees about their organization's policies and procedures. For example, they may provide trainings to management or share informational newsletters with employees that cover different issues specific to each group. > [[< Previous->13-1075-WhatTheyDo-3]] > [[Close->13-1075-Detailed]]

# Work Environment ### Work Environment Labor relations specialists typically work in an office setting. Most work full time. > [[Close->13-1075-Detailed]]

# How to Become a Labor Relations Specialist To enter the occupation, these specialists typically need a bachelor's degree in labor and industrial relations, human resources, business, or a related field. Specialists also may need several years of experience in a related occupation. ### Education Labor relations specialists typically need a bachelor's degree. Some schools offer a bachelor's degree in labor and industrial relations. Candidates also may qualify for labor relations specialist positions with a bachelor's degree in a field such as human resources or business. Coursework for these majors typically includes business, human > [[Next >->13-1075-HowToBecomeOne-2]] > [[Close->13-1075-Detailed]]

resource management, and accounting. Some colleges and universities offer labor relations certificates in specialized topics, such as mediation. Earning these certificates gives participants a better understanding of labor law, the collective bargaining process, and worker grievance procedures. College students who participate in internships or job shadowing, such as with an organization's human resources department, may have an opportunity to gain insight into labor relations while still in school. ### Work Experience in a Related Occupation Many positions require that candidates have > [[< Previous->13-1075-HowToBecomeOne-1]] > [[Next >->13-1075-HowToBecomeOne-3]] > [[Close->13-1075-Detailed]]

work experience. Candidates can gain experience as human resources specialists, compensation, benefits, and job analysis specialists, or human resources generalists before specializing in labor relations. ### Licenses, Certifications, and Registrations Although not required, employers may prefer to hire candidates who have professional certification. Certification demonstrates a level of proficiency in the skills required for the occupation. For labor relations specialists, human resources credentials may either be general or cover specific workforce topics. ### Important Qualities The > [[< Previous->13-1075-HowToBecomeOne-2]] > [[Next >->13-1075-HowToBecomeOne-4]] > [[Close->13-1075-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Labor relations specialists must be able to convey information, both orally and in writing. For example, they talk with workers and managers, conduct trainings, and draft proposals and other materials. Detail oriented. Labor relations specialists must pay attention to minutiae in tasks such as evaluating labor laws, ensuring compliance with policies, and maintaining records. Interpersonal > [[< Previous->13-1075-HowToBecomeOne-3]] > [[Next >->13-1075-HowToBecomeOne-5]] > [[Close->13-1075-Detailed]]

skills. Labor relations specialists need to interact well with others. For example, they must be able to establish rapport with workers when conducting interviews to resolve internal disputes. Organizational skills. Labor relations specialists often handle several cases at once. They must be able to multitask and keep clear files to maintain records properly. Problem-solving skills. Labor relations specialists help management and employees consider their options to reach consensus, such as when resolving grievances or negotiating contracts. > [[< Previous->13-1075-HowToBecomeOne-4]] > [[Close->13-1075-Detailed]]

# Pay The median annual wage for labor relations specialists was $93,500 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $49,880, and the highest 10 percent earned more than $153,440. In May 2024, the median annual wages for labor relations specialists in the top industries in which they worked were as follows: Most labor relations specialists work full time. They sometimes work long periods, such as when preparing for meetings or settling disputes. > [[Close->13-1075-Detailed]]

# Job Outlook Employment of labor relations specialists is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 5,100 openings for labor relations specialists are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment If union membership rates remain stable or decline, overall demand for these specialists will be limited. However, there will still be some need for labor relations specialists' expertise as > [[Next >->13-1075-JobOutlook-2]] > [[Close->13-1075-Detailed]]

union negotiations and contract disputes continue. > [[< Previous->13-1075-JobOutlook-1]] > [[Close->13-1075-Detailed]]

- Monitor students' progress, assign tasks, and grade assignments - Discuss students' progress with parents, students, and counselors > [[< Previous->25-1194-WhatTheyDo-1]] > [[Next >->25-1194-WhatTheyDo-3]] > [[Close->25-1194-Detailed]]

- Develop and enforce classroom rules and safety procedures CTE teachers help students explore and prepare to enter a career or technical occupation. They use a variety of teaching methods to help students learn and develop skills related to a specific occupation or career field. They demonstrate tasks, techniques, and tools used in an occupation. They may assign hands-on tasks, such as replacing brakes on cars, taking blood pressure, or applying makeup. Teachers typically oversee these activities in workshops and laboratories in the school. Some teachers work with local businesses and > [[< Previous->25-1194-WhatTheyDo-2]] > [[Next >->25-1194-WhatTheyDo-4]] > [[Close->25-1194-Detailed]]

nonprofit organizations to provide practical work experience for students. They also serve as advisers to students participating in career and technical student organizations. The specific duties of CTE teachers vary by the grade and subject they teach. In middle schools and high schools, they teach general concepts in a classroom and practical exercises in workshops and laboratories. In postsecondary schools, they teach specific career skills that help students earn a certificate, a diploma, or an associate's degree and prepare them for a specific job. For example, welding instructors > [[< Previous->25-1194-WhatTheyDo-3]] > [[Next >->25-1194-WhatTheyDo-5]] > [[Close->25-1194-Detailed]]

teach students welding techniques and safety practices. They also monitor the use of tools and equipment and have students practice procedures until they meet the standards required by the trade. In most states, teachers in middle and high schools teach one subject within major career fields. CTE teachers combine academic instruction with experiential learning in their subject of expertise. For example, teachers of courses in agricultural, food, and natural resources teach topics such as agricultural production; agriculture-related business; veterinary science; and plant, animal, and food > [[< Previous->25-1194-WhatTheyDo-4]] > [[Next >->25-1194-WhatTheyDo-6]] > [[Close->25-1194-Detailed]]

systems. They may have students plant and care for crops and animals to apply what they have learned in the classroom. > [[< Previous->25-1194-WhatTheyDo-5]] > [[Close->25-1194-Detailed]]

# How to Become a Career or Technical Education Teacher Career and technical education teachers typically need at least a bachelor's degree and work experience in the subject they teach. Public schools may require a state-issued teaching certification or license. ### Education Career and technical education teachers generally need a bachelor's degree in the field they teach, such as agriculture, engineering, or computer and information technology. All states require prospective career and technical education teachers in public schools to complete a period of fieldwork, called a student-teaching program, in which they work with a mentor teacher > [[Next >->25-1194-HowToBecomeOne-2]] > [[Close->25-1194-Detailed]]

and get experience teaching students in a classroom. ### Work Experience in a Related Occupation Many career and technical education teachers need work experience in the field they teach. For example, automotive mechanics, chefs, and nurses typically spend years in their career before moving into teaching. ### Licenses, Certifications, and Registrations States may require career and technical education teachers in public schools to be licensed or certified. Requirements for certification or licensure vary by state, but generally involve the following: > [[< Previous->25-1194-HowToBecomeOne-1]] > [[Next >->25-1194-HowToBecomeOne-3]] > [[Close->25-1194-Detailed]]

- A bachelor's degree with a minimum grade point average - Completion of a student-teaching program - Passing a background check > [[< Previous->25-1194-HowToBecomeOne-2]] > [[Next >->25-1194-HowToBecomeOne-4]] > [[Close->25-1194-Detailed]]

- Passing a general teaching certification test, as well as a test that demonstrates their knowledge of the subject they will teach. Career and technical education teachers who prepare students for an occupation that requires a license or certification may need to have and maintain the same credential. For example, career and technical education teachers who teach welding may need to have certification in welding. In addition, teachers may be required to complete annual professional development courses to maintain their license or certification. Some states offer an alternative route to > [[< Previous->25-1194-HowToBecomeOne-3]] > [[Next >->25-1194-HowToBecomeOne-5]] > [[Close->25-1194-Detailed]]

certification or licensure for prospective teachers who have a bachelor's degree or work experience in their field but lack the education courses required for certification. Alternative programs typically cover teaching methods, development of lesson plans, and classroom management. ### Advancement Experienced teachers may advance to become mentors or lead teachers, helping less experienced teachers to improve their teaching skills. Teachers may become school counselors, instructional coordinators, or principals. These positions generally require additional education, an advanced degree, or > [[< Previous->25-1194-HowToBecomeOne-4]] > [[Next >->25-1194-HowToBecomeOne-6]] > [[Close->25-1194-Detailed]]

certification. An advanced degree in education administration or leadership may be helpful. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Career and technical education teachers must explain concepts in terms that students can understand. Organizational skills. Career and technical education teachers must coordinate their time and teaching materials. Patience. Working with students of different abilities and > [[< Previous->25-1194-HowToBecomeOne-5]] > [[Next >->25-1194-HowToBecomeOne-7]] > [[Close->25-1194-Detailed]]

backgrounds can be difficult. Teachers must be even-tempered with students to develop a positive learning environment. Resourcefulness. Teachers need to create different ways of presenting information and demonstrating tasks so that all students learn the material. > [[< Previous->25-1194-HowToBecomeOne-6]] > [[Close->25-1194-Detailed]]

middle and high schools generally work during school hours. They may meet with parents, students, and school staff before and after classes. Some career and technical education teachers, especially those in postsecondary schools, teach courses and develop lesson plans during evening hours and on weekends. Teachers usually work the traditional 10-month school year and have a 2-month break during the summer. They also have a short midwinter break. Some teachers work for summer programs. Teachers in districts with a year-round schedule typically work 9 weeks in a row and then have a break for > [[< Previous->25-1194-Pay-1]] > [[Next >->25-1194-Pay-3]] > [[Close->25-1194-Detailed]]

3 weeks before starting a new school session. > [[< Previous->25-1194-Pay-2]] > [[Close->25-1194-Detailed]]

- Monitor students' progress, assign tasks, and grade assignments - Discuss students' progress with parents, students, and counselors > [[< Previous->25-2032-WhatTheyDo-1]] > [[Next >->25-2032-WhatTheyDo-3]] > [[Close->25-2032-Detailed]]

- Develop and enforce classroom rules and safety procedures CTE teachers help students explore and prepare to enter a career or technical occupation. They use a variety of teaching methods to help students learn and develop skills related to a specific occupation or career field. They demonstrate tasks, techniques, and tools used in an occupation. They may assign hands-on tasks, such as replacing brakes on cars, taking blood pressure, or applying makeup. Teachers typically oversee these activities in workshops and laboratories in the school. Some teachers work with local businesses and > [[< Previous->25-2032-WhatTheyDo-2]] > [[Next >->25-2032-WhatTheyDo-4]] > [[Close->25-2032-Detailed]]

nonprofit organizations to provide practical work experience for students. They also serve as advisers to students participating in career and technical student organizations. The specific duties of CTE teachers vary by the grade and subject they teach. In middle schools and high schools, they teach general concepts in a classroom and practical exercises in workshops and laboratories. In postsecondary schools, they teach specific career skills that help students earn a certificate, a diploma, or an associate's degree and prepare them for a specific job. For example, welding instructors > [[< Previous->25-2032-WhatTheyDo-3]] > [[Next >->25-2032-WhatTheyDo-5]] > [[Close->25-2032-Detailed]]

teach students welding techniques and safety practices. They also monitor the use of tools and equipment and have students practice procedures until they meet the standards required by the trade. In most states, teachers in middle and high schools teach one subject within major career fields. CTE teachers combine academic instruction with experiential learning in their subject of expertise. For example, teachers of courses in agricultural, food, and natural resources teach topics such as agricultural production; agriculture-related business; veterinary science; and plant, animal, and food > [[< Previous->25-2032-WhatTheyDo-4]] > [[Next >->25-2032-WhatTheyDo-6]] > [[Close->25-2032-Detailed]]

systems. They may have students plant and care for crops and animals to apply what they have learned in the classroom. > [[< Previous->25-2032-WhatTheyDo-5]] > [[Close->25-2032-Detailed]]

# How to Become a Career or Technical Education Teacher Career and technical education teachers typically need at least a bachelor's degree and work experience in the subject they teach. Public schools may require a state-issued teaching certification or license. ### Education Career and technical education teachers generally need a bachelor's degree in the field they teach, such as agriculture, engineering, or computer and information technology. All states require prospective career and technical education teachers in public schools to complete a period of fieldwork, called a student-teaching program, in which they work with a mentor teacher > [[Next >->25-2032-HowToBecomeOne-2]] > [[Close->25-2032-Detailed]]

and get experience teaching students in a classroom. ### Work Experience in a Related Occupation Many career and technical education teachers need work experience in the field they teach. For example, automotive mechanics, chefs, and nurses typically spend years in their career before moving into teaching. ### Licenses, Certifications, and Registrations States may require career and technical education teachers in public schools to be licensed or certified. Requirements for certification or licensure vary by state, but generally involve the following: > [[< Previous->25-2032-HowToBecomeOne-1]] > [[Next >->25-2032-HowToBecomeOne-3]] > [[Close->25-2032-Detailed]]

- A bachelor's degree with a minimum grade point average - Completion of a student-teaching program - Passing a background check > [[< Previous->25-2032-HowToBecomeOne-2]] > [[Next >->25-2032-HowToBecomeOne-4]] > [[Close->25-2032-Detailed]]

- Passing a general teaching certification test, as well as a test that demonstrates their knowledge of the subject they will teach. Career and technical education teachers who prepare students for an occupation that requires a license or certification may need to have and maintain the same credential. For example, career and technical education teachers who teach welding may need to have certification in welding. In addition, teachers may be required to complete annual professional development courses to maintain their license or certification. Some states offer an alternative route to > [[< Previous->25-2032-HowToBecomeOne-3]] > [[Next >->25-2032-HowToBecomeOne-5]] > [[Close->25-2032-Detailed]]

certification or licensure for prospective teachers who have a bachelor's degree or work experience in their field but lack the education courses required for certification. Alternative programs typically cover teaching methods, development of lesson plans, and classroom management. ### Advancement Experienced teachers may advance to become mentors or lead teachers, helping less experienced teachers to improve their teaching skills. Teachers may become school counselors, instructional coordinators, or principals. These positions generally require additional education, an advanced degree, or > [[< Previous->25-2032-HowToBecomeOne-4]] > [[Next >->25-2032-HowToBecomeOne-6]] > [[Close->25-2032-Detailed]]

certification. An advanced degree in education administration or leadership may be helpful. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Career and technical education teachers must explain concepts in terms that students can understand. Organizational skills. Career and technical education teachers must coordinate their time and teaching materials. Patience. Working with students of different abilities and > [[< Previous->25-2032-HowToBecomeOne-5]] > [[Next >->25-2032-HowToBecomeOne-7]] > [[Close->25-2032-Detailed]]

backgrounds can be difficult. Teachers must be even-tempered with students to develop a positive learning environment. Resourcefulness. Teachers need to create different ways of presenting information and demonstrating tasks so that all students learn the material. > [[< Previous->25-2032-HowToBecomeOne-6]] > [[Close->25-2032-Detailed]]

middle and high schools generally work during school hours. They may meet with parents, students, and school staff before and after classes. Some career and technical education teachers, especially those in postsecondary schools, teach courses and develop lesson plans during evening hours and on weekends. Teachers usually work the traditional 10-month school year and have a 2-month break during the summer. They also have a short midwinter break. Some teachers work for summer programs. Teachers in districts with a year-round schedule typically work 9 weeks in a row and then have a break for > [[< Previous->25-2032-Pay-1]] > [[Next >->25-2032-Pay-3]] > [[Close->25-2032-Detailed]]

3 weeks before starting a new school session. > [[< Previous->25-2032-Pay-2]] > [[Close->25-2032-Detailed]]

# What Logisticians Do Logisticians analyze and coordinate an organization's supply chain, the system that moves a product from supplier to consumer. They manage a product's entire life cycle, from design to disposal. ### Duties Logisticians typically do the following: - Oversee product acquisition - Direct the allocation of materials, supplies, and products - Forecast and direct the alignment of a product's demand and supply flows - Monitor and manage product risk - Manage business systems, including their selection and implementation - Review logistical functions and identify areas for improvement > [[Next >->13-1081-WhatTheyDo-2]] > [[Close->13-1081-Detailed]]

- Serve as a liaison between an organization and its suppliers or customers > [[< Previous->13-1081-WhatTheyDo-1]] > [[Next >->13-1081-WhatTheyDo-3]] > [[Close->13-1081-Detailed]]

- Propose strategies to minimize costs or time required to deliver goods Logisticians oversee activities related to purchasing, transportation, inventory, and warehousing. They organize and direct the movement of goods, people, and equipment, including manufacturing components, consumer products, and military personnel and supplies. Logisticians choose, integrate, and implement software for systems that help them to plan and track product movement. They use these systems to manage their organization's data and administrative functions, such as for procurement. Some logisticians have other > [[< Previous->13-1081-WhatTheyDo-2]] > [[Next >->13-1081-WhatTheyDo-4]] > [[Close->13-1081-Detailed]]

duties, such as training and managing clerical staff. Logisticians may work closely with, or under the supervision of, supply chain managers and project management specialists. > [[< Previous->13-1081-WhatTheyDo-3]] > [[Close->13-1081-Detailed]]

# Work Environment ### Work Environment Logisticians work in many industries. Most work full time, and some work more than 40 hours per week. > [[Close->13-1081-Detailed]]

# How to Become a Logistician Logisticians typically need a bachelor's degree to enter the occupation. Employers often prefer to hire candidates who have experience in a related occupation. In some cases, work experience may substitute for education. ### Education Logisticians typically need a bachelor's degree, although less education may be sufficient for some jobs. Bachelor's degree programs may be in fields such as logistics and supply chain management, business, or related disciplines. Coursework includes accounting, economics, procurement, and other business topics. ### Licenses, Certifications, and > [[Next >->13-1081-HowToBecomeOne-2]] > [[Close->13-1081-Detailed]]

Registrations Although not required, certification demonstrates professional competence and a broad knowledge of logistics. Information on certifications is available from CareerOneStop. Certifications available from the Defense Acquisition University (DAU) are required for Department of Defense acquisitions. ### Work Experience in a Related Occupation Logisticians may benefit from work experience in a field related to logistics, supply chains, or business. Some get experience while working in a logistical support role, such as material recording clerks, or while serving in the military. > [[< Previous->13-1081-HowToBecomeOne-1]] > [[Next >->13-1081-HowToBecomeOne-3]] > [[Close->13-1081-Detailed]]

Others gain experience by participating in internships during college. Some employers allow candidates to substitute work experience for a specific degree. ### Advancement Experienced logisticians may advance to become supply chain managers or project management specialists. Education, experience, and other requirements may vary by employer and industry. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Logisticians > [[< Previous->13-1081-HowToBecomeOne-2]] > [[Next >->13-1081-HowToBecomeOne-4]] > [[Close->13-1081-Detailed]]

must be able to convey information to their business associates, including suppliers and customers. Critical-thinking skills. Logisticians must develop, adjust, and carry out plans that maximize efficiency. Customer service skills. Logisticians must understand the needs of their customers when coordinating the movement of goods, supplies, and equipment. Interpersonal skills. Logisticians need to collaborate with colleagues, suppliers, and customers. Organizational skills. Logisticians must be able to keep detailed records and manage many responsibilities in a fast-paced > [[< Previous->13-1081-HowToBecomeOne-3]] > [[Next >->13-1081-HowToBecomeOne-5]] > [[Close->13-1081-Detailed]]

environment. Problem-solving skills. Logisticians must be able to handle unforeseen issues, such as delivery problems, and adjust plans as needed to resolve the issues. > [[< Previous->13-1081-HowToBecomeOne-4]] > [[Close->13-1081-Detailed]]

# Pay The median annual wage for logisticians was $80,880 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $49,260, and the highest 10 percent earned more than $132,110. In May 2024, the median annual wages for logisticians in the top industries in which they worked were as follows: The majority of logisticians work full time and they sometimes work overtime to ensure that operations stay on schedule. > [[Close->13-1081-Detailed]]

# Job Outlook Employment of logisticians is projected to grow 17 percent from 2024 to 2034, much faster than the average for all occupations. About 26,400 openings for logisticians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As the growth of e-commerce makes logistics more dynamic and complex, logisticians will be in demand to move products more efficiently, solve problems, and identify areas for improvement. The > [[Next >->13-1081-JobOutlook-2]] > [[Close->13-1081-Detailed]]

increased volume of inventory and need to manage multiple supply chains have made logisticians' work critical. In addition, as more goods are purchased online, timeliness of delivery remains a priority for companies, further increasing demand for these workers. > [[< Previous->13-1081-JobOutlook-1]] > [[Close->13-1081-Detailed]]

# What Project Management Specialists Do Project management specialists coordinate the budget, schedule, and other details of a project. They lead and guide the work of technical staff. Project management specialists also may serve as a point of contact for the client or customer. ### Duties Project management specialists typically do the following: - Communicate with clients to determine project requirements and objectives - Develop project plans to include information such as objectives, funding, schedules, and staff - Identify, review, and select vendors or consultants to meet project needs > [[Next >->13-1082-WhatTheyDo-2]] > [[Close->13-1082-Detailed]]

- Assign duties or responsibilities to project staff - Confer with project staff to identify and resolve problems - Monitor project costs to stay within budget - Monitor project milestones and deliverables - Propose, review, and approve modifications to project plans > [[< Previous->13-1082-WhatTheyDo-1]] > [[Next >->13-1082-WhatTheyDo-3]] > [[Close->13-1082-Detailed]]

- Produce and distribute project documents Project management specialists may begin a project by defining its scope or goals, using input from the client. They then create a plan that itemizes the individual activities, data, and resources needed to complete the project. Project management specialists ensure that the plan estimates costs, identifies potential risks, and specifies a timeline for completion. Once a project is underway, project management specialists direct the team in carrying out the work. They monitor progress by tracking milestones and troubleshooting problems that may > [[< Previous->13-1082-WhatTheyDo-2]] > [[Next >->13-1082-WhatTheyDo-4]] > [[Close->13-1082-Detailed]]

arise, including adjusting the project to address changes requested by the client. Finally, they close out the project by reviewing and organizing financial statements, contracts, and other documents. These specialists may oversee a variety of projects, such as building a new commercial center, improving business processes, or expanding sales into additional markets. In coordinating a project, they may work closely with those whose expertise is in a particular field. For example, a project management specialist may collaborate with an emergency management director in disaster relief efforts > [[< Previous->13-1082-WhatTheyDo-3]] > [[Next >->13-1082-WhatTheyDo-5]] > [[Close->13-1082-Detailed]]

or a construction manager in building a facility. > [[< Previous->13-1082-WhatTheyDo-4]] > [[Close->13-1082-Detailed]]

# Work Environment ### Work Environment Project management specialists usually work in an office setting, but they occasionally travel to visit clients. Most work full time, and some work more than 40 hours per week. > [[Close->13-1082-Detailed]]

# How to Become a Project Management Specialist Project management specialists typically need a bachelor's degree that may be in a variety of fields, including business or project management. Although not always required, certification may be beneficial. ### Education To enter the occupation, project management specialists typically need a bachelor's degree in business, project management, or a related field. Some employers prefer to hire candidates who have a degree in a technical field related to the industry in which they will work, such as computer and information technology or engineering. ### Licenses, Certifications, and > [[Next >->13-1082-HowToBecomeOne-2]] > [[Close->13-1082-Detailed]]

Registrations Although not always required, professional certification demonstrates competency to prospective clients and employers. Information on certifications is available from CareerOneStop. ### Other Experience Some positions require project management specialists to have relevant work experience. Candidates may gain experience as business analysts, information security analysts, training and development specialists, or in other related occupations. Employers also may prefer to hire candidates who have experience in areas such as personnel recruitment, employee relations, or > [[< Previous->13-1082-HowToBecomeOne-1]] > [[Next >->13-1082-HowToBecomeOne-3]] > [[Close->13-1082-Detailed]]

compensation and benefits. Candidates sometimes get this experience by volunteering or while in college, either through courses or internships. ### Advancement Project management specialists may advance to more senior positions as they gain experience and take on more responsibility. For example, they may begin as trainees working on small projects and progress to large, complex projects. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->13-1082-HowToBecomeOne-2]] > [[Next >->13-1082-HowToBecomeOne-4]] > [[Close->13-1082-Detailed]]

page. Analytical skills. Project management specialists must be able to understand large amounts of information and data. Communication skills. Project management specialists need to convey information to staff and must get input from and present results to clients. Critical-thinking skills. To determine which strategy would work best for a particular project, these specialists must assess its goals and impact. Interpersonal skills. Project management specialists must establish trust with clients and respond well to their questions and concerns. Organizational skills. Project management > [[< Previous->13-1082-HowToBecomeOne-3]] > [[Next >->13-1082-HowToBecomeOne-5]] > [[Close->13-1082-Detailed]]

specialists' work involves balancing a variety of responsibilities, and they may oversee more than one project at one time. Problem-solving skills. Project management specialists must be able to handle difficult or unexpected situations and find effective solutions. Time-management skills. Project management specialists often work under tight deadlines and must use their time efficiently to complete projects on schedule. > [[< Previous->13-1082-HowToBecomeOne-4]] > [[Close->13-1082-Detailed]]

# Pay The median annual wage for project management specialists was $100,750 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $59,830, and the highest 10 percent earned more than $165,790. In May 2024, the median annual wages for project management specialists in the top industries in which they worked were as follows: Most project management specialists work full time, and some work more than 40 hours per week. > [[Close->13-1082-Detailed]]

# Job Outlook Employment of project management specialists is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 78,200 openings for project management specialists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As organizations seek ways to maintain and improve productivity, employment of project management specialists is expected to increase. These specialists will be needed > [[Next >->13-1082-JobOutlook-2]] > [[Close->13-1082-Detailed]]

to help manage various business operations, ensuring that projects meet their goals and are completed on time and within budget. In addition, demand for project management specialists will likely stem from the need to manage the growing volume and complexity of information technology (IT) projects. > [[< Previous->13-1082-JobOutlook-1]] > [[Close->13-1082-Detailed]]

# What Management Analysts Do Management analysts, often called management consultants, recommend ways to improve an organization's efficiency. They advise managers on how to make organizations more profitable through reduced costs and increased revenues. ### Duties Management analysts typically do the following: - Gather and organize information about the problems to be solved or the procedures to be improved - Interview personnel and conduct onsite observations to determine the methods, equipment, and personnel that will be needed > [[Next >->13-1111-WhatTheyDo-2]] > [[Close->13-1111-Detailed]]

- Analyze financial and other data, including revenue, expenditure, and employment reports - Develop solutions or alternative practices - Recommend new systems, procedures, or organizational changes - Make recommendations to management through presentations or written reports > [[< Previous->13-1111-WhatTheyDo-1]] > [[Next >->13-1111-WhatTheyDo-3]] > [[Close->13-1111-Detailed]]

- Confer with managers to ensure changes are working Although some management analysts work for the organization that they analyze, many work as consultants on a contractual basis. The work of management analysts may vary from project to project. Some projects require a team of analysts, each specializing in one area. On other projects, analysts work independently with the client organization's managers. Management analysts often specialize in certain areas, such as inventory control or reorganizing corporate structures for efficiency. Some focus on a specific industry, such as healthcare > [[< Previous->13-1111-WhatTheyDo-2]] > [[Next >->13-1111-WhatTheyDo-4]] > [[Close->13-1111-Detailed]]

or telecommunications. In government, management analysts usually specialize by type of agency. Organizations hire management analysts to develop strategies for entering and remaining competitive in the market. Management analysts who work on contract may write proposals and bid for jobs. Typically, an organization that needs the help of a management analyst requests proposals from a number of consultants and consulting companies that specialize in the needed work. Interested companies then submit a proposal that explains details such as how the work will be completed, what the schedule > [[< Previous->13-1111-WhatTheyDo-3]] > [[Next >->13-1111-WhatTheyDo-5]] > [[Close->13-1111-Detailed]]

will be, and how much it will cost. The organization selects the proposal that best meets its needs and budget. > [[< Previous->13-1111-WhatTheyDo-4]] > [[Close->13-1111-Detailed]]

# Work Environment ### Work Environment Management analysts may travel frequently to meet with clients. Some work more than 40 hours per week. > [[Close->13-1111-Detailed]]

# How to Become a Management Analyst Management analysts typically need at least a bachelor's degree and several years of related work experience. ### Education A bachelor's degree is the typical entry-level requirement for management analysts. However, some employers prefer to hire candidates who have a master's degree in business administration (MBA). Management analysts address a range of topics, and many fields of study provide a suitable educational background. Fields of bachelor's degree study may include business, social science, and engineering. ### Licenses, Certifications, and Registrations Management analysts are > [[Next >->13-1111-HowToBecomeOne-2]] > [[Close->13-1111-Detailed]]

not required to get certification, but having a credential may give jobseekers a competitive advantage. Information on certifications is available from CareerOneStop. ### Work Experience in a Related Occupation Many analysts enter the occupation with several years of work experience. Organizations that specialize in certain fields typically try to hire candidates who have experience in those areas. For example, tax preparation firms may prefer candidates who have worked as an accountant or auditor, and software companies might seek those with experience as a computer systems analyst. ### > [[< Previous->13-1111-HowToBecomeOne-1]] > [[Next >->13-1111-HowToBecomeOne-3]] > [[Close->13-1111-Detailed]]

Advancement As management analysts gain experience, they often take on more responsibility. Senior-level analysts may supervise teams working on complex projects and may become involved in seeking out new business. Those with exceptional skills may eventually become partners in their organization and focus on attracting new clients and bringing in revenue. Senior analysts may leave consulting and move to management positions at non-consulting organizations. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more > [[< Previous->13-1111-HowToBecomeOne-2]] > [[Next >->13-1111-HowToBecomeOne-4]] > [[Close->13-1111-Detailed]]

information, visit the Employment Projections (EP) skills data page. Analytical skills. Management analysts must be able to interpret information and use their findings to make proposals. Communication skills. Management analysts must be able to convey information clearly in both writing and speaking. Analysts also need good listening skills to understand an organization's problems and recommend appropriate solutions. Interpersonal skills. Management analysts work with managers and other employees of the organizations for which they provide consulting services. They should be able to work > [[< Previous->13-1111-HowToBecomeOne-3]] > [[Next >->13-1111-HowToBecomeOne-5]] > [[Close->13-1111-Detailed]]

as a team toward achieving the organization's goals. Problem-solving skills. Management analysts must be able to think creatively to solve clients' problems. Although some aspects of clients' problems may be similar, each situation is likely to present unique challenges for the analyst to solve. Time-management skills. Management analysts often work under tight deadlines and must use their time efficiently to complete projects on schedule. > [[< Previous->13-1111-HowToBecomeOne-4]] > [[Close->13-1111-Detailed]]

# Pay The median annual wage for management analysts was $101,190 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $59,720, and the highest 10 percent earned more than $174,140. In May 2024, the median annual wages for management analysts in the top industries in which they worked were as follows: Management analysts working for consulting firms are usually paid a base salary in addition to a year-end bonus. Self-employed analysts are paid directly by their clients, > [[Next >->13-1111-Pay-2]] > [[Close->13-1111-Detailed]]

typically by either the hour or the project. Analysts often work many hours under tight deadlines. Some work more than 40 hours per week. > [[< Previous->13-1111-Pay-1]] > [[Close->13-1111-Detailed]]

# Job Outlook Employment of management analysts is projected to grow 9 percent from 2024 to 2034, much faster than the average for all occupations. About 98,100 openings for management analysts are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for consulting services is expected to increase as organizations seek ways to improve efficiency and control costs. As markets become more competitive, firms will need to use > [[Next >->13-1111-JobOutlook-2]] > [[Close->13-1111-Detailed]]

resources more efficiently. Growth is expected to be particularly strong in smaller consulting companies that specialize in specific industries or types of business function, such as information technology or human resources. Government agencies also are expected to seek the services of management analysts as they look for ways to reduce spending and improve efficiency. ### > [[< Previous->13-1111-JobOutlook-1]] > [[Close->13-1111-Detailed]]

# What Cartographers and Photogrammetrists Do Cartographers and photogrammetrists collect, analyze, and interpret geographic information to create and update maps and related products. ### Duties Cartographers and photogrammetrists typically do the following: - Collect and analyze data from surveys, satellite images, and other sources - Create visualizations of data, such as annual precipitation patterns and elevation - Develop maps that integrate Geographic Information System (GIS) data for geospatial context - Prepare static or interactive maps in print, digital, or graphic format > [[Next >->17-1021-WhatTheyDo-2]] > [[Close->17-1021-Detailed]]

- Update and revise existing maps and charts Cartographers and photogrammetrists are mapmakers. They use information from a variety of sources to create visualizations of the world on a small scale. Cartographers and photogrammetrists gather and analyze spatial measurements, images, and data about the Earth's topography to build maps. They integrate information from sources such as land surveys and light-imaging detection and ranging (LiDAR) technology using GIS, Computer-Aided Design (CAD), and other software. Cartographers and photogrammetrists may tailor mapping information to support a > [[< Previous->17-1021-WhatTheyDo-1]] > [[Next >->17-1021-WhatTheyDo-3]] > [[Close->17-1021-Detailed]]

variety of decisions, such as those related to land use, the environment, or marketing. For example, they might create maps for an urban planning project that show population density, elevations, buildings, and roads. In addition to designing static maps on paper, cartographers and photogrammetrists prepare interactive maps for digital applications that include websites, cell phones, and navigation systems. They also may create enhanced products for specific users, such as tactile maps for people who are visually impaired. > [[< Previous->17-1021-WhatTheyDo-2]] > [[Close->17-1021-Detailed]]

# Work Environment ### Work Environment Although cartographers and photogrammetrists spend much of their time in an office setting, some jobs require travel to locations that are being mapped. Most work full time. > [[Close->17-1021-Detailed]]

# How to Become a Cartographer or Photogrammetrist Cartographers and photogrammetrists typically need a bachelor's degree in cartography, geography, geomatics, surveying, or a related field. Some cartographers and photogrammetrists may need to be licensed. ### Education Cartographers and photogrammetrists typically need a bachelor's degree in cartography, geography, geomatics, surveying, or a related field. (Geomatics combines a variety of disciplines, such as engineering, natural resources, and mathematics.) Coursework in these programs may include Geographic Information System (GIS) technology, remote sensing, and other technical > [[Next >->17-1021-HowToBecomeOne-2]] > [[Close->17-1021-Detailed]]

subjects. Aspiring cartographers and photogrammetrists may gain practical experience while in school by completing internships, such as in GIS, with private firms or government agencies. ### Licenses, Certifications, and Registrations Licensing requirements for cartographers and photogrammetrists vary. They may be state > [[< Previous->17-1021-HowToBecomeOne-1]] > [[Next >->17-1021-HowToBecomeOne-3]] > [[Close->17-1021-Detailed]]

- or employer-specific and depend on job duties. Information on state licensing board requirements is available from CareerOneStop. Certification for cartographers and photogrammetrists is usually optional. Certification may demonstrate competence and may make candidates more competitive when looking for a job. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->17-1021-HowToBecomeOne-2]] > [[Next >->17-1021-HowToBecomeOne-4]] > [[Close->17-1021-Detailed]]

skills. Cartographers and photogrammetrists must be able to convey technical information clearly in nontechnical ways. Both written and oral communication are important. Computer skills. Cartographers and photogrammetrists must be able to work with GIS and other technology to collect and process data and with software to create maps. Critical-thinking skills. Cartographers and photogrammetrists interpret information from a variety of sources, as well as from existing maps, surveys, and other records. They must be able to determine the accuracy and relevance of the features they are > [[< Previous->17-1021-HowToBecomeOne-3]] > [[Next >->17-1021-HowToBecomeOne-5]] > [[Close->17-1021-Detailed]]

mapping. Detail oriented. Cartographers and photogrammetrists must pay attention to detail when interpreting data and deciding what information to include in maps. Problem-solving skills. Cartographers and photogrammetrists must be able to reconcile differences between aerial photographs, land surveys, satellite images, and other sources they integrate into maps. > [[< Previous->17-1021-HowToBecomeOne-4]] > [[Close->17-1021-Detailed]]

# Pay The median annual wage for cartographers and photogrammetrists was $78,380 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $50,500, and the highest 10 percent earned more than $121,440. In May 2024, the median annual wages for cartographers and photogrammetrists in the top industries in which they worked were as follows: Most cartographers and photogrammetrists work full time. They may have longer workdays while doing fieldwork. > [[Close->17-1021-Detailed]]

# Job Outlook Employment of cartographers and photogrammetrists is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 1,000 openings for cartographers and photogrammetrists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The use of maps for government planning should lead to employment growth. Cartographers and photogrammetrists also will be needed to map and locate areas that > [[Next >->17-1021-JobOutlook-2]] > [[Close->17-1021-Detailed]]

require help during natural disasters, often using Geographic Information Systems (GIS). > [[< Previous->17-1021-JobOutlook-1]] > [[Close->17-1021-Detailed]]

# What Meeting, Convention, and Event Planners Do Meeting, convention, and event planners arrange all aspects of events and professional gatherings. They arrange meeting locations, transportation, and other details. ### Duties Meeting, convention, and event planners typically do the following: - Meet with clients to understand the purpose of the event - Plan the scope of the event, including its time, location, and cost - Solicit bids from venues and service providers - Inspect venues to ensure that they meet the client's requirements - Coordinate event services such as rooms, transportation, and food > [[Next >->13-1121-WhatTheyDo-2]] > [[Close->13-1121-Detailed]]

- Monitor event activities to ensure that the client and the attendees are satisfied > [[< Previous->13-1121-WhatTheyDo-1]] > [[Next >->13-1121-WhatTheyDo-3]] > [[Close->13-1121-Detailed]]

- Review event bills and approve payments Meeting, convention, and event planners organize a variety of social and professional events, including weddings, educational conferences, and business conventions. They coordinate every detail of these events, including finances. Before planning a meeting, for example, planners meet with clients to estimate attendance and determine the meeting's purpose. During the event, they handle logistics, such as registering guests and organizing audiovisual equipment. After the meeting, they make sure that all vendors are paid, and they may survey attendees > [[< Previous->13-1121-WhatTheyDo-2]] > [[Next >->13-1121-WhatTheyDo-4]] > [[Close->13-1121-Detailed]]

to obtain feedback on the event. Meeting, convention, and event planners search for potential meeting sites, such as hotels and convention centers. They consider the lodging and services that the facility can provide, how easy it will be for people to get there, and the attractions that the surrounding area has to offer. Once a location is selected, planners arrange the meeting space and support services, such as catering and interpreters. They negotiate contracts with suppliers and coordinate plans with the venue's staff. They may also organize speakers, entertainment, and activities. The > [[< Previous->13-1121-WhatTheyDo-3]] > [[Next >->13-1121-WhatTheyDo-5]] > [[Close->13-1121-Detailed]]

following are examples of types of meeting, convention, and event planners: Meeting planners plan large meetings for organizations. Healthcare meeting planners specialize in organizing meetings and conferences for healthcare professionals. Corporate planners organize internal business meetings and meetings between businesses. These events may be in person or online and held either within corporate facilities or offsite to include more people. Convention planners plan conventions and conferences for organizations. Association planners organize annual conferences and trade shows for > [[< Previous->13-1121-WhatTheyDo-4]] > [[Next >->13-1121-WhatTheyDo-6]] > [[Close->13-1121-Detailed]]

professional associations. Convention service managers work for hotels and convention centers. They act as liaisons between the meeting facility and the planners who work for associations, businesses, and governments. They present food service options to outside planners, coordinate special requests, and suggest hotel services that work within a planner's budget. Event planners arrange the details of a variety of events. Wedding planners are the most well known, but event planners also coordinate celebrations such as anniversaries, reunions, and other large social events, as well as > [[< Previous->13-1121-WhatTheyDo-5]] > [[Next >->13-1121-WhatTheyDo-7]] > [[Close->13-1121-Detailed]]

corporate events, including product launches, galas, and award ceremonies. Nonprofit event planners plan large events with the goal of raising donations for a charity or advocacy organization. Events may include banquets, charity races, and food drives. Exhibition organizers are responsible for all aspects of planning, promoting, and producing a display. They are also called exhibit managers, show managers, or show organizer. > [[< Previous->13-1121-WhatTheyDo-6]] > [[Close->13-1121-Detailed]]

# Work Environment ### Work Environment Meeting, convention, and event planners work in their offices and onsite at hotels or conference centers. They often travel to attend events and visit meeting sites. During meetings or conventions, planners may work many more hours than usual. > [[Close->13-1121-Detailed]]

# How to Become a Meeting, Convention, or Event Planner Meeting, convention, and event planners typically need a bachelor's degree. Some experience related to event planning may be helpful. ### Education Meeting, convention, and event planners typically need a bachelor's degree. Although some colleges offer programs in meeting and event management, other common fields of degree include business, communications, and social science. Planners who have studied meeting and event management or hospitality management may start out with greater responsibilities than do those from other academic disciplines. Some colleges offer continuing education > [[Next >->13-1121-HowToBecomeOne-2]] > [[Close->13-1121-Detailed]]

courses in meeting and event planning. ### Licenses, Certifications, and Registrations A number of voluntary certifications are available for meeting and convention planners. Although not required, these certifications demonstrate specific knowledge or professional expertise. Information on certifications is available from CareerOneStop. ### Other Experience Meeting, convention, and event planners may benefit from having some experience in meeting and event planning. Working in a variety of positions at hotels, convention centers, and convention bureaus provides knowledge of how the > [[< Previous->13-1121-HowToBecomeOne-1]] > [[Next >->13-1121-HowToBecomeOne-3]] > [[Close->13-1121-Detailed]]

hospitality industry operates. Other beneficial work experiences include coordinating university or volunteer events and shadowing professionals. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Meeting, convention, and event planners exchange information with clients, suppliers, and event staff. They must have excellent written and oral communication skills to express the needs of their clients. Interpersonal > [[< Previous->13-1121-HowToBecomeOne-2]] > [[Next >->13-1121-HowToBecomeOne-4]] > [[Close->13-1121-Detailed]]

skills. Meeting, convention, and event planners must establish and maintain positive relationships with clients and suppliers. Negotiation skills. Meeting, convention, and event planners must be able to secure quality products and services at reasonable prices for their clients. Organizational skills. Meeting, convention, and event planners must multitask, pay attention to details, and meet tight deadlines. Problem-solving skills. Meeting, convention, and event planners must be able to anticipate potential issues and prepare creative solutions that satisfy clients. > [[< Previous->13-1121-HowToBecomeOne-3]] > [[Close->13-1121-Detailed]]

# Pay The median annual wage for meeting, convention, and event planners was $59,440 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $35,990, and the highest 10 percent earned more than $101,310. In May 2024, the median annual wages for meeting, convention, and event planners in the top industries in which they worked were as follows: Most meeting, convention, and event planners work full time, and many work more than 40 hours per week. They often work additional hours > [[Next >->13-1121-Pay-2]] > [[Close->13-1121-Detailed]]

to finalize preparations as major events approach. During meetings or conventions, planners may work on weekends. > [[< Previous->13-1121-Pay-1]] > [[Close->13-1121-Detailed]]

# Job Outlook Employment of meeting, convention, and event planners is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 15,500 openings for meeting, convention, and event planners are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Event planners' services are expected to be in demand by people who want help organizing personal events, such as weddings. In addition, demand for > [[Next >->13-1121-JobOutlook-2]] > [[Close->13-1121-Detailed]]

professionally planned meetings and events will stem from businesses and organizations that host events. > [[< Previous->13-1121-JobOutlook-1]] > [[Close->13-1121-Detailed]]

# What Chefs and Head Cooks Do Chefs and head cooks oversee the daily food preparation at restaurants and other places where food is served. They direct kitchen staff and handle any food-related concerns. ### Duties Chefs and head cooks typically do the following: - Check the freshness of food and ingredients - Supervise and coordinate activities of cooks and other food preparation workers - Develop recipes and determine how to present dishes - Plan menus and ensure the quality of meals - Inspect supplies, equipment, and work areas for cleanliness and functionality > [[Next >->35-1011-WhatTheyDo-2]] > [[Close->35-1011-Detailed]]

- Hire, train, and supervise cooks and other food preparation workers - Order and maintain an inventory of food and supplies > [[< Previous->35-1011-WhatTheyDo-1]] > [[Next >->35-1011-WhatTheyDo-3]] > [[Close->35-1011-Detailed]]

- Monitor sanitation practices and follow kitchen safety standards Chefs and head cooks use a variety of kitchen and cooking equipment, including step-in coolers, high-quality knives, meat slicers, and grinders. They also have access to large quantities of meats, spices, and produce. Some chefs use scheduling and purchasing software to help them in their administrative tasks. Chefs who run their own restaurant or catering business are often busy with kitchen and office work. Some chefs use social media to promote their business by advertising new menu items or addressing patrons' > [[< Previous->35-1011-WhatTheyDo-2]] > [[Next >->35-1011-WhatTheyDo-4]] > [[Close->35-1011-Detailed]]

reviews. The following are examples of types of chefs and head cooks: Executive chefs, head cooks, and chefs de cuisine are responsible primarily for overseeing the operation of a kitchen. They coordinate the work of sous chefs and other cooks, who prepare most of the meals. Executive chefs also have many duties beyond the kitchen. They design the menu, review food and beverage purchases, and often train cooks and other food preparation workers. Some executive chefs primarily handle administrative tasks and may spend less time in the kitchen. Sous chefs are a kitchen's second-in-command. > [[< Previous->35-1011-WhatTheyDo-3]] > [[Next >->35-1011-WhatTheyDo-5]] > [[Close->35-1011-Detailed]]

They supervise the restaurant's cooks, prepare meals, and report results to the head chefs. In the absence of the head chef, sous chefs run the kitchen. > [[< Previous->35-1011-WhatTheyDo-4]] > [[Close->35-1011-Detailed]]

# Work Environment ### Work Environment Chefs and head cooks work in restaurants, hotels, and other food service establishments. They often work early mornings, late evenings, weekends, and holidays. The work can be hectic and fast-paced. Most chefs and head cooks work full time. > [[Close->35-1011-Detailed]]

# How to Become a Chef or Head Cook To enter the occupation, chefs and head cooks typically need a high school diploma plus experience. Some attend a culinary program at a community college, technical school, culinary arts school, or 4-year college. Others learn through apprenticeship programs or in the Armed Forces. ### Education Chefs and head cooks are typically required to have a high school diploma or equivalent to enter the occupation. Although they are not always required to have postsecondary education, many attend programs at community colleges, technical schools, culinary arts schools, and 4-year colleges. Students > [[Next >->35-1011-HowToBecomeOne-2]] > [[Close->35-1011-Detailed]]

in culinary programs spend most of their time in kitchens, practicing their cooking skills. Programs cover all aspects of kitchen work, including menu planning, food sanitation procedures, and purchasing and inventory methods. Most programs also require students to gain experience in a commercial kitchen through an internship or apprenticeship program. ### Work Experience in a Related Occupation Chefs and head cooks often start by working in other positions, such as line cooks, learning cooking skills from the chefs they work for. Many spend years working in kitchens before gaining enough > [[< Previous->35-1011-HowToBecomeOne-1]] > [[Next >->35-1011-HowToBecomeOne-3]] > [[Close->35-1011-Detailed]]

experience to be promoted to chef or head cook positions. ### Training Some chefs and head cooks train on the job, where they learn the same skills as in a formal education program. Some train in mentorship programs, where they work under the direction of an experienced chef. Executive chefs, head cooks, and sous chefs who work in upscale restaurants often have many years of training and experience. Chefs and head cooks also may learn through apprenticeship programs sponsored by professional culinary institutes, industry associations, or trade unions. Some of the apprenticeship programs are > [[< Previous->35-1011-HowToBecomeOne-2]] > [[Next >->35-1011-HowToBecomeOne-4]] > [[Close->35-1011-Detailed]]

registered with the U.S. Department of Labor. Apprenticeship programs generally combine instruction and on-the-job training. Apprentices typically receive both instruction and paid on-the-job training. Instruction usually covers food sanitation and safety, basic knife skills, and equipment operation. Apprentices spend the rest of their training learning practical skills in a commercial kitchen under a chef's supervision. ### Licenses, Certifications, and Registrations Some states and localities require chefs and head cooks to have a food handler's certification. For more information, > [[< Previous->35-1011-HowToBecomeOne-3]] > [[Next >->35-1011-HowToBecomeOne-5]] > [[Close->35-1011-Detailed]]

contact your state or local licensing board. Although not required, other types of certification may lead to advancement and higher pay. Information on these certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business skills. Executive chefs and chefs who run their own restaurant need to know how to budget for supplies, set prices, and manage workers so that the restaurant is > [[< Previous->35-1011-HowToBecomeOne-4]] > [[Next >->35-1011-HowToBecomeOne-6]] > [[Close->35-1011-Detailed]]

profitable. Communication skills. Chefs must convey their instructions clearly and effectively to staff so that patrons' orders are prepared correctly. Creativity. Chefs and head cooks need to develop and prepare interesting and innovative recipes. Dexterity. Chefs and head cooks need agility to handle knives properly for cutting, chopping, and dicing. Leadership skills. Chefs and head cooks must be able to motivate kitchen staff and to develop constructive and cooperative working relationships. Physical stamina. Chefs and head cooks often work long shifts and sometimes spend entire > [[< Previous->35-1011-HowToBecomeOne-5]] > [[Next >->35-1011-HowToBecomeOne-7]] > [[Close->35-1011-Detailed]]

evenings on their feet, overseeing the preparation and serving of meals. Sense of taste and smell. Chefs and head cooks must have a keen sense of taste and smell in order to inspect food quality and to design meals that their patrons will enjoy. Time-management skills. Chefs and head cooks must ensure efficiency in meal preparation and service, especially during busy hours. > [[< Previous->35-1011-HowToBecomeOne-6]] > [[Close->35-1011-Detailed]]

# Pay The median annual wage for chefs and head cooks was $60,990 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,000, and the highest 10 percent earned more than $96,030. In May 2024, the median annual wages for chefs and head cooks in the top industries in which they worked were as follows: The level of pay for chefs and head cooks varies by region and employer. Pay is usually highest in upscale restaurants and hotels, where many executive chefs work, as well as > [[Next >->35-1011-Pay-2]] > [[Close->35-1011-Detailed]]

in major metropolitan and resort areas. Most chefs and head cooks work full time and often work early mornings, late evenings, weekends, and holidays. Some work more than 40 hours per week. > [[< Previous->35-1011-Pay-1]] > [[Close->35-1011-Detailed]]

# Job Outlook Employment of chefs and head cooks is projected to grow 7 percent from 2024 to 2034, much faster than the average for all occupations. About 24,400 openings for chefs and head cooks are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Income growth is expected to result in greater demand for high-quality dishes at a variety of dining venues. As a result, more restaurants and other dining places are expected to > [[Next >->35-1011-JobOutlook-2]] > [[Close->35-1011-Detailed]]

open to satisfy consumer desire for dining out. Consumers are continuing to demand healthier meals made from scratch in restaurants, cafeterias, grocery stores, and other places that sell food. To ensure high-quality dishes, these establishments hire experienced chefs to oversee food preparation. > [[< Previous->35-1011-JobOutlook-1]] > [[Close->35-1011-Detailed]]

# What Fundraisers Do Fundraisers organize activities to raise money and other kinds of donations for an organization. They also may design promotional materials and increase awareness of an organization's work, goals, and financial needs. ### Duties Fundraisers typically do the following: - Research prospective donors - Create a strong fundraising message that appeals to potential donors - Identify and contact potential donors - Use online platforms to raise donations - Organize campaigns or events to solicit donations - Maintain records of donor information > [[Next >->13-1131-WhatTheyDo-2]] > [[Close->13-1131-Detailed]]

- Evaluate the success of previous fundraising events - Train volunteers in fundraising procedures and practices > [[< Previous->13-1131-WhatTheyDo-1]] > [[Next >->13-1131-WhatTheyDo-3]] > [[Close->13-1131-Detailed]]

- Ensure that all legal reporting requirements are satisfied Fundraisers plan and oversee events and drives to raise monetary donations or other gifts for an organization. They ensure that these efforts are effective by researching potential donors and examining records of those who have given in the past. They also develop strategies for using social media and other digital platforms to connect with potential donors and to raise awareness of their organization's work and goals. Fundraisers who work for political campaigns must be knowledgeable about campaign finance laws, such as the > [[< Previous->13-1131-WhatTheyDo-2]] > [[Next >->13-1131-WhatTheyDo-4]] > [[Close->13-1131-Detailed]]

contribution limits of an individual giving to a specific candidate. The following are examples of types of fundraising appeals: Annual campaigns solicit donations once a year for an organization. Many nonprofit organizations have annual giving campaigns. Capital campaigns raise money for a specific project within a set timeframe, such as the construction of a new building at a university. Capital campaigns also raise money for renovations and the creation or expansion of an endowment. Major gifts are large amounts of money from a single source. These gifts are usually the largest sole > [[< Previous->13-1131-WhatTheyDo-3]] > [[Next >->13-1131-WhatTheyDo-5]] > [[Close->13-1131-Detailed]]

contribution an organization receives during its annual donation cycle. Planned giving includes promised contributions from donors who pledge money to be paid at a future date or in installments over time. Fundraisers who focus on planned giving must have specialized training in taxes regarding gifts of stocks, bonds, charitable annuities, and real estate bequests in a will. > [[< Previous->13-1131-WhatTheyDo-4]] > [[Close->13-1131-Detailed]]

# Work Environment ### Work Environment Fundraisers work primarily for nonprofit organizations. They spend time in an office setting, although they also may travel to meet with prospective donors or to attend events. Most fundraisers work full time. > [[Close->13-1131-Detailed]]

# How to Become a Fundraiser Fundraisers typically need a bachelor's degree and strong communication and organizational skills. Employers may prefer to hire candidates who have related experience, such as from working with a nonprofit organization in an internship or as a volunteer. ### Education Fundraisers typically need a bachelor's degree to enter the occupation. Although they may have a variety of academic backgrounds, common fields of degree include communications, business, and social science. ### Other Experience Having previous experience with fundraising is often important, even if in a position other than > [[Next >->13-1131-HowToBecomeOne-2]] > [[Close->13-1131-Detailed]]

full-time employment. For example, completing an internship while in school or volunteering to help with fundraising campaigns at a nonprofit organization are ways to gain experience with this type of work. ### Licenses, Certifications, and Registrations Laws vary by state, but states may require some types of fundraisers to register with a state authority. Check with your state for more information. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills > [[< Previous->13-1131-HowToBecomeOne-1]] > [[Next >->13-1131-HowToBecomeOne-3]] > [[Close->13-1131-Detailed]]

data page. Communication skills. Fundraisers need to clearly explain the message and goals of their organization to prospective donors. Decision-making skills. Fundraisers must evaluate options and choose appropriate solicitation methods for various donors. Detail oriented. Fundraisers deal with large volumes of data, including lists of people's names and phone numbers, and must comply with state and federal regulations. Failing to do so may result in penalties. Interpersonal skills. Fundraisers need to develop and maintain relationships with donors. Organizational skills. Fundraisers > [[< Previous->13-1131-HowToBecomeOne-2]] > [[Next >->13-1131-HowToBecomeOne-4]] > [[Close->13-1131-Detailed]]

manage large campaigns and events. They must have strong planning and organizational skills in order to succeed. > [[< Previous->13-1131-HowToBecomeOne-3]] > [[Close->13-1131-Detailed]]

# Pay The median annual wage for fundraisers was $66,490 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $43,200, and the highest 10 percent earned more than $106,960. In May 2024, the median annual wages for fundraisers in the top industries in which they worked were as follows: Most fundraisers work full time. Some attend fundraising events in the evenings or on weekends, possibly requiring additional hours. > [[Close->13-1131-Detailed]]

# Job Outlook Employment of fundraisers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 10,200 openings for fundraisers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth is expected to be driven by the continued need of nonprofit organizations to collect donations in order to run their operations. Many nonprofit organizations are focusing on > [[Next >->13-1131-JobOutlook-2]] > [[Close->13-1131-Detailed]]

cultivating an online presence and are using social media for fundraising activities. As a result, fundraisers should continue to be needed to use social media platforms to connect with potential donors and to spread their organization's message. > [[< Previous->13-1131-JobOutlook-1]] > [[Close->13-1131-Detailed]]

# What Chemical Engineers Do Chemical engineers apply the principles of chemistry, physics, and engineering to design equipment and processes for manufacturing products such as gasoline, detergents, and paper. ### Duties Chemical engineers typically do the following: - Conduct research to develop new and improved manufacturing processes - Design and plan the layout of equipment - Establish safety procedures for working with dangerous chemicals - Conduct tests and monitor production processes - Troubleshoot problems in manufacturing processes > [[Next >->17-2041-WhatTheyDo-2]] > [[Close->17-2041-Detailed]]

- Evaluate equipment and processes to ensure compliance with safety and environmental regulations > [[< Previous->17-2041-WhatTheyDo-1]] > [[Next >->17-2041-WhatTheyDo-3]] > [[Close->17-2041-Detailed]]

- Estimate production costs for management Chemical engineers work on producing a variety of chemicals and products, such as electronics, food, clothing, and paper. Along with designing and developing manufacturing processes, they ensure the safety of both work environments and consumers. Chemical engineers commonly use computer-aided design (CAD) software in developing materials and products. Many engineers are generalists whose knowledge is transferable across industries. Some chemical engineers specialize in a particular process, such as oxidation (a reaction of oxygen with chemicals to > [[< Previous->17-2041-WhatTheyDo-2]] > [[Next >->17-2041-WhatTheyDo-4]] > [[Close->17-2041-Detailed]]

make other chemicals), or in developing specific products. Others specialize in a particular field, such as nanomaterials (extremely small substances). Chemical engineers also may collaborate on research projects in a variety of other fields, including life sciences, biotechnology, and business services. > [[< Previous->17-2041-WhatTheyDo-3]] > [[Close->17-2041-Detailed]]

# Work Environment ### Work Environment Chemical engineers typically work in an office setting or in laboratories. Most chemical engineers work full time, and some work more than 40 hours per week. > [[Close->17-2041-Detailed]]

# How to Become a Chemical Engineer To enter the occupation, chemical engineers typically need a bachelor's degree in chemical engineering or a related field. Some employers prefer to hire candidates who have gained practical experience in an internship or a cooperative education program. ### Education High school students interested in chemical engineering should take classes in sciences such as chemistry, physics, and biology. They also should take math courses, including algebra, calculus, and trigonometry. Bachelor's degree programs in chemical engineering or a related field typically include classroom, laboratory, and > [[Next >->17-2041-HowToBecomeOne-2]] > [[Close->17-2041-Detailed]]

field studies. These programs usually take 4 years, but some colleges and universities have 5-year engineering programs that lead to both a bachelor's and a master's degree. Employers often prefer to hire graduates of accredited engineering programs. In chemical engineering, accredited programs include courses in chemistry, physics, and biology and the application of these sciences to process design and analysis. Some colleges and universities offer internships or cooperative education programs. In these programs, students gain practical experience while completing their education. ### > [[< Previous->17-2041-HowToBecomeOne-1]] > [[Next >->17-2041-HowToBecomeOne-3]] > [[Close->17-2041-Detailed]]

Licenses, Certifications, and Registrations Licensure is not required for entry-level chemical engineers. Experienced engineers may obtain a Professional Engineer (PE) license, which allows them to oversee the work of other engineers, sign off on projects, and provide services directly to the public. State licensure generally requires a bachelor's or higher degree from an accredited engineering program, a passing score on the Fundamentals of Engineering (FE) exam, several years of relevant work experience, and a passing score on the PE exam. Each state issues its own license. Most states > [[< Previous->17-2041-HowToBecomeOne-2]] > [[Next >->17-2041-HowToBecomeOne-4]] > [[Close->17-2041-Detailed]]

recognize licensure from other states if the licensing state's requirements meet or exceed their own licensure requirements. Some states require engineers to take continuing education to maintain licensure. Information on state licensing board requirements is available from CareerOneStop. ### Advancement Chemical engineers may advance to supervise a team of engineers and technicians or to become engineering managers. Advancing into supervisory or management positions usually requires several years of experience, often working under the guidance of a senior-level engineer. ### Important > [[< Previous->17-2041-HowToBecomeOne-3]] > [[Next >->17-2041-HowToBecomeOne-5]] > [[Close->17-2041-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Chemical engineers must be able to evaluate designs and processes and to propose improvements, if necessary. Communication skills. Because chemical engineers frequently work on teams, they must be able to express themselves clearly in discussions and develop good relationships with colleagues. Creativity. Chemical engineers explore new ways of applying engineering to invent new > [[< Previous->17-2041-HowToBecomeOne-4]] > [[Next >->17-2041-HowToBecomeOne-6]] > [[Close->17-2041-Detailed]]

materials and advance manufacturing techniques in chemical engineering. Math skills. Chemical engineers use calculus and other advanced math for analysis, design, and troubleshooting in their work. Problem-solving skills. Chemical engineers must be able to anticipate and identify problems, such as those related to manufacturing processes, and to devise solutions. > [[< Previous->17-2041-HowToBecomeOne-5]] > [[Close->17-2041-Detailed]]

# Pay The median annual wage for chemical engineers was $121,860 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $78,520, and the highest 10 percent earned more than $182,150. In May 2024, the median annual wages for chemical engineers in the top industries in which they worked were as follows: Most chemical engineers work full time, and some work more than 40 hours per week. They may have to work additional hours to meet production targets or to troubleshoot problems > [[Next >->17-2041-Pay-2]] > [[Close->17-2041-Detailed]]

with manufacturing processes. > [[< Previous->17-2041-Pay-1]] > [[Close->17-2041-Detailed]]

# Job Outlook Employment of chemical engineers is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 1,100 openings for chemical engineers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for chemical engineers' services depends largely on demand for the products that these workers help to develop. For example, environmental and sustainability concerns have led > [[Next >->17-2041-JobOutlook-2]] > [[Close->17-2041-Detailed]]

chemistry and manufacturing firms to research alternative fertilizers, resulting in a need for chemical engineers. However, lower costs of some foreign chemicals may lead to decreased demand for their domestic manufacturing, leading to a decreased need for chemical engineers to manage manufacturing processes. Chemical engineers are expected to continue to be needed to design equipment and develop manufacturing processes that conform to changing regulations. > [[< Previous->17-2041-JobOutlook-1]] > [[Close->17-2041-Detailed]]

# What Compensation, Benefits, and Job Analysis Specialists Do Compensation, benefits, and job analysis specialists oversee wage and nonwage programs that an organization provides to its employees in return for their work. They also evaluate position descriptions to determine details such as classification and salary. ### Duties Compensation, benefits, and job analysis specialists typically do the following: - Research compensation and benefits policies and plans - Use data and cost analyses to compare compensation and benefits plans - Evaluate position descriptions to determine classification and salary > [[Next >->13-1141-WhatTheyDo-2]] > [[Close->13-1141-Detailed]]

- Ensure that an organization complies with federal and state laws - Design and prepare reports summarizing research and analysis > [[< Previous->13-1141-WhatTheyDo-1]] > [[Next >->13-1141-WhatTheyDo-3]] > [[Close->13-1141-Detailed]]

- Present recommendations to other human resources managers Some specialists perform tasks within all areas of compensation, benefits, and job analysis. Others specialize in a specific area. Compensation specialists assess an organization's pay structure for employees. They research compensation trends and review surveys to determine how their organization's pay compares with that of other organizations in a particular industry and region. They often perform complex data and cost analyses to evaluate compensation policies. They also ensure that the organization's pay practices comply with > [[< Previous->13-1141-WhatTheyDo-2]] > [[Next >->13-1141-WhatTheyDo-4]] > [[Close->13-1141-Detailed]]

federal and state laws and regulations, such as equal pay laws, minimum wage, overtime, and workers' compensation. Benefits specialists administer an organization's compensation programs that are supplemental to wages, including retirement plans, leave policies, wellness programs, and insurance plans. They research, analyze, and then recommend benefits plans, policies, and programs. They frequently monitor government regulations, legislation, and benefits trends to ensure that their programs are current, legal, and competitive. They also work closely with insurance brokers and benefits > [[< Previous->13-1141-WhatTheyDo-3]] > [[Next >->13-1141-WhatTheyDo-5]] > [[Close->13-1141-Detailed]]

carriers and manage the enrollment, delivery of benefits, and renewal to the organization's employees. Job analysis specialists, also known as position classifiers, evaluate an organization's positions by writing or assigning job descriptions, determining position classifications, and preparing salary scales. When the organization introduces a new job or reviews existing jobs, specialists must conduct research and make recommendations to managers on the classification, description, status, and salary of those jobs. > [[< Previous->13-1141-WhatTheyDo-4]] > [[Close->13-1141-Detailed]]

# Work Environment ### Work Environment Compensation, benefits, and job analysis specialists are employed in nearly every industry. They typically work in offices, and most are full time. > [[Close->13-1141-Detailed]]

# How to Become a Compensation, Benefits, and Job Analysis Specialist Compensation, benefits, and job analysis specialists typically need a bachelor's degree and related work experience to enter the occupation. ### Education Employers typically require that compensation, benefits, and job analysis specialists have a bachelor's degree. Common fields of degree include business, social science, psychology, and communications. Some employers accept additional related work experience in lieu of a degree. Regardless of major, students interested in this occupation may find it useful to take courses in subjects such as human resources management, finance, and > [[Next >->13-1141-HowToBecomeOne-2]] > [[Close->13-1141-Detailed]]

accounting. ### Work Experience in a Related Occupation Employers typically require that compensation, benefits, and job analysis specialists have experience that includes compensation analysis, benefits administration, or general human resources work. Experience in related fields, such as finance, insurance, or business administration, also may be helpful. Some candidates gain this experience through internships. However, others gain experience from working in human resources occupations, such as human resources specialists. ### Licenses, Certifications, and Registrations Although > [[< Previous->13-1141-HowToBecomeOne-1]] > [[Next >->13-1141-HowToBecomeOne-3]] > [[Close->13-1141-Detailed]]

professional certification is not required, it demonstrates expertise. Some employers prefer to hire candidates who have certification, but other employers allow their employees to earn certification after they have begun working. Certification programs often require applicants to have several years of related work experience in order to qualify for the credential. Information on certifications is available from CareerOneStop. ### Advancement Compensation, benefits, and job analysis specialists may advance to become a compensation and benefits manager or a human resources manager. > [[< Previous->13-1141-HowToBecomeOne-2]] > [[Next >->13-1141-HowToBecomeOne-4]] > [[Close->13-1141-Detailed]]

Specialists typically need several years of work experience to advance. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Compensation, benefits, and job analysis specialists perform data and cost analyses to evaluate their organization's policies. They also must be able to interpret the details of contracts and laws. Business skills. Specialists must understand basic finance and accounting. They help set the wages and > [[< Previous->13-1141-HowToBecomeOne-3]] > [[Next >->13-1141-HowToBecomeOne-5]] > [[Close->13-1141-Detailed]]

benefits packages for new employees. Communication skills. Specialists need to provide information about compensation and benefits in a way that is understandable to employees at all levels throughout their organization. Critical-thinking skills. Specialists must be able to evaluate job positions, salary scales, promotion practices, and other compensation and benefits policies. > [[< Previous->13-1141-HowToBecomeOne-4]] > [[Close->13-1141-Detailed]]

# Pay The median annual wage for compensation, benefits, and job analysis specialists was $77,020 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $48,300, and the highest 10 percent earned more than $128,830. In May 2024, the median annual wages for compensation, benefits, and job analysis specialists in the top industries in which they worked were as follows: Most compensation, benefits, and job analysis specialists work full time. > [[Close->13-1141-Detailed]]

# Job Outlook Employment of compensation, benefits, and job analysis specialists is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 8,500 openings for compensation, benefits, and job analysis specialists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Organizations will continue to hire benefits specialists to analyze, select, and update their benefits policies. > [[Next >->13-1141-JobOutlook-2]] > [[Close->13-1141-Detailed]]

Organizations will need benefits specialists to design, evaluate, and administer policies to reduce rising healthcare costs due to the aging population and rising use of next-generation diabetes and weight-loss drugs. In addition, organizations must manage increasingly complex benefits programs as federal, state, and local policies change. Organizations will need specialists to analyze these compensation policies and plans and to ensure that they are both competitive and cost effective. > [[< Previous->13-1141-JobOutlook-1]] > [[Close->13-1141-Detailed]]

# What Chemical Technicians Do Chemical technicians use laboratory instruments and techniques to help scientists analyze the properties of materials. ### Duties Chemical technicians typically do the following: - Monitor chemical processes and test product quality to make sure that they meet standards and specifications - Set up, operate, and maintain laboratory instruments and equipment - Maintain production equipment and troubleshoot problems - Prepare chemical solutions > [[Next >->19-4031-WhatTheyDo-2]] > [[Close->19-4031-Detailed]]

- Conduct, compile, and interpret results of chemical and physical experiments, tests, and analyses for a variety of purposes, including research and development > [[< Previous->19-4031-WhatTheyDo-1]] > [[Next >->19-4031-WhatTheyDo-3]] > [[Close->19-4031-Detailed]]

- Prepare and present reports, graphs, and charts that summarize their results Technicians who work in laboratories may help conduct experiments that contribute to research and development. For example, some chemical technicians help chemists and other scientists develop new medicines. Other chemical technicians work in manufacturing, where they may assist in monitoring quality, maintaining equipment, and improving production processes. Typically, chemists or chemical engineers direct chemical technicians' work and evaluate their results. Most technicians work on teams, but they also may > [[< Previous->19-4031-WhatTheyDo-2]] > [[Next >->19-4031-WhatTheyDo-4]] > [[Close->19-4031-Detailed]]

be required to work independently on projects. Experienced technicians may serve as mentors to technicians who are new to a lab or to a specific area of research. > [[< Previous->19-4031-WhatTheyDo-3]] > [[Close->19-4031-Detailed]]

# Work Environment ### Work Environment Chemical technicians often work in laboratories or in manufacturing facilities, such as chemical manufacturing plants. Most technicians work full time. > [[Close->19-4031-Detailed]]

# How to Become a Chemical Technician To enter the occupation, chemical technicians typically need an associate's degree or 2 years of postsecondary education. Some positions require candidates to have a bachelor's degree; others require a high school diploma. Most chemical technicians receive on-the-job training. ### Education Chemical technicians typically need an associate's degree or 2 years of postsecondary education in applied science or chemical technology. Some employers prefer to hire candidates who have a bachelor's degree in those or related fields, such as biology or physical science. Other employers may consider > [[Next >->19-4031-HowToBecomeOne-2]] > [[Close->19-4031-Detailed]]

candidates who have a high school diploma. Technical and community college programs in applied sciences or chemical technology typically include courses in math, physics, and biology in addition to chemistry. Coursework in statistics and computer science is also useful for learning data analysis and modeling. Courses that include a laboratory component provide students with hands-on practice in conducting experiments and proper use of instruments and techniques. Participating in internships and cooperative-education programs while attending school helps students gain experience. ### > [[< Previous->19-4031-HowToBecomeOne-1]] > [[Next >->19-4031-HowToBecomeOne-3]] > [[Close->19-4031-Detailed]]

Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Chemical technicians must be methodical in conducting scientific experiments and interpreting data. Communication skills. Chemical technicians must explain their work to scientists and engineers or to workers who may not have a technical background. They often write reports to summarize their results. Detail oriented. Chemical technicians need to set up, operate, and > [[< Previous->19-4031-HowToBecomeOne-2]] > [[Next >->19-4031-HowToBecomeOne-4]] > [[Close->19-4031-Detailed]]

maintain precision laboratory equipment and instruments. They also must keep meticulous records of their experiments, observations, and results. Interpersonal skills. Chemical technicians must work well as part of a team that often includes scientists, engineers, and other technicians. ### Training Chemical technicians typically receive on-the-job training from experienced technicians, who explain proper methods and procedures for conducting experiments and operating equipment. The length of training varies with the new employee's level of experience and education and by industry. ### > [[< Previous->19-4031-HowToBecomeOne-3]] > [[Next >->19-4031-HowToBecomeOne-5]] > [[Close->19-4031-Detailed]]

Advancement Technicians who have a bachelor's degree may advance to become chemical engineers or chemists. > [[< Previous->19-4031-HowToBecomeOne-4]] > [[Close->19-4031-Detailed]]

# Pay The median annual wage for chemical technicians was $57,790 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,030, and the highest 10 percent earned more than $90,990. In May 2024, the median annual wages for chemical technicians in the top industries in which they worked were as follows: Most technicians work full time. Occasionally, they may have to work additional hours to meet project deadlines or troubleshoot problems with manufacturing processes. Some work > [[Next >->19-4031-Pay-2]] > [[Close->19-4031-Detailed]]

irregular schedules to monitor laboratory experiments or manufacturing operations. > [[< Previous->19-4031-Pay-1]] > [[Close->19-4031-Detailed]]

# Job Outlook Employment of chemical technicians is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 6,700 openings for chemical technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Chemical technicians are expected to continue to be in demand to test new materials and products developed by chemists and chemical engineers. They also will be needed to monitor the > [[Next >->19-4031-JobOutlook-2]] > [[Close->19-4031-Detailed]]

quality of chemical products and processes. In addition, demand for these technicians is projected due to greater interest in environmental issues such as pollution control, clean energy, and sustainability. > [[< Previous->19-4031-JobOutlook-1]] > [[Close->19-4031-Detailed]]

# What Training and Development Specialists Do Training and development specialists plan and administer programs that train employees and improve their skills and knowledge. ### Duties Training and development specialists typically do the following: - Assess training needs through surveys, interviews with employees, or consultations with managers or instructors - Design and create training manuals, online learning modules, and course materials - Review training materials from multiple sources and choose appropriate materials - Deliver training to employees using a variety of instructional techniques > [[Next >->13-1151-WhatTheyDo-2]] > [[Close->13-1151-Detailed]]

- Assist in evaluating training programs > [[< Previous->13-1151-WhatTheyDo-1]] > [[Next >->13-1151-WhatTheyDo-3]] > [[Close->13-1151-Detailed]]

- Perform administrative tasks such as monitoring costs, scheduling classes, setting up systems and equipment, and coordinating enrollment Training and development specialists help create, plan, and run training programs for businesses and organizations. To do this, they must first assess the needs of an organization. They then develop custom training programs that may take place online, in classrooms, or in training facilities. Training and development specialists organize or run training sessions using lectures, team exercises and other formats. Training also may be in the form of a > [[< Previous->13-1151-WhatTheyDo-2]] > [[Next >->13-1151-WhatTheyDo-4]] > [[Close->13-1151-Detailed]]

video, a self-guided instructional manual, or an online application. Training may be collaborative, allowing employees to connect informally with colleagues, experts, and mentors. > [[< Previous->13-1151-WhatTheyDo-3]] > [[Close->13-1151-Detailed]]

# Work Environment ### Work Environment Training and development specialists work in nearly every industry. They spend much of their time working with people, giving presentations, and leading training activities. > [[Close->13-1151-Detailed]]

# How to Become a Training and Development Specialist Training and development specialists typically need a bachelor's degree and related work experience. However, candidates who do not have a bachelor's degree sometimes qualify for jobs if they have relevant experience. ### Education Training and development specialists typically need a bachelor's degree, often in a business field such as organizational development or human resources. Other fields of degree include education, social science, psychology, and communications. Candidates who do not have a bachelor's degree sometimes qualify for jobs if they have experience developing and > [[Next >->13-1151-HowToBecomeOne-2]] > [[Close->13-1151-Detailed]]

delivering training. The experience may need to be extensive and specific to the employer's industry. ### Work Experience in a Related Occupation Related work experience is important for most training and development specialists. Positions may require work experience in areas such as staff development or instructional design or in related occupations, such as human resources specialists or teachers. Employers also may prefer to hire candidates who have work experience in a relevant industry or with virtual learning, mobile training, and technology-based tools. However, employers may hire > [[< Previous->13-1151-HowToBecomeOne-1]] > [[Next >->13-1151-HowToBecomeOne-3]] > [[Close->13-1151-Detailed]]

candidates who have a master's degree instead of work experience. ### Licenses, Certifications, and Registrations Although not usually required, certification shows professional expertise and credibility. However, some employers prefer to hire certified candidates, and some positions require certification. Information on certifications is available from CareerOneStop. ### Advancement Training and development specialists may advance to training and development manager or human resources manager positions. Workers typically need several years of experience to advance. ### Important > [[< Previous->13-1151-HowToBecomeOne-2]] > [[Next >->13-1151-HowToBecomeOne-4]] > [[Close->13-1151-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Training and development specialists must evaluate training programs, methods, and materials and choose those that best fit each situation. Collaboration skills. Specialists need strong interpersonal skills because delivering training programs requires coordinating with instructors, subject-matter experts, and trainees. Specialists accomplish much of their work through > [[< Previous->13-1151-HowToBecomeOne-3]] > [[Next >->13-1151-HowToBecomeOne-5]] > [[Close->13-1151-Detailed]]

teams. Communication skills. Training and development specialists must convey information clearly and facilitate learning to diverse audiences. Creativity. Specialists should be resourceful when developing training materials. They may need to think of and implement new approaches when considering training methods. Instructional skills. Training and development specialists deliver employee training programs. They must have strong training skills to meet the learning needs of a particular group. > [[< Previous->13-1151-HowToBecomeOne-4]] > [[Close->13-1151-Detailed]]

# Pay The median annual wage for training and development specialists was $65,850 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $37,510, and the highest 10 percent earned more than $120,190. In May 2024, the median annual wages for training and development specialists in the top industries in which they worked were as follows: Most training and development specialists work full time during regular business hours. > [[Close->13-1151-Detailed]]

# Job Outlook Employment of training and development specialists is projected to grow 11 percent from 2024 to 2034, much faster than the average for all occupations. About 43,900 openings for training and development specialists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employees in many occupations are required to take training and development courses throughout their careers, creating demand for the specialists who > [[Next >->13-1151-JobOutlook-2]] > [[Close->13-1151-Detailed]]

lead these activities. As technology continues to advance, workers may need to learn new skillsets to use these technologies in their jobs. Continuous training and upskilling will increase the demand for training and development specialists as the skills relevant to many occupations evolve. In addition, more of these specialists are expected to be needed to develop employee training related to complying with internal policies and regulatory requirements. > [[< Previous->13-1151-JobOutlook-1]] > [[Close->13-1151-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1052-WhatTheyDo-1]] > [[Next >->25-1052-WhatTheyDo-3]] > [[Close->25-1052-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1052-WhatTheyDo-2]] > [[Next >->25-1052-WhatTheyDo-4]] > [[Close->25-1052-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1052-WhatTheyDo-3]] > [[Next >->25-1052-WhatTheyDo-5]] > [[Close->25-1052-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1052-WhatTheyDo-4]] > [[Next >->25-1052-WhatTheyDo-6]] > [[Close->25-1052-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1052-HowToBecomeOne-2]] > [[Close->25-1052-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1052-HowToBecomeOne-1]] > [[Next >->25-1052-HowToBecomeOne-3]] > [[Close->25-1052-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1052-HowToBecomeOne-2]] > [[Next >->25-1052-HowToBecomeOne-4]] > [[Close->25-1052-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1052-HowToBecomeOne-3]] > [[Next >->25-1052-HowToBecomeOne-5]] > [[Close->25-1052-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1052-HowToBecomeOne-4]] > [[Next >->25-1052-HowToBecomeOne-6]] > [[Close->25-1052-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1052-HowToBecomeOne-5]] > [[Next >->25-1052-HowToBecomeOne-7]] > [[Close->25-1052-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1052-HowToBecomeOne-6]] > [[Next >->25-1052-HowToBecomeOne-8]] > [[Close->25-1052-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1052-HowToBecomeOne-7]] > [[Close->25-1052-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1052-Pay-1]] > [[Next >->25-1052-Pay-3]] > [[Close->25-1052-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1052-JobOutlook-1]] > [[Next >->25-1052-JobOutlook-3]] > [[Close->25-1052-Detailed]]

# What Chemists and Materials Scientists Do Chemists and materials scientists research and analyze the chemical properties of substances to develop new materials, products, or knowledge. ### Duties Chemists and materials scientists typically do the following: - Plan and carry out research projects, such as development of products and of testing methods - Direct technicians and other staff in chemical processing and testing, including for ingredients, mixing times, and operating temperatures - Collaborate with engineers and other scientists on experiments, product development, and production processes > [[Next >->19-2031-WhatTheyDo-2]] > [[Close->19-2031-Detailed]]

- Prepare solutions, compounds, and reagents used in laboratory procedures - Analyze substances to determine their composition and concentration of elements - Conduct tests on materials and other substances to ensure that safety and quality standards are met - Write technical reports that detail methods and findings > [[< Previous->19-2031-WhatTheyDo-1]] > [[Next >->19-2031-WhatTheyDo-3]] > [[Close->19-2031-Detailed]]

- Present research findings to scientists, engineers, and other colleagues Chemists and materials scientists work usually work in either basic or applied research. In basic research, chemists and materials scientists investigate the properties, composition, and structure of matter. They also experiment with combinations of elements and the ways in which they interact. In applied research, chemists and materials scientists investigate developing new products or improving existing ones, such as medications, batteries, and cleaners. Chemists and materials scientists use computers and other > [[< Previous->19-2031-WhatTheyDo-2]] > [[Next >->19-2031-WhatTheyDo-4]] > [[Close->19-2031-Detailed]]

laboratory equipment for modeling, simulation, and analysis. For example, chemists may use three-dimensional modeling software to study the structure and properties of complex molecules. Most chemists and materials scientists work as part of a team that may include physicists, microbiologists, and engineers. For example, chemists in pharmaceutical research may work with biochemists and biophysicists or chemical engineers to develop new drugs and with industrial engineers to design ways to mass-produce the drugs. Chemists may work in interdisciplinary fields, such as biochemistry or > [[< Previous->19-2031-WhatTheyDo-3]] > [[Next >->19-2031-WhatTheyDo-5]] > [[Close->19-2031-Detailed]]

geochemistry. They also may specialize in a particular field. The following are examples of types of chemists: Analytical chemists identify elements and compounds in a substance to determine its structure, composition, and nature. They also study the interactions between parts of compounds. Some analytical chemists specialize in developing new methods of evaluation. Their research has a range of applications, including food safety and pollution control. Forensic chemists aid in criminal investigations by testing and analyzing evidence, such as DNA. These chemists work primarily in > [[< Previous->19-2031-WhatTheyDo-4]] > [[Next >->19-2031-WhatTheyDo-6]] > [[Close->19-2031-Detailed]]

laboratories but may testify in court as expert witnesses to explain the results of their analyses. Inorganic chemists study the structure, properties, and reactions of substances that do not contain carbon, such as metals. They work to understand the behavior and the characteristics of inorganic substances, such as ceramics and superconductors, for modifying, separating, or using in products or for other purposes. Medicinal chemists research and develop chemical compounds to create and test new drug products. They also help develop and improve manufacturing processes to effectively produce > [[< Previous->19-2031-WhatTheyDo-5]] > [[Next >->19-2031-WhatTheyDo-7]] > [[Close->19-2031-Detailed]]

new drugs on a large scale. Organic chemists study the structure, properties, and reactions of molecules that contain carbon. They also design and make organic substances for use in developing new commercial products, such as medicine and plastics. Physical chemists study how matter behaves and how chemical reactions occur. From their analyses, physical chemists may develop theories, such as how complex structures are formed, and research potential uses for new materials. Theoretical chemists investigate abstract methods that predict the outcomes of chemical experiments. Their > [[< Previous->19-2031-WhatTheyDo-6]] > [[Next >->19-2031-WhatTheyDo-8]] > [[Close->19-2031-Detailed]]

specializations may incorporate different branches of computer science, such as artificial intelligence. Some examples of theoretical chemists are computational chemists, mathematical chemists, and chemical informaticians. Materials scientists typically specialize in the material they work with most often. Examples include ceramics, metals, polymers, and semiconductors. > [[< Previous->19-2031-WhatTheyDo-7]] > [[Close->19-2031-Detailed]]

# Work Environment ### Work Environment Chemists and materials scientists work in laboratories, offices, and manufacturing facilities. Most work full time. > [[Close->19-2031-Detailed]]

# How to Become a Chemist or Materials Scientist To enter the occupation, chemists and materials scientists typically need at least a bachelor's degree in chemistry or a related field. However, they may need a master's degree or Ph.D. for some jobs, such as research positions. ### Education Chemists and materials scientists typically need a bachelor's degree in chemistry or a related physical science field. Some jobs require a master's degree or Ph.D. and work experience. Chemists and materials scientists with a Ph.D. and postdoctoral experience may lead research teams. Undergraduate chemistry programs typically require a number of > [[Next >->19-2031-HowToBecomeOne-2]] > [[Close->19-2031-Detailed]]

courses in chemistry, most of which include a laboratory component. They also require courses in a variety of other subjects, including math, biological sciences, and physics. Some chemistry programs offer materials science as a specialization, and some engineering programs offer a joint degree in materials science and engineering. Graduate programs in chemistry commonly include specialization in a subfield, such as analytical chemistry or inorganic chemistry. For example, those interested in doing pharmaceutical research may choose to develop a strong background in medicinal or organic > [[< Previous->19-2031-HowToBecomeOne-1]] > [[Next >->19-2031-HowToBecomeOne-3]] > [[Close->19-2031-Detailed]]

chemistry. Combined programs, which offer an accelerated bachelor's and master's degree in chemistry, also are available. ### Training Laboratory equipment in the workplace is expensive and may differ from the equipment available in university laboratories. As a result, chemists and materials scientists may receive training after they are hired, with experienced chemists and materials scientists demonstrating proper use of their employers' laboratory equipment. Laboratory experience gained through internships, fellowships, or cooperative programs in industry is also useful. ### > [[< Previous->19-2031-HowToBecomeOne-2]] > [[Next >->19-2031-HowToBecomeOne-4]] > [[Close->19-2031-Detailed]]

Advancement Chemists may advance as they gain experience, typically by receiving greater responsibility and independence in their work. Another path to advancement is through further education. For example, Ph.D. chemists may lead research teams and take on larger, more complicated projects as they progress. Some chemists and materials scientists advance to become natural sciences managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->19-2031-HowToBecomeOne-3]] > [[Next >->19-2031-HowToBecomeOne-5]] > [[Close->19-2031-Detailed]]

page. Analytical skills. Chemists and materials scientists need to evaluate the results of experiments to ensure accuracy in their research. Communication skills. Chemists and materials scientists must be able to convey information clearly in reports and presentations for both technical and nontechnical audiences. Interpersonal skills. Chemists and materials scientists typically work on teams and need to be cooperative. Chemists and material scientists who serve as team leaders must be able to motivate and direct others. Math skills. Chemists and materials scientists regularly use > [[< Previous->19-2031-HowToBecomeOne-4]] > [[Next >->19-2031-HowToBecomeOne-6]] > [[Close->19-2031-Detailed]]

calculus, algebra, statistics, and other math for calculations. Organizational skills. Chemists and materials scientists must document processes carefully when conducting experiments, tracking outcomes, and analyzing results. Perseverance. Chemists and materials scientists must persist in the trial-and-error demands of research. They must be self-motivated to avoid becoming discouraged. Problem-solving skills. Chemists' and materials scientists' work involves posing questions during research and finding answers through results. Time-management skills. Chemists and materials scientists > [[< Previous->19-2031-HowToBecomeOne-5]] > [[Next >->19-2031-HowToBecomeOne-7]] > [[Close->19-2031-Detailed]]

usually need to meet deadlines and must be able to prioritize tasks while maintaining quality. > [[< Previous->19-2031-HowToBecomeOne-6]] > [[Close->19-2031-Detailed]]

# Pay The median annual wage for chemists was $84,150 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $53,210, and the highest 10 percent earned more than $154,430. The median annual wage for materials scientists was $104,160 in May 2024. The lowest 10 percent earned less than $61,460, and the highest 10 percent earned more than $168,500. In May 2024, the median annual wages for chemists in the top industries in which they worked were as follows: In May 2024, the > [[Next >->19-2031-Pay-2]] > [[Close->19-2031-Detailed]]

median annual wages for materials scientists in the top industries in which they worked were as follows: Most chemists and materials scientists work full time. Occasionally, they may have to work additional hours to meet project deadlines or perform time-sensitive laboratory experiments during off-hours. > [[< Previous->19-2031-Pay-1]] > [[Close->19-2031-Detailed]]

# Job Outlook Overall employment of chemists and materials scientists is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 7,000 openings for chemists and materials scientists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for chemists and materials scientists is expected to stem from innovations in a variety of research areas, including nanotechnology and > [[Next >->19-2031-JobOutlook-2]] > [[Close->19-2031-Detailed]]

biomaterials. Chemists will be needed to develop improved products and processes, such as new medicines and methods for ensuring food safety. Materials scientists will be needed to research and develop affordable, safe, high-quality materials for electronics, energy, transportation, and other uses. > [[< Previous->19-2031-JobOutlook-1]] > [[Close->19-2031-Detailed]]

# What Market Research Analysts Do Market research analysts study consumer preferences, business conditions, and other factors to assess potential sales of a product or service. They help companies understand what products people want, who will buy them, and at what price. ### Duties Market research analysts typically do the following: - Monitor and forecast marketing and sales trends - Measure the effectiveness of marketing programs and strategies - Devise and evaluate methods for collecting data, such as surveys, questionnaires, and opinion polls - Gather data on consumers, competitors, and market conditions > [[Next >->13-1161-WhatTheyDo-2]] > [[Close->13-1161-Detailed]]

- Analyze data using statistical software - Convert data and findings into tables, graphs, and written reports > [[< Previous->13-1161-WhatTheyDo-1]] > [[Next >->13-1161-WhatTheyDo-3]] > [[Close->13-1161-Detailed]]

- Prepare reports and present results to clients and management Market research analysts gather data and study other information to help a company promote its products or services. They gather data on consumer buying habits, demographics, needs, and preferences. They collect data and information using a variety of methods, such as focus groups, interviews, literature reviews, market analysis surveys, public opinion polls, and questionnaires. Analysts help determine a company's position in the marketplace by researching their competitors and studying their marketing methods, prices, and > [[< Previous->13-1161-WhatTheyDo-2]] > [[Next >->13-1161-WhatTheyDo-4]] > [[Close->13-1161-Detailed]]

sales. Using this information, analysts may determine potential markets, product demand, and pricing. Their knowledge of the targeted consumer enables analysts to develop advertising brochures and commercials, product promotions, and sales plans. Market research analysts evaluate data using statistical techniques and software. They must interpret what the data mean for their client, and they may forecast future trends. They often make charts, graphs, infographics, and other visual aids to present the results of their research. Workers who design and conduct surveys that market research > [[< Previous->13-1161-WhatTheyDo-3]] > [[Next >->13-1161-WhatTheyDo-5]] > [[Close->13-1161-Detailed]]

analysts use are survey researchers. > [[< Previous->13-1161-WhatTheyDo-4]] > [[Close->13-1161-Detailed]]

# Work Environment ### Work Environment Because most industries use market research, these analysts are employed throughout the economy. Most analysts work full time during regular business hours. > [[Close->13-1161-Detailed]]

# How to Become a Market Research Analyst Market research analysts typically need a bachelor's degree. Some employers require or prefer that job candidates have a master's degree. Strong research and analytical skills are essential. ### Education Market research analysts typically need a bachelor's degree in market research or a related business, communications, or social science field. Courses in statistics, research methods, and marketing are important for prospective analysts. Courses in communications and social sciences, such as economics or consumer behavior, are also helpful. Some employers of market research analysts > [[Next >->13-1161-HowToBecomeOne-2]] > [[Close->13-1161-Detailed]]

require or prefer a master's degree. Several schools offer graduate programs in marketing research, but analysts may choose to complete a bachelor's degree in another field, such as statistics and marketing, and earn a master's degree in business administration (MBA). A master's degree is often required for leadership positions or positions that perform more technical research. ### Licenses, Certifications, and Registrations Analysts may pursue certification, which is voluntary, to demonstrate a level of professional competency. Information on certifications is available from > [[< Previous->13-1161-HowToBecomeOne-1]] > [[Next >->13-1161-HowToBecomeOne-3]] > [[Close->13-1161-Detailed]]

CareerOneStop. ### Other Experience Completing an internship while in school may be helpful. Prospective analysts also may gain experience by volunteering for an organization and helping with market research or related projects. Employers may prefer to hire candidates who have experience in other positions that require collecting and analyzing data or writing reports to summarize research. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->13-1161-HowToBecomeOne-2]] > [[Next >->13-1161-HowToBecomeOne-4]] > [[Close->13-1161-Detailed]]

page. Analytical skills. Market research analysts must evaluate large amounts of data and information related to market conditions. Communication skills. Market research analysts must be able to clearly convey information when gathering material, interpreting data, and presenting results to clients. Critical-thinking skills. To determine which marketing strategies would work best for a company, market research analysts must assess all available information. Detail oriented. Market research analysts must pay attention to minutiae to evaluate data. > [[< Previous->13-1161-HowToBecomeOne-3]] > [[Close->13-1161-Detailed]]

# Pay The median annual wage for market research analysts was $76,950 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $42,070, and the highest 10 percent earned more than $144,610. In May 2024, the median annual wages for market research analysts in the top industries in which they worked were as follows: Most market research analysts work full time during regular business hours. > [[Close->13-1161-Detailed]]

# Job Outlook Employment of market research analysts is projected to grow 7 percent from 2024 to 2034, much faster than the average for all occupations. About 87,200 openings for market research analysts are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth is expected to be driven by an increasing use of data and market research across many industries. These workers will be needed to help understand the needs > [[Next >->13-1161-JobOutlook-2]] > [[Close->13-1161-Detailed]]

and wants of customers, measure the effectiveness of marketing and business strategies, and identify the factors affecting product demand. The increase in the collection and analyses of big data - extremely large sets of information, such as social media comments or online product reviews - can provide insight on consumer behaviors and preferences. Businesses will need market research analysts to conduct analyses of this data and information. > [[< Previous->13-1161-JobOutlook-1]] > [[Close->13-1161-Detailed]]

# What Social Workers Do Social workers help individuals, groups, and families prevent and cope with problems in their everyday lives. Clinical social workers diagnose and treat mental, behavioral, and emotional problems. ### Duties Social workers typically do the following: - Identify people and communities in need of help - Assess clients' needs, situations, strengths, and support networks to determine their goals - Help clients adjust to changes and challenges in their lives, such as illness, divorce, or unemployment > [[Next >->21-1021-WhatTheyDo-2]] > [[Close->21-1021-Detailed]]

- Research, refer, and advocate for community resources, such as food stamps, childcare, and healthcare, to assist and improve a client's well-being - Respond to crisis situations such as child abuse and mental health emergencies - Monitor clients' situations, and follow up to ensure that they have improved - Maintain case files and records > [[< Previous->21-1021-WhatTheyDo-1]] > [[Next >->21-1021-WhatTheyDo-3]] > [[Close->21-1021-Detailed]]

- Provide psychotherapy services Social workers help people cope with challenges in their lives. They help with a wide range of situations, such as adopting a child, being diagnosed with a terminal illness, or preventing and treating substance abuse. Some social workers get involved at a broad level to help community organizations and policymakers develop or improve social programs, services, and conditions. This is sometimes referred to as macro social work. Advocacy is an important aspect of social work. Social workers advocate or raise awareness with and on behalf of their clients and > [[< Previous->21-1021-WhatTheyDo-2]] > [[Next >->21-1021-WhatTheyDo-4]] > [[Close->21-1021-Detailed]]

constituents. Additionally, they may advocate for the social work occupation on local, state, and national levels. Social workers who are licensed to diagnose and treat mental, behavioral, and emotional disorders are called clinical social workers (CSW), licensed clinical social workers (LCSW), or have a similar title; specific titles vary by state. They provide individual, group, family, and couples therapy; work with clients to develop strategies to change behavior or cope with difficult situations; and refer clients to other resources or services, such as support groups or other mental > [[< Previous->21-1021-WhatTheyDo-3]] > [[Next >->21-1021-WhatTheyDo-5]] > [[Close->21-1021-Detailed]]

health workers. Clinical social workers may develop treatment plans with the client, doctors, and other healthcare workers and may adjust the treatment plan if necessary based on their client's progress. They may work in a variety of specialties. The following are examples of types of social workers: Child and family social workers protect vulnerable children and help families in need of assistance. They help families find housing or services, such as childcare, or apply for benefits, such as food stamps. They intervene when children are in danger of neglect or abuse. Some help arrange > [[< Previous->21-1021-WhatTheyDo-4]] > [[Next >->21-1021-WhatTheyDo-6]] > [[Close->21-1021-Detailed]]

adoptions, locate foster families, or work to reunite families. School social workers work with teachers, parents, and school administrators to develop plans and strategies to improve students' academic performance and social development. They help students with problems such as aggressive behavior or bullying. Additionally, school social workers meet with families to discuss issues such as access to special education resources or frequent student absences. Healthcare social workers help clients understand their diagnosis and adjust their lifestyle, housing, or healthcare. For example, they > [[< Previous->21-1021-WhatTheyDo-5]] > [[Next >->21-1021-WhatTheyDo-7]] > [[Close->21-1021-Detailed]]

may help people transition from the hospital to their homes and communities. In addition, they may provide information about services, such as home healthcare or support groups, to help clients manage their illness or disease. Social workers help doctors and other healthcare workers understand the effects that diseases and illnesses have on clients' mental and emotional health. Some healthcare social workers specialize in geriatric social work, hospice and palliative care, or medical social work. Mental health and substance abuse social workers help clients with mental illnesses or > [[< Previous->21-1021-WhatTheyDo-6]] > [[Next >->21-1021-WhatTheyDo-8]] > [[Close->21-1021-Detailed]]

addictions. They provide information on services, such as support groups and 12-step programs, to help clients cope with their illness. These workers often are licensed clinical social workers. > [[< Previous->21-1021-WhatTheyDo-7]] > [[Close->21-1021-Detailed]]

# Work Environment ### Work Environment Social workers are employed in a variety of settings, including child welfare and human service agencies, healthcare providers, and schools. Most work full time, and some work evenings, weekends, and holidays. > [[Close->21-1021-Detailed]]

# How to Become a Social Worker Social workers typically need a bachelor's or master's degree in social work. They also may need a license; specific requirements vary by state. Clinical social workers need a master's degree, supervised clinical experience, and a license from the state in which they practice. ### Education and Training Most social workers need either a bachelor's or a master's degree in social work. A bachelor's degree in social work (BSW) is the most common requirement for entry-level nonclinical social worker positions. BSW programs teach students about diverse populations, human behavior, social > [[Next >->21-1021-HowToBecomeOne-2]] > [[Close->21-1021-Detailed]]

welfare policy, and ethics in social work. All programs require students to complete supervised fieldwork or an internship. Clinical social workers typically need a master's degree in social work (MSW). These programs prepare students for work in their chosen specialty by developing clinical assessment and diagnostic skills. Some nonclinical social workers also may complete master's-level programs. MSW programs generally take 2 years to complete and include a supervised practicum or internship. A bachelor's degree in social work is not required in order to enter a master's degree program in > [[< Previous->21-1021-HowToBecomeOne-1]] > [[Next >->21-1021-HowToBecomeOne-3]] > [[Close->21-1021-Detailed]]

social work. Although a bachelor's degree in almost any field is acceptable, common majors include public policy and social services, psychology, or social science. Recommended coursework includes sociology, economics, and political science. Some programs allow graduates with a bachelor's degree in social work to earn their master's degree in under 2 years. After obtaining an MSW degree, clinical social workers must complete supervised training and experience. The length of clinical training varies by state but may take several years. ### Licenses, Certifications, and Registrations All > [[< Previous->21-1021-HowToBecomeOne-2]] > [[Next >->21-1021-HowToBecomeOne-4]] > [[Close->21-1021-Detailed]]

states require clinical social workers to be licensed. Some states also require nonclinical social workers to have a license or credential. Becoming a licensed clinical social worker requires a master's degree in social work from an accredited program and supervised clinical experience after graduation. After completing their supervised experience, clinical social workers must pass a clinical exam to be licensed. Because licensing requirements vary by state, those interested should contact their state licensure board. Information on state licensing board requirements is available from > [[< Previous->21-1021-HowToBecomeOne-3]] > [[Next >->21-1021-HowToBecomeOne-5]] > [[Close->21-1021-Detailed]]

CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Clients talk to social workers about challenges in their lives. To provide effective help, social workers must be able to listen to and understand their clients' needs. Compassion. Social workers often work with people who are in stressful and difficult situations. To develop strong relationships, they must have patience and empathy for their > [[< Previous->21-1021-HowToBecomeOne-4]] > [[Next >->21-1021-HowToBecomeOne-6]] > [[Close->21-1021-Detailed]]

clients. Interpersonal skills. Social workers must be able to work with different groups of people. They need to foster healthy and productive relationships with their clients, colleagues, and other support specialists. Organizational skills. Social workers must help and manage multiple clients, often assisting with their paperwork or documenting their treatment. Problem-solving skills. Social workers must analyze their clients' complex situations and develop practical solutions. > [[< Previous->21-1021-HowToBecomeOne-5]] > [[Close->21-1021-Detailed]]

# Pay The median annual wage for social workers was $61,330 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $41,580, and the highest 10 percent earned more than $99,500. Median annual wages for social workers in May 2024 were as follows: In May 2024, the median annual wages for social workers in the top industries in which they worked were as follows: Most social workers are employed full time. They sometimes work evenings, weekends, and holidays to see clients or > [[Next >->21-1021-Pay-2]] > [[Close->21-1021-Detailed]]

attend meetings, and they may be on call. > [[< Previous->21-1021-Pay-1]] > [[Close->21-1021-Detailed]]

# Job Outlook Overall employment of social workers is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 74,000 openings for social workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of social workers varies by occupation (see table). Child, family, and school social workers will be needed to help strengthen parenting skills, prevent child abuse, and > [[Next >->21-1021-JobOutlook-2]] > [[Close->21-1021-Detailed]]

identify alternative homes for children who are unable to live with their biological families. However, employment growth for these social workers may be limited by state and local budget constraints. Healthcare social workers will continue to be needed to help aging populations and their families adjust to new treatments, medications, and lifestyles. Employment of mental health and substance abuse social workers is projected to grow as more people seek treatment for mental illness and for substance abuse, especially recovery from opioid use disorder. In addition, drug offenders could > [[< Previous->21-1021-JobOutlook-1]] > [[Next >->21-1021-JobOutlook-3]] > [[Close->21-1021-Detailed]]

continue being directed to treatment programs, which are staffed by these social workers, as a supplement or occasionally an alternative to incarceration. > [[< Previous->21-1021-JobOutlook-2]] > [[Close->21-1021-Detailed]]

# What Chiropractors Do Chiropractors assess, treat, and care for patients by manipulating the spine and musculoskeletal system. They may provide spinal adjustment or address sacral or pelvic misalignment. ### Duties Chiropractors typically do the following: - Review a patient's medical history and listen to their concerns - Perform a physical examination to analyze the patient's posture, spine, and reflexes - Provide neuromusculoskeletal therapy, which involves adjusting a patient's spinal column and other joints - Give additional treatments, such as applying heat or cold to a patient's injured areas > [[Next >->29-1011-WhatTheyDo-2]] > [[Close->29-1011-Detailed]]

- Advise patients on health and lifestyle issues, such as exercise and nutrition > [[< Previous->29-1011-WhatTheyDo-1]] > [[Next >->29-1011-WhatTheyDo-3]] > [[Close->29-1011-Detailed]]

- Refer patients to other healthcare professionals if needed Chiropractors treat a variety of problems related to the neuromusculoskeletal system. They focus on pain in the back, neck, and joints and how relieving this pain can improve patients' overall health. The goal is to improve the body's motion and function. In diagnosing a patient's condition, chiropractors often use both external and internal assessments. For example, a chiropractor may observe the patient's range of motion related to shoulder pain and then follow up with x rays to provide more detailed information. Some > [[< Previous->29-1011-WhatTheyDo-2]] > [[Next >->29-1011-WhatTheyDo-4]] > [[Close->29-1011-Detailed]]

chiropractors treat patients using procedures such as massage therapy, rehabilitative exercise, and electrical muscle stimulation in addition to spinal adjustments and manipulation. They also may apply supports, such as braces or tape, to treat patients and relieve pain. In addition to operating a general chiropractic practice, chiropractors may specialize in areas such as sports, neurology, or nutrition. Chiropractors who are self-employed or work in private practice may have additional responsibilities that include marketing their business, hiring staff, and keeping records. > [[< Previous->29-1011-WhatTheyDo-3]] > [[Close->29-1011-Detailed]]

# Work Environment ### Work Environment Most chiropractors work in a solo or group chiropractic practice. Some are self-employed. Chiropractors usually work full time, but part-time work is common. > [[Close->29-1011-Detailed]]

# How to Become a Chiropractor Chiropractors typically need a Doctor of Chiropractic (D.C.) degree. Completing a D.C. program typically takes about 4 years, in addition to at least 3 years of undergraduate study. Every state requires chiropractors to be licensed. ### Education Chiropractors must have a Doctor of Chiropractic (D.C.) degree from an accredited chiropractic college. A D.C. degree usually takes 4 years to complete. Admission to D.C. programs requires at least 3 years of undergraduate education, although applicants commonly have a bachelor's degree. Typical bachelor's degrees for prospective D.C. students > [[Next >->29-1011-HowToBecomeOne-2]] > [[Close->29-1011-Detailed]]

include biology, healthcare and related fields, or kinesiology, exercise physiology, or other subjects focusing on physical movement. Chiropractic programs generally require applicants to have completed coursework in sciences such as physics, chemistry, and biology, as well as general education studies. A D.C. program includes coursework in anatomy, physiology, biology, and similar subjects. Courses in business management, such as marketing and finance, also may be included. Chiropractic students gain supervised clinical experience in areas such as diagnosis, spinal assessment, and > [[< Previous->29-1011-HowToBecomeOne-1]] > [[Next >->29-1011-HowToBecomeOne-3]] > [[Close->29-1011-Detailed]]

adjustment techniques. D.C. programs may offer a dual-degree option, in which students earn either a bachelor's or a master's degree in another field while completing their D.C. Some chiropractors complete postgraduate programs that lead to diplomate credentials. These programs provide additional training in specialty areas, such as orthopedics, acupuncture, and pediatrics. ### Licenses, Certifications, and Registrations All states require chiropractors to be licensed, although requirements vary by state. At a minimum, all require the completion of an accredited Doctor of Chiropractic > [[< Previous->29-1011-HowToBecomeOne-2]] > [[Next >->29-1011-HowToBecomeOne-4]] > [[Close->29-1011-Detailed]]

(D.C.) degree program and passing an exam. States also may require candidates to pass a background check and state-specific law exams, called jurisprudence exams. All states require practicing chiropractors to earn a specified number of hours of continuing education credits to maintain a chiropractic license. Contact your state's board of chiropractic examiners or health department for more specific information about licensure. Information on state licensing board requirements is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important > [[< Previous->29-1011-HowToBecomeOne-3]] > [[Next >->29-1011-HowToBecomeOne-5]] > [[Close->29-1011-Detailed]]

for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Chiropractors must listen to patients and explain procedures clearly both orally and in written reports. Decision-making skills. Chiropractors must evaluate each patient's needs and recommend treatment based on those needs. They must also decide when to refer patients to other healthcare professionals. Detail oriented. Chiropractors must pay attention when diagnosing and treating patients to avoid mistakes that could harm them. Dexterity. > [[< Previous->29-1011-HowToBecomeOne-4]] > [[Next >->29-1011-HowToBecomeOne-6]] > [[Close->29-1011-Detailed]]

Chiropractors must have good coordination when performing manual adjustments to a patient's spine and other joints. Empathy. Chiropractors often care for people who are in pain. They must be understanding and sympathetic to their patients' problems and needs. Interpersonal skills. Chiropractors must be personable in order to put patients at ease and expand their practice. > [[< Previous->29-1011-HowToBecomeOne-5]] > [[Close->29-1011-Detailed]]

# Pay The median annual wage for chiropractors was $79,000 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $44,780, and the highest 10 percent earned more than $149,990. In May 2024, the median annual wages for chiropractors in the top industries in which they worked were as follows: Wage data do not cover self-employed workers or owners and partners of unincorporated businesses. Earnings vary with the chiropractor's number of years in practice, geographic region of > [[Next >->29-1011-Pay-2]] > [[Close->29-1011-Detailed]]

practice, and hours worked. Chiropractors tend to earn more as they build a client base and become owners of, or partners in, a practice. Most chiropractors work full time, but part-time work is common. Work schedules may vary and include evenings or weekends to accommodate patients. Self-employed chiropractors may have the flexibility to set their own hours. > [[< Previous->29-1011-Pay-1]] > [[Close->29-1011-Detailed]]

# Job Outlook Employment of chiropractors is projected to grow 10 percent from 2024 to 2034, much faster than the average for all occupations. About 2,800 openings for chiropractors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand is expected to increase for chiropractic services as a nonsurgical, drug-free way to treat pain and improve overall wellness. Rising interest in integrative or complementary healthcare has > [[Next >->29-1011-JobOutlook-2]] > [[Close->29-1011-Detailed]]

led to more acceptance of chiropractic treatment of the back, neck, limbs, and involved joints. As a result, chiropractors are increasingly working with other healthcare workers, such as physicians and physical therapists, through referrals and complementary care. An aging population also will create opportunities for chiropractors. Older adults are more likely than younger people to have neuromusculoskeletal and joint problems, and they will continue to seek chiropractic care and other types of treatment for these conditions. > [[< Previous->29-1011-JobOutlook-1]] > [[Close->29-1011-Detailed]]

# What Dancers and Choreographers Do Dancers and choreographers use dance performances to express ideas and stories. There are many types of dance, such as ballet, tango, modern dance, tap, and jazz. ### Duties Dancers typically do the following: - Audition for a part in a show or for a job within a dance company - Learn complex dance movements that entertain an audience - Rehearse several hours each day to prepare for their performance - Study new and emerging types of dance - Work closely with instructors, choreographers, or other dancers to interpret or modify their routines > [[Next >->27-2032-WhatTheyDo-2]] > [[Close->27-2032-Detailed]]

- Attend promotional events, such as photography sessions, for the production in which they are appearing Dancers spend years learning dances and perfecting their skills. They usually perform as part of a group and know a variety of dance styles, including ballet, tap, and modern dance. In addition to traditional performances in front of a live audience, many perform on TV, in videos on the Internet, and in music videos, in which they also may sing or act. Many dancers perform in shows at casinos, in theme parks, and on cruise ships. Choreographers typically do the following: > [[< Previous->27-2032-WhatTheyDo-1]] > [[Next >->27-2032-WhatTheyDo-3]] > [[Close->27-2032-Detailed]]

- Put together moves in a sequence to create new dances or interpretations of existing dances - Choose the music that will accompany a dance routine - Audition dancers for a role in a show or within a dance company - Assist with costume design, lighting, and other artistic aspects of a show - Teach complex dance movements - Study new and emerging types of dance to design more creative dance routines > [[< Previous->27-2032-WhatTheyDo-2]] > [[Next >->27-2032-WhatTheyDo-4]] > [[Close->27-2032-Detailed]]

- Help with the administrative duties of a dance company, such as budgeting Choreographers create original dances and develop new interpretations of existing dances. They work in dance schools, theaters, dance companies, and movie studios. During rehearsals, they typically demonstrate dance moves, to instruct dancers in the proper technique. Many choreographers also perform the dance routines they create. Some choreographers work with performers who are not trained dancers. For example, the complex martial arts scenes performed by actors in movies are arranged by choreographers who > [[< Previous->27-2032-WhatTheyDo-3]] > [[Next >->27-2032-WhatTheyDo-5]] > [[Close->27-2032-Detailed]]

specialize in martial arts. Some dancers and choreographers hold other jobs between roles to make a living. > [[< Previous->27-2032-WhatTheyDo-4]] > [[Close->27-2032-Detailed]]

# Work Environment ### Work Environment Some dancers work in performing arts companies, or are self-employed. Choreographers may work in dance schools, and others may work as self-employed choreographers. > [[Close->27-2032-Detailed]]

# How to Become a Dancer or Choreographer Education and training requirements vary with the type of dancer; however, all dancers need many years of formal training. Nearly all choreographers began their careers as dancers. ### Education and Training Many dancers begin training when they are young and continue to learn throughout their careers. Ballet dancers begin training the earliest, usually between the ages of 5 and 8 for girls and a few years later for boys. Their training becomes more serious as they enter their teens, and most ballet dancers begin their professional careers by the time they are 18. Leading professional dance > [[Next >->27-2032-HowToBecomeOne-2]] > [[Close->27-2032-Detailed]]

companies sometimes have intensive summer training programs from which they might select candidates for admission to their regular full-time training programs. Modern dancers normally begin formal training while they are in high school. They attend afterschool dance programs and summer training programs to prepare for their career or for a college dance program. Some dancers and choreographers pursue postsecondary education. Many colleges and universities offer bachelor's and/or master's degrees in dance, typically through departments of theater or fine arts. Most programs include > [[< Previous->27-2032-HowToBecomeOne-1]] > [[Next >->27-2032-HowToBecomeOne-3]] > [[Close->27-2032-Detailed]]

coursework in a variety of dance styles, including modern dance, jazz, ballet, and hip-hop. Most entrants into college dance programs have previous formal training. Some choreographers work as dance teachers. Teaching dance in a college, high school, or elementary school requires a college degree. Some dance studios and conservatories prefer instructors who have a degree; however, they may accept previous work in lieu of a degree. ### Work Experience in a Related Occupation Nearly all choreographers begin their careers as dancers. While working as dancers, they study different types of > [[< Previous->27-2032-HowToBecomeOne-2]] > [[Next >->27-2032-HowToBecomeOne-4]] > [[Close->27-2032-Detailed]]

dance and learn how to choreograph routines. ### Advancement Some dancers take on more responsibility if they are promoted to dance captain in musical theater companies. They lead rehearsals or work with less experienced dancers when the choreographer is not present. Some dancers become choreographers. Dancers and choreographers also may become theater, film, or television producers and directors. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills > [[< Previous->27-2032-HowToBecomeOne-3]] > [[Next >->27-2032-HowToBecomeOne-5]] > [[Close->27-2032-Detailed]]

data page. Athleticism. Successful dancers must have excellent balance, physical strength, and physical dexterity so that they can move their bodies without falling or losing their sense of rhythm. Creativity. Dancers need artistic ability and creativity to express ideas through movement. Choreographers also must have artistic ability and innovative ideas, to create new and interesting dance routines. Leadership skills. Choreographers must be able to direct a group of dancers to perform the routines that they have created. Persistence. Dancers must commit to years of intense practice. > [[< Previous->27-2032-HowToBecomeOne-4]] > [[Next >->27-2032-HowToBecomeOne-6]] > [[Close->27-2032-Detailed]]

They need to be able to accept rejection after auditions and to continue to practice for future performances. Choreographers must keep studying and creating new routines. Physical stamina. Dancers are often physically active for long periods, so they must be able to rehearse for many hours without getting tired. Teamwork. Most dance routines involve a group or pairs, so dancers must be able to work together to be successful. > [[< Previous->27-2032-HowToBecomeOne-5]] > [[Close->27-2032-Detailed]]

# Pay The median hourly wage for choreographers was $26.73 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $15.91, and the highest 10 percent earned more than $45.24. The median hourly wage for dancers was $23.97 in May 2024. The lowest 10 percent earned less than $13.96, and the highest 10 percent earned more than $53.66. In May 2024, the median hourly wages for choreographers in the top industries in which they worked were as follows: In May 2024, the median hourly > [[Next >->27-2032-Pay-2]] > [[Close->27-2032-Detailed]]

wages for dancers in the top industries in which they worked were as follows: Schedules for dancers and choreographers vary with where they work. During tours, dancers and choreographers have long workdays, rehearsing most of the day and performing at night. Choreographers who work in dance schools may have a standard workweek when they are instructing students. They also spend hours working independently to create new dance routines. > [[< Previous->27-2032-Pay-1]] > [[Close->27-2032-Detailed]]

# Job Outlook Overall employment of dancers and choreographers is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 2,500 openings for dancers and choreographers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth in these relatively small occupations is closely tied to the demand for performing arts. Social media, which allows dancers and choreographers to > [[Next >->27-2032-JobOutlook-2]] > [[Close->27-2032-Detailed]]

reach a larger and more diverse audience, is expected to generate some interest in dance performances. New jobs may be concentrated in specific markets, such as cities with strong arts culture, or with certain employers, such as private dance studios. However, funding constraints may offset demand for these workers. > [[< Previous->27-2032-JobOutlook-1]] > [[Close->27-2032-Detailed]]

# What Civil Engineering Technologists and Technicians Do Civil engineering technologists and technicians help civil engineers plan, design, and build highways, bridges, utilities, and other infrastructure projects. They also help to plan, design, and build commercial, industrial, residential, and land development projects. ### Duties Civil engineering technologists and technicians typically do the following: - Read and review project drawings and plans to determine the sizes of structures - Confer with engineers to prepare plans - Develop plans and estimate costs for constructing systems and operating facilities > [[Next >->17-3022-WhatTheyDo-2]] > [[Close->17-3022-Detailed]]

- Use computer aided design (CAD) software to draft project drawings - Conduct field surveys to collect data on site conditions and inspect structures - Test appropriateness of construction materials and soil samples - Observe project sites to ensure that construction conforms to design specifications and applicable codes - Prepare reports and document project activities and data > [[< Previous->17-3022-WhatTheyDo-1]] > [[Next >->17-3022-WhatTheyDo-3]] > [[Close->17-3022-Detailed]]

- Set up and help maintain project files and records Civil engineering technicians typically install, troubleshoot, and maintain designs created by engineers. They may work under the direction of engineers or engineering technologists. Civil engineering technologists typically help licensed engineers improve designs or incorporate new technology. They may be team leaders, instructing civil engineering technicians on installing equipment, systems, or structures. These technologists and technicians observe progress on a jobsite, collect data, and complete reports to document project > [[< Previous->17-3022-WhatTheyDo-2]] > [[Next >->17-3022-WhatTheyDo-4]] > [[Close->17-3022-Detailed]]

activities. Because they are not licensed, civil engineering technologists and technicians cannot approve designs or supervise the overall project. In addition, civil engineering technologists and technicians sometimes estimate construction costs, develop specifications, and prepare drawings. They also may set up and monitor various instruments for traffic studies. Their duties often require use of software to design projects, collect and analyze data, prepare reports, and manage files. > [[< Previous->17-3022-WhatTheyDo-3]] > [[Close->17-3022-Detailed]]

# Work Environment ### Work Environment Civil engineering technologists and technicians work in offices, helping civil engineers plan and design projects. They also visit construction jobsites to collect or test materials or to observe activities as a project inspector. > [[Close->17-3022-Detailed]]

# How to Become a Civil Engineering Technologist or Technician An associate's degree, preferably in civil engineering technology, is typically required to enter the occupation. ### Education Prospective civil engineering technologists and technicians should take courses in science and math, such as chemistry, physics, geometry, and trigonometry. Employers may prefer to hire engineering technologists and technicians who have an associate's degree from an accredited program, although a degree is not always required. Engineering technology programs also are available at technical or vocational schools that award a postgraduate certificate or > [[Next >->17-3022-HowToBecomeOne-2]] > [[Close->17-3022-Detailed]]

diploma. Degree and nondegree programs may include coursework in subjects such as engineering, design, and sciences. Some employers require a bachelor's degree in engineering technology for civil engineering technologists. ### Other Experience Some civil engineering technologists and technicians enter the occupation after gaining work experience in a related occupation, particularly as drafters or CAD operators. Drafters or CAD operators working for an engineering firm may advance to civil engineering technologist or technician positions as their knowledge of design and construction > [[< Previous->17-3022-HowToBecomeOne-1]] > [[Next >->17-3022-HowToBecomeOne-3]] > [[Close->17-3022-Detailed]]

increases. ### Licenses, Certifications, and Registrations Certification is not required to enter this occupation, but it may help technologists and technicians develop in their careers. Information on certifications is available from CareerOneStop. ### Advancement Civil engineering technologists and technicians may advance in their careers by learning to design systems for a variety of projects, such as storm sewers, and to become skilled at reading graphical drawings of proposed projects. Technicians who obtain appropriate education or certification may advance to become > [[< Previous->17-3022-HowToBecomeOne-2]] > [[Next >->17-3022-HowToBecomeOne-4]] > [[Close->17-3022-Detailed]]

technologists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. Civil engineering technologists and technicians carry out project plans and designs that engineers have approved. They must be able to understand and interpret the reports and documents describing these projects. Decision-making skills. Civil engineering technologists and technicians must be able to discern which information is most important and > [[< Previous->17-3022-HowToBecomeOne-3]] > [[Next >->17-3022-HowToBecomeOne-5]] > [[Close->17-3022-Detailed]]

which actions will help keep a project on schedule. Math skills. Civil engineering technologists and technicians use math for analysis, design, and troubleshooting. Observational skills. Civil engineering technologists and technicians sometimes visit jobsites to assess a project and report back to the engineer. Problem-solving skills. As assistants to civil engineers, these technologists and technicians must be able to help engineers identify problems and design projects to solve them. Writing skills. Civil engineering technologists and technicians must be able to prepare reports that are > [[< Previous->17-3022-HowToBecomeOne-4]] > [[Next >->17-3022-HowToBecomeOne-6]] > [[Close->17-3022-Detailed]]

well organized and clearly convey information. > [[< Previous->17-3022-HowToBecomeOne-5]] > [[Close->17-3022-Detailed]]

# Pay The median annual wage for civil engineering technologists and technicians was $64,200 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $43,550, and the highest 10 percent earned more than $97,840. In May 2024, the median annual wages for civil engineering technologists and technicians in the top industries in which they worked were as follows: Civil engineering technologists and technicians usually work full time. When working at construction sites, their > [[Next >->17-3022-Pay-2]] > [[Close->17-3022-Detailed]]

schedules may be subject to factors that affect construction, such as weather. Their schedules also may be tied to those of the construction projects they are involved with. > [[< Previous->17-3022-Pay-1]] > [[Close->17-3022-Detailed]]

# Job Outlook Employment of civil engineering technologists and technicians is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 5,500 openings for civil engineering technologists and technicians are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The country's infrastructure, such as bridges, roads, levees, airports, and dams, will need to be repaired, maintained, and enhanced. > [[Next >->17-3022-JobOutlook-2]] > [[Close->17-3022-Detailed]]

In addition, more waste treatment plants will be needed to help clean the nation's waterways, and water systems must be maintained to reduce or eliminate the loss of potable water. Civil engineers plan, design, and oversee this work, and civil engineering technologists and technicians will be needed to assist the engineers in these projects. However, employment growth in this occupation may be limited as improved drafting tools, such as computer-aided design (CAD) software, increase worker productivity. > [[< Previous->17-3022-JobOutlook-1]] > [[Close->17-3022-Detailed]]

# What Civil Engineers Do Civil engineers plan, design, and supervise the construction and maintenance of building and infrastructure projects. These projects may include facilities, bridges, roads, tunnels, and water and sewage systems. ### Duties Civil engineers typically do the following: - Analyze plans, survey reports, maps, and other data related to project design - Consider regulations, site selection, and other factors relevant to a project - Analyze the results of tests on soil and building materials to determine strength for foundations and other support > [[Next >->17-2051-WhatTheyDo-2]] > [[Close->17-2051-Detailed]]

- Prepare cost estimates for equipment, materials, and labor to determine a project's economic feasibility - Use design software to plan transportation systems, hydraulic systems, and structures - Submit permit applications to local, state, and federal agencies, as needed, and confirm that projects comply with regulations - Perform or oversee surveying to establish building locations, site layouts, grades, and elevations to guide construction > [[< Previous->17-2051-WhatTheyDo-1]] > [[Next >->17-2051-WhatTheyDo-3]] > [[Close->17-2051-Detailed]]

- Manage the construction or repair, maintenance, and replacement of buildings and infrastructure Civil engineers work in all aspects of planning, designing, and constructing or repairing a building or infrastructure project to ensure that structures and systems are assembled correctly. Depending on the job, civil engineers may be involved in a project from start to finish or for certain stages of it. Civil engineers' responsibilities during the planning stage may include researching specific topics, such as building codes for a construction proposal or traffic patterns near an intended > [[< Previous->17-2051-WhatTheyDo-2]] > [[Next >->17-2051-WhatTheyDo-4]] > [[Close->17-2051-Detailed]]

site. They also may conduct analyses, such as for estimating availability and costs of concrete and other building materials, to determine a project's timeline and feasibility. During design and preconstruction stages, civil engineers may focus on specific elements such as site layout, grading (shaping) the land, and identifying appropriate stormwater and sewage systems for the project. Engineers use computer-aided design (CAD) software to create detailed project plans and may make presentations related to the final design, such as about its environmental impact. They often review project > [[< Previous->17-2051-WhatTheyDo-3]] > [[Next >->17-2051-WhatTheyDo-5]] > [[Close->17-2051-Detailed]]

documents and secure required permits before work may begin. Civil engineers also oversee the building of structures or systems throughout a project's construction, and they help with signoff and other postconstruction activities. They ensure that work complies with safety regulations and adheres to design specifications, helping to resolve problems that may arise. At the conclusion of a project, they may finalize billing, inspection, and other completion details. Civil engineers may collaborate on projects with other workers, such as architects, construction managers, and urban planners. > [[< Previous->17-2051-WhatTheyDo-4]] > [[Next >->17-2051-WhatTheyDo-6]] > [[Close->17-2051-Detailed]]

They may be assisted by civil engineering technicians. Civil engineers often work as generalists on a variety of projects, gaining skills in different areas that are widely applicable. Some specialize in one of several areas. The following are examples of types of civil engineers: Construction engineers manage construction projects, ensuring that they are scheduled and built according to plans and specifications. They typically are responsible for the design and safety of any temporary structures used during construction. They also may oversee a project's budget and > [[< Previous->17-2051-WhatTheyDo-5]] > [[Next >->17-2051-WhatTheyDo-7]] > [[Close->17-2051-Detailed]]

communications. Geotechnical engineers ensure the safety and sturdiness of foundations for streets, buildings, and other structures and systems. They focus on how these manmade objects interact with the earth, including soil and rock. In this way, their work relates to that of environmental engineers. Structural engineers design and assess major projects, such as buildings, bridges, and dams, to ensure their strength and durability. Transportation engineers plan, design, and maintain streets and highways, airports, mass transit systems, harbors, and related systems. > [[< Previous->17-2051-WhatTheyDo-6]] > [[Close->17-2051-Detailed]]

# Work Environment ### Work Environment Civil engineers work in a variety of locations and conditions, commonly splitting their time between an office setting and construction sites. Most civil engineers work full time, and some work more than 40 hours per week. > [[Close->17-2051-Detailed]]

# How to Become a Civil Engineer Civil engineers typically need a bachelor's degree in civil engineering or a related field. Although licensure requirements vary by state, civil engineers usually must be licensed if they provide services directly to the public. ### Education Civil engineers typically need a bachelor's degree in civil engineering or a related field. Civil engineering programs include coursework in math, physics, engineering mechanics, and construction systems. Courses may include a mix of academic learning and laboratory work. Employers usually prefer to hire graduates of accredited civil engineering > [[Next >->17-2051-HowToBecomeOne-2]] > [[Close->17-2051-Detailed]]

programs. Some students attend schools that have cooperative-education programs (also known as co-ops); others participate in internships. Co-ops and internships provide students with an opportunity to gain practical experience while pursuing a degree. ### Licenses, Certifications, and Registrations Licensure is not required for entry-level civil engineers. However, civil engineers typically must be licensed if they provide services directly to the public. Engineers who have a Professional Engineer (PE) license are called professional engineers (PEs). A PE may oversee the work of other > [[< Previous->17-2051-HowToBecomeOne-1]] > [[Next >->17-2051-HowToBecomeOne-3]] > [[Close->17-2051-Detailed]]

engineers, approve design plans, sign off on projects, and provide services directly to the public. State licensure generally requires a bachelor's or higher degree from an accredited engineering program, a passing score on the Fundamentals of Engineering (FE) exam, several years of relevant work experience, and a passing score on the PE exam. Each state issues its own licenses. Most states recognize licensure from other states, as long as the licensing state's requirements meet or exceed their own licensure requirements. Some states require continuing education for engineers to keep their > [[< Previous->17-2051-HowToBecomeOne-2]] > [[Next >->17-2051-HowToBecomeOne-4]] > [[Close->17-2051-Detailed]]

licenses. Information on state licensing board requirements is available from CareerOneStop. Optional certification may demonstrate a level of competence and experience that make candidates attractive to prospective employers. Information on certifications is available from CareerOneStop. ### Advancement With experience, some PEs advance to supervisory or administrative positions. Their responsibilities may focus on a specific project, such as a construction site, or encompass broad oversight, such as in working as a city engineer, public works director, or city manager. Graduate-level > [[< Previous->17-2051-HowToBecomeOne-3]] > [[Next >->17-2051-HowToBecomeOne-5]] > [[Close->17-2051-Detailed]]

education, along with a PE license and experience, may be helpful for advancing into supervisory positions, such as engineering managers. PEs who have certification that demonstrates expertise in a civil engineering specialty also may be able to advance into senior technical or managerial positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Civil engineers must be able to explain, both orally and in writing, > [[< Previous->17-2051-HowToBecomeOne-4]] > [[Next >->17-2051-HowToBecomeOne-6]] > [[Close->17-2051-Detailed]]

the details of their projects. They may need to convey information to a variety of audiences, including nontechnical ones. Decision-making skills. Civil engineers must be able to balance a variety of objectives, such as the feasibility of plans against cost and safety. Interpersonal skills. Civil engineers often manage projects and the teams that work on them. They must be able to lead urban planners, surveyors, civil engineering technicians, and others. Math skills. Civil engineers use calculus, trigonometry, and other mathematics for analysis, design, and troubleshooting. Organizational > [[< Previous->17-2051-HowToBecomeOne-5]] > [[Next >->17-2051-HowToBecomeOne-7]] > [[Close->17-2051-Detailed]]

skills. Civil engineers often oversee several projects at the same time and must be able to allocate resources effectively. Problem-solving skills. Civil engineers may encounter problems during each stage of their work. They must be able to evaluate issues that arise and troubleshoot to find solutions. > [[< Previous->17-2051-HowToBecomeOne-6]] > [[Close->17-2051-Detailed]]

# Pay The median annual wage for civil engineers was $99,590 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $65,920, and the highest 10 percent earned more than $160,990. In May 2024, the median annual wages for civil engineers in the top industries in which they worked were as follows: Most civil engineers work full time, and some work more than 40 hours per week. Engineers who direct projects sometimes work extra hours to ensure that designs meet requirements and > [[Next >->17-2051-Pay-2]] > [[Close->17-2051-Detailed]]

that projects are on track to meet deadlines. > [[< Previous->17-2051-Pay-1]] > [[Close->17-2051-Detailed]]

# Job Outlook Employment of civil engineers is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 23,600 openings for civil engineers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment With continued investment in U.S. infrastructure, civil engineers will be needed to manage projects that meet society's need for upgrading bridges, roads, water systems, buildings, and other > [[Next >->17-2051-JobOutlook-2]] > [[Close->17-2051-Detailed]]

structures. In addition, more waste treatment plants will be needed to help clean the nation's waterways, and water systems must be maintained to reduce or eliminate loss of potable water. Public projects may depend on funding from federal, state, and local governments. Employment of civil engineers may fluctuate with the availability of project funds. > [[< Previous->17-2051-JobOutlook-1]] > [[Close->17-2051-Detailed]]

# What Psychologists Do Psychologists study cognitive, emotional, and social processes and behavior by observing, interpreting, and recording how people relate to one another and to their environments. They use their findings to help improve processes and behaviors. ### Duties Psychologists typically do the following: - Study behavior and brain function by observing, interviewing, and surveying individuals - Identify psychological, emotional, behavioral, or organizational issues and diagnose disorders - Research and identify behavioral or emotional issues, such as anxiety and depression > [[Next >->19-3033-WhatTheyDo-2]] > [[Close->19-3033-Detailed]]

- Test for patterns that will help them better understand and predict behavior - Discuss the results of testing with clients or their families and, if needed, develop treatment plans > [[< Previous->19-3033-WhatTheyDo-1]] > [[Next >->19-3033-WhatTheyDo-3]] > [[Close->19-3033-Detailed]]

- Write articles, research papers, and reports to share findings Psychologists seek to understand and explain thoughts, emotions, and behavior. Through techniques such as observation, assessment, and experimentation, they try to gain a better understanding about how beliefs and feelings influence people. Psychologists often gather information and evaluate behavior through controlled laboratory experiments, psychoanalysis, or psychotherapy. They may administer personality, performance, aptitude, or intelligence tests. They look for patterns of behavior or relationships between events, and > [[< Previous->19-3033-WhatTheyDo-2]] > [[Next >->19-3033-WhatTheyDo-4]] > [[Close->19-3033-Detailed]]

they use this information in their research or when treating clients. The following are examples of types of psychologists: Clinical and counseling psychologists assess, diagnose, and treat mental, emotional, and behavioral disorders. They help people deal with problems ranging from everyday issues to severe, chronic conditions. Clinical and counseling psychologists typically interview clients, administer diagnostic tests, and provide psychotherapy to individuals, families, and groups. They help clients identify their strengths and available resources to prevent or manage problems, and > [[< Previous->19-3033-WhatTheyDo-3]] > [[Next >->19-3033-WhatTheyDo-5]] > [[Close->19-3033-Detailed]]

they design behavior modification plans that they help clients to implement. Clinical and counseling psychologists sometimes work with a specific population, such as older people, or focus on a specific condition, such as cognitive disorders. Some states permit clinical psychologists to prescribe medication. Industrial–organizational psychologists apply psychological principles to solve workplace problems and improve work-life quality. They study issues such as productivity, employee testing and selection, and organizational dynamics. They may work closely with top executives, > [[< Previous->19-3033-WhatTheyDo-4]] > [[Next >->19-3033-WhatTheyDo-6]] > [[Close->19-3033-Detailed]]

training and development managers, and training and development specialists. School psychologists study strategies to address educational, behavioral, or developmental problems that impact students' learning. They may design and implement performance plans, evaluate performance, and counsel students and families. They may consult with teachers, administrators, and other educators. Other psychologists include forensic psychologists, who work with judges, attorneys, and related specialists to understand the psychological aspects of a legal case; neuropsychologists, who study how dysfunction > [[< Previous->19-3033-WhatTheyDo-5]] > [[Next >->19-3033-WhatTheyDo-7]] > [[Close->19-3033-Detailed]]

or damage to the brain, spine, or nerves affects behavior and cognition; and rehabilitation psychologists, who help foster independence in clients who have physical or developmental disabilities due to illness or injury. Psychologists are among several specialists who focus on mental and behavioral health. For more information about some of these specialists, see the profiles on psychiatrists, a type of physician; marriage and family therapists, substance abuse, behavioral disorder, and mental health counselors, and social workers. > [[< Previous->19-3033-WhatTheyDo-6]] > [[Close->19-3033-Detailed]]

# Work Environment ### Work Environment Psychologists work in a variety of settings, such as schools, hospitals, and private practice. Most are full time, but part-time work is common. Some work evenings or weekends to accommodate their clients' schedules. > [[Close->19-3033-Detailed]]

# How to Become a Psychologist Psychologists typically need an advanced degree, such as a master's or doctoral degree, in psychology. Licensing requirements vary by state and position. ### Education Psychologists typically need at least a master's degree to enter the occupation. Applicants to graduate-level psychology programs typically have a bachelor's degree in a field such as psychology, education, or social science. Clinical and counseling psychologists typically need a Doctor of Philosophy (Ph.D.) in psychology or a Doctor of Psychology (Psy.D.) degree. Ph.D. programs usually emphasize research that culminates in > [[Next >->19-3033-HowToBecomeOne-2]] > [[Close->19-3033-Detailed]]

a dissertation, while Psy.D. programs focus on applying psychological principles to working with clients or patients. As part of either program, students are typically required to complete an internship. Industrial–organizational psychologists typically need a master's degree. Programs for these psychologists usually include courses in statistics, research design, and topics specific to understanding the relationships between people and workplaces. School psychologists typically need at least a master's degree in school psychology. Other degrees for school psychologists include > [[< Previous->19-3033-HowToBecomeOne-1]] > [[Next >->19-3033-HowToBecomeOne-3]] > [[Close->19-3033-Detailed]]

education specialist (Ed.S.) and doctoral (Ph.D. or Psy.D.) degrees. School psychologist programs include coursework in education and psychology to address both of these components in students' development. These programs also usually require completion of an internship. ### Training Most psychologists need supervised experience to qualify for licensure, which may include an internship or postdoctoral training. These experiences provide an opportunity for prospective psychologists to use their knowledge in an applied setting. The required number of hours for internships varies by state. ### > [[< Previous->19-3033-HowToBecomeOne-2]] > [[Next >->19-3033-HowToBecomeOne-4]] > [[Close->19-3033-Detailed]]

Licenses, Certifications, and Registrations Most states require licensure for those who provide psychology services or use the title "psychologist." All states and the District of Columbia require that psychologists who practice independently be licensed where they work. Licensing laws vary by state and by type of position. For more information, contact your state's licensing board. Clinical and counseling psychologists are licensed in every state. School psychologists also typically need a credential, such as a license or certification from their state's board of education. Licensure > [[< Previous->19-3033-HowToBecomeOne-3]] > [[Next >->19-3033-HowToBecomeOne-5]] > [[Close->19-3033-Detailed]]

typically requires applicants to have earned a master's or doctoral degree and completed supervised experience. They also may need to have passed an exam. All states require psychologists to complete continuing education to maintain licensure. Information on state licensing board requirements is available from CareerOneStop. Certification, which may be optional or may be required by employers, is available from professional associations. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for > [[< Previous->19-3033-HowToBecomeOne-4]] > [[Next >->19-3033-HowToBecomeOne-6]] > [[Close->19-3033-Detailed]]

these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Psychologists examine the information they collect and draw logical conclusions. Communication skills. Psychologists spend much of their time speaking with people, writing reports, and describing their research. They must be able to convey ideas both orally and in writing. Compassion. Psychologists often work with people who are dealing with stressful and difficult situations, so they must empathize with their clients. Integrity. Psychologists need to > [[< Previous->19-3033-HowToBecomeOne-5]] > [[Next >->19-3033-HowToBecomeOne-7]] > [[Close->19-3033-Detailed]]

keep client discussions confidential. Clients must be able to trust psychologists' expertise in treating sensitive issues. Interpersonal skills. Psychologists must be able to build a rapport with clients and work well with a variety of specialists. Observational skills. Psychologists study individuals and groups to understand their interactions. For example, they may observe facial expressions and other body language for clues about their clients' attitudes and behaviors. Patience. Psychologists must be able to remain calm when working with all types of clients, including those who may be > [[< Previous->19-3033-HowToBecomeOne-6]] > [[Next >->19-3033-HowToBecomeOne-8]] > [[Close->19-3033-Detailed]]

distressed. Problem-solving skills. Psychologists collect information, design research, evaluate programs, and find treatments or solutions to mental and behavioral problems. > [[< Previous->19-3033-HowToBecomeOne-7]] > [[Close->19-3033-Detailed]]

# Pay The median annual wage for psychologists was $94,310 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $54,860, and the highest 10 percent earned more than $157,330. Median annual wages for psychologists in May 2024 were as follows: In May 2024, the median annual wages for psychologists in the top industries in which they worked were as follows: Psychologists work in variety of settings, such as schools, hospitals, and private practice. Most are full time, but > [[Next >->19-3033-Pay-2]] > [[Close->19-3033-Detailed]]

part-time work is common. Some work evenings or weekends to accommodate their clients' schedules. > [[< Previous->19-3033-Pay-1]] > [[Close->19-3033-Detailed]]

# Job Outlook Overall employment of psychologists is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 12,900 openings for psychologists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of psychologists varies by occupation (see table). Employment of clinical, counseling, and school psychologists is projected to grow due to demand for psychological > [[Next >->19-3033-JobOutlook-2]] > [[Close->19-3033-Detailed]]

services in schools, hospitals, mental health centers, and social service agencies. Demand for clinical and counseling psychologists is projected to increase as more people turn to psychologists for help with their problems. Employment of school psychologists is projected to continue to grow because of an increased awareness of the connection between mental health and learning. These workers also will likely be needed to help students whose educational, behavioral, or developmental issues affect the ability to learn. Organizations will continue to employ industrial–organizational > [[< Previous->19-3033-JobOutlook-1]] > [[Next >->19-3033-JobOutlook-3]] > [[Close->19-3033-Detailed]]

psychologists to help with tasks such as selecting and retaining employees, implementing trainings, and improving office morale. > [[< Previous->19-3033-JobOutlook-2]] > [[Close->19-3033-Detailed]]

# What Coaches and Scouts Do Coaches teach amateur and professional athletes the skills they need to succeed at their sport. Scouts look for new players, evaluating their skills and likelihood for success at the amateur, college, or professional level. Many coaches also are involved in scouting potential athletes for their team. ### Duties Coaches typically do the following: - Plan, organize, and conduct practice sessions - Analyze the strengths and weaknesses of individual athletes and opposing teams - Plan strategies and choose team members for each competition > [[Next >->27-2022-WhatTheyDo-2]] > [[Close->27-2022-Detailed]]

- Direct, encourage, and motivate athletes to prepare them for competitions - Call plays and make decisions about strategy and athlete substitutions during competitions - Plan and direct physical conditioning programs that enable athletes to reach maximum performance - Instruct athletes on proper techniques, strategies, sportsmanship, and the rules of the sport - Keep records of athletes' and opponents' performances - Identify and recruit potential athletes > [[< Previous->27-2022-WhatTheyDo-1]] > [[Next >->27-2022-WhatTheyDo-3]] > [[Close->27-2022-Detailed]]

- Arrange for and offer incentives to prospective players Coaches teach amateur and professional athletes the fundamental skills of individual and team sports. They hold practice and training sessions to improve the athletes' form, skills, and stamina. Along with refining athletes' individual skills, coaches are responsible for instilling the importance of good sportsmanship, a competitive spirit, and teamwork. Many coaches evaluate their opponents to determine strategies and to establish particular plays to practice. During competition, coaches call specific plays intended to defeat, > [[< Previous->27-2022-WhatTheyDo-2]] > [[Next >->27-2022-WhatTheyDo-4]] > [[Close->27-2022-Detailed]]

surprise, or overpower the opponent, and they also may substitute players to get optimum team chemistry and success. Some high school coaches are teachers or school administrators who supplement their income by coaching part time. Coaches may assign specific drills and correct athletes' techniques. They may spend their time working one-on-one with athletes, designing customized training programs. Coaches also may specialize in teaching the skills of an individual sport, such as golf, ice skating, or tennis. Some coaches, such as baseball coaches, may teach individual athletes involved in > [[< Previous->27-2022-WhatTheyDo-3]] > [[Next >->27-2022-WhatTheyDo-5]] > [[Close->27-2022-Detailed]]

team sports. Scouts typically do the following: - Research news media and other sources to find athletes to consider - Attend competitions, view videos of the athletes' performances, and study data about the athletes to determine their talent and potential - Talk to the athlete and the coaches to gauge whether the athlete is likely to be successful - Report to the coach, manager, or owner of the team for which he or she is scouting > [[< Previous->27-2022-WhatTheyDo-4]] > [[Next >->27-2022-WhatTheyDo-6]] > [[Close->27-2022-Detailed]]

- Arrange for and offer incentives to prospective players Scouts assess the skills of both amateur and professional athletes. Scouts seek out top athletic candidates for colleges or professional teams and evaluate their likelihood of success at a higher competitive level. > [[< Previous->27-2022-WhatTheyDo-5]] > [[Close->27-2022-Detailed]]

# Work Environment ### Work Environment Part-time work is common for coaches and scouts. Full-time coaches may work more than 40 hours a week for several months during the sports season. Work schedules for coaches and scouts vary and may involve irregular hours, including evenings, weekends, and holidays. They may need to travel frequently. > [[Close->27-2022-Detailed]]

# How to Become a Coach or Scout Coaches and scouts typically need a bachelor's degree. However, educational requirements for coaches and scouts may vary from no formal educational credential to a bachelor's or higher degree. These workers also need extensive knowledge of the sport. Coaches typically gain this knowledge through their own experiences playing the sport at some level. Although previous playing experience may be beneficial, it is not required for most scouting jobs. ### Education Many coaches and scouts have a bachelor's degree, but educational requirements vary. Part-time workers and those in smaller > [[Next >->27-2022-HowToBecomeOne-2]] > [[Close->27-2022-Detailed]]

facilities or youth leagues may be less likely to need formal education. Coaches and scouts who attend college may study a recreation and fitness field, such as kinesiology, physical education, or sports medicine. Others major in a business field, such as marketing or sports management. High schools typically hire teachers or administrators at the school for most coaching jobs. If no suitable teacher is found, schools hire a qualified candidate from outside the school. For more information on education requirements for teachers, see the profile on high school teachers. ### Other > [[< Previous->27-2022-HowToBecomeOne-1]] > [[Next >->27-2022-HowToBecomeOne-3]] > [[Close->27-2022-Detailed]]

Experience College and professional coaching jobs typically require experience playing the sport at some level. Scouting jobs may not require experience playing a sport at the college or professional level, but doing so can be beneficial. Employers look for applicants who have a passion for sports and an ability to spot players who have exceptional athletic ability and skills. ### Licenses, Certifications, and Registrations Certification often requires that coaches be at least 18 years old and be trained in cardiopulmonary resuscitation (CPR) and first aid. Coaches also may need to attend > [[< Previous->27-2022-HowToBecomeOne-2]] > [[Next >->27-2022-HowToBecomeOne-4]] > [[Close->27-2022-Detailed]]

classes related to sports safety and coaching fundamentals. Public high school coaches may need to be certified or complete mandatory education courses. Coaches who are also teachers must meet state licensing requirements, including a background check. For information about specific requirements, contact the state's high school athletic association. College and university coaches may need to meet certification or training requirements as outlined by college athletic associations. Organizations specific to various sports, such as golf or tennis, may offer certification for coaches. Check > [[< Previous->27-2022-HowToBecomeOne-3]] > [[Next >->27-2022-HowToBecomeOne-5]] > [[Close->27-2022-Detailed]]

with the sport's national governing body for information on approved programs. Information on certifications is available from CareerOneStop. ### Advancement To reach the rank of a professional coach, a candidate typically needs years of coaching experience and a winning record at a college. Coaches who do not have coaching experience may still be hired at the professional level if they were successful as an athlete in their sport. Some college coaches begin their careers as graduate assistants or assistant coaches to gain the experience and knowledge needed to become a head coach. Large > [[< Previous->27-2022-HowToBecomeOne-4]] > [[Next >->27-2022-HowToBecomeOne-6]] > [[Close->27-2022-Detailed]]

schools and colleges that compete at the highest levels require a head coach who has had substantial experience at another school or as an assistant coach. Other college coaches may begin out as high school coaches before moving up to the collegiate level. Scouts may begin working as talent spotters in a particular area or region. They typically advance to become supervising scouts responsible for a whole territory or region. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the > [[< Previous->27-2022-HowToBecomeOne-5]] > [[Next >->27-2022-HowToBecomeOne-7]] > [[Close->27-2022-Detailed]]

Employment Projections (EP) skills data page. Communication skills. Because coaches instruct, organize, and motivate athletes, they must be able to convey information clearly. They must communicate proper techniques, strategies, and rules of the sport effectively enough for every player on the team to understand. Decision-making skills. Coaches must choose the appropriate players to use during a game and the proper time to use game-managing tools, such as timeouts. Coaches and scouts also must be selective when recruiting players. Dedication. Coaches must attend daily practices and assist > [[< Previous->27-2022-HowToBecomeOne-6]] > [[Next >->27-2022-HowToBecomeOne-8]] > [[Close->27-2022-Detailed]]

their team and individual athletes in improving their skills and physical conditioning. Coaches must be dedicated to their sport, as it often takes years to become successful. Interpersonal skills. Being able to relate to athletes helps coaches and scouts foster positive relationships with their current players and in recruiting potential players. Leadership skills. Coaches must motivate, develop, and direct athletes to help them reach their potential. Resourcefulness. Coaches must find and develop a strategy that yields the best chances for winning a competition. Coaches often need to > [[< Previous->27-2022-HowToBecomeOne-7]] > [[Next >->27-2022-HowToBecomeOne-9]] > [[Close->27-2022-Detailed]]

create original plays or formations that provide a competitive advantage and confuse opponents. > [[< Previous->27-2022-HowToBecomeOne-8]] > [[Close->27-2022-Detailed]]

# Pay The median annual wage for coaches and scouts was $45,920 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $27,490, and the highest 10 percent earned more than $93,980. In May 2024, the median annual wages for coaches and scouts in the top industries in which they worked were as follows: Part-time work is common for coaches and scouts. Their work schedules vary and may involve irregular hours, including evenings, weekends, and holidays. Full-time coaches may work > [[Next >->27-2022-Pay-2]] > [[Close->27-2022-Detailed]]

more than 40 hours a week for several months during the sports season. High school coaches may work part time and have other jobs aside from coaching. > [[< Previous->27-2022-Pay-1]] > [[Close->27-2022-Detailed]]

# Job Outlook Employment of coaches and scouts is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 41,800 openings for coaches and scouts are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The growing interest in college sports, professional sports, and sports recreation instruction is projected to increase demand for coaches and scouts. To remain competitive, colleges often > [[Next >->27-2022-JobOutlook-2]] > [[Close->27-2022-Detailed]]

seek the best athletes for their sports teams. Successful teams help colleges enhance their reputation, recruit future students, and raise donations from alumni. Therefore, colleges will rely on scouts to recruit the best high school athletes. Growth in the demand for sports instruction is expected to rise, as concerns about lack of physical activity continue to be a focus for the public. > [[< Previous->27-2022-JobOutlook-1]] > [[Close->27-2022-Detailed]]

# What Financial Analysts Do Financial analysts guide businesses and individuals in decisions about expending money to attain profit. They assess the performance of stocks, bonds, and other types of investments. ### Duties Financial analysts typically do the following: - Recommend individual investments and collections of investments, known as portfolios - Evaluate current and historical financial data - Study economic and business trends - Examine a company's financial statements to determine its value - Meet with company officials to gain better insight into the company's prospects > [[Next >->13-2051-WhatTheyDo-2]] > [[Close->13-2051-Detailed]]

- Assess the strength of the management team - Prepare written reports Financial analysts evaluate opportunities to commit money for the purpose of generating profit. Financial analysts can be divided into two categories: buy-side analysts and sell-side analysts. - Buy-side analysts develop investment strategies for companies that have a lot of money to invest. These companies, called institutional investors, include hedge funds, insurance companies, independent money managers, nonprofit organizations with large endowments, private equity firms, and pension funds. > [[< Previous->13-2051-WhatTheyDo-1]] > [[Next >->13-2051-WhatTheyDo-3]] > [[Close->13-2051-Detailed]]

- Sell-side analysts advise financial services sales agents who sell stocks, bonds, and other investments. Analysts may work for the business media or other research houses, which are independent from the buy and sell side. Financial analysts generally focus on trends affecting a specific geographical region, industry, or type of product. For example, they may focus on a subject area or a foreign exchange market. They must understand how economic trends, new regulations, policies, and political situations may affect investments. Investing has become more global, and some specialize in a > [[< Previous->13-2051-WhatTheyDo-2]] > [[Next >->13-2051-WhatTheyDo-4]] > [[Close->13-2051-Detailed]]

particular country or world region. Companies want these specialists to understand the business environment, culture, language, and political conditions in the country or region that they cover. The following are examples of types of financial analysts: Financial risk specialists, also called financial risk analysts, evaluate threats to investment decisions and determine how to manage unpredictability and limit potential losses. They make investment decisions such as selecting dissimilar stocks or having a combination of stocks, bonds, and mutual funds in a portfolio. They also make > [[< Previous->13-2051-WhatTheyDo-3]] > [[Next >->13-2051-WhatTheyDo-5]] > [[Close->13-2051-Detailed]]

recommendations to limit risk. Fund managers work exclusively with hedge funds or mutual funds. Both fund managers and portfolio managers frequently make buy or sell decisions in reaction to quickly changing market conditions. Investment analysts assess information involving investment programs or financial data of institutions, such as business valuation. They also respond to queries from clients and client advisors regarding asset allocation and alternative investment topics including hedge funds, real property, and venture capital. Portfolio managers select the mix of products, > [[< Previous->13-2051-WhatTheyDo-4]] > [[Next >->13-2051-WhatTheyDo-6]] > [[Close->13-2051-Detailed]]

industries, and regions for their company's investment portfolio. These managers are responsible for the overall performance of the portfolio. They are also expected to explain investment decisions and strategies in meetings with stakeholders. Ratings analysts evaluate the ability of companies or governments to pay their debts, including bonds. Based on these evaluations, a management team rates the risk of a company or government not being able to repay its bonds. Securities analysts evaluate securities markets and trends to identify high-yield assets for clients and companies. They may > [[< Previous->13-2051-WhatTheyDo-5]] > [[Next >->13-2051-WhatTheyDo-7]] > [[Close->13-2051-Detailed]]

use resources such as bond performance reports, daily stock quotes, market and economic forecasts, and other financial statements and publications. > [[< Previous->13-2051-WhatTheyDo-6]] > [[Close->13-2051-Detailed]]

# Work Environment ### Work Environment Financial analysts work in offices. Most work full time, and some work more than 40 hours per week. > [[Close->13-2051-Detailed]]

# How to Become a Financial Analyst Financial analysts typically need a bachelor's degree to enter the occupation. ### Education Most entry-level positions for financial analysts require a bachelor's degree; a common field of degree is business. Some employers prefer to hire job candidates who have a master's degree. ### Licenses, Certifications, and Registrations The Financial Industry Regulatory Authority (FINRA) is the main licensing organization for the securities industry. A license is generally required to sell financial products, which may apply to some positions. Because most of the licenses require sponsorship by an > [[Next >->13-2051-HowToBecomeOne-2]] > [[Close->13-2051-Detailed]]

employer, companies do not expect individuals to have these licenses before starting a job. Employers often recommend certification, which may improve the chances for advancement. Information on certifications is available from CareerOneStop. ### Advancement Financial analysts typically start by specializing in an investment field. As they gain experience, they may become portfolio managers and select the mix of investments for a company's portfolio. They also may become fund managers of large investment portfolios for individual investors. Having a master's degree in finance or business > [[< Previous->13-2051-HowToBecomeOne-1]] > [[Next >->13-2051-HowToBecomeOne-3]] > [[Close->13-2051-Detailed]]

administration may improve an analyst's chances of advancing to one of these positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Financial analysts must evaluate a range of information in finding profitable investments. Communication skills. Financial analysts must be able to clearly explain their recommendations to clients. Computer skills. Financial analysts must be adept at using software to analyze > [[< Previous->13-2051-HowToBecomeOne-2]] > [[Next >->13-2051-HowToBecomeOne-4]] > [[Close->13-2051-Detailed]]

financial data and trends, create portfolios, and make forecasts. Decision-making skills. Financial analysts must reach conclusions so that they can recommend whether to buy, hold, or sell a security. Detail oriented. Financial analysts must pay attention when reviewing a possible investment, as even small issues may have large implications for its health. Math skills. Financial analysts use mathematics to estimate the value of financial securities. > [[< Previous->13-2051-HowToBecomeOne-3]] > [[Close->13-2051-Detailed]]

# Pay The median annual wage for financial and investment analysts was $101,350 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $62,410, and the highest 10 percent earned more than $180,550. The median annual wage for financial risk specialists was $106,000 in May 2024. The lowest 10 percent earned less than $62,270, and the highest 10 percent earned more than $182,310. In May 2024, the median annual wages for financial and investment analysts in the top industries in > [[Next >->13-2051-Pay-2]] > [[Close->13-2051-Detailed]]

which they worked were as follows: In May 2024, the median annual wages for financial risk specialists in the top industries in which they worked were as follows: Fund managers are typically compensated by fees, usually structured as a percentage of assets under management and a percentage of the fund's annual return. Most financial analysts work full time, and some work more than 40 hours per week. > [[< Previous->13-2051-Pay-1]] > [[Close->13-2051-Detailed]]

# Job Outlook Overall employment of financial analysts is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 29,900 openings for financial analysts are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for financial analysts generally increases with overall economic activity. These workers will be needed to evaluate investment opportunities when new businesses are > [[Next >->13-2051-JobOutlook-2]] > [[Close->13-2051-Detailed]]

established, or as existing businesses expand. In addition, emerging markets throughout the world are providing new investment opportunities, requiring expertise in geographic regions where those markets are located. Financial analysts also will be needed to assess growing volumes of data. Their analysis will help businesses manage their finances, identify investment trends, reduce risk, and deliver new products or services to clients. > [[< Previous->13-2051-JobOutlook-1]] > [[Close->13-2051-Detailed]]

# What Personal Financial Advisors Do Personal financial advisors provide advice on investments, insurance, mortgages, estate planning, taxes, and retirement to help individuals manage their finances. ### Duties Personal financial advisors typically do the following: - Meet with clients to discuss their financial goals - Explain to potential clients the types of financial services they provide - Educate clients and answer questions about investment options and potential risks - Recommend investments to clients or select investments on their behalf > [[Next >->13-2052-WhatTheyDo-2]] > [[Close->13-2052-Detailed]]

- Help clients plan for specific circumstances, such as education or retirement - Monitor clients' accounts and determine if changes are needed to improve financial performance or to accommodate life changes, such as getting married or having children - Research investment opportunities Personal financial advisors assess the financial needs of individuals and help them with decisions on investments (such as stocks and bonds), tax laws, and insurance. Advisors help clients plan for short > [[< Previous->13-2052-WhatTheyDo-1]] > [[Next >->13-2052-WhatTheyDo-3]] > [[Close->13-2052-Detailed]]

- and long-term goals, such as budgeting for education expenses and saving for retirement through investments. They invest clients' money based on the clients' decisions. Many advisors also provide tax advice or sell insurance. Although most planners offer advice on a wide range of topics, some specialize in areas such as retirement or risk management (evaluating the investor's willingness to take chances and adjusting investments accordingly). Many personal financial advisors spend a lot of time marketing their services, and they meet potential clients by giving seminars or participating > [[< Previous->13-2052-WhatTheyDo-2]] > [[Next >->13-2052-WhatTheyDo-4]] > [[Close->13-2052-Detailed]]

in business and social networking. After financial advisors have invested funds for a client, they and the client receive regular investment reports. Advisors monitor the client's investments and usually meet with each client at least once a year to update the client on potential investments and to adjust the financial plan based on the client's circumstances or because investment options may have changed. Many personal financial advisors are licensed to directly buy and sell financial products, such as stocks, bonds, annuities, and insurance. Depending on the agreement they have with their > [[< Previous->13-2052-WhatTheyDo-3]] > [[Next >->13-2052-WhatTheyDo-5]] > [[Close->13-2052-Detailed]]

clients, personal financial advisors may have the client's permission to make decisions about buying and selling stocks and bonds. > [[< Previous->13-2052-WhatTheyDo-4]] > [[Close->13-2052-Detailed]]

# Work Environment ### Work Environment Most personal financial advisors work in the finance and insurance industry or are self-employed. They typically work full time, and some work more than 40 hours per week. They also may meet with clients in the evenings or on weekends. > [[Close->13-2052-Detailed]]

# How to Become a Personal Financial Advisor Personal financial advisors typically need a bachelor's degree to enter the occupation. A master's degree and certification may improve chances for advancement. ### Education Personal financial advisors typically need a bachelor's degree, although employers usually do not require a specific course of study. However, common fields of degree include business, social science, or mathematics. Courses in investments, taxes, estate planning, and risk management may be helpful. ### Training After they are hired, personal financial advisors typically need on-the-job training to attain competency. > [[Next >->13-2052-HowToBecomeOne-2]] > [[Close->13-2052-Detailed]]

During this time, new advisors work under the supervision of senior advisors and learn how to build a client network, develop investment portfolios, and perform other duties. This training usually lasts for more than a year. ### Licenses, Certifications, and Registrations Personal financial advisors who directly buy or sell stocks, bonds, or insurance policies, or who provide specific investment advice, may need a combination of licenses that varies with the products they sell. In addition to being required to have those licenses, advisors in small firms that manage clients' investments must > [[< Previous->13-2052-HowToBecomeOne-1]] > [[Next >->13-2052-HowToBecomeOne-3]] > [[Close->13-2052-Detailed]]

be registered with state regulators, and those in large firms must be registered with the U.S. Securities and Exchange Commission (SEC). Information on state licensing board requirements is available from CareerOneStop. Certifications may enhance a personal financial advisor's reputation and help bring in new clients. Information on certifications is available from CareerOneStop. ### Advancement A master's degree in a field such as finance or business administration may improve a personal financial advisor's chances of becoming a financial manager and of attracting new clients. ### > [[< Previous->13-2052-HowToBecomeOne-2]] > [[Next >->13-2052-HowToBecomeOne-4]] > [[Close->13-2052-Detailed]]

Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. In determining an investment portfolio for a client, personal financial advisors must be able to assess a range of information, including economic trends, regulatory changes, and the client's comfort with risky decisions. Interpersonal skills. A major part of a personal financial advisor's job is making clients feel comfortable. Advisors must establish trust with clients and > [[< Previous->13-2052-HowToBecomeOne-3]] > [[Next >->13-2052-HowToBecomeOne-5]] > [[Close->13-2052-Detailed]]

respond well to their questions and concerns. Math skills. Personal financial advisors must be adept at working with numbers to determine the amount invested, how that amount has grown or decreased over time, and how a portfolio is distributed among different investments. Sales skills. To expand their base of clients, personal financial advisors must be convincing and persistent in selling their services. Speaking skills. Personal financial advisors interact with clients every day. They must explain complex financial concepts in a way that clients understand. > [[< Previous->13-2052-HowToBecomeOne-4]] > [[Close->13-2052-Detailed]]

# Pay The median annual wage for personal financial advisors was $102,140 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $49,990, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for personal financial advisors in the top industries in which they worked were as follows: Personal financial advisors who work for financial services firms are often paid a salary plus bonuses. Commissions, incentive pay, and production bonuses are > [[Next >->13-2052-Pay-2]] > [[Close->13-2052-Detailed]]

included in the wage data here; nonproduction bonuses are not included. Advisors who work for financial investment firms or financial planning firms or who are self-employed earn money for their services in one of two ways. They either charge a flat fee or earn commissions for the financial products that they sell. Most personal financial advisors work full time, and some work more than 40 hours per week. They also may go to meetings on evenings and weekends to meet with existing clients or to try to bring in new ones. > [[< Previous->13-2052-Pay-1]] > [[Close->13-2052-Detailed]]

# Job Outlook Employment of personal financial advisors is projected to grow 10 percent from 2024 to 2034, much faster than the average for all occupations. About 24,100 openings for personal financial advisors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The primary driver of employment growth is expected to be the aging population. As large numbers of baby boomers continue to retire, they are likely to seek planning > [[Next >->13-2052-JobOutlook-2]] > [[Close->13-2052-Detailed]]

advice from personal financial advisors. Also, longer lifespans will likely lead to longer retirement periods, further increasing demand for financial planning services. In addition, the replacement of traditional pension plans with individual retirement accounts is expected to continue. Many people used to receive defined pension payments in retirement, but most companies no longer offer these plans. Therefore, individuals must save and invest for their own retirement, increasing the demand for personal financial advisors. The availability of "robo-advisors," computer programs that provide > [[< Previous->13-2052-JobOutlook-1]] > [[Next >->13-2052-JobOutlook-3]] > [[Close->13-2052-Detailed]]

automated investment advice based on user inputs, may partially temper demand for personal financial advisors. However, the impact of this technology should be limited as consumers continue turning to human advisors for more complex and specialized investment advice over the projections decade. > [[< Previous->13-2052-JobOutlook-2]] > [[Close->13-2052-Detailed]]

# What Insurance Underwriters Do Insurance underwriters evaluate insurance applications and decide whether to approve them. For approved applications, underwriters determine coverage amounts and premiums. ### Duties Insurance underwriters typically do the following: - Analyze information stated on insurance applications - Determine the risk involved in insuring a client - Screen applicants based on set criteria - Use automated software to determine the risk of insuring applicants - Review recommendations from underwriting software > [[Next >->13-2053-WhatTheyDo-2]] > [[Close->13-2053-Detailed]]

- Contact field representatives, medical personnel, and others to obtain additional information - Decide whether to offer insurance > [[< Previous->13-2053-WhatTheyDo-1]] > [[Next >->13-2053-WhatTheyDo-3]] > [[Close->13-2053-Detailed]]

- Determine appropriate premiums and amounts of coverage Underwriters are the main link between an insurance company and an insurance sales agent. Insurance underwriters use computer software to analyze risk for determining whether to approve an applicant. They take specific information about an applicant and enter it into a program. The program then provides recommendations on coverage and premiums. Underwriters evaluate these recommendations and decide whether to approve or reject the application. If a decision is difficult, they may consult additional sources, such as medical documents > [[< Previous->13-2053-WhatTheyDo-2]] > [[Next >->13-2053-WhatTheyDo-4]] > [[Close->13-2053-Detailed]]

and credit scores. For simple and common types of insurance, such as automobile insurance, underwriters typically rely on automated recommendations. For specific and complex insurance types, such as workers' compensation, underwriters need to rely more on analytical insight. Underwriters analyze the risk factors appearing on an application. For example, if an applicant reports a previous bankruptcy, the underwriter must determine whether that information is relevant to the policy being applied for. If relevant, the underwriter would then consider how far in the past the bankruptcy occurred > [[< Previous->13-2053-WhatTheyDo-3]] > [[Next >->13-2053-WhatTheyDo-5]] > [[Close->13-2053-Detailed]]

and how the applicant's financial situation has changed since the bankruptcy filing. Insurance underwriters must achieve a balance between risky and cautious decisions. If underwriters allow too much risk, the insurance company will pay out too many claims. But if they don't approve enough applications, the company will not make enough money from premiums. Most insurance underwriters specialize in one of three broad fields: health, life, and property and casualty. Although the job duties in each field are similar, the criteria that underwriters use vary. For example, for someone seeking > [[< Previous->13-2053-WhatTheyDo-4]] > [[Next >->13-2053-WhatTheyDo-6]] > [[Close->13-2053-Detailed]]

life insurance, underwriters consider the person's age and financial history. For someone applying for car insurance (a form of property and casualty insurance), underwriters consider the person's driving record. Within the broad field of property and casualty, underwriters may specialize in commercial (business) insurance or personal insurance. They also may specialize by the type of policy, such as for insuring automobiles, homes, or pets. > [[< Previous->13-2053-WhatTheyDo-5]] > [[Close->13-2053-Detailed]]

# Work Environment ### Work Environment Insurance underwriters work in an office setting during regular business hours. Most work full time. > [[Close->13-2053-Detailed]]

# How to Become an Insurance Underwriter Insurance underwriters typically need a bachelor's degree to enter the occupation. However, candidates who have an associate's degree or a high school diploma and insurance-related work experience sometimes qualify for positions. Certification may be beneficial. ### Education Employers usually prefer to hire candidates who have a bachelor's degree. A common field of degree is business. Coursework in finance, economics, and mathematics is helpful. Some colleges and universities partner with local businesses to offer internships. These opportunities allow students to gain knowledge or > [[Next >->13-2053-HowToBecomeOne-2]] > [[Close->13-2053-Detailed]]

practical experience through assisting in a variety of tasks, such as underwriting. ### Training Beginning underwriters typically work under the supervision of senior underwriters for up to 12 months. Trainees work on basic applications and learn the most common risk factors. Some companies offer training programs that include classroom instruction on the basics of underwriting. As new underwriters gain experience, they may work independently and handle more complex applications. ### Licenses, Certifications, and Registrations Employers may expect underwriters to become certified through > [[< Previous->13-2053-HowToBecomeOne-1]] > [[Next >->13-2053-HowToBecomeOne-3]] > [[Close->13-2053-Detailed]]

coursework. These courses are important for keeping current with new insurance policies and changes in state and federal regulations. Many options are available for certification or insurance specialty designations. Information on certifications is available from CareerOneStop. Requirements for certification or designation vary and often include coursework or exams or both. Some credentials are available to new underwriters, but others require candidates to have a specified number of years of experience. ### Advancement Experienced underwriters may advance to become senior underwriters or > [[< Previous->13-2053-HowToBecomeOne-2]] > [[Next >->13-2053-HowToBecomeOne-4]] > [[Close->13-2053-Detailed]]

underwriter managers. Underwriters may need certification to progress into these positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Underwriters must evaluate information from a variety of sources to balance risk against caution. Decision-making skills. Underwriters determine whether to approve applicants for insurance coverage and, if approved, at what level to set premiums. Detail oriented. Underwriters > [[< Previous->13-2053-HowToBecomeOne-3]] > [[Next >->13-2053-HowToBecomeOne-5]] > [[Close->13-2053-Detailed]]

must stay focused when reviewing insurance applications because each item may affect the coverage decision. Interpersonal skills. Underwriters need to communicate and relate well with people because much of their work involves dealing with clients or others, such as insurance sales agents. Math skills. Underwriters need math knowledge to ensure accuracy in determining the probability of losses and calculating appropriate premiums on an insurance policy. > [[< Previous->13-2053-HowToBecomeOne-4]] > [[Close->13-2053-Detailed]]

# Pay The median annual wage for insurance underwriters was $79,880 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $51,640, and the highest 10 percent earned more than $138,020. In May 2024, the median annual wages for insurance underwriters in the top industries in which they worked were as follows: Most underwriters work full time. > [[Close->13-2053-Detailed]]

# Job Outlook Employment of insurance underwriters is projected to grow 3 percent from 2024 to 2034, decline. About 8,200 openings for insurance underwriters are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Automated underwriting software allows workers to process applications quickly, reducing the need for underwriters. As this technology continues to improve and become more widely adopted in the insurance industry, more > [[Next >->13-2053-JobOutlook-2]] > [[Close->13-2053-Detailed]]

underwriting decisions are expected to be made automatically. > [[< Previous->13-2053-JobOutlook-1]] > [[Close->13-2053-Detailed]]

# What Industrial Designers Do Industrial designers develop the concepts for manufactured products, such as cars, home appliances, and toys. They combine art, business, and engineering to make products that people use every day. Industrial designers consider the function, aesthetics, production costs, and usability of products when developing new product concepts. ### Duties Industrial designers typically do the following: - Consult with clients to determine requirements for designs - Research the various ways a particular product might be used, and who will use it > [[Next >->27-1021-WhatTheyDo-2]] > [[Close->27-1021-Detailed]]

- Sketch ideas or create renderings, which are images on paper or on a computer that provide a visual of design ideas - Use computer software to develop virtual models of different designs - Create physical prototypes of their designs - Examine materials and manufacturing requirements to determine production costs - Work with other specialists, such as mechanical engineers and manufacturers, to evaluate whether their design concepts will fill needs at a reasonable cost - Evaluate product safety, appearance, and function to determine if a design is practical > [[< Previous->27-1021-WhatTheyDo-1]] > [[Next >->27-1021-WhatTheyDo-3]] > [[Close->27-1021-Detailed]]

- Present designs and demonstrate prototypes to clients for approval Some industrial designers focus on a particular product category. For example, they may design medical equipment or work on consumer electronics products, such as computers and smart phones. Other designers develop ideas for products such as new bicycles, furniture, housewares, and snowboards. Other designers, sometimes called user interface designers or interaction designers, focus on the usability of a product, such as an electronic device, and ensure that the product is both simple and enjoyable to use. Industrial > [[< Previous->27-1021-WhatTheyDo-2]] > [[Next >->27-1021-WhatTheyDo-4]] > [[Close->27-1021-Detailed]]

designers imagine how consumers might use a product and test different designs with consumers to see how each design looks and works. Industrial designers often work with engineers, production experts, and market research analysts to find out if their designs are feasible. They apply the input from their colleagues' professional expertise to further develop their designs. For example, industrial designers may work with market research analysts to develop plans to market new product designs to consumers. Computers are a major tool for industrial designers. Industrial designers use > [[< Previous->27-1021-WhatTheyDo-3]] > [[Next >->27-1021-WhatTheyDo-5]] > [[Close->27-1021-Detailed]]

two-dimensional computer-aided design and drafting (CADD) software to sketch ideas, because computers make it easy to make changes and show alternatives. Three-dimensional CAD software is increasingly being used by industrial designers as a tool to transform their two-dimensional designs into models with the help of three-dimensional printers. If they work for manufacturers, they also may use computer-aided industrial design (CAID) software to create specific machine-readable instructions that tell other machines exactly how to build the product. > [[< Previous->27-1021-WhatTheyDo-4]] > [[Close->27-1021-Detailed]]

# Work Environment ### Work Environment Industrial designers work in a variety of industries. Although industrial designers work primarily in offices, they may travel to testing facilities, design centers, clients' exhibit sites, users' homes or workplaces, and places where the product is manufactured. > [[Close->27-1021-Detailed]]

# How to Become an Industrial Designer Industrial designers typically need a bachelor's degree to enter the occupation. They also need an electronic portfolio with examples of their design projects. ### Education A bachelor's degree is usually required for entry-level industrial design jobs. Common fields of degree include fine arts, engineering, or architecture. Most industrial design programs include courses in drawing, computer-aided design and drafting (CADD), and three-dimensional modeling, as well as courses in business, industrial materials and processes, and manufacturing methods. More than 360 postsecondary colleges, > [[Next >->27-1021-HowToBecomeOne-2]] > [[Close->27-1021-Detailed]]

universities, and independent institutes are accredited with programs in art and design. Many schools require successful completion of some basic art and design courses before granting entry into a bachelor's degree program. Applicants also may need to submit sketches and other examples of their artistic ability. Many programs provide students with the opportunity to build a professional portfolio of their designs from classroom projects, internships, or other experiences. Students can use these examples of their work to demonstrate their design skills when applying for jobs and bidding on > [[< Previous->27-1021-HowToBecomeOne-1]] > [[Next >->27-1021-HowToBecomeOne-3]] > [[Close->27-1021-Detailed]]

contracts for work. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Industrial designers use logic or reasoning skills to study consumers and recognize the need for new products. Artistic ability. Industrial designers sketch their initial design ideas, which are used later to create prototypes. As such, designers must be able to express their design through illustration. Computer skills. Industrial designers use > [[< Previous->27-1021-HowToBecomeOne-2]] > [[Next >->27-1021-HowToBecomeOne-4]] > [[Close->27-1021-Detailed]]

computer-aided design software to develop their designs and create prototypes. Creativity. Industrial designers must be innovative in their designs and the ways in which they integrate existing technologies into their new product. Interpersonal skills. Industrial designers must develop cooperative working relationships with clients and colleagues who specialize in related disciplines. Mechanical skills. Industrial designers must understand how products are engineered, at least for the types of products that they design. Problem-solving skills. Industrial designers determine the need, > [[< Previous->27-1021-HowToBecomeOne-3]] > [[Next >->27-1021-HowToBecomeOne-5]] > [[Close->27-1021-Detailed]]

size, and cost of a product; anticipate production issues; develop alternatives; evaluate options; and implement solutions. ### Advancement Experienced designers in large firms may advance to chief designer, design department head, or other supervisory positions. Some designers become teachers in design schools or in colleges and universities. Many teachers continue to consult privately or operate small design studios in addition to teaching. Some experienced designers open their own design firms. > [[< Previous->27-1021-HowToBecomeOne-4]] > [[Close->27-1021-Detailed]]

# Pay The median annual wage for industrial designers was $79,450 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $49,390, and the highest 10 percent earned more than $134,840. In May 2024, the median annual wages for industrial designers in the top industries in which they worked were as follows: Industrial designers who are self-employed or work for firms that hire them out to other organizations may need to adjust their workdays frequently in order to meet with > [[Next >->27-1021-Pay-2]] > [[Close->27-1021-Detailed]]

clients in the evenings or on weekends. In addition, they may spend some of their time looking for new projects or competing with other designers for contracts. > [[< Previous->27-1021-Pay-1]] > [[Close->27-1021-Detailed]]

# Job Outlook Employment of industrial designers is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 2,500 openings for industrial designers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The need for new and innovative designs, especially for high-tech products, is expected to support demand for industrial designers. However, projected employment declines in some > [[Next >->27-1021-JobOutlook-2]] > [[Close->27-1021-Detailed]]

manufacturing industries may offset this expected growth. > [[< Previous->27-1021-JobOutlook-1]] > [[Close->27-1021-Detailed]]

- Assess the strength of the management team - Prepare written reports Financial analysts evaluate opportunities to commit money for the purpose of generating profit. Financial analysts can be divided into two categories: buy-side analysts and sell-side analysts. - Buy-side analysts develop investment strategies for companies that have a lot of money to invest. These companies, called institutional investors, include hedge funds, insurance companies, independent money managers, nonprofit organizations with large endowments, private equity firms, and pension funds. > [[< Previous->13-2054-WhatTheyDo-1]] > [[Next >->13-2054-WhatTheyDo-3]] > [[Close->13-2054-Detailed]]

- Sell-side analysts advise financial services sales agents who sell stocks, bonds, and other investments. Analysts may work for the business media or other research houses, which are independent from the buy and sell side. Financial analysts generally focus on trends affecting a specific geographical region, industry, or type of product. For example, they may focus on a subject area or a foreign exchange market. They must understand how economic trends, new regulations, policies, and political situations may affect investments. Investing has become more global, and some specialize in a > [[< Previous->13-2054-WhatTheyDo-2]] > [[Next >->13-2054-WhatTheyDo-4]] > [[Close->13-2054-Detailed]]

particular country or world region. Companies want these specialists to understand the business environment, culture, language, and political conditions in the country or region that they cover. The following are examples of types of financial analysts: Financial risk specialists, also called financial risk analysts, evaluate threats to investment decisions and determine how to manage unpredictability and limit potential losses. They make investment decisions such as selecting dissimilar stocks or having a combination of stocks, bonds, and mutual funds in a portfolio. They also make > [[< Previous->13-2054-WhatTheyDo-3]] > [[Next >->13-2054-WhatTheyDo-5]] > [[Close->13-2054-Detailed]]

recommendations to limit risk. Fund managers work exclusively with hedge funds or mutual funds. Both fund managers and portfolio managers frequently make buy or sell decisions in reaction to quickly changing market conditions. Investment analysts assess information involving investment programs or financial data of institutions, such as business valuation. They also respond to queries from clients and client advisors regarding asset allocation and alternative investment topics including hedge funds, real property, and venture capital. Portfolio managers select the mix of products, > [[< Previous->13-2054-WhatTheyDo-4]] > [[Next >->13-2054-WhatTheyDo-6]] > [[Close->13-2054-Detailed]]

industries, and regions for their company's investment portfolio. These managers are responsible for the overall performance of the portfolio. They are also expected to explain investment decisions and strategies in meetings with stakeholders. Ratings analysts evaluate the ability of companies or governments to pay their debts, including bonds. Based on these evaluations, a management team rates the risk of a company or government not being able to repay its bonds. Securities analysts evaluate securities markets and trends to identify high-yield assets for clients and companies. They may > [[< Previous->13-2054-WhatTheyDo-5]] > [[Next >->13-2054-WhatTheyDo-7]] > [[Close->13-2054-Detailed]]

use resources such as bond performance reports, daily stock quotes, market and economic forecasts, and other financial statements and publications. > [[< Previous->13-2054-WhatTheyDo-6]] > [[Close->13-2054-Detailed]]

# Work Environment ### Work Environment Financial analysts work in offices. Most work full time, and some work more than 40 hours per week. > [[Close->13-2054-Detailed]]

employer, companies do not expect individuals to have these licenses before starting a job. Employers often recommend certification, which may improve the chances for advancement. Information on certifications is available from CareerOneStop. ### Advancement Financial analysts typically start by specializing in an investment field. As they gain experience, they may become portfolio managers and select the mix of investments for a company's portfolio. They also may become fund managers of large investment portfolios for individual investors. Having a master's degree in finance or business > [[< Previous->13-2054-HowToBecomeOne-1]] > [[Next >->13-2054-HowToBecomeOne-3]] > [[Close->13-2054-Detailed]]

administration may improve an analyst's chances of advancing to one of these positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Financial analysts must evaluate a range of information in finding profitable investments. Communication skills. Financial analysts must be able to clearly explain their recommendations to clients. Computer skills. Financial analysts must be adept at using software to analyze > [[< Previous->13-2054-HowToBecomeOne-2]] > [[Next >->13-2054-HowToBecomeOne-4]] > [[Close->13-2054-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1122-WhatTheyDo-1]] > [[Next >->25-1122-WhatTheyDo-3]] > [[Close->25-1122-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1122-WhatTheyDo-2]] > [[Next >->25-1122-WhatTheyDo-4]] > [[Close->25-1122-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1122-WhatTheyDo-3]] > [[Next >->25-1122-WhatTheyDo-5]] > [[Close->25-1122-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1122-WhatTheyDo-4]] > [[Next >->25-1122-WhatTheyDo-6]] > [[Close->25-1122-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1122-HowToBecomeOne-2]] > [[Close->25-1122-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1122-HowToBecomeOne-1]] > [[Next >->25-1122-HowToBecomeOne-3]] > [[Close->25-1122-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1122-HowToBecomeOne-2]] > [[Next >->25-1122-HowToBecomeOne-4]] > [[Close->25-1122-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1122-HowToBecomeOne-3]] > [[Next >->25-1122-HowToBecomeOne-5]] > [[Close->25-1122-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1122-HowToBecomeOne-4]] > [[Next >->25-1122-HowToBecomeOne-6]] > [[Close->25-1122-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1122-HowToBecomeOne-5]] > [[Next >->25-1122-HowToBecomeOne-7]] > [[Close->25-1122-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1122-HowToBecomeOne-6]] > [[Next >->25-1122-HowToBecomeOne-8]] > [[Close->25-1122-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1122-HowToBecomeOne-7]] > [[Close->25-1122-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1122-Pay-1]] > [[Next >->25-1122-Pay-3]] > [[Close->25-1122-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1122-JobOutlook-1]] > [[Next >->25-1122-JobOutlook-3]] > [[Close->25-1122-Detailed]]

# What Financial Examiners Do Financial examiners ensure compliance with laws that govern institutions handling monetary transactions. They review balance sheets, evaluate the risk level of loans, and assess bank management. ### Duties Financial examiners typically do the following: - Monitor the condition of banks and other financial institutions - Review balance sheets, operating income and expense accounts, and loan documentation to confirm an institution's assets and liabilities - Prepare reports that detail an institution's safety and soundness - Examine the minutes of meetings of managers and directors > [[Next >->13-2061-WhatTheyDo-2]] > [[Close->13-2061-Detailed]]

- Train other examiners in the financial examination process - Review and analyze new regulations and policies to determine their impact on an institution > [[< Previous->13-2061-WhatTheyDo-1]] > [[Next >->13-2061-WhatTheyDo-3]] > [[Close->13-2061-Detailed]]

- Establish guidelines for procedures and policies that comply with new and revised regulations Financial examiners typically work in one of two main areas: risk assessment or consumer compliance. Those working in risk assessment evaluate the health of financial institutions. Their role is to ensure that banks and other financial institutions offer safe loans and that they have enough cash on hand to manage unexpected losses. These procedures help ensure that the financial system as a whole remains stable. These examiners also evaluate the performance of bank managers. Financial examiners > [[< Previous->13-2061-WhatTheyDo-2]] > [[Next >->13-2061-WhatTheyDo-4]] > [[Close->13-2061-Detailed]]

working in consumer compliance monitor lending activity to ensure that borrowers are treated fairly. They ensure that banks extend loans that borrowers are likely to be able to pay back. They help borrowers avoid "predatory loans" - loans that may generate profit for banks through high interest payments but may be costly to borrowers and damage their credit scores. Examiners also ensure that banks do not discriminate against borrowers based on race, ethnicity, or other characteristics. > [[< Previous->13-2061-WhatTheyDo-3]] > [[Close->13-2061-Detailed]]

# Work Environment ### Work Environment Most financial examiners work for the finance and insurance industry, the federal government, or state governments. Most financial examiners work full time. > [[Close->13-2061-Detailed]]

# How to Become a Financial Examiner Financial examiners typically need a bachelor's degree that includes some coursework in accounting. Entry-level examiners are trained on the job by senior examiners. ### Education Financial examiners typically need a bachelor's degree to enter the occupation. A degree in business or a related field is common. Coursework should include accounting, finance, or related subjects. ### Licenses, Certifications, and Registrations Although it is not required, professional certification indicates competencies for financial examiners who have it. Information on certifications is available from > [[Next >->13-2061-HowToBecomeOne-2]] > [[Close->13-2061-Detailed]]

CareerOneStop. Some financial examiners become Certified Public Accountants (CPAs). CPAs are licensed by their state's Board of Accountancy. Becoming a CPA requires passing a national exam and meeting other state requirements. ### Training Once hired, financial examiners receive on-the-job training. Entry-level workers learn their job duties while supervised by senior examiners. The length of training varies but typically lasts more than 1 year. ### Advancement After a few years of experience, financial examiners may advance to a senior examiner position. Senior examiners handle more > [[< Previous->13-2061-HowToBecomeOne-1]] > [[Next >->13-2061-HowToBecomeOne-3]] > [[Close->13-2061-Detailed]]

complex cases and may lead examination teams. Requirements for these positions vary, but employers often prefer candidates who have a master's degree in either accounting or business administration or who are Certified Public Accountants (CPAs). ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Financial examiners need to evaluate how well the managers of financial institutions are handling risk and whether the > [[< Previous->13-2061-HowToBecomeOne-2]] > [[Next >->13-2061-HowToBecomeOne-4]] > [[Close->13-2061-Detailed]]

individual loans the institution makes are safe. Detail oriented. Financial examiners must pay close attention to minutiae when reviewing balance sheets in order to identify risky assets. Math skills. Financial examiners must do calculations and monitor balance sheets to ensure that a financial institution has available cash. Writing skills. Financial examiners regularly write reports on the safety and soundness of financial institutions. They must be able to explain technical information clearly. > [[< Previous->13-2061-HowToBecomeOne-3]] > [[Close->13-2061-Detailed]]

# Pay The median annual wage for financial examiners was $90,400 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $53,420, and the highest 10 percent earned more than $171,540. In May 2024, the median annual wages for financial examiners in the top industries in which they worked were as follows: Most financial examiners work full time. > [[Close->13-2061-Detailed]]

# Job Outlook Employment of financial examiners is projected to grow 19 percent from 2024 to 2034, much faster than the average for all occupations. About 5,700 openings for financial examiners are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for these workers has risen, particularly in the financial industry, because of the need for banking institutions to comply with federal regulations. These institutions are > [[Next >->13-2061-JobOutlook-2]] > [[Close->13-2061-Detailed]]

expected to continue to hire financial examiners to help navigate the regulatory environment and reduce the cost of compliance. > [[< Previous->13-2061-JobOutlook-1]] > [[Close->13-2061-Detailed]]

# What Community Health Workers Do Community health workers promote wellness by helping people adopt healthy behaviors. They implement programs and advocate for people who may have limited access to health resources and social services. ### Duties Community health workers typically do the following: - Coordinate care among individuals, communities, and health and social service systems - Conduct outreach, such as through home visits - Provide culturally appropriate health and informational resources - Oversee case management and resource access > [[Next >->21-1094-WhatTheyDo-2]] > [[Close->21-1094-Detailed]]

- Advocate for individuals and communities regarding housing, food security, and other needs - Provide coaching and social support, such as nutrition training, recovery services for mental health and substance use disorders, and chronic disease management and prevention - Provide services, such as basic health screenings and first aid > [[< Previous->21-1094-WhatTheyDo-1]] > [[Next >->21-1094-WhatTheyDo-3]] > [[Close->21-1094-Detailed]]

- Increase individual and community participation in assessments and education to improve health and well-being Community health workers act as intermediaries between their clients and providers of healthcare and social services. They identify health-related issues, collect data, and discuss clients' health concerns within the community. For example, community health workers might identify barriers preventing clients from access to transportation and provide referrals to resources that provide it. Ideally, these workers have close ties to the communities they serve so that they understand > [[< Previous->21-1094-WhatTheyDo-2]] > [[Next >->21-1094-WhatTheyDo-4]] > [[Close->21-1094-Detailed]]

their clients' unique needs. They share that information with providers of healthcare and social services for determining appropriate programs and care. They also advocate for community wellness needs and conduct outreach to engage clients, assist with navigating healthcare, and improve coordination of care. Community health workers may have different titles, depending on the population they serve. For example, community health representatives increase health knowledge and access to care for Tribal communities. Promotores de la salud reduce barriers to healthcare and social services in > [[< Previous->21-1094-WhatTheyDo-3]] > [[Next >->21-1094-WhatTheyDo-5]] > [[Close->21-1094-Detailed]]

Spanish-speaking communities. Peer support specialists have experienced a mental health or substance use disorder and are in recovery while providing support to others experiencing similar challenges. Community health workers work closely with other healthcare and social service providers, including registered nurses, social workers, and substance abuse, behavioral disorder, and mental health counselors. > [[< Previous->21-1094-WhatTheyDo-4]] > [[Close->21-1094-Detailed]]

# Work Environment ### Work Environment Community health workers are employed in a variety of settings, including hospitals, public health departments, and community-based organizations. Most work full time. > [[Close->21-1094-Detailed]]

# How to Become a Community Health Worker To enter the occupation, community health workers typically need at least a high school diploma; some employers prefer to hire candidates who have postsecondary education. To attain competency, they typically complete a brief period of on-the-job training, and some states require certification. ### Education Community health workers typically need at least a high school diploma, although some jobs require postsecondary education. Postsecondary community health worker programs may lead to a 1-year certificate or a 2-year associate's degree. These programs cover topics such as wellness, > [[Next >->21-1094-HowToBecomeOne-2]] > [[Close->21-1094-Detailed]]

ethics, and cultural awareness. ### Training Community health workers typically complete on-the-job training. They learn about topics useful in their work, including communication styles, outreach and advocacy methods, and legal and ethical issues. Some workers participate in apprenticeships or other programs that provide opportunities for hands-on experience. ### Other Experience Community health workers usually benefit from understanding the specific community, culture, medical condition, or disability with which they work. They may have personal experience in these areas, or they may > [[< Previous->21-1094-HowToBecomeOne-1]] > [[Next >->21-1094-HowToBecomeOne-3]] > [[Close->21-1094-Detailed]]

gain experience by working in activities such as community development, public health, or social outreach. The ability to speak another language is helpful for working in some communities. ### Licenses, Certifications, and Registrations Some states require certification for community health workers, which may include completing an approved training program. For more information, contact your state's board of health, nursing, or human services. ### Advancement Experienced community health workers may move into supervisory positions. With additional education, community health workers may > [[< Previous->21-1094-HowToBecomeOne-2]] > [[Next >->21-1094-HowToBecomeOne-4]] > [[Close->21-1094-Detailed]]

be able to transition to occupations such as health education specialists; registered nurses; social workers; or substance abuse, behavioral disorder, and mental health counselors. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Community health workers must be able to clearly convey information in health-related materials to those they serve and in written proposals for programs and funding. Cultural sensitivity. > [[< Previous->21-1094-HowToBecomeOne-3]] > [[Next >->21-1094-HowToBecomeOne-5]] > [[Close->21-1094-Detailed]]

Community health workers must be respectful of the communities they serve and be understanding of their concerns. Instructional skills. Community health workers lead programs and facilitate discussions with clients. Interpersonal skills. Community health workers interact with people from a variety of backgrounds. They must be good listeners and be empathetic in responding to the needs of the communities they serve. Problem-solving skills. Community health workers must think creatively about the best ways to serve their clients. For example, they may need to adapt program planning because > [[< Previous->21-1094-HowToBecomeOne-4]] > [[Next >->21-1094-HowToBecomeOne-6]] > [[Close->21-1094-Detailed]]

of budget constraints or when encountering resistance from community members. > [[< Previous->21-1094-HowToBecomeOne-5]] > [[Close->21-1094-Detailed]]

# Pay The median annual wage for community health workers was $51,030 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $37,930, and the highest 10 percent earned more than $78,560. In May 2024, the median annual wages for community health workers in the top industries in which they worked were as follows: Most community health workers are employed full time. They may need to work evenings and weekends to attend community events, programs or meetings. > [[Close->21-1094-Detailed]]

# Job Outlook Employment of community health workers is projected to grow 11 percent from 2024 to 2034, much faster than the average for all occupations. About 7,800 openings for community health workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Community health workers will continue to be needed to help organizations and government agencies provide people with health-related information, such as how to access > [[Next >->21-1094-JobOutlook-2]] > [[Close->21-1094-Detailed]]

medical services. Individuals diagnosed with chronic diseases, mental health issues, and substance abuse disorders will require community health workers to assist them in finding healthcare professionals and other social assistance providers. Demand for these workers also will stem from their role in implementing public health initiatives, including preventive measures to reduce the spread of disease. > [[< Previous->21-1094-JobOutlook-1]] > [[Close->21-1094-Detailed]]

# What Credit Counselors Do Credit counselors advise and educate individuals or organizations on acquiring and managing debt. They may also provide guidance on credit issues and on budgeting, mortgages, or student financial aid packages. ### Duties Credit counselors typically do the following: - Interview clients by telephone or in person to gather financial information - Explain services or policies, such as about managing debt, to clients - Help clients understand obligations associated with financial aid options for postsecondary education - Advise clients in planning for student loan repayment > [[Next >->13-2071-WhatTheyDo-2]] > [[Close->13-2071-Detailed]]

- Assess clients' overall finances, including income, assets, debt, and expenses - Calculate clients' available income to create debt management plans, set budgets, and prioritize debt obligations and repayment - Prepare written documents to establish contracts with or communicate financial recommendations to clients Credit counselors guide clients in understanding, assuming, and repaying debt associated with credit, loans, and similar financial contracts. These workers may explain various options and educate clients on the short > [[< Previous->13-2071-WhatTheyDo-1]] > [[Next >->13-2071-WhatTheyDo-3]] > [[Close->13-2071-Detailed]]

- and long-term costs of borrowing money. Credit counselors also inform clients of the consequences of defaulting on debt, such as bankruptcy or home foreclosure. Credit counselors advise clients on meeting their financial obligations. For example, prioritizing repayment may include reviewing how changes to personal or financial circumstances affect spending or budgeting. Counselors may negotiate with creditors on behalf of clients to arrange for payment adjustments, such as through interest rate reductions or time extensions. They also may refer clients to social service or community > [[< Previous->13-2071-WhatTheyDo-2]] > [[Next >->13-2071-WhatTheyDo-4]] > [[Close->13-2071-Detailed]]

resources for help with food, medical, and other basic needs. Some credit counselors specialize in a particular area of guidance. For example, housing counselors advise clients on rental agreements, homeownership, foreclosure prevention, and other housing matters. Student financial aid counselors help students apply for, select, and accept loans, grants, scholarships, and other awards to pay for college. > [[< Previous->13-2071-WhatTheyDo-3]] > [[Close->13-2071-Detailed]]

# Work Environment ### Work Environment Most credit counselors work full time. They usually work standard business hours but may need to work in the evenings or on weekends to meet with clients. > [[Close->13-2071-Detailed]]

# How to Become a Credit Counselor Credit counselors typically need a bachelor's degree to enter the occupation. Candidates with a high school diploma may qualify for some jobs. Once hired, workers typically need several months of on-the-job training to attain competency. ### Education and Training Credit counselors typically need a bachelor's degree, usually in a field such as business, finance, or psychology. Candidates with a high school diploma may qualify for some positions, even if employers prefer to hire those who have a degree. Prospective credit counselors may begin preparing in high school by taking classes in > [[Next >->13-2071-HowToBecomeOne-2]] > [[Close->13-2071-Detailed]]

subjects such as English, mathematics, and personal finance. After they are hired, credit counselors typically need several months of on-the-job training to attain competency. During this training, new counselors work with more experienced counselors to learn how to build a rapport with clients and how to perform other duties. ### Licenses, Certification, and Registrations Employers may prefer or require certification for credit counselors. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for > [[< Previous->13-2071-HowToBecomeOne-1]] > [[Next >->13-2071-HowToBecomeOne-3]] > [[Close->13-2071-Detailed]]

these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Credit counselors must be able to assess income, expenses, and other financial information specific to each client. Attention to detail. Credit counselors often need to manage several client accounts at the same time and must be organized to ensure accuracy. Communication skills. Credit counselors must explain complex financial concepts in a way that clients understand. They also may mediate negotiations between clients and debt > [[< Previous->13-2071-HowToBecomeOne-2]] > [[Next >->13-2071-HowToBecomeOne-4]] > [[Close->13-2071-Detailed]]

collectors. Decision-making skills. Credit counselors must determine the best approach for their clients to reduce debt and increase credit opportunities. Interpersonal skills. Counselors must establish a rapport with clients and respond thoughtfully to their questions and concerns. Problem-solving skills. Credit counselors must be able to help clients create a customized debt management plan. > [[< Previous->13-2071-HowToBecomeOne-3]] > [[Close->13-2071-Detailed]]

# Pay The median annual wage for credit counselors was $50,480 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $38,980, and the highest 10 percent earned more than $77,920. In May 2024, the median annual wages for credit counselors in the top industries in which they worked were as follows: Most credit counselors work full time. They usually work standard business hours but may need to work in the evenings or on weekends to meet with clients. > [[Close->13-2071-Detailed]]

# Job Outlook Employment of credit counselors is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 2,200 openings for credit counselors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The primary driver of demand for credit counselors is the need for individuals and businesses to manage their debt. Consumers will continue to need these counselors to assist them with > [[Next >->13-2071-JobOutlook-2]] > [[Close->13-2071-Detailed]]

planning debt payments, negotiating with creditors, and managing their budgetary goals. Credit counselors will be needed to develop debt management plans to help consumers with repayment of a variety of debts, including student loans, credit cards, and mortgages. However, automation software makes these workers more efficient and may temper employment growth over the projections decade. > [[< Previous->13-2071-JobOutlook-1]] > [[Close->13-2071-Detailed]]

# What Loan Officers Do Loan officers evaluate, authorize, or recommend approval of applications for personal and business loans. ### Duties Loan officers typically do the following: - Contact businesses or people to ask if they need a loan - Talk with loan applicants to gather information and answer questions - Explain to applicants the different types of loans and the terms of each type - Obtain, verify, and analyze applicants' financial information, such as credit rating and income - Review loan agreements to ensure that they comply with federal and state regulations > [[Next >->13-2072-WhatTheyDo-2]] > [[Close->13-2072-Detailed]]

- Approve loan applications or refer them to management for a decision Loan officers use a process called underwriting to assess whether applicants qualify for loans. After collecting and verifying all the required financial documents, loan officers evaluate the information to determine an applicant's need for a loan and ability to repay it. Most firms use underwriting software, which produces a loan recommendation based on the applicant's financial status. Loan officers review the software output together with the evaluation of an applicant's financial information to make a final > [[< Previous->13-2072-WhatTheyDo-1]] > [[Next >->13-2072-WhatTheyDo-3]] > [[Close->13-2072-Detailed]]

decision. The work of loan officers has customer-service and sales components. For example, loan officers often answer questions and guide customers through the application process. In addition, many loan officers market the products and services of their lending institution and actively solicit new business. The following are common types of loan officers: Commercial loan officers specialize in loans to businesses, which often use the loans to buy supplies and to upgrade or expand operations. Commercial loans frequently are larger and more complicated than other types of loans. Some > [[< Previous->13-2072-WhatTheyDo-2]] > [[Next >->13-2072-WhatTheyDo-4]] > [[Close->13-2072-Detailed]]

commercial loans are so large and complex that no single bank will provide the entire amount requested. In such cases, loan officers may have to work with multiple banks to put together a package of loans. Consumer loan officers specialize in loans to people for a variety of uses, such as buying a car or paying college tuition. For simple consumer loans, the underwriting process may be fully automated. However, the loan officer still guides applicants through the process. Some institutions - usually small banks and credit unions > [[< Previous->13-2072-WhatTheyDo-3]] > [[Next >->13-2072-WhatTheyDo-5]] > [[Close->13-2072-Detailed]]

- rely on loan officers to complete the underwriting process instead of using underwriting software. Mortgage loan officers specialize in loans that are used to buy real estate (property and buildings). Mortgage loan officers work on loans for both business and residential purchases. Often, these officers seek out clients, which requires them to develop relationships with real estate companies and other sources that can refer prospective borrowers. Within these three fields, some loan officers specialize in a particular part of the loan process: Loan collection officers contact borrowers > [[< Previous->13-2072-WhatTheyDo-4]] > [[Next >->13-2072-WhatTheyDo-6]] > [[Close->13-2072-Detailed]]

who fail to make payments. They work with borrowers to help them find a way to keep paying off the loan. If the borrower continues to miss payments on secured loans - those involving collateral, such as a home or a car, that the borrower uses to secure the loan > [[< Previous->13-2072-WhatTheyDo-5]] > [[Next >->13-2072-WhatTheyDo-7]] > [[Close->13-2072-Detailed]]

- these officers start the process of taking away the asset and selling it to repay the loan. Loan underwriters specialize in evaluating whether a client is creditworthy. Underwriters collect, verify, and evaluate the financial information that clients provide on their loan applications and then use loan underwriting software to produce recommendations. > [[< Previous->13-2072-WhatTheyDo-6]] > [[Close->13-2072-Detailed]]

# Work Environment ### Work Environment Most loan officers are employed by commercial banks, credit unions, mortgage companies, and other financial institutions. Most loan officers work full time, and some work more than 40 hours per week. Except for consumer loan officers, who spend most of their time in offices, these workers may travel to visit clients. > [[Close->13-2072-Detailed]]

# How to Become a Loan Officer Loan officers typically need a bachelor's degree and on-the-job training. Mortgage loan officers must be licensed. ### Education Loan officers typically need a bachelor's degree, usually in a field such as business or finance. Because commercial loan officers analyze the finances of businesses applying for credit, they need to understand general business accounting, including how to read financial statements. Some jobseekers may be able to enter the occupation without a bachelor's degree if they have related work experience, such as in banking, customer service, or sales. Organizations that > [[Next >->13-2072-HowToBecomeOne-2]] > [[Close->13-2072-Detailed]]

specialize in certain fields typically prefer to hire candidates who have some experience in those areas. For example, mortgage companies may prefer to hire candidates with residential mortgage or real estate experience. ### Training Once hired, loan officers typically receive some on-the-job training. This may be a combination of formal, company-sponsored training and informal training during the first few months on the job. ### Licenses, Certifications, and Registrations Mortgage loan officers must have a Mortgage Loan Originator (MLO) license. To become licensed, they must complete > [[< Previous->13-2072-HowToBecomeOne-1]] > [[Next >->13-2072-HowToBecomeOne-3]] > [[Close->13-2072-Detailed]]

prelicensing courses, pass a national exam, and submit to background and credit checks. Licenses must be renewed annually, and individual states may have additional requirements. Information on state licensing board requirements is available from CareerOneStop. Although not required, certification shows dedication and expertise and thus may enhance a candidate's employment opportunities. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more > [[< Previous->13-2072-HowToBecomeOne-2]] > [[Next >->13-2072-HowToBecomeOne-4]] > [[Close->13-2072-Detailed]]

information, visit the Employment Projections (EP) skills data page. Decision-making skills. Loan officers must assess an applicant's financial information and decide whether to approve the loan. Detail oriented. Information on an application affects the potential profitability of a loan, so loan officers must pay attention to details. Initiative. Loan officers may act as salespeople in promoting their lending institution, so they must contact people and businesses to determine their need for a loan. Interpersonal skills. Loan officers must be able to guide customers through the > [[< Previous->13-2072-HowToBecomeOne-3]] > [[Next >->13-2072-HowToBecomeOne-5]] > [[Close->13-2072-Detailed]]

application process and answer their questions. > [[< Previous->13-2072-HowToBecomeOne-4]] > [[Close->13-2072-Detailed]]

# Pay The median annual wage for loan officers was $74,180 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $38,490, and the highest 10 percent earned more than $145,780. In May 2024, the median annual wages for loan officers in the top industries in which they worked were as follows: Compensation varies widely by employer. Some loan officers are paid a flat salary; others are paid on commission. Those on commission usually are paid a base salary plus a commission for > [[Next >->13-2072-Pay-2]] > [[Close->13-2072-Detailed]]

the loans they originate. Loan officers also may receive extra commission or bonuses based on the number of loans they originate or how well the loans perform. Most loan officers work full time, and some work more than 40 hours per week. > [[< Previous->13-2072-Pay-1]] > [[Close->13-2072-Detailed]]

# Job Outlook Employment of loan officers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 20,300 openings for loan officers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for loan officers is expected as both businesses and individuals seek credit to finance commercial investments and personal spending. Loan officers will be needed to evaluate the > [[Next >->13-2072-JobOutlook-2]] > [[Close->13-2072-Detailed]]

creditworthiness of applicants and determine the likelihood that loans will be paid back in full and on time. However, the decline of bank branches and the increased use of productivity-enhancing technology in loan processing are expected to slow employment growth. > [[< Previous->13-2072-JobOutlook-1]] > [[Close->13-2072-Detailed]]

# What Computer and Information Research Scientists Do Computer and information research scientists design innovative uses for new and existing technology. They study and solve complex problems in computing for business, science, medicine, and other fields. ### Duties Computer and information research scientists typically do the following: - Explore problems in computing and develop theories and models to address those problems - Collaborate with scientists and engineers to solve complex computing problems - Determine computing needs and system requirements > [[Next >->15-1221-WhatTheyDo-2]] > [[Close->15-1221-Detailed]]

- Develop new computing languages, software systems, and other tools to improve how people work with computers - Design and conduct experiments to test the operation of software systems, frequently using techniques from data science and machine learning - Analyze the results of their experiments > [[< Previous->15-1221-WhatTheyDo-1]] > [[Next >->15-1221-WhatTheyDo-3]] > [[Close->15-1221-Detailed]]

- Write papers for publication and present research findings at conferences Computer and information research scientists create and improve computer software and hardware. To create and improve software, computer and information research scientists work with algorithms: sets of instructions that tell a computer what to do. Some difficult computing tasks require complex algorithms, which these scientists simplify to make computer systems as efficient as possible. These simplified algorithms may lead to advancements in many types of technology, such as machine learning systems and cloud > [[< Previous->15-1221-WhatTheyDo-2]] > [[Next >->15-1221-WhatTheyDo-4]] > [[Close->15-1221-Detailed]]

computing. To improve computer hardware, these scientists design computer architecture. Their work may result in increased efficiencies, such as better networking technology, faster computing speeds, and improved information security. The following are examples of specialties for computer and information research scientists: Programming. Some computer and information research scientists study and design new programming languages that are used to write software. New languages make software writing efficient by improving an existing language, such as Java, or by simplifying a specific aspect > [[< Previous->15-1221-WhatTheyDo-3]] > [[Next >->15-1221-WhatTheyDo-5]] > [[Close->15-1221-Detailed]]

of programming, such as image processing. Robotics. These scientists study the development and application of robots. They explore how a machine can interact with the physical world. For example, they may create systems that control the robots or design robots to have features such as information processing or sensory feedback. Some computer and information research scientists work on multidisciplinary projects with electrical engineers, computer hardware engineers, and other specialists. For example, robotics specialists and engineers who design robots' hardware may team up to test whether > [[< Previous->15-1221-WhatTheyDo-4]] > [[Next >->15-1221-WhatTheyDo-6]] > [[Close->15-1221-Detailed]]

the robots complete tasks as intended. > [[< Previous->15-1221-WhatTheyDo-5]] > [[Close->15-1221-Detailed]]

# Work Environment ### Work Environment Most computer and information research scientists work full time. > [[Close->15-1221-Detailed]]

# How to Become a Computer and Information Research Scientist Computer and information research scientists typically need at least a master's degree in computer science or a related field. In the federal government, a bachelor's degree may be sufficient for some jobs. ### Education Computer and information research scientists typically need a master's or higher degree in computer science or a related field, such as computer engineering. A master's degree usually requires 2 to 3 years of study after earning a bachelor's degree in a computer-related field, such as computer science or information systems. Some employers prefer to hire candidates who have > [[Next >->15-1221-HowToBecomeOne-2]] > [[Close->15-1221-Detailed]]

a Ph.D. Others, such as the federal government, may hire candidates who have a bachelor's degree in computer and information technology. Computer and information research scientists who work in a specialized field may need knowledge of that field. For example, those working on biomedical applications may need to have studied biology. ### Advancement Some computer and information research scientists advance to become computer and information systems managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For > [[< Previous->15-1221-HowToBecomeOne-1]] > [[Next >->15-1221-HowToBecomeOne-3]] > [[Close->15-1221-Detailed]]

more information, visit the Employment Projections (EP) skills data page. Analytical skills. Computer and information research scientists must be organized in their thinking to evaluate the results of their research. Communication skills. Computer and information research scientists must be able to clearly explain their research, including to a nontechnical audience. They write papers for publication and present their research at conferences. Detail oriented. Computer and information research scientists must pay close attention to their work, such as when testing the systems they design. > [[< Previous->15-1221-HowToBecomeOne-2]] > [[Next >->15-1221-HowToBecomeOne-4]] > [[Close->15-1221-Detailed]]

Small programming errors could affect an entire project. Interpersonal skills. Computer and information research scientists must work effectively with programmers and managers. They also may be on teams with engineers or other specialists. Logical thinking. Computer and information research scientists must use sound reasoning when working on algorithms. Math skills. Computer and information research scientists need a solid grasp of advanced math and other technical subjects critical to computing. Problem-solving skills. Computer and information research scientists must think creatively to > [[< Previous->15-1221-HowToBecomeOne-3]] > [[Next >->15-1221-HowToBecomeOne-5]] > [[Close->15-1221-Detailed]]

find innovative solutions in their research. > [[< Previous->15-1221-HowToBecomeOne-4]] > [[Close->15-1221-Detailed]]

# Pay The median annual wage for computer and information research scientists was $140,910 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $80,670, and the highest 10 percent earned more than $232,120. In May 2024, the median annual wages for computer and information research scientists in the top industries in which they worked were as follows: Most computer and information research scientists work full time. > [[Close->15-1221-Detailed]]

# Job Outlook Employment of computer and information research scientists is projected to grow 20 percent from 2024 to 2034, much faster than the average for all occupations. About 3,200 openings for computer and information research scientists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The research and development conducted by computer and information research scientists turn ideas into technology. As demand for new > [[Next >->15-1221-JobOutlook-2]] > [[Close->15-1221-Detailed]]

and better technology grows, demand for computer and information research scientists is projected to grow as well. For example, computer scientists' expertise will be needed in the creation of new technologies related to artificial intelligence (AI). Rapid growth in data collection by businesses is projected to lead to an increased need for data-mining services. Computer and information research scientists may develop new technology to help businesses make sense of very large amounts of data. A growing emphasis on cybersecurity also is projected to lead to new jobs because computer and > [[< Previous->15-1221-JobOutlook-1]] > [[Next >->15-1221-JobOutlook-3]] > [[Close->15-1221-Detailed]]

information research scientists may study innovative ways to prevent potential cyberattacks. > [[< Previous->15-1221-JobOutlook-2]] > [[Close->15-1221-Detailed]]

# What Tax Examiners and Collectors, and Revenue Agents Do Tax examiners and collectors, and revenue agents determine how much is owed in taxes and collect tax from individuals and businesses on behalf of federal, state, and local governments. They review tax returns, conduct audits, identify taxes owed, and collect overdue tax payments. ### Duties Tax examiners and collectors, and revenue agents typically do the following: - Review filed tax returns to determine whether credits and deductions claimed are allowed by law - Contact taxpayers to address problems and to request supporting documentation > [[Next >->13-2081-WhatTheyDo-2]] > [[Close->13-2081-Detailed]]

- Conduct field audits and investigations of income tax returns to verify information or to update tax liabilities - Evaluate financial information, using their understanding of accounting procedures and knowledge of changes to tax laws and regulations - Keep records on each active case including telephone numbers and actions taken > [[< Previous->13-2081-WhatTheyDo-1]] > [[Next >->13-2081-WhatTheyDo-3]] > [[Close->13-2081-Detailed]]

- Notify taxpayers of overpayment or underpayment and issue a refund or request additional payment Tax examiners and collectors, and revenue agents ensure that individuals and businesses pay the appropriate amount of taxes owed, as prescribed by laws and regulations. In addition to verifying that tax returns are filed correctly, they follow up with taxpayers whose returns are questionable or who owe more money. Different levels of government collect different types of taxes. The federal government's Internal Revenue Service (IRS) deals primarily with business and personal income taxes. > [[< Previous->13-2081-WhatTheyDo-2]] > [[Next >->13-2081-WhatTheyDo-4]] > [[Close->13-2081-Detailed]]

State governments collect income and sales taxes. Local governments collect property and sales taxes. Because some states base income taxes on taxpayers' reported federal income, tax examiners working for the federal government report to the states any adjustments or corrections they make. State tax examiners then determine whether the adjustments affect the state taxpayer liability. Tax examiners and collectors, and revenue agents have different duties and responsibilities: Tax examiners typically deal with simple tax returns filed by individual taxpayers who claim few deductions and by > [[< Previous->13-2081-WhatTheyDo-3]] > [[Next >->13-2081-WhatTheyDo-5]] > [[Close->13-2081-Detailed]]

small businesses. Tax examiners also may contact individual taxpayers in order to resolve outstanding problems with their returns. Much of a tax examiner's job involves making sure that tax credits and deductions claimed by taxpayers are lawful. If a taxpayer owes additional taxes, tax examiners adjust the total amount by assessing fees, interest, and penalties and then notify the taxpayer of the total amount owed. Revenue agents, called internal revenue agents in the IRS, specialize in tax-related accounting. Like tax examiners, they review returns for accuracy. However, revenue agents > [[< Previous->13-2081-WhatTheyDo-4]] > [[Next >->13-2081-WhatTheyDo-6]] > [[Close->13-2081-Detailed]]

handle the complex tax returns of large businesses and corporations. Some experienced revenue agents focus exclusively on a particular area, such as multinational business. Regardless of their specialty, revenue agents must keep up to date with changes in tax laws and regulations. Tax collectors, also called internal revenue officers in the IRS, deal with overdue accounts. The process of collecting an overdue payment starts with the revenue agent or tax examiner sending a report to the taxpayer. If the taxpayer makes no effort to pay, the case is assigned to a tax collector. When a tax > [[< Previous->13-2081-WhatTheyDo-5]] > [[Next >->13-2081-WhatTheyDo-7]] > [[Close->13-2081-Detailed]]

collector takes a case, he or she first sends a notice to the taxpayer. The tax collector then works with the taxpayer to settle the debt. Settlement may involve setting up a plan in which the amount owed is paid back in small amounts over time. When delinquent taxpayers claim that they cannot pay their taxes, collectors investigate and verify the claims. Tax collectors research information on taxpayer financial statements or mortgages and locate taxpayer-owned items of value through third parties, such as local departments of motor vehicles. Ultimately, they must decide whether the IRS > [[< Previous->13-2081-WhatTheyDo-6]] > [[Next >->13-2081-WhatTheyDo-8]] > [[Close->13-2081-Detailed]]

should place a lien - a claim on an asset such as a bank account, real estate, or an automobile - to settle a debt. Tax collectors also have the authority to garnish wages - that is, take a portion of earned wages - to collect taxes owed. > [[< Previous->13-2081-WhatTheyDo-7]] > [[Close->13-2081-Detailed]]

# Work Environment ### Work Environment Tax examiners and collectors, and revenue agents work for federal, state, and local governments. Many work primarily in an office setting; others spend most of their time doing field audits in taxpayers' homes or places of business. Most tax examiners and collectors, and revenue agents work full time. > [[Close->13-2081-Detailed]]

# How to Become a Tax Examiner or Collector, or Revenue Agent Tax examiners and collectors, and revenue agents typically need a bachelor's degree in accounting or a related field. However, the required level of education and experience varies with the position and employer. ### Education Tax examiners and collectors, and revenue agents typically need a bachelor's degree in accounting or a related field, such as business. For some jobs, work experience may substitute for a degree. Candidates for tax examiner and collector positions at the Internal Revenue Service (IRS) may qualify with a bachelor's degree in any field of study or with specialized > [[Next >->13-2081-HowToBecomeOne-2]] > [[Close->13-2081-Detailed]]

experience, or with a combination of education and experience. Internal revenue agents at the IRS generally need a bachelor's degree in accounting; a combination of education and experience equivalent to a major in accounting; or a Certified Public Accountant (CPA) certificate. ### Training Newly hired tax examiners and collectors, and revenue agents typically receive on-the-job training that lasts between 1 month and 1 year. These workers also must keep current with changes to the tax code and in enforcement and collection procedures. ### Work Experience in a Related Occupation Some > [[< Previous->13-2081-HowToBecomeOne-1]] > [[Next >->13-2081-HowToBecomeOne-3]] > [[Close->13-2081-Detailed]]

employers accept work experience as a substitute for education. For example, employers may hire tax examiners and revenue agents who have experience as accountants or bookkeepers, or they may hire tax collectors who have experience working as bill and account collectors, customer service representatives, or credit checkers. ### Advancement Tax examiners who review individual tax returns may advance to revenue agent positions, working on more complex business returns. Tax examiners and collectors, and revenue agents who demonstrate leadership skills and a thorough knowledge of tax collection > [[< Previous->13-2081-HowToBecomeOne-2]] > [[Next >->13-2081-HowToBecomeOne-4]] > [[Close->13-2081-Detailed]]

activities may advance to supervisory or managerial positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Tax examiners and revenue agents must be able to identify questionable claims for credits and deductions and determine if claims are lawful. Communication skills. Tax collectors must be able to clearly explain complex details, especially about sensitive information, in their work with the public. Detail > [[< Previous->13-2081-HowToBecomeOne-3]] > [[Next >->13-2081-HowToBecomeOne-5]] > [[Close->13-2081-Detailed]]

oriented. Tax examiners and revenue agents verify the accuracy of each entry on the tax returns they review. Therefore, it is important that they pay attention to detail. Interpersonal skills. Tax collectors must be comfortable interacting with people. When pursuing overdue accounts, tax collectors should be firm and composed. Math skills. Tax collectors and revenue agents deal with numbers daily and must be comfortable with arithmetic. They also need to analyze, compare, and interpret facts and figures. Organizational skills. Tax examiners and revenue agents may work with multiple returns > [[< Previous->13-2081-HowToBecomeOne-4]] > [[Next >->13-2081-HowToBecomeOne-6]] > [[Close->13-2081-Detailed]]

and a variety of financial documents. Keeping the various pieces of information organized is essential. > [[< Previous->13-2081-HowToBecomeOne-5]] > [[Close->13-2081-Detailed]]

# Pay The median annual wage for tax examiners and collectors, and revenue agents was $59,740 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $40,020, and the highest 10 percent earned more than $110,300. In May 2024, the median annual wages for tax examiners and collectors, and revenue agents in the top industries in which they worked were as follows: Most tax examiners and collectors, and revenue agents work full time. > [[Close->13-2081-Detailed]]

# Job Outlook Employment of tax examiners and collectors, and revenue agents is projected to grow 2 percent from 2024 to 2034, decline. About 4,300 openings for tax examiners and collectors, and revenue agents are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment of these workers will depend primarily on future changes to federal, state, and local government budgets. Because the salaries of tax examiners and > [[Next >->13-2081-JobOutlook-2]] > [[Close->13-2081-Detailed]]

collectors, and revenue agents are paid with public funds, budgetary constraints may directly impact governments' ability to hire these workers and, in turn, affect employment growth. > [[< Previous->13-2081-JobOutlook-1]] > [[Close->13-2081-Detailed]]

# What Computer Hardware Engineers Do Computer hardware engineers research, design, develop, and test computer systems and components such as processors, circuit boards, memory devices, networks, and routers. ### Duties Computer hardware engineers typically do the following: - Design new computer hardware, creating schematics of computer equipment to be built - Test the computer hardware they design - Analyze the test results and modify the design as needed - Update existing computer equipment so that it will work with new software > [[Next >->17-2061-WhatTheyDo-2]] > [[Close->17-2061-Detailed]]

- Oversee the manufacturing process for computer hardware Many hardware engineers design devices used in manufactured products that incorporate processors and other computer components and that connect to the Internet. For example, many new cars, home appliances, and medical devices have Internet-ready computer systems built into them. Computer hardware engineers ensure that computer hardware components work together with the latest software. Therefore, hardware engineers often work with software developers. For example, the hardware and software for mobile phones and other devices > [[< Previous->17-2061-WhatTheyDo-1]] > [[Next >->17-2061-WhatTheyDo-3]] > [[Close->17-2061-Detailed]]

frequently are developed at the same time. > [[< Previous->17-2061-WhatTheyDo-2]] > [[Close->17-2061-Detailed]]

# Work Environment ### Work Environment Computer hardware engineers usually work in research laboratories that build and test various types of computer models. Most work in computer systems design services and in manufacturing. > [[Close->17-2061-Detailed]]

# How to Become a Computer Hardware Engineer Computer hardware engineers typically need a bachelor's degree from an accredited program. ### Education Entry-level computer hardware engineers typically need a bachelor's degree in computer engineering or a related field, such as computer and information technology. Employers may prefer to hire candidates who have graduated from an engineering program accredited by a professional association. To prepare for a major in computer or electrical engineering, students should have a solid background in math and science. Because hardware engineers commonly work with computer software systems, a > [[Next >->17-2061-HowToBecomeOne-2]] > [[Close->17-2061-Detailed]]

familiarity with computer programming is usually expected. This background may be obtained through computer science courses. Some large firms or specialized jobs may require a master's degree in computer engineering. Some experienced engineers obtain a master's degree in business administration (MBA). All engineers must continue their learning over the course of their careers in order to keep up with rapid advances in technology. ### Other Experience Some students participate in internships while in school so that they can gain practical experience. ### Advancement Some computer hardware > [[< Previous->17-2061-HowToBecomeOne-1]] > [[Next >->17-2061-HowToBecomeOne-3]] > [[Close->17-2061-Detailed]]

engineers can advance to become computer and information systems managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Computer hardware engineers use computer programming tools to analyze the digital circuits in hardware to determine the best design. Critical-thinking skills. These engineers use logic and reasoning to clarify goals, examine assumptions, and identify the strengths and weaknesses of alternative > [[< Previous->17-2061-HowToBecomeOne-2]] > [[Next >->17-2061-HowToBecomeOne-4]] > [[Close->17-2061-Detailed]]

solutions. Problem-solving skills. Computer hardware engineers identify complex problems in computer hardware, develop and evaluate possible solutions, and figure out the best way to implement them. Communication skills. Engineers often work on teams and must be able to communicate with other types of engineers, software developers and programmers, as well as with nontechnical team members. > [[< Previous->17-2061-HowToBecomeOne-3]] > [[Close->17-2061-Detailed]]

# Pay The median annual wage for computer hardware engineers was $155,020 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $85,430, and the highest 10 percent earned more than $223,820. In May 2024, the median annual wages for computer hardware engineers in the top industries in which they worked were as follows: Most computer hardware engineers work full time. > [[Close->17-2061-Detailed]]

# Job Outlook Employment of computer hardware engineers is projected to grow 7 percent from 2024 to 2034, much faster than the average for all occupations. About 4,700 openings for computer hardware engineers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for computer hardware engineers is expected to grow, as these workers are needed to design parts for manufactured products that use processors and other > [[Next >->17-2061-JobOutlook-2]] > [[Close->17-2061-Detailed]]

components, such as household appliances, medical devices, and automobiles. > [[< Previous->17-2061-JobOutlook-1]] > [[Close->17-2061-Detailed]]

# What Computer Network Architects Do Computer network architects design and implement data communication networks, including local area networks (LANs), wide area networks (WANs), and intranets. These networks range from small connections between two offices to virtual capabilities such as a cloud infrastructure that serves multiple customers. ### Duties Computer network architects typically do the following: - Create plans and layouts for data communication networks - Present designs to management, customers, and staff - Deploy planned networks, testing to ensure proper implementation - Document processes for posterity > [[Next >->15-1241-WhatTheyDo-2]] > [[Close->15-1241-Detailed]]

- Upgrade hardware, such as routers or adaptors, and software, such as network drivers, as needed to support computer networks > [[< Previous->15-1241-WhatTheyDo-1]] > [[Next >->15-1241-WhatTheyDo-3]] > [[Close->15-1241-Detailed]]

- Research and recommend new technologies for network performance Computer network architects, or network engineers, design and deploy computer and information networks. They consider an organization's specific needs and requirements, such as information security, when planning networks. As part of the implementation process, network architects deploy and configure network equipment. They test the equipment and the network during all stages of implementation to check for slowdowns, blackouts, or points of failure. Network architects create documentation throughout the design and deployment > [[< Previous->15-1241-WhatTheyDo-2]] > [[Next >->15-1241-WhatTheyDo-4]] > [[Close->15-1241-Detailed]]

process as a reference for future network enhancements or maintenance. After deployment, they also may manage the networks and troubleshoot any issues that arise. They analyze data traffic and system performance to determine future upgrades. Some computer network architects work with other IT workers, such as network and computer system administrators and computer and information systems managers, to ensure that an organization's networking needs are being met. They also work with equipment and software vendors to manage upgrades and support the networks. > [[< Previous->15-1241-WhatTheyDo-3]] > [[Close->15-1241-Detailed]]

# Work Environment ### Work Environment Most computer network architects work full time, and some work more than 40 hours per week. Network architects work in a variety of industries, usually in an office setting. > [[Close->15-1241-Detailed]]

# How to Become a Computer Network Architect Computer network architects typically need a bachelor's degree in a computer-related field and experience in a related occupation, such as network and computer systems administrators. ### Education Computer network architects typically need a bachelor's degree in computer and information technology, engineering, or a related field. Degree programs in a computer-related field give prospective network architects hands-on experience in classes such as network security or database design. These programs prepare network architects to be able to work with the wide array of technologies used in > [[Next >->15-1241-HowToBecomeOne-2]] > [[Close->15-1241-Detailed]]

networks. However, education requirements may vary. Some employers consider candidates who do not have a bachelor's degree, and others express no preference. Still others prefer to hire candidates who have a master's degree. ### Work Experience in a Related Occupation Network architects typically need several years of experience working with information technology (IT) systems. They often have experience as network and computer systems administrators or in related occupations, such as database administrator or computer systems analyst. ### Licenses, Certifications, and > [[< Previous->15-1241-HowToBecomeOne-1]] > [[Next >->15-1241-HowToBecomeOne-3]] > [[Close->15-1241-Detailed]]

Registrations Employers may require or prefer that their network architects be certified in the products they use. Certification programs usually are offered directly from vendors or from vendor-neutral certification providers. Certification validates the knowledge and the use of best practices that are required of network architects. Information on certifications is available from CareerOneStop. ### Advancement Experienced network architects may advance into management positions, such as computer and information systems managers (sometimes called chief technology officers). ### Important > [[< Previous->15-1241-HowToBecomeOne-2]] > [[Next >->15-1241-HowToBecomeOne-4]] > [[Close->15-1241-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Computer network architects examine data networks and decide how to connect the networks based on an organization's needs and resources. Detail oriented. Computer network architects create comprehensive plans of the networks they are creating with precise information describing how the network parts will work together. Interpersonal skills. These workers collaborate with others to > [[< Previous->15-1241-HowToBecomeOne-3]] > [[Next >->15-1241-HowToBecomeOne-5]] > [[Close->15-1241-Detailed]]

successfully design and implement computer and information networks. Leadership skills. Many computer network architects direct teams of workers to help design, build, and maintain networks. Organizational skills. Computer network architects may need to coordinate many different types of communication networks to make sure they work well together. Problem-solving skills. These workers must be able to resolve issues that arise with computer networks. > [[< Previous->15-1241-HowToBecomeOne-4]] > [[Close->15-1241-Detailed]]

# Pay The median annual wage for computer network architects was $130,390 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $79,520, and the highest 10 percent earned more than $198,030. In May 2024, the median annual wages for computer network architects in the top industries in which they worked were as follows: Most computer network architects work full time, and some work more than 40 hours per week. > [[Close->15-1241-Detailed]]

# Job Outlook Employment of computer network architects is projected to grow 12 percent from 2024 to 2034, much faster than the average for all occupations. About 11,200 openings for computer network architects are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for computer network architects is projected to grow as firms continue to design and build new information technology (IT) networks and upgrade existing ones. > [[Next >->15-1241-JobOutlook-2]] > [[Close->15-1241-Detailed]]

Companies looking to leverage technological investments, such as artificial intelligence (AI), will need these workers to upgrade their IT infrastructure. Additionally, continued expansion of cloud computing will increase demand for these workers to ensure that networks are properly designed and that transition to the new network proceeds smoothly. > [[< Previous->15-1241-JobOutlook-1]] > [[Close->15-1241-Detailed]]

# What Computer Support Specialists Do Computer support specialists assist computer users and organizations. These specialists either maintain computer networks or provide technical help directly to computer users. ### Duties Computer network support specialists typically do the following: - Test and evaluate existing network systems - Perform regular maintenance to ensure that networks operate correctly > [[Next >->15-1231-WhatTheyDo-2]] > [[Close->15-1231-Detailed]]

- Troubleshoot local area networks (LANs), wide area networks (WANs), and Internet systems Computer network support specialists analyze and troubleshoot computer network problems. They have an important role in the daily, weekly, or monthly maintenance of their organization's networks. This maintenance may be routine or part of the organization's disaster recovery efforts. Network support specialists also may assist computer users through phone, email, or in-person visits. They often work under the direction of network and computer systems administrators, who handle more complex > [[< Previous->15-1231-WhatTheyDo-1]] > [[Next >->15-1231-WhatTheyDo-3]] > [[Close->15-1231-Detailed]]

tasks. Computer user support specialists typically do the following: - Analyze customers' computer problem to diagnose it and determine the cause - Document customers' descriptions of their computer problems - Guide customers through the recommended problem-solving steps - Set up or repair computer equipment and related devices - Install and train users on new hardware or software > [[< Previous->15-1231-WhatTheyDo-2]] > [[Next >->15-1231-WhatTheyDo-4]] > [[Close->15-1231-Detailed]]

- Inform team members and managers of major problems or of customers' recurring concerns Computer user support specialists, also called help-desk technicians, usually provide technical help to non-IT computer users. They respond to requests for help in a number of ways, such as in person or by phone, online chat, or email. Help-desk technicians solve a range of problems that vary with the industry and the particular firm. Some technicians work for large software companies or for support service firms and instruct business customers in the use of business-specific programs, such as an > [[< Previous->15-1231-WhatTheyDo-3]] > [[Next >->15-1231-WhatTheyDo-5]] > [[Close->15-1231-Detailed]]

electronic health records program used in hospitals or physicians' offices. Other help-desk technicians work in call centers and take customers through a problem step by step, such as to reestablish an Internet connection or to troubleshoot Wi-Fi routers or other household IT products. > [[< Previous->15-1231-WhatTheyDo-4]] > [[Close->15-1231-Detailed]]

# Work Environment ### Work Environment Most computer support specialists work full time. Because computer support services may need to be available 24 hours a day, some specialists work nights or weekends. > [[Close->15-1231-Detailed]]

# How to Become a Computer Support Specialist Entry requirements vary for computer support specialists. Network support specialists typically need an associate's degree, and user support specialists typically need to complete some college courses. However, candidates for either type of position may qualify with a high school diploma plus relevant information technology (IT) certifications. ### Education Education requirements for computer support specialists vary. Computer user support specialist jobs require some computer knowledge but not necessarily a college degree. Applicants who have taken courses in areas such as networking, > [[Next >->15-1231-HowToBecomeOne-2]] > [[Close->15-1231-Detailed]]

server administration, and information security may qualify for these jobs. For computer network support specialists, employers may accept applicants who have an associate's degree, although some prefer that applicants have a bachelor's degree. Large software companies that provide support to business users who buy their products or services may require applicants to have a bachelor's degree. Positions that are more technical are likely to require a degree in a field such as computer and information technology or engineering. For others, the applicant's field of degree is less important. To > [[< Previous->15-1231-HowToBecomeOne-1]] > [[Next >->15-1231-HowToBecomeOne-3]] > [[Close->15-1231-Detailed]]

keep up with changes in technology, computer support specialists may need to continue their education throughout their careers. ### Licenses, Certifications, and Registrations Certification programs are generally offered by vendors or from vendor-neutral certification providers. Certification validates the knowledge of and best practices required by computer support specialists. Companies may require their computer support specialists to hold certifications in the products the companies use. Other types of certifications, may be a helpful starting point for workers seeking entry into the > [[< Previous->15-1231-HowToBecomeOne-2]] > [[Next >->15-1231-HowToBecomeOne-4]] > [[Close->15-1231-Detailed]]

occupation. Information on certifications is available from CareerOneStop. ### Advancement Many computer support specialists advance to other information technology positions, such as information security analysts, network and computer systems administrators and software developers. Some become managers in the computer support services department. Some organizations provide paths for support specialists to move into other parts of the organization, such as sales. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For > [[< Previous->15-1231-HowToBecomeOne-3]] > [[Next >->15-1231-HowToBecomeOne-5]] > [[Close->15-1231-Detailed]]

more information, visit the Employment Projections (EP) skills data page. Communication skills. Computer support specialists must clearly convey information, both orally and in writing. They must describe solutions to computer problems in way that nontechnical users can understand. Customer-service skills. Computer support specialists must be patient and sympathetic. They often help people who are frustrated trying to use software or hardware. Listening skills. Support workers must be able to understand the problems that their customers are describing and know when to ask questions for > [[< Previous->15-1231-HowToBecomeOne-4]] > [[Next >->15-1231-HowToBecomeOne-6]] > [[Close->15-1231-Detailed]]

clarification. Problem-solving skills. Support workers must identify both simple and complex computer problems and then analyze and solve them. > [[< Previous->15-1231-HowToBecomeOne-5]] > [[Close->15-1231-Detailed]]

# Pay The median annual wage for computer network support specialists was $73,340 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $46,010, and the highest 10 percent earned more than $124,470. The median annual wage for computer user support specialists was $60,340 in May 2024. The lowest 10 percent earned less than $38,780, and the highest 10 percent earned more than $98,010. In May 2024, the median annual wages for computer network support specialists in the top > [[Next >->15-1231-Pay-2]] > [[Close->15-1231-Detailed]]

industries in which they worked were as follows: In May 2024, the median annual wages for computer user support specialists in the top industries in which they worked were as follows: Most computer support specialists work full time. Because computer support services may need to be available 24 hours a day, some specialists work nights or weekends. > [[< Previous->15-1231-Pay-1]] > [[Close->15-1231-Detailed]]

# Job Outlook Overall employment of computer support specialists is projected to grow 3 percent from 2024 to 2034, decline. About 50,500 openings for computer support specialists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of computer support specialists varies by occupation. (See table.) Employment of computer user support specialists is projected to decline as organizations continue to > [[Next >->15-1231-JobOutlook-2]] > [[Close->15-1231-Detailed]]

implement automated tools, such as chatbots, for troubleshooting. This use of automation may free up some computer user support specialists to handle more complex cases and troubleshooting that require attention, but fewer are expected to be needed overall. Employment growth of computer network support specialists is expected to be constrained because some businesses, especially smaller organizations with minimal information technology (IT) requirements, may find it more cost effective to contract with outside firms for these services rather than to employ computer network support > [[< Previous->15-1231-JobOutlook-1]] > [[Next >->15-1231-JobOutlook-3]] > [[Close->15-1231-Detailed]]

specialists. Some of these workers also may be replaced by computer network architects because of a computer industry shift towards workers with broader skillsets that include design skills. However, the importance of strong network and other IT infrastructure will support some demand for computer network support specialists. > [[< Previous->15-1231-JobOutlook-2]] > [[Close->15-1231-Detailed]]

# What Computer Programmers Do Computer programmers write, modify, and test code and scripts that allow computer software and applications to function properly. They turn the designs created by software developers and engineers into instructions that a computer can follow. In addition, programmers run tests to ensure that newly created applications and software produce the expected results. If the products do not work correctly, programmers check the code or scripts for mistakes and modify them. ### Duties Computer programmers typically do the following: > [[Next >->15-1251-WhatTheyDo-2]] > [[Close->15-1251-Detailed]]

- Write programs in a variety of computer languages, such as C++ and Java - Update and expand existing programs - Test programs for errors and fix the faulty lines of computer code > [[< Previous->15-1251-WhatTheyDo-1]] > [[Next >->15-1251-WhatTheyDo-3]] > [[Close->15-1251-Detailed]]

- Create, modify, and test code or scripts in software that simplifies development Programmers work closely with software developers, and in some businesses their duties overlap. When such overlap occurs, programmers may be required to take on some of the tasks that are typically assigned to developers, such as designing programs. Programmers use code libraries, which are collections of independent lines of code, to simplify their writing and improve their efficiency. They may create their own code libraries or make use of existing ones. In addition, programmers may write or use > [[< Previous->15-1251-WhatTheyDo-2]] > [[Next >->15-1251-WhatTheyDo-4]] > [[Close->15-1251-Detailed]]

software-as-a-service (SaaS) applications that are centrally hosted online. Although programmers typically need to rewrite their programs to work on different system platforms, such as Windows or OS X, applications created with SaaS work on all platforms. Accordingly, programmers writing SaaS applications may not have to rewrite as much code as other programmers do and can instead spend more time writing new programs. > [[< Previous->15-1251-WhatTheyDo-3]] > [[Close->15-1251-Detailed]]

# Work Environment ### Work Environment Programmers usually work in office settings, most commonly in the computer systems design and related services industry. Most computer programmers work full time. > [[Close->15-1251-Detailed]]

# How to Become a Computer Programmer Computer programmers typically need a bachelor's degree in computer science or a related subject. Most programmers specialize in several programming languages. ### Education Computer programmers typically need a bachelor's degree in computer and information technology or a related field, such as mathematics. However, some employers hire workers who have other degrees or experience in specific programming languages. Programmers who work in specific fields, such as healthcare or accounting, may take classes in that field to supplement their computer-related degree. In addition, employers may > [[Next >->15-1251-HowToBecomeOne-2]] > [[Close->15-1251-Detailed]]

prefer to hire candidates who have experience gained through internships. Most programmers learn computer languages while in school. However, a computer science degree gives students the skills they need to learn new computer languages easily. Students get experience writing code, testing programs, fixing errors, and doing many other tasks that they will perform on the job. To keep up with changing technology, computer programmers may take continuing education classes and attend professional development seminars to learn new programming languages or about upgrades to programming languages > [[< Previous->15-1251-HowToBecomeOne-1]] > [[Next >->15-1251-HowToBecomeOne-3]] > [[Close->15-1251-Detailed]]

they already know. ### Licenses, Certifications, and Registrations Programmers may become certified in specific programming languages or for vendor-specific programming products. Some companies require their computer programmers to be certified in the products they use. Information on certifications is available from CareerOneStop. ### Advancement Programmers who have general business experience may become computer systems analysts. With experience, some programmers may become software developers. They may also be promoted to managerial positions. For more information, see the profiles on > [[< Previous->15-1251-HowToBecomeOne-2]] > [[Next >->15-1251-HowToBecomeOne-4]] > [[Close->15-1251-Detailed]]

computer systems analysts, software developers, and computer and information systems managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Computer programmers must understand complex instructions in order to create computer code. Communication skills. Although computer programmers work alone to write code, they must have effective communication skills to coordinate work on large projects with team members and > [[< Previous->15-1251-HowToBecomeOne-3]] > [[Next >->15-1251-HowToBecomeOne-5]] > [[Close->15-1251-Detailed]]

managers. Detail oriented. Computer programmers must closely examine the code that they write, modify, or test, because a small mistake may affect the entire computer program. Problem-solving skills. Programmers check the code for errors and fix any they find. > [[< Previous->15-1251-HowToBecomeOne-4]] > [[Close->15-1251-Detailed]]

# Pay The median annual wage for computer programmers was $98,670 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $52,190, and the highest 10 percent earned more than $162,090. In May 2024, the median annual wages for computer programmers in the top industries in which they worked were as follows: Most computer programmers work full time. > [[Close->15-1251-Detailed]]

# Job Outlook Employment of computer programmers is projected to grow 6 percent from 2024 to 2034, decline. About 5,500 openings for computer programmers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Computer programming work continues to be automated, helping computer programmers to become more efficient in some of their tasks. To save time and money, many companies are expected to leverage technologies, including > [[Next >->15-1251-JobOutlook-2]] > [[Close->15-1251-Detailed]]

artificial intelligence (AI), to automate repetitive programming tasks. In addition, some higher skilled programming tasks will likely shift to other workers, such as software developers. > [[< Previous->15-1251-JobOutlook-1]] > [[Close->15-1251-Detailed]]

# What Computer Systems Analysts Do Computer systems analysts, sometimes called systems architects, study an organization's current computer systems and procedures and design improvements to them. In doing so, these analysts help the organization operate more efficiently. ### Duties Computer systems analysts typically do the following: - Consult with managers to determine the role of information technology (IT) systems in an organization - Research different technologies to decide if they would increase the organization's efficiency > [[Next >->15-1211-WhatTheyDo-2]] > [[Close->15-1211-Detailed]]

- Analyze costs and benefits of IT systems and upgrades to help managers decide which, if any, to install - Devise ways to add functionality to existing computer systems - Design new systems by configuring hardware and software - Oversee the installation and configuration of new systems and customize them for the organization - Test systems to ensure that they work as expected > [[< Previous->15-1211-WhatTheyDo-1]] > [[Next >->15-1211-WhatTheyDo-3]] > [[Close->15-1211-Detailed]]

- Write instruction manuals and train the systems' end users Most computer systems analysts specialize in computer systems that are specific to their organization type. For example, an analyst might work with financial computer systems or with engineering computer systems. Computer systems analysts work with other IT team members to help an organization's business leaders understand how computer systems best serve the organization. Computer systems analysts use a variety of techniques, such as data modeling, to design computer systems. Data modeling allows analysts to view processes and > [[< Previous->15-1211-WhatTheyDo-2]] > [[Next >->15-1211-WhatTheyDo-4]] > [[Close->15-1211-Detailed]]

data flows. Analysts conduct indepth tests and analyze information and trends in the data to increase a system's efficiency. Analysts calculate requirements for how much memory, storage, and computing power the computer system needs. They prepare diagrams for programmers or engineers to use when building the system. Analysts also work with these people to solve problems that arise after the initial system setup. Most analysts do some programming in the course of their work. Analysts who focus on coding and debugging, in addition to their other tasks, may be referred to as programmer > [[< Previous->15-1211-WhatTheyDo-3]] > [[Next >->15-1211-WhatTheyDo-5]] > [[Close->15-1211-Detailed]]

analysts. They also may design and update their system's software and create applications tailored to their organization's needs. For information about other occupations that do programming or testing, see the profiles on computer programmers and software developers, quality assurance analysts, and testers. In some cases, analysts who supervise the installation or upgrade of IT systems from start to finish may be called IT project managers. They monitor a project's progress to ensure that deadlines, standards, and cost targets are met. IT project managers who also plan and direct an > [[< Previous->15-1211-WhatTheyDo-4]] > [[Next >->15-1211-WhatTheyDo-6]] > [[Close->15-1211-Detailed]]

organization's IT department or IT policies are included in the profile on computer and information systems managers. > [[< Previous->15-1211-WhatTheyDo-5]] > [[Close->15-1211-Detailed]]

# Work Environment ### Work Environment Most computer systems analysts work full time. > [[Close->15-1211-Detailed]]

# How to Become a Computer Systems Analyst Computer systems analysts typically need a bachelor's degree to enter the occupation. Studying a computer science or information systems field is common, although not always a requirement. Some firms hire job candidates who have a degree in business or liberal arts along with relevant skills. ### Education Computer systems analysts typically need a bachelor's degree in computer and information technology or a related field, such as mathematics. Because these analysts are involved in the business side of an organization, taking business courses or majoring in management information systems > [[Next >->15-1211-HowToBecomeOne-2]] > [[Close->15-1211-Detailed]]

may be helpful. Some employers hire job candidates who have liberal arts degrees and have gained programming or technical expertise elsewhere. Some employers prefer applicants who have a master's degree in business administration (MBA) with a concentration in information systems. For technically complex jobs, a master's degree in computer science may be more appropriate. Systems analysts may take continuing education courses throughout their careers to stay abreast of new technology. Technological advances are common in the computer field, and continual study is necessary to remain > [[< Previous->15-1211-HowToBecomeOne-1]] > [[Next >->15-1211-HowToBecomeOne-3]] > [[Close->15-1211-Detailed]]

competitive. Systems analysts also must understand the industry they are working in. For example, an analyst working in a hospital may need a thorough understanding of healthcare plans and programs such as Medicare and Medicaid, and an analyst working for a bank may need to understand finance. Having industry-specific knowledge helps systems analysts communicate with managers to determine the role of the information technology (IT) systems in an organization. ### Advancement With experience, systems analysts may advance to become project managers and lead a team of analysts. Some eventually > [[< Previous->15-1211-HowToBecomeOne-2]] > [[Next >->15-1211-HowToBecomeOne-4]] > [[Close->15-1211-Detailed]]

become IT directors or chief technology officers. For more information, see the profile on computer and information systems managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Analysts must interpret complex information from various sources and decide the best way to move forward on a project. They must also figure out how changes may affect the project. Business skills. Analysts design and implement computer > [[< Previous->15-1211-HowToBecomeOne-3]] > [[Next >->15-1211-HowToBecomeOne-5]] > [[Close->15-1211-Detailed]]

systems or upgrade existing systems to meet an organization's business goals. Analysts must have a thorough understanding of their organization's business objectives in order to meet its needs. Communication skills. Analysts work as a liaison between management and the IT department and must explain complex issues in a way that both understand. Creativity. Because analysts are tasked with finding innovative solutions to computer problems, they must be resourceful and use ingenuity in their work. Detail oriented. Analysts study an organization's computer systems and must pay attention to > [[< Previous->15-1211-HowToBecomeOne-4]] > [[Next >->15-1211-HowToBecomeOne-6]] > [[Close->15-1211-Detailed]]

the minutiae to find areas of inefficiency or error. Organizational skills. Analysts may coordinate work with different areas of an organization and must keep track of many tasks and deadlines to ensure that projects proceed according to plan. > [[< Previous->15-1211-HowToBecomeOne-5]] > [[Close->15-1211-Detailed]]

# Pay The median annual wage for computer systems analysts was $103,790 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $63,160, and the highest 10 percent earned more than $166,030. In May 2024, the median annual wages for computer systems analysts in the top industries in which they worked were as follows: Most computer systems analysts work full time. > [[Close->15-1211-Detailed]]

# Job Outlook Employment of computer systems analysts is projected to grow 9 percent from 2024 to 2034, much faster than the average for all occupations. About 34,200 openings for computer systems analysts are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As organizations across the economy continue to rely on and expand information technology (IT), including artificial intelligence (AI), computer systems analysts will be > [[Next >->15-1211-JobOutlook-2]] > [[Close->15-1211-Detailed]]

hired to design and install new computer systems. Small firms with minimal IT requirements may find it more cost effective to contract with outside firms for these services rather than to hire computer systems analysts directly. > [[< Previous->15-1211-JobOutlook-1]] > [[Close->15-1211-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1021-WhatTheyDo-1]] > [[Next >->25-1021-WhatTheyDo-3]] > [[Close->25-1021-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1021-WhatTheyDo-2]] > [[Next >->25-1021-WhatTheyDo-4]] > [[Close->25-1021-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1021-WhatTheyDo-3]] > [[Next >->25-1021-WhatTheyDo-5]] > [[Close->25-1021-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1021-WhatTheyDo-4]] > [[Next >->25-1021-WhatTheyDo-6]] > [[Close->25-1021-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1021-HowToBecomeOne-2]] > [[Close->25-1021-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1021-HowToBecomeOne-1]] > [[Next >->25-1021-HowToBecomeOne-3]] > [[Close->25-1021-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1021-HowToBecomeOne-2]] > [[Next >->25-1021-HowToBecomeOne-4]] > [[Close->25-1021-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1021-HowToBecomeOne-3]] > [[Next >->25-1021-HowToBecomeOne-5]] > [[Close->25-1021-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1021-HowToBecomeOne-4]] > [[Next >->25-1021-HowToBecomeOne-6]] > [[Close->25-1021-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1021-HowToBecomeOne-5]] > [[Next >->25-1021-HowToBecomeOne-7]] > [[Close->25-1021-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1021-HowToBecomeOne-6]] > [[Next >->25-1021-HowToBecomeOne-8]] > [[Close->25-1021-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1021-HowToBecomeOne-7]] > [[Close->25-1021-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1021-Pay-1]] > [[Next >->25-1021-Pay-3]] > [[Close->25-1021-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1021-JobOutlook-1]] > [[Next >->25-1021-JobOutlook-3]] > [[Close->25-1021-Detailed]]

# What Information Security Analysts Do Information security analysts plan and carry out security measures to protect an organization's computer networks and systems. ### Duties Information security analysts typically do the following: - Monitor their organization's networks for security breaches and investigate when one occurs - Use and maintain software, such as firewalls and data encryption programs, to protect sensitive information - Check for vulnerabilities in computer and network systems - Research the latest information technology (IT) security trends > [[Next >->15-1212-WhatTheyDo-2]] > [[Close->15-1212-Detailed]]

- Prepare reports that document general metrics, attempted attacks, and security breaches - Develop security standards and best practices for their organization - Recommend security enhancements to management or senior IT staff > [[< Previous->15-1212-WhatTheyDo-1]] > [[Next >->15-1212-WhatTheyDo-3]] > [[Close->15-1212-Detailed]]

- Help computer users when they need to install or learn about new security products and procedures Information security analysts are heavily involved with creating their organization's disaster recovery plan, a procedure that IT employees follow in case of emergency. These plans allow for the continued operation of an organization's IT department. The recovery plan includes preventive measures such as regularly copying and transferring data to an offsite location. It also involves plans to restore proper IT functioning after a disaster. Analysts continually test the steps in their recovery > [[< Previous->15-1212-WhatTheyDo-2]] > [[Next >->15-1212-WhatTheyDo-4]] > [[Close->15-1212-Detailed]]

plans. Information security analysts must stay up to date on IT security and on the latest methods attackers are using to infiltrate computer systems. Analysts need to research new security technology to decide what will most effectively protect their organization. > [[< Previous->15-1212-WhatTheyDo-3]] > [[Close->15-1212-Detailed]]

# Work Environment ### Work Environment Most information security analysts work for computer companies, consulting firms, or business and financial companies. > [[Close->15-1212-Detailed]]

# How to Become an Information Security Analyst Information security analysts typically need a bachelor's degree in a computer science field, along with related work experience. Employers may prefer to hire analysts who have professional certification. ### Education Information security analysts typically need a bachelor's degree in computer and information technology or a related field, such as engineering or math. However, some workers enter the occupation with a high school diploma and relevant industry training and certifications. ### Work Experience in a Related Occupation Information security analysts may need to have work > [[Next >->15-1212-HowToBecomeOne-2]] > [[Close->15-1212-Detailed]]

experience in a related occupation. Many analysts have experience in an information technology department, often as a network and computer systems administrator. ### Licenses, Certifications, and Registrations Many employers prefer to hire candidates who have information security certification. Some of these certifications are for workers at the entry level; others, are designed for experienced information security workers. Certification in specialized areas, such as systems auditing, also is available. Information on certifications is available from CareerOneStop. ### > [[< Previous->15-1212-HowToBecomeOne-1]] > [[Next >->15-1212-HowToBecomeOne-3]] > [[Close->15-1212-Detailed]]

Advancement Information security analysts may advance to become chief security officers or another type of computer and information systems manager. Information security analysts also may advance within the occupation as they gain experience. For example, they may lead a team of other information security analysts or become an expert in a particular area of information security. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical > [[< Previous->15-1212-HowToBecomeOne-2]] > [[Next >->15-1212-HowToBecomeOne-4]] > [[Close->15-1212-Detailed]]

skills. Information security analysts study computer systems and networks and assess risks to determine improvements for security policies and protocols. Communication skills. Information security analysts must be able to explain information security needs and potential threats to technical and nontechnical audiences within their organizations. Creative skills. Information security analysts must anticipate information security risks and implement new ways to protect their organizations' computer systems and networks. Detail oriented. Because cyberattacks may be difficult to detect, > [[< Previous->15-1212-HowToBecomeOne-3]] > [[Next >->15-1212-HowToBecomeOne-5]] > [[Close->15-1212-Detailed]]

information security analysts must pay careful attention to computer systems and watch for minor changes in performance. Problem-solving skills. Information security analysts must respond to security alerts and uncover and fix flaws in computer systems and networks. > [[< Previous->15-1212-HowToBecomeOne-4]] > [[Close->15-1212-Detailed]]

# Pay The median annual wage for information security analysts was $124,910 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $69,660, and the highest 10 percent earned more than $186,420. In May 2024, the median annual wages for information security analysts in the top industries in which they worked were as follows: Most information security analysts work full time, and some work more than 40 hours per week. Information security analysts sometimes have to be on call > [[Next >->15-1212-Pay-2]] > [[Close->15-1212-Detailed]]

outside of normal business hours in case of an emergency. > [[< Previous->15-1212-Pay-1]] > [[Close->15-1212-Detailed]]

# Job Outlook Employment of information security analysts is projected to grow 29 percent from 2024 to 2034, much faster than the average for all occupations. About 16,000 openings for information security analysts are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment High demand is expected for information security analysts. Cyberattacks have grown in frequency, and these analysts will be needed to create innovative solutions > [[Next >->15-1212-JobOutlook-2]] > [[Close->15-1212-Detailed]]

to prevent hackers from stealing critical information or creating problems for computer networks. As businesses focus on enhancing cybersecurity, they will need information security analysts to secure new technologies from outside threats or hacks. Increased use of artificial intelligence (AI) and the rise of e-commerce have increased the need for enhanced security, contributing to the projected employment growth of these workers over the decade. > [[< Previous->15-1212-JobOutlook-1]] > [[Close->15-1212-Detailed]]

- Troubleshoot local area networks (LANs), wide area networks (WANs), and Internet systems Computer network support specialists analyze and troubleshoot computer network problems. They have an important role in the daily, weekly, or monthly maintenance of their organization's networks. This maintenance may be routine or part of the organization's disaster recovery efforts. Network support specialists also may assist computer users through phone, email, or in-person visits. They often work under the direction of network and computer systems administrators, who handle more complex > [[< Previous->15-1232-WhatTheyDo-1]] > [[Next >->15-1232-WhatTheyDo-3]] > [[Close->15-1232-Detailed]]

tasks. Computer user support specialists typically do the following: - Analyze customers' computer problem to diagnose it and determine the cause - Document customers' descriptions of their computer problems - Guide customers through the recommended problem-solving steps - Set up or repair computer equipment and related devices - Install and train users on new hardware or software > [[< Previous->15-1232-WhatTheyDo-2]] > [[Next >->15-1232-WhatTheyDo-4]] > [[Close->15-1232-Detailed]]

- Inform team members and managers of major problems or of customers' recurring concerns Computer user support specialists, also called help-desk technicians, usually provide technical help to non-IT computer users. They respond to requests for help in a number of ways, such as in person or by phone, online chat, or email. Help-desk technicians solve a range of problems that vary with the industry and the particular firm. Some technicians work for large software companies or for support service firms and instruct business customers in the use of business-specific programs, such as an > [[< Previous->15-1232-WhatTheyDo-3]] > [[Next >->15-1232-WhatTheyDo-5]] > [[Close->15-1232-Detailed]]

server administration, and information security may qualify for these jobs. For computer network support specialists, employers may accept applicants who have an associate's degree, although some prefer that applicants have a bachelor's degree. Large software companies that provide support to business users who buy their products or services may require applicants to have a bachelor's degree. Positions that are more technical are likely to require a degree in a field such as computer and information technology or engineering. For others, the applicant's field of degree is less important. To > [[< Previous->15-1232-HowToBecomeOne-1]] > [[Next >->15-1232-HowToBecomeOne-3]] > [[Close->15-1232-Detailed]]

keep up with changes in technology, computer support specialists may need to continue their education throughout their careers. ### Licenses, Certifications, and Registrations Certification programs are generally offered by vendors or from vendor-neutral certification providers. Certification validates the knowledge of and best practices required by computer support specialists. Companies may require their computer support specialists to hold certifications in the products the companies use. Other types of certifications, may be a helpful starting point for workers seeking entry into the > [[< Previous->15-1232-HowToBecomeOne-2]] > [[Next >->15-1232-HowToBecomeOne-4]] > [[Close->15-1232-Detailed]]

occupation. Information on certifications is available from CareerOneStop. ### Advancement Many computer support specialists advance to other information technology positions, such as information security analysts, network and computer systems administrators and software developers. Some become managers in the computer support services department. Some organizations provide paths for support specialists to move into other parts of the organization, such as sales. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For > [[< Previous->15-1232-HowToBecomeOne-3]] > [[Next >->15-1232-HowToBecomeOne-5]] > [[Close->15-1232-Detailed]]

more information, visit the Employment Projections (EP) skills data page. Communication skills. Computer support specialists must clearly convey information, both orally and in writing. They must describe solutions to computer problems in way that nontechnical users can understand. Customer-service skills. Computer support specialists must be patient and sympathetic. They often help people who are frustrated trying to use software or hardware. Listening skills. Support workers must be able to understand the problems that their customers are describing and know when to ask questions for > [[< Previous->15-1232-HowToBecomeOne-4]] > [[Next >->15-1232-HowToBecomeOne-6]] > [[Close->15-1232-Detailed]]

clarification. Problem-solving skills. Support workers must identify both simple and complex computer problems and then analyze and solve them. > [[< Previous->15-1232-HowToBecomeOne-5]] > [[Close->15-1232-Detailed]]

implement automated tools, such as chatbots, for troubleshooting. This use of automation may free up some computer user support specialists to handle more complex cases and troubleshooting that require attention, but fewer are expected to be needed overall. Employment growth of computer network support specialists is expected to be constrained because some businesses, especially smaller organizations with minimal information technology (IT) requirements, may find it more cost effective to contract with outside firms for these services rather than to employ computer network support > [[< Previous->15-1232-JobOutlook-1]] > [[Next >->15-1232-JobOutlook-3]] > [[Close->15-1232-Detailed]]

# What Conservation Scientists and Foresters Do Conservation scientists and foresters manage the land quality of forests, parks, rangelands, and other natural resources. ### Duties Conservation scientists and foresters typically do the following: - Oversee conservation and forestry activities to ensure compliance with government regulations and protection of habitats - Negotiate terms and conditions for contracts related to forest harvesting or land use - Establish plans for managing forest lands and resources - Choose and prepare sites for new trees, using controlled burning, bulldozers, or herbicides to clear land > [[Next >->19-1031-WhatTheyDo-2]] > [[Close->19-1031-Detailed]]

- Monitor forest-cleared lands and forest regeneration - Direct and participate in forest fire suppression > [[< Previous->19-1031-WhatTheyDo-1]] > [[Next >->19-1031-WhatTheyDo-3]] > [[Close->19-1031-Detailed]]

- Work with private landowners, governments, farmers, and others to remove timber or improve land with minimal environmental damage Conservation scientists and foresters evaluate data on forest and soil quality, assessing damage to trees and forest lands caused by fires and logging activities. In addition, they lead activities such as suppressing fires and planting seedlings. Fire-suppression activities include measuring the speed at which fires spread and the success of planned suppression. Conservation scientists and foresters use a variety of tools and equipment. For example, they use > [[< Previous->19-1031-WhatTheyDo-2]] > [[Next >->19-1031-WhatTheyDo-4]] > [[Close->19-1031-Detailed]]

clinometers to measure tree height, diameter tapes to measure tree circumference, and increment borers and bark gauges to measure tree growth for calculating timber volume and estimating growth rates. They also may use drones, aerial photographs, satellite images, and Geographic Information System (GIS) data to map large forest or range areas. Conservation scientists manage, improve, and protect natural resources. They work with private landowners and federal, state, and local governments to find ways to use and improve the land while safeguarding the environment. They also advise farmers, > [[< Previous->19-1031-WhatTheyDo-3]] > [[Next >->19-1031-WhatTheyDo-5]] > [[Close->19-1031-Detailed]]

ranchers, and other agricultural managers on ways to improve land while safeguarding the environment. The following are examples of types of conservation scientists: Conservation land managers work for land trusts or other conservation organizations to protect the wildlife habitats, biodiversity, scenic value, and other specific attributes of preserves and conservation lands. Range managers, also called range conservationists, protect grazing lands to maximize their use without harming the environment. Rangelands contain many natural resources and cover millions of acres in the United > [[< Previous->19-1031-WhatTheyDo-4]] > [[Next >->19-1031-WhatTheyDo-6]] > [[Close->19-1031-Detailed]]

States. Range managers may catalog animals, plants, and soils; develop resource management plans; help to restore ecosystems; or help oversee a ranch. They also maintain soil stability and vegetation for wildlife habitats, outdoor recreation, and other uses. Like foresters, range managers work to prevent and reduce wildfires and invasive species. Soil and water conservationists give technical help in managing concerns related to soil and water. They develop programs to help landowners make their land productive without causing damage. They also help landowners and governments by advising on > [[< Previous->19-1031-WhatTheyDo-5]] > [[Next >->19-1031-WhatTheyDo-7]] > [[Close->19-1031-Detailed]]

water quality, preserving water supplies, and handling erosion. Foresters' responsibilities vary by employer. Their duties may include creating plans to regenerate forested lands, monitoring the progress of reforested lands, and supervising tree harvests. They also design plans to keep forests free from disease, harmful insects, and damaging wildfires. Foresters may direct the work of forest and conservation workers and technicians. The following are examples of types of foresters: Procurement foresters contact, negotiate with, and buy timber from local forest owners. Procurement typically > [[< Previous->19-1031-WhatTheyDo-6]] > [[Next >->19-1031-WhatTheyDo-8]] > [[Close->19-1031-Detailed]]

requires taking inventory on the type, amount, and location of a property's standing timber. Procurement foresters then appraise the timber's worth, negotiate its purchase, and draw up a contract for purchase and removal. After the contract is in place, these foresters usually subcontract with loggers or pulpwood cutters to fell trees and to help lay out roads for removing the timber. Urban foresters live and work in cities and manage the trees. These workers focus on issues related to urban wellbeing, including air quality, shade, and storm water runoff. Conservation education foresters > [[< Previous->19-1031-WhatTheyDo-7]] > [[Next >->19-1031-WhatTheyDo-9]] > [[Close->19-1031-Detailed]]

train teachers and students about issues facing forest lands. > [[< Previous->19-1031-WhatTheyDo-8]] > [[Close->19-1031-Detailed]]

# Work Environment ### Work Environment Conservation scientists and foresters work for federal, state, and local governments; on privately owned lands; or in social advocacy organizations. Most conservation scientists and foresters work full time, and schedules may vary. > [[Close->19-1031-Detailed]]

# How to Become a Conservation Scientist or Forester Conservation scientists and foresters typically need a bachelor's degree in forestry, natural resources, or a related field. ### Education To enter their occupation, conservation scientists and foresters typically need a bachelor's degree in forestry, natural resources, or a related subject, such as agriculture or biology. Bachelor's degree programs in forestry and related fields typically include courses in biology, ecology, and forest measurement. Conservation scientists and foresters also typically have a background in Geographic Information System (GIS) technology, remote sensing, and > [[Next >->19-1031-HowToBecomeOne-2]] > [[Close->19-1031-Detailed]]

other forms of computer modeling. ### Licenses, Certifications, and Registrations Several states may require some type of credentialing process for conservation scientists and foresters. In some of these states, conservation scientists and foresters must be licensed; check with your state licensing board for more information. Some conservation scientists and foresters earn optional certification related to their area of work. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to > [[< Previous->19-1031-HowToBecomeOne-1]] > [[Next >->19-1031-HowToBecomeOne-3]] > [[Close->19-1031-Detailed]]

perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Conservation scientists and foresters must be able to evaluate results from field tests and experiments to determine potential impacts on soil, forest lands, and the spread of fires. Communication skills. Conservation scientists and foresters must convey information to firefighters, forest and conservation workers, landowners, and, sometimes, the public. Critical-thinking skills. Conservation scientists and foresters use reasoning to reach conclusions and to determine > [[< Previous->19-1031-HowToBecomeOne-2]] > [[Next >->19-1031-HowToBecomeOne-4]] > [[Close->19-1031-Detailed]]

improvements for forest conditions. Management skills. Conservation scientists and foresters must be able to lead the forest and conservation workers and technicians they supervise. Physical stamina. Conservation scientists and foresters may walk long distances in challenging terrain, such as steep or wooded areas, and may work in all kinds of weather conditions. > [[< Previous->19-1031-HowToBecomeOne-3]] > [[Close->19-1031-Detailed]]

# Pay The median annual wage for conservation scientists was $67,950 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $45,260, and the highest 10 percent earned more than $107,720. The median annual wage for foresters was $70,660 in May 2024. The lowest 10 percent earned less than $49,240, and the highest 10 percent earned more than $103,220. In May 2024, the median annual wages for conservation scientists in the top industries in which they worked were as follows: In > [[Next >->19-1031-Pay-2]] > [[Close->19-1031-Detailed]]

May 2024, the median annual wages for foresters in the top industries in which they worked were as follows: Most conservation scientists and foresters work full time, and schedules may vary to include weekends. Some work more than 40 hours per week, such as when traveling to remote locations. > [[< Previous->19-1031-Pay-1]] > [[Close->19-1031-Detailed]]

# Job Outlook Overall employment of conservation scientists and foresters is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 3,600 openings for conservation scientists and foresters are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of conservation scientists and foresters varies by occupation (see table). Heightened public interest in issues > [[Next >->19-1031-JobOutlook-2]] > [[Close->19-1031-Detailed]]

involving the environment, such as protecting wildlife habitats and preserving water supplies, is expected to create demand for conservation scientists. Changing weather conditions and the development of unused land have contributed to a rise in wildfires. Preventing and suppressing these fires have become the primary concerns for managing forests and rangelands. In addition, with the increasing numbers of forest fires and of people who live on or near forest lands, foresters and conservation scientists will likely be needed to mitigate growing humanitarian and environmental impacts of > [[< Previous->19-1031-JobOutlook-1]] > [[Next >->19-1031-JobOutlook-3]] > [[Close->19-1031-Detailed]]

forest fires. > [[< Previous->19-1031-JobOutlook-2]] > [[Close->19-1031-Detailed]]

# What Database Administrators and Architects Do Database administrators and architects create or organize systems to store and secure a variety of data, such as financial information and customer shipping records. They also make sure that the data are available to authorized users. ### Duties Database administrators and architects typically do the following: - Identify user needs to create and administer databases - Design and build new databases - Ensure that organizational data are secure - Back up and restore data to prevent data loss - Ensure that databases operate efficiently and without error > [[Next >->15-1242-WhatTheyDo-2]] > [[Close->15-1242-Detailed]]

- Make and test modifications to database structure when needed > [[< Previous->15-1242-WhatTheyDo-1]] > [[Next >->15-1242-WhatTheyDo-3]] > [[Close->15-1242-Detailed]]

- Maintain databases and update permissions Database administrators, often called DBAs, make sure that data analysts and other users can easily use databases to find the information they need. They also ensure that systems perform as they should by monitoring database operation and providing support. Many databases contain personal, proprietary, or financial information. Database administrators often are responsible for planning security measures to protect this important information. Database architects design and build new databases for systems and applications. They research the > [[< Previous->15-1242-WhatTheyDo-2]] > [[Next >->15-1242-WhatTheyDo-4]] > [[Close->15-1242-Detailed]]

technical requirements of an organization during the design phase and then create models for building the database. Finally, they code new data architecture, integrating existing databases or infrastructure, and check for errors or inefficiencies. The duties of database administrators and database architects may overlap. For example, administrators and architects may be generalists who work on both systems and applications. However, some DBAs specialize in certain tasks, such as maintenance, that vary with an organization and its needs. Two common specialties are as follows: System DBAs are > [[< Previous->15-1242-WhatTheyDo-3]] > [[Next >->15-1242-WhatTheyDo-5]] > [[Close->15-1242-Detailed]]

responsible for the physical and technical aspects of a database, such as installing upgrades and patches to fix program bugs. They ensure that the firm's database management systems work properly. Application DBAs do all the tasks of a general DBA focusing solely on a database for a specific application or set of applications, such as customer-service software. They may write or debug programs and must be able to manage the applications that work with the database. > [[< Previous->15-1242-WhatTheyDo-4]] > [[Close->15-1242-Detailed]]

# Work Environment ### Work Environment Many database administrators and architects work in firms that provide computer design services or in industries that have large databases, such educational institutions and insurance companies. Most database administrators and architects work full time. > [[Close->15-1242-Detailed]]

# How to Become a Database Administrator or Architect Database administrators (DBAs) and architects typically need a bachelor's degree in computer and information technology or a related field. ### Education Database administrators and architects typically need a bachelor's degree in computer and information technology or a related field, such as engineering; some DBAs study business. Employers may prefer to hire applicants who have a master's degree focusing on data or database management, typically either in computer science, information systems, or information technology. Database administrators and architects need an understanding of > [[Next >->15-1242-HowToBecomeOne-2]] > [[Close->15-1242-Detailed]]

database languages, such as Structured Query Language, or SQL. DBAs will need to become familiar with whichever programming language their firm uses. ### Licenses, Certifications, and Registrations Certification is typically offered directly from software vendors or vendor-neutral certification providers. Employers may require their database administrators and architects to be certified in the products they use. ### Advancement Database administrators and architects may advance to become computer and information systems managers. Experienced database administrators may advance to become > [[< Previous->15-1242-HowToBecomeOne-1]] > [[Next >->15-1242-HowToBecomeOne-3]] > [[Close->15-1242-Detailed]]

database architects. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. DBAs monitor a database system's performance to determine when action is needed. They must evaluate information from a variety of sources to decide on an approach. Communication skills. Most database administrators and architects work on teams and need to convey information effectively to developers, managers, and other workers. Detail oriented. > [[< Previous->15-1242-HowToBecomeOne-2]] > [[Next >->15-1242-HowToBecomeOne-4]] > [[Close->15-1242-Detailed]]

Working with databases requires an understanding of complex systems, in which a minor error can cause major problems. Problem-solving skills. When database problems arise, administrators and architects must troubleshoot and correct the problems. > [[< Previous->15-1242-HowToBecomeOne-3]] > [[Close->15-1242-Detailed]]

# Pay The median annual wage for database administrators was $104,620 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $56,820, and the highest 10 percent earned more than $160,890. The median annual wage for database architects was $135,980 in May 2024. The lowest 10 percent earned less than $81,630, and the highest 10 percent earned more than $209,990. In May 2024, the median annual wages for database administrators in the top industries in which they worked were as > [[Next >->15-1242-Pay-2]] > [[Close->15-1242-Detailed]]

follows: In May 2024, the median annual wages for database architects in the top industries in which they worked were as follows: Most database administrators and architects work full time. > [[< Previous->15-1242-Pay-1]] > [[Close->15-1242-Detailed]]

# Job Outlook Overall employment of database administrators and architects is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 7,800 openings for database administrators and architects are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of database administrators and architects varies by occupation. (See table.) Database administrators and architects > [[Next >->15-1242-JobOutlook-2]] > [[Close->15-1242-Detailed]]

will be needed to organize and present information to stakeholders in a user-friendly format. As organizations continue to improve their systems and adopt artificial intelligence (AI) to process their data, database architects will be critical to ensuring proper database design, transition, backup, and security. Employment in this occupation is projected to grow in response to the growing need to provide quality data infrastructure that can support high-tech innovation. Demand for database administrators may be limited as fewer of these workers are expected to be needed as many companies > [[< Previous->15-1242-JobOutlook-1]] > [[Next >->15-1242-JobOutlook-3]] > [[Close->15-1242-Detailed]]

operate in the cloud, allowing fewer administrators to serve more companies at the same time. Moreover, some database administrators are expected to upskill to other roles, such as database architects or software developers. > [[< Previous->15-1242-JobOutlook-2]] > [[Close->15-1242-Detailed]]

- Make and test modifications to database structure when needed > [[< Previous->15-1243-WhatTheyDo-1]] > [[Next >->15-1243-WhatTheyDo-3]] > [[Close->15-1243-Detailed]]

- Maintain databases and update permissions Database administrators, often called DBAs, make sure that data analysts and other users can easily use databases to find the information they need. They also ensure that systems perform as they should by monitoring database operation and providing support. Many databases contain personal, proprietary, or financial information. Database administrators often are responsible for planning security measures to protect this important information. Database architects design and build new databases for systems and applications. They research the > [[< Previous->15-1243-WhatTheyDo-2]] > [[Next >->15-1243-WhatTheyDo-4]] > [[Close->15-1243-Detailed]]

technical requirements of an organization during the design phase and then create models for building the database. Finally, they code new data architecture, integrating existing databases or infrastructure, and check for errors or inefficiencies. The duties of database administrators and database architects may overlap. For example, administrators and architects may be generalists who work on both systems and applications. However, some DBAs specialize in certain tasks, such as maintenance, that vary with an organization and its needs. Two common specialties are as follows: System DBAs are > [[< Previous->15-1243-WhatTheyDo-3]] > [[Next >->15-1243-WhatTheyDo-5]] > [[Close->15-1243-Detailed]]

database languages, such as Structured Query Language, or SQL. DBAs will need to become familiar with whichever programming language their firm uses. ### Licenses, Certifications, and Registrations Certification is typically offered directly from software vendors or vendor-neutral certification providers. Employers may require their database administrators and architects to be certified in the products they use. ### Advancement Database administrators and architects may advance to become computer and information systems managers. Experienced database administrators may advance to become > [[< Previous->15-1243-HowToBecomeOne-1]] > [[Next >->15-1243-HowToBecomeOne-3]] > [[Close->15-1243-Detailed]]

database architects. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. DBAs monitor a database system's performance to determine when action is needed. They must evaluate information from a variety of sources to decide on an approach. Communication skills. Most database administrators and architects work on teams and need to convey information effectively to developers, managers, and other workers. Detail oriented. > [[< Previous->15-1243-HowToBecomeOne-2]] > [[Next >->15-1243-HowToBecomeOne-4]] > [[Close->15-1243-Detailed]]

will be needed to organize and present information to stakeholders in a user-friendly format. As organizations continue to improve their systems and adopt artificial intelligence (AI) to process their data, database architects will be critical to ensuring proper database design, transition, backup, and security. Employment in this occupation is projected to grow in response to the growing need to provide quality data infrastructure that can support high-tech innovation. Demand for database administrators may be limited as fewer of these workers are expected to be needed as many companies > [[< Previous->15-1243-JobOutlook-1]] > [[Next >->15-1243-JobOutlook-3]] > [[Close->15-1243-Detailed]]

# What Network and Computer Systems Administrators Do Network and computer systems administrators install, configure, and maintain organizations' local area networks (LANs), wide area networks (WANs), data communication networks, operating systems, and servers. ### Duties Network and computer systems administrators typically do the following: - Determine an organization's network and system needs and install operating and application hardware and software - Provide input on hardware or software for an organization's purchasing decisions - Make needed upgrades and repairs to networks and ensure that systems are operating correctly > [[Next >->15-1244-WhatTheyDo-2]] > [[Close->15-1244-Detailed]]

- Maintain network and computer system security - Evaluate and optimize network and system performance - Add users to a network and assign security permissions - Train users on the organization's network and systems > [[< Previous->15-1244-WhatTheyDo-1]] > [[Next >->15-1244-WhatTheyDo-3]] > [[Close->15-1244-Detailed]]

- Diagnose and resolve problems when alerted by a user or an automated monitoring system Network and computer systems administrators may oversee both networks and systems, but they often specialize in one or the other. Network administrators typically focus on setting up and maintaining the infrastructure that connects an organization's computers. Systems administrators set up and maintain organizations' software and enable user access. Network administrators install, configure, and manage computer infrastructure, such as routers, switches, and cables, that support an organization's > [[< Previous->15-1244-WhatTheyDo-2]] > [[Next >->15-1244-WhatTheyDo-4]] > [[Close->15-1244-Detailed]]

computer networks. These networks include Local Area Networks (LANs), which connect devices in a single location, and Wide Area Networks (WANs), which connect multiple LANs or locations. They may help computer network architects design and analyze network models. Some administrators manage telecommunication networks. Systems administrators manage an organization's servers and desktop and mobile equipment and software. They ensure that email and data storage networks within an organization's computer system work properly. They install and configure software and system updates and monitor > [[< Previous->15-1244-WhatTheyDo-3]] > [[Next >->15-1244-WhatTheyDo-5]] > [[Close->15-1244-Detailed]]

system performance to ensure that employees' workstations are efficient. Some administrators provide technical support to users, such as when computer support specialists are unable to resolve a problem. > [[< Previous->15-1244-WhatTheyDo-4]] > [[Close->15-1244-Detailed]]

# Work Environment ### Work Environment Network and computer systems administrators work for a variety of organizations, including computer systems design firms, schools, and financial institutions. Most work full time, and some work more than 40 hours per week. Administrators may work evenings, nights, and weekends to monitor, maintain, or update networks and systems. > [[Close->15-1244-Detailed]]

# How to Become a Network and Computer Systems Administrator To enter the occupation, network and computer systems administrators typically need a bachelor's degree in a field related to computer or information science. Others may require a postsecondary certificate or an associate's degree. ### Education Some employers require a postsecondary certificate or an associate's degree. However, network and computer systems administrators typically need a bachelor's degree in computer and information technology or a related field, such as engineering. These programs usually include courses in computer programming, networking, and systems design. Network > [[Next >->15-1244-HowToBecomeOne-2]] > [[Close->15-1244-Detailed]]

and computer systems administrators need to keep up with developments in the constantly changing field of information technology (IT). They may continue to take courses throughout their careers and attend IT conferences to keep up with the latest technology. ### Licenses, Certifications, and Registrations Employers may require their network and computer systems administrators to be certified in the products they use. Certification programs usually are offered directly from vendors or from vendor-neutral certification providers. Certification validates the knowledge and the use of best > [[< Previous->15-1244-HowToBecomeOne-1]] > [[Next >->15-1244-HowToBecomeOne-3]] > [[Close->15-1244-Detailed]]

practices that are required of network and computer systems administrators. Information on certifications is available from CareerOneStop. ### Advancement Network administrators may advance to become computer network architects. They also may advance to managerial jobs in IT departments, such as computer and information systems managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Administrators need to evaluate > [[< Previous->15-1244-HowToBecomeOne-2]] > [[Next >->15-1244-HowToBecomeOne-4]] > [[Close->15-1244-Detailed]]

networks and systems to make sure that they perform reliably and to anticipate new requirements as organizations' needs change. Communication skills. Administrators should be able to explain technical concepts and processes to non-IT workers. Creative skills. Administrators may need to take an innovative approach to make networks or systems work, such as when integrating new products with existing hardware or software. Multitasking skills. Administrators may have to work on many tasks at the same time, whether setup, monitoring, or troubleshooting. Problem-solving skills. Administrators > [[< Previous->15-1244-HowToBecomeOne-3]] > [[Next >->15-1244-HowToBecomeOne-5]] > [[Close->15-1244-Detailed]]

must be able to resolve problems that arise with computer networks and systems. Technical skills. Administrators need programming skills and the ability to work with a variety of computer hardware and software. > [[< Previous->15-1244-HowToBecomeOne-4]] > [[Close->15-1244-Detailed]]

# Pay The median annual wage for network and computer systems administrators was $96,800 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $60,320, and the highest 10 percent earned more than $150,320. In May 2024, the median annual wages for network and computer systems administrators in the top industries in which they worked were as follows: Most network and computer systems administrators work full time, and some work more than 40 hours per week. Administrators may > [[Next >->15-1244-Pay-2]] > [[Close->15-1244-Detailed]]

need to work evenings, nights, or weekends to monitor, maintain, or update networks and systems. > [[< Previous->15-1244-Pay-1]] > [[Close->15-1244-Detailed]]

# Job Outlook Employment of network and computer systems administrators is projected to grow 4 percent from 2024 to 2034, decline. About 14,300 openings for network and computer systems administrators are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Network and computer systems administrators will continue to be needed throughout the economy to maintain and upgrade computer networks. However, some of their tasks are > [[Next >->15-1244-JobOutlook-2]] > [[Close->15-1244-Detailed]]

increasingly being done by software developers focused on DevOps (development operations), and some tasks are being outsourced to companies who provide Networks-as-a-Service. Additionally, systems administrators are increasingly automating routine tasks. > [[< Previous->15-1244-JobOutlook-1]] > [[Close->15-1244-Detailed]]

# What Cooks Do Cooks season and prepare foods, including soups, salads, entrees, and desserts. ### Duties Cooks typically do the following: - Ensure the freshness of ingredients - Weigh, measure, and mix ingredients according to recipes - Bake, grill, or fry meats, fish, vegetables, and other foods - Boil and steam meats, fish, vegetables, and other foods - Arrange and garnish food on serving dishes - Clean work areas, equipment, utensils, and dishes > [[Next >->35-2011-WhatTheyDo-2]] > [[Close->35-2011-Detailed]]

- Cook, handle, and store food or ingredients Cooks usually work under the direction of chefs, head cooks, or food service managers. Large restaurants and food service establishments often have multiple menus and large kitchen staffs. Teams of restaurant cooks, sometimes called assistant cooks or line cooks, work at assigned stations equipped with the stoves, grills, pans, and ingredients they need to prepare food. Job titles often reflect the principal ingredient cooks prepare or the type of cooking they do, such as fry cook or grill cook. Cooks use a variety of kitchen equipment, > [[< Previous->35-2011-WhatTheyDo-1]] > [[Next >->35-2011-WhatTheyDo-3]] > [[Close->35-2011-Detailed]]

including broilers, grills, slicers, grinders, and blenders. Cooks' responsibilities vary depending on the type of food service establishment, the size of the facility, and the level of service offered. However, in all establishments, they follow sanitation procedures when handling food. For example, they store food and ingredients at the correct temperatures to prevent bacterial growth. The following are examples of types of cooks: Fast food cooks prepare a limited selection of menu items in fast-food restaurants. They cook and package food, such as hamburgers and fried chicken, to be > [[< Previous->35-2011-WhatTheyDo-2]] > [[Next >->35-2011-WhatTheyDo-4]] > [[Close->35-2011-Detailed]]

kept warm until served. For more information about workers who prepare and serve items in fast-food restaurants, see the profiles on food preparation workers and food and beverage serving and related workers. Institution and cafeteria cooks work in the kitchens of schools, cafeterias, businesses, hospitals, and other establishments. They typically prepare a large quantity of entrees, vegetables, and desserts according to preset menus. However, they sometimes customize meals, such as for diners' dietary considerations. Private household cooks, sometimes called personal chefs, plan and > [[< Previous->35-2011-WhatTheyDo-3]] > [[Next >->35-2011-WhatTheyDo-5]] > [[Close->35-2011-Detailed]]

prepare meals in private homes, according to the client's tastes and dietary needs. They pick up groceries and supplies, clean the kitchen, and wash dishes and utensils. They also may cater parties, holiday meals, luncheons, and other events. Private household cooks typically work full-time for one client, although many are self-employed or employed by an agency, regularly preparing meals for multiple clients. Restaurant cooks prepare a variety of dishes, usually by individual order, in eating establishments. Some restaurant cooks order supplies and help maintain the stock room. Short order > [[< Previous->35-2011-WhatTheyDo-4]] > [[Next >->35-2011-WhatTheyDo-6]] > [[Close->35-2011-Detailed]]

cooks prepare and sometimes serve foods in restaurants and coffee shops that emphasize fast service. For example, they might make sandwiches, fry eggs, and cook french fries, often working on several orders at the same time. > [[< Previous->35-2011-WhatTheyDo-5]] > [[Close->35-2011-Detailed]]

# Work Environment ### Work Environment Cooks work in restaurants, schools, hospitals, private households, and other places where food is prepared and served. Their work hours may include early mornings, late evenings, holidays, and weekends. Most cooks work full time, although part-time work is common. > [[Close->35-2011-Detailed]]

# How to Become a Cook Most cooks learn their skills through on-the-job training and work-related experience. Although no formal education is typically required, some cooks attend culinary schools. Others attend vocational or apprenticeship programs. ### Education Cooks typically do not need formal education. However, employers may require or prefer that applicants have a high school diploma. Vocational cooking schools, professional culinary institutes, and some colleges offer programs and courses on topics such as cooking techniques and international cuisines. Programs generally last from a few months to 2 > [[Next >->35-2011-HowToBecomeOne-2]] > [[Close->35-2011-Detailed]]

years, and applicants may be required to have a high school diploma or equivalent. Depending on the type and length of the program, graduates generally qualify for entry-level positions as a restaurant cook. ### Training Cooks typically learn their skills on the job. The length of on-the-job training varies for different types of cooks. Trainees generally first learn kitchen basics and workplace safety and then learn how to handle and cook food. Some cooks learn through an apprenticeship program. Culinary institutes, industry associations, and trade unions may sponsor such programs for > [[< Previous->35-2011-HowToBecomeOne-1]] > [[Next >->35-2011-HowToBecomeOne-3]] > [[Close->35-2011-Detailed]]

cooks. Apprentices complete courses in food sanitation and safety, basic knife skills, and equipment operation. They also learn practical cooking skills under the supervision of an experienced chef. The length of apprenticeship programs vary but typically last about 1 year. Minimum qualifications for entering an apprenticeship program typically include being at least 17 years old and having a high school diploma or equivalent. Some hotels and restaurants offer their own training programs. ### Licenses, Certifications, and Registrations Many states do not require certification for cooks. > [[< Previous->35-2011-HowToBecomeOne-2]] > [[Next >->35-2011-HowToBecomeOne-4]] > [[Close->35-2011-Detailed]]

Some states and localities require cooks to have a food handler's certification. For more information, contact your state or local licensing board. Other types of professional certification may lead to higher level or higher paying positions. Information on these certifications is available from CareerOneStop. ### Work Experience in a Related Occupation Many cooks, particularly those who work in restaurants and private households, learn their skills through work-related experience. Starting as a kitchen helper or food preparation worker allows cooks to learn basic skills, which may lead to > [[< Previous->35-2011-HowToBecomeOne-3]] > [[Next >->35-2011-HowToBecomeOne-5]] > [[Close->35-2011-Detailed]]

opportunities to gain experience in assistant cook or line cook positions. Some work under the guidance of more experienced cooks. ### Advancement Advancement opportunities for cooks often depend on training, work experience, and the ability to prepare complex dishes. Those interested in advancing should learn new cooking skills and take on increasing responsibility, such as supervising kitchen staff in the absence of a chef. Some cooks train or supervise kitchen staff, and some become head cooks, chefs, or food service managers. ### Important Qualities The following are examples of > [[< Previous->35-2011-HowToBecomeOne-4]] > [[Next >->35-2011-HowToBecomeOne-6]] > [[Close->35-2011-Detailed]]

qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Attention to detail. Cooks need to listen carefully to orders and follow recipes to prepare dishes correctly. Dexterity. Cooks should have excellent hand–eye coordination. For example, they need to use proper knife techniques for cutting, chopping, and dicing. Physical stamina. Cooks spend a lot of time standing in one place, cooking food over hot stoves, and cleaning work areas. Sense of taste and smell. Cooks must have a keen sense > [[< Previous->35-2011-HowToBecomeOne-5]] > [[Next >->35-2011-HowToBecomeOne-7]] > [[Close->35-2011-Detailed]]

of taste and smell to prepare meals that customers enjoy. > [[< Previous->35-2011-HowToBecomeOne-6]] > [[Close->35-2011-Detailed]]

# Pay The median hourly wage for cooks was $17.19 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $12.00, and the highest 10 percent earned more than $22.45. Median hourly wages for cooks in May 2024 were as follows: In May 2024, the median hourly wages for cooks in the top industries in which they worked were as follows: Pay for cooks varies greatly by region and type of employer. Pay is usually highest in upscale hotels and restaurants, as well as in major > [[Next >->35-2011-Pay-2]] > [[Close->35-2011-Detailed]]

metropolitan and resort areas. Most cooks work full time, although part-time work is common. Work schedules may vary and may include early mornings, late evenings, weekends, and holidays. In school cafeterias and some institutional cafeterias, cooks usually have more regular hours. Cooks employed in schools may work only during the school year, typically for 9 or 10 months. Similarly, cooks employed in some resort establishments work only for seasonal operation. > [[< Previous->35-2011-Pay-1]] > [[Close->35-2011-Detailed]]

# Job Outlook Overall employment of cooks is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 432,200 openings for cooks are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of cooks varies by occupation (see table). Population and income growth are expected to result in greater consumer demand for food at a variety of dining places. People will continue to > [[Next >->35-2011-JobOutlook-2]] > [[Close->35-2011-Detailed]]

eat out, buy takeout meals, or have food delivered. New restaurants, cafeterias, and catering services are expected to open, requiring more cooks to prepare meals for this increased consumer demand. In addition, consumers continue to prefer healthy foods in restaurants, grocery stores, and other dining venues. To prepare high-quality meals at these places, many managers and chefs will require experienced cooks. Employment of some cooks is projected to decline, however. For example, reduced demand for fast food cooks is expected because of automated systems, employment of workers who both > [[< Previous->35-2011-JobOutlook-1]] > [[Next >->35-2011-JobOutlook-3]] > [[Close->35-2011-Detailed]]

prepare and serve food, and other efforts to streamline operations. > [[< Previous->35-2011-JobOutlook-2]] > [[Close->35-2011-Detailed]]

- Cook, handle, and store food or ingredients Cooks usually work under the direction of chefs, head cooks, or food service managers. Large restaurants and food service establishments often have multiple menus and large kitchen staffs. Teams of restaurant cooks, sometimes called assistant cooks or line cooks, work at assigned stations equipped with the stoves, grills, pans, and ingredients they need to prepare food. Job titles often reflect the principal ingredient cooks prepare or the type of cooking they do, such as fry cook or grill cook. Cooks use a variety of kitchen equipment, > [[< Previous->35-2012-WhatTheyDo-1]] > [[Next >->35-2012-WhatTheyDo-3]] > [[Close->35-2012-Detailed]]

including broilers, grills, slicers, grinders, and blenders. Cooks' responsibilities vary depending on the type of food service establishment, the size of the facility, and the level of service offered. However, in all establishments, they follow sanitation procedures when handling food. For example, they store food and ingredients at the correct temperatures to prevent bacterial growth. The following are examples of types of cooks: Fast food cooks prepare a limited selection of menu items in fast-food restaurants. They cook and package food, such as hamburgers and fried chicken, to be > [[< Previous->35-2012-WhatTheyDo-2]] > [[Next >->35-2012-WhatTheyDo-4]] > [[Close->35-2012-Detailed]]

kept warm until served. For more information about workers who prepare and serve items in fast-food restaurants, see the profiles on food preparation workers and food and beverage serving and related workers. Institution and cafeteria cooks work in the kitchens of schools, cafeterias, businesses, hospitals, and other establishments. They typically prepare a large quantity of entrees, vegetables, and desserts according to preset menus. However, they sometimes customize meals, such as for diners' dietary considerations. Private household cooks, sometimes called personal chefs, plan and > [[< Previous->35-2012-WhatTheyDo-3]] > [[Next >->35-2012-WhatTheyDo-5]] > [[Close->35-2012-Detailed]]

prepare meals in private homes, according to the client's tastes and dietary needs. They pick up groceries and supplies, clean the kitchen, and wash dishes and utensils. They also may cater parties, holiday meals, luncheons, and other events. Private household cooks typically work full-time for one client, although many are self-employed or employed by an agency, regularly preparing meals for multiple clients. Restaurant cooks prepare a variety of dishes, usually by individual order, in eating establishments. Some restaurant cooks order supplies and help maintain the stock room. Short order > [[< Previous->35-2012-WhatTheyDo-4]] > [[Next >->35-2012-WhatTheyDo-6]] > [[Close->35-2012-Detailed]]

years, and applicants may be required to have a high school diploma or equivalent. Depending on the type and length of the program, graduates generally qualify for entry-level positions as a restaurant cook. ### Training Cooks typically learn their skills on the job. The length of on-the-job training varies for different types of cooks. Trainees generally first learn kitchen basics and workplace safety and then learn how to handle and cook food. Some cooks learn through an apprenticeship program. Culinary institutes, industry associations, and trade unions may sponsor such programs for > [[< Previous->35-2012-HowToBecomeOne-1]] > [[Next >->35-2012-HowToBecomeOne-3]] > [[Close->35-2012-Detailed]]

cooks. Apprentices complete courses in food sanitation and safety, basic knife skills, and equipment operation. They also learn practical cooking skills under the supervision of an experienced chef. The length of apprenticeship programs vary but typically last about 1 year. Minimum qualifications for entering an apprenticeship program typically include being at least 17 years old and having a high school diploma or equivalent. Some hotels and restaurants offer their own training programs. ### Licenses, Certifications, and Registrations Many states do not require certification for cooks. > [[< Previous->35-2012-HowToBecomeOne-2]] > [[Next >->35-2012-HowToBecomeOne-4]] > [[Close->35-2012-Detailed]]

Some states and localities require cooks to have a food handler's certification. For more information, contact your state or local licensing board. Other types of professional certification may lead to higher level or higher paying positions. Information on these certifications is available from CareerOneStop. ### Work Experience in a Related Occupation Many cooks, particularly those who work in restaurants and private households, learn their skills through work-related experience. Starting as a kitchen helper or food preparation worker allows cooks to learn basic skills, which may lead to > [[< Previous->35-2012-HowToBecomeOne-3]] > [[Next >->35-2012-HowToBecomeOne-5]] > [[Close->35-2012-Detailed]]

opportunities to gain experience in assistant cook or line cook positions. Some work under the guidance of more experienced cooks. ### Advancement Advancement opportunities for cooks often depend on training, work experience, and the ability to prepare complex dishes. Those interested in advancing should learn new cooking skills and take on increasing responsibility, such as supervising kitchen staff in the absence of a chef. Some cooks train or supervise kitchen staff, and some become head cooks, chefs, or food service managers. ### Important Qualities The following are examples of > [[< Previous->35-2012-HowToBecomeOne-4]] > [[Next >->35-2012-HowToBecomeOne-6]] > [[Close->35-2012-Detailed]]

qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Attention to detail. Cooks need to listen carefully to orders and follow recipes to prepare dishes correctly. Dexterity. Cooks should have excellent hand–eye coordination. For example, they need to use proper knife techniques for cutting, chopping, and dicing. Physical stamina. Cooks spend a lot of time standing in one place, cooking food over hot stoves, and cleaning work areas. Sense of taste and smell. Cooks must have a keen sense > [[< Previous->35-2012-HowToBecomeOne-5]] > [[Next >->35-2012-HowToBecomeOne-7]] > [[Close->35-2012-Detailed]]

of taste and smell to prepare meals that customers enjoy. > [[< Previous->35-2012-HowToBecomeOne-6]] > [[Close->35-2012-Detailed]]

eat out, buy takeout meals, or have food delivered. New restaurants, cafeterias, and catering services are expected to open, requiring more cooks to prepare meals for this increased consumer demand. In addition, consumers continue to prefer healthy foods in restaurants, grocery stores, and other dining venues. To prepare high-quality meals at these places, many managers and chefs will require experienced cooks. Employment of some cooks is projected to decline, however. For example, reduced demand for fast food cooks is expected because of automated systems, employment of workers who both > [[< Previous->35-2012-JobOutlook-1]] > [[Next >->35-2012-JobOutlook-3]] > [[Close->35-2012-Detailed]]

prepare and serve food, and other efforts to streamline operations. > [[< Previous->35-2012-JobOutlook-2]] > [[Close->35-2012-Detailed]]

# What Software Developers, Quality Assurance Analysts, and Testers Do Software developers create the computer applications that allow users to do specific tasks and the underlying systems that run the devices or control networks. Software quality assurance analysts and testers design and execute software tests to identify problems and learn how the software works. ### Duties Software developers typically do the following: - Analyze users' needs and then design and develop software to meet those needs - Recommend software upgrades for customers' existing programs and systems > [[Next >->15-1252-WhatTheyDo-2]] > [[Close->15-1252-Detailed]]

- Design each piece of an application or system and plan how the pieces will work together - Create a variety of models and diagrams showing programmers the software code needed for an application - Ensure that a program continues to function normally through software maintenance and testing - Document every aspect of an application or system as a reference for future maintenance and upgrades Software quality assurance analysts and testers typically do the following: - Create test plans, scenarios, and procedures for new software > [[< Previous->15-1252-WhatTheyDo-1]] > [[Next >->15-1252-WhatTheyDo-3]] > [[Close->15-1252-Detailed]]

- Identify project risks and recommend steps to minimize those risks - Implement software testing, using either manual or automated programs and exploratory testing, and evaluate results - Document and report defects or problems with software > [[< Previous->15-1252-WhatTheyDo-2]] > [[Next >->15-1252-WhatTheyDo-4]] > [[Close->15-1252-Detailed]]

- Provide feedback to software developers and stakeholders regarding usability and functionality Software developers, quality assurance analysts, and testers are involved in the entire process of creating a software program. Developers may begin by asking how the customer plans to use the software so that they can identify the core functionality the user needs. Software developers also determine other requirements, such as security. They design the program and then work closely with programmers, who write computer code. However, some developers write code themselves instead of giving > [[< Previous->15-1252-WhatTheyDo-3]] > [[Next >->15-1252-WhatTheyDo-5]] > [[Close->15-1252-Detailed]]

instructions to programmers. Software quality assurance analysts and testers design and execute systems to check the software for problems. As part of their testing, these workers document and track the software's potential defects or risks. They also assess its usability and functionality to identify difficulties a user might have. After completing testing, they report the results to software or web developers and review ways to solve any problems they found. After the program is released to the customer, a developer may perform upgrades and maintenance. Quality assurance analysts and > [[< Previous->15-1252-WhatTheyDo-4]] > [[Next >->15-1252-WhatTheyDo-6]] > [[Close->15-1252-Detailed]]

testers run manual and automated checks to look for errors and usability problems once the software is released and after any upgrades or maintenance. The following are examples of types of software developers: Applications software developers design computer applications, such as games, for consumers. They may create custom software for a specific customer or commercial software to be sold to the general public. Some applications software developers create databases or programs for use internally or online. Software engineers take a broad view of a project's system and software > [[< Previous->15-1252-WhatTheyDo-5]] > [[Next >->15-1252-WhatTheyDo-7]] > [[Close->15-1252-Detailed]]

requirements, planning its scope and order of work. These workers may direct software developers, quality assurance analysts, and testers. Systems software developers create the operating systems for the public or specifically for an organization. These operating systems keep computers functioning and control most of the consumer electronics in use today, including those in cell phones and cars. Often, systems software developers also build the interface that allows users to interact with the computer. Developers who supervise a software project from the planning stages through > [[< Previous->15-1252-WhatTheyDo-6]] > [[Next >->15-1252-WhatTheyDo-8]] > [[Close->15-1252-Detailed]]

implementation sometimes are called information technology (IT) project managers. These workers monitor the project's progress to ensure that it meets deadlines, standards, and cost targets. For information on IT project managers who plan and direct an organization's IT department or IT policies, see the profile on computer and information systems (CIS) managers. > [[< Previous->15-1252-WhatTheyDo-7]] > [[Close->15-1252-Detailed]]

# Work Environment ### Work Environment Many software developers, quality assurance analysts, and testers work in computer systems design and related services, in manufacturing, or for software publishers. They often work in offices and on teams with other software developers or quality assurance analysts and testers. > [[Close->15-1252-Detailed]]

# How to Become a Software Developer, Quality Assurance Analyst, or Tester Software developers, quality assurance analysts, and testers typically need a bachelor's degree in computer and information technology or a related field. Some employers prefer to hire developers who have a master's degree. ### Education Software developers, quality assurance analysts, and testers typically need a bachelor's degree in computer and information technology or a related field, such as engineering or mathematics. Computer and information technology degree programs cover a broad range of topics. Students may gain experience in software development by completing an internship, such > [[Next >->15-1252-HowToBecomeOne-2]] > [[Close->15-1252-Detailed]]

as at a software company, while in college. For some software developer positions, employers may prefer that applicants have a master's degree. Although writing code is not their primary responsibility, developers must have a strong background in computer programming. They usually gain this experience in school. Throughout their career, developers must keep up to date on new tools and computer languages. ### Advancement Software developers can advance to become project management specialists or computer and information systems managers, positions in which they oversee the software > [[< Previous->15-1252-HowToBecomeOne-1]] > [[Next >->15-1252-HowToBecomeOne-3]] > [[Close->15-1252-Detailed]]

development process. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Software developers, quality assurance analysts, and testers must evaluate users' needs and then design software to function properly and meet those needs. Communication skills. These workers must be able to give clear instructions and explain problems that arise to other team members involved in development. They must also be able to explain to > [[< Previous->15-1252-HowToBecomeOne-2]] > [[Next >->15-1252-HowToBecomeOne-4]] > [[Close->15-1252-Detailed]]

nontechnical users, such as customers, how the software works and answer any questions that arise. Creativity. Software developers, quality assurance analysts, and testers must be innovative in their approaches to designing, identifying problems with, and improving computer software. Detail oriented. These workers often need to concentrate on many parts of an application or system at the same time, and they must pay attention to detail when looking for potential areas of user error. Interpersonal skills. Software developers, quality assurance analysts, and testers must be able to work well > [[< Previous->15-1252-HowToBecomeOne-3]] > [[Next >->15-1252-HowToBecomeOne-5]] > [[Close->15-1252-Detailed]]

with others who contribute to designing, programming, and testing successful software. Problem-solving skills. Because these workers produce software from beginning to end, they must be able to solve problems that arise throughout the design process. > [[< Previous->15-1252-HowToBecomeOne-4]] > [[Close->15-1252-Detailed]]

# Pay The median annual wage for software developers was $133,080 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $79,850, and the highest 10 percent earned more than $211,450. The median annual wage for software quality assurance analysts and testers was $102,610 in May 2024. The lowest 10 percent earned less than $60,690, and the highest 10 percent earned more than $166,960. In May 2024, the median annual wages for software developers in the top industries in which > [[Next >->15-1252-Pay-2]] > [[Close->15-1252-Detailed]]

they worked were as follows: In May 2024, the median annual wages for software quality assurance analysts and testers in the top industries in which they worked were as follows: Most software developers, quality assurance analysts, and testers work full time. > [[< Previous->15-1252-Pay-1]] > [[Close->15-1252-Detailed]]

# Job Outlook Overall employment of software developers, quality assurance analysts, and testers is projected to grow 15 percent from 2024 to 2034, much faster than the average for all occupations. About 129,200 openings for software developers, quality assurance analysts, and testers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for software developers, software quality assurance analysts, and testers is > [[Next >->15-1252-JobOutlook-2]] > [[Close->15-1252-Detailed]]

projected to be strong due to the continued expansion of software development for artificial intelligence (AI), Internet of Things (IoT), robotics, and other automation applications. In response to concerns over threats to computer security, organizations are expected to increase investment in software that protects their electronic networks and infrastructure. This investment could result in an increased demand for developers to create security software and for quality assurance analysts and testers to create and execute software tests. Software developers, software quality assurance > [[< Previous->15-1252-JobOutlook-1]] > [[Next >->15-1252-JobOutlook-3]] > [[Close->15-1252-Detailed]]

analysts, and testers are likely to see new opportunities because of the increasing number of products that use software. For example, software systems continue to be built for consumer electronics and other products, including IoT-connected devices and electric vehicles (EVs). > [[< Previous->15-1252-JobOutlook-2]] > [[Close->15-1252-Detailed]]

- Cook, handle, and store food or ingredients Cooks usually work under the direction of chefs, head cooks, or food service managers. Large restaurants and food service establishments often have multiple menus and large kitchen staffs. Teams of restaurant cooks, sometimes called assistant cooks or line cooks, work at assigned stations equipped with the stoves, grills, pans, and ingredients they need to prepare food. Job titles often reflect the principal ingredient cooks prepare or the type of cooking they do, such as fry cook or grill cook. Cooks use a variety of kitchen equipment, > [[< Previous->35-2013-WhatTheyDo-1]] > [[Next >->35-2013-WhatTheyDo-3]] > [[Close->35-2013-Detailed]]

including broilers, grills, slicers, grinders, and blenders. Cooks' responsibilities vary depending on the type of food service establishment, the size of the facility, and the level of service offered. However, in all establishments, they follow sanitation procedures when handling food. For example, they store food and ingredients at the correct temperatures to prevent bacterial growth. The following are examples of types of cooks: Fast food cooks prepare a limited selection of menu items in fast-food restaurants. They cook and package food, such as hamburgers and fried chicken, to be > [[< Previous->35-2013-WhatTheyDo-2]] > [[Next >->35-2013-WhatTheyDo-4]] > [[Close->35-2013-Detailed]]

kept warm until served. For more information about workers who prepare and serve items in fast-food restaurants, see the profiles on food preparation workers and food and beverage serving and related workers. Institution and cafeteria cooks work in the kitchens of schools, cafeterias, businesses, hospitals, and other establishments. They typically prepare a large quantity of entrees, vegetables, and desserts according to preset menus. However, they sometimes customize meals, such as for diners' dietary considerations. Private household cooks, sometimes called personal chefs, plan and > [[< Previous->35-2013-WhatTheyDo-3]] > [[Next >->35-2013-WhatTheyDo-5]] > [[Close->35-2013-Detailed]]

prepare meals in private homes, according to the client's tastes and dietary needs. They pick up groceries and supplies, clean the kitchen, and wash dishes and utensils. They also may cater parties, holiday meals, luncheons, and other events. Private household cooks typically work full-time for one client, although many are self-employed or employed by an agency, regularly preparing meals for multiple clients. Restaurant cooks prepare a variety of dishes, usually by individual order, in eating establishments. Some restaurant cooks order supplies and help maintain the stock room. Short order > [[< Previous->35-2013-WhatTheyDo-4]] > [[Next >->35-2013-WhatTheyDo-6]] > [[Close->35-2013-Detailed]]

years, and applicants may be required to have a high school diploma or equivalent. Depending on the type and length of the program, graduates generally qualify for entry-level positions as a restaurant cook. ### Training Cooks typically learn their skills on the job. The length of on-the-job training varies for different types of cooks. Trainees generally first learn kitchen basics and workplace safety and then learn how to handle and cook food. Some cooks learn through an apprenticeship program. Culinary institutes, industry associations, and trade unions may sponsor such programs for > [[< Previous->35-2013-HowToBecomeOne-1]] > [[Next >->35-2013-HowToBecomeOne-3]] > [[Close->35-2013-Detailed]]

cooks. Apprentices complete courses in food sanitation and safety, basic knife skills, and equipment operation. They also learn practical cooking skills under the supervision of an experienced chef. The length of apprenticeship programs vary but typically last about 1 year. Minimum qualifications for entering an apprenticeship program typically include being at least 17 years old and having a high school diploma or equivalent. Some hotels and restaurants offer their own training programs. ### Licenses, Certifications, and Registrations Many states do not require certification for cooks. > [[< Previous->35-2013-HowToBecomeOne-2]] > [[Next >->35-2013-HowToBecomeOne-4]] > [[Close->35-2013-Detailed]]

Some states and localities require cooks to have a food handler's certification. For more information, contact your state or local licensing board. Other types of professional certification may lead to higher level or higher paying positions. Information on these certifications is available from CareerOneStop. ### Work Experience in a Related Occupation Many cooks, particularly those who work in restaurants and private households, learn their skills through work-related experience. Starting as a kitchen helper or food preparation worker allows cooks to learn basic skills, which may lead to > [[< Previous->35-2013-HowToBecomeOne-3]] > [[Next >->35-2013-HowToBecomeOne-5]] > [[Close->35-2013-Detailed]]

opportunities to gain experience in assistant cook or line cook positions. Some work under the guidance of more experienced cooks. ### Advancement Advancement opportunities for cooks often depend on training, work experience, and the ability to prepare complex dishes. Those interested in advancing should learn new cooking skills and take on increasing responsibility, such as supervising kitchen staff in the absence of a chef. Some cooks train or supervise kitchen staff, and some become head cooks, chefs, or food service managers. ### Important Qualities The following are examples of > [[< Previous->35-2013-HowToBecomeOne-4]] > [[Next >->35-2013-HowToBecomeOne-6]] > [[Close->35-2013-Detailed]]

qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Attention to detail. Cooks need to listen carefully to orders and follow recipes to prepare dishes correctly. Dexterity. Cooks should have excellent hand–eye coordination. For example, they need to use proper knife techniques for cutting, chopping, and dicing. Physical stamina. Cooks spend a lot of time standing in one place, cooking food over hot stoves, and cleaning work areas. Sense of taste and smell. Cooks must have a keen sense > [[< Previous->35-2013-HowToBecomeOne-5]] > [[Next >->35-2013-HowToBecomeOne-7]] > [[Close->35-2013-Detailed]]

of taste and smell to prepare meals that customers enjoy. > [[< Previous->35-2013-HowToBecomeOne-6]] > [[Close->35-2013-Detailed]]

eat out, buy takeout meals, or have food delivered. New restaurants, cafeterias, and catering services are expected to open, requiring more cooks to prepare meals for this increased consumer demand. In addition, consumers continue to prefer healthy foods in restaurants, grocery stores, and other dining venues. To prepare high-quality meals at these places, many managers and chefs will require experienced cooks. Employment of some cooks is projected to decline, however. For example, reduced demand for fast food cooks is expected because of automated systems, employment of workers who both > [[< Previous->35-2013-JobOutlook-1]] > [[Next >->35-2013-JobOutlook-3]] > [[Close->35-2013-Detailed]]

prepare and serve food, and other efforts to streamline operations. > [[< Previous->35-2013-JobOutlook-2]] > [[Close->35-2013-Detailed]]

- Design each piece of an application or system and plan how the pieces will work together - Create a variety of models and diagrams showing programmers the software code needed for an application - Ensure that a program continues to function normally through software maintenance and testing - Document every aspect of an application or system as a reference for future maintenance and upgrades Software quality assurance analysts and testers typically do the following: - Create test plans, scenarios, and procedures for new software > [[< Previous->15-1253-WhatTheyDo-1]] > [[Next >->15-1253-WhatTheyDo-3]] > [[Close->15-1253-Detailed]]

- Identify project risks and recommend steps to minimize those risks - Implement software testing, using either manual or automated programs and exploratory testing, and evaluate results - Document and report defects or problems with software > [[< Previous->15-1253-WhatTheyDo-2]] > [[Next >->15-1253-WhatTheyDo-4]] > [[Close->15-1253-Detailed]]

- Provide feedback to software developers and stakeholders regarding usability and functionality Software developers, quality assurance analysts, and testers are involved in the entire process of creating a software program. Developers may begin by asking how the customer plans to use the software so that they can identify the core functionality the user needs. Software developers also determine other requirements, such as security. They design the program and then work closely with programmers, who write computer code. However, some developers write code themselves instead of giving > [[< Previous->15-1253-WhatTheyDo-3]] > [[Next >->15-1253-WhatTheyDo-5]] > [[Close->15-1253-Detailed]]

instructions to programmers. Software quality assurance analysts and testers design and execute systems to check the software for problems. As part of their testing, these workers document and track the software's potential defects or risks. They also assess its usability and functionality to identify difficulties a user might have. After completing testing, they report the results to software or web developers and review ways to solve any problems they found. After the program is released to the customer, a developer may perform upgrades and maintenance. Quality assurance analysts and > [[< Previous->15-1253-WhatTheyDo-4]] > [[Next >->15-1253-WhatTheyDo-6]] > [[Close->15-1253-Detailed]]

testers run manual and automated checks to look for errors and usability problems once the software is released and after any upgrades or maintenance. The following are examples of types of software developers: Applications software developers design computer applications, such as games, for consumers. They may create custom software for a specific customer or commercial software to be sold to the general public. Some applications software developers create databases or programs for use internally or online. Software engineers take a broad view of a project's system and software > [[< Previous->15-1253-WhatTheyDo-5]] > [[Next >->15-1253-WhatTheyDo-7]] > [[Close->15-1253-Detailed]]

requirements, planning its scope and order of work. These workers may direct software developers, quality assurance analysts, and testers. Systems software developers create the operating systems for the public or specifically for an organization. These operating systems keep computers functioning and control most of the consumer electronics in use today, including those in cell phones and cars. Often, systems software developers also build the interface that allows users to interact with the computer. Developers who supervise a software project from the planning stages through > [[< Previous->15-1253-WhatTheyDo-6]] > [[Next >->15-1253-WhatTheyDo-8]] > [[Close->15-1253-Detailed]]

as at a software company, while in college. For some software developer positions, employers may prefer that applicants have a master's degree. Although writing code is not their primary responsibility, developers must have a strong background in computer programming. They usually gain this experience in school. Throughout their career, developers must keep up to date on new tools and computer languages. ### Advancement Software developers can advance to become project management specialists or computer and information systems managers, positions in which they oversee the software > [[< Previous->15-1253-HowToBecomeOne-1]] > [[Next >->15-1253-HowToBecomeOne-3]] > [[Close->15-1253-Detailed]]

development process. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Software developers, quality assurance analysts, and testers must evaluate users' needs and then design software to function properly and meet those needs. Communication skills. These workers must be able to give clear instructions and explain problems that arise to other team members involved in development. They must also be able to explain to > [[< Previous->15-1253-HowToBecomeOne-2]] > [[Next >->15-1253-HowToBecomeOne-4]] > [[Close->15-1253-Detailed]]

nontechnical users, such as customers, how the software works and answer any questions that arise. Creativity. Software developers, quality assurance analysts, and testers must be innovative in their approaches to designing, identifying problems with, and improving computer software. Detail oriented. These workers often need to concentrate on many parts of an application or system at the same time, and they must pay attention to detail when looking for potential areas of user error. Interpersonal skills. Software developers, quality assurance analysts, and testers must be able to work well > [[< Previous->15-1253-HowToBecomeOne-3]] > [[Next >->15-1253-HowToBecomeOne-5]] > [[Close->15-1253-Detailed]]

projected to be strong due to the continued expansion of software development for artificial intelligence (AI), Internet of Things (IoT), robotics, and other automation applications. In response to concerns over threats to computer security, organizations are expected to increase investment in software that protects their electronic networks and infrastructure. This investment could result in an increased demand for developers to create security software and for quality assurance analysts and testers to create and execute software tests. Software developers, software quality assurance > [[< Previous->15-1253-JobOutlook-1]] > [[Next >->15-1253-JobOutlook-3]] > [[Close->15-1253-Detailed]]

- Cook, handle, and store food or ingredients Cooks usually work under the direction of chefs, head cooks, or food service managers. Large restaurants and food service establishments often have multiple menus and large kitchen staffs. Teams of restaurant cooks, sometimes called assistant cooks or line cooks, work at assigned stations equipped with the stoves, grills, pans, and ingredients they need to prepare food. Job titles often reflect the principal ingredient cooks prepare or the type of cooking they do, such as fry cook or grill cook. Cooks use a variety of kitchen equipment, > [[< Previous->35-2014-WhatTheyDo-1]] > [[Next >->35-2014-WhatTheyDo-3]] > [[Close->35-2014-Detailed]]

including broilers, grills, slicers, grinders, and blenders. Cooks' responsibilities vary depending on the type of food service establishment, the size of the facility, and the level of service offered. However, in all establishments, they follow sanitation procedures when handling food. For example, they store food and ingredients at the correct temperatures to prevent bacterial growth. The following are examples of types of cooks: Fast food cooks prepare a limited selection of menu items in fast-food restaurants. They cook and package food, such as hamburgers and fried chicken, to be > [[< Previous->35-2014-WhatTheyDo-2]] > [[Next >->35-2014-WhatTheyDo-4]] > [[Close->35-2014-Detailed]]

kept warm until served. For more information about workers who prepare and serve items in fast-food restaurants, see the profiles on food preparation workers and food and beverage serving and related workers. Institution and cafeteria cooks work in the kitchens of schools, cafeterias, businesses, hospitals, and other establishments. They typically prepare a large quantity of entrees, vegetables, and desserts according to preset menus. However, they sometimes customize meals, such as for diners' dietary considerations. Private household cooks, sometimes called personal chefs, plan and > [[< Previous->35-2014-WhatTheyDo-3]] > [[Next >->35-2014-WhatTheyDo-5]] > [[Close->35-2014-Detailed]]

prepare meals in private homes, according to the client's tastes and dietary needs. They pick up groceries and supplies, clean the kitchen, and wash dishes and utensils. They also may cater parties, holiday meals, luncheons, and other events. Private household cooks typically work full-time for one client, although many are self-employed or employed by an agency, regularly preparing meals for multiple clients. Restaurant cooks prepare a variety of dishes, usually by individual order, in eating establishments. Some restaurant cooks order supplies and help maintain the stock room. Short order > [[< Previous->35-2014-WhatTheyDo-4]] > [[Next >->35-2014-WhatTheyDo-6]] > [[Close->35-2014-Detailed]]

years, and applicants may be required to have a high school diploma or equivalent. Depending on the type and length of the program, graduates generally qualify for entry-level positions as a restaurant cook. ### Training Cooks typically learn their skills on the job. The length of on-the-job training varies for different types of cooks. Trainees generally first learn kitchen basics and workplace safety and then learn how to handle and cook food. Some cooks learn through an apprenticeship program. Culinary institutes, industry associations, and trade unions may sponsor such programs for > [[< Previous->35-2014-HowToBecomeOne-1]] > [[Next >->35-2014-HowToBecomeOne-3]] > [[Close->35-2014-Detailed]]

cooks. Apprentices complete courses in food sanitation and safety, basic knife skills, and equipment operation. They also learn practical cooking skills under the supervision of an experienced chef. The length of apprenticeship programs vary but typically last about 1 year. Minimum qualifications for entering an apprenticeship program typically include being at least 17 years old and having a high school diploma or equivalent. Some hotels and restaurants offer their own training programs. ### Licenses, Certifications, and Registrations Many states do not require certification for cooks. > [[< Previous->35-2014-HowToBecomeOne-2]] > [[Next >->35-2014-HowToBecomeOne-4]] > [[Close->35-2014-Detailed]]

Some states and localities require cooks to have a food handler's certification. For more information, contact your state or local licensing board. Other types of professional certification may lead to higher level or higher paying positions. Information on these certifications is available from CareerOneStop. ### Work Experience in a Related Occupation Many cooks, particularly those who work in restaurants and private households, learn their skills through work-related experience. Starting as a kitchen helper or food preparation worker allows cooks to learn basic skills, which may lead to > [[< Previous->35-2014-HowToBecomeOne-3]] > [[Next >->35-2014-HowToBecomeOne-5]] > [[Close->35-2014-Detailed]]

opportunities to gain experience in assistant cook or line cook positions. Some work under the guidance of more experienced cooks. ### Advancement Advancement opportunities for cooks often depend on training, work experience, and the ability to prepare complex dishes. Those interested in advancing should learn new cooking skills and take on increasing responsibility, such as supervising kitchen staff in the absence of a chef. Some cooks train or supervise kitchen staff, and some become head cooks, chefs, or food service managers. ### Important Qualities The following are examples of > [[< Previous->35-2014-HowToBecomeOne-4]] > [[Next >->35-2014-HowToBecomeOne-6]] > [[Close->35-2014-Detailed]]

qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Attention to detail. Cooks need to listen carefully to orders and follow recipes to prepare dishes correctly. Dexterity. Cooks should have excellent hand–eye coordination. For example, they need to use proper knife techniques for cutting, chopping, and dicing. Physical stamina. Cooks spend a lot of time standing in one place, cooking food over hot stoves, and cleaning work areas. Sense of taste and smell. Cooks must have a keen sense > [[< Previous->35-2014-HowToBecomeOne-5]] > [[Next >->35-2014-HowToBecomeOne-7]] > [[Close->35-2014-Detailed]]

of taste and smell to prepare meals that customers enjoy. > [[< Previous->35-2014-HowToBecomeOne-6]] > [[Close->35-2014-Detailed]]

eat out, buy takeout meals, or have food delivered. New restaurants, cafeterias, and catering services are expected to open, requiring more cooks to prepare meals for this increased consumer demand. In addition, consumers continue to prefer healthy foods in restaurants, grocery stores, and other dining venues. To prepare high-quality meals at these places, many managers and chefs will require experienced cooks. Employment of some cooks is projected to decline, however. For example, reduced demand for fast food cooks is expected because of automated systems, employment of workers who both > [[< Previous->35-2014-JobOutlook-1]] > [[Next >->35-2014-JobOutlook-3]] > [[Close->35-2014-Detailed]]

prepare and serve food, and other efforts to streamline operations. > [[< Previous->35-2014-JobOutlook-2]] > [[Close->35-2014-Detailed]]

- Cook, handle, and store food or ingredients Cooks usually work under the direction of chefs, head cooks, or food service managers. Large restaurants and food service establishments often have multiple menus and large kitchen staffs. Teams of restaurant cooks, sometimes called assistant cooks or line cooks, work at assigned stations equipped with the stoves, grills, pans, and ingredients they need to prepare food. Job titles often reflect the principal ingredient cooks prepare or the type of cooking they do, such as fry cook or grill cook. Cooks use a variety of kitchen equipment, > [[< Previous->35-2015-WhatTheyDo-1]] > [[Next >->35-2015-WhatTheyDo-3]] > [[Close->35-2015-Detailed]]

including broilers, grills, slicers, grinders, and blenders. Cooks' responsibilities vary depending on the type of food service establishment, the size of the facility, and the level of service offered. However, in all establishments, they follow sanitation procedures when handling food. For example, they store food and ingredients at the correct temperatures to prevent bacterial growth. The following are examples of types of cooks: Fast food cooks prepare a limited selection of menu items in fast-food restaurants. They cook and package food, such as hamburgers and fried chicken, to be > [[< Previous->35-2015-WhatTheyDo-2]] > [[Next >->35-2015-WhatTheyDo-4]] > [[Close->35-2015-Detailed]]

kept warm until served. For more information about workers who prepare and serve items in fast-food restaurants, see the profiles on food preparation workers and food and beverage serving and related workers. Institution and cafeteria cooks work in the kitchens of schools, cafeterias, businesses, hospitals, and other establishments. They typically prepare a large quantity of entrees, vegetables, and desserts according to preset menus. However, they sometimes customize meals, such as for diners' dietary considerations. Private household cooks, sometimes called personal chefs, plan and > [[< Previous->35-2015-WhatTheyDo-3]] > [[Next >->35-2015-WhatTheyDo-5]] > [[Close->35-2015-Detailed]]

prepare meals in private homes, according to the client's tastes and dietary needs. They pick up groceries and supplies, clean the kitchen, and wash dishes and utensils. They also may cater parties, holiday meals, luncheons, and other events. Private household cooks typically work full-time for one client, although many are self-employed or employed by an agency, regularly preparing meals for multiple clients. Restaurant cooks prepare a variety of dishes, usually by individual order, in eating establishments. Some restaurant cooks order supplies and help maintain the stock room. Short order > [[< Previous->35-2015-WhatTheyDo-4]] > [[Next >->35-2015-WhatTheyDo-6]] > [[Close->35-2015-Detailed]]

years, and applicants may be required to have a high school diploma or equivalent. Depending on the type and length of the program, graduates generally qualify for entry-level positions as a restaurant cook. ### Training Cooks typically learn their skills on the job. The length of on-the-job training varies for different types of cooks. Trainees generally first learn kitchen basics and workplace safety and then learn how to handle and cook food. Some cooks learn through an apprenticeship program. Culinary institutes, industry associations, and trade unions may sponsor such programs for > [[< Previous->35-2015-HowToBecomeOne-1]] > [[Next >->35-2015-HowToBecomeOne-3]] > [[Close->35-2015-Detailed]]

cooks. Apprentices complete courses in food sanitation and safety, basic knife skills, and equipment operation. They also learn practical cooking skills under the supervision of an experienced chef. The length of apprenticeship programs vary but typically last about 1 year. Minimum qualifications for entering an apprenticeship program typically include being at least 17 years old and having a high school diploma or equivalent. Some hotels and restaurants offer their own training programs. ### Licenses, Certifications, and Registrations Many states do not require certification for cooks. > [[< Previous->35-2015-HowToBecomeOne-2]] > [[Next >->35-2015-HowToBecomeOne-4]] > [[Close->35-2015-Detailed]]

Some states and localities require cooks to have a food handler's certification. For more information, contact your state or local licensing board. Other types of professional certification may lead to higher level or higher paying positions. Information on these certifications is available from CareerOneStop. ### Work Experience in a Related Occupation Many cooks, particularly those who work in restaurants and private households, learn their skills through work-related experience. Starting as a kitchen helper or food preparation worker allows cooks to learn basic skills, which may lead to > [[< Previous->35-2015-HowToBecomeOne-3]] > [[Next >->35-2015-HowToBecomeOne-5]] > [[Close->35-2015-Detailed]]

opportunities to gain experience in assistant cook or line cook positions. Some work under the guidance of more experienced cooks. ### Advancement Advancement opportunities for cooks often depend on training, work experience, and the ability to prepare complex dishes. Those interested in advancing should learn new cooking skills and take on increasing responsibility, such as supervising kitchen staff in the absence of a chef. Some cooks train or supervise kitchen staff, and some become head cooks, chefs, or food service managers. ### Important Qualities The following are examples of > [[< Previous->35-2015-HowToBecomeOne-4]] > [[Next >->35-2015-HowToBecomeOne-6]] > [[Close->35-2015-Detailed]]

qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Attention to detail. Cooks need to listen carefully to orders and follow recipes to prepare dishes correctly. Dexterity. Cooks should have excellent hand–eye coordination. For example, they need to use proper knife techniques for cutting, chopping, and dicing. Physical stamina. Cooks spend a lot of time standing in one place, cooking food over hot stoves, and cleaning work areas. Sense of taste and smell. Cooks must have a keen sense > [[< Previous->35-2015-HowToBecomeOne-5]] > [[Next >->35-2015-HowToBecomeOne-7]] > [[Close->35-2015-Detailed]]

of taste and smell to prepare meals that customers enjoy. > [[< Previous->35-2015-HowToBecomeOne-6]] > [[Close->35-2015-Detailed]]

eat out, buy takeout meals, or have food delivered. New restaurants, cafeterias, and catering services are expected to open, requiring more cooks to prepare meals for this increased consumer demand. In addition, consumers continue to prefer healthy foods in restaurants, grocery stores, and other dining venues. To prepare high-quality meals at these places, many managers and chefs will require experienced cooks. Employment of some cooks is projected to decline, however. For example, reduced demand for fast food cooks is expected because of automated systems, employment of workers who both > [[< Previous->35-2015-JobOutlook-1]] > [[Next >->35-2015-JobOutlook-3]] > [[Close->35-2015-Detailed]]

prepare and serve food, and other efforts to streamline operations. > [[< Previous->35-2015-JobOutlook-2]] > [[Close->35-2015-Detailed]]

- Meet with clients or management to discuss the needs, design, and functionality of a website or interface - Create and test applications, interfaces, and navigation menus for a website - Write code for the website, using programming languages such as HTML or XML - Work with other team members to determine what information the site will contain - Work with graphics and other designers to determine the website's layout - Integrate graphics, audio, and video into the website - Monitor website traffic - Create prototypes and mockups of websites or applications > [[< Previous->15-1255-WhatTheyDo-1]] > [[Next >->15-1255-WhatTheyDo-3]] > [[Close->15-1255-Detailed]]

- Design and develop graphics When creating a website, developers and designers have to make their client's vision a reality. They build particular types of websites, such as ecommerce, news, or gaming sites, to fit clients' needs. Different types of websites require different applications. For example, a gaming site should be able to handle advanced graphics, whereas an ecommerce site would need a payment-processing application. The developer decides which applications and designs will best fit the site, and the designer focuses on the look and usability of these elements across browsers or > [[< Previous->15-1255-WhatTheyDo-2]] > [[Next >->15-1255-WhatTheyDo-4]] > [[Close->15-1255-Detailed]]

devices. Some developers and designers handle all aspects of a website's construction, and others specialize in a certain aspect of it. The following are examples of types of specialized web developers or digital designers: Back-end web developers are responsible for the overall technical construction of the website. They create the basic framework of the site and ensure that it functions as expected. Back-end web developers also establish procedures for allowing others to add new pages to the website and meet with management to discuss major changes to the site. Front-end web developers > [[< Previous->15-1255-WhatTheyDo-3]] > [[Next >->15-1255-WhatTheyDo-5]] > [[Close->15-1255-Detailed]]

create the technical features for a website's look. They develop the site's layout and integrate graphics, applications (such as a retail checkout tool), and other content. They also write webdesign programs in a variety of computer languages, such as HTML or JavaScript. Web and digital interface designers are responsible for creating the look and feel of a website or interface with regard to photos, color, font type and size, graphics, and layout. They also are responsible for the functionality, usability, and compatibility of the website or interface. Webmasters maintain and update > [[< Previous->15-1255-WhatTheyDo-4]] > [[Next >->15-1255-WhatTheyDo-6]] > [[Close->15-1255-Detailed]]

websites. They ensure that websites operate correctly, and they test for errors such as broken links. Many webmasters respond to user comments as well. > [[< Previous->15-1255-WhatTheyDo-5]] > [[Close->15-1255-Detailed]]

of multimedia publishing tools, such as Flash. Throughout their career, web developers must keep up to date on new tools and computer languages. Employers of digital designers may prefer to hire candidates who have a bachelor's degree in a field such as web design, digital design, or graphic arts. Web developers and digital designers may not need specific education credentials if they can demonstrate their abilities through prior work experience or projects. ### Advancement Web developers and digital designers who have a bachelor's degree may advance to become project managers. For more > [[< Previous->15-1255-HowToBecomeOne-1]] > [[Next >->15-1255-HowToBecomeOne-3]] > [[Close->15-1255-Detailed]]

information, see the profile on computer and information systems managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Web developers and digital designers need to communicate effectively with coworkers to coordinate work on projects. Creativity. Web developers and digital designers often are involved in creating the appearance of a website and must make sure that it is appealing as well as > [[< Previous->15-1255-HowToBecomeOne-2]] > [[Next >->15-1255-HowToBecomeOne-4]] > [[Close->15-1255-Detailed]]

- Report on the conduct of people in custody - Escort and transport people in custody between jail, courtroom, prison, or other point Bailiffs typically do the following: - Ensure the security of the courtroom - Enforce courtroom rules - Follow court procedures - Escort judges, jurors, witnesses, and people in custody into and out of the courtroom > [[< Previous->33-3012-WhatTheyDo-1]] > [[Next >->33-3012-WhatTheyDo-3]] > [[Close->33-3012-Detailed]]

- Handle evidence and deliver court documents Inside the prison or jail, correctional officers enforce rules and regulations. They maintain security by preventing disturbances, assaults, and escapes and by inspecting facilities. They check cells and other areas for unsanitary conditions, contraband, signs of a security breach (such as tampering with window bars and doors), and other rule violations. Officers also inspect mail and visitors for prohibited items. They conduct regular counts of people in custody to ensure that everyone is present. They write reports and fill out daily logs > [[< Previous->33-3012-WhatTheyDo-2]] > [[Next >->33-3012-WhatTheyDo-4]] > [[Close->33-3012-Detailed]]

detailing anything of note that occurred during their shift. Correctional officers may have to restrain people in custody, such as by using handcuffs and leg irons to escort them to and from cells. Officers also escort people in custody to courtrooms, medical facilities, and other destinations. Bailiffs' specific duties vary by court, but their primary duty is to maintain order and security in courts of law. They enforce courtroom procedures that protect the integrity of the legal process. For example, they ensure that attorneys and witnesses do not influence juries outside of the > [[< Previous->33-3012-WhatTheyDo-3]] > [[Next >->33-3012-WhatTheyDo-5]] > [[Close->33-3012-Detailed]]

requires entry-level correctional officers to have a bachelor's degree or several years of experience in a field providing counseling, assistance, or supervision. Bachelor's degree fields vary but commonly include security and protective service or a related field, such as social science. ### Training Correctional officers and bailiffs complete training at an academy. Training varies by state. Academy trainees receive instruction in a number of subjects, including self-defense, institutional policies, regulations, operations, and security procedures. Correctional officers and bailiffs may > [[< Previous->33-3012-HowToBecomeOne-1]] > [[Next >->33-3012-HowToBecomeOne-3]] > [[Close->33-3012-Detailed]]

shadow experienced officers after graduating from a training academy. ### Licenses, Certifications, and Registrations Some states require correctional officers to complete state certification. For more information, check with your state's public safety, corrections, or other agency that establishes this certification. Information on certifications is available from CareerOneStop. ### Advancement Correctional officers may advance to supervisory positions such as sergeant, lieutenant, or captain. They also may move into specialized units, such as gang task force or hostage > [[< Previous->33-3012-HowToBecomeOne-2]] > [[Next >->33-3012-HowToBecomeOne-4]] > [[Close->33-3012-Detailed]]

negotiation. Bailiffs may advance to senior bailiff or other supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Decision-making skills. Correctional officers and bailiffs must determine the best course of action to maintain order and discipline, often in stressful situations. Detail oriented. Correctional officers and bailiffs follow and enforce procedures in correctional facilities and courts to ensure > [[< Previous->33-3012-HowToBecomeOne-3]] > [[Next >->33-3012-HowToBecomeOne-5]] > [[Close->33-3012-Detailed]]

safety. Interpersonal skills. Correctional officers and bailiffs must be able to interact and communicate effectively with people in custody, visitors, and other officers of penal institutions and the court to maintain order. Negotiating skills. Correctional officers must be able to assist in resolving conflict in order to ensure safety. Physical strength. Correctional officers and bailiffs must be able to physically subdue people as necessary, including those in or visiting penal institutions and those attending court proceedings. Self-discipline. Correctional officers must be able to > [[< Previous->33-3012-HowToBecomeOne-4]] > [[Next >->33-3012-HowToBecomeOne-6]] > [[Close->33-3012-Detailed]]

control their emotions in hostile situations. > [[< Previous->33-3012-HowToBecomeOne-5]] > [[Close->33-3012-Detailed]]

# What Mathematicians and Statisticians Do Mathematicians and statisticians analyze data and apply computational techniques to solve problems. ### Duties Mathematicians and statisticians typically do the following: - Decide what data are needed to answer specific questions or problems - Apply mathematical theories and techniques to solve practical problems in business, engineering, the sciences, and other fields - Design surveys, experiments, or opinion polls to collect data - Develop mathematical or statistical models to analyze data - Interpret data and communicate analyses to technical and nontechnical audiences > [[Next >->15-2021-WhatTheyDo-2]] > [[Close->15-2021-Detailed]]

- Use statistical software to analyze data and create visualizations to aid decision making in business To solve problems, mathematicians rely on statisticians to design surveys, questionnaires, experiments, and opinion polls for collecting the data they need. For most surveys and opinion polls, statisticians gather data from some people in a particular group. Statisticians determine the type and size of this sample for collecting data in the survey or poll. Following data collection is analysis, which involves mathematicians and statisticians using specialized statistical software. In > [[< Previous->15-2021-WhatTheyDo-1]] > [[Next >->15-2021-WhatTheyDo-3]] > [[Close->15-2021-Detailed]]

their analyses, mathematicians and statisticians identify trends and relationships within the data. They also conduct tests to determine the data's validity and to account for possible errors. Some help write software code to analyze data more accurately and efficiently. Mathematicians and statisticians present findings from their analyses and discuss the data's limitations in order to ensure accurate interpretation. They may present written reports, tables, and charts to team members, clients, and other users. Mathematicians and statisticians work in any field that benefits from data > [[< Previous->15-2021-WhatTheyDo-2]] > [[Next >->15-2021-WhatTheyDo-4]] > [[Close->15-2021-Detailed]]

analysis, including education, government, healthcare, and research and development. Colleges and universities. Mathematicians and statisticians working in postsecondary schools may study theoretical or abstract concepts in these fields. They identify, research, and work to resolve unexplained issues in mathematics and explore mathematical or statistical theories to increase knowledge and understanding about the field. Government. Mathematicians and statisticians working in government develop surveys and collect and analyze data on a variety of topics, including employment, crop production, > [[< Previous->15-2021-WhatTheyDo-3]] > [[Next >->15-2021-WhatTheyDo-5]] > [[Close->15-2021-Detailed]]

and energy use. At all levels of government, these data help to inform policy proposals and decisions that affect the public. Healthcare. Statisticians known as biostatisticians or biometricians work in pharmaceutical companies, public health agencies, or hospitals. They may design studies to test whether drugs successfully treat diseases or medical conditions. They may also help identify the sources of outbreaks of illnesses in humans and animals. Research and development. Mathematicians and statisticians design experiments for product testing and development. For example, they may help > [[< Previous->15-2021-WhatTheyDo-4]] > [[Next >->15-2021-WhatTheyDo-6]] > [[Close->15-2021-Detailed]]

design experiments to see how car engines perform when exposed to extreme weather or analyze consumer data for use in developing marketing strategies. Typically, mathematicians and statisticians work on teams with other specialists to solve problems. For example, they may work with chemists, materials scientists, and chemical engineers to analyze the effectiveness of a new drug or help data scientists develop statistical models. > [[< Previous->15-2021-WhatTheyDo-5]] > [[Close->15-2021-Detailed]]

# Work Environment ### Work Environment The top employers of mathematicians and statisticians are the federal government and scientific research and development companies. Mathematicians and statisticians may work on teams with engineers, scientists, and other specialists. > [[Close->15-2021-Detailed]]

# How to Become a Mathematician or Statistician Mathematicians and statisticians typically need at least a master's degree in mathematics or statistics. However, some positions are available to those with a bachelor's degree. ### Education Students who are interested in becoming mathematicians or statisticians should take as many math courses as possible in high school. For jobs with the federal government, candidates need at least a bachelor's degree or significant coursework in mathematics. In private industry, mathematicians typically need either a master's or a doctoral degree; statisticians typically need a master's degree, but some > [[Next >->15-2021-HowToBecomeOne-2]] > [[Close->15-2021-Detailed]]

entry-level positions may accept candidates with a bachelor's degree. Most colleges and universities have bachelor's degree programs in mathematics. Courses usually include calculus, differential equations, and linear and abstract algebra. Mathematics students also commonly take courses in a related field, such as computer science, physics, or statistics. Many universities offer master's and doctoral degrees in theoretical or applied mathematics. Students who get a doctoral degree may work as professors of mathematics in a college or university. Statisticians typically need a master's > [[< Previous->15-2021-HowToBecomeOne-1]] > [[Next >->15-2021-HowToBecomeOne-3]] > [[Close->15-2021-Detailed]]

degree, but some entry-level positions may accept candidates with a bachelor's degree. Students majoring in statistics also may take courses in another field, such as computer science, life sciences, or physical sciences. These courses may help prepare students to work in a variety of industries. For example, coursework in biology, chemistry, or health sciences is useful for testing pharmaceutical or agricultural products. Physics may be useful for statisticians working in manufacturing on quality improvement. ### Advancement Mathematicians and statisticians may advance to become senior > [[< Previous->15-2021-HowToBecomeOne-2]] > [[Next >->15-2021-HowToBecomeOne-4]] > [[Close->15-2021-Detailed]]

mathematicians or statisticians or to work in other managerial roles. A master's or doctoral degree may be required for some advancement opportunities. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Mathematicians and statisticians use mathematical techniques and models to evaluate large amounts of data. Communication skills. Mathematicians and statisticians must be able to explain technical concepts and solutions in > [[< Previous->15-2021-HowToBecomeOne-3]] > [[Next >->15-2021-HowToBecomeOne-5]] > [[Close->15-2021-Detailed]]

nontechnical ways. Logical-thinking skills. Mathematicians and statisticians must understand and be able to use computer programming languages to design and develop models and to analyze data. Math skills. Mathematicians and statisticians use statistics, calculus, and linear algebra to develop their models and analyses. Problem-solving skills. Mathematicians and statisticians must devise solutions to problems encountered in science, engineering, and other fields. > [[< Previous->15-2021-HowToBecomeOne-4]] > [[Close->15-2021-Detailed]]

# Pay The median annual wage for mathematicians was $121,680 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $63,430, and the highest 10 percent earned more than $187,660. The median annual wage for statisticians was $103,300 in May 2024. The lowest 10 percent earned less than $60,390, and the highest 10 percent earned more than $170,700. In May 2024, the median annual wages for mathematicians in the top industries in which they worked were as follows: In May 2024, > [[Next >->15-2021-Pay-2]] > [[Close->15-2021-Detailed]]

the median annual wages for statisticians in the top industries in which they worked were as follows: Most mathematicians and statisticians work full time. Deadlines and last-minute requests for data or analysis may require overtime. In addition, these workers may travel to attend seminars and conferences. > [[< Previous->15-2021-Pay-1]] > [[Close->15-2021-Detailed]]

# Job Outlook Overall employment of mathematicians and statisticians is projected to grow 8 percent from 2024 to 2034, much faster than the average for all occupations. About 2,200 openings for mathematicians and statisticians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of mathematicians and statisticians varies by occupation (see table). Mathematicians will continue to be needed to analyze data, > [[Next >->15-2021-JobOutlook-2]] > [[Close->15-2021-Detailed]]

conduct research, and help to develop new products. Demand for these workers is somewhat tied to the federal government funding that is allocated for these positions. Employment growth for statisticians is expected to result from more widespread use of statistical analysis to inform business, healthcare, and policy decisions. The amount of digitally stored data will increase over the projections decade as people and companies continue to conduct business online and use social media, smartphones, and other mobile devices. As a result, businesses will increasingly need statisticians to analyze > [[< Previous->15-2021-JobOutlook-1]] > [[Next >->15-2021-JobOutlook-3]] > [[Close->15-2021-Detailed]]

the large amount of information and data collected. Statistical analyses will help companies improve their business processes, design and develop new products, and advertise products to potential customers. > [[< Previous->15-2021-JobOutlook-2]] > [[Close->15-2021-Detailed]]

# What Court Reporters and Simultaneous Captioners Do Court reporters create word-for-word transcriptions at trials, depositions, administrative hearings, and other legal proceedings. Simultaneous captioners provide similar transcriptions for television or for presentations in other settings, such as press conferences and business meetings, for people who are deaf or hard of hearing. ### Duties Court reporters and simultaneous captioners typically do the following: - Attend depositions, hearings, proceedings, and other events that require verbatim transcripts > [[Next >->27-3092-WhatTheyDo-2]] > [[Close->27-3092-Detailed]]

- Capture spoken dialogue with special equipment, such as stenography machines and digital recording devices - Report speakers' identification, gestures, and actions - Read or play back portions of events or legal proceedings upon request - Ask speakers to clarify inaudible statements or testimony - Review notes they have taken, including the spelling of names and technical terminology - Provide copies of transcripts and recordings to the parties involved - Transcribe television or movie dialogue for the benefit of viewers > [[< Previous->27-3092-WhatTheyDo-1]] > [[Next >->27-3092-WhatTheyDo-3]] > [[Close->27-3092-Detailed]]

- Provide real-time transcription of presentations in public forums for people who are deaf or hard of hearing Court reporters have a critical role in legal proceedings, which require an exact record of what occurred. These workers are responsible for producing a complete, accurate, and secure transcript of depositions, trials, and other legal proceedings. The official record allows judges and lawyers to efficiently search for important information contained in the transcript. Court reporters also index and catalog exhibits used during legal proceedings. Simultaneous captioners primarily > [[< Previous->27-3092-WhatTheyDo-2]] > [[Next >->27-3092-WhatTheyDo-4]] > [[Close->27-3092-Detailed]]

serve people who are deaf or hard of hearing by transcribing speech to text as the speech occurs. They typically work in settings other than courtrooms or law offices. The following are examples of types of simultaneous captioners: Broadcast captioners provide transcriptions for television programs (called closed captions). They capture dialogue for displaying to television viewers, primarily those who are deaf or hard of hearing. Some broadcast captioners may transcribe dialogue in real time during broadcasts; others caption during the program's postproduction. Communication access > [[< Previous->27-3092-WhatTheyDo-3]] > [[Next >->27-3092-WhatTheyDo-5]] > [[Close->27-3092-Detailed]]

real-time translation (CART) providers work primarily with people who are deaf or hard of hearing during meetings, doctors' appointments, and other situations requiring real-time transcription. For example, CART providers may caption the dialogue of college classes and present an immediate transcript to students who are learning English as a second language. Although some simultaneous captioners accompany their clients to events, many broadcast captioners and CART providers do not. Establishing remote access allows these workers to hear and type dialogue without having to be physically > [[< Previous->27-3092-WhatTheyDo-4]] > [[Next >->27-3092-WhatTheyDo-6]] > [[Close->27-3092-Detailed]]

present in the room. Court reporters and simultaneous captioners turn dialogue into text for a variety of audiences. For information about workers who convey dialogue through sign language, cued speech, or other means to people who are deaf or hard of hearing, see the profile on interpreters and translators. Court reporters and simultaneous captioners use different methods for recording speech, such as stenotype machines, steno masks, and digital recording devices. Stenotype machines work like keyboards but create words through key combinations rather than single characters, allowing court > [[< Previous->27-3092-WhatTheyDo-5]] > [[Next >->27-3092-WhatTheyDo-7]] > [[Close->27-3092-Detailed]]

reporters to keep up with fast-moving dialogue. With steno masks, court reporters and simultaneous captioners speak directly into a covered microphone to record dialogue and to describe gestures and actions. Because the microphone is covered, others cannot hear what the reporter or captioner is saying. Digital recording devices create an audio or video file rather than a written transcript. In addition to recording dialogue, court reporters and simultaneous captioners who use this equipment also take notes to identify the speakers and provide context for the recording. In some cases, they > [[< Previous->27-3092-WhatTheyDo-6]] > [[Next >->27-3092-WhatTheyDo-8]] > [[Close->27-3092-Detailed]]

use the audio recording to create a written transcript. > [[< Previous->27-3092-WhatTheyDo-7]] > [[Close->27-3092-Detailed]]

# Work Environment ### Work Environment Most court reporters work in courts or legislatures; simultaneous captioners may work from their home or a central office. Some court reporters and simultaneous captioners travel to other locations, such as meeting sites or public events. > [[Close->27-3092-Detailed]]

# How to Become a Court Reporter or Simultaneous Captioner Many community colleges and technical institutes offer postsecondary certificate programs for court reporters and simultaneous captioners. These workers typically on-the-job training; the length of training varies by type of reporting or captioning. Many states require court reporters and simultaneous captioners to have a state license or a certification from a professional association. ### Education Many court reporters and simultaneous captioners attend programs at community colleges or technical institutes that lead to either a certificate or an associate's degree. Either credential > [[Next >->27-3092-HowToBecomeOne-2]] > [[Close->27-3092-Detailed]]

qualifies applicants for many entry-level positions. Certification programs prepare students to pass the licensing exams and typing-speed tests required by most states and employers. Most court reporting programs include courses in English grammar and phonetics, legal procedures, and legal terminology. Students also practice preparing transcripts to improve the speed and accuracy of their work. Some schools also offer training in the use of different transcription equipment, such as stenotype machines or steno masks. Completing a court reporting program typically takes 2 or 3 years. ### > [[< Previous->27-3092-HowToBecomeOne-1]] > [[Next >->27-3092-HowToBecomeOne-3]] > [[Close->27-3092-Detailed]]

Licenses, Certifications, and Registrations Many states require court reporters and simultaneous captioners to be licensed or certified by a professional association. Licensing requirements vary by state and by method of reporting or captioning. Certifications typically require the successful completion of a written test, as well as a skills test in which applicants must type, record, or transcribe a minimum number of words per minute with a high level of accuracy. In addition, professional associations often require court reporters and simultaneous captioners to obtain a certain amount of > [[< Previous->27-3092-HowToBecomeOne-2]] > [[Next >->27-3092-HowToBecomeOne-4]] > [[Close->27-3092-Detailed]]

continuing education credits in order to renew their certification. Information on certifications is available from CareerOneStop. For more information on certification, exams, and continuing education requirements, visit the specific association's website. State licensing and continuing education requirements are available on the state association's or state judicial agency's website. ### Training After completing their formal program, court reporters and simultaneous captioners must undergo on-the-job training. The length of training varies by type of reporting or captioning but typically > [[< Previous->27-3092-HowToBecomeOne-3]] > [[Next >->27-3092-HowToBecomeOne-5]] > [[Close->27-3092-Detailed]]

includes training on the specific equipment and technical terminology that may be used during complex medical or legal proceedings. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Concentration. Court reporters and simultaneous captioners must be able to focus for long periods so that they remain attentive to the dialogue they are recording. Detail oriented. Court reporters and simultaneous captioners must produce error-free work > [[< Previous->27-3092-HowToBecomeOne-4]] > [[Next >->27-3092-HowToBecomeOne-6]] > [[Close->27-3092-Detailed]]

because they create transcripts that serve as legal records. Listening skills. Court reporters and simultaneous captioners must give their full attention to speakers and capture every word that is said. Writing skills. Court reporters and simultaneous captioners need a good command of grammar, vocabulary, and punctuation. > [[< Previous->27-3092-HowToBecomeOne-5]] > [[Close->27-3092-Detailed]]

# Pay The median annual wage for court reporters and simultaneous captioners was $67,310 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,100, and the highest 10 percent earned more than $127,020. In May 2024, the median annual wages for court reporters and simultaneous captioners in the top industries in which they worked were as follows: Freelance court reporters and simultaneous captioners typically charge an hourly rate; court reporters may also sell additional > [[Next >->27-3092-Pay-2]] > [[Close->27-3092-Detailed]]

copies of the transcript, usually charging a set price per page. Court reporters and simultaneous captioners who work in a legal setting or office typically work full time recording events and preparing transcripts. Freelance reporters often have more flexibility in their work schedules. > [[< Previous->27-3092-Pay-1]] > [[Close->27-3092-Detailed]]

# Job Outlook Employment of court reporters and simultaneous captioners is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 1,700 openings for court reporters and simultaneous captioners are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Court reporters will continue to be needed to create detailed, accurate records of legal proceedings. Technology may make transcription work more efficient; > [[Next >->27-3092-JobOutlook-2]] > [[Close->27-3092-Detailed]]

however, court reporters will continue to be needed to review and edit digitally produced documentation. State and local government budgets may affect the employment of court reporters because judicial budgets are contingent on available funds. Demand for simultaneous captioners will be influenced by federal regulations requiring captioning for television, the internet, and other technologies. New television programming will continue to need closed captioning. Older people, a group that may experience hearing loss, becoming a larger share of the population will spur demand for simultaneous > [[< Previous->27-3092-JobOutlook-1]] > [[Next >->27-3092-JobOutlook-3]] > [[Close->27-3092-Detailed]]

captioners who provide communication access real-time translation (CART). In addition, movie theaters and sports stadiums will provide closed captioning for attendees who are deaf or hard of hearing. > [[< Previous->27-3092-JobOutlook-2]] > [[Close->27-3092-Detailed]]

# What Operations Research Analysts Do Operations research analysts use mathematics and logic to help organizations make informed decisions and solve problems. ### Duties Operations research analysts typically do the following: - Identify problems in areas such as business, logistics, healthcare, or other fields - Collect and organize information from a variety of sources, such as databases, sales histories, and customer feedback - Gather input from workers or subject-matter experts - Analyze collected data and extract information relevant to the problem being addressed > [[Next >->15-2031-WhatTheyDo-2]] > [[Close->15-2031-Detailed]]

- Develop and test quantitative models, support software, and analytical tools > [[< Previous->15-2031-WhatTheyDo-1]] > [[Next >->15-2031-WhatTheyDo-3]] > [[Close->15-2031-Detailed]]

- Write memos, reports, and other documents explaining their findings and recommendations for managers, executives, and other officials Operations research analysts may be involved in many aspects of an organization. For example, they may help managers decide how to allocate resources, develop production schedules, oversee the supply chain, and set prices. To begin a project, analysts first identify the problem to be solved or the processes to be improved. They typically collect data and interview clients, workers, or others involved in the business processes being examined. Analysts then > [[< Previous->15-2031-WhatTheyDo-2]] > [[Next >->15-2031-WhatTheyDo-4]] > [[Close->15-2031-Detailed]]

break down the problem into its various parts using statistical and database software and analytical techniques, such as forecasting and data mining. They also study the effect that different changes and circumstances would have on each of these parts. For example, to help an airline schedule flights and set ticket prices, analysts may take into account the cities involved, the amount and cost of fuel required, the expected number of passengers, the pilots' schedules, and the maintenance costs. Operations research analysts provide alternatives to pursuing different actions and may assist in > [[< Previous->15-2031-WhatTheyDo-3]] > [[Next >->15-2031-WhatTheyDo-5]] > [[Close->15-2031-Detailed]]

achieving a consensus on how to proceed. They weigh the costs and benefits of alternative solutions or approaches in their recommendations to managers. > [[< Previous->15-2031-WhatTheyDo-4]] > [[Close->15-2031-Detailed]]

# Work Environment ### Work Environment Operations research analysts spend much of their time in office settings, although travel may be necessary to meet with clients. Most operations research analysts work full time. > [[Close->15-2031-Detailed]]

# How to Become an Operations Research Analyst Operations research analysts typically need at least a bachelor's degree to enter the occupation. Some employers require or prefer that applicants have a master's degree. Analysts may need a degree in operations research or a related field, such as applied mathematics. ### Education Operations research analysts typically need at least a bachelor's degree, but some jobs require a master's degree. Fields of degree may include operations research or a related field, such as business, mathematics, engineering, or computer science. Because operations research is based on quantitative analysis, > [[Next >->15-2031-HowToBecomeOne-2]] > [[Close->15-2031-Detailed]]

students need extensive coursework in mathematics. Coursework in computer science is important because analysts rely on statistical and database software to assess and model data. ### Other Experience Some operations research analysts are veterans of the U.S. Armed Forces. Certain positions may require applicants to undergo a background check in order to obtain a security clearance. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->15-2031-HowToBecomeOne-1]] > [[Next >->15-2031-HowToBecomeOne-3]] > [[Close->15-2031-Detailed]]

page. Analytical skills. Operations research analysts use a range of methods, including forecasting and data mining, to examine and interpret data. Communication skills. Operations research analysts write memos, reports, and other documents and often present their data and conclusions to managers and other executives. They must be able to convey technical information in a way that is understandable to nontechnical audiences. Critical-thinking skills. Operations research analysts must be able to organize information and make connections between ideas and facts. Interpersonal skills. > [[< Previous->15-2031-HowToBecomeOne-2]] > [[Next >->15-2031-HowToBecomeOne-4]] > [[Close->15-2031-Detailed]]

Operations research analysts typically work on teams. They also need to be able to persuade managers and executives to accept their recommendations. Math skills. The models and methods used by operations research analysts are rooted in statistics, calculus, linear algebra, and other mathematics disciplines. Problem-solving skills. Operations research analysts need to be able to diagnose problems and study relevant information to solve them. > [[< Previous->15-2031-HowToBecomeOne-3]] > [[Close->15-2031-Detailed]]

# Pay The median annual wage for operations research analysts was $91,290 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $53,910, and the highest 10 percent earned more than $159,280. In May 2024, the median annual wages for operations research analysts in the top industries in which they worked were as follows: Most operations research analysts work full time. > [[Close->15-2031-Detailed]]

# Job Outlook Employment of operations research analysts is projected to grow 21 percent from 2024 to 2034, much faster than the average for all occupations. About 9,600 openings for operations research analysts are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As technology advances and companies and government agencies seek efficiency and cost savings, demand for operations research analysis is expected to continue to > [[Next >->15-2031-JobOutlook-2]] > [[Close->15-2031-Detailed]]

grow. In addition, increasing demand will likely occur for these workers in the field of analytics to improve business planning and decision making. Technological advances have made it faster and easier for organizations to get data. Operations research analysts manage and evaluate data to improve business operations, supply chains, pricing models, and marketing. In addition, improvements in analytical software have made operations research more affordable and applicable to a wider range of areas. More companies are expected to employ operations research analysts to help them turn data into > [[< Previous->15-2031-JobOutlook-1]] > [[Next >->15-2031-JobOutlook-3]] > [[Close->15-2031-Detailed]]

information that managers use to make decisions about all aspects of their business. > [[< Previous->15-2031-JobOutlook-2]] > [[Close->15-2031-Detailed]]

- Create sketches, templates, or models to guide their work - Select which materials to use on the basis of color, texture, strength, and other criteria - Shape, join, or cut materials for a final product - Use visual techniques, such as composition, color, space, and perspective, to produce desired artistic effects - Develop portfolios highlighting their artistic styles and abilities to show to gallery owners and others interested in their work - Display their work at auctions, craft fairs, galleries, museums, and online marketplaces > [[< Previous->27-1012-WhatTheyDo-1]] > [[Next >->27-1012-WhatTheyDo-3]] > [[Close->27-1012-Detailed]]

- Complete grant proposals and applications to obtain financial support for projects Artists create objects that are beautiful, thought provoking, and sometimes shocking. They often strive to communicate ideas or feelings through their art. Craft artists work with many different materials, including ceramics, glass, textiles, wood, metal, and paper. They use these materials to create unique pieces of art, such as pottery, quilts, stained glass, furniture, jewelry, and clothing. Many craft artists also use fine-art techniques - for example, painting, sketching, and printing > [[< Previous->27-1012-WhatTheyDo-2]] > [[Next >->27-1012-WhatTheyDo-4]] > [[Close->27-1012-Detailed]]

- to add finishing touches to their products. Fine artists typically display their work in museums, in commercial or nonprofit art galleries, at craft fairs, in corporate collections, on the Internet, and in private homes. Some of their artwork may be commissioned (requested by a client), but most is sold by the artist or through private art galleries or dealers. The artist, gallery, and dealer together decide in advance how much of the proceeds from the sale each will keep. Most craft and fine artists spend their time and effort selling their artwork to potential customers and building a > [[< Previous->27-1012-WhatTheyDo-3]] > [[Next >->27-1012-WhatTheyDo-5]] > [[Close->27-1012-Detailed]]

reputation. In addition to selling their artwork, many artists have at least one other job to support their craft or art careers. Some artists work in museums or art galleries as art directors or as archivists, curators, or museum workers, planning and setting up exhibits. Others teach craft or art classes or conduct workshops in schools or in their own studios. For more information on workers who teach art classes, see the profiles on kindergarten and elementary school teachers, middle school teachers, high school teachers, career and technical education teachers, and postsecondary > [[< Previous->27-1012-WhatTheyDo-4]] > [[Next >->27-1012-WhatTheyDo-6]] > [[Close->27-1012-Detailed]]

teachers. Craft and fine artists specialize in one or more types of art. The following are examples of types of craft and fine artists: Cartoonists create simplified or exaggerated drawings to visually convey political, advertising, comic, or sports concepts. Some cartoonists work with others who create the idea or story and write captions. Others create plots and write captions themselves. Most cartoonists have humorous, critical, or dramatic talent, in addition to drawing skills. Ceramic artists shape, form, and mold artworks out of clay, often using a potter's wheel and other tools. > [[< Previous->27-1012-WhatTheyDo-5]] > [[Next >->27-1012-WhatTheyDo-7]] > [[Close->27-1012-Detailed]]

They glaze and fire pieces in kilns, which are large, special furnaces that dry and harden the clay. Digital artists use design and production software to create interactive art online. The digital imagery may then be transferred to paper or some other form of printmaking or made available directly on web-accessible devices. Fiber artists use fabric, yarn, or other natural and synthetic materials to weave, knit, crochet, or sew textile art. They may use a loom to weave fabric, needles to knit or crochet yarn, or a sewing machine to join pieces of fabric for quilts or other > [[< Previous->27-1012-WhatTheyDo-6]] > [[Next >->27-1012-WhatTheyDo-8]] > [[Close->27-1012-Detailed]]

handicrafts. Fine-art painters paint landscapes, portraits, and other subjects in a variety of styles, ranging from realistic to abstract. They may work in a variety of media, such as watercolors, oil paints, and acrylics. Furniture makers cut, sand, join, and finish wood and other materials to make handcrafted furnishings. For information about other workers who assemble wood furniture, see the profile on woodworkers. Glass artists process glass in a variety of ways - such as by blowing, shaping, staining, or joining it > [[< Previous->27-1012-WhatTheyDo-7]] > [[Next >->27-1012-WhatTheyDo-9]] > [[Close->27-1012-Detailed]]

- to create artistic pieces. Some processes require the use of kilns, ovens, and other equipment and tools that bend glass at high temperatures. These workers also decorate glass objects, such as by etching or painting. Illustrators create pictures for books, magazines, and other publications and for commercial products, such as textiles, wrapping paper, stationery, greeting cards, and calendars. Illustrators increasingly use computers in their work. They might draw in pen or pencil and then scan the image, using software to add color, or they might use a special pen to draw images directly > [[< Previous->27-1012-WhatTheyDo-8]] > [[Next >->27-1012-WhatTheyDo-10]] > [[Close->27-1012-Detailed]]

onto the computer. Jewelry artists use metals, stones, beads, and other materials to make objects for personal adornment, such as earrings or necklaces. For more information about other workers who create jewelry, see the profile on jewelers and precious stone and metal workers. Medical and scientific illustrators combine drawing skills with knowledge of biology or other sciences. Medical illustrators work with computers or with pen and paper to create images, three-dimensional models, and animations of human anatomy and surgical procedures. Scientific illustrators draw animal and plant > [[< Previous->27-1012-WhatTheyDo-9]] > [[Next >->27-1012-WhatTheyDo-11]] > [[Close->27-1012-Detailed]]

life, atomic and molecular structures, and geologic and planetary formations. These illustrations are used in medical and scientific publications and in audiovisual presentations for teaching purposes. Some medical and scientific illustrators work for lawyers, producing exhibits for court cases. Public artists create large paintings, sculptures, and displays called "installations" that are meant to be seen in open spaces. These works are typically displayed in parks, museum grounds, train stations, and other public areas. Printmakers create images on a silk screen, woodblock, lithography > [[< Previous->27-1012-WhatTheyDo-10]] > [[Next >->27-1012-WhatTheyDo-12]] > [[Close->27-1012-Detailed]]

stone, metal etching plate, or other types of matrices. A printing hand press then creates the final work of art, inking and transferring the matrix to a piece of paper. Sculptors design and shape three-dimensional works of art, either by molding and joining materials such as clay, glass, plastic, and metal or by cutting and carving forms from a block of plaster, wood, or stone. Some sculptors combine various materials to create mixed-media installations, such as by incorporating light, sound, and motion into their work. Sketch artists are a type of illustrator who often use pencil, > [[< Previous->27-1012-WhatTheyDo-11]] > [[Next >->27-1012-WhatTheyDo-13]] > [[Close->27-1012-Detailed]]

charcoal, or pastels to create likenesses of subjects. Their sketches are used by law enforcement agencies to help identify suspects, by the news media to show courtroom scenes, and by individual customers for their own enjoyment. Tattoo artists use stencils and draw by hand to create original images and text on skin. With specialized needles, these artists use a variety of styles and colors based on their clients' preferences. Video artists record avant-garde, moving imagery that is typically shown in a loop in art galleries, museums, or performance spaces. These artists sometimes use > [[< Previous->27-1012-WhatTheyDo-12]] > [[Next >->27-1012-WhatTheyDo-14]] > [[Close->27-1012-Detailed]]

multiple monitors or create unusual spaces for the video to be shown. > [[< Previous->27-1012-WhatTheyDo-13]] > [[Close->27-1012-Detailed]]

related to fine and performing arts. In addition to studio art and art history, postsecondary programs may include core subjects, such as English, marketing, social science, and natural science. Independent schools of art and design also offer postsecondary education programs, which can lead to a certificate in an art-related specialty or to an associate's, bachelor's, or master's degree in fine arts. Medical illustrators must have artistic ability and a detailed knowledge of human or animal anatomy, living organisms, and surgical and medical procedures. They usually need a bachelor's degree > [[< Previous->27-1012-HowToBecomeOne-1]] > [[Next >->27-1012-HowToBecomeOne-3]] > [[Close->27-1012-Detailed]]

that combines art and premedical courses. Medical illustrators may choose to get a master's degree in medical illustration. Four accredited schools offer this degree in the United States. Education gives artists an opportunity to develop their portfolio, which is a collection of an artist's work that demonstrates his or her styles and abilities. Portfolios are essential, because art directors, clients, and others look at them when deciding whether to hire an artist or to buy the artist's work. In addition to compiling a physical portfolio, many artists choose to create a portfolio > [[< Previous->27-1012-HowToBecomeOne-2]] > [[Next >->27-1012-HowToBecomeOne-4]] > [[Close->27-1012-Detailed]]

online. Those who want to teach fine arts at public elementary or secondary schools usually must have a teaching certificate in addition to a bachelor's degree. For more information on workers who teach art classes, see the profiles on kindergarten and elementary school teachers, middle school teachers, high school teachers, career and technical education teachers, and postsecondary teachers. ### Training Craft and fine artists improve their skills through practice and repetition. They can train in several ways other than, or in addition to, formal schooling. Craft and fine artists may > [[< Previous->27-1012-HowToBecomeOne-3]] > [[Next >->27-1012-HowToBecomeOne-5]] > [[Close->27-1012-Detailed]]

train with simpler projects before attempting something more ambitious. Some artists learn on the job from more experienced artists. Others attend noncredit classes or workshops or take private lessons, which may be offered in artists' studios or at community colleges, art centers, galleries, museums, or other art-related institutions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Artistic ability. Craft and fine artists create > [[< Previous->27-1012-HowToBecomeOne-4]] > [[Next >->27-1012-HowToBecomeOne-6]] > [[Close->27-1012-Detailed]]

artwork and other objects that are visually appealing or thought provoking. This endeavor usually requires significant skill and attention to detail in one or more art forms. Business skills. Craft and fine artists must promote themselves and their art to build a reputation and to sell their art. They often study the market for their crafts or artwork to increase their understanding of what prospective customers might want. Craft and fine artists also may sell their work on the internet, so developing an online presence is often an important part of their art sales. Creativity. Artists must > [[< Previous->27-1012-HowToBecomeOne-5]] > [[Next >->27-1012-HowToBecomeOne-7]] > [[Close->27-1012-Detailed]]

have active imaginations to develop new and original ideas for their work. Customer-service skills. Craft and fine artists, especially those who sell their work themselves, must be good at dealing with customers and prospective buyers. Dexterity. Artists must be good at manipulating tools and materials to create their art. Interpersonal skills. Artists should be comfortable interacting with people, including customers, gallery owners, and the public. ### Advancement Craft and fine artists advance professionally as their work circulates and as they establish a reputation for their > [[< Previous->27-1012-HowToBecomeOne-6]] > [[Next >->27-1012-HowToBecomeOne-8]] > [[Close->27-1012-Detailed]]

particular style. Successful artists continually develop new ideas, and their work often evolves over time. Until they become established as professional artists, many artists create artwork while continuing to hold a full-time job. Others work as an artist part time while still in school to develop experience and to build a portfolio. Self-employed and freelance artists try to establish a set of clients who regularly contract for work. Some of these artists are recognized for their skill in a specialty, such as cartooning or illustrating children's books. They may earn enough to choose the > [[< Previous->27-1012-HowToBecomeOne-7]] > [[Next >->27-1012-HowToBecomeOne-9]] > [[Close->27-1012-Detailed]]

types of projects they undertake. > [[< Previous->27-1012-HowToBecomeOne-8]] > [[Close->27-1012-Detailed]]

- Use statistical software to analyze data and create visualizations to aid decision making in business To solve problems, mathematicians rely on statisticians to design surveys, questionnaires, experiments, and opinion polls for collecting the data they need. For most surveys and opinion polls, statisticians gather data from some people in a particular group. Statisticians determine the type and size of this sample for collecting data in the survey or poll. Following data collection is analysis, which involves mathematicians and statisticians using specialized statistical software. In > [[< Previous->15-2041-WhatTheyDo-1]] > [[Next >->15-2041-WhatTheyDo-3]] > [[Close->15-2041-Detailed]]

their analyses, mathematicians and statisticians identify trends and relationships within the data. They also conduct tests to determine the data's validity and to account for possible errors. Some help write software code to analyze data more accurately and efficiently. Mathematicians and statisticians present findings from their analyses and discuss the data's limitations in order to ensure accurate interpretation. They may present written reports, tables, and charts to team members, clients, and other users. Mathematicians and statisticians work in any field that benefits from data > [[< Previous->15-2041-WhatTheyDo-2]] > [[Next >->15-2041-WhatTheyDo-4]] > [[Close->15-2041-Detailed]]

analysis, including education, government, healthcare, and research and development. Colleges and universities. Mathematicians and statisticians working in postsecondary schools may study theoretical or abstract concepts in these fields. They identify, research, and work to resolve unexplained issues in mathematics and explore mathematical or statistical theories to increase knowledge and understanding about the field. Government. Mathematicians and statisticians working in government develop surveys and collect and analyze data on a variety of topics, including employment, crop production, > [[< Previous->15-2041-WhatTheyDo-3]] > [[Next >->15-2041-WhatTheyDo-5]] > [[Close->15-2041-Detailed]]

and energy use. At all levels of government, these data help to inform policy proposals and decisions that affect the public. Healthcare. Statisticians known as biostatisticians or biometricians work in pharmaceutical companies, public health agencies, or hospitals. They may design studies to test whether drugs successfully treat diseases or medical conditions. They may also help identify the sources of outbreaks of illnesses in humans and animals. Research and development. Mathematicians and statisticians design experiments for product testing and development. For example, they may help > [[< Previous->15-2041-WhatTheyDo-4]] > [[Next >->15-2041-WhatTheyDo-6]] > [[Close->15-2041-Detailed]]

# How to Become a Mathematician or Statistician Mathematicians and statisticians typically need at least a master's degree in mathematics or statistics. However, some positions are available to those with a bachelor's degree. ### Education Students who are interested in becoming mathematicians or statisticians should take as many math courses as possible in high school. For jobs with the federal government, candidates need at least a bachelor's degree or significant coursework in mathematics. In private industry, mathematicians typically need either a master's or a doctoral degree; statisticians typically need a master's degree, but some > [[Next >->15-2041-HowToBecomeOne-2]] > [[Close->15-2041-Detailed]]

entry-level positions may accept candidates with a bachelor's degree. Most colleges and universities have bachelor's degree programs in mathematics. Courses usually include calculus, differential equations, and linear and abstract algebra. Mathematics students also commonly take courses in a related field, such as computer science, physics, or statistics. Many universities offer master's and doctoral degrees in theoretical or applied mathematics. Students who get a doctoral degree may work as professors of mathematics in a college or university. Statisticians typically need a master's > [[< Previous->15-2041-HowToBecomeOne-1]] > [[Next >->15-2041-HowToBecomeOne-3]] > [[Close->15-2041-Detailed]]

degree, but some entry-level positions may accept candidates with a bachelor's degree. Students majoring in statistics also may take courses in another field, such as computer science, life sciences, or physical sciences. These courses may help prepare students to work in a variety of industries. For example, coursework in biology, chemistry, or health sciences is useful for testing pharmaceutical or agricultural products. Physics may be useful for statisticians working in manufacturing on quality improvement. ### Advancement Mathematicians and statisticians may advance to become senior > [[< Previous->15-2041-HowToBecomeOne-2]] > [[Next >->15-2041-HowToBecomeOne-4]] > [[Close->15-2041-Detailed]]

mathematicians or statisticians or to work in other managerial roles. A master's or doctoral degree may be required for some advancement opportunities. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Mathematicians and statisticians use mathematical techniques and models to evaluate large amounts of data. Communication skills. Mathematicians and statisticians must be able to explain technical concepts and solutions in > [[< Previous->15-2041-HowToBecomeOne-3]] > [[Next >->15-2041-HowToBecomeOne-5]] > [[Close->15-2041-Detailed]]

nontechnical ways. Logical-thinking skills. Mathematicians and statisticians must understand and be able to use computer programming languages to design and develop models and to analyze data. Math skills. Mathematicians and statisticians use statistics, calculus, and linear algebra to develop their models and analyses. Problem-solving skills. Mathematicians and statisticians must devise solutions to problems encountered in science, engineering, and other fields. > [[< Previous->15-2041-HowToBecomeOne-4]] > [[Close->15-2041-Detailed]]

conduct research, and help to develop new products. Demand for these workers is somewhat tied to the federal government funding that is allocated for these positions. Employment growth for statisticians is expected to result from more widespread use of statistical analysis to inform business, healthcare, and policy decisions. The amount of digitally stored data will increase over the projections decade as people and companies continue to conduct business online and use social media, smartphones, and other mobile devices. As a result, businesses will increasingly need statisticians to analyze > [[< Previous->15-2041-JobOutlook-1]] > [[Next >->15-2041-JobOutlook-3]] > [[Close->15-2041-Detailed]]

# What Data Scientists Do Data scientists use analytical tools and techniques to extract meaningful insights from data. ### Duties Data scientists typically do the following: - Determine which data are available and useful for the project - Collect, categorize, and analyze data - Create, validate, test, and update algorithms and models - Use data visualization software to present findings > [[Next >->15-2051-WhatTheyDo-2]] > [[Close->15-2051-Detailed]]

- Make business recommendations to stakeholders based on data analysis Data scientists often begin a project by gathering or identifying relevant data sources, such as surveys. They may use a variety of methods to obtain data, including through access to other organizations' databases or by using web-scraping tools (software that extracts specific information from websites). They may start with large, unstructured datasets, commonly referred to as raw data. To properly analyze the data, these scientists must "clean" the raw data, a process by which they structure the data to make them > [[< Previous->15-2051-WhatTheyDo-1]] > [[Next >->15-2051-WhatTheyDo-3]] > [[Close->15-2051-Detailed]]

readable by software programs. Data scientists develop algorithms (sets of instructions that tell computers what to do) and models to support programs for machine learning. They use machine learning to classify or categorize data or to make predictions related to the models. Scientists also must test the algorithms and models for accuracy, including for updates with newly collected data. Data scientists often use data visualization software to present their findings as charts, maps, and other graphics. Visualization techniques allow data scientists to clearly communicate their analyses to > [[< Previous->15-2051-WhatTheyDo-2]] > [[Next >->15-2051-WhatTheyDo-4]] > [[Close->15-2051-Detailed]]

technical and nontechnical audiences, including colleagues, managers, and clients. Ensuring that audiences understand the information helps data scientists make recommendations for business decisions or process changes based on the results of their analysis. Some data scientists choose to focus on a particular area of work. For example, data scientists who have a strong coding or engineering background may develop or recommend systems, build machine learning algorithms, and devise ways to enhance web-browsing functions. Others conduct research for reports or academic journals. Still others > [[< Previous->15-2051-WhatTheyDo-3]] > [[Next >->15-2051-WhatTheyDo-5]] > [[Close->15-2051-Detailed]]

focus on improving business strategy for activities such as marketing, sales, and user engagement. > [[< Previous->15-2051-WhatTheyDo-4]] > [[Close->15-2051-Detailed]]

# Work Environment ### Work Environment Data scientists spend much of their time in an office setting. Most work full time. > [[Close->15-2051-Detailed]]

# How to Become a Data Scientist Data scientists typically need at least a bachelor's degree in mathematics, statistics, computer science, or a related field to enter the occupation. However, some employers require or prefer that candidates have a master's or doctoral degree. ### Education Data scientists typically need at least a bachelor's degree, but some jobs require a master's or doctoral degree. Common fields of degree include mathematics, statistics, computer science, business, and engineering. Because data science involves the use of algorithms and statistical techniques, students need extensive study in > [[Next >->15-2051-HowToBecomeOne-2]] > [[Close->15-2051-Detailed]]

mathematics and statistics. High school students interested in becoming data scientists should take classes in subjects such as linear algebra, calculus, and probability and statistics. At the college level, courses in computer science are important in addition to math and statistics. Students must learn data-oriented programming languages as well as statistical, database, and other software for presenting analyses. ### Other Experience Some employers require industry-related experience or education. For example, data scientists seeking work in an asset management company may need to have > [[< Previous->15-2051-HowToBecomeOne-1]] > [[Next >->15-2051-HowToBecomeOne-3]] > [[Close->15-2051-Detailed]]

experience in the finance industry or to have completed coursework that demonstrates an understanding of investments, banking, or related subjects. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Data scientists must be adept at researching and at examining and interpreting findings. Computer skills. Data scientists must be able to write code, analyze data, develop or improve algorithms, and use data visualization > [[< Previous->15-2051-HowToBecomeOne-2]] > [[Next >->15-2051-HowToBecomeOne-4]] > [[Close->15-2051-Detailed]]

tools. Communication skills. Data scientists must be able to convey the results of their analysis to technical and nontechnical audiences to make business recommendations. Logical-thinking skills. Data scientists must understand and be able to design and develop statistical models and to analyze data. Math skills. Data scientists use statistical methods to collect and organize data. Problem-solving skills. Data scientists must devise solutions to the problems they encounter in data collection and cleaning and in developing statistical models and algorithms. > [[< Previous->15-2051-HowToBecomeOne-3]] > [[Close->15-2051-Detailed]]

# Pay The median annual wage for data scientists was $112,590 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $63,650, and the highest 10 percent earned more than $194,410. In May 2024, the median annual wages for data scientists in the top industries in which they worked were as follows: Most data scientists work full time. > [[Close->15-2051-Detailed]]

# Job Outlook Employment of data scientists is projected to grow 34 percent from 2024 to 2034, much faster than the average for all occupations. About 23,400 openings for data scientists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth for data scientists is expected to stem from an increased demand for data-driven decisions. The volume of data available and the potential uses for that data will increase > [[Next >->15-2051-JobOutlook-2]] > [[Close->15-2051-Detailed]]

over the projections decade. As a result, organizations will likely need more data scientists to mine and analyze the large amounts of information and data collected. Data scientists' analysis will help organizations to make informed decisions and improve their business processes, to design and develop new products, and to better market their products. > [[< Previous->15-2051-JobOutlook-1]] > [[Close->15-2051-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1111-WhatTheyDo-1]] > [[Next >->25-1111-WhatTheyDo-3]] > [[Close->25-1111-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1111-WhatTheyDo-2]] > [[Next >->25-1111-WhatTheyDo-4]] > [[Close->25-1111-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1111-WhatTheyDo-3]] > [[Next >->25-1111-WhatTheyDo-5]] > [[Close->25-1111-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1111-WhatTheyDo-4]] > [[Next >->25-1111-WhatTheyDo-6]] > [[Close->25-1111-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1111-HowToBecomeOne-2]] > [[Close->25-1111-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1111-HowToBecomeOne-1]] > [[Next >->25-1111-HowToBecomeOne-3]] > [[Close->25-1111-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1111-HowToBecomeOne-2]] > [[Next >->25-1111-HowToBecomeOne-4]] > [[Close->25-1111-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1111-HowToBecomeOne-3]] > [[Next >->25-1111-HowToBecomeOne-5]] > [[Close->25-1111-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1111-HowToBecomeOne-4]] > [[Next >->25-1111-HowToBecomeOne-6]] > [[Close->25-1111-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1111-HowToBecomeOne-5]] > [[Next >->25-1111-HowToBecomeOne-7]] > [[Close->25-1111-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1111-HowToBecomeOne-6]] > [[Next >->25-1111-HowToBecomeOne-8]] > [[Close->25-1111-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1111-HowToBecomeOne-7]] > [[Close->25-1111-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1111-Pay-1]] > [[Next >->25-1111-Pay-3]] > [[Close->25-1111-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1111-JobOutlook-1]] > [[Next >->25-1111-JobOutlook-3]] > [[Close->25-1111-Detailed]]

- Organize and classify archival materials - Safeguard records by creating film and digital copies - Direct workers to help arrange, exhibit, and maintain collections - Set and administer policy guidelines concerning public access to materials - Find and acquire new materials for their archives Curators, museum technicians, and conservators typically do the following: - Acquire, store, and exhibit collections - Select the theme and design of exhibits - Design, organize, and conduct tours and workshops for the public - Attend meetings and civic events to promote their institution > [[< Previous->25-4012-WhatTheyDo-1]] > [[Next >->25-4012-WhatTheyDo-3]] > [[Close->25-4012-Detailed]]

- Clean objects such as ancient tools, coins, and statues - Direct and supervise curatorial, technical, and student staff > [[< Previous->25-4012-WhatTheyDo-2]] > [[Next >->25-4012-WhatTheyDo-4]] > [[Close->25-4012-Detailed]]

- Plan and conduct special research projects Archivists preserve important or historically significant documents and records. They coordinate educational and public outreach programs, such as tours, lectures, and classes. They also may work with researchers on topics and items relevant to their collections. Some archivists specialize in a particular era of history so that they can have a better understanding of the records from that period. Archivists typically work with specific forms of documentation, such as manuscripts, electronic records, websites, photographs, maps, motion pictures, > [[< Previous->25-4012-WhatTheyDo-3]] > [[Next >->25-4012-WhatTheyDo-5]] > [[Close->25-4012-Detailed]]

or sound recordings. Curators, who also may be museum directors, lead the acquisition, storage, and exhibition of collections. They negotiate and authorize the purchase, sale, exchange, and loan of collections. They also may research, authenticate, evaluate, and categorize the items in a collection. Curators often perform administrative tasks and help manage their institution's research projects and related educational programs. They may represent their institution in the media, at public events, and at professional conferences. In large institutions, some curators may specialize in a > [[< Previous->25-4012-WhatTheyDo-4]] > [[Next >->25-4012-WhatTheyDo-6]] > [[Close->25-4012-Detailed]]

particular field, such as botany, art, or history. For example, a large natural history museum might employ separate curators for its collections of birds, fish, and mammals. In small institutions, one curator may be responsible for many tasks, from taking care of collections to directing the affairs of the museum. Museum technicians, who may be known as preparators, registrars, or collections specialists, care for and safeguard objects in museum collections and exhibitions. Preparators focus on readying items in museum collections for display or storage. For example, they might make > [[< Previous->25-4012-WhatTheyDo-5]] > [[Next >->25-4012-WhatTheyDo-7]] > [[Close->25-4012-Detailed]]

frames and mats for artwork or fit mounts to support objects. They also help to create exhibits, such as by building exhibit cases, installing items, and ensuring proper lighting. And they transport items and prepare them for shipping. Registrars and collections specialists oversee the logistics of acquisitions, insurance policies, risk management, and loaning of objects to and from the museum for exhibition or research. They keep detailed records of the conditions and locations of the objects that are on display, in storage, or being transported to another museum. They also maintain and > [[< Previous->25-4012-WhatTheyDo-6]] > [[Next >->25-4012-WhatTheyDo-8]] > [[Close->25-4012-Detailed]]

store any documentation associated with the objects. These workers also may answer questions from the public and help curators and outside scholars use the museum's collections. Conservators handle, preserve, treat, and keep records of artifacts, specimens, and works of art. They may perform substantial historical, scientific, and archeological research. They document their findings and treat items in order to minimize deterioration or restore them to their original state. Conservators usually specialize in a particular material or group of objects, such as documents and books, paintings, > [[< Previous->25-4012-WhatTheyDo-7]] > [[Next >->25-4012-WhatTheyDo-9]] > [[Close->25-4012-Detailed]]

master's degree in art history, history, archaeology, or museum studies. In small museums, curator positions may be available to applicants with a bachelor's degree. Because curators have administrative and managerial responsibilities, courses in business administration, public relations, marketing, and fundraising are recommended. Museum technicians. Museum technicians typically need a bachelor's degree in museum studies or a related field, such as archaeology, art history, or history. Some jobs require candidates to have a master's degree in museum studies. In addition, museum employers > [[< Previous->25-4012-HowToBecomeOne-1]] > [[Next >->25-4012-HowToBecomeOne-3]] > [[Close->25-4012-Detailed]]

may prefer candidates who have knowledge of the museum's specialty or have experience working in museums. Conservators. Conservators typically need a master's degree in conservation or a related field. Graduate programs last 2 to 4 years, the latter part of which includes an internship. To qualify for entry into these programs, a student must have a background in archaeology, art history, chemistry, or studio art. Completing a conservation internship as an undergraduate may enhance an applicant's prospects into a graduate program. ### Licenses, Certifications, and Registrations Although > [[< Previous->25-4012-HowToBecomeOne-2]] > [[Next >->25-4012-HowToBecomeOne-4]] > [[Close->25-4012-Detailed]]

most employers do not require certification, some archivists may choose to earn voluntary certification because it allows them to demonstrate expertise in a particular area. Information on certifications is available from CareerOneStop. ### Other Experience To gain experience, candidates may have to work part time, as an intern or as a volunteer, during or after completing their education. Substantial experience in collection management, research, exhibit design, or restoration, as well as database management skills, is necessary for full-time positions. ### Advancement Continuing education > [[< Previous->25-4012-HowToBecomeOne-3]] > [[Next >->25-4012-HowToBecomeOne-5]] > [[Close->25-4012-Detailed]]

is available through meetings, conferences, and workshops sponsored by archival, historical, and museum associations. Some large organizations, such as the U.S. National Archives and Records Administration in Washington, DC, offer in-house training. Top museum positions are highly sought after. Performing unique research and producing published work are important for advancement in large institutions. In addition, a doctoral degree may be needed for some advanced positions. Museum workers employed in small institutions may have limited opportunities for promotion. They typically advance by > [[< Previous->25-4012-HowToBecomeOne-4]] > [[Next >->25-4012-HowToBecomeOne-6]] > [[Close->25-4012-Detailed]]

transferring to a larger institution that has supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Archivists, curators, museum technicians, and conservators must explore minutiae to determine the origin, history, and importance of the objects they work with. Customer-service skills. Archivists, curators, museum technicians, and conservators work regularly with the general public. They must be > [[< Previous->25-4012-HowToBecomeOne-5]] > [[Next >->25-4012-HowToBecomeOne-7]] > [[Close->25-4012-Detailed]]

# What Landscape Architects Do Landscape architects design parks and the outdoor spaces of campuses, recreational facilities, businesses, private homes, and other open spaces. ### Duties Landscape architects typically do the following: - Meet with clients, engineers, and building architects to understand the requirements of a project - Prepare site plans, specifications, and cost estimates - Coordinate the arrangement of existing and proposed land features and structures - Prepare graphic representations of plans using computer-aided design and drafting (CADD) software - Select appropriate landscaping materials > [[Next >->17-1012-WhatTheyDo-2]] > [[Close->17-1012-Detailed]]

- Analyze environmental reports on land conditions, such as drainage and energy usage - Inspect landscape project progress to ensure that it adheres to plans > [[< Previous->17-1012-WhatTheyDo-1]] > [[Next >->17-1012-WhatTheyDo-3]] > [[Close->17-1012-Detailed]]

- Seek new work through marketing activities or by giving presentations Landscape architects design attractive and functional public parks, gardens, playgrounds, residential areas, college campuses, and public spaces. They also plan the locations of buildings, roads, walkways, flowers, shrubs, and trees within these environments. Landscape architects design these areas so that they are not only easy to use but also harmonious with the natural environment. Landscape architects use various technologies in their work. For example, using CADD software, landscape architects prepare models of > [[< Previous->17-1012-WhatTheyDo-2]] > [[Next >->17-1012-WhatTheyDo-4]] > [[Close->17-1012-Detailed]]

their proposed work. They present these models to clients for feedback and then prepare the final look of the project. Many landscape architects also use Geographic Information Systems (GIS) which offer GPS coordinates of different geographical features. This helps landscape architects design different environments by providing clues on where to start planning and how to anticipate future effects of the landscape, such as rainfall running into a valley. The goals of landscape architects are to enhance the natural beauty of a space and foster environmental benefits. Landscape architects may > [[< Previous->17-1012-WhatTheyDo-3]] > [[Next >->17-1012-WhatTheyDo-5]] > [[Close->17-1012-Detailed]]

plan the restoration of natural places that were changed by humans or nature, such as wetlands, streams, and mined areas. They also may design green roofs (roofs that are covered in soil and plants) or rooftop gardens that can retain storm water, absorb air pollution, and cool buildings while also providing pleasant scenery. > [[< Previous->17-1012-WhatTheyDo-4]] > [[Close->17-1012-Detailed]]

# Work Environment ### Work Environment Landscape architects spend much of their time in offices, where they create designs, prepare models, and meet with clients. They spend the rest of their time at jobsites. > [[Close->17-1012-Detailed]]

# How to Become a Landscape Architect Landscape architects usually need at least a bachelor's degree in landscape architecture and a state-issued license, which typically requires completion of an internship. ### Education Landscape architects typically need a bachelor's or master's degree in landscape architecture or a related field, such as architecture. There are two undergraduate landscape architect degrees: a Bachelor of Landscape Architecture (BLA) and a Bachelor of Science in Landscape Architecture (BSLA). These programs usually require 4 to 5 years of study. Prospective landscape architects whose undergraduate degree is > [[Next >->17-1012-HowToBecomeOne-2]] > [[Close->17-1012-Detailed]]

in another field may enroll in a Master of Landscape Architecture (MLA) graduate degree program, which typically takes 3 years of full-time study. Courses typically include landscape design and construction, landscape ecology, and site design. Other relevant coursework may include history of landscape architecture, plant and soil science, and professional practice. The design studio is a key component of any curriculum. When possible, students are assigned projects that offer hands-on experience. These projects allow students to work with computer-aided design and drafting (CADD), model > [[< Previous->17-1012-HowToBecomeOne-1]] > [[Next >->17-1012-HowToBecomeOne-3]] > [[Close->17-1012-Detailed]]

building, and other design software. ### Training To become licensed, candidates must meet experience requirements determined by each state. Information on state licensing board requirements is available from CareerOneStop. New hires awaiting licensure may be called intern landscape architects. Although duties vary with the type and size of the employing firm, interns typically must work under the supervision of a licensed landscape architect for the experience to count toward licensure. Potential landscape architects may benefit by completing an internship with a landscape architecture > [[< Previous->17-1012-HowToBecomeOne-2]] > [[Next >->17-1012-HowToBecomeOne-4]] > [[Close->17-1012-Detailed]]

firm during educational studies. Interns may improve their technical skills and gain an understanding of the day-to-day operations of the business, including learning how to recruit clients, generate fees, and work within a budget. ### Licenses, Certifications, and Registrations All states require landscape architects to be licensed. Candidates for licensure must pass a licensing exam. Candidates who are interested in taking the exam usually need a degree from an accredited school and experience working under the supervision of a licensed landscape architect, although standards vary by > [[< Previous->17-1012-HowToBecomeOne-3]] > [[Next >->17-1012-HowToBecomeOne-5]] > [[Close->17-1012-Detailed]]

state. For candidates without a degree in landscape architecture, many states offer alternative paths - which usually require more work experience > [[< Previous->17-1012-HowToBecomeOne-4]] > [[Next >->17-1012-HowToBecomeOne-6]] > [[Close->17-1012-Detailed]]

- to qualify to take the licensing exam. In addition to the licensing exam, some states have their own registration exam to test for competency on state-specific issues, such as earthquakes in California or hurricanes in Florida. State-specific exams may focus on laws, environmental regulations, plants, soils, climate, and other characteristics unique to the state. Licensed landscape architects also may obtain voluntary certification, which might make it easier to get licensed in another state. Information on certifications is available from CareerOneStop. ### Important Qualities The > [[< Previous->17-1012-HowToBecomeOne-5]] > [[Next >->17-1012-HowToBecomeOne-7]] > [[Close->17-1012-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Landscape architects must understand how their designs will affect locations. When designing a building's drainage system, for example, landscape architects must understand the interaction between the building and the surrounding land. Communication skills. Landscape architects share their ideas, both orally and in writing, with clients, other architects, and workers who help prepare drawings. > [[< Previous->17-1012-HowToBecomeOne-6]] > [[Next >->17-1012-HowToBecomeOne-8]] > [[Close->17-1012-Detailed]]

Effective communication is essential to ensuring that the vision for a project gets translated into reality. Creativity. Landscape architects create the overall look of gardens, parks, and other outdoor areas. Their designs should be both pleasing to the eye and functional. Problem-solving skills. When designing outdoor spaces, landscape architects must be able to provide solutions to unanticipated challenges. These solutions often involve looking at challenges from different perspectives and providing the best recommendations. Technical skills. Landscape architects use computer-aided > [[< Previous->17-1012-HowToBecomeOne-7]] > [[Next >->17-1012-HowToBecomeOne-9]] > [[Close->17-1012-Detailed]]

design and drafting (CADD) programs to create representations of their projects. Some also must use Geographic Information Systems (GIS) for their designs. Visualization skills. Landscape architects must be able to imagine how an overall outdoor space will look once completed. > [[< Previous->17-1012-HowToBecomeOne-8]] > [[Close->17-1012-Detailed]]

# Pay The median annual wage for landscape architects was $79,660 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $51,990, and the highest 10 percent earned more than $132,250. In May 2024, the median annual wages for landscape architects in the top industries in which they worked were as follows: > [[Close->17-1012-Detailed]]

# Job Outlook Employment of landscape architects is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 1,700 openings for landscape architects are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Landscape architects will be needed to plan and develop landscapes for commercial, industrial, and residential projects. Environmental concerns and efforts to conserve water and > [[Next >->17-1012-JobOutlook-2]] > [[Close->17-1012-Detailed]]

prevent waterway pollution also may create some demand for landscape architects. ### > [[< Previous->17-1012-JobOutlook-1]] > [[Close->17-1012-Detailed]]

- Attend promotional events, such as photography sessions, for the production in which they are appearing Dancers spend years learning dances and perfecting their skills. They usually perform as part of a group and know a variety of dance styles, including ballet, tap, and modern dance. In addition to traditional performances in front of a live audience, many perform on TV, in videos on the Internet, and in music videos, in which they also may sing or act. Many dancers perform in shows at casinos, in theme parks, and on cruise ships. Choreographers typically do the following: > [[< Previous->27-2031-WhatTheyDo-1]] > [[Next >->27-2031-WhatTheyDo-3]] > [[Close->27-2031-Detailed]]

- Put together moves in a sequence to create new dances or interpretations of existing dances - Choose the music that will accompany a dance routine - Audition dancers for a role in a show or within a dance company - Assist with costume design, lighting, and other artistic aspects of a show - Teach complex dance movements - Study new and emerging types of dance to design more creative dance routines > [[< Previous->27-2031-WhatTheyDo-2]] > [[Next >->27-2031-WhatTheyDo-4]] > [[Close->27-2031-Detailed]]

- Help with the administrative duties of a dance company, such as budgeting Choreographers create original dances and develop new interpretations of existing dances. They work in dance schools, theaters, dance companies, and movie studios. During rehearsals, they typically demonstrate dance moves, to instruct dancers in the proper technique. Many choreographers also perform the dance routines they create. Some choreographers work with performers who are not trained dancers. For example, the complex martial arts scenes performed by actors in movies are arranged by choreographers who > [[< Previous->27-2031-WhatTheyDo-3]] > [[Next >->27-2031-WhatTheyDo-5]] > [[Close->27-2031-Detailed]]

specialize in martial arts. Some dancers and choreographers hold other jobs between roles to make a living. > [[< Previous->27-2031-WhatTheyDo-4]] > [[Close->27-2031-Detailed]]

companies sometimes have intensive summer training programs from which they might select candidates for admission to their regular full-time training programs. Modern dancers normally begin formal training while they are in high school. They attend afterschool dance programs and summer training programs to prepare for their career or for a college dance program. Some dancers and choreographers pursue postsecondary education. Many colleges and universities offer bachelor's and/or master's degrees in dance, typically through departments of theater or fine arts. Most programs include > [[< Previous->27-2031-HowToBecomeOne-1]] > [[Next >->27-2031-HowToBecomeOne-3]] > [[Close->27-2031-Detailed]]

coursework in a variety of dance styles, including modern dance, jazz, ballet, and hip-hop. Most entrants into college dance programs have previous formal training. Some choreographers work as dance teachers. Teaching dance in a college, high school, or elementary school requires a college degree. Some dance studios and conservatories prefer instructors who have a degree; however, they may accept previous work in lieu of a degree. ### Work Experience in a Related Occupation Nearly all choreographers begin their careers as dancers. While working as dancers, they study different types of > [[< Previous->27-2031-HowToBecomeOne-2]] > [[Next >->27-2031-HowToBecomeOne-4]] > [[Close->27-2031-Detailed]]

dance and learn how to choreograph routines. ### Advancement Some dancers take on more responsibility if they are promoted to dance captain in musical theater companies. They lead rehearsals or work with less experienced dancers when the choreographer is not present. Some dancers become choreographers. Dancers and choreographers also may become theater, film, or television producers and directors. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills > [[< Previous->27-2031-HowToBecomeOne-3]] > [[Next >->27-2031-HowToBecomeOne-5]] > [[Close->27-2031-Detailed]]

data page. Athleticism. Successful dancers must have excellent balance, physical strength, and physical dexterity so that they can move their bodies without falling or losing their sense of rhythm. Creativity. Dancers need artistic ability and creativity to express ideas through movement. Choreographers also must have artistic ability and innovative ideas, to create new and interesting dance routines. Leadership skills. Choreographers must be able to direct a group of dancers to perform the routines that they have created. Persistence. Dancers must commit to years of intense practice. > [[< Previous->27-2031-HowToBecomeOne-4]] > [[Next >->27-2031-HowToBecomeOne-6]] > [[Close->27-2031-Detailed]]

# What Surveyors Do Surveyors make precise measurements to determine property boundaries. They provide data relevant to features of the Earth's surface, such as shape and contour, for engineering, mapmaking, construction, and other purposes. ### Duties Surveyors typically do the following: - Search legal records, survey records, and land titles to obtain information about property boundaries in areas to be surveyed - Measure distances and angles between points on, above, and below the Earth's surface - Travel to locations and use known reference points to determine the exact location of important features > [[Next >->17-1022-WhatTheyDo-2]] > [[Close->17-1022-Detailed]]

- Record the results of surveying and verify the accuracy of data - Prepare or supervise preparation of plots, maps, and reports - Present findings to clients > [[< Previous->17-1022-WhatTheyDo-1]] > [[Next >->17-1022-WhatTheyDo-3]] > [[Close->17-1022-Detailed]]

- Establish official land and water boundaries for deeds, leases, and other legal documents and testify in court regarding survey work Surveyors mark and document the location of legal property lines. For example, when a house or commercial building is bought or sold, surveyors may mark property boundaries to prevent or resolve disputes. Much of the measuring equipment surveyors use incorporates technology. For example, when taking measurements in the field, surveyors use handheld Global Positioning System (GPS) units as well as robotic total stations, instruments that automate positioning > [[< Previous->17-1022-WhatTheyDo-2]] > [[Next >->17-1022-WhatTheyDo-4]] > [[Close->17-1022-Detailed]]

of a telescope. They also use computers to interpret and verify the results of the information they gather. In addition, surveyors use Geographic Information Systems (GIS) technology to present spatial information as visualizations in maps, reports, and charts. For example, a surveyor might overlay aerial or satellite images with GIS data, such as tree density in a region, and use Computer Aided Design (CAD) software to create digital maps. Surveyors may be part of a crew that includes surveying technicians. These crews also work with civil engineers, landscape architects, cartographers and > [[< Previous->17-1022-WhatTheyDo-3]] > [[Next >->17-1022-WhatTheyDo-5]] > [[Close->17-1022-Detailed]]

photogrammetrists, and urban and regional planners to develop comprehensive design documents. The documents have a variety of purposes, such as to advise local governments on where to plan and build roads. The following are examples of types of surveyors: Boundary or land surveyors determine the legal property lines and help determine the exact locations of real estate and construction projects. Geodetic surveyors use high-accuracy technology, including aerial and satellite observations, to measure large areas of the Earth's surface. Pipeline surveyors survey and record the location of > [[< Previous->17-1022-WhatTheyDo-4]] > [[Next >->17-1022-WhatTheyDo-6]] > [[Close->17-1022-Detailed]]

existing and planned pipelines to ensure that placement complies with established requirements. > [[< Previous->17-1022-WhatTheyDo-5]] > [[Close->17-1022-Detailed]]

# Work Environment ### Work Environment Surveying involves both fieldwork and office work. When working outside, surveyors may stand for long periods and walk long distances, sometimes in bad weather. Most surveyors work full time. > [[Close->17-1022-Detailed]]

# How to Become a Surveyor Surveyors typically need a bachelor's degree to enter the occupation. They must be licensed before they can certify legal documents and provide surveying services to the public. ### Education Surveyors typically need a bachelor's degree in land surveying or a related field, such as engineering or natural resources. Some colleges and universities offer programs that prepare students to become licensed surveyors. In some cases, employers may hire candidates who have an associate's degree and additional training. ### Training Entry-level surveyors often work under the direction of a licensed > [[Next >->17-1022-HowToBecomeOne-2]] > [[Close->17-1022-Detailed]]

surveyor for several years before they qualify to obtain a license. This training may be in the form of an internship or apprenticeship. ### Work Experience in a Related Occupation Some surveyors begin as surveying technicians and become licensed surveyors after gaining many years of work experience under the direction of a licensed surveyor. Specific requirements vary by state. Check with your state's licensing agency for more information. ### Licenses, Certifications, and Registrations All 50 states and the District of Columbia require surveyors to be licensed before they can provide > [[< Previous->17-1022-HowToBecomeOne-1]] > [[Next >->17-1022-HowToBecomeOne-3]] > [[Close->17-1022-Detailed]]

their services to the public. These services include certifying legal documents that show property lines or determine proper markings, such as for construction projects. Prospective licensed surveyors may need a bachelor's degree from an accredited program in order to sit for the licensing exam. Candidates typically work for several years under the direction of a licensed surveyor to qualify for licensure. Information on state licensing board requirements is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to > [[< Previous->17-1022-HowToBecomeOne-2]] > [[Next >->17-1022-HowToBecomeOne-4]] > [[Close->17-1022-Detailed]]

perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Surveyors must provide clear instructions to team members, clients, and government officials. Both written and oral communication are important. Detail oriented. Surveyors must be precise and accurate in their work, which includes making measurements and producing maps, reports, and legally binding documents. Physical stamina. Surveyors do fieldwork outdoors, often in rugged terrain. They must be able to walk long distances, sometimes while carrying heavy equipment, and > [[< Previous->17-1022-HowToBecomeOne-3]] > [[Next >->17-1022-HowToBecomeOne-5]] > [[Close->17-1022-Detailed]]

may stand for long periods. Problem-solving skills. Surveyors must reconcile discrepancies between information in documents and current conditions on the land. Time-management skills. Surveyors must be able to effectively plan their own and their team's work schedules to meet critical deadlines. Visualization skills. Surveyors must be able to envision how terrain will look when it is moved or altered. > [[< Previous->17-1022-HowToBecomeOne-4]] > [[Close->17-1022-Detailed]]

# Pay The median annual wage for surveyors was $72,740 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $43,680, and the highest 10 percent earned more than $116,330. In May 2024, the median annual wages for surveyors in the top industries in which they worked were as follows: Most surveyors work full time. They may have longer workdays while doing fieldwork. > [[Close->17-1022-Detailed]]

# Job Outlook Employment of surveyors is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 3,900 openings for surveyors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Surveyors will continue to be needed to certify boundary lines and review sites for construction. Employment demand also will be tied to projects such as road repair and mining activities, although the use > [[Next >->17-1022-JobOutlook-2]] > [[Close->17-1022-Detailed]]

of drones and other technologies may limit growth somewhat by increasing worker productivity. > [[< Previous->17-1022-JobOutlook-1]] > [[Close->17-1022-Detailed]]

# What Dental Assistants Do Dental assistants have many tasks, including patient care, recordkeeping, and appointment scheduling. Their duties vary by state and by the dentists' offices in which they work. ### Duties Dental assistants typically do the following: - Ensure that patients are comfortable in the dental chair - Prepare patients and the work area for treatments and procedures - Sterilize dental instruments - Hand instruments to dentists during procedures - Dry patients' mouths using suction hoses and other equipment - Instruct patients in proper oral hygiene > [[Next >->31-9091-WhatTheyDo-2]] > [[Close->31-9091-Detailed]]

- Process x rays and complete lab tasks, under the direction of a dentist - Keep records of dental treatments - Schedule patient appointments > [[< Previous->31-9091-WhatTheyDo-1]] > [[Next >->31-9091-WhatTheyDo-3]] > [[Close->31-9091-Detailed]]

- Work with patients on billing and payment Dental assistants often spend much of their day working closely with patients and dentists. For example, dental assistants might take a patient's medical history, blood pressure, and pulse before a procedure; explain what will be done; and talk to patients about oral care. They help dentists during a procedure by passing instruments and holding equipment such as suction hoses, matrix bands, and dental curing lights. Other tasks include preparing the treatment room and making sure that instruments and equipment are sterile. Dental assistants also > [[< Previous->31-9091-WhatTheyDo-2]] > [[Next >->31-9091-WhatTheyDo-4]] > [[Close->31-9091-Detailed]]

may document the procedure that is done and schedule followup appointments. Some dental assistants are specially trained to take x rays of teeth and the surrounding areas. They place a protective apron over patients' chest and lap, position the x-ray machine, place the x-ray sensor or film in patients' mouths, and take the x rays. Afterward, dental assistants ensure that the images are clear. Assistants who perform lab tasks, such as taking impressions of a patient's teeth, work under the direction of a dentist. They may prepare materials for dental impressions or temporary crowns. Each > [[< Previous->31-9091-WhatTheyDo-3]] > [[Next >->31-9091-WhatTheyDo-5]] > [[Close->31-9091-Detailed]]

state regulates the scope of practice for dental assistants. Some states let dental assistants polish teeth to remove stains and plaque from the enamel or apply sealants, fluoride, or topical anesthetic. > [[< Previous->31-9091-WhatTheyDo-4]] > [[Close->31-9091-Detailed]]

# Work Environment ### Work Environment Almost all dental assistants work in dentists' offices. Most work full time. > [[Close->31-9091-Detailed]]

# How to Become a Dental Assistant There are several possible paths to becoming a dental assistant. Some states require assistants to graduate from an accredited program and pass an exam. In other states, there are no formal educational requirements, and dental assistants learn through on-the-job training. ### Education Some states require dental assistants to graduate from an accredited program and pass an exam. Most programs are offered by community colleges, although they also may be offered by vocational or technical schools. Many dental assisting programs take about 1 year to complete and lead to a certificate or > [[Next >->31-9091-HowToBecomeOne-2]] > [[Close->31-9091-Detailed]]

diploma. Programs that last 2 years are less common and lead to an associate's degree. Accredited programs include classroom and laboratory work. Students learn about teeth, gums, jaws, and other areas that dentists work on and the instruments that dentists use. These programs also include supervised practical experience. High school students interested in a career as a dental assistant should take courses in anatomy, biology, and chemistry. ### Training Dental assistants who do not have formal education in dental assisting may learn their duties through on-the-job training. In the office, > [[< Previous->31-9091-HowToBecomeOne-1]] > [[Next >->31-9091-HowToBecomeOne-3]] > [[Close->31-9091-Detailed]]

a dental hygienist, dentist, or experienced dental assistant teaches the new assistant dental terminology, the names of the instruments, how to complete daily tasks, how to interact with patients, and other activities necessary to help keep the dental office running smoothly. ### Licenses, Certifications, and Registrations States typically do not require licenses for entry-level dental assistants. Some states require dental assistants to be licensed, registered, or certified for entry or advancement. For example, states may require assistants to meet specific licensing requirements in order > [[< Previous->31-9091-HowToBecomeOne-2]] > [[Next >->31-9091-HowToBecomeOne-4]] > [[Close->31-9091-Detailed]]

to work in radiography (x ray), infection control, or other specialties. For specific requirements, contact your state's Board of Dental Examiners. States that allow assistants to perform expanded duties, such as coronal polishing, require that they be licensed, registered, or hold certifications. To earn certification, applicants must pass an exam. The educational requirements for certification are that dental assistants must either have graduated from an accredited program or have a high school diploma and complete the required amount of work experience. Applicants also must have current > [[< Previous->31-9091-HowToBecomeOne-3]] > [[Next >->31-9091-HowToBecomeOne-5]] > [[Close->31-9091-Detailed]]

certification in CPR (cardiopulmonary resuscitation). Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Dental assistants must follow specific rules and protocols, such as infection control procedures, when helping dentists treat patients. Dexterity. Dental assistants must be good at working with their hands. They generally work in tight spaces on a small part > [[< Previous->31-9091-HowToBecomeOne-4]] > [[Next >->31-9091-HowToBecomeOne-6]] > [[Close->31-9091-Detailed]]

of the body, using precise tools and instruments. Interpersonal skills. Dental assistants work closely with dentists. They also must be considerate in working with patients who are sensitive to pain or have a fear of undergoing dental treatment. Listening skills. Dental assistants must pay attention to patients and other healthcare workers. They need to follow directions from a dentist or dental hygienist so they can help treat patients and do tasks, such as taking x rays. Organizational skills. Dental assistants should have excellent organizational skills. They need to have the correct > [[< Previous->31-9091-HowToBecomeOne-5]] > [[Next >->31-9091-HowToBecomeOne-7]] > [[Close->31-9091-Detailed]]

tools in place for a dentist or dental hygienist to use when treating a patient, and they need to maintain patient schedules and office records. > [[< Previous->31-9091-HowToBecomeOne-6]] > [[Close->31-9091-Detailed]]

# Pay The median annual wage for dental assistants was $47,300 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,190, and the highest 10 percent earned more than $61,780. In May 2024, the median annual wages for dental assistants in the top industries in which they worked were as follows: Most dental assistants work full time. Some work evenings or weekends. > [[Close->31-9091-Detailed]]

# Job Outlook Employment of dental assistants is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 52,900 openings for dental assistants are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Ongoing research linking oral health and general health will continue to increase demand for preventive dental services. Dentists will continue to hire dental assistants to complete routine > [[Next >->31-9091-JobOutlook-2]] > [[Close->31-9091-Detailed]]

tasks, allowing dentists to work more efficiently. As dental practices grow, more dental assistants will be needed. More people continue to enter older age groups, which typically have more problems related to oral health than younger people do. In addition, people keep more of their original teeth now than in previous generations, leading to continued increases in the need for dental care to maintain and treat teeth. > [[< Previous->31-9091-JobOutlook-1]] > [[Close->31-9091-Detailed]]

# What Dental Hygienists Do Dental hygienists examine patients for signs of oral diseases, such as gingivitis, and provide preventive care, including oral hygiene. They also educate patients about oral health. ### Duties Dental hygienists typically do the following: - Remove tartar, stains, and plaque from teeth - Apply sealants and fluorides to help protect teeth - Take and develop dental x rays - Assess patients' oral health and report findings to dentists - Document patient care and treatment plans > [[Next >->29-1292-WhatTheyDo-2]] > [[Close->29-1292-Detailed]]

- Educate patients about oral hygiene techniques, such as how to brush and floss correctly Dental hygienists use many types of tools - including hand, power, and ultrasonic tools > [[< Previous->29-1292-WhatTheyDo-1]] > [[Next >->29-1292-WhatTheyDo-3]] > [[Close->29-1292-Detailed]]

- in their work. In some cases, they use lasers. Hygienists remove stains with an air-polishing device, which sprays a combination of air, water, and baking soda. They polish teeth with a power tool that works like an automatic toothbrush. Hygienists also use x-ray machines to take pictures to check for tooth or jaw problems. Dental hygienists talk to patients about ways to keep their teeth and gums healthy. For example, they may explain the relationship between diet and oral health. They may also advise patients on how to select toothbrushes and other oral care devices. The tasks > [[< Previous->29-1292-WhatTheyDo-2]] > [[Next >->29-1292-WhatTheyDo-4]] > [[Close->29-1292-Detailed]]

hygienists may perform, and the extent to which they must be supervised by a dentist, vary by state and by the setting in which the dental hygienist works. A few states allow hygienists with additional training, sometimes called dental therapists, to provide some restorative services, such as extracting primary teeth and placing temporary crowns. > [[< Previous->29-1292-WhatTheyDo-3]] > [[Close->29-1292-Detailed]]

# Work Environment ### Work Environment Nearly all dental hygienists work in dentists' offices, and many work part time. > [[Close->29-1292-Detailed]]

# How to Become a Dental Hygienist Dental hygienists typically need an associate's degree in dental hygiene. Programs usually take 3 years to complete. All states require dental hygienists to be licensed; requirements vary by state. ### Education Dental hygienists typically need an associate's degree in dental hygiene; they may also get a bachelor's degree. Master's degree programs in dental hygiene are available but are relatively uncommon. A bachelor's or master's degree usually is required for research, teaching, or clinical practice in public or school health programs. Dental hygiene programs are often found in community > [[Next >->29-1292-HowToBecomeOne-2]] > [[Close->29-1292-Detailed]]

colleges, technical schools, and universities. Programs typically take 3 years to complete and offer laboratory, clinical, and classroom instruction. Areas of study include anatomy, medical ethics, and periodontics, which is the study of gum disease. High school students interested in becoming dental hygienists should take courses in biology, chemistry, and math. Most dental hygiene programs also require applicants to complete prerequisites, which often include college-level courses. Specific requirements vary by school. ### Licenses, Certifications, and Registrations Every state requires > [[< Previous->29-1292-HowToBecomeOne-1]] > [[Next >->29-1292-HowToBecomeOne-3]] > [[Close->29-1292-Detailed]]

dental hygienists to be licensed; requirements vary by state. In most states, a degree from an accredited dental hygiene program and passing written and clinical examinations are required for licensure. To maintain licensure, hygienists must complete continuing education requirements. For specific requirements, contact your state's Board of Dental Examiners. Information on state licensing board requirements is available from CareerOneStop. Many jobs also require cardiopulmonary resuscitation (CPR) certification. ### Important Qualities The following are examples of qualities that are > [[< Previous->29-1292-HowToBecomeOne-2]] > [[Next >->29-1292-HowToBecomeOne-4]] > [[Close->29-1292-Detailed]]

important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical thinking. Dental hygienists must be able to assess and evaluate patients and to develop oral hygiene care plans. Communication skills. Dental hygienists must share information with dentists and patients about oral health status, oral hygiene care plans, and, if necessary, lifestyle counseling. Detail oriented. Dental hygienists must follow specific rules and protocols to help dentists diagnose and treat a patient. Depending on the state in which they > [[< Previous->29-1292-HowToBecomeOne-3]] > [[Next >->29-1292-HowToBecomeOne-5]] > [[Close->29-1292-Detailed]]

work and/or the treatment provided, dental hygienists may work without the direct supervision of a dentist. Dexterity. Dental hygienists must be good at working with their hands. They generally work in tight spaces on a small part of the body, which requires fine motor skills using precise tools and instruments. Interpersonal skills. Dental hygienists work closely with dentists. They also must be considerate in working with patients, especially with those who are sensitive to pain or who have fears about undergoing dental treatment. Problem-solving skills. Dental hygienists develop and > [[< Previous->29-1292-HowToBecomeOne-4]] > [[Next >->29-1292-HowToBecomeOne-6]] > [[Close->29-1292-Detailed]]

implement oral hygiene care plans to maintain or improve patients' oral health. > [[< Previous->29-1292-HowToBecomeOne-5]] > [[Close->29-1292-Detailed]]

# Pay The median annual wage for dental hygienists was $94,260 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $66,470, and the highest 10 percent earned more than $120,060. In May 2024, the median annual wages for dental hygienists in the top industries in which they worked were as follows: Benefits, such as vacation, sick leave, and retirement contributions, vary by employer and may be available only to full-time workers. Many dental hygienists work part time. > [[Next >->29-1292-Pay-2]] > [[Close->29-1292-Detailed]]

Dentists may hire hygienists to work only a few days a week, so some hygienists work for more than one dentist. > [[< Previous->29-1292-Pay-1]] > [[Close->29-1292-Detailed]]

# Job Outlook Employment of dental hygienists is projected to grow 7 percent from 2024 to 2034, much faster than the average for all occupations. About 15,300 openings for dental hygienists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for dental services is expected to increase as the older adult population grows and as people keep more of their original teeth than in previous generations. Studies linking oral > [[Next >->29-1292-JobOutlook-2]] > [[Close->29-1292-Detailed]]

health and general health, along with efforts to expand access to oral hygiene services, should continue to drive demand for preventive dental services, including those performed by hygienists. In addition, demand for dental hygienists is expected to grow as state laws increasingly allow dental hygienists to work at the top of their training. > [[< Previous->29-1292-JobOutlook-1]] > [[Close->29-1292-Detailed]]

# What Dentists Do Dentists diagnose and treat problems with patients' teeth, gums, and related parts of the mouth. They provide advice and instruction on taking care of the teeth and gums and on diet choices that affect oral health. ### Duties Dentists typically do the following: - Remove decay from teeth and fill cavities - Repair or remove damaged teeth - Place sealants or whitening agents on teeth - Administer anesthetics to keep patients from feeling pain during procedures - Prescribe antibiotics or other medications > [[Next >->29-1021-WhatTheyDo-2]] > [[Close->29-1021-Detailed]]

- Examine x rays of teeth, gums, the jaw, and nearby areas in order to diagnose problems - Make models and measurements for dental appliances, such as dentures > [[< Previous->29-1021-WhatTheyDo-1]] > [[Next >->29-1021-WhatTheyDo-3]] > [[Close->29-1021-Detailed]]

- Teach patients about diets, flossing, the use of fluoride, and other aspects of dental care Dentists use a variety of equipment, including x-ray machines, drills, mouth mirrors, probes, forceps, brushes, and scalpels. They also use lasers, digital scanners, and other technologies. In addition, dentists in private practice oversee a variety of administrative tasks, including bookkeeping and buying equipment and supplies. They employ and supervise dental hygienists, dental assistants, dental laboratory technicians, and receptionists. Most dentists are general practitioners and handle a > [[< Previous->29-1021-WhatTheyDo-2]] > [[Next >->29-1021-WhatTheyDo-4]] > [[Close->29-1021-Detailed]]

variety of dental needs. Other dentists practice in a specialty area, such as one of the following: Dental anesthesiologists administer drugs (anesthetics) to reduce or eliminate pain during a dental procedure, monitor sedated patients to keep them safe, and help patients manage pain afterward. Dental public health specialists promote good dental health and the prevention of dental diseases in specific communities. Endodontists perform root canal therapy, removing the nerves and blood supply from injured or infected teeth. Oral and maxillofacial radiologists diagnose diseases in the head > [[< Previous->29-1021-WhatTheyDo-3]] > [[Next >->29-1021-WhatTheyDo-5]] > [[Close->29-1021-Detailed]]

and neck through the use of imaging technologies. Oral and maxillofacial surgeons operate on the mouth, jaws, teeth, gums, neck, and head, performing procedures such as surgically repairing a cleft lip and palate or removing impacted teeth. Oral pathologists diagnose conditions in the mouth, such as bumps or ulcers, and oral diseases, such as cancer. Orthodontists straighten teeth by applying pressure to the teeth with braces or other appliances. Pediatric dentists focus on dentistry for children and special-needs patients. Periodontists treat the gums and bones supporting the > [[< Previous->29-1021-WhatTheyDo-4]] > [[Next >->29-1021-WhatTheyDo-6]] > [[Close->29-1021-Detailed]]

teeth. Dentists also may do research. Or, they may teach part time, including supervising students in dental school clinics. For more information, see the profiles on medical scientists and postsecondary teachers. > [[< Previous->29-1021-WhatTheyDo-5]] > [[Close->29-1021-Detailed]]

# Work Environment ### Work Environment Some dentists have their own business and work alone or with a small staff. Other dentists have partners in their practice. Still others work as associate dentists for established dental practices. > [[Close->29-1021-Detailed]]

# How to Become a Dentist Dentists must be licensed in the state in which they work. Licensure requirements vary by state, although candidates usually must have a Doctor of Dental Surgery (DDS) or Doctor of Medicine in Dentistry/Doctor of Dental Medicine (DMD) degree from an accredited dental program and pass written and clinical exams. Dentists who practice in a specialty area must complete postdoctoral training. ### Education Dentists typically need a DDS or DMD degree from an accredited dental program. Most programs require that applicants have at least a bachelor's degree and have completed certain science > [[Next >->29-1021-HowToBecomeOne-2]] > [[Close->29-1021-Detailed]]

courses, such as biology or chemistry. Although no specific undergraduate major is required, programs may prefer applicants who have a bachelor's degree in a science, such as biology. Applicants to dental schools usually take an entrance exam. Dental schools use this test along with other factors, such as grade point average, interviews, and recommendations, to admit students into their programs. Dental school programs typically include coursework in subjects such as local anesthesia, anatomy, periodontics (the study of oral disease and health), and radiology. All programs at dental schools > [[< Previous->29-1021-HowToBecomeOne-1]] > [[Next >->29-1021-HowToBecomeOne-3]] > [[Close->29-1021-Detailed]]

include clinical experience in which students work directly with patients under the supervision of a licensed dentist. As early as high school, students interested in becoming dentists can take courses in subjects such as biology, chemistry, and math. ### Training All dental specialties require dentists to complete additional training before practicing that specialty. This training is usually a 2 > [[< Previous->29-1021-HowToBecomeOne-2]] > [[Next >->29-1021-HowToBecomeOne-4]] > [[Close->29-1021-Detailed]]

- to 4-year residency in an accredited program related to the specialty, which often culminates in a postdoctoral certificate or master's degree. Oral and maxillofacial surgery programs typically take 4 to 6 years and may result in candidates earning a joint Medical Doctor (M.D.) degree. General dentists do not need additional training after dental school. Dentists who want to teach or do research full time may need advanced dental training, such as in a postdoctoral program in general dentistry. ### Licenses, Certifications, and Registrations Dentists must be licensed in the state in > [[< Previous->29-1021-HowToBecomeOne-3]] > [[Next >->29-1021-HowToBecomeOne-5]] > [[Close->29-1021-Detailed]]

which they work. All states require dentists to be licensed; requirements vary by state. Most states require a dentist to have a DDS or DMD degree from an accredited dental program, pass the written exam, and pass a state or regional clinical examination. In addition, a dentist who wants to practice in a dental specialty must have a license in that specialty. Licensure requires the completion of a residency after dental school and, in some cases, the completion of a special state exam. Information on state licensing board requirements is available from CareerOneStop. ### Important > [[< Previous->29-1021-HowToBecomeOne-4]] > [[Next >->29-1021-HowToBecomeOne-6]] > [[Close->29-1021-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Dentists must communicate effectively with patients, dental hygienists, dental assistants, and receptionists. Detail oriented. Dentists must pay attention to the shape and color of teeth and to the space between them. For example, they may need to closely match a false tooth with a patient's other teeth. Dexterity. Dentists must be good with their hands. They must work carefully > [[< Previous->29-1021-HowToBecomeOne-5]] > [[Next >->29-1021-HowToBecomeOne-7]] > [[Close->29-1021-Detailed]]

with tools in small spaces to ensure the safety of their patients. Leadership skills. Dentists, especially those with their own practices, may need to manage staff or mentor other dentists. Organizational skills. Keeping accurate records of patient care is critical in both medical and business settings. Patience. Dentists may work for long periods with patients who need special attention, including children and those with a fear of dental work. Problem-solving skills. Dentists must evaluate patients' symptoms and choose the appropriate treatment. > [[< Previous->29-1021-HowToBecomeOne-6]] > [[Close->29-1021-Detailed]]

# Pay The median annual wage for dentists was $179,210 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $84,740, and the highest 10 percent earned more than $239,200. Median annual wages for dentists in May 2024 were as follows: In May 2024, the median annual wages for dentists in the top industries in which they worked were as follows: Wages vary with the dentist's location, number of hours worked, specialty, and number of years in practice. Dentists' work schedules > [[Next >->29-1021-Pay-2]] > [[Close->29-1021-Detailed]]

vary. Some work evenings and weekends to meet their patients' needs. Many dentists work less than 40 hours a week, although some may work considerably more. > [[< Previous->29-1021-Pay-1]] > [[Close->29-1021-Detailed]]

# Job Outlook Overall employment of dentists is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 4,500 openings for dentists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for dentists is expected to increase as larger numbers of older people require dental services. Because each generation is more likely to keep their teeth than the previous generation, more > [[Next >->29-1021-JobOutlook-2]] > [[Close->29-1021-Detailed]]

dental care is expected to be needed in the years to come. In addition, dentists will be needed to treat dentofacial injuries and other conditions as well as to perform restorative procedures to treat complications from oral disease, such as gum disease and oral cancer. The growing popularity of cosmetic dentistry also is expected to support demand for dentists. > [[< Previous->29-1021-JobOutlook-1]] > [[Close->29-1021-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1213-WhatTheyDo-1]] > [[Next >->29-1213-WhatTheyDo-3]] > [[Close->29-1213-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1213-WhatTheyDo-2]] > [[Next >->29-1213-WhatTheyDo-4]] > [[Close->29-1213-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1213-WhatTheyDo-3]] > [[Next >->29-1213-WhatTheyDo-5]] > [[Close->29-1213-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1213-WhatTheyDo-4]] > [[Next >->29-1213-WhatTheyDo-6]] > [[Close->29-1213-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1213-WhatTheyDo-5]] > [[Next >->29-1213-WhatTheyDo-7]] > [[Close->29-1213-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1213-WhatTheyDo-6]] > [[Next >->29-1213-WhatTheyDo-8]] > [[Close->29-1213-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1213-WhatTheyDo-7]] > [[Next >->29-1213-WhatTheyDo-9]] > [[Close->29-1213-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1213-WhatTheyDo-8]] > [[Next >->29-1213-WhatTheyDo-10]] > [[Close->29-1213-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1213-WhatTheyDo-9]] > [[Next >->29-1213-WhatTheyDo-11]] > [[Close->29-1213-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1213-WhatTheyDo-10]] > [[Next >->29-1213-WhatTheyDo-12]] > [[Close->29-1213-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1213-WhatTheyDo-11]] > [[Next >->29-1213-WhatTheyDo-13]] > [[Close->29-1213-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1213-WhatTheyDo-12]] > [[Next >->29-1213-WhatTheyDo-14]] > [[Close->29-1213-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1213-WhatTheyDo-13]] > [[Next >->29-1213-WhatTheyDo-15]] > [[Close->29-1213-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1213-WhatTheyDo-14]] > [[Close->29-1213-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1213-HowToBecomeOne-1]] > [[Next >->29-1213-HowToBecomeOne-3]] > [[Close->29-1213-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1213-HowToBecomeOne-2]] > [[Next >->29-1213-HowToBecomeOne-4]] > [[Close->29-1213-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1213-HowToBecomeOne-3]] > [[Next >->29-1213-HowToBecomeOne-5]] > [[Close->29-1213-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1213-HowToBecomeOne-4]] > [[Next >->29-1213-HowToBecomeOne-6]] > [[Close->29-1213-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1213-HowToBecomeOne-5]] > [[Next >->29-1213-HowToBecomeOne-7]] > [[Close->29-1213-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1213-HowToBecomeOne-6]] > [[Next >->29-1213-HowToBecomeOne-8]] > [[Close->29-1213-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1213-HowToBecomeOne-7]] > [[Next >->29-1213-HowToBecomeOne-9]] > [[Close->29-1213-Detailed]]

# What Police and Detectives Do Police officers protect lives and property. Detectives and criminal investigators, who are sometimes called agents or special agents, gather facts and collect evidence of crimes. ### Duties Police officers, detectives, and criminal investigators typically do the following: - Respond to emergency and nonemergency calls - Patrol assigned areas, observing people and activities - Conduct traffic stops and issue citations - Search restricted-access databases for vehicle or other records and warrants - Obtain and serve warrants for arrests, searches, and other purposes > [[Next >->33-3021-WhatTheyDo-2]] > [[Close->33-3021-Detailed]]

- Arrest people suspected of committing crimes - Collect and secure evidence from crime scenes - Observe the activities of suspects - Write detailed reports and fill out forms > [[< Previous->33-3021-WhatTheyDo-1]] > [[Next >->33-3021-WhatTheyDo-3]] > [[Close->33-3021-Detailed]]

- Prepare cases for legal proceedings and testify in court Job duties differ by employer and function, but police and detectives are required by law to write detailed reports and keep meticulous records. Most carry law enforcement equipment such as radios, handcuffs, and guns. The following are examples of types of police and detectives: Detectives and criminal investigators are uniformed or plainclothes officers who gather facts and collect evidence related to criminal cases. They conduct interviews, examine records, monitor suspects, and participate in raids and arrests. Detectives > [[< Previous->33-3021-WhatTheyDo-2]] > [[Next >->33-3021-WhatTheyDo-4]] > [[Close->33-3021-Detailed]]

typically investigate serious crimes, such as assaults, robberies, and homicides. In large police departments, detectives usually specialize in investigating one type of crime, such as homicide or fraud. They are typically assigned cases on a rotating basis and work on them until an arrest and trial are completed or until the case is dropped. Federal Bureau of Investigation (FBI) agents, sometimes called special agents, investigate and pursue criminal cases that violate federal law. FBI agents are responsible for crimes against public agencies, such as Medicare fraud, or that cross state > [[< Previous->33-3021-WhatTheyDo-3]] > [[Next >->33-3021-WhatTheyDo-5]] > [[Close->33-3021-Detailed]]

lines. In addition, federal agents may join or take over investigations of certain types of state cases, such as those related to prescription drugs or large sums of money. Fish and game wardens enforce fishing, hunting, and boating laws. They patrol fishing and hunting areas, conduct search and rescue operations, investigate complaints and accidents, and educate the public about laws pertaining to the outdoors. Federal fish and game wardens are often referred to as Federal Wildlife Officers. Police and sheriff's patrol officers are the most common type of police and detectives, and they > [[< Previous->33-3021-WhatTheyDo-4]] > [[Next >->33-3021-WhatTheyDo-6]] > [[Close->33-3021-Detailed]]

have general law enforcement duties. They wear uniforms that allow the public to easily recognize them as police officers. They have regular patrols and also respond to emergency and nonemergency calls. During patrols, officers observe people and activities to ensure order and safety. Some police officers work only on a specific type of crime, such as narcotics. Officers, especially those working in large departments, may work in special units, such as mounted (horseback), motorcycle, or special weapons and tactics (SWAT). Typically, officers must work as patrol officers for a certain number > [[< Previous->33-3021-WhatTheyDo-5]] > [[Next >->33-3021-WhatTheyDo-7]] > [[Close->33-3021-Detailed]]

of years before they are appointed to a special unit. Transit and railroad police patrol train yards and transportation hubs, such as subway stations. They protect property, employees, and passengers from crimes such as thefts and robberies. They remove trespassers from railroad and transit properties and check IDs of people who try to enter secure areas. > [[< Previous->33-3021-WhatTheyDo-6]] > [[Close->33-3021-Detailed]]

# Work Environment ### Work Environment Police and detective work can be physically demanding, stressful, and dangerous. Police and sheriff's patrol officers and transit and railroad police have some of the highest rates of injuries and illnesses of all occupations. Working around the clock in shifts is common. > [[Close->33-3021-Detailed]]

# How to Become a Police Officer or Detective The education typically required to enter the occupation ranges from a high school diploma to a college degree. Most police and detectives must graduate from their agency's training academy before completing a period of on-the-job training. Other requirements vary, but candidates usually must be at least 21 years old and able to meet rigorous physical and personal qualifications. A felony conviction or drug use may disqualify a candidate. ### Education Police and detective applicants must have at least a high school diploma or equivalent, although some federal agencies and police departments > [[Next >->33-3021-HowToBecomeOne-2]] > [[Close->33-3021-Detailed]]

may require that applicants have completed college coursework or a college degree. Many community colleges and 4-year colleges and universities offer programs in law enforcement and criminal justice. Knowledge of a foreign language is an asset in many federal agencies and geographical regions. Fish and game wardens typically need a bachelor's degree; desirable fields of study include wildlife science, biology, or natural resources. Federal Wildlife Officers and some state-level fish and game wardens typically do not need a bachelor's degree. Federal agencies such as the Federal Bureau of > [[< Previous->33-3021-HowToBecomeOne-1]] > [[Next >->33-3021-HowToBecomeOne-3]] > [[Close->33-3021-Detailed]]

Investigation may require prospective detectives and investigators to have a bachelor's degree. Many applicants for entry-level police jobs have completed some college coursework, and a significant number are college graduates. Common fields of degree include security and protective service and social science. ### Training Candidates for law enforcement appointment usually attend a training academy before becoming an officer. Training includes classroom instruction in state and local laws and constitutional law, civil rights, and police ethics. Recruits also receive training and supervised > [[< Previous->33-3021-HowToBecomeOne-2]] > [[Next >->33-3021-HowToBecomeOne-4]] > [[Close->33-3021-Detailed]]

experience in subjects such as patrol, traffic control, firearm use, self-defense, first aid, and emergency response. Federal law enforcement agents undergo extensive training, usually at the U.S. Marine Corps base in Quantico, Virginia, or at a Federal Law Enforcement Training Center. ### Work Experience in a Related Occupation Because they need experience in law enforcement, detectives typically begin their careers as police officers. FBI special agent applicants must have at least 2 years of full-time work experience, or 1 year of experience plus an advanced degree (master's or > [[< Previous->33-3021-HowToBecomeOne-3]] > [[Next >->33-3021-HowToBecomeOne-5]] > [[Close->33-3021-Detailed]]

higher). ### Other Experience Some police departments have cadet programs for people interested in a career in law enforcement who do not yet meet age requirements for becoming an officer. These cadets do clerical work and attend classes until they reach the minimum age requirement and can apply for a position with the regular force. Military or police experience may be considered beneficial for prospective cadets. Cadet candidates usually must be at least 18 years old, have a driver's license, and meet specific physical qualifications. Applicants may have to pass physical exams of vision, > [[< Previous->33-3021-HowToBecomeOne-4]] > [[Next >->33-3021-HowToBecomeOne-6]] > [[Close->33-3021-Detailed]]

hearing, strength, and agility, as well as written exams. Candidates typically go through a series of interviews and may be asked to take polygraph (lie detector) and drug tests. A felony conviction may disqualify a candidate. Most states and local jurisdictions require candidates to be U.S. citizens, but some do not. Federal officers must be U.S. citizens. ### Advancement Police officers usually become eligible for promotion after a probationary period. Promotions to corporal, sergeant, lieutenant, and captain usually are made according to scores on a written examination and on-the-job > [[< Previous->33-3021-HowToBecomeOne-5]] > [[Next >->33-3021-HowToBecomeOne-7]] > [[Close->33-3021-Detailed]]

performance. In large departments, an officer may be promoted to detective or to specialize in one type of police work, such as working with juveniles. Along with exam and performance scores, a bachelor's degree may be required for advancement to positions of lieutenant or higher rank. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Police and detectives must be able to speak with people and to express details in > [[< Previous->33-3021-HowToBecomeOne-6]] > [[Next >->33-3021-HowToBecomeOne-8]] > [[Close->33-3021-Detailed]]

writing about an incident. Empathy. Police officers need to understand the perspectives of a variety of people in their jurisdiction and be willing to help the public. Good judgment. Police and detectives must be able to determine the best way to solve an array of problems. Leadership skills. Police officers must be comfortable with being a highly visible member of their community, as the public looks to them for help in emergencies. Perceptiveness. Officers, detectives, and fish and game wardens must be able to anticipate people's reactions and understand why they act a certain > [[< Previous->33-3021-HowToBecomeOne-7]] > [[Next >->33-3021-HowToBecomeOne-9]] > [[Close->33-3021-Detailed]]

way. Physical stamina. Officers and detectives must be in good physical shape, both to pass required tests for entry into the field and to keep up with the daily rigors of the job. Physical strength. Police officers must be strong enough to physically apprehend suspects and to assist people in precarious situations. > [[< Previous->33-3021-HowToBecomeOne-8]] > [[Close->33-3021-Detailed]]

# Pay The median annual wage for police and detectives was $77,270 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $48,230, and the highest 10 percent earned more than $120,460. Median annual wages for police and detectives in May 2024 were as follows: In May 2024, the median annual wages for police and detectives in the top industries in which they worked were as follows: Most police and detectives work full time. Paid overtime is common, and shift work is necessary > [[Next >->33-3021-Pay-2]] > [[Close->33-3021-Detailed]]

to protect the public at all times. ### Other Compensation and Benefits Many law enforcement agencies provide officers with an allowance for uniforms, as well as extensive benefits and the option to retire at an age that is younger than the typical retirement age. Some police departments offer additional pay for bilingual officers or those with college degrees. > [[< Previous->33-3021-Pay-1]] > [[Close->33-3021-Detailed]]

# Job Outlook Overall employment of police and detectives is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 62,200 openings for police and detectives are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of police and detectives varies by occupation (see table). A desire for public safety may result in a need for more officers. However, demand for > [[Next >->33-3021-JobOutlook-2]] > [[Close->33-3021-Detailed]]

employment is expected to vary by location, driven largely by local and state budgets. Even when crime rates fall, demand for police services to maintain public safety is expected to continue. > [[< Previous->33-3021-JobOutlook-1]] > [[Close->33-3021-Detailed]]

# What Diagnostic Medical Sonographers Do Diagnostic medical sonographers, also called ultrasound technicians, operate special equipment to create images of inside the body. They work closely with physicians and surgeons, who view the images to assess and diagnose medical conditions. ### Duties Diagnostic medical sonographers typically do the following: - Prepare patients by explaining the procedure to them and answering their questions - Prepare exam rooms and maintain diagnostic imaging equipment - Properly position patients for imaging - Operate equipment to obtain diagnostic images > [[Next >->29-2032-WhatTheyDo-2]] > [[Close->29-2032-Detailed]]

- Review images to check for quality and adequate coverage of the areas needed for diagnoses - Analyze results for abnormalities and other diagnostic information and provide a summary of findings to physicians > [[< Previous->29-2032-WhatTheyDo-1]] > [[Next >->29-2032-WhatTheyDo-3]] > [[Close->29-2032-Detailed]]

- Record findings and keep track of patients' records Diagnostic medical sonographers specialize in creating images, known as sonograms or ultrasounds, that depict the body's organs and tissues. Sonography is often the first imaging test performed when disease is suspected. Sonography uses high-energy sound waves to produce images of the inside of the body. The sonographer uses an instrument called a transducer to scan parts of the patient's body that are being examined. The transducer emits pulses of sound that bounce back, causing echoes. The echoes form an image on a computer that > [[< Previous->29-2032-WhatTheyDo-2]] > [[Next >->29-2032-WhatTheyDo-4]] > [[Close->29-2032-Detailed]]

physicians use for diagnosis. The following are types of diagnostic medical sonographers: Abdominal sonographers specialize in imaging a patient's abdominal cavity and nearby organs, such as the kidney, liver, gallbladder, pancreas, and spleen. Abdominal sonographers may assist with biopsies or other examinations requiring ultrasound guidance. Breast sonographers specialize in imaging a patient's breast tissue. Sonography can confirm the presence of cysts and tumors that may have been detected by the patient, the physician, or a mammogram. Breast sonographers assist with procedures that > [[< Previous->29-2032-WhatTheyDo-3]] > [[Next >->29-2032-WhatTheyDo-5]] > [[Close->29-2032-Detailed]]

track tumors and help to provide information that will aid physicians in making decisions about treatment options for breast cancer patients. Cardiac sonographers (echocardiographers) specialize in imaging a patient's heart. They use ultrasound equipment to examine the heart's chambers, valves, and vessels. An echocardiogram may be performed either while the patient is resting or after the patient has been physically active. Cardiac sonographers also may take echocardiograms of fetal hearts so that physicians can diagnose cardiac conditions during pregnancy. Musculoskeletal sonographers > [[< Previous->29-2032-WhatTheyDo-4]] > [[Next >->29-2032-WhatTheyDo-6]] > [[Close->29-2032-Detailed]]

specialize in imaging muscles, ligaments, tendons, and joints. These sonographers may assist with ultrasound guidance for injections, or during surgical procedures, that deliver medication or treatment directly to affected tissues. Pediatric sonographers specialize in imaging of children and infants. Many of the medical conditions they image are associated with premature births or birth defects. Pediatric sonographers may work closely with pediatricians and other caregivers. Obstetric and gynecologic sonographers specialize in imaging the female reproductive system. For example, many > [[< Previous->29-2032-WhatTheyDo-5]] > [[Next >->29-2032-WhatTheyDo-7]] > [[Close->29-2032-Detailed]]

pregnant women receive sonograms to track the baby's growth and health. Vascular technologists (vascular sonographers) create images of blood vessels and collect data that help physicians diagnose disorders affecting blood flow. Vascular technologists often evaluate blood flow and identify blocked arteries or blood clots. > [[< Previous->29-2032-WhatTheyDo-6]] > [[Close->29-2032-Detailed]]

# Work Environment ### Work Environment Diagnostic medical sonographers usually work in healthcare settings, such as hospitals and offices of physicians. Most work full time. > [[Close->29-2032-Detailed]]

# How to Become a Diagnostic Medical Sonographer Diagnostic medical sonographers typically need at least an associate's degree or a postsecondary certificate. Some sonographers need a license or certification. ### Education High school students who are interested in becoming a diagnostic medical sonographer may benefit from taking classes in anatomy, physiology, physics, and math. Two > [[Next >->29-2032-HowToBecomeOne-2]] > [[Close->29-2032-Detailed]]

- and 4-year colleges and universities offer associate's and bachelor's degree programs in sonography. Certificate programs also are available from colleges and some hospitals. Sonography programs usually include courses in anatomy, medical terminology, and applied sciences, as well as specialized instruction in areas such as abdominal or breast sonography. Programs also typically include a clinical component in which students earn credit while working under the direction of an experienced worker in a hospital, a physician's office, or an imaging laboratory. ### Licenses, Certifications, > [[< Previous->29-2032-HowToBecomeOne-1]] > [[Next >->29-2032-HowToBecomeOne-3]] > [[Close->29-2032-Detailed]]

and Registrations Some diagnostic medical sonographers need a state-issued license. Information on state licensing board requirements is available from CareerOneStop. Employers may require or prefer that these workers earn professional certification, which helps to show competency in the field. Information on certifications is available from CareerOneStop. These workers also may need basic life support (BLS) or cardiopulmonary resuscitation (CPR) certification. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For > [[< Previous->29-2032-HowToBecomeOne-2]] > [[Next >->29-2032-HowToBecomeOne-4]] > [[Close->29-2032-Detailed]]

more information, visit the Employment Projections (EP) skills data page. Communication skills. Diagnostic medical sonographers must be able to explain procedures to patients in an understandable way. They also must convey information clearly when discussing images with physicians and other members of the healthcare team. Detail oriented. Diagnostic medical sonographers must follow precise instructions to obtain the images needed to diagnose and treat patients. They also must pay attention to the images they produce, because healthy and unhealthy areas may be subtle. Hand–eye > [[< Previous->29-2032-HowToBecomeOne-3]] > [[Next >->29-2032-HowToBecomeOne-5]] > [[Close->29-2032-Detailed]]

coordination. To get quality images, diagnostic medical sonographers must accurately move equipment on the patient's body in response to what they see on the screen. Interpersonal skills. Diagnostic medical sonographers work closely with patients, including those who may be in pain, so they should be patient and understanding. They also must be able to work well with others on the healthcare team. Physical stamina. Diagnostic medical sonographers stand for long periods and must be able to lift and move patients who need assistance. Technical skills. Diagnostic medical sonographers must > [[< Previous->29-2032-HowToBecomeOne-4]] > [[Next >->29-2032-HowToBecomeOne-6]] > [[Close->29-2032-Detailed]]

understand how to operate complex machinery and computerized instruments. > [[< Previous->29-2032-HowToBecomeOne-5]] > [[Close->29-2032-Detailed]]

# Pay The median annual wage for diagnostic medical sonographers was $89,340 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $64,760, and the highest 10 percent earned more than $123,170. In May 2024, the median annual wages for diagnostic medical sonographers in the top industries in which they worked were as follows: Most diagnostic medical sonographers work full time. Because they may work in medical facilities that are always open, they may have shifts that include > [[Next >->29-2032-Pay-2]] > [[Close->29-2032-Detailed]]

evenings, weekends, or overnights. > [[< Previous->29-2032-Pay-1]] > [[Close->29-2032-Detailed]]

# Job Outlook Employment of diagnostic medical sonographers is projected to grow 13 percent from 2024 to 2034, much faster than the average for all occupations. About 5,800 openings for diagnostic medical sonographers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment With an aging population, the need to diagnose medical conditions that affect older adults, such as tumors, will likely increase. As a result, demand for > [[Next >->29-2032-JobOutlook-2]] > [[Close->29-2032-Detailed]]

diagnostic medical sonographers is expected to grow as they use ultrasound technology to help physicians diagnose these conditions. The many and expanding uses of sonography in various medical specialties also is expected to increase employment demand for these workers. > [[< Previous->29-2032-JobOutlook-1]] > [[Close->29-2032-Detailed]]

# What Dietitians and Nutritionists Do Dietitians and nutritionists are experts in the use of food and nutrition to promote health and manage disease. They plan and conduct food service or nutritional programs to help people lead healthy lives. ### Duties Dietitians and nutritionists typically do the following: - Assess clients' nutritional and health needs - Counsel clients on nutrition issues and healthy eating habits - Develop meal and nutrition plans, taking clients' preferences and budgets into account - Evaluate and monitor the effects of nutrition plans and practices and make changes as needed > [[Next >->29-1031-WhatTheyDo-2]] > [[Close->29-1031-Detailed]]

- Promote healthy lifestyles by speaking to groups about diet, nutrition, and the relationship between good eating habits and preventing or managing specific diseases - Create educational materials about healthy food choices and lifestyle - Keep up with or contribute to the latest food and nutritional science research > [[< Previous->29-1031-WhatTheyDo-1]] > [[Next >->29-1031-WhatTheyDo-3]] > [[Close->29-1031-Detailed]]

- Document clients' progress Dietitians and nutritionists evaluate the health of their clients through nutrition assessment and diagnostic laboratory testing. Based on their findings, dietitians and nutritionists advise clients on behavior modifications and intervention plans, including which foods to eat - and which to avoid > [[< Previous->29-1031-WhatTheyDo-2]] > [[Next >->29-1031-WhatTheyDo-4]] > [[Close->29-1031-Detailed]]

- to improve their health. Dietitians and nutritionists help prevent or support treatment of health conditions such as heart disease, autoimmune disease, and obesity. Many dietitians and nutritionists provide personalized information for individuals. For example, a dietitian or nutritionist might teach a client with diabetes how to plan meals to improve and balance the person's blood sugar. Other dietitians and nutritionists work with groups of people who have similar needs. For example, a dietitian or nutritionist might plan a diet with healthy fat and limited sugar to help clients who are > [[< Previous->29-1031-WhatTheyDo-3]] > [[Next >->29-1031-WhatTheyDo-5]] > [[Close->29-1031-Detailed]]

at risk for heart disease. Dietitians and nutritionists may work as part of a team with other healthcare staff to coordinate client care. Dietitians and nutritionists who are self-employed may meet with clients, or they may work as consultants for a variety of organizations. Self-employed workers may need to spend time on marketing and other business-related tasks, such as scheduling appointments and keeping records. Although many dietitians and nutritionists do similar tasks, there are several specialties within the occupations. The following are examples of types of dietitians and > [[< Previous->29-1031-WhatTheyDo-4]] > [[Next >->29-1031-WhatTheyDo-6]] > [[Close->29-1031-Detailed]]

nutritionists: Clinical dietitians and clinical nutritionists provide medical nutrition therapy. They create customized nutritional programs based on the health needs of clients and counsel clients on how to improve their health through nutrition. Clinical dietitians and clinical nutritionists may further specialize, such as by working only with people who have kidney disease, diabetes, digestive disorders, or other specific conditions. They work in institutions such as hospitals, long-term care facilities, and clinics, as well as in private practice. Community dietitians and community > [[< Previous->29-1031-WhatTheyDo-5]] > [[Next >->29-1031-WhatTheyDo-7]] > [[Close->29-1031-Detailed]]

nutritionists develop programs and counsel the public on topics related to food, health, and nutrition. They often work with specific groups of people, such as adolescents or the elderly. They work in public health clinics, government and nonprofit agencies, health maintenance organizations (HMOs), and other settings. Management dietitians plan food programs. They may be responsible for buying food and for carrying out other business-related tasks, such as budgeting. Management dietitians may oversee kitchen staff or other dietitians. They work in food service settings such as cafeterias, > [[< Previous->29-1031-WhatTheyDo-6]] > [[Next >->29-1031-WhatTheyDo-8]] > [[Close->29-1031-Detailed]]

hospitals, prisons, and schools. > [[< Previous->29-1031-WhatTheyDo-7]] > [[Close->29-1031-Detailed]]

# Work Environment ### Work Environment Dietitians and nutritionists work in many settings, including hospitals, nursing homes, clinics, cafeterias, and for state and local governments. > [[Close->29-1031-Detailed]]

# How to Become a Dietitian or Nutritionist To enter the occupation, dietitians and nutritionists typically need a bachelor's or master's degree. They also typically are required to have supervised training through an internship. Many states require dietitians and nutritionists to be licensed. ### Education Dietitians and nutritionists typically need a bachelor's or master's degree in dietetics, food and nutrition, or a related field to enter the occupation. A graduate degree is required for some credentials. Graduate degree programs usually require applicants to have a bachelor's degree that includes coursework in sciences such as > [[Next >->29-1031-HowToBecomeOne-2]] > [[Close->29-1031-Detailed]]

anatomy, biology, and physiology. ### Training Dietitians and nutritionists typically receive supervised training, usually in the form of an internship following graduation from college. Some schools offer coordinated programs in dietetics that allow students to complete supervised training as part of their coursework. ### Licenses, Certifications, and Registrations Many states require dietitians and nutritionists to be licensed in order to practice. Other states require only state registration or certification to use certain titles, and a few states have no regulations for this occupation. > [[< Previous->29-1031-HowToBecomeOne-1]] > [[Next >->29-1031-HowToBecomeOne-3]] > [[Close->29-1031-Detailed]]

Check with your state board for specific requirements. Information on state licensing board requirements is available from CareerOneStop. Employers may prefer to hire candidates who have a professional credential, such as the Registered Dietitian (RD)/Registered Dietitian Nutritionist (RDN) or the Certified Nutrition Specialist (CNS) designation. Although these credentials are not always required, the qualifications may be the same as those necessary for becoming a licensed dietitian or nutritionist in states that require a license. The RD/RDN designation requires completion of a minimum of > [[< Previous->29-1031-HowToBecomeOne-2]] > [[Next >->29-1031-HowToBecomeOne-4]] > [[Close->29-1031-Detailed]]

a master's degree and a Dietetic Internship (DI), which includes supervised experience. Students may complete both criteria at once through a coordinated program, or they may finish their degree before applying for an internship. In order to maintain the RDN credential, dietitians and nutritionists must complete continuing professional education credits within a designated number of years. Many states accept the Certified Nutrition Specialist (CNS) credential or exam for licensure purposes. To qualify for the credential, applicants must have a master's or doctoral degree, complete > [[< Previous->29-1031-HowToBecomeOne-3]] > [[Next >->29-1031-HowToBecomeOne-5]] > [[Close->29-1031-Detailed]]

supervised experience, and pass an exam. To maintain the CNS credential, nutritionists must complete continuing education credits within a designated number of years. Dietitians and nutritionists may seek additional certifications in an area of specialty, such as diabetes education, oncology nutrition, or sports dietetics. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Dietitians and nutritionists must keep up with > [[< Previous->29-1031-HowToBecomeOne-4]] > [[Next >->29-1031-HowToBecomeOne-6]] > [[Close->29-1031-Detailed]]

food and nutrition research. They should be able to interpret scientific studies and translate nutrition science into practical guidance. Compassion. Dietitians and nutritionists must be caring and empathetic when helping clients address health and dietary issues and any related emotions. Listening skills. Dietitians and nutritionists must listen carefully to understand clients' goals and concerns. They may work with other healthcare workers as part of a team to improve the health of a client, and they need to listen to team members when creating nutrition plans. Organizational skills. > [[< Previous->29-1031-HowToBecomeOne-5]] > [[Next >->29-1031-HowToBecomeOne-7]] > [[Close->29-1031-Detailed]]

Dietitians and nutritionists must prepare and maintain many types of records for multiple clients. Self-employed dietitians and nutritionists may need to schedule appointments, manage employees, and bill insurance companies in addition to maintaining client files. Problem-solving skills. Dietitians and nutritionists must evaluate the health status of clients and determine appropriate food choices to improve overall health or manage disease. Speaking skills. Dietitians and nutritionists must explain complicated topics in a way that people can understand. They must clearly explain eating > [[< Previous->29-1031-HowToBecomeOne-6]] > [[Next >->29-1031-HowToBecomeOne-8]] > [[Close->29-1031-Detailed]]

plans to clients and to other healthcare workers involved in a patient's care. > [[< Previous->29-1031-HowToBecomeOne-7]] > [[Close->29-1031-Detailed]]

# Pay The median annual wage for dietitians and nutritionists was $73,850 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $48,830, and the highest 10 percent earned more than $101,760. In May 2024, the median annual wages for dietitians and nutritionists in the top industries in which they worked were as follows: Most dietitians and nutritionists work full time. They may work evenings and weekends to meet with clients who are unavailable at other times. > [[Close->29-1031-Detailed]]

# Job Outlook Employment of dietitians and nutritionists is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 6,200 openings for dietitians and nutritionists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Interest in the role of food and nutrition in promoting wellness and preventive care, particularly in medical settings, continues to increase. The importance of diet in > [[Next >->29-1031-JobOutlook-2]] > [[Close->29-1031-Detailed]]

preventing and controlling certain illnesses, such as diabetes and heart disease, is well established. More dietitians and nutritionists will be needed to provide care for people who have, or are at risk of developing, these conditions. Moreover, as the population ages and looks for ways to stay healthy, there will be more demand for dietetic and nutrition services. > [[< Previous->29-1031-JobOutlook-1]] > [[Close->29-1031-Detailed]]

# What Electrical and Electronics Engineers Do Electrical and electronics engineers design, develop, and test electrical and electronic equipment, components, and systems. ### Duties Electrical and electronics engineers typically do the following: - Design and develop electrical and electronic devices, products, and systems - Determine product or system requirements - Use engineering or design software or equipment to create models, diagrams, and layouts - Inspect and test reliability and safety of electrical and electronic devices, products, and systems - Supervise the manufacturing or construction of products or systems > [[Next >->17-2071-WhatTheyDo-2]] > [[Close->17-2071-Detailed]]

- Prepare documentation covering product or system requirements and maintenance > [[< Previous->17-2071-WhatTheyDo-1]] > [[Next >->17-2071-WhatTheyDo-3]] > [[Close->17-2071-Detailed]]

- Evaluate systems and recommend design modifications or equipment repair Electrical engineers design, develop, test, and supervise the manufacturing of electrical systems and equipment, such as electric motors, radar and navigation systems, communications systems, or power generation equipment. Electrical engineers also design the electrical systems of automobiles and aircraft. Electronics engineers design and develop the components and circuitry of electronic products. They may supervise the manufacturing and testing of these electronic products, such as audio-visual equipment or radar > [[< Previous->17-2071-WhatTheyDo-2]] > [[Next >->17-2071-WhatTheyDo-4]] > [[Close->17-2071-Detailed]]

and sonar systems. The work of electrical engineers and electronics engineers is often similar, and they frequently work together and with other types of engineers on projects. Some may specialize in a specific area of electrical or electronics engineering, such as electric power, radio communications, or control systems. Engineers who focus primarily on computers or computer-related equipment are covered in the profile for computer hardware engineers. > [[< Previous->17-2071-WhatTheyDo-3]] > [[Close->17-2071-Detailed]]

# Work Environment ### Work Environment Electrical and electronics engineers generally work in an office setting. Travel may be required, such as to visit project sites. Most work full time. > [[Close->17-2071-Detailed]]

# How to Become an Electrical or Electronics Engineer Electrical and electronics engineers typically need at least a bachelor's degree in a related engineering field. Employers also value practical experience, such as internships or participation in cooperative engineering programs. ### Education High school students interested in studying electrical or electronics engineering benefit from taking courses in physics and math, including algebra, trigonometry, and calculus. Other courses, such as those in engineering, digital electronics, and drafting and design may also be helpful. Electrical and electronics engineers typically need a bachelor's > [[Next >->17-2071-HowToBecomeOne-2]] > [[Close->17-2071-Detailed]]

degree in electrical engineering, electronics engineering, or a related engineering field. Programs include classroom, laboratory, and field studies. Courses include digital systems design, calculus, and electrical circuit theory. Students also may choose to participate in cooperative education programs or internships. Through partnerships with local businesses, these programs allow students to gain practical experience while they complete their education. Some employers may prefer to hire workers with a master's degree. ### Licenses, Certifications, and Registrations Licensure is not > [[< Previous->17-2071-HowToBecomeOne-1]] > [[Next >->17-2071-HowToBecomeOne-3]] > [[Close->17-2071-Detailed]]

required for entry-level electrical and electronics engineer positions. Experienced engineers may obtain a Professional Engineering (PE) license, which allows them to oversee the work of other engineers, sign off on projects, and provide services directly to the public. State licensure typically requires a bachelor's or higher degree in engineering, a passing score on the Fundamentals of Engineering (FE) exam, several years of relevant work experience, and a passing score on the PE exam. Each state issues its own licenses. Most states recognize licensure from other states, as long as the > [[< Previous->17-2071-HowToBecomeOne-2]] > [[Next >->17-2071-HowToBecomeOne-4]] > [[Close->17-2071-Detailed]]

licensing state's requirements meet or exceed their own licensure requirements. Several states require continuing education for engineers to keep their licenses. Information on state licensing board requirements is available from CareerOneStop. ### Advancement Electrical and electronics engineers may advance to supervisory or management positions in which they lead a team of engineers and technicians. For more information, see the profile on architectural and engineering managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform > [[< Previous->17-2071-HowToBecomeOne-3]] > [[Next >->17-2071-HowToBecomeOne-5]] > [[Close->17-2071-Detailed]]

their duties. For more information, visit the Employment Projections (EP) skills data page. Computer skills. Electrical and electronics engineers use computer-aided design software to perform engineering tasks. Electrical and electronics engineers also need a working knowledge of programming languages. Initiative. Electrical and electronics engineers must apply their knowledge to new tasks in every project they undertake. In addition, they must engage in continuing education to keep up with changes in technology. Interpersonal skills. Electrical and electronics engineers must work with > [[< Previous->17-2071-HowToBecomeOne-4]] > [[Next >->17-2071-HowToBecomeOne-6]] > [[Close->17-2071-Detailed]]

others to ensure that their plans are implemented correctly. This collaboration includes monitoring technicians and devising remedies to problems as they arise. Math skills. Electrical and electronics engineers must use the principles of calculus and other advanced math in order to analyze, design, and troubleshoot equipment. Problem-solving skills. Electrical and electronics engineers must troubleshoot issues that arise in designing products and systems and devise safe and efficient solutions. Project management skills. Electrical and electronics engineers coordinate project schedules and > [[< Previous->17-2071-HowToBecomeOne-5]] > [[Next >->17-2071-HowToBecomeOne-7]] > [[Close->17-2071-Detailed]]

work processes with other departments and contractors. They also must monitor project costs and resources. Communication skills. Electrical and electronics engineers must be able to convey complex information, both orally and in writing, to technical and nontechnical audiences. > [[< Previous->17-2071-HowToBecomeOne-6]] > [[Close->17-2071-Detailed]]

# Pay The median annual wage for electrical engineers was $111,910 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $74,670, and the highest 10 percent earned more than $175,460. The median annual wage for electronics engineers, except computer was $127,590 in May 2024. The lowest 10 percent earned less than $79,390, and the highest 10 percent earned more than $199,060. In May 2024, the median annual wages for electrical engineers in the top industries in which they > [[Next >->17-2071-Pay-2]] > [[Close->17-2071-Detailed]]

worked were as follows: In May 2024, the median annual wages for electronics engineers, except computer in the top industries in which they worked were as follows: Most electrical and electronics engineers work full time. > [[< Previous->17-2071-Pay-1]] > [[Close->17-2071-Detailed]]

# Job Outlook Overall employment of electrical and electronics engineers is projected to grow 7 percent from 2024 to 2034, much faster than the average for all occupations. About 17,500 openings for electrical and electronics engineers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth is expected as companies increasingly utilize the expertise of engineers for projects involving electrical and electronic > [[Next >->17-2071-JobOutlook-2]] > [[Close->17-2071-Detailed]]

devices, systems, and infrastructure. These engineers are expected to have key roles in developing sophisticated consumer electronics, solar arrays, semiconductors, and communications technologies. > [[< Previous->17-2071-JobOutlook-1]] > [[Close->17-2071-Detailed]]

# What Food and Beverage Serving and Related Workers Do Food and beverage serving and related workers take and prepare orders, clear tables, and do other tasks associated with providing food and drink to customers. ### Duties Food and beverage serving and related workers typically do the following: - Greet customers and answer their questions about menu items and specials - Take food and drink orders from customers - Prepare food and drink orders, such as sandwiches and coffee - Relay customers' orders to other kitchen staff - Serve food and drinks to customers at a counter, at a stand, or in a hotel room > [[Next >->35-9011-WhatTheyDo-2]] > [[Close->35-9011-Detailed]]

- Accept payment and provide customers with receipts - Clean assigned work areas, such as dining tables or serving counters - Stock service stations, cabinets, and tables > [[< Previous->35-9011-WhatTheyDo-1]] > [[Next >->35-9011-WhatTheyDo-3]] > [[Close->35-9011-Detailed]]

- Set tables or prepare food stations for new customers Food and beverage serving and related workers are the front line of customer service in restaurants, cafeterias, and other food service establishments. They seat customers, take or prepare food and drink orders, clear and set tables, and serve food and beverages. Depending on the establishment, they may do some or all of these tasks during their shift. Most work as part of a team, although their responsibilities and job titles vary. The following are examples of types of food and beverage serving and related workers: Dining room and > [[< Previous->35-9011-WhatTheyDo-2]] > [[Next >->35-9011-WhatTheyDo-4]] > [[Close->35-9011-Detailed]]

cafeteria attendants and bartender helpers - sometimes collectively referred to as bus staff > [[< Previous->35-9011-WhatTheyDo-3]] > [[Next >->35-9011-WhatTheyDo-5]] > [[Close->35-9011-Detailed]]

- help waiters, waitresses, and bartenders by cleaning and setting tables, removing dirty dishes, and stocking serving areas with supplies. They also may help waiters and waitresses by bringing meals from the kitchen, distributing dishes to diners, filling water glasses, and delivering condiments. Fast food and counter workers are employed primarily by limited-service restaurants, cafeterias, and snack bars at which customers generally order and pay before eating. These workers take food and beverage orders, prepare or retrieve items, and accept payment. They also heat food items and make > [[< Previous->35-9011-WhatTheyDo-4]] > [[Next >->35-9011-WhatTheyDo-6]] > [[Close->35-9011-Detailed]]

salads and sandwiches. Hosts and hostesses greet customers, seat guests, and manage reservations and waiting lists. They also may provide menus, take and prepare to-go orders, and assist with maintaining cleanliness of the dining area. Nonrestaurant food servers provide food to customers outside a restaurant environment. For example, they may deliver room-service orders in hotels or meals to hospital rooms. Some work as carhops at venues such as drive-in movie theaters, bringing orders to customers in parked cars. > [[< Previous->35-9011-WhatTheyDo-5]] > [[Close->35-9011-Detailed]]

# Work Environment ### Work Environment Food and beverage serving and related workers are employed in restaurants, schools, and other dining places. Work shifts often include early mornings, late evenings, weekends, and holidays. Part-time work is common. > [[Close->35-9011-Detailed]]

# How to Become a Food and Beverage Serving or Related Worker Food and beverage serving and related workers typically have no requirements for education to enter the occupation. They receive short-term on-the-job training. Most states require workers who serve alcoholic beverages, even as an accompaniment to meals, to be at least 18 years old. ### Education There typically are no formal education requirements for becoming a food and beverage serving worker. ### Training Workers typically learn through on-the-job training, which may last from few days to several weeks. Training includes basic customer service, kitchen safety, safe food-handling > [[Next >->35-9011-HowToBecomeOne-2]] > [[Close->35-9011-Detailed]]

procedures, and sanitation guidelines. Food and beverage serving and related workers typically learn their duties by watching and working with experienced staff. Some employers, particularly those in fast-food restaurants, have specific training programs for new workers. Bartender helpers and other workers in establishments where alcohol is served may need training on state and local laws concerning the sale of alcoholic beverages. Some states, counties, and cities mandate such training, which typically lasts a few hours. ### Advancement Some food and beverage serving and related workers > [[< Previous->35-9011-HowToBecomeOne-1]] > [[Next >->35-9011-HowToBecomeOne-3]] > [[Close->35-9011-Detailed]]

advance to waiter, waitress, or bartender positions as they learn the basics of serving food or preparing drinks. Kitchen staff may advance to become food preparation workers or cooks. Still others may move up to supervisory or food service manager positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Food and beverage serving and related workers must listen to customers' orders and relay them correctly to the > [[< Previous->35-9011-HowToBecomeOne-2]] > [[Next >->35-9011-HowToBecomeOne-4]] > [[Close->35-9011-Detailed]]

kitchen staff so that the orders are prepared as requested. Customer-service skills. Food service establishments rely on good food and customer service to keep customers and succeed in a competitive industry. As a result, workers should be courteous and be able to attend to customers' requests. Physical stamina. Food and beverage serving and related workers spend most of their shift doing physical tasks such as standing, carrying trays, and cleaning work areas. Physical strength. Food and beverage serving and related workers need to be able to lift and carry stock and equipment that can > [[< Previous->35-9011-HowToBecomeOne-3]] > [[Next >->35-9011-HowToBecomeOne-5]] > [[Close->35-9011-Detailed]]

weigh up to 50 pounds. > [[< Previous->35-9011-HowToBecomeOne-4]] > [[Close->35-9011-Detailed]]

# Pay The median hourly wage for food and beverage serving and related workers was $14.92 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $10.88, and the highest 10 percent earned more than $19.65. Median hourly wages for food and beverage serving and related workers in May 2024 were as follows: In May 2024, the median hourly wages for food and beverage serving and related workers in the top industries in which they worked were as follows: Although some workers in > [[Next >->35-9011-Pay-2]] > [[Close->35-9011-Detailed]]

these occupations earn tips, most get their earnings from hourly wages alone. In some restaurants, workers may contribute all or a portion of their tips to a tip pool, which is distributed among qualifying workers. Tip pools allow workers who do not usually receive tips directly from customers, such as dining room attendants, to be part of a team and to share in the rewards for good service. Employers may provide meals and uniforms but may deduct those costs from the worker's wages. Part-time work is common for food and beverage serving and related workers. Because restaurants and other > [[< Previous->35-9011-Pay-1]] > [[Next >->35-9011-Pay-3]] > [[Close->35-9011-Detailed]]

eating places typically have extended dining hours, work shifts often include early mornings, late evenings, weekends, and holidays. Work may be seasonal. Food and beverage serving and related workers may not work or may have limited hours during certain times of the year. For example, those in school cafeterias may work only during the school year, usually 9 to 10 months. In addition, business hours in restaurants allow for flexible schedules that appeal to teenagers. Food and beverage serving and related workers employs more 16- to 19-year-olds than any other occupation. > [[< Previous->35-9011-Pay-2]] > [[Close->35-9011-Detailed]]

# Job Outlook Overall employment of food and beverage serving and related workers is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 1,159,600 openings for food and beverage serving and related workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of food and beverage serving and related workers varies by occupation (see table). As a growing > [[Next >->35-9011-JobOutlook-2]] > [[Close->35-9011-Detailed]]

population continues to dine out, purchase take-out meals, or have food delivered, more restaurants, particularly fast food and casual dining restaurants, are expected to open. In response, more food and beverage serving and related workers are expected to be needed. In addition, nontraditional food service operations, such as those inside grocery stores and cafeterias in hospitals and residential care facilities, are expected to serve more prepared meals. Because these workers are essential to the operation of a food-serving establishment, they should continue to be in demand. > [[< Previous->35-9011-JobOutlook-1]] > [[Close->35-9011-Detailed]]

- Prepare documentation covering product or system requirements and maintenance > [[< Previous->17-2072-WhatTheyDo-1]] > [[Next >->17-2072-WhatTheyDo-3]] > [[Close->17-2072-Detailed]]

- Evaluate systems and recommend design modifications or equipment repair Electrical engineers design, develop, test, and supervise the manufacturing of electrical systems and equipment, such as electric motors, radar and navigation systems, communications systems, or power generation equipment. Electrical engineers also design the electrical systems of automobiles and aircraft. Electronics engineers design and develop the components and circuitry of electronic products. They may supervise the manufacturing and testing of these electronic products, such as audio-visual equipment or radar > [[< Previous->17-2072-WhatTheyDo-2]] > [[Next >->17-2072-WhatTheyDo-4]] > [[Close->17-2072-Detailed]]

degree in electrical engineering, electronics engineering, or a related engineering field. Programs include classroom, laboratory, and field studies. Courses include digital systems design, calculus, and electrical circuit theory. Students also may choose to participate in cooperative education programs or internships. Through partnerships with local businesses, these programs allow students to gain practical experience while they complete their education. Some employers may prefer to hire workers with a master's degree. ### Licenses, Certifications, and Registrations Licensure is not > [[< Previous->17-2072-HowToBecomeOne-1]] > [[Next >->17-2072-HowToBecomeOne-3]] > [[Close->17-2072-Detailed]]

required for entry-level electrical and electronics engineer positions. Experienced engineers may obtain a Professional Engineering (PE) license, which allows them to oversee the work of other engineers, sign off on projects, and provide services directly to the public. State licensure typically requires a bachelor's or higher degree in engineering, a passing score on the Fundamentals of Engineering (FE) exam, several years of relevant work experience, and a passing score on the PE exam. Each state issues its own licenses. Most states recognize licensure from other states, as long as the > [[< Previous->17-2072-HowToBecomeOne-2]] > [[Next >->17-2072-HowToBecomeOne-4]] > [[Close->17-2072-Detailed]]

licensing state's requirements meet or exceed their own licensure requirements. Several states require continuing education for engineers to keep their licenses. Information on state licensing board requirements is available from CareerOneStop. ### Advancement Electrical and electronics engineers may advance to supervisory or management positions in which they lead a team of engineers and technicians. For more information, see the profile on architectural and engineering managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform > [[< Previous->17-2072-HowToBecomeOne-3]] > [[Next >->17-2072-HowToBecomeOne-5]] > [[Close->17-2072-Detailed]]

their duties. For more information, visit the Employment Projections (EP) skills data page. Computer skills. Electrical and electronics engineers use computer-aided design software to perform engineering tasks. Electrical and electronics engineers also need a working knowledge of programming languages. Initiative. Electrical and electronics engineers must apply their knowledge to new tasks in every project they undertake. In addition, they must engage in continuing education to keep up with changes in technology. Interpersonal skills. Electrical and electronics engineers must work with > [[< Previous->17-2072-HowToBecomeOne-4]] > [[Next >->17-2072-HowToBecomeOne-6]] > [[Close->17-2072-Detailed]]

others to ensure that their plans are implemented correctly. This collaboration includes monitoring technicians and devising remedies to problems as they arise. Math skills. Electrical and electronics engineers must use the principles of calculus and other advanced math in order to analyze, design, and troubleshoot equipment. Problem-solving skills. Electrical and electronics engineers must troubleshoot issues that arise in designing products and systems and devise safe and efficient solutions. Project management skills. Electrical and electronics engineers coordinate project schedules and > [[< Previous->17-2072-HowToBecomeOne-5]] > [[Next >->17-2072-HowToBecomeOne-7]] > [[Close->17-2072-Detailed]]

# What Environmental Engineers Do Environmental engineers use engineering disciplines in developing solutions to problems of planetary health. Their work may involve concerns such as waste treatment, site remediation, and pollution control technology. ### Duties Environmental engineers typically do the following: - Prepare, review, update, and present reports on issues related to the environment - Design systems that protect the environment, such as those to reclaim water or to control air pollution - Obtain, update, and maintain plans, permits, and standard operating procedures > [[Next >->17-2081-WhatTheyDo-2]] > [[Close->17-2081-Detailed]]

- Provide technical support for environmental remediation projects and for legal actions - Analyze scientific data and do quality-control checks - Monitor the progress of environmental improvement programs - Inspect industrial and municipal facilities and programs to ensure compliance with environmental regulations > [[< Previous->17-2081-WhatTheyDo-1]] > [[Next >->17-2081-WhatTheyDo-3]] > [[Close->17-2081-Detailed]]

- Advise corporations, government agencies, and other interested parties about environmental issues, including procedures for cleaning up contaminated sites Environmental engineers work on a variety of projects. For example, they may conduct hazardous-waste management studies in which they evaluate a hazard and advise on treating and containing it. They also design systems for municipal and industrial water supplies and wastewater treatment. In government, they may focus on prevention and compliance, such as researching the environmental impact of proposed construction projects or enforcing > [[< Previous->17-2081-WhatTheyDo-2]] > [[Next >->17-2081-WhatTheyDo-4]] > [[Close->17-2081-Detailed]]

regulations for disposal of agricultural waste. Some of these engineers study ways to minimize the effects of environmental threats such as acid rain, automobile emissions, and ozone depletion. They also collaborate with workers who focus on environmental sustainability and other issues, including environmental scientists and specialists, hazardous materials removal workers, lawyers, and urban and regional planners. > [[< Previous->17-2081-WhatTheyDo-3]] > [[Close->17-2081-Detailed]]

# Work Environment ### Work Environment Environmental engineers work both in an office setting and in the field. Most work full time, and some work more than 40 hours per week. > [[Close->17-2081-Detailed]]

# How to Become an Environmental Engineer Environmental engineers typically need a bachelor's degree in environmental engineering or a related field, such as chemical, civil, or general engineering. Some employers prefer to hire candidates who have gained practical experience in an internship or cooperative education program. ### Education High school students interested in becoming an environmental engineer should take classes in chemistry, biology, physics, and math, including algebra, trigonometry, and calculus. Entry-level environmental engineering jobs typically require a bachelor's degree in engineering. Programs usually > [[Next >->17-2081-HowToBecomeOne-2]] > [[Close->17-2081-Detailed]]

include courses in subjects such as construction systems, engineering mechanics, and geochemistry and involve academic instruction, laboratory study, and fieldwork. Some college and university programs offer cooperative education in which students gain practical experience while completing their studies. Students also may get relevant experience through internships or by volunteering in positions that focus on the environment. Bachelor's degree programs usually take 4 years, but some colleges and universities have 5-year engineering programs that lead to both a bachelor's and a master's > [[< Previous->17-2081-HowToBecomeOne-1]] > [[Next >->17-2081-HowToBecomeOne-3]] > [[Close->17-2081-Detailed]]

degree. Employers often prefer to hire graduates of accredited engineering programs. A degree from an accredited program is usually necessary for engineers to become licensed. ### Licenses, Certifications, and Registrations Licensure is not required for entry-level environmental engineers. Experienced engineers may obtain a Professional Engineer (PE) license, which allows them to oversee the work of other engineers, sign off on projects, and provide services directly to the public. State licensure generally requires a bachelor's or higher degree from an accredited engineering program, a > [[< Previous->17-2081-HowToBecomeOne-2]] > [[Next >->17-2081-HowToBecomeOne-4]] > [[Close->17-2081-Detailed]]

passing score on the Fundamentals of Engineering (FE) exam, several years of relevant work experience, and a passing score on the PE exam. Each state issues its own license. Most states recognize licensure from other states if the licensing state's requirements meet or exceed their own licensure requirements. Several states require engineers to take continuing education to keep their licenses. Information on state licensing board requirements is available from CareerOneStop. After licensing, environmental engineers can earn board certification. This certification shows that an environmental > [[< Previous->17-2081-HowToBecomeOne-3]] > [[Next >->17-2081-HowToBecomeOne-5]] > [[Close->17-2081-Detailed]]

engineer has expertise in one or more areas of specialization. Information on certifications is available from CareerOneStop. Some states require environmental engineers to have Occupational Safety & Health Administration (OSHA) Hazardous Waste Operations and Emergency Response Standard (HAZWOPER) certification. HAZWOPER certification includes training in health hazards, personal protective equipment, site safety, recognizing and identifying hazards, and decontamination. Refresher training may be required to maintain certification. ### Advancement As engineers gain knowledge and experience, > [[< Previous->17-2081-HowToBecomeOne-4]] > [[Next >->17-2081-HowToBecomeOne-6]] > [[Close->17-2081-Detailed]]

they take on more difficult projects and have greater independence to develop designs, solve problems, and make decisions. Some environmental engineers advance to become technical specialists or to supervise a team of engineers and technicians. Others become engineering managers or project management specialists to direct and coordinate the activities of specific projects. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->17-2081-HowToBecomeOne-5]] > [[Next >->17-2081-HowToBecomeOne-7]] > [[Close->17-2081-Detailed]]

skills. Environmental engineers must explain plans, specifications, findings, and other information both orally and in writing to technical and nontechnical audiences. Creativity. Environmental engineers must be able to design systems that interact with the machinery and equipment components of a larger system. Interpersonal skills. Environmental engineers coordinate with a variety of workers, such as the engineers and scientists who design systems and the technicians and mechanics who put systems into practice. Math skills. Environmental engineers use calculus, trigonometry, and other > [[< Previous->17-2081-HowToBecomeOne-6]] > [[Next >->17-2081-HowToBecomeOne-8]] > [[Close->17-2081-Detailed]]

math in their analysis, design, and troubleshooting work. Problem-solving skills. Environmental engineers must identify and anticipate problems to design systems that prevent or mitigate environmental damage. > [[< Previous->17-2081-HowToBecomeOne-7]] > [[Close->17-2081-Detailed]]

# Pay The median annual wage for environmental engineers was $104,170 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $64,950, and the highest 10 percent earned more than $161,910. In May 2024, the median annual wages for environmental engineers in the top industries in which they worked were as follows: Most environmental engineers work full time. They may need to work more than 40 hours per week, such as to monitor a project's progress or to troubleshoot problems. > [[Close->17-2081-Detailed]]

# Job Outlook Employment of environmental engineers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 3,000 openings for environmental engineers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Heightened public awareness of the hazards facing the environment is expected to support demand for environmental engineers. For example, these workers are expected to be needed > [[Next >->17-2081-JobOutlook-2]] > [[Close->17-2081-Detailed]]

to help design solutions to improve water and air quality amid growing concerns about pollution and the lack of access to clean drinking water across the country. > [[< Previous->17-2081-JobOutlook-1]] > [[Close->17-2081-Detailed]]

# What Health and Safety Engineers Do Health and safety engineers apply their knowledge of industrial processes, mechanics, psychology, and other disciplines to promote worksite or product safety. ### Duties Health and safety engineers typically do the following: - Apply knowledge of current policies, regulations, and industrial processes related to health and safety - Review plans for new machinery and equipment to make sure that they meet safety requirements - Inspect facilities, machinery, safety equipment, or products to identify and recommend corrective action for potential hazards > [[Next >->17-2111-WhatTheyDo-2]] > [[Close->17-2111-Detailed]]

- Investigate the cause of industrial accidents or injuries - Direct the installation of safety devices > [[< Previous->17-2111-WhatTheyDo-1]] > [[Next >->17-2111-WhatTheyDo-3]] > [[Close->17-2111-Detailed]]

- Create new or review existing employee safety programs and recommend improvements Health and safety engineers evaluate worksites, products, and systems to ensure safety. They identify concerns and recommend changes to address potential risks. Their work duties and job titles may vary by position. For example, fire prevention and protection engineers analyze potential fire hazards of buildings, materials, and transportation systems. In addition to focusing on prevention, health and safety engineers investigate industrial accidents and injuries to determine what the cause was and whether > [[< Previous->17-2111-WhatTheyDo-2]] > [[Next >->17-2111-WhatTheyDo-4]] > [[Close->17-2111-Detailed]]

the incidents were avoidable. They interview employers and employees to learn about work environments that may have led to accidents or injuries. They also evaluate the corrections that were made to remedy violations found during health inspections. For information on health and safety engineers who work in mines, see the profile on mining and geological engineers. > [[< Previous->17-2111-WhatTheyDo-3]] > [[Close->17-2111-Detailed]]

# Work Environment ### Work Environment Health and safety engineers typically work in an office setting, and most are full time. They also may need to travel to worksites. > [[Close->17-2111-Detailed]]

# How to Become a Health and Safety Engineer Health and safety engineers typically need a bachelor's degree in engineering or a related field to enter the occupation. Completing internships or cooperative-education programs may be helpful for gaining hands-on experience while in school. ### Education High school students interested in health and safety engineering should take classes in mathematics, such as algebra, trigonometry, and calculus; computer science; and sciences, such as chemistry and physics. Health and safety engineers typically require a bachelor's degree in an engineering discipline, such as chemical, mechanical, > [[Next >->17-2111-HowToBecomeOne-2]] > [[Close->17-2111-Detailed]]

industrial, or systems engineering. Bachelor's degree programs include academic and laboratory coursework in subjects such as occupational safety and health, industrial hygiene, ergonomics, and environmental safety. Employers may prefer to hire graduates of engineering programs accredited by a professional association. Colleges and universities may offer internships or cooperative-education programs with businesses that allow students to gain practical experience while completing their education. Some colleges and universities offer 5-year programs that lead to both a bachelor's and a > [[< Previous->17-2111-HowToBecomeOne-1]] > [[Next >->17-2111-HowToBecomeOne-3]] > [[Close->17-2111-Detailed]]

master's degree. ### Licenses, Certifications, and Registrations Licensure is not required for entry-level health and safety engineer positions. Experienced engineers may obtain a Professional Engineer (PE) license, which allows them to oversee the work of other engineers, sign off on projects, and provide services directly to the public. State licensure typically requires a bachelor's or higher degree in engineering, a passing score on the Fundamentals of Engineering (FE) exam, several years of relevant work experience, and a passing score on the PE exam. Each state issues its own > [[< Previous->17-2111-HowToBecomeOne-2]] > [[Next >->17-2111-HowToBecomeOne-4]] > [[Close->17-2111-Detailed]]

license. Most states recognize licensure from other states, as long as the licensing state's requirements meet or exceed their own licensure requirements. Several states require continuing education for engineers to keep their licenses. Some states require fire protection engineers to have a license. Check with your state for more information. Information on state licensing board requirements is available from CareerOneStop. Although certification is not required, some health and safety engineers choose to earn a professional credential. Information on certifications is available from > [[< Previous->17-2111-HowToBecomeOne-3]] > [[Next >->17-2111-HowToBecomeOne-5]] > [[Close->17-2111-Detailed]]

CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Health and safety engineers prepare and present training materials to workers. They must be able to clearly explain regulations and procedures to a variety of audiences. Critical-thinking skills. Health and safety engineers must be able to interpret regulations and their intent so that they can propose designs for specific worksites. Interpersonal > [[< Previous->17-2111-HowToBecomeOne-4]] > [[Next >->17-2111-HowToBecomeOne-6]] > [[Close->17-2111-Detailed]]

skills. Health and safety engineers interact with workers across an organization to evaluate safety programs, identify potential hazards, and recommend corrective actions. They also must be able to develop a rapport with employers and employees when interviewing them during investigations. Observational skills. Health and safety engineers must be able to identify hazards before those hazards damage property or health. Problem-solving skills. Health and safety engineers must be able to identify issues with safety processes or products and recommend ways to improve them. > [[< Previous->17-2111-HowToBecomeOne-5]] > [[Close->17-2111-Detailed]]

# Pay The median annual wage for health and safety engineers was $109,660 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $62,050, and the highest 10 percent earned more than $166,670. In May 2024, the median annual wages for health and safety engineers in the top industries in which they worked were as follows: Most health and safety engineers work full time, and some work more than 40 hours per week. > [[Close->17-2111-Detailed]]

# Job Outlook Employment of health and safety engineers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 1,500 openings for health and safety engineers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Health and safety engineers will be needed to help protect against potential hazards. As new regulations are created, organizations are expected to rely on these > [[Next >->17-2111-JobOutlook-2]] > [[Close->17-2111-Detailed]]

engineers for help in complying with requirements that safeguard people from illness and injury and property from damage. > [[< Previous->17-2111-JobOutlook-1]] > [[Close->17-2111-Detailed]]

# What Industrial Engineers Do Industrial engineers devise efficient systems that integrate workers, machines, materials, information, and energy to make a product or provide a service. They assess workers, quality control, logistics, and other factors involved in coordinating production. ### Duties Industrial engineers typically do the following: - Evaluate manufacturing, delivery, customer experience, or other systems and identify ways to improve productivity and quality - Collect data on processes and production through observations of work activities, time studies, and staff surveys > [[Next >->17-2112-WhatTheyDo-2]] > [[Close->17-2112-Detailed]]

- Analyze data to identify trends and areas for improvement - Design processes, systems, or enhancements to maximize productivity, efficiency, or space - Collaborate with other departments to develop and implement recommendations for improving productivity or performance > [[< Previous->17-2112-WhatTheyDo-1]] > [[Next >->17-2112-WhatTheyDo-3]] > [[Close->17-2112-Detailed]]

- Present analysis and recommendations to management and other stakeholders Industrial engineers focus on efficiency, balancing factors such as time, number of workers needed, and available technology to accomplish goals safely and within budget. They create products and services that are useful to a variety of industries, including manufacturing, healthcare, and transportation. For example, they might design systems to help move heavy parts within manufacturing plants, improve hospital wait times, or increase vehicle safety. The following are examples of types of industrial > [[< Previous->17-2112-WhatTheyDo-2]] > [[Next >->17-2112-WhatTheyDo-4]] > [[Close->17-2112-Detailed]]

engineers: Human factors engineers help with products, facilities, and systems to enhance overall well being and system performance. They study the relationship between humans and technology and use those insights to optimize products and systems. For example, they may study how workers interact with manufacturing equipment and detect potential for human error that may lead to safety risks. Manufacturing engineers design or improve manufacturing systems or related processes. They may focus on the automated aspects of manufacturing production, upgrades to facility layout, or changes to > [[< Previous->17-2112-WhatTheyDo-3]] > [[Next >->17-2112-WhatTheyDo-5]] > [[Close->17-2112-Detailed]]

processes to reduce costs and improve product quality. They also design manufacturing systems to optimize the use of computer networks, robots, and materials. Validation engineers ensure that equipment and systems create products that meet safety and quality requirements. They develop and supervise tests, and they evaluate test data or products to determine whether requirements have been met. They also may inspect equipment or computer systems used in the production process. > [[< Previous->17-2112-WhatTheyDo-4]] > [[Close->17-2112-Detailed]]

# Work Environment ### Work Environment Industrial engineers work in a variety of settings, such as offices and manufacturing plants. Most work full time, and some work more than 40 hours per week. > [[Close->17-2112-Detailed]]

# How to Become an Industrial Engineer Industrial engineers typically need a bachelor's degree in industrial engineering or a related field, such as mechanical or electrical engineering. ### Education High school students interested in industrial engineering should take classes in mathematics, such as algebra, trigonometry, and calculus; computer science; and sciences, such as chemistry and physics. Industrial engineers typically need a bachelor's degree in industrial engineering or a related field. Some prospective industrial engineers have degrees in other engineering disciplines, such as mechanical, manufacturing, or general > [[Next >->17-2112-HowToBecomeOne-2]] > [[Close->17-2112-Detailed]]

engineering. Human factors engineers may need a bachelor's degree in psychology. Bachelor's degree programs include academic and laboratory coursework in subjects such as statistics, production systems planning, and manufacturing systems design. Colleges and universities may offer internship or cooperative education programs with businesses, allowing students to gain work experience while completing their education. Some colleges and universities offer 5-year programs that lead to both a bachelor's and a master's degree. ### Licenses, Certifications, and Registrations Licensure is not > [[< Previous->17-2112-HowToBecomeOne-1]] > [[Next >->17-2112-HowToBecomeOne-3]] > [[Close->17-2112-Detailed]]

required for entry-level industrial engineer positions. Experienced engineers may obtain a Professional Engineer (PE) license, which allows them to oversee the work of other engineers, sign off on projects, and provide services directly to the public. State licensure typically requires a bachelor's or higher degree in engineering, a passing score on the Fundamentals of Engineering (FE) exam, several years of relevant work experience, and a passing score on the PE exam. Each state issues its own license. Most states recognize licensure from other states, as long as the licensing state's > [[< Previous->17-2112-HowToBecomeOne-2]] > [[Next >->17-2112-HowToBecomeOne-4]] > [[Close->17-2112-Detailed]]

requirements meet or exceed their own licensure requirements. Several states require continuing education for engineers to keep their licenses. Information on state licensing board requirements is available from CareerOneStop. Although certification is not required, some industrial engineers choose to earn a professional credential. Information on certifications is available from CareerOneStop. ### Advancement Some industrial engineers advance to management positions. In these roles, they may supervise a team of engineers and technicians. For more information, see the profile on > [[< Previous->17-2112-HowToBecomeOne-3]] > [[Next >->17-2112-HowToBecomeOne-5]] > [[Close->17-2112-Detailed]]

architectural and engineering managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Industrial engineers must be able to convey complex information, both orally and in writing, to technical and nontechnical audiences. Computer skills. Industrial engineers use software to analyze data and must be proficient in certain programs or applications, such as computer-aided drafting tools. Creativity. Industrial > [[< Previous->17-2112-HowToBecomeOne-4]] > [[Next >->17-2112-HowToBecomeOne-6]] > [[Close->17-2112-Detailed]]

engineers use ingenuity to design new production processes or service systems in many settings. Critical-thinking skills. Industrial engineers use logic and reasoning to identify alternative solutions or approaches to the processes and systems they assess. Interpersonal skills. Industrial engineers often collaborate with workers across an organization and must be able to work as part of a team. Math skills. Industrial engineers use calculus, trigonometry, and other mathematics in their work to analyze, design, and troubleshoot. Problem-solving skills. Industrial engineers must be able to > [[< Previous->17-2112-HowToBecomeOne-5]] > [[Next >->17-2112-HowToBecomeOne-7]] > [[Close->17-2112-Detailed]]

recognize issues that arise during production processes and recommend resolutions. > [[< Previous->17-2112-HowToBecomeOne-6]] > [[Close->17-2112-Detailed]]

# Pay The median annual wage for industrial engineers was $101,140 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $70,000, and the highest 10 percent earned more than $157,140. In May 2024, the median annual wages for industrial engineers in the top industries in which they worked were as follows: Most industrial engineers work full time, and some work more than 40 hours per week. > [[Close->17-2112-Detailed]]

# Job Outlook Employment of industrial engineers is projected to grow 11 percent from 2024 to 2034, much faster than the average for all occupations. About 25,200 openings for industrial engineers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Industrial engineers focus on reducing internal costs, making their work valuable in manufacturing and other industries, such as consulting and engineering services and research and > [[Next >->17-2112-JobOutlook-2]] > [[Close->17-2112-Detailed]]

development firms. As more companies look to lower costs, demand is expected to increase for industrial engineers to optimize production processes, manage supply chains and logistics, and provide expertise on automation. ### > [[< Previous->17-2112-JobOutlook-1]] > [[Close->17-2112-Detailed]]

# What Marine Engineers and Naval Architects Do Marine engineers and naval architects design, develop, and evaluate the operation of marine vessels, ship machinery, and related equipment, such as power supply and propulsion systems. ### Duties Marine engineers and naval architects typically do the following: - Study design proposals and specifications to establish basic characteristics of a marine vessel, such as its size, weight, and speed - Design ship hulls and superstructures, following standards for safety, efficiency and economy - Prepare system layouts and detailed drawings and schematics > [[Next >->17-2121-WhatTheyDo-2]] > [[Close->17-2121-Detailed]]

- Design and oversee the building and testing of prototypes and the installation and repair of marine equipment - Conduct environmental, operational, or performance tests on marine machinery and equipment - Prepare cost estimates, contract specifications, and design and construction schedules - Coordinate activities with regulatory bodies to ensure that repairs and alterations are done safely and at minimal cost > [[< Previous->17-2121-WhatTheyDo-1]] > [[Next >->17-2121-WhatTheyDo-3]] > [[Close->17-2121-Detailed]]

- Prepare technical reports for use by engineers, managers, or sales personnel Marine engineers and naval architects focus on the design and production processes of water vehicles. They also may work on offshore projects, such as oil rigs and wind turbines, or on coastal structures, such as ports and seawalls. Responsibilities for marine engineers and naval architects vary by employer. For example, those who work for ship and boat building firms may design large or small vessels, such as passenger ships, cargo ships, and rowboats. In the federal government, they may design or test ships or > [[< Previous->17-2121-WhatTheyDo-2]] > [[Next >->17-2121-WhatTheyDo-4]] > [[Close->17-2121-Detailed]]

systems for the Army, Navy, or Coast Guard. Marine engineers should not be confused with ship engineers, who supervise the operation of a ship's machinery. For more information about ship engineers, see the profile on water transportation workers. > [[< Previous->17-2121-WhatTheyDo-3]] > [[Close->17-2121-Detailed]]

# Work Environment ### Work Environment Marine engineers and naval architects may work in a variety of settings, such as in offices, on manufacturing shop floors, or at sea. Most marine engineers and naval architects work full time, and some work more than 40 hours per week. > [[Close->17-2121-Detailed]]

# How to Become a Marine Engineer or Naval Architect Marine engineers and naval architects typically need a bachelor's degree in marine engineering, naval architecture, or a related field. Some marine engineering and naval architecture programs are offered at state maritime academies. ### Education High school students interested in becoming a marine engineer or naval architect should take classes in math, such as algebra, trigonometry, and calculus; and science, such as chemistry and physics. If available, drafting courses also may be helpful. College students interested in this occupation typically pursue a degree in an engineering field. > [[Next >->17-2121-HowToBecomeOne-2]] > [[Close->17-2121-Detailed]]

Programs in marine engineering and naval architecture usually include courses in computer-aided design, fluid mechanics, and marine structures. Students also may choose to participate in cooperative education programs or internships. Through partnerships with local businesses, these programs allow students to gain practical experience while they complete their education. Some marine engineering and naval architecture programs are offered at maritime academies. For information about the U.S. Merchant Marine Academy or state maritime academies, visit the Maritime Administration of the U.S. > [[< Previous->17-2121-HowToBecomeOne-1]] > [[Next >->17-2121-HowToBecomeOne-3]] > [[Close->17-2121-Detailed]]

Department of Transportation. The U.S. Naval Academy and the U.S. Coast Guard Academy also offer programs in marine engineering and naval architecture. Employers may prefer to hire candidates who graduate from a program accredited by a professional association. ### Licenses, Certifications, and Registrations Employers may prefer to hire candidates who have a Merchant Mariner Credential (MMC) issued by the U.S. Coast Guard. Merchant marine academies may include an MMC with engineer endorsements as part of their bachelor's degree track. For more information about Coast Guard credentials and > [[< Previous->17-2121-HowToBecomeOne-2]] > [[Next >->17-2121-HowToBecomeOne-4]] > [[Close->17-2121-Detailed]]

endorsements, visit the U.S. Coast Guard National Maritime Center. Licensure is not required for entry-level marine engineers or naval architects. Experienced engineers may obtain a Professional Engineer (PE) license, which allows them to oversee the work of other engineers, sign off on projects, and provide services directly to the public. State licensure typically requires a bachelor's or higher degree in engineering, a passing score on the Fundamentals of Engineering (FE) exam, several years of relevant work experience, and a passing score on the PE exam. Each state issues its own > [[< Previous->17-2121-HowToBecomeOne-3]] > [[Next >->17-2121-HowToBecomeOne-5]] > [[Close->17-2121-Detailed]]

license. Most states recognize licensure from other states, as long as the licensing state's requirements meet or exceed their own licensure requirements. Several states require continuing education for engineers to keep their licenses. Information on state licensing board requirements is available from CareerOneStop. ### Advancement Marine engineers and naval engineers may advance to become technical specialists or to supervise a team of naval architects, marine engineers, or technicians. They also may move into sales work. For more information, see the profiles on architectural and > [[< Previous->17-2121-HowToBecomeOne-4]] > [[Next >->17-2121-HowToBecomeOne-6]] > [[Close->17-2121-Detailed]]

engineering managers and sales engineers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Attention to detail. Marine engineers and naval architects must be accurate and meticulous in designing drawings and schematics. Communication skills. Marine engineers and naval architects must be able to give clear instructions and explain complex concepts when leading projects. Critical-thinking skills. Marine engineers and naval architects need > [[< Previous->17-2121-HowToBecomeOne-5]] > [[Next >->17-2121-HowToBecomeOne-7]] > [[Close->17-2121-Detailed]]

to anticipate and correct any deficiencies in a ship's performance before it is built or set to sea. Interpersonal skills. Marine engineers and naval architects may collaborate with workers from a variety of specialties or lead a team in building and testing prototypes. They should be able to develop a rapport with others to encourage cooperation. Math skills. Marine engineers and naval architects use calculus, trigonometry, and other mathematics for analysis, design, and troubleshooting in their work. Problem-solving skills. Marine engineers must troubleshoot issues that arise in > [[< Previous->17-2121-HowToBecomeOne-6]] > [[Next >->17-2121-HowToBecomeOne-8]] > [[Close->17-2121-Detailed]]

designing systems and address them as safely and efficiently as possible. > [[< Previous->17-2121-HowToBecomeOne-7]] > [[Close->17-2121-Detailed]]

# Pay The median annual wage for marine engineers and naval architects was $105,670 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $79,700, and the highest 10 percent earned more than $167,660. In May 2024, the median annual wages for marine engineers and naval architects in the top industries in which they worked were as follows: Most marine engineers and naval architects work full time, and some work more than 40 hours per week. Their schedules may vary. For example, > [[Next >->17-2121-Pay-2]] > [[Close->17-2121-Detailed]]

marine engineers and naval architects who work at sea usually keep hours that are tied to the operation of the ship. > [[< Previous->17-2121-Pay-1]] > [[Close->17-2121-Detailed]]

# Job Outlook Employment of marine engineers and naval architects is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 600 openings for marine engineers and naval architects are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Marine engineers and naval architects are expected to be needed to help design ships and port facilities that meet increasingly strict international > [[Next >->17-2121-JobOutlook-2]] > [[Close->17-2121-Detailed]]

emissions standards. In addition, as offshore wind energy projects become more feasible, marine engineers and naval architects are expected to be needed to provide expertise for the construction of wind platforms. > [[< Previous->17-2121-JobOutlook-1]] > [[Close->17-2121-Detailed]]

# What Materials Engineers Do Materials engineers develop, process, and test materials used to create a range of products. They study the properties and structures of metals, polymers, and other substances to develop new materials. They also help select materials for specific products and identify ways to use existing materials. ### Duties Materials engineers typically do the following: - Plan and evaluate new projects, consulting with other engineers and managers as necessary - Prepare proposals and budgets, analyze labor costs, and write reports > [[Next >->17-2131-WhatTheyDo-2]] > [[Close->17-2131-Detailed]]

- Supervise the work of technologists, technicians, and other engineers and scientists - Design and implement procedures to develop, process, test, and deploy materials - Monitor the performance and degradation of materials over time - Determine causes of material failure and develop ways of overcoming such failure - Evaluate technical and quality control specifications of materials > [[< Previous->17-2131-WhatTheyDo-1]] > [[Next >->17-2131-WhatTheyDo-3]] > [[Close->17-2131-Detailed]]

- Assess economic, environmental, and sustainability factors related to producing, using, and disposing of materials Materials engineers create and study materials at the atomic level. They use computer software to understand and predict the properties of materials and their components. To determine the material best suited for a product or process, materials engineers consider a variety of factors such as the weight of materials, cost, and how a material may interact with other materials. They solve materials-related challenges in collaboration with workers in other fields, including > [[< Previous->17-2131-WhatTheyDo-2]] > [[Next >->17-2131-WhatTheyDo-4]] > [[Close->17-2131-Detailed]]

aerospace, chemical, and electrical engineering. Materials engineers may specialize in specific materials. The following are examples of types of materials engineers: Ceramic engineers develop ceramic materials and the processes for making them into useful products, from high-temperature rocket nozzles to glass for LCD flat-panel displays. Composites engineers develop materials with special, engineered properties for applications in aircraft, automobiles, and related products. Metallurgical engineers specialize in metals, such as steel and aluminum, usually in alloyed form with additions > [[< Previous->17-2131-WhatTheyDo-3]] > [[Next >->17-2131-WhatTheyDo-5]] > [[Close->17-2131-Detailed]]

of other elements to provide specific properties. Polymers engineers specialize in naturally occurring polymers, such as cellulose and collagen, and synthetic polymers (plastics) for a variety of applications. Semiconductor engineers focus on materials with special electronic and optical properties, which are used for computing, sensing, and optical applications. > [[< Previous->17-2131-WhatTheyDo-4]] > [[Close->17-2131-Detailed]]

# Work Environment ### Work Environment Materials engineers work in offices, factories, and research and development laboratories. Most work full time, and some work more than 40 hours per week. > [[Close->17-2131-Detailed]]

# How to Become a Materials Engineer Materials engineers typically need a bachelor's degree in materials science and engineering or a related field. Employers also value practical experience, which students sometimes gain through internships. ### Education High school students interested in becoming a materials engineer should take classes in math, such as algebra, trigonometry, and calculus; science, such as biology, chemistry, and physics; and computer programming. Entry-level jobs for materials engineers typically require a bachelor's degree in materials science and engineering or other engineering fields. Some jobs, such > [[Next >->17-2131-HowToBecomeOne-2]] > [[Close->17-2131-Detailed]]

as those in research and development, require a master's degree or Ph.D. Bachelor's degree programs usually include classroom and laboratory courses, such as calculus, chemistry, and the structure, processing, and properties of materials. Some colleges and universities offer internships and cooperative programs in partnership with industry employers. In these programs, students gain practical experience while completing their education. ### Licenses, Certifications, and Registrations Licensure is not required for entry-level materials engineer positions. Experienced engineers may obtain a > [[< Previous->17-2131-HowToBecomeOne-1]] > [[Next >->17-2131-HowToBecomeOne-3]] > [[Close->17-2131-Detailed]]

Professional Engineering (PE) license, which allows them to oversee the work of other engineers, sign off on projects, and provide services directly to the public. State licensure typically requires a bachelor's or higher degree in engineering, a passing score on the Fundamentals of Engineering (FE) exam, several years of relevant work experience, and a passing score on the PE exam. Each state issues its own license. Most states recognize licensure from other states, if the licensing state's requirements meet or exceed their own licensure requirements. Several states require continuing > [[< Previous->17-2131-HowToBecomeOne-2]] > [[Next >->17-2131-HowToBecomeOne-4]] > [[Close->17-2131-Detailed]]

education for engineers to keep their licenses. Information on state licensing board requirements is available from CareerOneStop. Some materials engineers opt to earn professional certification, which can help to demonstrate competency. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Materials engineers must evaluate various materials and their properties and determine how best to use them. Computer skills. > [[< Previous->17-2131-HowToBecomeOne-3]] > [[Next >->17-2131-HowToBecomeOne-5]] > [[Close->17-2131-Detailed]]

Materials engineers use and write code for computational and machine learning software, which may help guide material selection and predict the properties of materials. Math skills. Materials engineers use calculus, statistics, and other advanced topics in math for analysis, design, and troubleshooting in their work. Problem-solving skills. Materials engineers must be able to anticipate and identify problems, such as those related to manufacturing processes, and to devise solutions. Communication skills. Materials engineers must convey information clearly, such as when working on a team or > [[< Previous->17-2131-HowToBecomeOne-4]] > [[Next >->17-2131-HowToBecomeOne-6]] > [[Close->17-2131-Detailed]]

when writing reports. ### Advancement Materials engineers may advance to become technical specialists or to supervise a team of engineers and technicians. Some may become engineering managers or move into other managerial positions. > [[< Previous->17-2131-HowToBecomeOne-5]] > [[Close->17-2131-Detailed]]

# Pay The median annual wage for materials engineers was $108,310 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $68,040, and the highest 10 percent earned more than $172,000. In May 2024, the median annual wages for materials engineers in the top industries in which they worked were as follows: Most materials engineers work full time, and some work more than 40 hours per week. > [[Close->17-2131-Detailed]]

# Job Outlook Employment of materials engineers is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 1,500 openings for materials engineers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As demand for new materials and manufacturing processes continues to increase, more materials engineers are expected to be needed to help develop these products and systems. For example, new > [[Next >->17-2131-JobOutlook-2]] > [[Close->17-2131-Detailed]]

metal alloys are expected to be developed to make airplanes lighter and more fuel efficient. > [[< Previous->17-2131-JobOutlook-1]] > [[Close->17-2131-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1063-WhatTheyDo-1]] > [[Next >->25-1063-WhatTheyDo-3]] > [[Close->25-1063-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1063-WhatTheyDo-2]] > [[Next >->25-1063-WhatTheyDo-4]] > [[Close->25-1063-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1063-WhatTheyDo-3]] > [[Next >->25-1063-WhatTheyDo-5]] > [[Close->25-1063-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1063-WhatTheyDo-4]] > [[Next >->25-1063-WhatTheyDo-6]] > [[Close->25-1063-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1063-HowToBecomeOne-2]] > [[Close->25-1063-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1063-HowToBecomeOne-1]] > [[Next >->25-1063-HowToBecomeOne-3]] > [[Close->25-1063-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1063-HowToBecomeOne-2]] > [[Next >->25-1063-HowToBecomeOne-4]] > [[Close->25-1063-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1063-HowToBecomeOne-3]] > [[Next >->25-1063-HowToBecomeOne-5]] > [[Close->25-1063-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1063-HowToBecomeOne-4]] > [[Next >->25-1063-HowToBecomeOne-6]] > [[Close->25-1063-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1063-HowToBecomeOne-5]] > [[Next >->25-1063-HowToBecomeOne-7]] > [[Close->25-1063-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1063-HowToBecomeOne-6]] > [[Next >->25-1063-HowToBecomeOne-8]] > [[Close->25-1063-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1063-HowToBecomeOne-7]] > [[Close->25-1063-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1063-Pay-1]] > [[Next >->25-1063-Pay-3]] > [[Close->25-1063-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1063-JobOutlook-1]] > [[Next >->25-1063-JobOutlook-3]] > [[Close->25-1063-Detailed]]

# What Economists Do Economists conduct research, prepare reports, and evaluate issues related to monetary and fiscal policy. They also may collect and analyze statistical data. ### Duties Economists typically do the following: - Research economic issues related to education, the labor force, international trade, and other topics - Conduct surveys and collect data - Analyze data using mathematical models, statistical tools, and other software - Interpret and forecast trends, such as of financial markets > [[Next >->19-3011-WhatTheyDo-2]] > [[Close->19-3011-Detailed]]

- Advise businesses, governments, and individuals on problems related to fiscal policy or other economic topics > [[< Previous->19-3011-WhatTheyDo-1]] > [[Next >->19-3011-WhatTheyDo-3]] > [[Close->19-3011-Detailed]]

- Present research in tables, graphs, and articles for academic journals, government publications, and other media Economists analyze topics related to the production, distribution, and use (consumption) of goods and services. They work in or across a variety of fields, such as business, health, and the environment. For example, some economists study the cost of products, healthcare, or energy, while others examine employment levels and trends, business cycles, inflation, or interest rates. Economists study historical trends and make forecasts, using software to analyze data. The focus of > [[< Previous->19-3011-WhatTheyDo-2]] > [[Next >->19-3011-WhatTheyDo-4]] > [[Close->19-3011-Detailed]]

their research may vary, depending on their employer Economists who work in federal, state, and local government may collect and analyze data about the economy, including employment, prices, productivity, and wages. For example, they may evaluate various economic policies or proposals to inform policymakers about the impact of laws and regulations. Business economists help managers understand the economy to inform their decision making. For example, economists may analyze consumer demand and sales to help a company maximize its profits. Economists also work for international organizations, > [[< Previous->19-3011-WhatTheyDo-3]] > [[Next >->19-3011-WhatTheyDo-5]] > [[Close->19-3011-Detailed]]

research firms, and consulting firms. They may present their findings to a variety of audiences or publish their analyses and forecasts in newspapers, journals, or other media. > [[< Previous->19-3011-WhatTheyDo-4]] > [[Close->19-3011-Detailed]]

# Work Environment ### Work Environment Economists typically work in an office setting, either independently or collaborating with a variety of other workers. Most economists work full time, and some work more than 40 hours per week. > [[Close->19-3011-Detailed]]

# How to Become an Economist Economists typically need at least a master's degree to enter the occupation. However, some economists - primarily in government > [[Next >->19-3011-HowToBecomeOne-2]] > [[Close->19-3011-Detailed]]

- qualify for positions with a bachelor's degree. Others need a Ph.D. ### Education Economists typically need a master's degree. Positions in business, research, or international organizations may require a master's degree or Ph.D. and work experience. To pursue an advanced degree in economics, program applicants may need to have completed undergraduate coursework in subjects such as economics or mathematics. Candidates who have a bachelor's degree with sufficient course credits in economics, statistics, or mathematics may qualify for some entry-level economist positions, including jobs > [[< Previous->19-3011-HowToBecomeOne-1]] > [[Next >->19-3011-HowToBecomeOne-3]] > [[Close->19-3011-Detailed]]

with the federal government. Courses that introduce students to statistical analysis software also may be helpful. An advanced degree is sometimes required or preferred for higher level positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Economists must be able to review data and observe patterns to draw logical conclusions. Communication skills. Economists must be able to explain their work through > [[< Previous->19-3011-HowToBecomeOne-2]] > [[Next >->19-3011-HowToBecomeOne-4]] > [[Close->19-3011-Detailed]]

presentations and in written reports. Their audiences may vary from colleagues and other economists to those who do not have a background in economics. Computer skills. Economists often use statistical analysis and other software to analyze data. Critical-thinking skills. Economists must use sound reasoning to solve complex problems. Math skills. Economists use mathematics, including calculus and linear algebra, to develop models and analyses. > [[< Previous->19-3011-HowToBecomeOne-3]] > [[Close->19-3011-Detailed]]

# Pay The median annual wage for economists was $115,440 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $62,340, and the highest 10 percent earned more than $212,710. In May 2024, the median annual wages for economists in the top industries in which they worked were as follows: Most economists work full time, and some work more than 40 hours per week. > [[Close->19-3011-Detailed]]

# Job Outlook Employment of economists is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 900 openings for economists are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Organizations across many industries use economic analysis and quantitative methods to study and forecast business, sales, and other market trends. Employment demand will stem from organizations that turn to > [[Next >->19-3011-JobOutlook-2]] > [[Close->19-3011-Detailed]]

economists to apply analysis of big data to pricing, advertising, and other areas. The increasing complexity of the global economy also is expected to support demand for economists. However, employment of these workers will depend, in part, on future changes to federal, state, and local government budgets. > [[< Previous->19-3011-JobOutlook-1]] > [[Close->19-3011-Detailed]]

# What Mechanical Engineers Do Mechanical engineers research, design, develop, build, and test mechanical and thermal sensors and devices, including tools, engines, and machines. ### Duties Mechanical engineers typically do the following: - Analyze problems to see how mechanical and thermal devices might help solve a particular problem - Design or redesign mechanical and thermal devices or subsystems, using analysis and computer-aided design - Investigate equipment failures or difficulties to diagnose faulty operation and to recommend remedies - Develop and test prototypes of devices they design > [[Next >->17-2141-WhatTheyDo-2]] > [[Close->17-2141-Detailed]]

- Analyze the test results and change the design or system as needed > [[< Previous->17-2141-WhatTheyDo-1]] > [[Next >->17-2141-WhatTheyDo-3]] > [[Close->17-2141-Detailed]]

- Oversee the manufacturing process for the device Mechanical engineering is one of the broadest engineering fields. Mechanical engineers design and oversee the manufacture of many products ranging from medical devices to new batteries. Mechanical engineers design power-producing machines, such as electric generators, internal combustion engines, and steam and gas turbines, as well as power-using machines, such as refrigeration and air-conditioning systems. Mechanical engineers design other machines inside buildings, such as elevators and escalators. They also design material-handling > [[< Previous->17-2141-WhatTheyDo-2]] > [[Next >->17-2141-WhatTheyDo-4]] > [[Close->17-2141-Detailed]]

systems, such as conveyor systems and automated transfer stations. Like other engineers, mechanical engineers use computers extensively. Mechanical engineers are routinely responsible for the integration of sensors, controllers, and machinery. Computer technology helps mechanical engineers create and analyze designs, run simulations and test how a machine is likely to work, interact with connected systems, and generate specifications for parts. The following are examples of types of mechanical engineers: Auto research engineers seek to improve the performance of cars. These engineers work > [[< Previous->17-2141-WhatTheyDo-3]] > [[Next >->17-2141-WhatTheyDo-5]] > [[Close->17-2141-Detailed]]

to improve traditional features of cars such as suspension, and they also work on aerodynamics and new possible fuels. Heating and cooling systems engineers work to create and maintain environmental systems wherever temperatures and humidity must be kept within certain limits. They develop such systems for airplanes, trains, cars, schools, and even computer rooms. Robotic engineers plan, build, and maintain robots. These engineers plan how robots will use sensors for detecting things based on light or smell, and they design how these sensors will fit into the designs of the robots. > [[< Previous->17-2141-WhatTheyDo-4]] > [[Close->17-2141-Detailed]]

# Work Environment ### Work Environment Mechanical engineers generally work in offices. They may occasionally visit worksites where a problem or piece of equipment needs their personal attention. Mechanical engineers work mostly in engineering services, research and development, and manufacturing. > [[Close->17-2141-Detailed]]

# How to Become a Mechanical Engineer Mechanical engineers typically need a bachelor's degree in mechanical engineering or mechanical engineering technology. Mechanical engineers who sell services publicly must be licensed in all states and the District of Columbia. ### Education Mechanical engineers typically need a bachelor's degree in mechanical engineering or mechanical engineering technologies. Mechanical engineering programs usually include courses in mathematics and life and physical sciences, as well as engineering and design. Mechanical engineering technology programs focus less on theory and more on the practical > [[Next >->17-2141-HowToBecomeOne-2]] > [[Close->17-2141-Detailed]]

application of engineering principles. They may emphasize internships and co-ops to prepare students for work in industry. Some colleges and universities offer 5-year programs that allow students to obtain both a bachelor's and a master's degree. Some 5-year or even 6-year cooperative plans combine classroom study with practical work, enabling students to gain valuable experience and earn money to finance part of their education. Most employers prefer to hire students from an accredited program. A degree from an accredited program is usually necessary to become a licensed professional > [[< Previous->17-2141-HowToBecomeOne-1]] > [[Next >->17-2141-HowToBecomeOne-3]] > [[Close->17-2141-Detailed]]

engineer. ### Licenses, Certifications, and Registrations Licensure is not required for entry-level positions as a mechanical engineer. A Professional Engineering (PE) license, which allows for higher levels of leadership and independence, can be acquired later in one's career. Licensed engineers are called professional engineers (PEs). A PE can oversee the work of other engineers, sign off on projects, and provide services directly to the public. State licensure generally requires - A degree from an accredited engineering program > [[< Previous->17-2141-HowToBecomeOne-2]] > [[Next >->17-2141-HowToBecomeOne-4]] > [[Close->17-2141-Detailed]]

- A passing score on the Fundamentals of Engineering (FE) exam - Relevant work experience typically at least 4 years > [[< Previous->17-2141-HowToBecomeOne-3]] > [[Next >->17-2141-HowToBecomeOne-5]] > [[Close->17-2141-Detailed]]

- A passing score on the Professional Engineering (PE) exam. The initial FE exam can be taken after one earns a bachelor's degree. Engineers who pass this exam are commonly called engineers in training (EITs) or engineer interns (EIs). After meeting work experience requirements, EITs and EIs can take the second exam, called the Principles and Practice of Engineering. Several states require engineers to take continuing education to renew their licenses every year. Most states recognize licensure from other states, as long as the other state's licensing requirements meet or exceed their own > [[< Previous->17-2141-HowToBecomeOne-4]] > [[Next >->17-2141-HowToBecomeOne-6]] > [[Close->17-2141-Detailed]]

licensing requirements. Information on state licensing board requirements is available from CareerOneStop. Several professional organizations offer a variety of certification programs for engineers to demonstrate competency in specific fields of mechanical engineering. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Creativity. Mechanical engineers design and build complex > [[< Previous->17-2141-HowToBecomeOne-5]] > [[Next >->17-2141-HowToBecomeOne-7]] > [[Close->17-2141-Detailed]]

pieces of equipment and machinery. A creative mind is essential for this kind of work. Listening skills. Mechanical engineers often work on projects with others, such as architects and computer scientists. They must listen to and analyze different approaches made by other experts to complete the task at hand. Math skills. Mechanical engineers use the principles of calculus, statistics, and other advanced subjects in math for analysis, design, and troubleshooting in their work. Mechanical skills. Mechanical skills allow engineers to apply basic engineering concepts and mechanical processes > [[< Previous->17-2141-HowToBecomeOne-6]] > [[Next >->17-2141-HowToBecomeOne-8]] > [[Close->17-2141-Detailed]]

to the design of new devices and systems. Problem-solving skills. Mechanical engineers need good problem-solving skills to take scientific principles and discoveries and use them to design and build useful products. ### Advancement A Ph.D. is essential for engineering faculty positions in higher education, as well as for some research and development programs. Mechanical engineers may earn graduate degrees in engineering or business administration to learn new technology, broaden their education, and enhance their project management skills. Mechanical engineers may become administrators or > [[< Previous->17-2141-HowToBecomeOne-7]] > [[Next >->17-2141-HowToBecomeOne-9]] > [[Close->17-2141-Detailed]]

managers after gaining work experience. > [[< Previous->17-2141-HowToBecomeOne-8]] > [[Close->17-2141-Detailed]]

# Pay The median annual wage for mechanical engineers was $102,320 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $68,740, and the highest 10 percent earned more than $161,240. In May 2024, the median annual wages for mechanical engineers in the top industries in which they worked were as follows: Most mechanical engineers work full time and some work more than 40 hours a week. > [[Close->17-2141-Detailed]]

# Job Outlook Employment of mechanical engineers is projected to grow 9 percent from 2024 to 2034, much faster than the average for all occupations. About 18,100 openings for mechanical engineers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment of mechanical engineers is expected to increase as automation and innovation create demand for these workers to design, develop, test, and maintain a variety of products > [[Next >->17-2141-JobOutlook-2]] > [[Close->17-2141-Detailed]]

and systems. As manufacturing processes incorporate more complex automation machinery, mechanical engineers are expected to be needed to help integrate this equipment into existing systems. > [[< Previous->17-2141-JobOutlook-1]] > [[Close->17-2141-Detailed]]

# What Editors Do Editors plan, review, and revise content for publication. ### Duties Editors typically do the following: - Read content and correct spelling, punctuation, and grammatical errors - Rewrite text to make it easier for readers to understand - Verify facts cited in material for publication - Evaluate submissions from writers to decide what to publish - Work with writers to help their ideas and stories succeed - Develop story and content ideas according to the publication's style and editorial policy - Allocate space for the text, photos, and illustrations that make up a story or content > [[Next >->27-3041-WhatTheyDo-2]] > [[Close->27-3041-Detailed]]

- Approve final versions submitted by staff Editors plan, coordinate, and revise material for publication in books, newspapers, or periodicals or on websites. Editors review story ideas and decide what material will appeal most to readers. During the review process, editors offer comments to improve the product and suggest titles and headlines. In smaller organizations, a single editor may do all the editorial duties or share them with only a few other people. The following are examples of types of editors: Assistant editors are responsible for a particular subject, such as local news, > [[< Previous->27-3041-WhatTheyDo-1]] > [[Next >->27-3041-WhatTheyDo-3]] > [[Close->27-3041-Detailed]]

international news, feature stories, or sports. Most assistant editors work for newspaper publishers, television broadcasters, magazines, book publishers, or advertising and public relations firms. Copy editors proofread text for errors in grammar, punctuation, and spelling and check for readability, style, and agreement with editorial policy. They suggest revisions, such as changing words and rearranging sentences and paragraphs to improve clarity or accuracy. They also may carry out research, confirm sources, and verify facts, dates, and statistics. In addition, they may arrange page > [[< Previous->27-3041-WhatTheyDo-2]] > [[Next >->27-3041-WhatTheyDo-4]] > [[Close->27-3041-Detailed]]

layouts of articles, photographs, and advertising. Executive editors oversee assistant editors and generally have the final say about which stories are published and how those stories are covered. Executive editors typically hire writers, reporters, and other employees. They also plan budgets and negotiate contracts with freelance writers, who are sometimes called "stringers" in the news industry. Although many executive editors work for newspaper publishers, some work for television broadcasters, magazines, or advertising and public relations firms. Managing editors typically work for > [[< Previous->27-3041-WhatTheyDo-3]] > [[Next >->27-3041-WhatTheyDo-5]] > [[Close->27-3041-Detailed]]

magazines, newspaper publishers, and television broadcasters and are responsible for the daily operations of a news department. Publication assistants who work for book-publishing houses may read and evaluate manuscripts, proofread uncorrected drafts, and answer questions about published material. Assistants on small newspapers or in smaller media markets may compile articles available from wire services or the Internet, answer phones, and proofread articles. > [[< Previous->27-3041-WhatTheyDo-4]] > [[Close->27-3041-Detailed]]

# Work Environment ### Work Environment Most editors work in offices, whether onsite with their employer or from a remote location. The work can be stressful because editors often have tight deadlines. > [[Close->27-3041-Detailed]]

# How to Become an Editor A bachelor's degree in communications, journalism, or English, combined with previous writing and proofreading experience, is typically required to be an editor. ### Education Editors typically need a bachelor's degree in English or a related field, such as communications or journalism. Candidates with other backgrounds who can show strong writing skills also may find jobs as editors. Editors who deal with specific subject matter may need related work experience. For example, fashion editors may need expertise in fashion that they gain through formal training or work experience. ### Work > [[Next >->27-3041-HowToBecomeOne-2]] > [[Close->27-3041-Detailed]]

Experience in a Related Occupation Many editors start off as editorial assistants, writers, or reporters. Those who are particularly skilled at identifying good stories, recognizing writing talent, and interacting with writers may be interested in editing jobs. ### Other Experience Editors can gain experience by working on high school and college newspapers and for magazines, radio and television stations, advertising and publishing companies. Magazines and newspapers may have offer student internships. Interns may write stories, conduct research and interviews, and gain general publishing > [[< Previous->27-3041-HowToBecomeOne-1]] > [[Next >->27-3041-HowToBecomeOne-3]] > [[Close->27-3041-Detailed]]

experience. Editors need to be proficient in computer use, including electronic publishing, graphics, Web design, social media, and multimedia production. ### Advancement Some editors hold management positions and must make decisions related to running a business. For them, advancement generally means moving up to publications with larger circulation or greater prestige. Copy editors may move into original writing or substantive editing positions or become freelancers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their > [[< Previous->27-3041-HowToBecomeOne-2]] > [[Next >->27-3041-HowToBecomeOne-4]] > [[Close->27-3041-Detailed]]

duties. For more information, visit the Employment Projections (EP) skills data page. Creativity. Editors must be imaginative, curious, and knowledgeable in a broad range of topics. Some editors must regularly come up with interesting content or story ideas and attention-grabbing headlines. Detail oriented. Editors must be meticulous to ensure that material is error free and matches the style of a publication. Good judgment. Editors decide whether certain stories are ethical and whether there is enough evidence to publish them. Interpersonal skills. In working with writers, editors must > [[< Previous->27-3041-HowToBecomeOne-3]] > [[Next >->27-3041-HowToBecomeOne-5]] > [[Close->27-3041-Detailed]]

have tact and the ability to guide and encourage them in their work. Writing skills. Editors ensure that all written content has correct grammar, punctuation, and syntax. Editors must be able to write clearly and logically. > [[< Previous->27-3041-HowToBecomeOne-4]] > [[Close->27-3041-Detailed]]

# Pay The median annual wage for editors was $75,260 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,200, and the highest 10 percent earned more than $140,840. In May 2024, the median annual wages for editors in the top industries in which they worked were as follows: Most editors work full time, and their schedules are generally determined by production deadlines and type of editorial position. Editors typically work in busy offices and have to deal with production > [[Next >->27-3041-Pay-2]] > [[Close->27-3041-Detailed]]

deadline pressures and the stresses of ensuring that the information they publish is correct. As a result, editors often work many hours, especially at those times leading up to a publication deadline. These work hours can be even more frequent when an editor is working on digital material for the Internet or for a live broadcast. > [[< Previous->27-3041-Pay-1]] > [[Close->27-3041-Detailed]]

# Job Outlook Employment of editors is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 9,800 openings for editors are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment A burgeoning renewal in reading for pleasure may drive demand for editors in the book publishers industry. However, as traditional print newspapers and magazines lose ground to other media formats, employment of > [[Next >->27-3041-JobOutlook-2]] > [[Close->27-3041-Detailed]]

editors who work for those publications is projected to decline. > [[< Previous->27-3041-JobOutlook-1]] > [[Close->27-3041-Detailed]]

# What Mining and Geological Engineers Do Mining and geological engineers design mines to safely and efficiently remove minerals such as coal and metals for use in manufacturing and utilities. ### Duties Mining and geological engineers typically do the following: - Design open-pit and underground mines - Supervise the construction of mine shafts and tunnels - Devise methods for transporting minerals to processing plants - Prepare technical reports for miners, engineers, and managers - Monitor mine production to assess the effectiveness of operations > [[Next >->17-2151-WhatTheyDo-2]] > [[Close->17-2151-Detailed]]

- Provide solutions to problems related to land reclamation, water and air pollution, and sustainability > [[< Previous->17-2151-WhatTheyDo-1]] > [[Next >->17-2151-WhatTheyDo-3]] > [[Close->17-2151-Detailed]]

- Ensure that mines are operated in safe and environmentally sound ways Geological engineers search for mineral deposits and evaluate possible sites. Once a site is identified, they plan how the metals or minerals will be extracted in efficient and environmentally sound ways. Mining engineers often specialize in one particular mineral or metal, such as coal or gold. They typically design and develop mines and determine the best way to extract metal or minerals to get the most out of deposits. Some mining engineers work with geoscientists and metallurgical engineers to find and evaluate ore > [[< Previous->17-2151-WhatTheyDo-2]] > [[Next >->17-2151-WhatTheyDo-4]] > [[Close->17-2151-Detailed]]

deposits. Other mining engineers develop new equipment or direct mineral-processing operations to separate minerals from dirt, rock, and other materials. Mining safety engineers use best practices and their knowledge of mine design to ensure workers' safety and to maintain compliance with state and federal safety regulations. They inspect the walls and roofs of mines, monitor the air quality, and examine mining equipment for possible hazards. Engineers who hold a master's or a doctoral degree may teach engineering at colleges and universities. For more information, see the profile on > [[< Previous->17-2151-WhatTheyDo-3]] > [[Next >->17-2151-WhatTheyDo-5]] > [[Close->17-2151-Detailed]]

postsecondary teachers. > [[< Previous->17-2151-WhatTheyDo-4]] > [[Close->17-2151-Detailed]]

# Work Environment ### Work Environment Many mining and geological engineers work where mining operations are located, such as mineral mines or sand-and-gravel quarries, in remote areas or near cities and towns. Others work in offices or onsite for oil and gas extraction firms or engineering services firms. > [[Close->17-2151-Detailed]]

# How to Become a Mining or Geological Engineer Mining and geological engineers, including a mining safety engineers, typically need a bachelor's degree in engineering to enter the occupation. ### Education High school students interested in studying mining or geological engineering should take classes in math and science. College students typically get a degree in an engineering field. Because relatively few schools offer programs in mining engineering or geological engineering, a degree in civil or environmental engineering or geoscience is often acceptable. Bachelor's degree programs in mining engineering typically include courses in > [[Next >->17-2151-HowToBecomeOne-2]] > [[Close->17-2151-Detailed]]

geology, thermodynamics, and mine design and safety. Bachelor's degree programs in geological engineering typically include courses in geology, chemistry, and fluid mechanics. Both types of programs also include laboratory and field work, along with academic study. Employers may prefer to hire mining and geological engineering candidates who have graduated from a program accredited by a professional association. Master's degree programs in mining and geological engineering typically are 2-year programs and include coursework in specialized subjects, such as mineral resource development and > [[< Previous->17-2151-HowToBecomeOne-1]] > [[Next >->17-2151-HowToBecomeOne-3]] > [[Close->17-2151-Detailed]]

mining regulations. Some programs require a written thesis for graduation. ### Licenses, Certifications, and Registrations Licensure is not required for entry-level positions as a mining or geological engineer. A Professional Engineering (PE) license, which allows for higher levels of leadership and independence, can be acquired later in one's career. Licensed engineers are called professional engineers (PEs). A PE can oversee the work of other engineers, sign off on projects, and provide services directly to the public. State licensure generally requires > [[< Previous->17-2151-HowToBecomeOne-2]] > [[Next >->17-2151-HowToBecomeOne-4]] > [[Close->17-2151-Detailed]]

- A degree from an accredited engineering program - A passing score on the Fundamentals of Engineering (FE) exam - Relevant work experience, typically at least 4 years > [[< Previous->17-2151-HowToBecomeOne-3]] > [[Next >->17-2151-HowToBecomeOne-5]] > [[Close->17-2151-Detailed]]

- A passing score on the Professional Engineering (PE) exam The initial FE exam can be taken after one earns a bachelor's degree. Engineers who pass this exam are commonly called engineers in training (EITs) or engineer interns (EIs). After meeting work experience requirements, EITs and EIs can take the second exam, called the Principles and Practice of Engineering. In several states, engineers must earn continuing education credits to keep their licenses. Most states recognize licenses from other states, provided that licensure requirements in the other states meet or exceed the first > [[< Previous->17-2151-HowToBecomeOne-4]] > [[Next >->17-2151-HowToBecomeOne-6]] > [[Close->17-2151-Detailed]]

state's own requirements. Information on state licensing board requirements is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Mining and geological engineers must take many factors into account when evaluating new mine locations and designing facilities. They must also plan for the restoration of the surrounding environment after operations end. Decision-making skills. These engineers > [[< Previous->17-2151-HowToBecomeOne-5]] > [[Next >->17-2151-HowToBecomeOne-7]] > [[Close->17-2151-Detailed]]

make decisions that influence many critical outcomes > [[< Previous->17-2151-HowToBecomeOne-6]] > [[Next >->17-2151-HowToBecomeOne-8]] > [[Close->17-2151-Detailed]]

- from worker safety to mine production. The ability to anticipate problems and deal with them immediately is crucial. Logical-thinking skills. In planning mines' operations, mineral processing, and environmental reclamation, these engineers have to put work plans into a coherent, logical sequence. Math skills. Mining and geological engineers use the principles of calculus, trigonometry, and other advanced topics in math for analysis, design, and troubleshooting in their work. Problem-solving skills. Mining and geological engineers must explore for potential mines, plan their operations > [[< Previous->17-2151-HowToBecomeOne-7]] > [[Next >->17-2151-HowToBecomeOne-9]] > [[Close->17-2151-Detailed]]

and mineral processing, and design environmental reclamation projects. These are all complex projects requiring an ability to identify and work toward goals, while solving problems along the way. Writing skills. Mining and geological engineers must prepare reports and instructions for other workers. Therefore, they must be able to write clearly so that others can easily understand their ideas and plans. ### Advancement New mining and geological engineers usually work under the supervision of experienced engineers. In large companies, new engineers also may receive formal classroom or > [[< Previous->17-2151-HowToBecomeOne-8]] > [[Next >->17-2151-HowToBecomeOne-10]] > [[Close->17-2151-Detailed]]

seminar-type training. As engineers gain knowledge and experience, they are assigned more difficult projects and they are given greater independence to develop designs, solve problems, and make decisions. Engineers may advance to become technical specialists or supervise a staff or team of engineers and technicians. Some eventually become engineering managers or enter other managerial or sales jobs. In sales, an engineering background enables them to discuss a product's technical aspects and to assist in product planning, installation, and use. For more information, see the profiles on > [[< Previous->17-2151-HowToBecomeOne-9]] > [[Next >->17-2151-HowToBecomeOne-11]] > [[Close->17-2151-Detailed]]

architectural and engineering managers and sales engineers. > [[< Previous->17-2151-HowToBecomeOne-10]] > [[Close->17-2151-Detailed]]

# Pay The median annual wage for mining and geological engineers was $101,020 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $62,500, and the highest 10 percent earned more than $163,740. In May 2024, the median annual wages for mining and geological engineers in the top industries in which they worked were as follows: Most mining and geological engineers work full time and some work more than 40 hours a week. The remoteness of some mining locations gives rise to > [[Next >->17-2151-Pay-2]] > [[Close->17-2151-Detailed]]

variable schedules and weeks during which they work more than usual. > [[< Previous->17-2151-Pay-1]] > [[Close->17-2151-Detailed]]

# Job Outlook Employment of mining and geological engineers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 400 openings for mining and geological engineers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth for mining and geological engineers will depend on demand for coal, metals, and minerals. These resources are used in many products, including > [[Next >->17-2151-JobOutlook-2]] > [[Close->17-2151-Detailed]]

construction materials, electric vehicles, smartphones, and computers. Rising demand for these products may create some jobs for mining and geological engineers. However, increased automation of mining activities is expected to offset some of this growth. > [[< Previous->17-2151-JobOutlook-1]] > [[Close->17-2151-Detailed]]

# What Nuclear Engineers Do Nuclear engineers research and develop projects or address problems concerning the release, control, and use of nuclear energy and nuclear waste disposal. Some of these engineers research new reactor designs. Others may specialize in the development of safety regulations related to the handling of nuclear materials or operation of nuclear power. ### Duties Nuclear engineers typically do the following: - Design or develop nuclear equipment - such as reactor cores, nuclear batteries, and radiation shielding - and its associated instruments > [[Next >->17-2161-WhatTheyDo-2]] > [[Close->17-2161-Detailed]]

- Test whether methods of managing nuclear material or reclaiming nuclear fuel are acceptable - Write instructions to be used in operating nuclear plants or other nuclear equipment or in managing nuclear materials > [[< Previous->17-2161-WhatTheyDo-1]] > [[Next >->17-2161-WhatTheyDo-3]] > [[Close->17-2161-Detailed]]

- Monitor nuclear facility design, construction, and operation practices to ensure compliance with state and federal regulations Nuclear engineers may work in the following areas: Defense. Nuclear engineers in the military work on nuclear propulsion systems for naval vessels. They may help design or evaluate these systems to ensure compliance with safety standards and system specifications. They also work aboard nuclear-powered vessels to monitor and maintain the nuclear systems. In addition, they may review and evaluate technical information related to nuclear weapons, such as readiness > [[< Previous->17-2161-WhatTheyDo-2]] > [[Next >->17-2161-WhatTheyDo-4]] > [[Close->17-2161-Detailed]]

and safe storage. Medical. Nuclear engineers provide dose and shielding calculations for medical isotope production. They design and conduct irradiation experiments and then analyze and document the results of these experiments. Research and regulation. Nuclear engineers research new uses and management of nuclear power or material. They examine nuclear accidents and analyze the data to aid in designing preventive measures. Some test whether methods of using and managing nuclear material or reclaiming nuclear fuel are acceptable. They may assist in drafting new regulations and standards > [[< Previous->17-2161-WhatTheyDo-3]] > [[Next >->17-2161-WhatTheyDo-5]] > [[Close->17-2161-Detailed]]

based on research and experiments. Space exploration. Nuclear engineers design nuclear batteries used in spacecraft, satellites, and space rovers. They also may design radiation shielding for spacecraft and calculate and analyze radiation in space. Utility power generation. Nuclear engineers who work for utilities help design and operate nuclear power plants. They also may direct maintenance activities to ensure that these plants meet safety standards. > [[< Previous->17-2161-WhatTheyDo-4]] > [[Close->17-2161-Detailed]]

# Work Environment ### Work Environment Nuclear engineers typically work in office settings, but it may vary by employer. Most nuclear engineers work full time. > [[Close->17-2161-Detailed]]

# How to Become a Nuclear Engineer Nuclear engineers typically need at least bachelor's degree in nuclear engineering or a related field of engineering. ### Education High school students interested in studying nuclear engineering should take classes in mathematics, such as algebra, trigonometry, and calculus; and science, such as biology, chemistry, and physics. Entry-level nuclear engineering jobs commonly require a bachelor's degree in engineering, engineering technologies, or a physical science field. Some jobs, such as those in research and development, require a master's degree or Ph.D. Bachelor's degree engineering > [[Next >->17-2161-HowToBecomeOne-2]] > [[Close->17-2161-Detailed]]

programs often consist of classroom, laboratory, and field studies. Courses include calculus, physics, and nuclear design. Colleges and universities may offer internship or cooperative-education programs with businesses, allowing students to gain work experience while completing their education. Some colleges and universities offer 5-year programs that lead to both a bachelor's and a master's degree. ### Training At a nuclear power plant, new employees usually must complete onsite training in topics such as safety procedures, practices, and regulations. Length of training varies, depending > [[< Previous->17-2161-HowToBecomeOne-1]] > [[Next >->17-2161-HowToBecomeOne-3]] > [[Close->17-2161-Detailed]]

on the employer and the power plant. In addition, nuclear engineers must undergo training every year to stay current on applicable laws, regulations, and safety procedures. ### Licenses, Certifications, and Registrations Licensure is not required for entry-level nuclear engineer positions. Experienced engineers may obtain a Professional Engineering (PE) license, which allows them to oversee the work of other engineers, sign off on projects, and provide services directly to the public. State licensure typically requires a bachelor's or higher degree in engineering, a passing score on the > [[< Previous->17-2161-HowToBecomeOne-2]] > [[Next >->17-2161-HowToBecomeOne-4]] > [[Close->17-2161-Detailed]]

Fundamentals of Engineering (FE) exam, several years of relevant work experience, and a passing score on the PE exam. Each state issues its own license. Most states recognize licensure from other states, as long as the licensing state's requirements meet or exceed their own licensure requirements. Several states require continuing education for engineers to keep their licenses. Information on state licensing board requirements is available from CareerOneStop. Nuclear engineers may be licensed as a Senior Reactor Operator, a credential granted by the Nuclear Regulatory Commission (NRC). > [[< Previous->17-2161-HowToBecomeOne-3]] > [[Next >->17-2161-HowToBecomeOne-5]] > [[Close->17-2161-Detailed]]

Contact the NRC for more information. ### Other Experience Some nuclear engineers get their training in the military. Experience in a related military occupation may be beneficial for transferring to a civilian position. ### Advancement Nuclear engineers may advance to supervise a team of engineers and technicians. Some become engineering managers or move into sales work. For more information, see the profiles on architectural and engineering managers and sales engineers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their > [[< Previous->17-2161-HowToBecomeOne-4]] > [[Next >->17-2161-HowToBecomeOne-6]] > [[Close->17-2161-Detailed]]

duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Nuclear engineers must evaluate technical information for safe use of nuclear energy and materials. Communication skills. Nuclear engineers collaborate with other engineers and technicians. They must be able to convey information clearly, both in writing and in person. Computer skills. Nuclear engineers need a working knowledge of programming languages and computer systems. Detail oriented. Nuclear engineers supervise nuclear facilities and must pay attention to ensure that they > [[< Previous->17-2161-HowToBecomeOne-5]] > [[Next >->17-2161-HowToBecomeOne-7]] > [[Close->17-2161-Detailed]]

operate safely. Logical-thinking skills. In designing complex systems, nuclear engineers must order information clearly and sequentially. Math skills. Nuclear engineers use calculus, trigonometry, and other advanced math in their work. Problem-solving skills. Nuclear engineers must be able to identify and fix problems that arise in designing and maintaining facilities. > [[< Previous->17-2161-HowToBecomeOne-6]] > [[Close->17-2161-Detailed]]

# Pay The median annual wage for nuclear engineers was $127,520 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $88,290, and the highest 10 percent earned more than $187,430. In May 2024, the median annual wages for nuclear engineers in the top industries in which they worked were as follows: Most nuclear engineers work full time. > [[Close->17-2161-Detailed]]

# Job Outlook Employment of nuclear engineers is projected to grow 1 percent from 2024 to 2034, decline. About 800 openings for nuclear engineers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The increased focus on renewable energy and the limited construction of new nuclear power plants is expected to reduce demand for nuclear engineers. However, these workers will still be needed to oversee and maintain operations of > [[Next >->17-2161-JobOutlook-2]] > [[Close->17-2161-Detailed]]

existing nuclear power plants. > [[< Previous->17-2161-JobOutlook-1]] > [[Close->17-2161-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1081-WhatTheyDo-1]] > [[Next >->25-1081-WhatTheyDo-3]] > [[Close->25-1081-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1081-WhatTheyDo-2]] > [[Next >->25-1081-WhatTheyDo-4]] > [[Close->25-1081-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1081-WhatTheyDo-3]] > [[Next >->25-1081-WhatTheyDo-5]] > [[Close->25-1081-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1081-WhatTheyDo-4]] > [[Next >->25-1081-WhatTheyDo-6]] > [[Close->25-1081-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1081-HowToBecomeOne-2]] > [[Close->25-1081-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1081-HowToBecomeOne-1]] > [[Next >->25-1081-HowToBecomeOne-3]] > [[Close->25-1081-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1081-HowToBecomeOne-2]] > [[Next >->25-1081-HowToBecomeOne-4]] > [[Close->25-1081-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1081-HowToBecomeOne-3]] > [[Next >->25-1081-HowToBecomeOne-5]] > [[Close->25-1081-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1081-HowToBecomeOne-4]] > [[Next >->25-1081-HowToBecomeOne-6]] > [[Close->25-1081-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1081-HowToBecomeOne-5]] > [[Next >->25-1081-HowToBecomeOne-7]] > [[Close->25-1081-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1081-HowToBecomeOne-6]] > [[Next >->25-1081-HowToBecomeOne-8]] > [[Close->25-1081-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1081-HowToBecomeOne-7]] > [[Close->25-1081-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1081-Pay-1]] > [[Next >->25-1081-Pay-3]] > [[Close->25-1081-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1081-JobOutlook-1]] > [[Next >->25-1081-JobOutlook-3]] > [[Close->25-1081-Detailed]]

# What School and Career Counselors and Advisors Do School counselors help students develop academic and social skills and plans for after graduation. Career counselors and advisors help students and other clients develop skills, explore an occupation, or choose an educational program that will lead to a career. ### Duties School counselors typically do the following: - Help students understand and overcome social or behavioral challenges - Analyze data to identify factors, such as poor attendance, that negatively affect academic performance - Advise individuals and small groups based on their needs > [[Next >->21-1012-WhatTheyDo-2]] > [[Close->21-1012-Detailed]]

- Work with students to develop skills that support learning, such as effective time management and study habits - Evaluate students' abilities and interests through aptitude assessments and interviews - Collaborate with teachers and families to help students plan academic, career, and social goals - Teach students and school staff about specific topics such as bullying and drug use - Present options to students for educational or vocational plans after graduation - Maintain records as required > [[< Previous->21-1012-WhatTheyDo-1]] > [[Next >->21-1012-WhatTheyDo-3]] > [[Close->21-1012-Detailed]]

- Report cases of possible neglect or abuse and refer students and parents to resources for additional support The specific duties of school counselors vary with their students' ages. Elementary school counselors visit classrooms or meet with students individually or in groups to help them develop their social and academic skills. They also meet with parents or guardians to discuss the child's strengths and weaknesses, challenges, or special needs. School counselors work with teachers and administrators to ensure that the curriculum addresses students' developmental and academic > [[< Previous->21-1012-WhatTheyDo-2]] > [[Next >->21-1012-WhatTheyDo-4]] > [[Close->21-1012-Detailed]]

needs. Middle school counselors work with school staff and families to help students improve their decision-making, study, and social skills. These counselors support students going through challenges in school or at home and offer one-on-one meetings to discuss these challenges. Middle school counselors also assist students in their transition to high school, preparing them for the next level of academic and social development. High school counselors advise students in making academic and career plans. Many help students overcome personal issues that interfere with their academic > [[< Previous->21-1012-WhatTheyDo-3]] > [[Next >->21-1012-WhatTheyDo-5]] > [[Close->21-1012-Detailed]]

development. They help students choose classes and plan for their lives after graduation. Counselors provide information about choosing and applying for colleges, training programs, financial aid, and internships and apprenticeships. They may present career lessons to help students learn how to search and apply for jobs. Career counselors and advisors typically do the following: - Use aptitude and achievement assessments to help students or clients evaluate their interests, skills, and abilities > [[< Previous->21-1012-WhatTheyDo-4]] > [[Next >->21-1012-WhatTheyDo-6]] > [[Close->21-1012-Detailed]]

- Evaluate students' or clients' background, education, and training, to help them develop realistic goals - Guide students in making decisions about careers, such as choosing an occupation and the type of degree to pursue - Help students select and apply for educational programs to obtain the necessary degrees, credentials, and skills - Teach students or clients job-search skills, such as interviewing and networking > [[< Previous->21-1012-WhatTheyDo-5]] > [[Next >->21-1012-WhatTheyDo-7]] > [[Close->21-1012-Detailed]]

- Assist clients in locating and applying for jobs, by teaching them strategies that will be helpful in finding openings and writing a résumé The specific duties of career counselors and advisors vary by student or client. Career coaches work with people who have already entered the workforce. These counselors develop plans with customized objectives and activities to improve their clients' careers. They motivate their clients and support them to achieve the goals they set together. Career coaches also provide advice about entering a new occupation or helping to resolve > [[< Previous->21-1012-WhatTheyDo-6]] > [[Next >->21-1012-WhatTheyDo-8]] > [[Close->21-1012-Detailed]]

workplace issues. College advisors help students choose a major or determine the jobs they are qualified for with their degrees. These advisors also help people find and get jobs by teaching them job search, résumé writing, and interviewing techniques. College advisors often specialize in counseling students in one area of the college experience, such as admissions or financial aid. Some career counselors work in outplacement firms and assist laid-off workers with transitioning into new jobs or careers. > [[< Previous->21-1012-WhatTheyDo-7]] > [[Close->21-1012-Detailed]]

# Work Environment ### Work Environment School counselors work in public and private schools. Career counselors and advisors are employed primarily in colleges and universities but also work in career centers and private practice. Both types of counselors usually work full time. > [[Close->21-1012-Detailed]]

# How to Become a School or Career Counselor or Advisor School counselors typically must have a master's degree in school counseling or a related field and have a state-issued credential. Some states require licensure for career counselors and advisors. ### Education Nearly all states and the District of Columbia require school counselors to have a master's degree, which is typically in a field such as counseling or psychology. Degree programs teach counselors the essential skills of the job, such as how to foster development; conduct group and individual counseling; work with support systems, such as parents, school staff, and community > [[Next >->21-1012-HowToBecomeOne-2]] > [[Close->21-1012-Detailed]]

organizations; and use data to develop, implement, and evaluate comprehensive counseling programs. These programs often require counselors to complete an internship. Some employers prefer that career counselors have a master's degree in counseling with a focus on career development. Career counseling programs prepare students to assess clients' skills and interests and to teach career development techniques. For career or academic advisors, employers may prefer candidates who have a bachelor's degree and work experience. Master's degree programs in counseling usually require students to > [[< Previous->21-1012-HowToBecomeOne-1]] > [[Next >->21-1012-HowToBecomeOne-3]] > [[Close->21-1012-Detailed]]

have a period of supervised experience, such as an internship. ### Licenses, Certifications, and Registrations Public school counselors must have a state-issued credential to practice. Depending on the state, this credential may be called a certification, a license, or an endorsement. Obtaining this credential typically requires a master's degree in school counseling, an internship or practicum completed under the supervision of a licensed professional school counselor, and successful completion of a test. Some employers prefer or require candidates to have classroom teaching experience, or > [[< Previous->21-1012-HowToBecomeOne-2]] > [[Next >->21-1012-HowToBecomeOne-4]] > [[Close->21-1012-Detailed]]

to hold a teaching license, prior to being certified. Most states require a criminal background check as part of the credentialing process. Some states require licensure for career counselors; check with your state for more information. Information on state licensing board requirements is available from CareerOneStop. Optional certifications for career and academic advisors are available from some professional associations. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the > [[< Previous->21-1012-HowToBecomeOne-3]] > [[Next >->21-1012-HowToBecomeOne-5]] > [[Close->21-1012-Detailed]]

Employment Projections (EP) skills data page. Analytical skills. School and career counselors and advisors interpret student records, schoolwide data, and assessments to match interests and abilities with potential careers. Compassion. School and career counselors and advisors often work with people who are dealing with stressful and difficult situations, so they must be able to empathize with their clients and students. Interpersonal skills. School and career counselors and advisors must be able to work with people of all backgrounds and personalities. They need to form and maintain > [[< Previous->21-1012-HowToBecomeOne-4]] > [[Next >->21-1012-HowToBecomeOne-6]] > [[Close->21-1012-Detailed]]

collaborative relationships with clients, students, or other professionals. Listening skills. School and career counselors and advisors need to give full attention to students and clients in order to understand their problems. Speaking skills. School and career counselors and advisors must communicate effectively with clients and students. They should express ideas and information in a way that their clients and students understand. > [[< Previous->21-1012-HowToBecomeOne-5]] > [[Close->21-1012-Detailed]]

# Pay The median annual wage for school and career counselors and advisors was $65,140 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $43,580, and the highest 10 percent earned more than $105,870. In May 2024, the median annual wages for school and career counselors and advisors in the top industries in which they worked were as follows: Both types of counselors and advisors usually work full time. Most counselors and advisors who work in schools and colleges may not > [[Next >->21-1012-Pay-2]] > [[Close->21-1012-Detailed]]

work when school is not in session, such as during the summer. > [[< Previous->21-1012-Pay-1]] > [[Close->21-1012-Detailed]]

# Job Outlook Employment of school and career counselors and advisors is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 31,000 openings for school and career counselors and advisors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Schools are expected to hire more counselors and advisors to respond to the developmental, academic, and career-planning needs of their > [[Next >->21-1012-JobOutlook-2]] > [[Close->21-1012-Detailed]]

students. Demand for career counselors is projected to increase as a growing number of colleges and universities open career centers that focus on helping students prepare to enter the workforce. Career counselors and advisors also will be needed to assist jobseekers, such as those changing careers, laid-off workers looking for jobs, and military veterans transitioning into the civilian labor market. > [[< Previous->21-1012-JobOutlook-1]] > [[Close->21-1012-Detailed]]

# What Petroleum Engineers Do Petroleum engineers devise methods to improve oil and gas extraction and production. They also oversee drilling and offer technical advice. ### Duties Petroleum engineers typically do the following: - Design facilities to extract and produce oil and gas from reserves deep underground - Develop plans to drill in oil and gas fields, and then to recover the oil and gas - Analyze data to improve oil and gas production and reservoir recovery > [[Next >->17-2171-WhatTheyDo-2]] > [[Close->17-2171-Detailed]]

- Ensure that oilfield equipment is installed, operated, and maintained properly Petroleum engineers work with geoscientists and other specialists to explore for oil and gas deposits, or reservoirs, in rock formations underground. After discovering reservoirs, petroleum engineers determine the best methods of extraction through wells on land or offshore rigs at sea. Their tasks may include designing the well, selecting drilling methods and equipment, and designing surface facilities. Existing extraction techniques recover only a portion of the oil and gas in a reservoir, so petroleum > [[< Previous->17-2171-WhatTheyDo-1]] > [[Next >->17-2171-WhatTheyDo-3]] > [[Close->17-2171-Detailed]]

engineers also research and develop new ways to recover more of the oil and gas. For example, workers may inject water, chemicals, or gases into an oil reserve to force out more oil or gas. The following are examples of types of petroleum engineers: Completions engineers decide how to finish building wells so that oil or gas flows up from underground. They oversee work to complete the building of wells, such as using tubing or hydraulic fracturing. Drilling engineers design ways to construct oil or gas wells. They also ensure that the drilling process is safe, efficient, and minimally > [[< Previous->17-2171-WhatTheyDo-2]] > [[Next >->17-2171-WhatTheyDo-4]] > [[Close->17-2171-Detailed]]

disruptive to the environment. Production engineers take over wells after drilling is completed. They typically monitor wells' oil and gas production. If wells are not producing as much as expected, production engineers figure out ways to increase the amount being extracted. Reservoir engineers estimate how much oil or gas can be recovered from reservoirs. They also monitor operations to ensure optimal recovery of these resources. Some petroleum engineers use their knowledge of underground geologic formations to specialize in areas outside of oil and gas. These specialties include carbon > [[< Previous->17-2171-WhatTheyDo-3]] > [[Next >->17-2171-WhatTheyDo-5]] > [[Close->17-2171-Detailed]]

capture and storage, geothermal drilling and extraction, and subsurface hydrogen storage. > [[< Previous->17-2171-WhatTheyDo-4]] > [[Close->17-2171-Detailed]]

# Work Environment ### Work Environment Petroleum engineers generally work in offices or at drilling and well sites. Travel may be required to visit these sites or to meet with other engineers, oilfield workers, and customers. > [[Close->17-2171-Detailed]]

# How to Become a Petroleum Engineer Petroleum engineers typically need a bachelor's degree in petroleum engineering or a related field, such as mechanical, civil, or chemical engineering. Employers also value practical experience, which students sometimes gain through internships. ### Education College students typically pursue a bachelor's degree in engineering. High school students interested in studying petroleum engineering may benefit from taking classes in math, such as algebra, geometry, and calculus; and science, such as biology, chemistry, and physics. Bachelor's degree engineering programs usually include academic, > [[Next >->17-2171-HowToBecomeOne-2]] > [[Close->17-2171-Detailed]]

laboratory, and field work in subjects such as engineering principles, geology, and thermodynamics. College students may have an opportunity to participate in cooperative education programs or internships. Through partnerships with local businesses, these programs allow students to gain practical experience while they complete their education. Some colleges and universities offer a 5-year engineering program that leads to both a bachelor's degree and a master's degree. Some employers prefer to hire candidates who have a master's degree. Employers may prefer to hire candidates who graduated > [[< Previous->17-2171-HowToBecomeOne-1]] > [[Next >->17-2171-HowToBecomeOne-3]] > [[Close->17-2171-Detailed]]

from an engineering program accredited by a professional association. ### Licenses, Certifications, and Registrations Licensure is not required for entry-level petroleum engineer positions. Experienced engineers may obtain a Professional Engineer (PE) license, which allows them to oversee the work of other engineers, sign off on projects, and provide services directly to the public. State licensure typically requires a bachelor's or higher degree in engineering, a passing score on the Fundamentals of Engineering (FE) exam, several years of relevant work experience, and a passing score on > [[< Previous->17-2171-HowToBecomeOne-2]] > [[Next >->17-2171-HowToBecomeOne-4]] > [[Close->17-2171-Detailed]]

the PE exam. Each state issues its own license. Most states recognize licensure from other states, as long as the licensing state's requirements meet or exceed their own licensure requirements. Several states require continuing education for engineers to keep their licenses. Information on state licensing board requirements is available from CareerOneStop. ### Advancement Petroleum engineers may advance to supervise a team of engineers and technicians, becoming engineering managers. For more information, see the profile on architectural and engineering managers. ### Important Qualities The > [[< Previous->17-2171-HowToBecomeOne-3]] > [[Next >->17-2171-HowToBecomeOne-5]] > [[Close->17-2171-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Petroleum engineers must be able to evaluate data to monitor and improve production. Communication skills. Petroleum engineers must be able to explain and present complex, technical information to a variety of audiences, including nontechnical ones. Interpersonal skills. Petroleum engineers must be able to interact with other types of engineers and with nontechnical oil and gas workers. Math > [[< Previous->17-2171-HowToBecomeOne-4]] > [[Next >->17-2171-HowToBecomeOne-6]] > [[Close->17-2171-Detailed]]

skills. Petroleum engineers use calculus and other math in their analysis, design, and troubleshooting work. Problem-solving skills. Petroleum engineers must be able to troubleshoot issues that arise and address them as safely and efficiently as possible. > [[< Previous->17-2171-HowToBecomeOne-5]] > [[Close->17-2171-Detailed]]

# Pay The median annual wage for petroleum engineers was $141,280 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $78,840, and the highest 10 percent earned more than $228,790. In May 2024, the median annual wages for petroleum engineers in the top industries in which they worked were as follows: Most petroleum engineers work full time, and some work more than 40 hours per week. Extended shifts may be necessary when traveling to and from drilling sites or when helping > [[Next >->17-2171-Pay-2]] > [[Close->17-2171-Detailed]]

to troubleshoot operations. > [[< Previous->17-2171-Pay-1]] > [[Close->17-2171-Detailed]]

# Job Outlook Employment of petroleum engineers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 1,200 openings for petroleum engineers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The need for petroleum engineers to help facilitate oil and gas extraction at existing operations is expected to create some demand for these workers. U.S. oil and gas production may > [[Next >->17-2171-JobOutlook-2]] > [[Close->17-2171-Detailed]]

fluctuate based on changes in current global supply and demand or the future energy outlook, which in turn might affect employment of petroleum engineers. > [[< Previous->17-2171-JobOutlook-1]] > [[Close->17-2171-Detailed]]

# What Electrical and Electronic Engineering Technologists and Technicians Do Electrical and electronic engineering technologists and technicians help electrical and electronics engineers plan and develop communications equipment, computers, medical monitoring devices, or other equipment that is powered by other electricity or electric current. They often work in product evaluation and testing, using measuring and diagnostic devices to test, adjust, and repair equipment. They are also involved in assembling equipment for automation. ### Duties Electrical engineering technologists and technicians typically do the following: > [[Next >->17-3023-WhatTheyDo-2]] > [[Close->17-3023-Detailed]]

- Assemble electrical and electronic systems and prototypes - Build, calibrate, and repair electrical instruments or testing equipment - Visit sites where systems are made to observe conditions affecting design - Identify solutions to technical design problems that arise in making electrical systems - Inspect designs for quality control, report findings, and recommend changes, if necessary > [[< Previous->17-3023-WhatTheyDo-1]] > [[Next >->17-3023-WhatTheyDo-3]] > [[Close->17-3023-Detailed]]

- Draw diagrams and write specifications about design details of experimental electronics units Electrical engineering technologists and technicians install and maintain electrical control systems and equipment and adjust electrical prototypes, parts, and assemblies to correct problems. When testing systems, they set up equipment and evaluate how the parts, assemblies, or systems perform under simulated conditions. They also analyze test information to resolve design problems. Electronic engineering technologists and technicians typically do the following: > [[< Previous->17-3023-WhatTheyDo-2]] > [[Next >->17-3023-WhatTheyDo-4]] > [[Close->17-3023-Detailed]]

- Create basic circuitry and draft sketches to clarify details of design, under engineers' direction - Build prototypes from plans or sketches - Assemble, test, and maintain circuitry or electronic components according to engineering instructions, knowledge of electronics, and technical manuals - Adjust and replace defective circuitry and electronic components > [[< Previous->17-3023-WhatTheyDo-3]] > [[Next >->17-3023-WhatTheyDo-5]] > [[Close->17-3023-Detailed]]

- Make parts, such as coils and terminal boards, using bench lathes, drills, or other machine tools Electronic engineering technologists and technicians identify and repair equipment malfunctions. They also calibrate and perform preventive maintenance on equipment and systems. These workers often need to read blueprints, diagrams, and engineering instructions for assembling electronic units. They also write reports and record data on testing techniques, laboratory equipment, and specifications. > [[< Previous->17-3023-WhatTheyDo-4]] > [[Close->17-3023-Detailed]]

# Work Environment ### Work Environment Electrical and electronic engineering technologists and technicians work on teams with electrical engineers. They may work in offices, laboratories, or factories. Most work full time. > [[Close->17-3023-Detailed]]

# How to Become an Electrical or Electronic Engineering Technologist or Technician Electrical and electronic engineering technologists and technicians typically need an associate's degree. However, requirements may vary by employer. ### Education Associate's degree programs in electrical or electronic engineering technology are available at community colleges and vocational–technical schools. Programs accredited by professional organizations typically include courses such as algebra, programming languages, physics, and circuitry. Depending on the job tasks or the industry, employers may prefer to hire candidates who have a bachelor's degree. Candidates for other > [[Next >->17-3023-HowToBecomeOne-2]] > [[Close->17-3023-Detailed]]

jobs may qualify with a high school diploma. ### Licenses, Certifications, and Registrations Certifications in a variety of fields are available for electrical and electronic engineering technologists and technicians. While optional, these credentials show that the designee has advanced knowledge. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. > [[< Previous->17-3023-HowToBecomeOne-1]] > [[Next >->17-3023-HowToBecomeOne-3]] > [[Close->17-3023-Detailed]]

Electrical and electronic engineering technologists and technicians must be able to follow instructions from engineers and others. They also need to clearly convey problems to engineers. Detail oriented. Electrical engineering technologists and technicians must pay attention to detail when assembling, troubleshooting, and repairing electronic and electrical mechanical systems. Math skills. Electrical and electronic engineering technologists and technicians use mathematics for analysis, design, and troubleshooting tasks. Mechanical skills. Electronic engineering technologists and > [[< Previous->17-3023-HowToBecomeOne-2]] > [[Next >->17-3023-HowToBecomeOne-4]] > [[Close->17-3023-Detailed]]

technicians must use hand tools and soldering irons on small circuitry and electronic parts to build components by hand. Problem-solving skills. Electrical and electronic engineering technologists and technicians must be able to identify and fix problems that arise in assembling and inspecting electrical engineers' designs and prototypes. Writing skills. Electrical and electronic engineering technologists and technicians write reports about onsite construction, design problems, or testing results. Their writing must be clear and well organized to convey the information in the reports. > [[< Previous->17-3023-HowToBecomeOne-3]] > [[Close->17-3023-Detailed]]

# Pay The median annual wage for electrical and electronic engineering technologists and technicians was $77,180 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $48,250, and the highest 10 percent earned more than $111,790. In May 2024, the median annual wages for electrical and electronic engineering technologists and technicians in the top industries in which they worked were as follows: Most electrical and electronic engineering technologists and technicians work > [[Next >->17-3023-Pay-2]] > [[Close->17-3023-Detailed]]

full time. Some work day or night shifts, depending on production schedules. In the federal government, their schedules usually follow a standard workweek. > [[< Previous->17-3023-Pay-1]] > [[Close->17-3023-Detailed]]

# Job Outlook Employment of electrical and electronic engineering technologists and technicians is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 8,400 openings for electrical and electronic engineering technologists and technicians are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Electrical and electronics engineering technologists and technicians work closely with > [[Next >->17-3023-JobOutlook-2]] > [[Close->17-3023-Detailed]]

electrical and electronics engineers and computer hardware engineers. These workers are needed to support the continuing integration of computer and electronics systems, such as those found in automobiles and in various portable and household products. However, as more manual tasks performed by these technologists and technicians are automated, growth in this occupation could be limited. > [[< Previous->17-3023-JobOutlook-1]] > [[Close->17-3023-Detailed]]

- Add details to architectural plans from their knowledge of building techniques - Specify dimensions, materials, and procedures for new products > [[< Previous->17-3012-WhatTheyDo-1]] > [[Next >->17-3012-WhatTheyDo-3]] > [[Close->17-3012-Detailed]]

- Work under the supervision of engineers or architects Some drafters are referred to as CAD operators. Using CAD systems, drafters create and store technical drawings digitally. These drawings contain information on how to build a structure or machine, the dimensions of the project, and what materials are needed to complete the project. Drafters work with CAD to create schematics that can be viewed, printed, or programmed directly into building information modeling (BIM) systems. These systems allow drafters, architects, construction managers, and engineers to create and collaborate on > [[< Previous->17-3012-WhatTheyDo-2]] > [[Next >->17-3012-WhatTheyDo-4]] > [[Close->17-3012-Detailed]]

digital models of physical buildings and machines. Through three-dimensional rendering, BIM software allows designers and engineers to see how different elements in their projects work together. The following are examples of types of drafters: Architectural drafters draw structural features and details for buildings and other construction projects. These workers may specialize in a type of building, such as residential or commercial. They may also specialize by the materials used, such as steel, wood, or reinforced concrete. Civil drafters prepare topographical maps used in construction > [[< Previous->17-3012-WhatTheyDo-3]] > [[Next >->17-3012-WhatTheyDo-5]] > [[Close->17-3012-Detailed]]

and civil engineering projects, such as highways, bridges, and dams. Electrical drafters prepare wiring diagrams that construction workers use to install and repair electrical equipment and wiring in power plants, electrical distribution systems, and residential and commercial buildings. Electronics drafters produce wiring diagrams, assembly diagrams for circuit boards, and layout drawings used in manufacturing and in installing and repairing electronic devices and components. Mechanical drafters prepare layouts that show the details for a variety of machinery and mechanical tools and > [[< Previous->17-3012-WhatTheyDo-4]] > [[Next >->17-3012-WhatTheyDo-6]] > [[Close->17-3012-Detailed]]

software. It generally takes about 2 years of full-time education to earn an associate's degree. Certificate and diploma programs vary in length but usually may be completed in less time. Students frequently specialize in a particular type of drafting, such as mechanical or architectural drafting. High school students may begin preparing by taking classes in mathematics, science, computer technology, design, computer graphics, and, where available, drafting. ### Licenses, Certifications, and Registrations Although not mandatory, certification demonstrates competence and knowledge of > [[< Previous->17-3012-HowToBecomeOne-1]] > [[Next >->17-3012-HowToBecomeOne-3]] > [[Close->17-3012-Detailed]]

nationally recognized practices. Certifications are offered for several specialties, including architectural, civil, and mechanical drafting. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Creativity. Drafters must be able to turn plans and ideas into technical drawings of buildings, tools, and systems. Detail oriented. Drafters must take care that the plans they convert > [[< Previous->17-3012-HowToBecomeOne-2]] > [[Next >->17-3012-HowToBecomeOne-4]] > [[Close->17-3012-Detailed]]

are technically accurate according to the outlined specifications. Interpersonal skills. Drafters work closely with architects, engineers, and other designers to make sure that final plans are accurate. This requires the ability to communicate effectively and work well with others. Math skills. Drafters work on technical drawings. They may be required to calculate angles, weights, costs, and other values. Technical skills. Drafters in all specialties must be able to use computer software, such as CAD, and work with database tools, such as building information modeling > [[< Previous->17-3012-HowToBecomeOne-3]] > [[Next >->17-3012-HowToBecomeOne-5]] > [[Close->17-3012-Detailed]]

- Add details to architectural plans from their knowledge of building techniques - Specify dimensions, materials, and procedures for new products > [[< Previous->17-3013-WhatTheyDo-1]] > [[Next >->17-3013-WhatTheyDo-3]] > [[Close->17-3013-Detailed]]

- Work under the supervision of engineers or architects Some drafters are referred to as CAD operators. Using CAD systems, drafters create and store technical drawings digitally. These drawings contain information on how to build a structure or machine, the dimensions of the project, and what materials are needed to complete the project. Drafters work with CAD to create schematics that can be viewed, printed, or programmed directly into building information modeling (BIM) systems. These systems allow drafters, architects, construction managers, and engineers to create and collaborate on > [[< Previous->17-3013-WhatTheyDo-2]] > [[Next >->17-3013-WhatTheyDo-4]] > [[Close->17-3013-Detailed]]

digital models of physical buildings and machines. Through three-dimensional rendering, BIM software allows designers and engineers to see how different elements in their projects work together. The following are examples of types of drafters: Architectural drafters draw structural features and details for buildings and other construction projects. These workers may specialize in a type of building, such as residential or commercial. They may also specialize by the materials used, such as steel, wood, or reinforced concrete. Civil drafters prepare topographical maps used in construction > [[< Previous->17-3013-WhatTheyDo-3]] > [[Next >->17-3013-WhatTheyDo-5]] > [[Close->17-3013-Detailed]]

and civil engineering projects, such as highways, bridges, and dams. Electrical drafters prepare wiring diagrams that construction workers use to install and repair electrical equipment and wiring in power plants, electrical distribution systems, and residential and commercial buildings. Electronics drafters produce wiring diagrams, assembly diagrams for circuit boards, and layout drawings used in manufacturing and in installing and repairing electronic devices and components. Mechanical drafters prepare layouts that show the details for a variety of machinery and mechanical tools and > [[< Previous->17-3013-WhatTheyDo-4]] > [[Next >->17-3013-WhatTheyDo-6]] > [[Close->17-3013-Detailed]]

software. It generally takes about 2 years of full-time education to earn an associate's degree. Certificate and diploma programs vary in length but usually may be completed in less time. Students frequently specialize in a particular type of drafting, such as mechanical or architectural drafting. High school students may begin preparing by taking classes in mathematics, science, computer technology, design, computer graphics, and, where available, drafting. ### Licenses, Certifications, and Registrations Although not mandatory, certification demonstrates competence and knowledge of > [[< Previous->17-3013-HowToBecomeOne-1]] > [[Next >->17-3013-HowToBecomeOne-3]] > [[Close->17-3013-Detailed]]

nationally recognized practices. Certifications are offered for several specialties, including architectural, civil, and mechanical drafting. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Creativity. Drafters must be able to turn plans and ideas into technical drawings of buildings, tools, and systems. Detail oriented. Drafters must take care that the plans they convert > [[< Previous->17-3013-HowToBecomeOne-2]] > [[Next >->17-3013-HowToBecomeOne-4]] > [[Close->17-3013-Detailed]]

are technically accurate according to the outlined specifications. Interpersonal skills. Drafters work closely with architects, engineers, and other designers to make sure that final plans are accurate. This requires the ability to communicate effectively and work well with others. Math skills. Drafters work on technical drawings. They may be required to calculate angles, weights, costs, and other values. Technical skills. Drafters in all specialties must be able to use computer software, such as CAD, and work with database tools, such as building information modeling > [[< Previous->17-3013-HowToBecomeOne-3]] > [[Next >->17-3013-HowToBecomeOne-5]] > [[Close->17-3013-Detailed]]

- Add details to architectural plans from their knowledge of building techniques - Specify dimensions, materials, and procedures for new products > [[< Previous->17-3019-WhatTheyDo-1]] > [[Next >->17-3019-WhatTheyDo-3]] > [[Close->17-3019-Detailed]]

- Work under the supervision of engineers or architects Some drafters are referred to as CAD operators. Using CAD systems, drafters create and store technical drawings digitally. These drawings contain information on how to build a structure or machine, the dimensions of the project, and what materials are needed to complete the project. Drafters work with CAD to create schematics that can be viewed, printed, or programmed directly into building information modeling (BIM) systems. These systems allow drafters, architects, construction managers, and engineers to create and collaborate on > [[< Previous->17-3019-WhatTheyDo-2]] > [[Next >->17-3019-WhatTheyDo-4]] > [[Close->17-3019-Detailed]]

digital models of physical buildings and machines. Through three-dimensional rendering, BIM software allows designers and engineers to see how different elements in their projects work together. The following are examples of types of drafters: Architectural drafters draw structural features and details for buildings and other construction projects. These workers may specialize in a type of building, such as residential or commercial. They may also specialize by the materials used, such as steel, wood, or reinforced concrete. Civil drafters prepare topographical maps used in construction > [[< Previous->17-3019-WhatTheyDo-3]] > [[Next >->17-3019-WhatTheyDo-5]] > [[Close->17-3019-Detailed]]

and civil engineering projects, such as highways, bridges, and dams. Electrical drafters prepare wiring diagrams that construction workers use to install and repair electrical equipment and wiring in power plants, electrical distribution systems, and residential and commercial buildings. Electronics drafters produce wiring diagrams, assembly diagrams for circuit boards, and layout drawings used in manufacturing and in installing and repairing electronic devices and components. Mechanical drafters prepare layouts that show the details for a variety of machinery and mechanical tools and > [[< Previous->17-3019-WhatTheyDo-4]] > [[Next >->17-3019-WhatTheyDo-6]] > [[Close->17-3019-Detailed]]

software. It generally takes about 2 years of full-time education to earn an associate's degree. Certificate and diploma programs vary in length but usually may be completed in less time. Students frequently specialize in a particular type of drafting, such as mechanical or architectural drafting. High school students may begin preparing by taking classes in mathematics, science, computer technology, design, computer graphics, and, where available, drafting. ### Licenses, Certifications, and Registrations Although not mandatory, certification demonstrates competence and knowledge of > [[< Previous->17-3019-HowToBecomeOne-1]] > [[Next >->17-3019-HowToBecomeOne-3]] > [[Close->17-3019-Detailed]]

nationally recognized practices. Certifications are offered for several specialties, including architectural, civil, and mechanical drafting. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Creativity. Drafters must be able to turn plans and ideas into technical drawings of buildings, tools, and systems. Detail oriented. Drafters must take care that the plans they convert > [[< Previous->17-3019-HowToBecomeOne-2]] > [[Next >->17-3019-HowToBecomeOne-4]] > [[Close->17-3019-Detailed]]

are technically accurate according to the outlined specifications. Interpersonal skills. Drafters work closely with architects, engineers, and other designers to make sure that final plans are accurate. This requires the ability to communicate effectively and work well with others. Math skills. Drafters work on technical drawings. They may be required to calculate angles, weights, costs, and other values. Technical skills. Drafters in all specialties must be able to use computer software, such as CAD, and work with database tools, such as building information modeling > [[< Previous->17-3019-HowToBecomeOne-3]] > [[Next >->17-3019-HowToBecomeOne-5]] > [[Close->17-3019-Detailed]]

# What Electro-mechanical and Mechatronics Technologists and Technicians Do Electro-mechanical and mechatronics technologists and technicians combine knowledge of mechanical technology with knowledge of electrical and electronic circuitry. They operate, test, and maintain unmanned, automated, robotic, or electromechanical equipment. ### Duties Electro-mechanical and mechatronics technologists and technicians typically do the following: - Read blueprints, schematics, and diagrams to determine the method and sequence of assembly of a machine or a piece of equipment - Verify dimensions of parts, using precision measuring instruments > [[Next >->17-3024-WhatTheyDo-2]] > [[Close->17-3024-Detailed]]

- Operate metalworking machines to make housings, fittings, and fixtures - Inspect parts for surface defects - Repair and calibrate hydraulic and pneumatic assemblies - Use instruments to test the performance of electromechanical assemblies - Use soldering equipment and handtools to install electronic parts and hardware - Operate, test, or maintain robotic equipment > [[< Previous->17-3024-WhatTheyDo-1]] > [[Next >->17-3024-WhatTheyDo-3]] > [[Close->17-3024-Detailed]]

- Analyze and record test results Electro-mechanical and mechatronics technologists and technicians test and operate machines in factories and at other worksites. They also document the tests they performed and analyze and record the results of those tests. Electro-mechanical and mechatronics technologists and technicians install, maintain, and repair automated machinery and computer-controlled mechanical systems in industrial settings. They also test, operate, or maintain robotic equipment at worksites. This equipment may include unmanned submarines, aircraft, or similar types of > [[< Previous->17-3024-WhatTheyDo-2]] > [[Next >->17-3024-WhatTheyDo-4]] > [[Close->17-3024-Detailed]]

equipment for uses that include oil drilling, deep-ocean exploration, or hazardous-waste removal. > [[< Previous->17-3024-WhatTheyDo-3]] > [[Close->17-3024-Detailed]]

# Work Environment ### Work Environment Electro-mechanical and mechatronics technologists and technicians work with electrical and mechanical engineers. Most work full time, and some work more than 40 hours per week. > [[Close->17-3024-Detailed]]

# How to Become an Electro-mechanical or Mechatronic Technologist or Technician Electro-mechanical and mechatronics technologists and technicians typically need either an associate's degree or a postsecondary certificate. ### Education Associate's degree programs and postsecondary certificates for electro-mechanical and mechatronics technologists and technicians are offered at vocational–technical schools and community colleges. Employers may prefer to hire graduates of programs accredited by professional organizations. Associate's degree programs usually include courses in subjects such as algebra, trigonometry, and sciences. Depending on the program, students > [[Next >->17-3024-HowToBecomeOne-2]] > [[Close->17-3024-Detailed]]

may have the option of concentrating in a field such as electromechanics, mechatronics, or industrial maintenance. ### Licenses, Certifications, and Registrations Electro-mechanical and mechatronics technologists and technicians may earn optional certification to demonstrate professional competence. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. > [[< Previous->17-3024-HowToBecomeOne-1]] > [[Next >->17-3024-HowToBecomeOne-3]] > [[Close->17-3024-Detailed]]

Electro-mechanical and mechatronics technologists and technicians must be able to follow instructions from engineers. They also need to clearly convey problems to engineers. Detail oriented. Electro-mechanical and mechatronics technologists and technicians must take and record the precise measurements that engineers need. Dexterity. Electro-mechanical and mechatronics technologists and technicians must be adept in using handtools and soldering irons on small circuitry and electronic parts to create electronic components. Logical-thinking skills. To carry out engineers' designs, inspect > [[< Previous->17-3024-HowToBecomeOne-2]] > [[Next >->17-3024-HowToBecomeOne-4]] > [[Close->17-3024-Detailed]]

designs for quality control, and assemble prototypes, electro-mechanical and mechatronics technologists and technicians must follow a specific sequence or a set of rules. Math skills. Electro-mechanical and mechatronics technologists and technicians use mathematics for analysis, design, and troubleshooting in their tasks. Mechanical skills. Electro-mechanical and mechatronics technologists and technicians must create components for industrial machinery or equipment. They must be able to operate equipment such as drill presses, grinders, and engine lathes. Problem-solving skills. > [[< Previous->17-3024-HowToBecomeOne-3]] > [[Next >->17-3024-HowToBecomeOne-5]] > [[Close->17-3024-Detailed]]

Electro-mechanical and mechatronics technologists and technicians must be able to identify and fix problems that arise with engineering designs and prototypes. Writing skills. Electro-mechanical and mechatronics technologists and technicians must write clear, well-organized reports that describe onsite construction, testing results, and problems they found in carrying out designs. > [[< Previous->17-3024-HowToBecomeOne-4]] > [[Close->17-3024-Detailed]]

# Pay The median annual wage for electro-mechanical and mechatronics technologists and technicians was $70,760 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $47,770, and the highest 10 percent earned more than $109,580. In May 2024, the median annual wages for electro-mechanical and mechatronics technologists and technicians in the top industries in which they worked were as follows: Most electro-mechanical and mechatronics technologists and technicians work full > [[Next >->17-3024-Pay-2]] > [[Close->17-3024-Detailed]]

time, and some work more than 40 hours per week. > [[< Previous->17-3024-Pay-1]] > [[Close->17-3024-Detailed]]

# Job Outlook Employment of electro-mechanical and mechatronics technologists and technicians is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 1,300 openings for electro-mechanical and mechatronics technologists and technicians are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Automation in manufacturing could affect this occupation in both positive and negative ways. While > [[Next >->17-3024-JobOutlook-2]] > [[Close->17-3024-Detailed]]

automation may replace certain responsibilities, electro-mechanical and mechatronics technologists and technicians will still be needed to operate and maintain the robotic equipment. > [[< Previous->17-3024-JobOutlook-1]] > [[Close->17-3024-Detailed]]

# What Environmental Engineering Technologists and Technicians Do Environmental engineering technologists and technicians carry out the plans that environmental engineers develop. ### Duties Environmental engineering technologists and technicians typically do the following: - Set up, test, operate, and modify equipment used to prevent or clean up environmental pollution - Maintain project records and computer program files - Collect and analyze samples, such as of ground water, for monitoring pollution or treatment - Review documents to ensure that they are complete and conform to reporting requirements - Review work plans to schedule activities > [[Next >->17-3025-WhatTheyDo-2]] > [[Close->17-3025-Detailed]]

- Arrange for the disposal of asbestos, lead, and other hazardous materials Environmental engineering technologists and technicians work both indoors and outdoors help to ensure environmental quality. Their tasks aid environmental engineers in developing solutions to control, prevent, and mitigate damage caused by pollution and other environmental problems. In laboratories, environmental engineering technologists and technicians record observations and test results and document photographs. To keep laboratories supplied, they also may gather product information, identify vendors and > [[< Previous->17-3025-WhatTheyDo-1]] > [[Next >->17-3025-WhatTheyDo-3]] > [[Close->17-3025-Detailed]]

suppliers, and order materials and equipment. In the field, environmental engineering technologists and technicians may collect air, soil, or ground and surface water samples of an area. They also prepare and clean equipment, operate field sampling pumps, and monitor instruments. They also may inspect facilities for compliance with regulations governing substances such as asbestos, lead, and wastewater. > [[< Previous->17-3025-WhatTheyDo-2]] > [[Close->17-3025-Detailed]]

# Work Environment ### Work Environment Most environmental engineering technologists and technicians work full time. They may work both indoors and outside and often have regular working hours. > [[Close->17-3025-Detailed]]

# How to Become an Environmental Engineering Technologist or Technician Environmental engineering technologists and technicians typically need an associate's degree in environmental engineering technology or a related field. ### Education Prospective environmental engineering technologists and technicians should take science and math courses in high school to prepare for postsecondary programs in engineering technology. Employers usually prefer to hire candidates who have completed accredited postsecondary programs. Although some candidates may be hired with a high school diploma and postsecondary coursework, environmental engineering technologists and > [[Next >->17-3025-HowToBecomeOne-2]] > [[Close->17-3025-Detailed]]

technicians typically need an associate's degree in environmental engineering technology or a related field to enter the occupation. Associate degree programs in environmental engineering technology are available in community colleges and vocational–technical schools. These programs generally include courses in chemistry, environmental assessment, hazardous-waste management, and mathematics. Some environmental engineering technologists and technicians enter the occupation with a bachelor's degree. ### Licenses, Certifications, and Registrations Some states require environmental > [[< Previous->17-3025-HowToBecomeOne-1]] > [[Next >->17-3025-HowToBecomeOne-3]] > [[Close->17-3025-Detailed]]

technologists and technicians to have permits or licenses to remove hazardous waste. Workers also may be required to have Occupational Safety & Health Administration (OSHA) Hazardous Waste Operations and Emergency Response Standard (HAZWOPER) certification. HAZWOPER certification includes training in health hazards, personal protective equipment, site safety, recognizing and identifying hazards, and decontamination. Refresher training may be required to maintain certification. Information on certifications is available from CareerOneStop. ### Advancement Environmental engineering > [[< Previous->17-3025-HowToBecomeOne-2]] > [[Next >->17-3025-HowToBecomeOne-4]] > [[Close->17-3025-Detailed]]

technologists and technicians usually begin work as trainees in entry-level positions and are supervised by an environmental engineer or experienced technician. As they gain experience, technologists and technicians take on more responsibility. Some advance to become senior environmental technologists and technicians or lead environmental technologists and technicians, functioning as supervisors onsite. Technicians with a bachelor's degree may advance to become environmental engineers. ### Important Qualities The following are examples of qualities that are important for these workers to > [[< Previous->17-3025-HowToBecomeOne-3]] > [[Next >->17-3025-HowToBecomeOne-5]] > [[Close->17-3025-Detailed]]

perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. When working on teams, environmental engineering technologists and technicians must listen attentively and convey information to others. Critical-thinking skills. Environmental engineers rely on technologists and technicians to help identify problems and solutions and to implement the engineers' plans. Observational skills. Environmental engineering technologists and technicians must be able to evaluate situations, recognize problems, and inform environmental engineers > [[< Previous->17-3025-HowToBecomeOne-4]] > [[Next >->17-3025-HowToBecomeOne-6]] > [[Close->17-3025-Detailed]]

as quickly as possible. Problem-solving skills. Environmental engineering technologists and technicians implement plans designed by environmental engineers. They must be able to resolve issues that arise, such as unexpected findings during fieldwork. Reading skills. Environmental engineering technologists and technicians must be able to understand legal and technical documents in order to ensure that regulations are being met. > [[< Previous->17-3025-HowToBecomeOne-5]] > [[Close->17-3025-Detailed]]

# Pay The median annual wage for environmental engineering technologists and technicians was $58,890 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,670, and the highest 10 percent earned more than $92,280. In May 2024, the median annual wages for environmental engineering technologists and technicians in the top industries in which they worked were as follows: Most environmental engineering technologists and technicians work full time and typically have regular > [[Next >->17-3025-Pay-2]] > [[Close->17-3025-Detailed]]

hours. However, they must sometimes work irregular hours in order to monitor operations or contain a major environmental threat. > [[< Previous->17-3025-Pay-1]] > [[Close->17-3025-Detailed]]

# Job Outlook Employment of environmental engineering technologists and technicians is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 1,100 openings for environmental engineering technologists and technicians are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment in this occupation is typically tied to projects created by environmental engineers. Some demand for > [[Next >->17-3025-JobOutlook-2]] > [[Close->17-3025-Detailed]]

environmental engineering technologists and technicians is expected over the decade as increasing concerns about pollution lead to water- and air-quality improvement efforts. However, employment growth may be limited as automated environmental testing increases productivity for these workers. > [[< Previous->17-3025-JobOutlook-1]] > [[Close->17-3025-Detailed]]

# What Kindergarten and Elementary School Teachers Do Kindergarten and elementary school teachers instruct young students in basic subjects, such as math and reading, in order to prepare them for middle school. ### Duties Kindergarten and elementary school teachers typically do the following: - Create lesson plans to teach students subjects, such as reading, science, and math - Teach students how to interact with others - Observe students to evaluate their abilities, strengths, and weaknesses - Instruct an entire class or smaller groups of students - Grade students' assignments > [[Next >->25-2021-WhatTheyDo-2]] > [[Close->25-2021-Detailed]]

- Communicate with parents or guardian about their child's progress - Work with students individually to help them overcome specific learning challenges - Prepare students for standardized tests required by the state - Develop and enforce classroom rules to teach children proper behavior - Supervise children outside of the classroom > [[< Previous->25-2021-WhatTheyDo-1]] > [[Next >->25-2021-WhatTheyDo-3]] > [[Close->25-2021-Detailed]]

- for example, during lunchtime or recess Kindergarten and elementary school teachers help students learn and apply important concepts. Many teachers use a hands-on approach to help students understand abstract concepts, solve problems, and develop critical-thinking skills. For example, they may demonstrate how to do a science experiment and then have the students conduct the experiment themselves. They may have students work together to solve problems. Elementary school typically goes from first through fifth or sixth grades. However, in some schools, elementary school continues through > [[< Previous->25-2021-WhatTheyDo-2]] > [[Next >->25-2021-WhatTheyDo-4]] > [[Close->25-2021-Detailed]]

eighth grade. Kindergarten and elementary school teachers typically instruct students in several subjects throughout the day. Teachers may escort students to assemblies, recess, or classes taught by other teachers, such as art or music. While students are away from the classroom, teachers plan lessons, grade assignments, or meet with other teachers and staff. In some schools, teachers may work on subject specialization teams in which they teach one or two specific subjects, typically either English and social studies or math and science. Generally, students spend half their time with one > [[< Previous->25-2021-WhatTheyDo-3]] > [[Next >->25-2021-WhatTheyDo-5]] > [[Close->25-2021-Detailed]]

teacher and half their time with the other. There are kindergarten and elementary school teachers who specialize in subjects such as art, music, or physical education. Some schools employ English as a second language (ESL) or English for speakers of other languages (ESOL) teachers who work exclusively with students learning the English language. These teachers work with students individually or in groups to help them improve their English language skills and to help them with class assignments. Students with learning disabilities or emotional or behavioral disorders are often taught in > [[< Previous->25-2021-WhatTheyDo-4]] > [[Next >->25-2021-WhatTheyDo-6]] > [[Close->25-2021-Detailed]]

traditional classes. Kindergarten and elementary teachers work with special education teachers to adapt lesson plans to these students' needs and monitor the students' progress. In some cases, kindergarten and elementary school teachers may co-teach lessons with special education teachers. Some teachers use technology in their classroom as a teaching aide. They must be comfortable with using and learning new technology. Teachers also may maintain websites to communicate with parents about students' assignments, upcoming events, and grades. For students in higher grades, teachers may create > [[< Previous->25-2021-WhatTheyDo-5]] > [[Next >->25-2021-WhatTheyDo-7]] > [[Close->25-2021-Detailed]]

websites or discussion boards to present information or to expand on a lesson taught in class. > [[< Previous->25-2021-WhatTheyDo-6]] > [[Close->25-2021-Detailed]]

# Work Environment ### Work Environment Kindergarten and elementary school teachers work in public and private schools. They generally work during school hours when students are present and use nights and weekends to prepare lessons and grade papers. Most kindergarten and elementary school teachers do not work during the summer. > [[Close->25-2021-Detailed]]

# How to Become a Kindergarten or Elementary School Teacher Kindergarten and elementary school teachers usually must have a bachelor's degree. In addition, public school teachers must have a state-issued certification or license. ### Education Public kindergarten and elementary school teachers typically need a bachelor's degree in elementary education. Private schools typically have the same requirement. In some states, public schools also require these teachers to major in a content area, such as mathematics. Those with a bachelor's degree in another subject can still become elementary education teachers. They must complete a teacher education > [[Next >->25-2021-HowToBecomeOne-2]] > [[Close->25-2021-Detailed]]

program to obtain certification to teach. Requirements vary by state. In teacher education programs, future teachers learn how to present information to young students and how to work with young students of varying abilities and backgrounds. Programs typically include a student-teaching program, in which they work with a mentor teacher and get experience teaching students in a classroom setting. Some states require teachers to earn a master's degree after receiving their teaching certification and obtaining a job. ### Licenses, Certifications, and Registrations All states require teachers > [[< Previous->25-2021-HowToBecomeOne-1]] > [[Next >->25-2021-HowToBecomeOne-3]] > [[Close->25-2021-Detailed]]

in public schools to be licensed or certified in the specific grade level that they will teach. Those who teach in private schools typically do not need a license. Requirements for certification or licensure vary by state but generally involve the following: - A bachelor's degree with a minimum grade point average - Completion of a student teaching program - Passing a background check > [[< Previous->25-2021-HowToBecomeOne-2]] > [[Next >->25-2021-HowToBecomeOne-4]] > [[Close->25-2021-Detailed]]

- Passing a general teaching certification test, as well as a test that demonstrates their knowledge of the subject they will teach. Teachers are frequently required to complete professional development classes to keep their license or certification. Some states require teachers to complete a master's degree after receiving their certification and obtaining a job. All states offer an alternative route to certification or licensure for people who already have a bachelor's degree but lack the education courses required for certification. Some alternative certification programs allow > [[< Previous->25-2021-HowToBecomeOne-3]] > [[Next >->25-2021-HowToBecomeOne-5]] > [[Close->25-2021-Detailed]]

candidates to begin teaching immediately after graduation, under the supervision of an experienced teacher. These programs cover teaching methods and child development. After they complete the program, candidates are awarded full certification. Other programs require students to take classes in education before they can teach. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Teachers need to discuss students' needs > [[< Previous->25-2021-HowToBecomeOne-4]] > [[Next >->25-2021-HowToBecomeOne-6]] > [[Close->25-2021-Detailed]]

with parents and administrators. They also need to be able to communicate the subject content to students in a manner in which they will understand. Patience. Kindergarten and elementary school teachers must respond with patience when students struggle with material. Working with students of different abilities and backgrounds can be difficult. Physical stamina. Working with kindergarten > [[< Previous->25-2021-HowToBecomeOne-5]] > [[Next >->25-2021-HowToBecomeOne-7]] > [[Close->25-2021-Detailed]]

- and elementary-age students can be tiring. Teachers need to be able to physically, mentally, and emotionally keep up with the students. Resourcefulness. Kindergarten and elementary school teachers must be able to get students engaged in learning. They also should be prepared to adapt their lessons to meet students' needs. ### Advancement Experienced teachers may advance to serve as mentors to new teachers or become lead teachers. In these roles, they help less-experienced teachers to improve their teaching skills. With additional education or certification, teachers may become school > [[< Previous->25-2021-HowToBecomeOne-6]] > [[Next >->25-2021-HowToBecomeOne-8]] > [[Close->25-2021-Detailed]]

counselors, school librarians, or instructional coordinators. Some become assistant principals or principals, both of which generally require additional schooling in education administration or leadership. > [[< Previous->25-2021-HowToBecomeOne-7]] > [[Close->25-2021-Detailed]]

# Pay The median annual wage for elementary school teachers, except special education was $62,340 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $46,440, and the highest 10 percent earned more than $102,010. The median annual wage for kindergarten teachers, except special education was $61,430 in May 2024. The lowest 10 percent earned less than $45,750, and the highest 10 percent earned more than $99,360. In May 2024, the median annual wages for elementary school > [[Next >->25-2021-Pay-2]] > [[Close->25-2021-Detailed]]

teachers, except special education in the top industries in which they worked were as follows: In May 2024, the median annual wages for kindergarten teachers, except special education in the top industries in which they worked were as follows: Kindergarten and elementary school teachers generally work during school hours when students are present. They may meet with parents, students, and other teachers before and after school. They often spend time in the evenings and on weekends grading papers and preparing lessons. Many kindergarten and elementary school teachers work the traditional > [[< Previous->25-2021-Pay-1]] > [[Next >->25-2021-Pay-3]] > [[Close->25-2021-Detailed]]

10-month school year and have a 2-month break during the summer. They also have a short midwinter break. Some teachers work during the summer. Teachers in districts with a year-round schedule typically work 9 weeks in a row and then have a break for 3 weeks before starting a new school session. > [[< Previous->25-2021-Pay-2]] > [[Close->25-2021-Detailed]]

# Job Outlook Overall employment of kindergarten and elementary school teachers is projected to grow 2 percent from 2024 to 2034, decline. About 103,800 openings for kindergarten and elementary school teachers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The number of students enrolling in public kindergarten and elementary schools is expected to decrease over the projections decade. The increase in charter schools, > [[Next >->25-2021-JobOutlook-2]] > [[Close->25-2021-Detailed]]

private schools, and homeschooling options provides families with alternatives to traditional public schools, potentially leading to a shift in enrollment numbers. Employment growth for kindergarten and elementary school teachers also will depend on state and local government budgets. If state and local governments experience budget deficits, they may lay off employees, including teachers. > [[< Previous->25-2021-JobOutlook-1]] > [[Close->25-2021-Detailed]]

# What Industrial Engineering Technologists and Technicians Do Industrial engineering technologists and technicians help engineers solve problems affecting manufacturing layout or production. They prepare machinery and equipment plans, design workflows, conduct statistical production studies, and analyze production costs. ### Duties Industrial engineering technologists and technicians typically do the following: - Suggest revisions to operation methods, material handling, or equipment layout - Interpret engineering drawings, schematic diagrams, and formulas - Confer with management or engineering staff on quality and reliability standards > [[Next >->17-3026-WhatTheyDo-2]] > [[Close->17-3026-Detailed]]

- Help plan work assignments, considering factors such as machine capabilities and production schedules - Prepare charts, diagrams, and other graphs to illustrate workflow, routing, floor layouts, how materials are handled, and how machines are used > [[< Previous->17-3026-WhatTheyDo-1]] > [[Next >->17-3026-WhatTheyDo-3]] > [[Close->17-3026-Detailed]]

- Collect data to assist in process improvement activities Industrial engineering technologists and technicians study the time and steps workers take to do a task (time and motion studies). To set reasonable production rates, they analyze operations such as maintenance, production, and service. The work of industrial engineering technologists and technicians is versatile and applicable to a variety of projects. For example, in supply chain management, they help businesses minimize inventory costs; in quality assurance, they help with customer satisfaction; and in project management, they > [[< Previous->17-3026-WhatTheyDo-2]] > [[Next >->17-3026-WhatTheyDo-4]] > [[Close->17-3026-Detailed]]

help to control costs and maximize efficiencies. Industrial engineering technologists and technicians generally work on teams under the supervision of industrial engineers. Manufacturing engineering technologists and technicians work to raise production quality and profitability. By planning, testing, and custom making industrial products, they help engineers improve manufacturing processes and output. They may assess prototypes, analyze machinery performance, or try new production methods. > [[< Previous->17-3026-WhatTheyDo-3]] > [[Close->17-3026-Detailed]]

# Work Environment ### Work Environment Most industrial engineering technologists and technicians work in manufacturing industries. Most work full time. > [[Close->17-3026-Detailed]]

# How to Become an Industrial Engineering Technologist or Technician Industrial engineering technologists and technicians typically need an associate's degree or a postsecondary certificate to enter the occupation. Community colleges and technical institutes generally offer associate's degree programs, and vocational–technical schools offer certificate programs. ### Education High school students interested in becoming industrial engineering technologists and technicians should take courses in math, science, and drafting, where available. Postsecondary programs in industrial engineering technology are offered at vocational–technical schools, > [[Next >->17-3026-HowToBecomeOne-2]] > [[Close->17-3026-Detailed]]

technical institutes, and community colleges. Vocational–technical schools typically award a certificate. Community colleges programs usually lead to associate's degrees. Employers may prefer to hire candidates who have completed an accredited engineering or engineering technology program. Industrial engineering technologists and technicians may choose to major in applied science, industrial technology, or industrial engineering technology. These programs may include instruction in computer-aided design/computer-aided manufacturing software, known as CAD/CAM. ### Important > [[< Previous->17-3026-HowToBecomeOne-1]] > [[Next >->17-3026-HowToBecomeOne-3]] > [[Close->17-3026-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Industrial engineering technologists and technicians assess changes in conditions, operations, and the environment to help industrial engineers figure out how systems should work. Communication skills. Industrial engineering technologists and technicians must listen carefully to instructions from engineers and must clearly articulate problems to their supervisors. Critical-thinking > [[< Previous->17-3026-HowToBecomeOne-2]] > [[Next >->17-3026-HowToBecomeOne-4]] > [[Close->17-3026-Detailed]]

skills. Industrial engineering technologists and technicians must identify and correct weaknesses to help industrial engineers solve problems. Detail oriented. Industrial engineering technologists and technicians must record precisely what they measure and observe. Math skills. Industrial engineering technologists and technicians use mathematics and statistical techniques to analyze data collected from studies. Observational skills. Industrial engineering technologists and technicians closely watch the performance of people or organizations so that they can suggest improvements. > [[< Previous->17-3026-HowToBecomeOne-3]] > [[Close->17-3026-Detailed]]

# Pay The median annual wage for industrial engineering technologists and technicians was $64,790 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $46,370, and the highest 10 percent earned more than $97,670. In May 2024, the median annual wages for industrial engineering technologists and technicians in the top industries in which they worked were as follows: Industrial engineering technologists and technicians usually work standard schedules. Most work full time. > [[Close->17-3026-Detailed]]

# Job Outlook Employment of industrial engineering technologists and technicians is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 6,300 openings for industrial engineering technologists and technicians are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment An emphasis on cost control through increased efficiency, along with industrial engineering technologists and technicians' > [[Next >->17-3026-JobOutlook-2]] > [[Close->17-3026-Detailed]]

role in assisting with automation, is expected to sustain demand for these workers. > [[< Previous->17-3026-JobOutlook-1]] > [[Close->17-3026-Detailed]]

# What Mechanical Engineering Technologists and Technicians Do Mechanical engineering technologists and technicians help mechanical engineers design, develop, test, and manufacture tools, engines, machines, and other devices. They may make sketches and rough layouts, record and analyze data, and report their findings. ### Duties Mechanical engineering technologists and technicians typically do the following: - Evaluate specifications in design drawings prior to adding or replacing tools - Prepare layouts and drawings of the assembly process and parts to be made, usually using three-dimensional design software > [[Next >->17-3027-WhatTheyDo-2]] > [[Close->17-3027-Detailed]]

- Recommend cost-effective changes in equipment design to improve reliability and safety - Review instructions and blueprints in order to ensure that project plans follow test specifications and procedures and meet objectives - Plan, produce, and assemble mechanical parts for products, such as industrial equipment - Set up and conduct tests of complete units and their components, and record results - Compare test results with design specifications and with test objectives and recommend changes, if needed, in products or test methods > [[< Previous->17-3027-WhatTheyDo-1]] > [[Next >->17-3027-WhatTheyDo-3]] > [[Close->17-3027-Detailed]]

- Make calculations for business estimates, such as of labor costs and equipment lifespan Mechanical engineering technicians typically install, troubleshoot, and maintain designs created by engineers. They may work under the direction of engineers or engineering technologists. Mechanical engineering technologists typically help engineers improve designs or incorporate new technology. They may be team leaders, instructing mechanical engineering technicians on installing equipment, systems, or structures. Some mechanical engineering technologists and technicians test and inspect machines and > [[< Previous->17-3027-WhatTheyDo-2]] > [[Next >->17-3027-WhatTheyDo-4]] > [[Close->17-3027-Detailed]]

equipment or work with engineers to eliminate production problems. For example, they may help test products by setting up instruments for vehicle crash tests. > [[< Previous->17-3027-WhatTheyDo-3]] > [[Close->17-3027-Detailed]]

# Work Environment ### Work Environment Mechanical engineering technologists and technicians work primarily in factories or in research and development labs. Most work full time. > [[Close->17-3027-Detailed]]

# How to Become a Mechanical Engineering Technologist or Technician Mechanical engineering technologists and technicians typically need an associate's degree or other postsecondary training to enter the occupation. ### Education High school students interested in becoming a mechanical engineering technologist or technician should take classes in math, science, and computer science. Mechanical engineering technologists and technicians typically need an associate's degree or a certificate from a community college or vocational–technical school. Employers may prefer to hire candidates who have completed a bachelor's degree or whose programs are > [[Next >->17-3027-HowToBecomeOne-2]] > [[Close->17-3027-Detailed]]

accredited by a professional organization. ### Licenses, Certifications, and Registrations Some mechanical engineering technologists and technicians may obtain optional credentials through technician certification programs. For example, mechanical engineering technologists and technicians who examine water-based fire protection systems may obtain certification in fire sprinkler layout or fire sprinkler inspection and testing. An engineering technologist's or technician's supervisor usually must verify the candidate's performance competency as part of the certification process. Information on > [[< Previous->17-3027-HowToBecomeOne-1]] > [[Next >->17-3027-HowToBecomeOne-3]] > [[Close->17-3027-Detailed]]

certifications is available from CareerOneStop. ### Advancement Technicians who obtain appropriate education or certification may advance to become technologists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Mechanical engineering technologists and technicians must be able to clearly explain, both orally and in writing, the need for changes in designs or test procedures. Detail oriented. Mechanical engineering > [[< Previous->17-3027-HowToBecomeOne-2]] > [[Next >->17-3027-HowToBecomeOne-4]] > [[Close->17-3027-Detailed]]

technologists and technicians must make precise measurements and keep accurate records for mechanical engineers. Math skills. Mechanical engineering technologists and technicians use mathematics for analysis, design, and troubleshooting. Mechanical skills. Mechanical engineering technologists and technicians must apply theory and instructions from engineers by making new components for industrial machinery or equipment. They may need to be able to operate machinery such as drill presses, grinders, and engine lathes. Problem-solving skills. Mechanical engineering technologists and > [[< Previous->17-3027-HowToBecomeOne-3]] > [[Next >->17-3027-HowToBecomeOne-5]] > [[Close->17-3027-Detailed]]

technicians help mechanical engineers bring their plans and designs to life. This may require helping the engineer overcome problems that emerge throughout development or manufacturing. > [[< Previous->17-3027-HowToBecomeOne-4]] > [[Close->17-3027-Detailed]]

# Pay The median annual wage for mechanical engineering technologists and technicians was $68,730 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $46,940, and the highest 10 percent earned more than $100,890. In May 2024, the median annual wages for mechanical engineering technologists and technicians in the top industries in which they worked were as follows: Most mechanical engineering technologists and technicians work full time. > [[Close->17-3027-Detailed]]

# Job Outlook Employment of mechanical engineering technologists and technicians is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 3,200 openings for mechanical engineering technologists and technicians are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Mechanical engineering technologists and technicians will continue to be needed to help engineers plan for and design increasingly complex > [[Next >->17-3027-JobOutlook-2]] > [[Close->17-3027-Detailed]]

mechanical products, equipment, and systems. However, automation of routine engineering and design tasks also may reduce the need for workers in this occupation. > [[< Previous->17-3027-JobOutlook-1]] > [[Close->17-3027-Detailed]]

# What Calibration Technologists and Technicians Do Calibration technologists and technicians inspect, adjust, and test measurement devices against standards, such as those used in manufacturing, healthcare, and other industries. ### Duties - Inspect equipment for defects - Compare readings of measurement devices with established standards to ensure proper output - Adjust, if necessary, and test devices to check that calibration was successful and readings are accurate - Perform preventive maintenance on equipment - Record test results and maintenance performed > [[Next >->17-3028-WhatTheyDo-2]] > [[Close->17-3028-Detailed]]

- Coordinate schedules for servicing devices Calibration technologists and technicians ensure precision across an industry by applying the principles of measurement science to processes, systems, and products. They work with a variety of instruments, meters, gauges, and other measurement devices. The devices that these workers calibrate are used in a range of industries. For example, they may evaluate and adjust pressure gauges used in automotive manufacturing to verify that assembly equipment is functioning properly or develop anemometer tests for measuring output from wind turbines to > [[< Previous->17-3028-WhatTheyDo-1]] > [[Next >->17-3028-WhatTheyDo-3]] > [[Close->17-3028-Detailed]]

confirm efficiency. Some measurement devices are calibrated to industry standards, such as those set by the National Institute of Standards and Technology. For other devices, calibration technologists and technicians may be involved in helping to establish standards by developing tests and guidelines. > [[< Previous->17-3028-WhatTheyDo-2]] > [[Close->17-3028-Detailed]]

# Work Environment ### Work Environment Calibration technologists and technicians work in a variety of settings. Most work full time. > [[Close->17-3028-Detailed]]

# How to Become a Calibration Technologist or Technician Calibration technologists and technicians typically need an associate's degree or other postsecondary training in a technical or scientific field. Some workers enter the occupation with a high school diploma and learn their skills on the job. ### Education and Training High school students interested in this occupation should take classes in math and science. Some calibration technologists and technicians qualify for positions with a high school diploma or equivalent. To become fully competent, they receive training on the job, which may include guidance or supervision from an experienced > [[Next >->17-3028-HowToBecomeOne-2]] > [[Close->17-3028-Detailed]]

calibration technician. Calibration technologists and technicians typically need an associate's degree in a field such as electronics engineering technology. These programs are usually offered at community colleges and technical schools and may include coursework in topics such as circuitry, metrology, and engineering. ### Other Experience Calibration technologists and technicians sometimes enter the occupation after gaining experience in the same industry for which a particular measurement device is used. For example, in the healthcare industry, a cardiovascular technician may become a > [[< Previous->17-3028-HowToBecomeOne-1]] > [[Next >->17-3028-HowToBecomeOne-3]] > [[Close->17-3028-Detailed]]

calibration technician who works on pacemakers. ### Licenses, Certification, and Registrations Some calibration technologists and technicians earn optional certification. Certification may require a certain level of education, a specified amount of work experience, and passing an examination. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Calibration > [[< Previous->17-3028-HowToBecomeOne-2]] > [[Next >->17-3028-HowToBecomeOne-4]] > [[Close->17-3028-Detailed]]

technologists and technicians must be able to convey information both orally and in writing, such as explaining results and writing reports about calibration tests. Critical-thinking skills. Calibration technologists and technicians may need to create new methods for adjusting measurement devices based on calibration requirements. Detail oriented. Calibration technologists and technicians must ensure that measurement devices are adjusted to precise outputs. Dexterity. Calibration technologists and technicians must be agile and steady-handed when using tools to calibrate and test > [[< Previous->17-3028-HowToBecomeOne-3]] > [[Next >->17-3028-HowToBecomeOne-5]] > [[Close->17-3028-Detailed]]

measurement devices. Physical strength. Calibration technologists and technicians may have to lift heavy equipment or machinery. Technical skills. Calibration technologists and technicians must know how to operate and fix manufacturing, laboratory, and other machinery or equipment. > [[< Previous->17-3028-HowToBecomeOne-4]] > [[Close->17-3028-Detailed]]

# Pay The median annual wage for calibration technologists and technicians was $65,040 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $44,730, and the highest 10 percent earned more than $105,440. In May 2024, the median annual wages for calibration technologists and technicians in the top industries in which they worked were as follows: Most calibration technologists and technicians work full time. Some work shifts that may include early mornings, nights, or weekends. > [[Close->17-3028-Detailed]]

# Job Outlook Employment of calibration technologists and technicians is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 1,400 openings for calibration technologists and technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As automation increases the complexity of measurement devices, calibration technologists and technicians will be needed to apply their knowledge > [[Next >->17-3028-JobOutlook-2]] > [[Close->17-3028-Detailed]]

of measurement science to evaluate and adjust a variety of equipment. However, improved technology may slightly offset employment growth as self-calibrating devices are expected to increase worker productivity. > [[< Previous->17-3028-JobOutlook-1]] > [[Close->17-3028-Detailed]]

# What EMTs and Paramedics Do Emergency medical technicians (EMTs) and paramedics assess injuries and illnesses, provide emergency medical care, and may transport patients to medical facilities. ### Duties EMTs and paramedics typically do the following: - Respond to calls for medical assistance, such as at the scene of a car accident in which someone is injured - Assess people's condition and determine what treatment, if any, is needed - Provide treatment, such as first aid or life support care, to sick or injured patients > [[Next >->29-2042-WhatTheyDo-2]] > [[Close->29-2042-Detailed]]

- Prepare patients for and safely transport them to the emergency department of a hospital or other healthcare facility - Document and report observations and any treatment provided, to physicians, nurses, or other healthcare staff > [[< Previous->29-2042-WhatTheyDo-1]] > [[Next >->29-2042-WhatTheyDo-3]] > [[Close->29-2042-Detailed]]

- Inventory and replace medical supplies and clean equipment after use When transporting a patient in an ambulance, one EMT or paramedic may drive the ambulance while another monitors the patient's vital signs and provides emergency medical care. Some paramedics work as part of a helicopter's or an airplane's flight crew to transport critically ill or injured patients to a hospital. In addition to transporting patients from the scene of an emergency, EMTs and paramedics transfer patients from one medical facility to another. Some patients may need to be transferred to a hospital that > [[< Previous->29-2042-WhatTheyDo-2]] > [[Next >->29-2042-WhatTheyDo-4]] > [[Close->29-2042-Detailed]]

specializes in treating their particular injury or illness or to a facility that provides long-term care, such as a nursing home. EMTs and paramedics must decontaminate the interior of an ambulance after treating a patient who has a contagious disease. They also may need to report the case to the proper authorities. The specific responsibilities of EMTs and paramedics depend on their level of certification and the state in which they work. EMTs and paramedics sometimes begin with emergency medical responder (EMR) certification and advance to other levels of certification as they gain > [[< Previous->29-2042-WhatTheyDo-3]] > [[Next >->29-2042-WhatTheyDo-5]] > [[Close->29-2042-Detailed]]

competency. The following are some of the duties at each of these EMT or paramedic certification levels. An EMT, also known as an EMT-Basic, cares for patients at the scene of an incident and while taking patients by ambulance to a hospital. An EMT has the skills to assess a patient's condition and to manage emergencies such as those related to respiratory, cardiac, or trauma incidents. An Advanced EMT, also known as an EMT-Intermediate, has completed both requirements for the EMT-Basic level and instruction that allows them to perform more advanced medical procedures, such as administering > [[< Previous->29-2042-WhatTheyDo-4]] > [[Next >->29-2042-WhatTheyDo-6]] > [[Close->29-2042-Detailed]]

intravenous fluids and some medications. Paramedics provide more extensive prehospital care than do EMTs. In addition to doing the tasks of EMTs, they are able to administer a wider range of medications, such as through intravenous methods. Paramedics also perform advanced airflow management and interpret electrocardiograms (EKGs) - which monitor heart function > [[< Previous->29-2042-WhatTheyDo-5]] > [[Next >->29-2042-WhatTheyDo-7]] > [[Close->29-2042-Detailed]]

- and other types of equipment. EMTs and paramedics typically interact with other public safety and support personnel. For example, a 911 operator sends EMTs and paramedics to the scene of an emergency, where they often work with police and firefighters. > [[< Previous->29-2042-WhatTheyDo-6]] > [[Close->29-2042-Detailed]]

# Work Environment ### Work Environment Most EMTs and paramedics work full time, and some work more than 40 hours per week. Schedules may vary to include nights, weekends, and holidays. Their work may be physically strenuous and stressful, sometimes involving life-or-death situations. > [[Close->29-2042-Detailed]]

# How to Become an EMT or Paramedic Emergency medical technicians (EMTs) and paramedics typically complete a postsecondary educational program. All states require EMTs and paramedics to be licensed in the state in which they work; requirements vary by state. ### Education High school students interested in becoming EMTs or paramedics should take courses in life sciences and consider becoming certified in cardiopulmonary resuscitation (CPR). Some high schools offer EMT training through vocational or technical education programs. EMTs typically need to complete a postsecondary education program to enter the occupation. Program > [[Next >->29-2042-HowToBecomeOne-2]] > [[Close->29-2042-Detailed]]

applicants usually need a high school diploma or equivalent and certification in CPR and basic life support (BLS). However, program entry requirements vary by state. Most EMT programs lead to a nondegree award. They vary in length but typically take less than 1 year for EMT-Basic certification and up to 2 years for EMT-Intermediate certification. Programs are offered by technical institutes, community colleges, universities, and facilities that specialize in emergency care training. Some instruction may take place in a hospital or ambulance setting. EMT-Basic programs cover topics such as > [[< Previous->29-2042-HowToBecomeOne-1]] > [[Next >->29-2042-HowToBecomeOne-3]] > [[Close->29-2042-Detailed]]

assessing patients' conditions, handling emergencies, and using field equipment. Programs that do not require BLS and CPR certification prior to admission include instruction that leads to those certifications as part of the program. EMT-Intermediate programs require additional instruction for advanced skills, such as using complex airway devices, intravenous fluids, and some medications. Paramedic postsecondary programs require applicants to have EMT-Intermediate certification. Most programs at community colleges typically lead to a nondegree award or an associate's degree. Some programs > [[< Previous->29-2042-HowToBecomeOne-2]] > [[Next >->29-2042-HowToBecomeOne-4]] > [[Close->29-2042-Detailed]]

are offered by 4-year universities and lead to a bachelor's degree. Paramedic programs include courses such as anatomy and physiology, EKG interpretation, and maintaining airflow. They typically include supervised field experience. ### Licenses, Certifications, and Registrations All states require EMTs and paramedics to be licensed; requirements vary by state. Most states require candidates to be certified, but others require passage of an equivalent state exam. States also may have other requirements for licensing, such as a minimum age and passing a background check. Information on state > [[< Previous->29-2042-HowToBecomeOne-3]] > [[Next >->29-2042-HowToBecomeOne-5]] > [[Close->29-2042-Detailed]]

licensing board requirements is available from CareerOneStop. Employers typically require job candidates to have a driver's license and may prefer that they have ambulance driver certification. Information on certifications is available from CareerOneStop. ### Other Work Experience Paramedics typically need work experience as an EMT prior to entering a paramedic education program. Working as a volunteer EMT or paramedic may be helpful in getting experience for employment in these occupations. ### Advancement With additional education, paramedics may transfer into other healthcare > [[< Previous->29-2042-HowToBecomeOne-4]] > [[Next >->29-2042-HowToBecomeOne-6]] > [[Close->29-2042-Detailed]]

occupations. For example, paramedic-to-RN programs offer an accelerated pathway to becoming a registered nurse. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. EMTs and paramedics must listen to patients describe their injuries and illnesses and to dispatchers and others conveying information. They also need to provide clear instruction and explain procedures. Compassion. EMTs and paramedics must be able to provide > [[< Previous->29-2042-HowToBecomeOne-5]] > [[Next >->29-2042-HowToBecomeOne-7]] > [[Close->29-2042-Detailed]]

care and emotional support to patients who may be in life-threatening situations or under extreme mental distress. Interpersonal skills. EMTs and paramedics must be able to coordinate activities with other members of their team. They also interact with a variety of people when responding to calls for assistance. Physical strength. EMTs and paramedics must be comfortable bending, lifting, and kneeling over the course of their shift. Problem-solving skills. EMTs and paramedics must evaluate patients' symptoms and determine the appropriate treatment. > [[< Previous->29-2042-HowToBecomeOne-6]] > [[Close->29-2042-Detailed]]

# Pay The median annual wage for emergency medical technicians was $41,340 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $31,410, and the highest 10 percent earned more than $60,780. The median annual wage for paramedics was $58,410 in May 2024. The lowest 10 percent earned less than $40,130, and the highest 10 percent earned more than $82,420. In May 2024, the median annual wages for emergency medical technicians in the top industries in which they worked were as > [[Next >->29-2042-Pay-2]] > [[Close->29-2042-Detailed]]

follows: In May 2024, the median annual wages for paramedics in the top industries in which they worked were as follows: Most EMTs and paramedics work full time. Some work more than 40 hours per week. Because EMTs and paramedics must be available to work in emergencies, their schedules may vary to include nights, weekends, and holidays. Some EMTs and paramedics work extended shifts, such as ones lasting 12, 18, or 24 hours. > [[< Previous->29-2042-Pay-1]] > [[Close->29-2042-Detailed]]

# Job Outlook Overall employment of EMTs and paramedics is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 19,000 openings for EMTs and paramedics are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Emergencies, such as car crashes, natural disasters, drug abuse incidents, and acts of violence, will continue to require the skills of EMTs and paramedics. Growth in the > [[Next >->29-2042-JobOutlook-2]] > [[Close->29-2042-Detailed]]

middle-aged and older population will lead to an increase in age-related health emergencies, such as falls, heart attacks, and strokes. This increase, in turn, will support demand for EMT and paramedic services. > [[< Previous->29-2042-JobOutlook-1]] > [[Close->29-2042-Detailed]]

# What Surveying and Mapping Technicians Do Surveying and mapping technicians collect data and make maps of the Earth's surface. They may calculate mapmaking information and create maps from surveying notes, satellite data, or other sources to show features such as topography and boundaries. They assist surveyors and cartographers and photogrammetrists. ### Duties Surveying and mapping technicians typically do the following: - Visit sites to record survey measurements and other descriptive data - Search for previous survey markers or set out new markers > [[Next >->17-3031-WhatTheyDo-2]] > [[Close->17-3031-Detailed]]

- Operate surveying instruments, such as electronic distance-measuring equipment - Enter the data from surveying instruments into computers - Select, edit, and process images collected from databases to create new maps or to update existing maps > [[< Previous->17-3031-WhatTheyDo-1]] > [[Next >->17-3031-WhatTheyDo-3]] > [[Close->17-3031-Detailed]]

- Assist photogrammetrists by laying out aerial photographs in sequence to identify areas not captured by aerial photography Surveying and mapping technicians help surveyors in the field. They do many of the activities related to obtaining information for mapmaking. For example, they may clear brush from the survey line or use drones to take photos. Survey and mapping technicians also help to process the data collected. For example, they may calculate measurements, including angles and elevations, gathered during a survey. They combine data from Geographic Information System (GIS) > [[< Previous->17-3031-WhatTheyDo-2]] > [[Next >->17-3031-WhatTheyDo-4]] > [[Close->17-3031-Detailed]]

technology, images, notes, and other sources to complete or update maps and surveys. They may use Computer Aided Design (CAD) software in their work. GIS technicians use GIS technology to assemble, integrate, and display data about a particular location in a digital format. In addition, GIS technicians maintain and update databases for GIS devices. > [[< Previous->17-3031-WhatTheyDo-3]] > [[Close->17-3031-Detailed]]

# Work Environment ### Work Environment Although they spend some time in an office setting, surveying and mapping technicians may work outdoors in all types of weather to conduct fieldwork. Most surveying and mapping technicians work full time, and some work more than 40 hours per week. > [[Close->17-3031-Detailed]]

# How to Become a Surveying or Mapping Technician Surveying and mapping technicians typically need a high school diploma. Some employers prefer to hire candidates who have additional education or have experience with Geographic Information Systems (GIS) or other technology. ### Education Surveying and mapping technicians typically need a high school diploma, but some employers prefer to hire candidates who have some additional education. Postsecondary training or experience in GIS technology also may be helpful. High school students interested in working as a surveying or mapping technician should take classes in mathematics, such as > [[Next >->17-3031-HowToBecomeOne-2]] > [[Close->17-3031-Detailed]]

algebra, geometry, and trigonometry. High school or postsecondary coursework in drafting, mechanical drawing, and computer science also may be useful. ### Training Surveying and mapping technicians often learn on the job under the supervision of lead staff, including surveyor or cartographers and photogrammetrists. For example, surveying technicians may begin with simple tasks, such as placing markers on land and entering data into computers, and eventually help with activities such as deciding where and how to measure the land. Mapping technicians receive instruction in how maps are created > [[< Previous->17-3031-HowToBecomeOne-1]] > [[Next >->17-3031-HowToBecomeOne-3]] > [[Close->17-3031-Detailed]]

and stored in databases. ### Licenses, Certifications, and Registrations Optional certification may help surveying and mapping technicians demonstrate competency in a relevant specialty. Information on certifications is available from CareerOneStop. Employers may prefer to hire candidates who have a valid driver's license. ### Advancement Although licensing is not required for these workers, surveying technicians with many years of experience and formal training in surveying may be able to become licensed surveyors. Mapping technicians who have additional education or experience may be > [[< Previous->17-3031-HowToBecomeOne-2]] > [[Next >->17-3031-HowToBecomeOne-4]] > [[Close->17-3031-Detailed]]

able to advance to cartography or photogrammetry positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Surveying and mapping technicians must be able to understand and follow instructions from other team members, such as when conducting fieldwork. Decision-making skills. Surveying and mapping technicians must be able to exercise some independent judgment in the field or when selecting information to integrate > [[< Previous->17-3031-HowToBecomeOne-3]] > [[Next >->17-3031-HowToBecomeOne-5]] > [[Close->17-3031-Detailed]]

into mapping and other materials. Detail oriented. Surveying and mapping technicians must be precise and accurate in their work, such as when assisting with fieldwork or making calculations. Physical stamina. Surveying and mapping technicians may work outdoors, often in rugged terrain. They must be able to carry equipment and to stand for much of the day. Problem-solving skills. Surveying and mapping technicians must be able to identify and fix their equipment. They also must note potential problems with the day's work plan. > [[< Previous->17-3031-HowToBecomeOne-4]] > [[Close->17-3031-Detailed]]

# Pay The median annual wage for surveying and mapping technicians was $51,940 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,910, and the highest 10 percent earned more than $80,870. In May 2024, the median annual wages for surveying and mapping technicians in the top industries in which they worked were as follows: Most surveying and mapping technicians work full time, and some work more than 40 hours per week. > [[Close->17-3031-Detailed]]

# Job Outlook Employment of surveying and mapping technicians is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 7,600 openings for surveying and mapping technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Increased demand for map information is expected to require surveying and mapping technicians to gather and prepare related data. Although drones and other > [[Next >->17-3031-JobOutlook-2]] > [[Close->17-3031-Detailed]]

advancements make some aspects of survey work more efficient, surveying and mapping technicians will continue to be needed to review and interpret the output of these technologies to ensure accuracy and completeness. > [[< Previous->17-3031-JobOutlook-1]] > [[Close->17-3031-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1032-WhatTheyDo-1]] > [[Next >->25-1032-WhatTheyDo-3]] > [[Close->25-1032-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1032-WhatTheyDo-2]] > [[Next >->25-1032-WhatTheyDo-4]] > [[Close->25-1032-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1032-WhatTheyDo-3]] > [[Next >->25-1032-WhatTheyDo-5]] > [[Close->25-1032-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1032-WhatTheyDo-4]] > [[Next >->25-1032-WhatTheyDo-6]] > [[Close->25-1032-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1032-HowToBecomeOne-2]] > [[Close->25-1032-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1032-HowToBecomeOne-1]] > [[Next >->25-1032-HowToBecomeOne-3]] > [[Close->25-1032-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1032-HowToBecomeOne-2]] > [[Next >->25-1032-HowToBecomeOne-4]] > [[Close->25-1032-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1032-HowToBecomeOne-3]] > [[Next >->25-1032-HowToBecomeOne-5]] > [[Close->25-1032-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1032-HowToBecomeOne-4]] > [[Next >->25-1032-HowToBecomeOne-6]] > [[Close->25-1032-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1032-HowToBecomeOne-5]] > [[Next >->25-1032-HowToBecomeOne-7]] > [[Close->25-1032-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1032-HowToBecomeOne-6]] > [[Next >->25-1032-HowToBecomeOne-8]] > [[Close->25-1032-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1032-HowToBecomeOne-7]] > [[Close->25-1032-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1032-Pay-1]] > [[Next >->25-1032-Pay-3]] > [[Close->25-1032-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1032-JobOutlook-1]] > [[Next >->25-1032-JobOutlook-3]] > [[Close->25-1032-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1123-WhatTheyDo-1]] > [[Next >->25-1123-WhatTheyDo-3]] > [[Close->25-1123-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1123-WhatTheyDo-2]] > [[Next >->25-1123-WhatTheyDo-4]] > [[Close->25-1123-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1123-WhatTheyDo-3]] > [[Next >->25-1123-WhatTheyDo-5]] > [[Close->25-1123-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1123-WhatTheyDo-4]] > [[Next >->25-1123-WhatTheyDo-6]] > [[Close->25-1123-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1123-HowToBecomeOne-2]] > [[Close->25-1123-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1123-HowToBecomeOne-1]] > [[Next >->25-1123-HowToBecomeOne-3]] > [[Close->25-1123-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1123-HowToBecomeOne-2]] > [[Next >->25-1123-HowToBecomeOne-4]] > [[Close->25-1123-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1123-HowToBecomeOne-3]] > [[Next >->25-1123-HowToBecomeOne-5]] > [[Close->25-1123-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1123-HowToBecomeOne-4]] > [[Next >->25-1123-HowToBecomeOne-6]] > [[Close->25-1123-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1123-HowToBecomeOne-5]] > [[Next >->25-1123-HowToBecomeOne-7]] > [[Close->25-1123-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1123-HowToBecomeOne-6]] > [[Next >->25-1123-HowToBecomeOne-8]] > [[Close->25-1123-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1123-HowToBecomeOne-7]] > [[Close->25-1123-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1123-Pay-1]] > [[Next >->25-1123-Pay-3]] > [[Close->25-1123-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1123-JobOutlook-1]] > [[Next >->25-1123-JobOutlook-3]] > [[Close->25-1123-Detailed]]

- Communicate research findings and other technical information to a variety of audiences, including scientists, food producers, and consumers - Travel between facilities to oversee the implementation of new projects > [[< Previous->19-1012-WhatTheyDo-1]] > [[Next >->19-1012-WhatTheyDo-3]] > [[Close->19-1012-Detailed]]

- Ensure compliance with regulations and safety standards Agricultural and food scientists work to maintain and expand the nation's food supply. Some conduct research into the biological and chemical processes by which crops and livestock grow. Others study ways to improve the quality, quantity, and safety of agricultural products. In addition, they often lead teams of technicians or students who help in their research. The following are types of agricultural and food scientists: Animal scientists typically conduct research on livestock. With a focus on food production, these scientists > [[< Previous->19-1012-WhatTheyDo-2]] > [[Next >->19-1012-WhatTheyDo-4]] > [[Close->19-1012-Detailed]]

explore animal genetics, nutrition, reproduction, diseases, growth, and development. They work to develop efficient ways to produce and process meat, poultry, eggs, and milk, and may crossbreed animals to improve certain characteristics. They also may advise farmers on issues that affect livestock, such as best practices for upgrading housing, lowering death rates, and increasing growth rates. Food scientists and technologists study the basic elements of food. They analyze the nutritional content of food, discover new food sources, and research ways to make processed foods safe and healthy. > [[< Previous->19-1012-WhatTheyDo-3]] > [[Next >->19-1012-WhatTheyDo-5]] > [[Close->19-1012-Detailed]]

Food technologists generally work in product development, applying findings from food science research to develop new or better ways of selecting, preserving, processing, packaging, and distributing food. Some food scientists use advanced analytical techniques to detect and quantify levels of contaminants in food. Other food scientists enforce government regulations, inspecting food-processing areas to ensure that they are compliant with sanitation, waste management, and food safety standards. Plant and soil scientists work to improve crop yields and the productivity of soil through crop > [[< Previous->19-1012-WhatTheyDo-4]] > [[Next >->19-1012-WhatTheyDo-6]] > [[Close->19-1012-Detailed]]

breeding, soil management, and controlling pests and weeds. This may include conservation of soil and selecting traits to increase adaptability to changing environmental conditions. Because plant and soil sciences are closely related to environmental science, people trained in these fields also work to ensure environmental quality and effective land use. Agricultural and food scientists may work in a variety of locations, including food production companies, farms, processing plants, universities, pharmaceutical companies, or the federal government. They spend their time in a laboratory, > [[< Previous->19-1012-WhatTheyDo-5]] > [[Next >->19-1012-WhatTheyDo-7]] > [[Close->19-1012-Detailed]]

where they do tests and experiments, or in the field, where they take samples or assess overall conditions. Their research often involves improvements in food quality, animal or soil health, animal safety, food and crop production, or inspection standards. Agricultural and food scientists may present their research findings in peer-reviewed journals or other publications. Agricultural and food scientists who work in universities may write grants to various organizations to get funding for their research. They also supervise student researchers and may teach lectures related to their field of > [[< Previous->19-1012-WhatTheyDo-6]] > [[Next >->19-1012-WhatTheyDo-8]] > [[Close->19-1012-Detailed]]

expertise. For more information on professors who teach agricultural and food science at universities, see the profile on postsecondary teachers. > [[< Previous->19-1012-WhatTheyDo-7]] > [[Close->19-1012-Detailed]]

specialty also may qualify people for many agricultural science jobs. Every state has at least one land-grant college that offers agricultural science degrees. Many other colleges and universities also offer agricultural science degrees or related courses. Many people with bachelor's degrees in agricultural sciences find work in related jobs rather than becoming an agricultural or food scientist. For example, a bachelor's degree in agricultural science is a useful background for farming, ranching, agricultural inspection, farm credit institutions, or other companies in the agrifood system. > [[< Previous->19-1012-HowToBecomeOne-1]] > [[Next >->19-1012-HowToBecomeOne-3]] > [[Close->19-1012-Detailed]]

Combined with coursework in business, agricultural and food science could be a good background for managerial jobs in farm-related or ranch-related businesses. For more information, see the profile on farmers, ranchers, and other agricultural managers. Some agricultural and food scientists earn advanced degrees, and a master's or doctoral degree may be required for some jobs. For example, a Ph.D. may be required for some research positions in specialized topics. Advanced research topics include genetics, animal reproduction, agronomy, and biotechnology, among others. Advanced coursework also > [[< Previous->19-1012-HowToBecomeOne-2]] > [[Next >->19-1012-HowToBecomeOne-4]] > [[Close->19-1012-Detailed]]

emphasizes statistical analysis and experiment design, which are important as Ph.D. candidates begin their research and work with big datasets. During graduate school, there is additional emphasis on lab work and original research, in which prospective agricultural and food scientists conduct experiments and sometimes supervise undergraduates. ### Licenses, Certifications, and Registrations Some agricultural and food scientists may need a license, particularly those who plan to work in plant and soil sciences. Licensing requirements vary by state but generally include holding a bachelor's > [[< Previous->19-1012-HowToBecomeOne-3]] > [[Next >->19-1012-HowToBecomeOne-5]] > [[Close->19-1012-Detailed]]

degree with a certain number of credit hours in either plant or soil science, working under a licensed scientist for a certain number of years, and passing an exam. Licensed plant and soil scientists may require additional education credits or training every few years to maintain their licenses. Information on state licensing board requirements is available from CareerOneStop. Certifications are generally not required for agriculture and food scientists, but they can be useful in advancing one's career. Information on certifications is available from CareerOneStop. ### Other > [[< Previous->19-1012-HowToBecomeOne-4]] > [[Next >->19-1012-HowToBecomeOne-6]] > [[Close->19-1012-Detailed]]

Experience Internships are highly recommended for prospective agricultural and food scientists. These internships may lead to opportunities for full-time employment and provide students with hands-on experience. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Agricultural and food scientists must explain their studies both verbally and in writing, including what they were trying to learn, the methods they used, what > [[< Previous->19-1012-HowToBecomeOne-5]] > [[Next >->19-1012-HowToBecomeOne-7]] > [[Close->19-1012-Detailed]]

they found, and what they think the implications of their findings are. They must also communicate well when working with others, including technicians and student assistants. Critical-thinking skills. Agricultural and food scientists must use their expertise to determine the best way to answer a specific research question. Data-analysis skills. Agricultural and food scientists collect data using a variety of methods, including quantitative surveys. They must then apply standard data analysis techniques to understand the data and get the answers to the questions they are studying. Math > [[< Previous->19-1012-HowToBecomeOne-6]] > [[Next >->19-1012-HowToBecomeOne-8]] > [[Close->19-1012-Detailed]]

# What Environmental Science and Protection Technicians Do Environmental science and protection technicians monitor the environment and investigate sources of pollution and contamination, including those affecting public health. ### Duties Environmental science and protection technicians typically do the following: - Inspect public spaces, businesses, facilities, and other areas to ensure that there are no environmental, health, or safety hazards - Set up and maintain equipment to monitor pollution levels, such as remote sensors that measure emissions from smokestacks > [[Next >->19-4042-WhatTheyDo-2]] > [[Close->19-4042-Detailed]]

- Collect samples of air, soil, water, and other materials for laboratory analysis - Label and track samples being transported to the laboratory to ensure the samples' integrity - Use equipment, such as microscopes, to evaluate and analyze samples for the presence of contaminants - Prepare tables, charts, and reports to summarize test results - Discuss test results and analyses with clients > [[< Previous->19-4042-WhatTheyDo-1]] > [[Next >->19-4042-WhatTheyDo-3]] > [[Close->19-4042-Detailed]]

- Verify compliance with regulations that help prevent pollution Environmental science and protection technicians help monitor environmental quality and manage regulation compliance. Their tasks vary, depending on where they work. In government positions, they may enforce regulations by conducting inspections and investigating complaints of air quality, water quality, or food safety. In businesses, they may develop cleanup plans for contaminated sites and recommend ways to reduce, control, or eliminate pollution. These technicians also may conduct feasibility or environmental impact studies > [[< Previous->19-4042-WhatTheyDo-2]] > [[Next >->19-4042-WhatTheyDo-4]] > [[Close->19-4042-Detailed]]

related to proposed construction. Or they may evaluate areas of potential health risks from environmental contamination, such as abandoned industrial sites. Environmental science and protection technicians may collect, track, and test samples in laboratory work similar to that of chemical technicians, biological technicians, and microbiologists. However, in contrast to those workers, environmental science and protection technicians focus on the relationship between the environment and human health. Environmental science and protection technicians often work under the supervision of > [[< Previous->19-4042-WhatTheyDo-3]] > [[Next >->19-4042-WhatTheyDo-5]] > [[Close->19-4042-Detailed]]

environmental scientists, who direct the technicians' work and evaluate their results. In addition, technicians may collaborate with scientists, engineers, and technicians in other fields on projects related to environmental contamination and public health. > [[< Previous->19-4042-WhatTheyDo-4]] > [[Close->19-4042-Detailed]]

# Work Environment ### Work Environment Environmental science and protection technicians typically work in offices, laboratories, and the field. Most environmental science and protection technicians work full time, and some work more than 40 hours per week. > [[Close->19-4042-Detailed]]

# How to Become an Environmental Science and Protection Technician Environmental science and protection technicians typically need an associate's degree, although some positions may require a bachelor's degree. ### Education Environmental science and protection technicians typically need at least an associate's degree in environmental science, environmental health, or public health, or a related field. Depending on the position, however, educational requirements may vary from a high school diploma to a bachelor's degree. A background in natural sciences - including classes in chemistry, biology, and physics > [[Next >->19-4042-HowToBecomeOne-2]] > [[Close->19-4042-Detailed]]

- is important for environmental science and protection technicians. College students should take science courses that provide laboratory experience. Coursework in math, statistics, and computer science also is useful for data analysis and modeling. ### Training Technicians whose jobs involve handling hazardous waste typically need to complete training that meets Occupational Safety & Health Administration (OSHA) standards. The length of training may depend on the type of hazardous material that workers handle. The training covers health hazards, personal protective equipment and clothing, > [[< Previous->19-4042-HowToBecomeOne-1]] > [[Next >->19-4042-HowToBecomeOne-3]] > [[Close->19-4042-Detailed]]

site safety, recognizing and identifying hazards, and decontamination. ### Licenses, Certifications, and Registrations Some states have specific requirements, such as a license or registration, for environmental science and protection technicians. Check with your state licensing agency for more information. Employers may prefer that workers have or plan to obtain a regular driver's license or commercial driver's license (CDL). OSHA certification, such as the HAZWOPER, also may be helpful. These workers also may obtain optional certification to conduct certain types of environmental and > [[< Previous->19-4042-HowToBecomeOne-2]] > [[Next >->19-4042-HowToBecomeOne-4]] > [[Close->19-4042-Detailed]]

health inspections. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Environmental science and protection technicians evaluate the results of laboratory and field tests that they carry out. Attention to detail. Environmental science and protection technicians must follow precise directions in collecting, tracking, and testing samples and in documenting > [[< Previous->19-4042-HowToBecomeOne-3]] > [[Next >->19-4042-HowToBecomeOne-5]] > [[Close->19-4042-Detailed]]

results. Communication skills. Environmental science and protection technicians need good writing and speaking skills. They must be able to share the results of their work in reports and need to discuss results with colleagues, clients, and, sometimes, the public. Interpersonal skills. Environmental science and protection technicians often work with scientists and other technicians, so they need to collaborate with others as part of a team. Problem-solving skills. Environmental science and protection technicians use sound reasoning and judgment to reach conclusions. They must determine > [[< Previous->19-4042-HowToBecomeOne-4]] > [[Next >->19-4042-HowToBecomeOne-6]] > [[Close->19-4042-Detailed]]

the best way to address environmental hazards. ### > [[< Previous->19-4042-HowToBecomeOne-5]] > [[Close->19-4042-Detailed]]

# Pay The median annual wage for environmental science and protection technicians was $49,490 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,130, and the highest 10 percent earned more than $85,630. In May 2024, the median annual wages for environmental science and protection technicians in the top industries in which they worked were as follows: Most environmental science and protection technicians work full time, and some work more than 40 hours per week. > [[Next >->19-4042-Pay-2]] > [[Close->19-4042-Detailed]]

Technicians may travel to meet with clients or to perform fieldwork, both of which may require them to work nonstandard hours. > [[< Previous->19-4042-Pay-1]] > [[Close->19-4042-Detailed]]

# Job Outlook Employment of environmental science and protection technicians is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 5,600 openings for environmental science and protection technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Heightened public interest in issues involving the environment, such as fracking, and the increasing demands placed on the > [[Next >->19-4042-JobOutlook-2]] > [[Close->19-4042-Detailed]]

environment by population growth should lead to more jobs for environmental science and protection technicians as businesses and governments rely on these workers to help monitor the environment and comply with regulations. > [[< Previous->19-4042-JobOutlook-1]] > [[Close->19-4042-Detailed]]

- Communicate research findings and other technical information to a variety of audiences, including scientists, food producers, and consumers - Travel between facilities to oversee the implementation of new projects > [[< Previous->19-1013-WhatTheyDo-1]] > [[Next >->19-1013-WhatTheyDo-3]] > [[Close->19-1013-Detailed]]

- Ensure compliance with regulations and safety standards Agricultural and food scientists work to maintain and expand the nation's food supply. Some conduct research into the biological and chemical processes by which crops and livestock grow. Others study ways to improve the quality, quantity, and safety of agricultural products. In addition, they often lead teams of technicians or students who help in their research. The following are types of agricultural and food scientists: Animal scientists typically conduct research on livestock. With a focus on food production, these scientists > [[< Previous->19-1013-WhatTheyDo-2]] > [[Next >->19-1013-WhatTheyDo-4]] > [[Close->19-1013-Detailed]]

explore animal genetics, nutrition, reproduction, diseases, growth, and development. They work to develop efficient ways to produce and process meat, poultry, eggs, and milk, and may crossbreed animals to improve certain characteristics. They also may advise farmers on issues that affect livestock, such as best practices for upgrading housing, lowering death rates, and increasing growth rates. Food scientists and technologists study the basic elements of food. They analyze the nutritional content of food, discover new food sources, and research ways to make processed foods safe and healthy. > [[< Previous->19-1013-WhatTheyDo-3]] > [[Next >->19-1013-WhatTheyDo-5]] > [[Close->19-1013-Detailed]]

Food technologists generally work in product development, applying findings from food science research to develop new or better ways of selecting, preserving, processing, packaging, and distributing food. Some food scientists use advanced analytical techniques to detect and quantify levels of contaminants in food. Other food scientists enforce government regulations, inspecting food-processing areas to ensure that they are compliant with sanitation, waste management, and food safety standards. Plant and soil scientists work to improve crop yields and the productivity of soil through crop > [[< Previous->19-1013-WhatTheyDo-4]] > [[Next >->19-1013-WhatTheyDo-6]] > [[Close->19-1013-Detailed]]

breeding, soil management, and controlling pests and weeds. This may include conservation of soil and selecting traits to increase adaptability to changing environmental conditions. Because plant and soil sciences are closely related to environmental science, people trained in these fields also work to ensure environmental quality and effective land use. Agricultural and food scientists may work in a variety of locations, including food production companies, farms, processing plants, universities, pharmaceutical companies, or the federal government. They spend their time in a laboratory, > [[< Previous->19-1013-WhatTheyDo-5]] > [[Next >->19-1013-WhatTheyDo-7]] > [[Close->19-1013-Detailed]]

where they do tests and experiments, or in the field, where they take samples or assess overall conditions. Their research often involves improvements in food quality, animal or soil health, animal safety, food and crop production, or inspection standards. Agricultural and food scientists may present their research findings in peer-reviewed journals or other publications. Agricultural and food scientists who work in universities may write grants to various organizations to get funding for their research. They also supervise student researchers and may teach lectures related to their field of > [[< Previous->19-1013-WhatTheyDo-6]] > [[Next >->19-1013-WhatTheyDo-8]] > [[Close->19-1013-Detailed]]

expertise. For more information on professors who teach agricultural and food science at universities, see the profile on postsecondary teachers. > [[< Previous->19-1013-WhatTheyDo-7]] > [[Close->19-1013-Detailed]]

specialty also may qualify people for many agricultural science jobs. Every state has at least one land-grant college that offers agricultural science degrees. Many other colleges and universities also offer agricultural science degrees or related courses. Many people with bachelor's degrees in agricultural sciences find work in related jobs rather than becoming an agricultural or food scientist. For example, a bachelor's degree in agricultural science is a useful background for farming, ranching, agricultural inspection, farm credit institutions, or other companies in the agrifood system. > [[< Previous->19-1013-HowToBecomeOne-1]] > [[Next >->19-1013-HowToBecomeOne-3]] > [[Close->19-1013-Detailed]]

Combined with coursework in business, agricultural and food science could be a good background for managerial jobs in farm-related or ranch-related businesses. For more information, see the profile on farmers, ranchers, and other agricultural managers. Some agricultural and food scientists earn advanced degrees, and a master's or doctoral degree may be required for some jobs. For example, a Ph.D. may be required for some research positions in specialized topics. Advanced research topics include genetics, animal reproduction, agronomy, and biotechnology, among others. Advanced coursework also > [[< Previous->19-1013-HowToBecomeOne-2]] > [[Next >->19-1013-HowToBecomeOne-4]] > [[Close->19-1013-Detailed]]

emphasizes statistical analysis and experiment design, which are important as Ph.D. candidates begin their research and work with big datasets. During graduate school, there is additional emphasis on lab work and original research, in which prospective agricultural and food scientists conduct experiments and sometimes supervise undergraduates. ### Licenses, Certifications, and Registrations Some agricultural and food scientists may need a license, particularly those who plan to work in plant and soil sciences. Licensing requirements vary by state but generally include holding a bachelor's > [[< Previous->19-1013-HowToBecomeOne-3]] > [[Next >->19-1013-HowToBecomeOne-5]] > [[Close->19-1013-Detailed]]

degree with a certain number of credit hours in either plant or soil science, working under a licensed scientist for a certain number of years, and passing an exam. Licensed plant and soil scientists may require additional education credits or training every few years to maintain their licenses. Information on state licensing board requirements is available from CareerOneStop. Certifications are generally not required for agriculture and food scientists, but they can be useful in advancing one's career. Information on certifications is available from CareerOneStop. ### Other > [[< Previous->19-1013-HowToBecomeOne-4]] > [[Next >->19-1013-HowToBecomeOne-6]] > [[Close->19-1013-Detailed]]

Experience Internships are highly recommended for prospective agricultural and food scientists. These internships may lead to opportunities for full-time employment and provide students with hands-on experience. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Agricultural and food scientists must explain their studies both verbally and in writing, including what they were trying to learn, the methods they used, what > [[< Previous->19-1013-HowToBecomeOne-5]] > [[Next >->19-1013-HowToBecomeOne-7]] > [[Close->19-1013-Detailed]]

they found, and what they think the implications of their findings are. They must also communicate well when working with others, including technicians and student assistants. Critical-thinking skills. Agricultural and food scientists must use their expertise to determine the best way to answer a specific research question. Data-analysis skills. Agricultural and food scientists collect data using a variety of methods, including quantitative surveys. They must then apply standard data analysis techniques to understand the data and get the answers to the questions they are studying. Math > [[< Previous->19-1013-HowToBecomeOne-6]] > [[Next >->19-1013-HowToBecomeOne-8]] > [[Close->19-1013-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1053-WhatTheyDo-1]] > [[Next >->25-1053-WhatTheyDo-3]] > [[Close->25-1053-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1053-WhatTheyDo-2]] > [[Next >->25-1053-WhatTheyDo-4]] > [[Close->25-1053-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1053-WhatTheyDo-3]] > [[Next >->25-1053-WhatTheyDo-5]] > [[Close->25-1053-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1053-WhatTheyDo-4]] > [[Next >->25-1053-WhatTheyDo-6]] > [[Close->25-1053-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1053-HowToBecomeOne-2]] > [[Close->25-1053-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1053-HowToBecomeOne-1]] > [[Next >->25-1053-HowToBecomeOne-3]] > [[Close->25-1053-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1053-HowToBecomeOne-2]] > [[Next >->25-1053-HowToBecomeOne-4]] > [[Close->25-1053-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1053-HowToBecomeOne-3]] > [[Next >->25-1053-HowToBecomeOne-5]] > [[Close->25-1053-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1053-HowToBecomeOne-4]] > [[Next >->25-1053-HowToBecomeOne-6]] > [[Close->25-1053-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1053-HowToBecomeOne-5]] > [[Next >->25-1053-HowToBecomeOne-7]] > [[Close->25-1053-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1053-HowToBecomeOne-6]] > [[Next >->25-1053-HowToBecomeOne-8]] > [[Close->25-1053-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1053-HowToBecomeOne-7]] > [[Close->25-1053-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1053-Pay-1]] > [[Next >->25-1053-Pay-3]] > [[Close->25-1053-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1053-JobOutlook-1]] > [[Next >->25-1053-JobOutlook-3]] > [[Close->25-1053-Detailed]]

# What Environmental Scientists and Specialists Do Environmental scientists and specialists conduct research or investigations to protect the environment or human health. They may collect, study, and report on data of air, food, water and other sources and then recommend action. ### Duties Environmental scientists and specialists typically do the following: - Determine data collection methods for research, investigations, and surveys - Collect and compile environmental data samples for scientific analysis - Analyze samples, surveys, and other information to identify and assess sources of environmental pollutants or hazards > [[Next >->19-2041-WhatTheyDo-2]] > [[Close->19-2041-Detailed]]

- Develop plans to prevent, control, or address environmental problems - Provide information and guidance to government officials, businesses, and the general public on possible environmental hazards and health risks - Ensure that actions comply with the National Environmental Policy Act > [[< Previous->19-2041-WhatTheyDo-1]] > [[Next >->19-2041-WhatTheyDo-3]] > [[Close->19-2041-Detailed]]

- Prepare reports and presentations to document research and findings Environmental scientists and specialists identify and analyze existing or potential environmental problems, for which they then develop solutions to reduce or eliminate. For example, environmental scientists and specialists may work to reclaim lands and waters that have been contaminated by pollution. They also might assess the environmental risks a new construction project poses and recommend ways to minimize its impact. Some environmental scientists and specialists focus on environmental regulations that are designed to > [[< Previous->19-2041-WhatTheyDo-2]] > [[Next >->19-2041-WhatTheyDo-4]] > [[Close->19-2041-Detailed]]

protect people's health, while others focus on regulations designed to minimize society's impact on the ecosystem. Environmental scientists and specialists who work for federal, state, or local government ensure compliance with regulations involving natural resources. Those who work for consulting firms help businesses follow regulations. The following are examples of types of environmental scientists and specialists: Climate change analysts study effects on ocean, forest, and other ecosystems caused by long-term shifts in weather patterns. These analysts may do outreach education > [[< Previous->19-2041-WhatTheyDo-3]] > [[Next >->19-2041-WhatTheyDo-5]] > [[Close->19-2041-Detailed]]

activities and grant writing typical of scientists. Environmental health and safety specialists study how environmental factors affect human health. They investigate existing and potential environmental risks to well-being and educate the public about those risks. Environmental restoration planners assess polluted sites and determine the cost of and activities necessary for cleanup. Industrial ecologists work with organizations to increase the efficiency of their operations, with the goal of limiting an operation's impact on the environment. They analyze costs and benefits of various > [[< Previous->19-2041-WhatTheyDo-4]] > [[Next >->19-2041-WhatTheyDo-6]] > [[Close->19-2041-Detailed]]

programs and their impacts on ecosystems. Other environmental scientists and specialists focus on issues related to their area of expertise. For example, environmental chemists study the effects that chemicals have on ecosystems. > [[< Previous->19-2041-WhatTheyDo-5]] > [[Close->19-2041-Detailed]]

# Work Environment ### Work Environment Environmental scientists and specialists typically work in office settings and laboratories but may spend time in the field. Most environmental scientists and specialists work full time. > [[Close->19-2041-Detailed]]

# How to Become an Environmental Scientist or Specialist To enter the occupation, environmental scientists and specialists typically need a bachelor's degree in a natural science. ### Education Environmental scientists and specialists typically need a bachelor's degree in environmental science or a related field. For example, students may major in natural resources, biology, or physical science. Coursework in these fields often includes chemistry, geology, and physics. Students may find that specialized courses, such as in hydrology, waste management, or environmental policy and regulation, also are beneficial. Completing an internship or > [[Next >->19-2041-HowToBecomeOne-2]] > [[Close->19-2041-Detailed]]

volunteering with an environmental science organization while in school may help students gain practical experience. ### Licenses, Certifications, and Registrations Some employers prefer or require that candidates for environmental scientist and specialist positions have certification related to the work they will do. ### Advancement As environmental scientists and specialists gain experience, they may be given additional responsibilities. For example, they may supervise technicians or other scientists or be promoted to project leader, program manager, or some other management > [[< Previous->19-2041-HowToBecomeOne-1]] > [[Next >->19-2041-HowToBecomeOne-3]] > [[Close->19-2041-Detailed]]

position. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Environmental scientists and specialists evaluate data to reach conclusions. They consider a range of methods and solutions in their analyses. Communication skills. Environmental scientists and specialists may need to present and explain their findings to varied audiences. They also may need to write technical reports. Interpersonal skills. Environmental > [[< Previous->19-2041-HowToBecomeOne-2]] > [[Next >->19-2041-HowToBecomeOne-4]] > [[Close->19-2041-Detailed]]

scientists and specialists typically work on teams with other scientists, engineers, and technicians. They must be able to collaborate effectively to achieve their goals. Problem-solving skills. Environmental scientists and specialists try to resolve issues that impact the environment and people's health. Self-motivation. Environmental scientists and specialists may become frustrated, such as when facing failed test results. They should not become discouraged and must remain motivated. > [[< Previous->19-2041-HowToBecomeOne-3]] > [[Close->19-2041-Detailed]]

# Pay The median annual wage for environmental scientists and specialists was $80,060 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $50,130, and the highest 10 percent earned more than $134,830. In May 2024, the median annual wages for environmental scientists and specialists in the top industries in which they worked were as follows: Most environmental scientists and specialists work full time. They may need to work additional hours or a nonstandard schedule, such as > [[Next >->19-2041-Pay-2]] > [[Close->19-2041-Detailed]]

nights and weekends, when conducting fieldwork or completing projects. > [[< Previous->19-2041-Pay-1]] > [[Close->19-2041-Detailed]]

# Job Outlook Employment of environmental scientists and specialists is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 8,500 openings for environmental scientists and specialists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Public interest in hazards facing the environment is projected to create demand for environmental scientists and specialists. These workers are > [[Next >->19-2041-JobOutlook-2]] > [[Close->19-2041-Detailed]]

expected to continue to be needed to analyze environmental problems and develop solutions that ensure communities' health. Businesses are expected to continue consulting with environmental scientists and specialists to help reduce the impact of their operations on the environment. For example, environmental consultants help businesses to develop practices that minimize waste, prevent pollution, and conserve resources. Other environmental scientists and specialists will be needed to help planners develop and construct buildings, utilities, and transportation systems that protect natural > [[< Previous->19-2041-JobOutlook-1]] > [[Next >->19-2041-JobOutlook-3]] > [[Close->19-2041-Detailed]]

resources and limit damage to the land. > [[< Previous->19-2041-JobOutlook-2]] > [[Close->19-2041-Detailed]]

# What Epidemiologists Do Epidemiologists are public health workers who investigate patterns and causes of disease and injury. They seek to reduce the risk and occurrence of negative health outcomes through research, community education and health policy. ### Duties Epidemiologists typically do the following: - Plan and direct studies of public health problems to find ways to prevent them or to treat them if they arise - Collect and analyze information - including data from observations, interviews, surveys, and samples of blood or other bodily fluids - to find the causes of diseases or other health problems > [[Next >->19-1041-WhatTheyDo-2]] > [[Close->19-1041-Detailed]]

- Communicate findings to health practitioners, policymakers, and the public - Manage programs through planning, monitoring progress, and seeking ways to improve - Supervise professional, technical, and clerical personnel > [[< Previous->19-1041-WhatTheyDo-1]] > [[Next >->19-1041-WhatTheyDo-3]] > [[Close->19-1041-Detailed]]

- Write grant proposals to fund research Epidemiologists collect and analyze data to investigate health issues. For example, an epidemiologist might study demographic data to determine groups at high risk for a particular disease. They also may research trends in populations of survivors of certain diseases, such as cancer, to identify effective treatments. Epidemiologists typically work in applied public health or in research. Applied epidemiologists work for state and local governments, often addressing public health problems through education outreach and survey efforts in communities. > [[< Previous->19-1041-WhatTheyDo-2]] > [[Next >->19-1041-WhatTheyDo-4]] > [[Close->19-1041-Detailed]]

Research epidemiologists typically work for universities or in affiliation with federal agencies, such as the Centers for Disease Control and Prevention (CDC) or the National Institutes of Health (NIH). Epidemiologists who work in private industry may conduct research for health insurance providers or pharmaceutical companies. Those in nonprofit companies often focus on public health advocacy instead of research, which is expected to be unbiased. Epidemiologists typically specialize in one or more public health areas, including the following: - Chronic diseases - Environmental health > [[< Previous->19-1041-WhatTheyDo-3]] > [[Next >->19-1041-WhatTheyDo-5]] > [[Close->19-1041-Detailed]]

- Genetic and molecular epidemiology - Infectious diseases - Injury - Maternal and child health - Mental health - Public health preparedness and emergency response - Veterinary epidemiology For more information on occupations that concentrate on the biology or effects of disease, see the profiles for biochemists and biophysicists, medical scientists, microbiologists, and physicians and surgeons. > [[< Previous->19-1041-WhatTheyDo-4]] > [[Close->19-1041-Detailed]]

# Work Environment ### Work Environment Epidemiologists work in offices and laboratories, usually at health departments for state and local governments, in hospitals, and at colleges and universities. > [[Close->19-1041-Detailed]]

# How to Become an Epidemiologist Epidemiologists typically need at least a master's degree to enter the occupation. They may have a master's degree in public health (MPH) or a related field, and some have completed a doctoral degree in epidemiology or medicine. ### Education Epidemiologists typically need at least a master's degree. The degree may be in a range of fields or specializations, although a master's degree in public health with an emphasis in epidemiology is common. Epidemiologists who direct research projects - including those who work as postsecondary teachers in colleges and universities > [[Next >->19-1041-HowToBecomeOne-2]] > [[Close->19-1041-Detailed]]

- often have a Ph.D. or medical degree in their chosen field. To enter graduate programs in epidemiology, applicants typically need a bachelor's degree in a field such as biology, public policy and social services, or social science. Epidemiology programs include coursework in public health, biological and physical sciences, and math and statistics. Topics of study may include comparative healthcare systems, medical informatics, and survey and study design. Master's degree programs in public health, as well as other programs that are specific to epidemiology, may require students to > [[< Previous->19-1041-HowToBecomeOne-1]] > [[Next >->19-1041-HowToBecomeOne-3]] > [[Close->19-1041-Detailed]]

complete an internship or practicum that typically ranges in length from a semester to a year. Internships and other training opportunities are available at federal agencies such as the Centers for Disease Control and Prevention (CDC) and the National Institutes of Health (NIH). Some epidemiologists have degrees in both epidemiology and medicine. These scientists often focus on clinical work. In medical school, students spend most of their first 2 years in laboratories and classrooms, taking courses such as anatomy, microbiology, and pathology. Medical students also learn to take medical > [[< Previous->19-1041-HowToBecomeOne-2]] > [[Next >->19-1041-HowToBecomeOne-4]] > [[Close->19-1041-Detailed]]

histories, examine patients, and diagnose illnesses. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Epidemiologists use speaking and writing skills to inform officials and the public, such as for community outreach activities to explain health risks. They also must be able to convey information effectively to other health workers. Critical-thinking skills. Epidemiologists must be able to consider a variety of > [[< Previous->19-1041-HowToBecomeOne-3]] > [[Next >->19-1041-HowToBecomeOne-5]] > [[Close->19-1041-Detailed]]

resources in responding to a public health problem or health-related emergency. Detail oriented. Epidemiologists must be precise and accurate in moving from observation and interview to conclusions. Leadership skills. Epidemiologists may direct staff in research or in investigating a disease. They also may need to assign work and evaluate staff performances. Math and statistical skills. Epidemiologists may need to analyze data when reviewing results from studies and surveys. Skill in using large databases and statistical computer programs is critical. > [[< Previous->19-1041-HowToBecomeOne-4]] > [[Close->19-1041-Detailed]]

# Pay The median annual wage for epidemiologists was $83,980 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $56,950, and the highest 10 percent earned more than $134,860. In May 2024, the median annual wages for epidemiologists in the top industries in which they worked were as follows: Epidemiologists who work full time typically have a standard schedule. Occasionally, epidemiologists may have to work irregular schedules in order to complete fieldwork or attend to > [[Next >->19-1041-Pay-2]] > [[Close->19-1041-Detailed]]

duties during public health emergencies. > [[< Previous->19-1041-Pay-1]] > [[Close->19-1041-Detailed]]

# Job Outlook Employment of epidemiologists is projected to grow 16 percent from 2024 to 2034, much faster than the average for all occupations. About 800 openings for epidemiologists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for epidemiologists is expected to increase as enhancements in healthcare technology permit the discovery of new and emerging diseases. These discoveries require research to understand > [[Next >->19-1041-JobOutlook-2]] > [[Close->19-1041-Detailed]]

the diseases and to develop methods for mitigating adverse health consequences. Many jobs for these workers are in state and local governments, where epidemiologists are needed to help provide public health services and respond to emergencies. Government budgets may affect the employment of these workers because epidemiological and public health programs largely depend on public funding. Demand for epidemiologists also is expected to increase as more hospitals join programs such as the National Healthcare Safety Network and realize the benefits of strengthened infection-control programs. > [[< Previous->19-1041-JobOutlook-1]] > [[Close->19-1041-Detailed]]

# What Microbiologists Do Microbiologists study microorganisms such as bacteria, algae, and fungi. They investigate the growth, structure, and other characteristics of these organisms. ### Duties Microbiologists typically do the following: - Plan and conduct research projects, such as improving sterilization procedures or developing drugs to combat infectious diseases - Perform laboratory experiments for a variety of purposes, such as to inform the diagnosis and treatment of illnesses - Isolate and maintain cultures of microorganisms for study > [[Next >->19-1022-WhatTheyDo-2]] > [[Close->19-1022-Detailed]]

- Identify and classify microorganisms found in specimens collected from humans, plants, animals, or the environment - Monitor the effect of microorganisms on plants, animals, other microorganisms, or the environment - Prepare technical reports and make recommendations based on research findings - Attend conferences and present research findings > [[< Previous->19-1022-WhatTheyDo-1]] > [[Next >->19-1022-WhatTheyDo-3]] > [[Close->19-1022-Detailed]]

- Supervise biological technicians and evaluate the accuracy of their results Microbiologists study microscopic organisms to understand how they live, grow, and interact with their environments. Microbiologists sometimes focus on particular topics and collaborate with specialists in that field. For example, a medical microbiologist may research viruses and coordinate with epidemiologists and medical scientists to control the spread of disease. Microbiologists who work in research and development may collect samples, conduct experiments, and help create a variety of products. For example, > [[< Previous->19-1022-WhatTheyDo-2]] > [[Next >->19-1022-WhatTheyDo-4]] > [[Close->19-1022-Detailed]]

microbiologists may aid in developing genetically engineered crops designed to prevent vitamin deficiency. Those who work in academia usually choose the focus of their research, which may include overseeing their own laboratories. To fund their research, microbiologists may need to apply for grants. They also write reports and prepare presentations about their research. Microbiologists use microscopes, Bunsen burners, incubators, and other types of laboratory equipment. In addition, they may use computers for tasks that involve analysis and writing. The following are examples of types of > [[< Previous->19-1022-WhatTheyDo-3]] > [[Next >->19-1022-WhatTheyDo-5]] > [[Close->19-1022-Detailed]]

microbiologists: Bacteriologists study the growth, development, and other properties of bacteria, including the positive and negative effects that bacteria have on plants, animals, and humans. Clinical microbiologists test a wide range of specimens collected from plants, humans, and animals to aid in detecting and preventing disease. Environmental microbiologists study how microorganisms interact with ecosystems and each other. Industrial microbiologists study how microorganisms can be used in manufacturing production processes. Medical microbiologists study diseases, specifically > [[< Previous->19-1022-WhatTheyDo-4]] > [[Next >->19-1022-WhatTheyDo-6]] > [[Close->19-1022-Detailed]]

focusing on how they impact microorganisms and how to diagnose, treat, and control them. Mycologists study the properties of fungi such as yeast and mold. They research beneficial uses for, and risks of, various species of fungi. Parasitologists study organisms that live off another organism, causing harm to it. They research the life cycle of parasites, the parasite-host relationship, and how parasites adapt to different environments. Public health microbiologists examine microorganisms to track, control, and prevent communicable diseases and other health hazards. They typically provide > [[< Previous->19-1022-WhatTheyDo-5]] > [[Next >->19-1022-WhatTheyDo-7]] > [[Close->19-1022-Detailed]]

laboratory services for local health departments and community health programs. Virologists study the structure, development, and other properties of viruses and how they affect organisms. > [[< Previous->19-1022-WhatTheyDo-6]] > [[Close->19-1022-Detailed]]

# Work Environment ### Work Environment Microbiologists work in primarily in laboratories and offices. Most work full time. > [[Close->19-1022-Detailed]]

# How to Become a Microbiologist Microbiologists typically need a bachelor's degree in microbiology or a related field to enter the occupation. Some employers prefer to hire candidates who have a master's degree or Ph.D. ### Education Microbiologists typically need at least a bachelor's degree in microbiology or a related field, such as biology. Microbiology study includes courses such as microbial genetics, environmental microbiology, and virology. Students also may be required to take courses in chemistry, physics, and mathematics. Undergraduate microbiology programs typically include laboratory experience, which helps > [[Next >->19-1022-HowToBecomeOne-2]] > [[Close->19-1022-Detailed]]

students learn how to work with the equipment they will encounter on the job. Students also may gain laboratory and other practical experience by participating in internships. A master's degree or Ph.D. may be helpful or required for some positions. Graduate programs allow students to learn more complex topics or focus on an area of specialization, such as bacteriology or immunology. Degree requirements vary, but Ph.D. programs usually include completing a thesis or dissertation. ### Training After completing their studies, Ph.D. holders often enter postdoctoral research positions. > [[< Previous->19-1022-HowToBecomeOne-1]] > [[Next >->19-1022-HowToBecomeOne-3]] > [[Close->19-1022-Detailed]]

Postdoctoral work involves developing a broader understanding of a specialization, which typically culminates in publication of their research findings. ### Advancement Some microbiologists move into managerial positions, often as natural sciences managers. Others become postsecondary teachers, which typically requires a Ph.D. and postdoctoral research experience. ### Licenses, Certifications, and Registrations Some employers prefer to hire microbiologists who have earned certification, which is typically not required otherwise. Microbiologist certifications are available for a variety of > [[< Previous->19-1022-HowToBecomeOne-2]] > [[Next >->19-1022-HowToBecomeOne-4]] > [[Close->19-1022-Detailed]]

specialties. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Microbiologists must be able to effectively communicate the results of their research, both orally and in writing. Detail oriented. Microbiologists must conduct scientific experiments and analyses with precision, including monitoring and recording the conditions, processes, and results of > [[< Previous->19-1022-HowToBecomeOne-3]] > [[Next >->19-1022-HowToBecomeOne-5]] > [[Close->19-1022-Detailed]]

their work. Interpersonal skills. Microbiologists often work on research teams and must collaborate with others. They also lead research projects, which may involve managing technicians. Logical-thinking skills. Microbiologists draw conclusions from experiments by using reasoning and judgment to interpret the results. Perseverance. Microbiologists must persist in the trial-and-error demands of research. They should be motivated to avoid becoming discouraged in their work. Problem-solving skills. Microbiologists conduct experiments and analyze results to find solutions to scientific > [[< Previous->19-1022-HowToBecomeOne-4]] > [[Next >->19-1022-HowToBecomeOne-6]] > [[Close->19-1022-Detailed]]

problems. > [[< Previous->19-1022-HowToBecomeOne-5]] > [[Close->19-1022-Detailed]]

# Pay The median annual wage for microbiologists was $87,330 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $51,220, and the highest 10 percent earned more than $150,650. In May 2024, the median annual wages for microbiologists in the top industries in which they worked were as follows: Most microbiologists work full time. > [[Close->19-1022-Detailed]]

# Job Outlook Employment of microbiologists is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 1,700 openings for microbiologists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Microbiologists are expected to be needed to help pharmaceutical and biotechnology companies develop new drugs that are produced with the aid of microorganisms. In addition, demand for biofuels > [[Next >->19-1022-JobOutlook-2]] > [[Close->19-1022-Detailed]]

production is expected to sustain the need for microbiologists to conduct advanced research and development. Efforts to discover new and improved ways to preserve the environment and safeguard public health also are expected to support demand for these workers. > [[< Previous->19-1022-JobOutlook-1]] > [[Close->19-1022-Detailed]]

# What Zoologists and Wildlife Biologists Do Zoologists and wildlife biologists study animals, those both in captivity and in the wild, and how they interact with their ecosystems. They focus primarily on undomesticated animals and their behavior, as well as on the impact humans have on wildlife and natural habitats. ### Duties Zoologists and wildlife biologists typically do the following: - Develop and conduct experimental studies with animals in controlled or natural surroundings - Collect and analyze specimens and other biological data > [[Next >->19-1023-WhatTheyDo-2]] > [[Close->19-1023-Detailed]]

- Study the characteristics of animals, such as their reproduction, interactions with other species, diseases, and movement patterns - Research, initiate, and maintain breeding programs that support game animals, endangered species, or other terrestrial or aquatic wildlife - Estimate, monitor, and manage wildlife populations and invasive species - Analyze how human activity influences wildlife and their natural habitats - Develop and implement programs to prevent harm to wildlife from human activities, including farming and aircraft operations > [[< Previous->19-1023-WhatTheyDo-1]] > [[Next >->19-1023-WhatTheyDo-3]] > [[Close->19-1023-Detailed]]

- Write research papers, reports, and other documents that explain their findings - Present research findings to academics, policymakers, and the public > [[< Previous->19-1023-WhatTheyDo-2]] > [[Next >->19-1023-WhatTheyDo-4]] > [[Close->19-1023-Detailed]]

- Develop conservation plans and recommend action related to wildlife conservation and management Zoologists' and wildlife biologists' study of animals includes conducting scientific tests and experiments, such as taking blood samples to assess an animal's health, and researching their habitats. Although the roles of zoologists and wildlife biologists often overlap, zoologists typically research certain types of animals, such as birds, whereas wildlife biologists study specific ecosystems or animal populations, such as an at-risk species. Zoologists and wildlife biologists use geographic > [[< Previous->19-1023-WhatTheyDo-3]] > [[Next >->19-1023-WhatTheyDo-5]] > [[Close->19-1023-Detailed]]

information systems (GIS), modeling software, and other technology for a variety of purposes. For example, they may use technology to estimate wildlife populations, track animal movement, forecast the spread of invasive species or diseases, and assess potential threats to habitats. Zoologists generally specialize in either vertebrates or invertebrates for an individual species. Following are some examples of specialization by species: - Cetologists study marine mammals, such as whales and dolphins. - Entomologists study insects, such as beetles and butterflies. > [[< Previous->19-1023-WhatTheyDo-4]] > [[Next >->19-1023-WhatTheyDo-6]] > [[Close->19-1023-Detailed]]

- Herpetologists study reptiles and amphibians, such as snakes and frogs. - Ichthyologists study wild fish, such as sharks and lungfish. - Malacologists study mollusks, such as snails and clams. - Mammalogists study mammals, such as monkeys and bears. - Ornithologists study birds, such as hawks and penguins. - Teuthologists study cephalopods, such as octopuses and cuttlefish. Other zoologists and wildlife biologists specialize in a particular field of study, such as evolution or animal behavior. Following are some examples of specialization by field of study: > [[< Previous->19-1023-WhatTheyDo-5]] > [[Next >->19-1023-WhatTheyDo-7]] > [[Close->19-1023-Detailed]]

- Anatomy is the study of structure of organisms and their parts. - Embryology is the study of the development of embryos and fetuses. - Ethology, sometimes called behavioral ecology, is the study of animal behaviors as natural or adaptive traits. - Histology, or microscopic anatomy, is the study of cells and tissues in plants and animals. - Physiology is the study of the normal function of living systems. - Soil zoology is the study of animals which live fully or partially in the soil. - Teratology is the study of abnormal physiological development. > [[< Previous->19-1023-WhatTheyDo-6]] > [[Next >->19-1023-WhatTheyDo-8]] > [[Close->19-1023-Detailed]]

- Zoography is the study of descriptive zoology and describes plants and animals. Zoologists and wildlife biologists are often part of a team of scientists and technicians working on conservation efforts. For example, zoologists and wildlife biologists may work with environmental scientists and hydrologists to monitor water pollution and its effects on fish populations. > [[< Previous->19-1023-WhatTheyDo-7]] > [[Close->19-1023-Detailed]]

# Work Environment ### Work Environment Most zoologists and wildlife biologists work full time. Zoologists and wildlife biologists work in a variety of settings, including offices and laboratories. Depending on their job, they also may spend time outdoors, gathering data and studying animals in their natural habitats. > [[Close->19-1023-Detailed]]

# How to Become a Zoologist or Wildlife Biologist Zoologists and wildlife biologists typically need a bachelor's degree for entry-level positions and may need a master's degree for higher level jobs. They typically need a Ph.D. to lead research projects. ### Education Zoologists and wildlife biologists typically need a bachelor's degree to enter the occupation. Students may pursue a degree in zoology, wildlife biology, or a related field, such as natural resources. Some students major in biology and take coursework in zoology and wildlife biology. Zoologists and wildlife biologists typically need at least a master's degree for higher level > [[Next >->19-1023-HowToBecomeOne-2]] > [[Close->19-1023-Detailed]]

positions and a Ph.D. for independent research positions. Coursework in undergraduate and graduate-level science programs often includes academic, laboratory, and field work. In addition, students may need to take mathematics and statistics to learn data analysis. Zoology and wildlife biology students may gain practical experience through internships, volunteer work, or other employment during college. ### Other Experience Some zoologists and wildlife biologists need outdoor skills to work in remote locations. For example, they may need to be comfortable driving a tractor, boat, or > [[< Previous->19-1023-HowToBecomeOne-1]] > [[Next >->19-1023-HowToBecomeOne-3]] > [[Close->19-1023-Detailed]]

all-terrain vehicle (ATV); using a generator; or providing for themselves. ### Advancement Zoologists and wildlife biologists typically take on greater responsibility and independence in their work as they gain experience or have more education. For example, zoologists and wildlife biologists with a Ph.D. may lead independent research and control the direction and content of projects. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->19-1023-HowToBecomeOne-2]] > [[Next >->19-1023-HowToBecomeOne-4]] > [[Close->19-1023-Detailed]]

page. Attention to detail. Zoologists and wildlife biologists must be able to notice changes in an animal's behavior or appearance. Communication skills. Zoologists and wildlife biologists write about and present their research to the public, policymakers, and academic audiences. Critical-thinking skills. Zoologists and wildlife biologists need sound reasoning and judgment to draw conclusions from their experiments and observations. Interpersonal skills. Zoologists and wildlife biologists typically work on teams and must be able to work effectively with others. Outdoor skills. Zoologists > [[< Previous->19-1023-HowToBecomeOne-3]] > [[Next >->19-1023-HowToBecomeOne-5]] > [[Close->19-1023-Detailed]]

and wildlife biologists may need to navigate rough terrain, carry heavy equipment for long distances, or perform other activities associated with living in remote areas. Problem-solving skills. Zoologists and wildlife biologists try to find solutions to wildlife threats, such as disease and habitat loss. > [[< Previous->19-1023-HowToBecomeOne-4]] > [[Close->19-1023-Detailed]]

# Pay The median annual wage for zoologists and wildlife biologists was $72,860 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $48,240, and the highest 10 percent earned more than $113,350. In May 2024, the median annual wages for zoologists and wildlife biologists in the top industries in which they worked were as follows: Most zoologists and wildlife biologists work full time. They may have irregular schedules, especially when doing fieldwork. > [[Close->19-1023-Detailed]]

# Job Outlook Employment of zoologists and wildlife biologists is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 1,400 openings for zoologists and wildlife biologists are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Some zoologists and wildlife biologists are expected to be needed to help combat the loss of biodiversity caused by human activities, as well as to research > [[Next >->19-1023-JobOutlook-2]] > [[Close->19-1023-Detailed]]

changes in ecosystems. These workers also may be needed to develop and implement conservation plans to reduce threats to animals and protect natural resources. However, demand for zoologists and wildlife biologists may be limited by budgetary constraints, as a substantial portion of the funding for zoologists and wildlife biologists originates from various governmental agencies at federal, state, and local levels. > [[< Previous->19-1023-JobOutlook-1]] > [[Close->19-1023-Detailed]]

# What Exercise Physiologists Do Exercise physiologists develop physical activity programs to help people improve components of their fitness, such as cardiovascular function, muscular strength, or flexibility. ### Duties Exercise physiologists typically do the following: - Analyze a client's medical history to assess their risk during exercise and to determine the best exercise and fitness regimen for the client - Perform endurance, stress, and other tests with medical equipment and analyze the resulting data - Measure clients' blood pressure, oxygen usage, heart rhythm, and other key health indicators > [[Next >->29-1128-WhatTheyDo-2]] > [[Close->29-1128-Detailed]]

- Develop exercise programs that address clients' fitness needs > [[< Previous->29-1128-WhatTheyDo-1]] > [[Next >->29-1128-WhatTheyDo-3]] > [[Close->29-1128-Detailed]]

- Implement programs to improve clients' health Exercise physiologists work to improve people's overall health. Many of their clients have chronic medical conditions, such as pulmonary (lung) disease. Exercise physiologists provide health education and exercise plans to help clients improve their respiratory, circulatory, and other systems. Some physiologists work closely with primary care physicians, who may prescribe exercise regimens for their patients and refer them to exercise physiologists. The physiologists then work with these patients to develop individualized treatment plans that > [[< Previous->29-1128-WhatTheyDo-2]] > [[Next >->29-1128-WhatTheyDo-4]] > [[Close->29-1128-Detailed]]

will help the patients meet their health and fitness goals. The following are examples of types of exercise physiologists: Applied exercise physiologists study the physiological effects of exercise. They may research topics that explore the link between exercise and illness, such as whether increasing physical activity slows the progression of disease. Clinical exercise physiologists work with a range of client populations in a variety of settings. For example, they may design exercise programs or promote wellness strategies in schools, taking into account the students' ages, development, > [[< Previous->29-1128-WhatTheyDo-3]] > [[Next >->29-1128-WhatTheyDo-5]] > [[Close->29-1128-Detailed]]

and other factors. Kinesiotherapists use rehabilitative exercise, reconditioning, and physical education to treat clients who have problems moving. These workers focus on helping clients regain strength and endurance to increase their mobility. Exercise physiologists should not be confused with occupations that have similar duties. For example, fitness trainers and instructors (including personal trainers) and athletic trainers promote wellness through exercise and physical activity but not necessarily to treat chronic conditions. > [[< Previous->29-1128-WhatTheyDo-4]] > [[Close->29-1128-Detailed]]

# Work Environment ### Work Environment Most exercise physiologists are self-employed or work for hospitals. Exercise physiologists usually work full time, but part-time work may be common. > [[Close->29-1128-Detailed]]

# How to Become an Exercise Physiologist Exercise physiologists typically need at least a bachelor's degree to enter the occupation. ### Education Exercise physiologists typically need at least a bachelor's degree in exercise physiology, exercise science, kinesiology, or another healthcare and related field. Master's degree programs also are available. Degree programs include science and health-related courses, such as anatomy, kinesiology, and nutrition, as well as clinical work. Some students participate in internships or practicums, sometimes offered as part of their degree program. These opportunities allow students to gain > [[Next >->29-1128-HowToBecomeOne-2]] > [[Close->29-1128-Detailed]]

hands-on experience that may differ from or complement their clinical work. ### Licenses, Certifications, and Registrations State licensing requirements vary for exercise physiology. For example, Louisiana specifies that exercise physiologists be licensed, but other states require licensure for performing exercise physiology duties in related occupations. Check with your state's licensing agency. Employers typically require exercise physiologists to have Basic Life Support (BLS) certification or Advanced Cardiovascular Life Support (ACLS) certification, both of which include training in > [[< Previous->29-1128-HowToBecomeOne-1]] > [[Next >->29-1128-HowToBecomeOne-3]] > [[Close->29-1128-Detailed]]

cardiopulmonary resuscitation (CPR). Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Compassion. Exercise physiologists work with clients who may be in considerable pain or discomfort and must be patient and empathetic with them. Communication skills. Exercise physiologists must be able to clearly convey information to clients, clients' families, and other members of the > [[< Previous->29-1128-HowToBecomeOne-2]] > [[Next >->29-1128-HowToBecomeOne-4]] > [[Close->29-1128-Detailed]]

medical team, including physicians. Decision-making skills. Exercise physiologists must make informed assessments of their clients, whose health or livelihood may be affected by treatment options. Detail oriented. Exercise physiologists must record specific, accurate information about their clients' conditions, along with any progress or setbacks after beginning an exercise program. Interpersonal skills. Exercise physiologists must be able to interact with clients and other members of the medical team. > [[< Previous->29-1128-HowToBecomeOne-3]] > [[Close->29-1128-Detailed]]

# Pay The median annual wage for exercise physiologists was $58,160 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $40,930, and the highest 10 percent earned more than $79,830. In May 2024, the median annual wages for exercise physiologists in the top industries in which they worked were as follows: Most exercise physiologists work full time, but part-time work may be common. > [[Close->29-1128-Detailed]]

# Job Outlook Employment of exercise physiologists is projected to grow 9 percent from 2024 to 2034, much faster than the average for all occupations. About 1,700 openings for exercise physiologists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As the prevalence of chronic conditions grows, more exercise physiologists will be needed to help patients manage their symptoms and improve their overall health through > [[Next >->29-1128-JobOutlook-2]] > [[Close->29-1128-Detailed]]

personalized exercise programs. Some employment growth is expected in settings such as hospitals, where exercise physiologists play a central role in the rehabilitation of patients. > [[< Previous->29-1128-JobOutlook-1]] > [[Close->29-1128-Detailed]]

- Monitor forest-cleared lands and forest regeneration - Direct and participate in forest fire suppression > [[< Previous->19-1032-WhatTheyDo-1]] > [[Next >->19-1032-WhatTheyDo-3]] > [[Close->19-1032-Detailed]]

- Work with private landowners, governments, farmers, and others to remove timber or improve land with minimal environmental damage Conservation scientists and foresters evaluate data on forest and soil quality, assessing damage to trees and forest lands caused by fires and logging activities. In addition, they lead activities such as suppressing fires and planting seedlings. Fire-suppression activities include measuring the speed at which fires spread and the success of planned suppression. Conservation scientists and foresters use a variety of tools and equipment. For example, they use > [[< Previous->19-1032-WhatTheyDo-2]] > [[Next >->19-1032-WhatTheyDo-4]] > [[Close->19-1032-Detailed]]

clinometers to measure tree height, diameter tapes to measure tree circumference, and increment borers and bark gauges to measure tree growth for calculating timber volume and estimating growth rates. They also may use drones, aerial photographs, satellite images, and Geographic Information System (GIS) data to map large forest or range areas. Conservation scientists manage, improve, and protect natural resources. They work with private landowners and federal, state, and local governments to find ways to use and improve the land while safeguarding the environment. They also advise farmers, > [[< Previous->19-1032-WhatTheyDo-3]] > [[Next >->19-1032-WhatTheyDo-5]] > [[Close->19-1032-Detailed]]

ranchers, and other agricultural managers on ways to improve land while safeguarding the environment. The following are examples of types of conservation scientists: Conservation land managers work for land trusts or other conservation organizations to protect the wildlife habitats, biodiversity, scenic value, and other specific attributes of preserves and conservation lands. Range managers, also called range conservationists, protect grazing lands to maximize their use without harming the environment. Rangelands contain many natural resources and cover millions of acres in the United > [[< Previous->19-1032-WhatTheyDo-4]] > [[Next >->19-1032-WhatTheyDo-6]] > [[Close->19-1032-Detailed]]

States. Range managers may catalog animals, plants, and soils; develop resource management plans; help to restore ecosystems; or help oversee a ranch. They also maintain soil stability and vegetation for wildlife habitats, outdoor recreation, and other uses. Like foresters, range managers work to prevent and reduce wildfires and invasive species. Soil and water conservationists give technical help in managing concerns related to soil and water. They develop programs to help landowners make their land productive without causing damage. They also help landowners and governments by advising on > [[< Previous->19-1032-WhatTheyDo-5]] > [[Next >->19-1032-WhatTheyDo-7]] > [[Close->19-1032-Detailed]]

water quality, preserving water supplies, and handling erosion. Foresters' responsibilities vary by employer. Their duties may include creating plans to regenerate forested lands, monitoring the progress of reforested lands, and supervising tree harvests. They also design plans to keep forests free from disease, harmful insects, and damaging wildfires. Foresters may direct the work of forest and conservation workers and technicians. The following are examples of types of foresters: Procurement foresters contact, negotiate with, and buy timber from local forest owners. Procurement typically > [[< Previous->19-1032-WhatTheyDo-6]] > [[Next >->19-1032-WhatTheyDo-8]] > [[Close->19-1032-Detailed]]

requires taking inventory on the type, amount, and location of a property's standing timber. Procurement foresters then appraise the timber's worth, negotiate its purchase, and draw up a contract for purchase and removal. After the contract is in place, these foresters usually subcontract with loggers or pulpwood cutters to fell trees and to help lay out roads for removing the timber. Urban foresters live and work in cities and manage the trees. These workers focus on issues related to urban wellbeing, including air quality, shade, and storm water runoff. Conservation education foresters > [[< Previous->19-1032-WhatTheyDo-7]] > [[Next >->19-1032-WhatTheyDo-9]] > [[Close->19-1032-Detailed]]

train teachers and students about issues facing forest lands. > [[< Previous->19-1032-WhatTheyDo-8]] > [[Close->19-1032-Detailed]]

other forms of computer modeling. ### Licenses, Certifications, and Registrations Several states may require some type of credentialing process for conservation scientists and foresters. In some of these states, conservation scientists and foresters must be licensed; check with your state licensing board for more information. Some conservation scientists and foresters earn optional certification related to their area of work. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to > [[< Previous->19-1032-HowToBecomeOne-1]] > [[Next >->19-1032-HowToBecomeOne-3]] > [[Close->19-1032-Detailed]]

perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Conservation scientists and foresters must be able to evaluate results from field tests and experiments to determine potential impacts on soil, forest lands, and the spread of fires. Communication skills. Conservation scientists and foresters must convey information to firefighters, forest and conservation workers, landowners, and, sometimes, the public. Critical-thinking skills. Conservation scientists and foresters use reasoning to reach conclusions and to determine > [[< Previous->19-1032-HowToBecomeOne-2]] > [[Next >->19-1032-HowToBecomeOne-4]] > [[Close->19-1032-Detailed]]

involving the environment, such as protecting wildlife habitats and preserving water supplies, is expected to create demand for conservation scientists. Changing weather conditions and the development of unused land have contributed to a rise in wildfires. Preventing and suppressing these fires have become the primary concerns for managing forests and rangelands. In addition, with the increasing numbers of forest fires and of people who live on or near forest lands, foresters and conservation scientists will likely be needed to mitigate growing humanitarian and environmental impacts of > [[< Previous->19-1032-JobOutlook-1]] > [[Next >->19-1032-JobOutlook-3]] > [[Close->19-1032-Detailed]]

forest fires. > [[< Previous->19-1032-JobOutlook-2]] > [[Close->19-1032-Detailed]]

# What Medical Scientists Do Medical scientists conduct research aimed at improving overall human health. They often use clinical trials and other investigative methods to reach their findings. ### Duties Medical scientists typically do the following: - Design and conduct studies to investigate human diseases and methods to prevent and treat diseases - Prepare and analyze data from medical samples and investigate causes and treatment of toxicity, pathogens, or chronic diseases - Standardize drugs' potency, doses, and methods of administering to allow for their mass manufacturing and distribution > [[Next >->19-1042-WhatTheyDo-2]] > [[Close->19-1042-Detailed]]

- Create and test medical devices - Follow safety procedures, such as decontaminating workspaces - Write research grant proposals and apply for funding from government agencies, private funding, and other sources > [[< Previous->19-1042-WhatTheyDo-1]] > [[Next >->19-1042-WhatTheyDo-3]] > [[Close->19-1042-Detailed]]

- Write articles for publication and present research findings Medical scientists form hypotheses and develop experiments. They study the causes of diseases and other health problems in a variety of ways. For example, they may conduct clinical trials, working with licensed physicians to test treatments on patients who have agreed to participate in the study. They analyze data from the trial to evaluate the effectiveness of the treatment. Some medical scientists choose to write about and publish their findings in scientific journals after completion of the clinical trial. They also may have > [[< Previous->19-1042-WhatTheyDo-2]] > [[Next >->19-1042-WhatTheyDo-4]] > [[Close->19-1042-Detailed]]

to present their findings in ways that nonscientist audiences understand. Medical scientists often lead teams of technicians or students who perform support tasks. For example, a medical scientist may have assistants take measurements and make observations for the scientist's research. Medical scientists usually specialize in an area of research, with the goal of understanding and improving human health outcomes. The following are examples of types of medical scientists: Clinical pharmacologists research new drug therapies for health problems, such as seizure disorders and Alzheimer's > [[< Previous->19-1042-WhatTheyDo-3]] > [[Next >->19-1042-WhatTheyDo-5]] > [[Close->19-1042-Detailed]]

disease. Medical pathologists research the human body and tissues, such as how cancer progresses or how certain issues relate to genetics. Toxicologists study the negative impacts of chemicals and pollutants on human health. Medical scientists conduct research to better understand disease or to develop breakthroughs in treatment. For information about an occupation that tracks and develops methods to prevent the spread of diseases, see the profile on epidemiologists. > [[< Previous->19-1042-WhatTheyDo-4]] > [[Close->19-1042-Detailed]]

# Work Environment ### Work Environment Medical scientists typically work in offices and laboratories. Most work full time, and some work more than 40 hours per week. > [[Close->19-1042-Detailed]]

# How to Become a Medical Scientist Medical scientists typically have a Ph.D., usually in biology or a related life science. Some get a medical degree instead of, or in addition to, a Ph.D. ### Education Medical scientists typically need a Ph.D. or medical degree. Candidates sometimes qualify for positions with a master's degree and experience. Applicants to master's or doctoral programs typically have a bachelor's degree in biology or a related physical science field, such as chemistry. Ph.D. programs for medical scientists typically focus on research in a particular field, such as immunology, neurology, or cancer. Through > [[Next >->19-1042-HowToBecomeOne-2]] > [[Close->19-1042-Detailed]]

laboratory work, Ph.D. students develop experiments related to their research. Medical degree programs include Medical Doctor (M.D.), Doctor of Dental Surgery (D.D.S.), Doctor of Dental Medicine (D.M.D.), Doctor of Osteopathic Medicine (D.O.), Doctor of Pharmacy (Pharm.D.), and advanced nursing degrees. In medical school, students usually spend the first phase of their education in labs and classrooms, taking courses such as anatomy, biochemistry, and medical ethics. During their second phase, medical students typically participate in residency programs. Some medical scientist training > [[< Previous->19-1042-HowToBecomeOne-1]] > [[Next >->19-1042-HowToBecomeOne-3]] > [[Close->19-1042-Detailed]]

programs offer dual degrees that pair a Ph.D. with a medical degree. Students in dual-degree programs learn both the research skills needed to be a scientist and the clinical skills needed to be a healthcare practitioner. ### Licenses, Certifications, and Registrations Medical scientists primarily conduct research and typically do not need licenses or certifications. However, those who practice medicine, such as by treating patients in clinical trials or in private practice, must be licensed as physicians or other healthcare practitioners. ### Training Medical scientists with a Ph.D. may > [[< Previous->19-1042-HowToBecomeOne-2]] > [[Next >->19-1042-HowToBecomeOne-4]] > [[Close->19-1042-Detailed]]

begin their careers in postdoctoral research positions; those with a medical degree often complete a residency. During postdoctoral appointments, Ph.D.s work with experienced scientists to learn more about their specialty area and improve their research skills. Medical school graduates who enter a residency program in their specialty generally spend several years working in a hospital or doctor's office. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) > [[< Previous->19-1042-HowToBecomeOne-3]] > [[Next >->19-1042-HowToBecomeOne-5]] > [[Close->19-1042-Detailed]]

skills data page. Communication skills. Medical scientists must be able to explain their research in nontechnical ways. In addition, they may write grant proposals in order to get funding for their research. Critical-thinking skills. Medical scientists must use their expertise to determine the best method for approaching research questions. Data-analysis skills. Medical scientists use statistics to evaluate research questions and information from clinical trials. Decision-making skills. Medical scientists must determine what research questions to ask, how to investigate the questions, and > [[< Previous->19-1042-HowToBecomeOne-4]] > [[Next >->19-1042-HowToBecomeOne-6]] > [[Close->19-1042-Detailed]]

which data answer the questions. Observation skills. Medical scientists conduct experiments that require monitoring samples and other health-related data. > [[< Previous->19-1042-HowToBecomeOne-5]] > [[Close->19-1042-Detailed]]

# Pay The median annual wage for medical scientists was $100,590 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $61,860, and the highest 10 percent earned more than $168,210. In May 2024, the median annual wages for medical scientists in the top industries in which they worked were as follows: Most medical scientists work full time, and some work more than 40 hours per week. > [[Close->19-1042-Detailed]]

# Job Outlook Employment of medical scientists is projected to grow 9 percent from 2024 to 2034, much faster than the average for all occupations. About 9,600 openings for medical scientists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for medical scientists is expected to stem from greater demand for a variety of healthcare services as the population continues to age and rates of chronic disease continue to > [[Next >->19-1042-JobOutlook-2]] > [[Close->19-1042-Detailed]]

increase. These scientists will be needed for research into treating diseases, such as Alzheimer's disease and cancer, and problems related to treatment, such as antibiotic resistance. In addition, medical scientists will continue to be needed for medical research as a growing population travels globally and facilitates the spread of diseases. > [[< Previous->19-1042-JobOutlook-1]] > [[Close->19-1042-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1192-WhatTheyDo-1]] > [[Next >->25-1192-WhatTheyDo-3]] > [[Close->25-1192-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1192-WhatTheyDo-2]] > [[Next >->25-1192-WhatTheyDo-4]] > [[Close->25-1192-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1192-WhatTheyDo-3]] > [[Next >->25-1192-WhatTheyDo-5]] > [[Close->25-1192-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1192-WhatTheyDo-4]] > [[Next >->25-1192-WhatTheyDo-6]] > [[Close->25-1192-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1192-HowToBecomeOne-2]] > [[Close->25-1192-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1192-HowToBecomeOne-1]] > [[Next >->25-1192-HowToBecomeOne-3]] > [[Close->25-1192-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1192-HowToBecomeOne-2]] > [[Next >->25-1192-HowToBecomeOne-4]] > [[Close->25-1192-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1192-HowToBecomeOne-3]] > [[Next >->25-1192-HowToBecomeOne-5]] > [[Close->25-1192-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1192-HowToBecomeOne-4]] > [[Next >->25-1192-HowToBecomeOne-6]] > [[Close->25-1192-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1192-HowToBecomeOne-5]] > [[Next >->25-1192-HowToBecomeOne-7]] > [[Close->25-1192-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1192-HowToBecomeOne-6]] > [[Next >->25-1192-HowToBecomeOne-8]] > [[Close->25-1192-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1192-HowToBecomeOne-7]] > [[Close->25-1192-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1192-Pay-1]] > [[Next >->25-1192-Pay-3]] > [[Close->25-1192-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1192-JobOutlook-1]] > [[Next >->25-1192-JobOutlook-3]] > [[Close->25-1192-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1215-WhatTheyDo-1]] > [[Next >->29-1215-WhatTheyDo-3]] > [[Close->29-1215-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1215-WhatTheyDo-2]] > [[Next >->29-1215-WhatTheyDo-4]] > [[Close->29-1215-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1215-WhatTheyDo-3]] > [[Next >->29-1215-WhatTheyDo-5]] > [[Close->29-1215-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1215-WhatTheyDo-4]] > [[Next >->29-1215-WhatTheyDo-6]] > [[Close->29-1215-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1215-WhatTheyDo-5]] > [[Next >->29-1215-WhatTheyDo-7]] > [[Close->29-1215-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1215-WhatTheyDo-6]] > [[Next >->29-1215-WhatTheyDo-8]] > [[Close->29-1215-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1215-WhatTheyDo-7]] > [[Next >->29-1215-WhatTheyDo-9]] > [[Close->29-1215-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1215-WhatTheyDo-8]] > [[Next >->29-1215-WhatTheyDo-10]] > [[Close->29-1215-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1215-WhatTheyDo-9]] > [[Next >->29-1215-WhatTheyDo-11]] > [[Close->29-1215-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1215-WhatTheyDo-10]] > [[Next >->29-1215-WhatTheyDo-12]] > [[Close->29-1215-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1215-WhatTheyDo-11]] > [[Next >->29-1215-WhatTheyDo-13]] > [[Close->29-1215-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1215-WhatTheyDo-12]] > [[Next >->29-1215-WhatTheyDo-14]] > [[Close->29-1215-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1215-WhatTheyDo-13]] > [[Next >->29-1215-WhatTheyDo-15]] > [[Close->29-1215-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1215-WhatTheyDo-14]] > [[Close->29-1215-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1215-HowToBecomeOne-1]] > [[Next >->29-1215-HowToBecomeOne-3]] > [[Close->29-1215-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1215-HowToBecomeOne-2]] > [[Next >->29-1215-HowToBecomeOne-4]] > [[Close->29-1215-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1215-HowToBecomeOne-3]] > [[Next >->29-1215-HowToBecomeOne-5]] > [[Close->29-1215-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1215-HowToBecomeOne-4]] > [[Next >->29-1215-HowToBecomeOne-6]] > [[Close->29-1215-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1215-HowToBecomeOne-5]] > [[Next >->29-1215-HowToBecomeOne-7]] > [[Close->29-1215-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1215-HowToBecomeOne-6]] > [[Next >->29-1215-HowToBecomeOne-8]] > [[Close->29-1215-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1215-HowToBecomeOne-7]] > [[Next >->29-1215-HowToBecomeOne-9]] > [[Close->29-1215-Detailed]]

- Plan and conduct scientific experiments and studies to test theories and discover properties of matter and energy - Write proposals and apply for research funding - Do mathematical calculations to analyze physical and astronomical data, such as for new material properties or the existence of planets in distant solar systems - Design new scientific equipment, such as telescopes and lasers - Develop computer software to analyze and model data - Write scientific papers for publication > [[< Previous->19-2012-WhatTheyDo-1]] > [[Next >->19-2012-WhatTheyDo-3]] > [[Close->19-2012-Detailed]]

- Present research findings at conferences and lectures Physicists explore the fundamental properties and laws that govern space, time, energy, and matter. They may study theory, design and perform experiments, or apply their knowledge in developing materials or equipment. Astronomers study planets, stars, and other celestial bodies. They use ground-based equipment, such as optical telescopes, and space-based equipment, such as the Hubble Space Telescope. Some astronomers study distant galaxies and phenomena such as black holes and neutron stars. Others monitor space debris that could > [[< Previous->19-2012-WhatTheyDo-2]] > [[Next >->19-2012-WhatTheyDo-4]] > [[Close->19-2012-Detailed]]

interfere with satellite operations. Many physicists and astronomers work in applied research. They use their knowledge to develop technology or solve problems in areas such as energy storage, electronics, communications, and navigation. Others work in basic research to develop theories that explain concepts such as what gravity is or how the universe was formed. Astronomers and physicists typically work on research teams with engineers, technicians, and other scientists. Senior astronomers and physicists may assign tasks to other team members and monitor their progress. They also may need > [[< Previous->19-2012-WhatTheyDo-3]] > [[Next >->19-2012-WhatTheyDo-5]] > [[Close->19-2012-Detailed]]

to find and apply for research funding. Experimental physicists develop equipment or sensors to study properties of matter, create theories, and test theories through experiments. Theoretical and computational physicists develop concepts that predict properties of materials or describe unexplained results. Although all of physics involves the same fundamental principles, physicists generally specialize in one of many subfields. The following are examples of physicist job titles: Atomic, molecular, and optical physicists study atoms, simple molecules, electrons, and light and the > [[< Previous->19-2012-WhatTheyDo-4]] > [[Next >->19-2012-WhatTheyDo-6]] > [[Close->19-2012-Detailed]]

interactions among them. Some look for ways to control the states of individual atoms, because such control might allow for further miniaturization or might contribute toward developing new materials or technology. Computational physicists study the use of algorithms, numerical analysis, and datasets to explore the interaction between theoretical and experimental physics. They explore complex phenomena in atoms, molecules, plasmas, and high-energy particles; problems in astrophysics; and applied phenomena, such as traffic, the behavior of oceans, and biological dynamics. Condensed matter > [[< Previous->19-2012-WhatTheyDo-5]] > [[Next >->19-2012-WhatTheyDo-7]] > [[Close->19-2012-Detailed]]

and materials physicists study the physical properties of matter in molecules, nanostructures, or novel compounds. They study a wide range of phenomena, such as superconductivity, liquid crystals, sensors, and nanomachines. Health physicists study the effects of radiation on people, communities, and the environment. They manage the beneficial use of radiation while protecting workers and the public from potential hazards posed by radiation. Medical physicists work in healthcare and use their knowledge of physics to develop new medical technologies and radiation-based treatments. For > [[< Previous->19-2012-WhatTheyDo-6]] > [[Next >->19-2012-WhatTheyDo-8]] > [[Close->19-2012-Detailed]]

example, some develop safer radiation therapies for cancer patients. Others develop improved imaging technologies for radiant energy, such as magnetic resonance imaging (MRI) and ultrasound imaging. Particle and nuclear physicists study the properties of atomic and subatomic particles, such as quarks, electrons, and nuclei and the forces that cause their interactions. Plasma physicists study plasmas, a distinct state of matter that occur naturally in stars and interplanetary space and artificially in products such as neon signs and fluorescent lights. These physicists may study ways to > [[< Previous->19-2012-WhatTheyDo-7]] > [[Next >->19-2012-WhatTheyDo-9]] > [[Close->19-2012-Detailed]]

create fusion reactors as a potential energy source. Quantum information physicists study ways to use quantum objects, such as atoms and photons, to probe information processing, computing, and cryptography. They focus on ways to use the fundamental nature of quantum mechanics and its associated uncertainties. Unlike physicists, astronomers cannot experiment on their subjects, which are so far away that they cannot be touched or interacted with. Therefore, astronomers generally make observations or work on theory. Observational astronomers view celestial objects and collect data on them. > [[< Previous->19-2012-WhatTheyDo-8]] > [[Next >->19-2012-WhatTheyDo-10]] > [[Close->19-2012-Detailed]]

Theoretical astronomers analyze, model, and speculate about systems and how they work and evolve. The following are examples of astronomer job titles: Cosmologists and extragalactic/galactic, planetary, and stellar astronomers study the creation, evolution, and possible futures of the universe and its galaxies, stars, planets, and solar systems. These astronomers develop and test concepts, such as string theory and dark-matter and dark-energy theories, and study models of galactic and stellar evolution, planetary formation, and interactions between stars. Optical and radio astronomers use > [[< Previous->19-2012-WhatTheyDo-9]] > [[Next >->19-2012-WhatTheyDo-11]] > [[Close->19-2012-Detailed]]

be useful for developing programs to gather, analyze, and model data. A bachelor's degree in physical science or a related field, such as engineering, usually is required to enter a graduate program in physics or astronomy. Undergraduate physics programs typically include courses such as quantum mechanics, thermodynamics, and electromagnetism. Jobseekers with a bachelor's degree in physics usually are qualified to work as technicians and research assistants in related fields, such as engineering and computer science. Those with a bachelor's degree in astronomy also may qualify to work as an > [[< Previous->19-2012-HowToBecomeOne-1]] > [[Next >->19-2012-HowToBecomeOne-3]] > [[Close->19-2012-Detailed]]

assistant at an observatory. Students who do not want to continue their studies to the doctoral level may want to take courses in instrument building and computer science. Master's degree and bachelor's degree holders may be eligible for jobs in the federal government. Others may become science teachers in middle schools or high schools. ### Training Physics and astronomy Ph.D. holders who seek employment as researchers may begin their careers in a postdoctoral research position, typically for 2 to 3 years. Senior scientists supervise these researchers as they gain experience and > [[< Previous->19-2012-HowToBecomeOne-2]] > [[Next >->19-2012-HowToBecomeOne-4]] > [[Close->19-2012-Detailed]]

independence doing increasingly complex tasks. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Physicists and astronomers must evaluate their work and the work of others to avoid errors that could invalidate their research. Communication skills. Physicists and astronomers present their research at conferences, to the public, and to others. They also write technical reports for publication and write proposals for > [[< Previous->19-2012-HowToBecomeOne-3]] > [[Next >->19-2012-HowToBecomeOne-5]] > [[Close->19-2012-Detailed]]

research funding. Critical-thinking skills. Physicists and astronomers need to think logically in carrying out scientific experiments and studies. They must determine whether results and conclusions are accurate. Interpersonal skills. Physicists and astronomers must collaborate with others and therefore need to work well with team members and colleagues. Math skills. Physicists and astronomers do calculations involving calculus, geometry, algebra, and other areas of math. They must express their research in mathematical terms. Problem-solving skills. Physicists and astronomers use > [[< Previous->19-2012-HowToBecomeOne-4]] > [[Next >->19-2012-HowToBecomeOne-6]] > [[Close->19-2012-Detailed]]

scientific observation and analysis, as well as creative thinking, to solve problems. For example, they may need to redesign their approach and find alternatives when an experiment or theory fails to produce the desired result. Self-discipline. Physicists and astronomers need to be motivated, since their work may require them to focus on large datasets for long periods. ### Licenses, Certifications, and Registrations Some positions with the federal government, such as those involving nuclear energy, may require applicants to be U.S. citizens and hold a security clearance. ### > [[< Previous->19-2012-HowToBecomeOne-5]] > [[Next >->19-2012-HowToBecomeOne-7]] > [[Close->19-2012-Detailed]]

- Prepare solutions, compounds, and reagents used in laboratory procedures - Analyze substances to determine their composition and concentration of elements - Conduct tests on materials and other substances to ensure that safety and quality standards are met - Write technical reports that detail methods and findings > [[< Previous->19-2032-WhatTheyDo-1]] > [[Next >->19-2032-WhatTheyDo-3]] > [[Close->19-2032-Detailed]]

- Present research findings to scientists, engineers, and other colleagues Chemists and materials scientists work usually work in either basic or applied research. In basic research, chemists and materials scientists investigate the properties, composition, and structure of matter. They also experiment with combinations of elements and the ways in which they interact. In applied research, chemists and materials scientists investigate developing new products or improving existing ones, such as medications, batteries, and cleaners. Chemists and materials scientists use computers and other > [[< Previous->19-2032-WhatTheyDo-2]] > [[Next >->19-2032-WhatTheyDo-4]] > [[Close->19-2032-Detailed]]

laboratory equipment for modeling, simulation, and analysis. For example, chemists may use three-dimensional modeling software to study the structure and properties of complex molecules. Most chemists and materials scientists work as part of a team that may include physicists, microbiologists, and engineers. For example, chemists in pharmaceutical research may work with biochemists and biophysicists or chemical engineers to develop new drugs and with industrial engineers to design ways to mass-produce the drugs. Chemists may work in interdisciplinary fields, such as biochemistry or > [[< Previous->19-2032-WhatTheyDo-3]] > [[Next >->19-2032-WhatTheyDo-5]] > [[Close->19-2032-Detailed]]

geochemistry. They also may specialize in a particular field. The following are examples of types of chemists: Analytical chemists identify elements and compounds in a substance to determine its structure, composition, and nature. They also study the interactions between parts of compounds. Some analytical chemists specialize in developing new methods of evaluation. Their research has a range of applications, including food safety and pollution control. Forensic chemists aid in criminal investigations by testing and analyzing evidence, such as DNA. These chemists work primarily in > [[< Previous->19-2032-WhatTheyDo-4]] > [[Next >->19-2032-WhatTheyDo-6]] > [[Close->19-2032-Detailed]]

laboratories but may testify in court as expert witnesses to explain the results of their analyses. Inorganic chemists study the structure, properties, and reactions of substances that do not contain carbon, such as metals. They work to understand the behavior and the characteristics of inorganic substances, such as ceramics and superconductors, for modifying, separating, or using in products or for other purposes. Medicinal chemists research and develop chemical compounds to create and test new drug products. They also help develop and improve manufacturing processes to effectively produce > [[< Previous->19-2032-WhatTheyDo-5]] > [[Next >->19-2032-WhatTheyDo-7]] > [[Close->19-2032-Detailed]]

new drugs on a large scale. Organic chemists study the structure, properties, and reactions of molecules that contain carbon. They also design and make organic substances for use in developing new commercial products, such as medicine and plastics. Physical chemists study how matter behaves and how chemical reactions occur. From their analyses, physical chemists may develop theories, such as how complex structures are formed, and research potential uses for new materials. Theoretical chemists investigate abstract methods that predict the outcomes of chemical experiments. Their > [[< Previous->19-2032-WhatTheyDo-6]] > [[Next >->19-2032-WhatTheyDo-8]] > [[Close->19-2032-Detailed]]

# Work Environment ### Work Environment Chemists and materials scientists work in laboratories, offices, and manufacturing facilities. Most work full time. > [[Close->19-2032-Detailed]]

courses in chemistry, most of which include a laboratory component. They also require courses in a variety of other subjects, including math, biological sciences, and physics. Some chemistry programs offer materials science as a specialization, and some engineering programs offer a joint degree in materials science and engineering. Graduate programs in chemistry commonly include specialization in a subfield, such as analytical chemistry or inorganic chemistry. For example, those interested in doing pharmaceutical research may choose to develop a strong background in medicinal or organic > [[< Previous->19-2032-HowToBecomeOne-1]] > [[Next >->19-2032-HowToBecomeOne-3]] > [[Close->19-2032-Detailed]]

chemistry. Combined programs, which offer an accelerated bachelor's and master's degree in chemistry, also are available. ### Training Laboratory equipment in the workplace is expensive and may differ from the equipment available in university laboratories. As a result, chemists and materials scientists may receive training after they are hired, with experienced chemists and materials scientists demonstrating proper use of their employers' laboratory equipment. Laboratory experience gained through internships, fellowships, or cooperative programs in industry is also useful. ### > [[< Previous->19-2032-HowToBecomeOne-2]] > [[Next >->19-2032-HowToBecomeOne-4]] > [[Close->19-2032-Detailed]]

Advancement Chemists may advance as they gain experience, typically by receiving greater responsibility and independence in their work. Another path to advancement is through further education. For example, Ph.D. chemists may lead research teams and take on larger, more complicated projects as they progress. Some chemists and materials scientists advance to become natural sciences managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->19-2032-HowToBecomeOne-3]] > [[Next >->19-2032-HowToBecomeOne-5]] > [[Close->19-2032-Detailed]]

page. Analytical skills. Chemists and materials scientists need to evaluate the results of experiments to ensure accuracy in their research. Communication skills. Chemists and materials scientists must be able to convey information clearly in reports and presentations for both technical and nontechnical audiences. Interpersonal skills. Chemists and materials scientists typically work on teams and need to be cooperative. Chemists and material scientists who serve as team leaders must be able to motivate and direct others. Math skills. Chemists and materials scientists regularly use > [[< Previous->19-2032-HowToBecomeOne-4]] > [[Next >->19-2032-HowToBecomeOne-6]] > [[Close->19-2032-Detailed]]

calculus, algebra, statistics, and other math for calculations. Organizational skills. Chemists and materials scientists must document processes carefully when conducting experiments, tracking outcomes, and analyzing results. Perseverance. Chemists and materials scientists must persist in the trial-and-error demands of research. They must be self-motivated to avoid becoming discouraged. Problem-solving skills. Chemists' and materials scientists' work involves posing questions during research and finding answers through results. Time-management skills. Chemists and materials scientists > [[< Previous->19-2032-HowToBecomeOne-5]] > [[Next >->19-2032-HowToBecomeOne-7]] > [[Close->19-2032-Detailed]]

usually need to meet deadlines and must be able to prioritize tasks while maintaining quality. > [[< Previous->19-2032-HowToBecomeOne-6]] > [[Close->19-2032-Detailed]]

# What Fashion Designers Do Fashion designers create original clothing, accessories, and footwear. They sketch designs, select fabrics and patterns, and give instructions on how to make the products they design. ### Duties Fashion designers typically do the following: - Study fashion trends and anticipate designs that will appeal to consumers - Decide on a theme for a collection - Use computer-aided design (CAD) programs to create designs - Visit manufacturers or trade shows to get samples of fabric - Select fabrics, embellishments, colors, or a style for each garment or accessory > [[Next >->27-1022-WhatTheyDo-2]] > [[Close->27-1022-Detailed]]

- Work with other designers or team members to create prototype designs - Present design ideas to creative directors or showcase their ideas in fashion or trade shows - Market designs to clothing retailers or to consumers > [[< Previous->27-1022-WhatTheyDo-1]] > [[Next >->27-1022-WhatTheyDo-3]] > [[Close->27-1022-Detailed]]

- Oversee the final production of their designs Larger apparel companies typically employ a team of designers headed by a creative director. Some fashion designers specialize in clothing, footwear, or accessory design; others create designs in all three fashion categories. For some fashion designers, the first step in creating a new design is researching current fashion and making predictions about future trends, such as by reading reports published by fashion industry trade groups. Other fashion designers create collections using a variety of inspirations, including art media, their > [[< Previous->27-1022-WhatTheyDo-2]] > [[Next >->27-1022-WhatTheyDo-4]] > [[Close->27-1022-Detailed]]

surroundings, or cultures they have experienced and places they have visited. After they have an initial idea, fashion designers try out various fabrics and produce a prototype, often with less expensive material than will be used in the final product. They work with models to see how the design will look and adjust the designs as needed. Although most designers first sketch their designs by hand, many now also sketch their ideas digitally with computer-aided design (CAD) programs. CAD allows designers to see their work on virtual models. They can try different colors, designs, and shapes > [[< Previous->27-1022-WhatTheyDo-3]] > [[Next >->27-1022-WhatTheyDo-5]] > [[Close->27-1022-Detailed]]

while making adjustments more easily than they can when working with real fabric on real people. Designers produce samples with the actual materials that will be used in manufacturing. Samples that get good responses from fashion editors or trade and fashion shows are then manufactured and sold to consumers. The design process may vary by specialty, but it generally takes 6 months, from initial design concept to final production, to release either the spring or fall collection. In addition to releasing designs during the spring and fall, some companies release new designs every month. The > [[< Previous->27-1022-WhatTheyDo-4]] > [[Next >->27-1022-WhatTheyDo-6]] > [[Close->27-1022-Detailed]]

Internet and e-commerce allow fashion designers to offer their products outside of traditional brick-and-mortar stores. These designers ship directly to the consumer, without having to invest in a physical shop to showcase their product lines of collections. The following are examples of types of fashion designers: Accessory designers design and produce items such as handbags, suitcases, belts, scarves, hats, hosiery, and eyewear. Costume designers design costumes for the performing arts and for motion picture and television productions. They research the styles worn during the period in > [[< Previous->27-1022-WhatTheyDo-5]] > [[Next >->27-1022-WhatTheyDo-7]] > [[Close->27-1022-Detailed]]

which the performance is set, or they work with directors to select and create appropriate attire. They also must stay within the production's costume budget. Clothing designers create and help produce men's, women's, and children's apparel, including casual wear, suits, sportswear, evening wear, outerwear, maternity clothing, and intimate apparel. Footwear designers create and help produce different styles of shoes and boots. As new materials, such as lightweight synthetic materials used in shoe soles, become available, footwear designers produce new designs that combine comfort, form, and > [[< Previous->27-1022-WhatTheyDo-6]] > [[Next >->27-1022-WhatTheyDo-8]] > [[Close->27-1022-Detailed]]

function. > [[< Previous->27-1022-WhatTheyDo-7]] > [[Close->27-1022-Detailed]]

# Work Environment ### Work Environment Fashion designers work in wholesale or manufacturing establishments, apparel companies, retailers, theater or dance companies, and design firms. Most fashion designers work in New York and California. > [[Close->27-1022-Detailed]]

# How to Become a Fashion Designer Fashion designers typically need a bachelor's degree to enter the occupation. Employers may prefer to hire creative candidates who have technical knowledge of the production processes for clothing, accessories, or footwear. ### Education Fashion designers typically have a bachelor's degree in a fine arts or business field such as fashion design or fashion merchandising. These fashion-focused programs teach students about textiles and fabrics and how to use computer-aided design (CAD) technology. Students also work on projects they can add to their portfolio, which showcases their > [[Next >->27-1022-HowToBecomeOne-2]] > [[Close->27-1022-Detailed]]

designs. For many artists, including fashion designers, developing a portfolio - a collection of design ideas that demonstrates their styles and abilities > [[< Previous->27-1022-HowToBecomeOne-1]] > [[Next >->27-1022-HowToBecomeOne-3]] > [[Close->27-1022-Detailed]]

- is essential. Students studying fashion design often have opportunities to develop their portfolios further by entering their designs in student or amateur contests. When making hiring decisions, employers rely on these portfolios to gauge talent and creativity. More than 360 postsecondary institutions are accredited with programs in art and design, and many of them award degrees in fashion design. These schools often require students to have completed basic art and design courses before entering a program. Applicants usually must submit sketches and other examples of their artistic > [[< Previous->27-1022-HowToBecomeOne-2]] > [[Next >->27-1022-HowToBecomeOne-4]] > [[Close->27-1022-Detailed]]

ability. ### Other Experience Fashion designers often gain experience in the fashion industry through internships or by working as an assistant designer. Internships introduce aspiring fashion designers to the design process, building their knowledge of textiles and colors and of how the industry works. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Artistic ability. Fashion designers sketch their initial design ideas, which are used > [[< Previous->27-1022-HowToBecomeOne-3]] > [[Next >->27-1022-HowToBecomeOne-5]] > [[Close->27-1022-Detailed]]

to create prototypes. Designers must be able to express their vision for the design through illustration. Communication skills. Throughout the design process, fashion designers must be able to communicate effectively. For example, they may need to instruct sewers about garment construction. Computer skills. Fashion designers must be able to use computer-aided design (CAD) programs and be familiar with graphics editing software. Creativity. Fashion designers work with a variety of fabrics, shapes, and colors. Their ideas must be unique, functional, and stylish. Decision-making skills. When > [[< Previous->27-1022-HowToBecomeOne-4]] > [[Next >->27-1022-HowToBecomeOne-6]] > [[Close->27-1022-Detailed]]

working on teams, fashion designers are exposed to many ideas. They must be able to decide which ideas to incorporate into their designs. Detail oriented. Fashion designers must have a good eye for small differences in color and other details that can make a design successful. > [[< Previous->27-1022-HowToBecomeOne-5]] > [[Close->27-1022-Detailed]]

# Pay The median annual wage for fashion designers was $80,690 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $35,970, and the highest 10 percent earned more than $169,620. In May 2024, the median annual wages for fashion designers in the top industries in which they worked were as follows: Fashion designers occasionally work many hours to meet production deadlines or prepare for fashion shows. Generally, designers who freelance are under contract; these designers > [[Next >->27-1022-Pay-2]] > [[Close->27-1022-Detailed]]

often have long workdays that require them to adjust to their clients' schedules and deadlines. > [[< Previous->27-1022-Pay-1]] > [[Close->27-1022-Detailed]]

# Job Outlook Employment of fashion designers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 2,300 openings for fashion designers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The demand for a constant flow of new fashion designs has been accelerated by social media influencers and by retailers advertising and selling directly to consumers online. Consumer interest in > [[Next >->27-1022-JobOutlook-2]] > [[Close->27-1022-Detailed]]

sustainable options in the fashion industry also has created a desire for designs that use eco- and vegan-friendly materials. As a result, some employment growth is expected for these workers. > [[< Previous->27-1022-JobOutlook-1]] > [[Close->27-1022-Detailed]]

- Accept payment and provide customers with receipts - Clean assigned work areas, such as dining tables or serving counters - Stock service stations, cabinets, and tables > [[< Previous->35-3023-WhatTheyDo-1]] > [[Next >->35-3023-WhatTheyDo-3]] > [[Close->35-3023-Detailed]]

- Set tables or prepare food stations for new customers Food and beverage serving and related workers are the front line of customer service in restaurants, cafeterias, and other food service establishments. They seat customers, take or prepare food and drink orders, clear and set tables, and serve food and beverages. Depending on the establishment, they may do some or all of these tasks during their shift. Most work as part of a team, although their responsibilities and job titles vary. The following are examples of types of food and beverage serving and related workers: Dining room and > [[< Previous->35-3023-WhatTheyDo-2]] > [[Next >->35-3023-WhatTheyDo-4]] > [[Close->35-3023-Detailed]]

cafeteria attendants and bartender helpers - sometimes collectively referred to as bus staff > [[< Previous->35-3023-WhatTheyDo-3]] > [[Next >->35-3023-WhatTheyDo-5]] > [[Close->35-3023-Detailed]]

- help waiters, waitresses, and bartenders by cleaning and setting tables, removing dirty dishes, and stocking serving areas with supplies. They also may help waiters and waitresses by bringing meals from the kitchen, distributing dishes to diners, filling water glasses, and delivering condiments. Fast food and counter workers are employed primarily by limited-service restaurants, cafeterias, and snack bars at which customers generally order and pay before eating. These workers take food and beverage orders, prepare or retrieve items, and accept payment. They also heat food items and make > [[< Previous->35-3023-WhatTheyDo-4]] > [[Next >->35-3023-WhatTheyDo-6]] > [[Close->35-3023-Detailed]]

# How to Become a Food and Beverage Serving or Related Worker Food and beverage serving and related workers typically have no requirements for education to enter the occupation. They receive short-term on-the-job training. Most states require workers who serve alcoholic beverages, even as an accompaniment to meals, to be at least 18 years old. ### Education There typically are no formal education requirements for becoming a food and beverage serving worker. ### Training Workers typically learn through on-the-job training, which may last from few days to several weeks. Training includes basic customer service, kitchen safety, safe food-handling > [[Next >->35-3023-HowToBecomeOne-2]] > [[Close->35-3023-Detailed]]

procedures, and sanitation guidelines. Food and beverage serving and related workers typically learn their duties by watching and working with experienced staff. Some employers, particularly those in fast-food restaurants, have specific training programs for new workers. Bartender helpers and other workers in establishments where alcohol is served may need training on state and local laws concerning the sale of alcoholic beverages. Some states, counties, and cities mandate such training, which typically lasts a few hours. ### Advancement Some food and beverage serving and related workers > [[< Previous->35-3023-HowToBecomeOne-1]] > [[Next >->35-3023-HowToBecomeOne-3]] > [[Close->35-3023-Detailed]]

advance to waiter, waitress, or bartender positions as they learn the basics of serving food or preparing drinks. Kitchen staff may advance to become food preparation workers or cooks. Still others may move up to supervisory or food service manager positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Food and beverage serving and related workers must listen to customers' orders and relay them correctly to the > [[< Previous->35-3023-HowToBecomeOne-2]] > [[Next >->35-3023-HowToBecomeOne-4]] > [[Close->35-3023-Detailed]]

kitchen staff so that the orders are prepared as requested. Customer-service skills. Food service establishments rely on good food and customer service to keep customers and succeed in a competitive industry. As a result, workers should be courteous and be able to attend to customers' requests. Physical stamina. Food and beverage serving and related workers spend most of their shift doing physical tasks such as standing, carrying trays, and cleaning work areas. Physical strength. Food and beverage serving and related workers need to be able to lift and carry stock and equipment that can > [[< Previous->35-3023-HowToBecomeOne-3]] > [[Next >->35-3023-HowToBecomeOne-5]] > [[Close->35-3023-Detailed]]

weigh up to 50 pounds. > [[< Previous->35-3023-HowToBecomeOne-4]] > [[Close->35-3023-Detailed]]

these occupations earn tips, most get their earnings from hourly wages alone. In some restaurants, workers may contribute all or a portion of their tips to a tip pool, which is distributed among qualifying workers. Tip pools allow workers who do not usually receive tips directly from customers, such as dining room attendants, to be part of a team and to share in the rewards for good service. Employers may provide meals and uniforms but may deduct those costs from the worker's wages. Part-time work is common for food and beverage serving and related workers. Because restaurants and other > [[< Previous->35-3023-Pay-1]] > [[Next >->35-3023-Pay-3]] > [[Close->35-3023-Detailed]]

# What Geoscientists Do Geoscientists study the physical aspects of the Earth, such as its composition, structure, and processes, to learn about its past and present and to predict future events. ### Duties Geoscientists typically do the following: - Plan and carry out field studies, in which they visit locations to collect samples and conduct surveys - Analyze aerial photographs, rock samples, and other data sources to locate deposits of natural resources and estimate their size - Conduct laboratory tests on samples collected in the field - Make geologic maps and charts - Prepare written reports > [[Next >->19-2042-WhatTheyDo-2]] > [[Close->19-2042-Detailed]]

- Present their findings to varied audiences, including clients and colleagues Geoscientists study the Earth's composition, or layers; its structure, which focuses on the properties of rocks; and its processes, such as erosion and volcanic activity. By analyzing rocks, fossils, and other clues, geoscientists are able to create timelines of events in the Earth's geologic history. They also research changes in its resources to provide guidance in meeting human demands, such as for water, and to predict geological risks and hazards. Geoscientists use a variety of tools in their work. In the > [[< Previous->19-2042-WhatTheyDo-1]] > [[Next >->19-2042-WhatTheyDo-3]] > [[Close->19-2042-Detailed]]

field, they may use a hammer and chisel to collect rock samples or ground-penetrating radar equipment to search for minerals. In laboratories, they may use x-rays and electron microscopes to determine the chemical and physical composition of rock samples. They also may use remote sensing equipment to collect data, as well as geographic information systems (GIS) and modeling software to analyze the data collected. Geoscientists may supervise the work of technicians and coordinate work with other scientists, both in the field and in the lab. As geological challenges increase, geoscientists > [[< Previous->19-2042-WhatTheyDo-2]] > [[Next >->19-2042-WhatTheyDo-4]] > [[Close->19-2042-Detailed]]

may opt to work as generalists. However, some choose to specialize in a particular aspect of the Earth. The following are examples of types of geoscientists: Environmental geologists study how consequences of human activity, such as pollution and waste management, affect the quality of the Earth's air, soil, and water. They also may work to solve problems associated with natural threats, such as flooding and erosion. Geologists study the materials, processes, and history of the Earth. They investigate how rocks were formed and what has happened to them since their formation. There are > [[< Previous->19-2042-WhatTheyDo-3]] > [[Next >->19-2042-WhatTheyDo-5]] > [[Close->19-2042-Detailed]]

subgroups of geologists as well, such as stratigraphers, who study stratified rock, and mineralogists, who study the structure and composition of minerals. Oceanographers study the motion and circulation of ocean waters; the physical and chemical properties of the oceans; and the ways these properties affect coastal areas, climate, and weather. Paleontologists study fossils found in geological formations in order to trace the evolution of plant and animal life and the geologic history of the Earth. Petroleum geologists collect rock and sediment samples from sites through drilling and other > [[< Previous->19-2042-WhatTheyDo-4]] > [[Next >->19-2042-WhatTheyDo-6]] > [[Close->19-2042-Detailed]]

methods and test the samples for the presence of oil and gas. They also estimate the size of oil and gas deposits and work to develop extraction sites. Seismologists study earthquakes and related phenomena, such as tsunamis. They use seismographs and other instruments to collect data on these events. > [[< Previous->19-2042-WhatTheyDo-5]] > [[Close->19-2042-Detailed]]

# Work Environment ### Work Environment Geoscientists usually split their time between work in an office setting, in laboratories, and outdoors. Most geoscientists work full time, and some work more than 40 hours per week. Schedules vary to include irregular hours when doing fieldwork. > [[Close->19-2042-Detailed]]

# How to Become a Geoscientist Geoscientists typically need a bachelor's degree to enter the occupation. For some positions, employers prefer to hire candidates who have a master's or doctoral degree. Most geoscientists need a state-issued license. ### Education Geoscientists typically need a bachelor's degree in geoscience or a related field, such as physical science or natural resources. Geoscience programs include courses in mineralogy, geology, and other sciences, along with subjects such as mathematics and engineering. Some programs focus on a particular area of geoscience, such as environmental geology, while > [[Next >->19-2042-HowToBecomeOne-2]] > [[Close->19-2042-Detailed]]

others prepare students to become generalists. Programs also usually involve geology fieldwork that provides students with practical experience. Students may gain additional experience by completing a geosciences internship while in college. Interns usually work under the supervision of a senior geoscientist on tasks such as preparing for field visits, collecting samples, and writing reports. Master's and doctoral degree programs in geoscience typically involve more specialization, research, and technical experience than bachelor's programs do. Having a graduate degree may make candidates > [[< Previous->19-2042-HowToBecomeOne-1]] > [[Next >->19-2042-HowToBecomeOne-3]] > [[Close->19-2042-Detailed]]

more competitive for certain entry-level positions or for advancement. ### Licenses, Certifications, and Registrations Most states require licensing for geologists who offer services to the public. Public service activities include those associated with civil engineering projects, environmental protection, and regulatory compliance. Licensure requirements vary by state, but applicants typically must meet minimum education and experience requirements and earn a passing score on an exam. Information on state licensing board requirements is available from CareerOneStop. Contact your state > [[< Previous->19-2042-HowToBecomeOne-2]] > [[Next >->19-2042-HowToBecomeOne-4]] > [[Close->19-2042-Detailed]]

licensing board for more information. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Geoscientists must be able to present their research findings clearly to a variety of audiences, including both scientists and those who do not have a background in geoscience. Critical-thinking skills. Geoscientists conduct research through observation and testing, then evaluate data to explain their findings. Outdoor skills. > [[< Previous->19-2042-HowToBecomeOne-3]] > [[Next >->19-2042-HowToBecomeOne-5]] > [[Close->19-2042-Detailed]]

Geoscientists may spend significant time outdoors performing fieldwork. They must be comfortable being outside for long periods, which may include overnight camping. Physical stamina. Geoscientists need to be physically fit because they may need to hike, sometimes to remote locations, while carrying equipment for fieldwork. Problem-solving skills. Geoscientists must be able to analyze statistical data and other information in order to address problems. > [[< Previous->19-2042-HowToBecomeOne-4]] > [[Close->19-2042-Detailed]]

# Pay The median annual wage for geoscientists was $99,240 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $58,790, and the highest 10 percent earned more than $178,880. In May 2024, the median annual wages for geoscientists in the top industries in which they worked were as follows: Most geoscientists work full time, and some work more than 40 hours per week. Schedules may vary to include irregular hours when doing fieldwork. Geoscientists travel frequently to meet > [[Next >->19-2042-Pay-2]] > [[Close->19-2042-Detailed]]

with clients and to conduct fieldwork. > [[< Previous->19-2042-Pay-1]] > [[Close->19-2042-Detailed]]

# Job Outlook Employment of geoscientists is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 2,000 openings for geoscientists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The need for energy, environmental protection, and responsible land and resource management is expected to contribute to demand for geoscientists. Geoscientists will be involved in discovering and > [[Next >->19-2042-JobOutlook-2]] > [[Close->19-2042-Detailed]]

developing sites for traditional and alternative energy sources. For example, geoscientists study wind speeds and patterns to determine sites that are suitable for wind turbines. > [[< Previous->19-2042-JobOutlook-1]] > [[Close->19-2042-Detailed]]

# What Hydrologists Do Hydrologists study water and how it moves across and through the Earth's crust. They research the distribution, circulation, and physical properties of surface water and groundwater. They also study the form and intensity of precipitation and its rate of evaporation into the atmosphere, infiltration into soil, or return to the ocean. ### Duties Hydrologists typically do the following: - Measure streamflow, volume, and other water-cycle elements of bodies of water - Collect water and soil samples to test for specific properties, such as the pH or pollution levels > [[Next >->19-2043-WhatTheyDo-2]] > [[Close->19-2043-Detailed]]

- Analyze data on the impacts of pollution, erosion, drought, and other environmental problems - Research ways to minimize negative impacts of environmental problems on people and ecosystems - Forecast water supplies, the spread of pollution, floods, and other events - Evaluate the feasibility of water-related projects, such as hydroelectric power plants, irrigation systems, and wastewater treatment facilities > [[< Previous->19-2043-WhatTheyDo-1]] > [[Next >->19-2043-WhatTheyDo-3]] > [[Close->19-2043-Detailed]]

- Write reports and present their findings Hydrologists study water distribution, movement, and quality above and below the Earth. Their insights and expertise help with managing resources and addressing environmental issues that involve water. Hydrologists use a variety of equipment and techniques to collect and analyze data. For example, they may use light detection and ranging (LiDAR) or sound navigation and ranging (sonar) systems to gather data for mapping bodies of water. They also use computer modeling programs to predict water conditions and analyze complex datasets. Working with > [[< Previous->19-2043-WhatTheyDo-2]] > [[Next >->19-2043-WhatTheyDo-4]] > [[Close->19-2043-Detailed]]

engineers, scientists, and public officials, hydrologists help to manage the water supply in a variety of ways. For example, some groundwater hydrologists recommend locations for wells and the amount of water available for pumping; others focus on the cleanup of groundwater contaminated by spilled chemicals. Surface water hydrologists may analyze precipitation data to predict water levels of aboveground sources such as lakes, streams, and snowpacks, helping reservoir managers decide when to release or store water. > [[< Previous->19-2043-WhatTheyDo-3]] > [[Close->19-2043-Detailed]]

# Work Environment ### Work Environment Hydrologists typically work in an office setting and in the field. They may need to travel to lakes, streams, and other locations and work outdoors in all types of weather. Most hydrologists work full time, and some work more than 40 hours a week. > [[Close->19-2043-Detailed]]

# How to Become a Hydrologist To enter the occupation, hydrologists typically need a bachelor's degree in geology, hydrology, or a related field. However, some employers prefer to hire candidates who have a master's degree. ### Education Hydrologists typically need a bachelor's degree in a physical science field, such as geology or hydrology. Some employers prefer to hire candidates who have a master's degree. Environmental science, geosciences, or other natural or physical science programs usually include coursework in math, statistics, and sciences. Students also may choose to participate in internships while in > [[Next >->19-2043-HowToBecomeOne-2]] > [[Close->19-2043-Detailed]]

school to gain hands-on experience before entering the job market. States that require geologists to be licensed may encourage hydrologists to pursue licensing as well. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Hydrologists need to evaluate data collected in the field and examine the results of laboratory tests. Communication skills. Hydrologists prepare detailed reports that document their research methods and > [[< Previous->19-2043-HowToBecomeOne-1]] > [[Next >->19-2043-HowToBecomeOne-3]] > [[Close->19-2043-Detailed]]

findings. They may have to present their findings to audiences who do not have a technical background, such as government officials or the public. Critical-thinking skills. Hydrologists develop and use models to assess the potential risks to the water supply by pollution, floods, droughts, and other threats. They develop water management plans to handle these threats. Interpersonal skills. Hydrologists must be able to collaborate as part of a team with engineers, technicians, and other scientists. Physical stamina. Hydrologists working in the field may need to hike to remote locations > [[< Previous->19-2043-HowToBecomeOne-2]] > [[Next >->19-2043-HowToBecomeOne-4]] > [[Close->19-2043-Detailed]]

while carrying testing and sampling equipment. Problem-solving skills. Hydrologists use their knowledge to find solutions to issues affecting water quality and availability. > [[< Previous->19-2043-HowToBecomeOne-3]] > [[Close->19-2043-Detailed]]

# Pay The median annual wage for hydrologists was $92,060 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $60,010, and the highest 10 percent earned more than $139,420. In May 2024, the median annual wages for hydrologists in the top industries in which they worked were as follows: Most hydrologists work full time. Some work more than 40 hours a week, especially when they are in the field. > [[Close->19-2043-Detailed]]

# Job Outlook Employment of hydrologists is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 500 openings for hydrologists are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Demand for the services of hydrologists will stem from ongoing human activities such as mining, construction, and hydraulic fracturing. Concerns about the environmental and economic impacts of flooding and droughts are > [[Next >->19-2043-JobOutlook-2]] > [[Close->19-2043-Detailed]]

likely to increase demand for these scientists. Hydrologists will be needed to assess threats to local, state, and national water supplies and to develop comprehensive water management plans. However, the development and use of integrated technology and review systems may limit the need for some hydrologists. Population expansion into areas that were previously uninhabited also may increase the risk of flooding, and new communities may encounter water availability issues. Although governments value hydrologists' expertise in finding sustainable solutions to managing water resources, budget > [[< Previous->19-2043-JobOutlook-1]] > [[Next >->19-2043-JobOutlook-3]] > [[Close->19-2043-Detailed]]

constraints will limit hiring and impact growth. > [[< Previous->19-2043-JobOutlook-2]] > [[Close->19-2043-Detailed]]

- Collaborate with a director to determine the overall vision of the production - Discuss filming and editing techniques with a director to improve a scene - Select the appropriate equipment, such as the type of lens or lighting > [[< Previous->27-4032-WhatTheyDo-1]] > [[Next >->27-4032-WhatTheyDo-3]] > [[Close->27-4032-Detailed]]

- Shoot or edit a scene based on the director's vision Many camera operators supervise one or more assistants. The assistants set up the camera equipment and may be responsible for its storage and care. Assistants also help the operator determine the best shooting angle and make sure that the camera stays in focus. Likewise, editors often have one or more assistants. The assistants support the editor by keeping track of each shot in a database or loading digital video into an editing bay. Assistants also may do some of the editing tasks. Most operators prefer using digital cameras because > [[< Previous->27-4032-WhatTheyDo-2]] > [[Next >->27-4032-WhatTheyDo-4]] > [[Close->27-4032-Detailed]]

the smaller, more inexpensive instruments give them more flexibility in shooting angles. Digital cameras also have changed the job of some camera assistants: Instead of loading film or choosing lenses, they download digital images or choose a type of software program to use with the camera. In addition, drone cameras give operators an opportunity to film in the air, or in places that are hard to reach. Nearly all editing work is done on a computer, and editors often are trained in a specific type of editing software. The following are examples of types of camera operators: Cinematographers > [[< Previous->27-4032-WhatTheyDo-3]] > [[Next >->27-4032-WhatTheyDo-5]] > [[Close->27-4032-Detailed]]

film motion pictures. They usually work with a team of camera operators and assistants. Cinematographers determine the angles and types of equipment that will best capture a shot. They also adjust the lighting in a shot, because that is an important part of how the image looks. Cinematographers may use stationary cameras that shoot whatever passes in front of them, or they may use a camera mounted on a track and move around the action. Some cinematographers sit on cranes to film an action scene; others carry the camera on their shoulder while they move around the action. Some > [[< Previous->27-4032-WhatTheyDo-4]] > [[Next >->27-4032-WhatTheyDo-6]] > [[Close->27-4032-Detailed]]

cinematographers specialize in filming cartoons or special effects. For information about a career in animation, see special effects artists and animators. Other cinematographers function as a film's artistic director. For information about these workers, see art directors. Studio camera operators work in a broadcast studio and videotape their subjects from a fixed position. There may be one or several cameras in use at a time. Operators normally follow directions that give the order of the shots. They often have time to practice camera movements before shooting begins. If they are shooting > [[< Previous->27-4032-WhatTheyDo-5]] > [[Next >->27-4032-WhatTheyDo-7]] > [[Close->27-4032-Detailed]]

a live event, they must be able to make adjustments at a moment's notice and follow the instructions of the show's director. The use of robotic cameras is common among studio camera operators, and one operator may control several cameras at once. Videographers film or videotape private ceremonies or special events, such as weddings. They also may work with companies and make corporate documentaries on a variety of topics. Most videographers edit their own material. Many videographers run their own business or do freelance work. They may submit bids, write contracts, and get permission to > [[< Previous->27-4032-WhatTheyDo-6]] > [[Next >->27-4032-WhatTheyDo-8]] > [[Close->27-4032-Detailed]]

because both are now used on film sets. ### Training Employers may offer new employees training in the type of specialized editing software those employers use. Most editors eventually specialize in one type of software, but beginners should be familiar with as many types as possible. ### Licenses, Certifications, and Registrations Editors may demonstrate competence in various types of editing software by earning certification, which is generally offered by software vendors. Certification requires passing a comprehensive exam, and candidates can prepare for the exam on their own, through > [[< Previous->27-4032-HowToBecomeOne-1]] > [[Next >->27-4032-HowToBecomeOne-3]] > [[Close->27-4032-Detailed]]

online tutorials, or through classroom instruction. ### Advancement Experienced film and video editors and camera operators with creativity and leadership skills can advance to overseeing their own projects. For more information, see the profile on producers and directors. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Film and video editors and camera operators must communicate with other members of a production > [[< Previous->27-4032-HowToBecomeOne-2]] > [[Next >->27-4032-HowToBecomeOne-4]] > [[Close->27-4032-Detailed]]

team, including producers and directors, to ensure that the project goes smoothly. Computer skills. Film and video editors must use sophisticated editing software. Creativity. Film and video editors and camera operators should be able to imagine what the result of their filming or editing will look like to an audience. Detail oriented. Editors look at every frame of film and decide what should be kept or cut in order to maintain the best content. Hand–eye coordination. Camera operators need to be able to move about the action while holding a camera steady. Physical stamina. Camera > [[< Previous->27-4032-HowToBecomeOne-3]] > [[Next >->27-4032-HowToBecomeOne-5]] > [[Close->27-4032-Detailed]]

top industries in which they worked were as follows: In May 2024, the median annual wages for film and video editors in the top industries in which they worked were as follows: Most film and video editors and camera operators work full time, although part-time work is common. Work hours often vary with the type of operator or editor. Those who work in broadcasting may put in additional hours to meet a deadline. Those who work in the motion picture industry may have busy schedules while filming, but they go through a period of looking for work once a film is complete and before they are > [[< Previous->27-4032-Pay-1]] > [[Next >->27-4032-Pay-3]] > [[Close->27-4032-Detailed]]

hired for their next job. > [[< Previous->27-4032-Pay-2]] > [[Close->27-4032-Detailed]]

# What Survey Researchers Do Survey researchers design surveys and analyze data. Surveys are used to collect factual data, such as employment and salary information, or to ask questions in order to understand people's opinions, preferences, beliefs, or desires. ### Duties Survey researchers typically do the following: - Conduct background research on survey topics - Plan and design surveys, and determine appropriate survey methods - Test surveys to make sure that people will understand the questions being asked - Coordinate the work of survey interviewers and data collectors > [[Next >->19-3022-WhatTheyDo-2]] > [[Close->19-3022-Detailed]]

- Account for and solve problems caused by nonresponse or other sampling issues - Analyze data, using statistical software and techniques - Summarize survey data, using tables, graphs, and fact sheets > [[< Previous->19-3022-WhatTheyDo-1]] > [[Next >->19-3022-WhatTheyDo-3]] > [[Close->19-3022-Detailed]]

- Evaluate surveys, the methods underlying them, and their performance to improve future surveys Survey researchers design and conduct surveys for different research purposes. Surveys for scientific research cover various topics, including government, health, social sciences, and education. For example, a survey researcher may try to capture information about the prevalence of drug use or disease. Some survey researchers design public opinion surveys, which are intended to gather information about the attitudes and opinions of society or of a certain group. Surveys can cover a wide variety > [[< Previous->19-3022-WhatTheyDo-2]] > [[Next >->19-3022-WhatTheyDo-4]] > [[Close->19-3022-Detailed]]

of topics, including politics, culture, the economy, or health. Other survey researchers design marketing surveys which examine products or services that consumers want, need, or prefer. Researchers who collect and analyze market research data are known as market research analysts. Survey researchers may conduct surveys in many different formats, such as interviews, questionnaires, and focus groups (in-person, small group sessions led by a facilitator). They use different methods to collect data, including the Internet, mail, and telephone and in-person interviews. Some researchers use > [[< Previous->19-3022-WhatTheyDo-3]] > [[Next >->19-3022-WhatTheyDo-5]] > [[Close->19-3022-Detailed]]

surveys to solicit the opinions of an entire population. The decennial census is an example of such a survey. Others use surveys to target a smaller group, such as a specific demographic group, residents of a particular state, or members of a political party. Researchers survey a sample of the population and use statistics to make sure that the sample accurately represents the target population group. Researchers use a variety of statistical techniques and analytical software to plan surveys, adjust for errors in the data, and analyze the results. Survey researchers sometimes supervise > [[< Previous->19-3022-WhatTheyDo-4]] > [[Next >->19-3022-WhatTheyDo-6]] > [[Close->19-3022-Detailed]]

interviewers who collect survey data through in-person interviews or by telephone. > [[< Previous->19-3022-WhatTheyDo-5]] > [[Close->19-3022-Detailed]]

# Work Environment ### Work Environment Most survey researchers work in research firms, polling organizations, nonprofits, corporations, colleges and universities, and government agencies. The majority work full time during regular business hours. > [[Close->19-3022-Detailed]]

# How to Become a Survey Researcher Survey researchers typically need at least a master's degree to enter the occupation. However, a bachelor's degree may be sufficient for some entry-level positions. ### Education Survey researchers typically need a master's degree or Ph.D. The master's degree may be in a variety of fields, including marketing or survey research, statistics, or social sciences. A bachelor's degree is sufficient for some entry-level positions. To prepare to enter this occupation, students should take courses in research methods, survey methodology, computer science, mathematics, and statistics. Many also may > [[Next >->19-3022-HowToBecomeOne-2]] > [[Close->19-3022-Detailed]]

benefit from taking business courses, such as marketing and consumer behavior, and social science courses, such as psychology, sociology, and economics. ### Other Experience Prospective survey researchers can gain experience through internships or fellowships. Many businesses, research and polling firms, and marketing companies offer internships for college students or recent graduates who want to work in market and survey research. These opportunities, which provide valuable experience, can be very helpful toward getting a job. ### Licenses, Certifications, and Registrations Although > [[< Previous->19-3022-HowToBecomeOne-1]] > [[Next >->19-3022-HowToBecomeOne-3]] > [[Close->19-3022-Detailed]]

survey researchers are not required by law to be licensed or certified, certification can show a level of professional competence. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Survey researchers must be able to apply statistical techniques to large amounts of data and interpret the results correctly. They also should be proficient in the statistical > [[< Previous->19-3022-HowToBecomeOne-2]] > [[Next >->19-3022-HowToBecomeOne-4]] > [[Close->19-3022-Detailed]]

software used to analyze data. Communication skills. Survey researchers need strong communication skills when conducting surveys and interpreting and presenting results to clients. Critical-thinking skills. Survey researchers must design or choose a survey and a survey method that together best capture the information needed. They must also be able to look at the data and draw reasonable conclusions from the results of the survey. Detail oriented. Survey researchers must pay attention to details, because survey results depend on collecting, analyzing, and reporting the data > [[< Previous->19-3022-HowToBecomeOne-3]] > [[Next >->19-3022-HowToBecomeOne-5]] > [[Close->19-3022-Detailed]]

accurately. Problem-solving skills. Survey researchers need problem-solving skills when identifying survey design issues, adjusting survey questions, and interpreting survey results. > [[< Previous->19-3022-HowToBecomeOne-4]] > [[Close->19-3022-Detailed]]

# Pay The median annual wage for survey researchers was $63,380 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,950, and the highest 10 percent earned more than $118,730. In May 2024, the median annual wages for survey researchers in the top industries in which they worked were as follows: > [[Close->19-3022-Detailed]]

# Job Outlook Employment of survey researchers is projected to grow 5 percent from 2024 to 2034, decline. About 700 openings for survey researchers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Survey researchers will continue to be employed in marketing, research, and polling establishments to plan and design surveys and to analyze data. However, ongoing adoption of data mining > [[Next >->19-3022-JobOutlook-2]] > [[Close->19-3022-Detailed]]

- finding trends in large sets of existing data - and collecting information from social media sites are expected to lessen the need for some traditional survey methods, such as telephone and in-person interviews. The use of big data in market research is expected to continue to make survey research work more efficient and therefore will likely reduce the demand for survey researchers to gather survey information. > [[< Previous->19-3022-JobOutlook-1]] > [[Close->19-3022-Detailed]]

# What Fire Inspectors Do Fire inspectors detect fire hazards, recommend prevention measures, ensure compliance with state and local fire codes, and investigate causes of fires. ### Duties Fire inspectors and investigators examine buildings and scenes of fires; forest fire inspectors and prevention specialists assess conditions for outdoor fire risks. Fire inspectors and investigators typically do the following: - Search buildings for fire hazards - Review building blueprints with developers - Ensure that existing buildings and designs comply with fire codes > [[Next >->33-2021-WhatTheyDo-2]] > [[Close->33-2021-Detailed]]

- Conduct fire and safety education programs and review emergency evacuation plans - Collect and analyze evidence from scenes of fires and explosions - Testify in civil and criminal legal proceedings - Work with law enforcement or exercise police powers, such as the power of arrest, and carry a weapon Forest fire inspectors and prevention specialists typically do the following: - Patrol assigned areas to look for forest fires, hazardous conditions, and weather phenomena that pose wildfire risk - Assist in wildfire suppression - Operate, maintain, and repair firefighting equipment > [[< Previous->33-2021-WhatTheyDo-1]] > [[Next >->33-2021-WhatTheyDo-3]] > [[Close->33-2021-Detailed]]

- Review development proposals and inspect areas for nonconforming properties or structures > [[< Previous->33-2021-WhatTheyDo-2]] > [[Next >->33-2021-WhatTheyDo-4]] > [[Close->33-2021-Detailed]]

- Create and administer programs to educate the public about forest fire risks and prevention Fire inspectors and investigators examine buildings to look for fire hazards and study fire scenes to determine the cause of a fire. Inspectors visit homes, offices, hazardous materials storage facilities, or other buildings to enforce local ordinances and state laws. They may test fire alarms, sprinklers, and fire prevention equipment as part of their inspections. Investigators may have to clear and sort through debris at the scene of a fire or explosion for evidence such as glass, metal > [[< Previous->33-2021-WhatTheyDo-3]] > [[Next >->33-2021-WhatTheyDo-5]] > [[Close->33-2021-Detailed]]

fragments, and accelerant residue. They analyze the evidence they collect and may interview witnesses as part of their investigation. In some areas, inspectors also work as investigators. Forest fire inspectors and prevention specialists assess outdoor fire hazards in public and residential areas. Similar to fire inspectors who visit buildings, forest fire inspectors and prevention specialists look for fire code violations and for conditions that pose a fire risk. They also recommend ways to reduce fire hazards. During patrols, they enforce fire regulations, report fire conditions to their > [[< Previous->33-2021-WhatTheyDo-4]] > [[Next >->33-2021-WhatTheyDo-6]] > [[Close->33-2021-Detailed]]

central command center, and extinguish small fires they encounter. For large fires, they may direct the efforts of wildland firefighters. Fire inspectors, investigators, and prevention specialists keep detailed records of their inspections and investigations. Inspectors and prevention specialists identify infractions, document corrective action required, and conduct followup inspections to ensure compliance with instructions. Investigators document all the evidence from a fire scene to help determine the cause and may need to refer to their notes and files during legal proceedings. > [[< Previous->33-2021-WhatTheyDo-5]] > [[Close->33-2021-Detailed]]

# Work Environment ### Work Environment Fire inspectors work in office settings and onsite, including outdoors. Most work full time, and some work more than 40 hours per week. Their schedules may include evenings, weekends, and holidays because they must be ready to respond when fires occur. > [[Close->33-2021-Detailed]]

# How to Become a Fire Inspector To enter the occupation, fire inspectors typically need at least a high school diploma or the equivalent and work experience as a firefighter or in a related occupation. Once hired, they typically receive on-the-job-training in inspection and investigation. Fire inspectors usually must pass a background check, which may include a drug test. Employers also typically require that candidates have a valid driver's license. Because of their police powers, investigators and inspectors may need to be U.S. citizens. They also may need certification. ### Education Fire inspectors' education > [[Next >->33-2021-HowToBecomeOne-2]] > [[Close->33-2021-Detailed]]

requirements vary, but most need at least a high school diploma or the equivalent. Some need postsecondary instruction, such as that required for emergency medical technician (EMT) certification. Employers may prefer to hire candidates who have a 2 > [[< Previous->33-2021-HowToBecomeOne-1]] > [[Next >->33-2021-HowToBecomeOne-3]] > [[Close->33-2021-Detailed]]

- or 4-year degree in fire science or a field related to the position. For example, fire investigators might have a degree in criminal justice, and forest fire inspectors and prevention specialists might have a degree in forestry or forest management. In some cases, postsecondary education may substitute for work experience. ### Training Training requirements for fire inspectors vary. Programs are available through employers, federal agencies, and professional organizations and usually include both technical instruction and on-the-job training. Technical instruction often takes place over > [[< Previous->33-2021-HowToBecomeOne-2]] > [[Next >->33-2021-HowToBecomeOne-4]] > [[Close->33-2021-Detailed]]

several months at a fire or police academy. Topics covered include inspection or investigation processes, legal codes, courtroom procedures, hazardous and explosive materials handling protocol, and proper use of equipment. After inspectors and investigators complete technical instruction, they typically also receive on-the-job training, during which they work with an experienced inspector or investigator. ### Work Experience in a Related Occupation Fire inspectors typically need several years of work experience as a firefighter or in a related occupation. For example, experience in building > [[< Previous->33-2021-HowToBecomeOne-3]] > [[Next >->33-2021-HowToBecomeOne-5]] > [[Close->33-2021-Detailed]]

inspection or law enforcement may be helpful for fire inspectors and investigators, respectively, and experience in forestry or land management may be helpful for forest fire inspectors and prevention specialists. ### Licenses, Certifications, and Registrations Requirements for licensure or certification vary by state or locality. Check with your state licensing agency or local fire department for more information. Fire investigators also may choose to pursue more certification from a nationally recognized professional association. Information on certifications is available from > [[< Previous->33-2021-HowToBecomeOne-4]] > [[Next >->33-2021-HowToBecomeOne-6]] > [[Close->33-2021-Detailed]]

CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Fire inspectors must clearly explain fire code violations to building and property managers. Fire investigators must thoroughly interview witnesses, including those who may be distressed or uncooperative, as part of their factfinding mission. Critical-thinking skills. Fire investigators must be able to analyze evidence from a fire and come to a > [[< Previous->33-2021-HowToBecomeOne-5]] > [[Next >->33-2021-HowToBecomeOne-7]] > [[Close->33-2021-Detailed]]

reasonable conclusion. Detail oriented. Fire inspectors must notice minutiae when inspecting sites for code violations or fire risks or for investigating the cause of a fire. Physical stamina. Fire investigators may be required to sort through debris at the scene of a fire for long periods, often while wearing heavy or uncomfortable protective gear. Physical strength. Fire investigators may have to move debris at the site of a fire in order to get a more accurate understanding of the scene. Problem-solving skills. Fire inspectors must be able to recognize code violations and fire risks > [[< Previous->33-2021-HowToBecomeOne-6]] > [[Next >->33-2021-HowToBecomeOne-8]] > [[Close->33-2021-Detailed]]

and recommend a way to fix them. > [[< Previous->33-2021-HowToBecomeOne-7]] > [[Close->33-2021-Detailed]]

# Pay The median annual wage for fire inspectors and investigators was $78,060 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $47,580, and the highest 10 percent earned more than $149,870. The median annual wage for forest fire inspectors and prevention specialists was $52,380 in May 2024. The lowest 10 percent earned less than $33,590, and the highest 10 percent earned more than $100,450. In May 2024, the median annual wages for fire inspectors and investigators in > [[Next >->33-2021-Pay-2]] > [[Close->33-2021-Detailed]]

the top industries in which they worked were as follows: In May 2024, the median annual wages for forest fire inspectors and prevention specialists in the top industries in which they worked were as follows: Most fire inspectors work full time, and some work more than 40 hours per week. Their schedules may include evenings, weekends, and holidays because they must be ready to respond when fires occur. > [[< Previous->33-2021-Pay-1]] > [[Close->33-2021-Detailed]]

# Job Outlook Overall employment of fire inspectors is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 1,800 openings for fire inspectors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of fire inspectors varies by occupation (see table). Fire inspectors will be needed to assess potential fire hazards in newly constructed residential, commercial, > [[Next >->33-2021-JobOutlook-2]] > [[Close->33-2021-Detailed]]

public, and other buildings. Fire inspectors also will be needed to ensure that existing buildings meet updated federal, state, and local fire codes. Although the number of structural fires occurring across the country has been falling for some time, fire investigators will still be needed to determine the cause of fires and explosions. Forest fire inspectors and prevention specialists are expected to be needed to help prevent and control increasingly destructive wildfires. > [[< Previous->33-2021-JobOutlook-1]] > [[Close->33-2021-Detailed]]

# What Firefighters Do Firefighters control and put out fires and respond to emergencies involving life, property, or the environment. ### Duties Firefighters typically do the following: - Respond to emergencies - Drive firetrucks and other emergency vehicles - Put out fires using water hoses, fire extinguishers, and water pumps - Find and rescue occupants of burning buildings or other emergency situations - Treat sick or injured people - Prepare written reports about emergency incidents - Clean and maintain equipment > [[Next >->33-2011-WhatTheyDo-2]] > [[Close->33-2011-Detailed]]

- Conduct and participate in drills related to rescue tactics, equipment use, and treatment of victims in emergency medical situations When responding to a fire, firefighters are responsible for connecting hoses to hydrants, operating the pumps that power the hoses, climbing ladders, and using other tools to break through debris. Firefighters also enter burning buildings to extinguish fires, rescue any occupants inside, and give medical treatment as needed. Firefighters provide medical attention in a variety of situations. In fact, most calls to firefighters are for medical emergencies, > [[< Previous->33-2011-WhatTheyDo-1]] > [[Next >->33-2011-WhatTheyDo-3]] > [[Close->33-2011-Detailed]]

not fires. Other types of emergency calls that firefighters respond to include disaster aid, search-and-rescue operations, and traffic accidents. Some firefighters also work in hazardous materials (hazmat) units and are specially trained in controlling and cleaning up oil spills, chemical accidents, and other potentially harmful substances. They work with hazardous materials removal workers in these cases. When firefighters are not responding to an emergency, they often participate in other activities related to their work. For example, they must maintain a high level of physical fitness. > [[< Previous->33-2011-WhatTheyDo-2]] > [[Next >->33-2011-WhatTheyDo-4]] > [[Close->33-2011-Detailed]]

On call at a fire station, firefighters regularly inspect equipment and practice drills. They also eat and sleep at the station, as their shifts usually last 24 hours. Some firefighters make presentations about fire safety to educate the public, such as at a school. Wildland firefighters are specially trained to control forest fires. Wildland firefighters frequently create fire lines - a swath of cut-down trees and dug-up grass in the path of a fire > [[< Previous->33-2011-WhatTheyDo-3]] > [[Next >->33-2011-WhatTheyDo-5]] > [[Close->33-2011-Detailed]]

- to deprive a fire of fuel. They also use prescribed fires to burn potential fire fuel under controlled conditions. Some wildland firefighters, known as smoke jumpers, parachute from airplanes to reach otherwise inaccessible areas. > [[< Previous->33-2011-WhatTheyDo-4]] > [[Close->33-2011-Detailed]]

# Work Environment ### Work Environment On the scene of a fire or other emergency, firefighters' work may be dangerous. On call at fire stations, firefighters sleep, eat, and perform other duties during shifts that often last 24 hours. Most paid firefighters work full time. > [[Close->33-2011-Detailed]]

# How to Become a Firefighter Firefighters typically need a high school diploma and training in emergency medical services. Prospective firefighters must pass written and physical tests, complete interviews, and train at a fire academy. Additionally, fire departments may require firefighters to have other credentials, such as emergency medical technician (EMT) certification. Firefighters must complete continuing education to obtain or maintain these credentials. Applicants for firefighter jobs typically must be at least 18 years old and have a valid driver's license. They must also pass a medical exam and drug screening > [[Next >->33-2011-HowToBecomeOne-2]] > [[Close->33-2011-Detailed]]

to be hired. After being hired, firefighters may be subject to random drug tests and also need to complete routine physical fitness assessments. ### Education The entry-level education typically required to become a firefighter is a high school diploma or equivalent. However, some postsecondary instruction, such as in assessing patients' conditions, dealing with trauma, and clearing obstructed airways, is usually needed to obtain the emergency medical technician (EMT) certification. EMT requirements vary by city and state. ### Training Entry-level firefighters receive a few months of > [[< Previous->33-2011-HowToBecomeOne-1]] > [[Next >->33-2011-HowToBecomeOne-3]] > [[Close->33-2011-Detailed]]

training at fire academies run by the fire department or by the state. Recruits learn firefighting and fire-prevention techniques, local building codes, and emergency medical procedures. They also learn how to fight fires with standard equipment, including axes, chain saws, fire extinguishers, and ladders. After attending a fire academy, firefighters usually must complete a probationary period. Those wishing to become wildland firefighters may attend apprenticeship programs that last up to 4 years. These programs combine instruction with on-the-job-training under the supervision of > [[< Previous->33-2011-HowToBecomeOne-2]] > [[Next >->33-2011-HowToBecomeOne-4]] > [[Close->33-2011-Detailed]]

experienced firefighters. In addition to participating in training programs conducted by local or state fire departments and agencies, some firefighters attend federal training sessions sponsored by the National Fire Academy. These sessions cover topics including anti-arson techniques, disaster preparedness, hazardous materials control, and public fire safety and education. ### Licenses, Certifications, and Registrations Requirements for licensure or certification vary by state or locality. Check with your local state licensing agency or local fire department for more > [[< Previous->33-2011-HowToBecomeOne-3]] > [[Next >->33-2011-HowToBecomeOne-5]] > [[Close->33-2011-Detailed]]

information. Firefighters may need certain credentials, such as emergency medical technician (EMT) and paramedic certifications. More information about EMTs and paramedics is available in a separate profile. Continuing education is required to maintain these credentials. Information on certifications is available from CareerOneStop. Depending on the state or locality, some firefighters are required to have a commercial driver's license (CDL) or driver's license with firefighter endorsement to operate a firetruck. ### Other Experience Working as a volunteer firefighter may be helpful in > [[< Previous->33-2011-HowToBecomeOne-4]] > [[Next >->33-2011-HowToBecomeOne-6]] > [[Close->33-2011-Detailed]]

getting a job as a career firefighter. ### Advancement Firefighters may be promoted to engineer, then to lieutenant, captain, battalion chief, assistant chief, deputy chief, and chief. For promotion to positions beyond battalion chief, many fire departments require candidates to have a bachelor's degree, preferably in fire science, public administration, or a related field. Some firefighters eventually become fire inspectors or investigators after gaining enough experience. ### Important Qualities The following are examples of qualities that are important for these workers to perform their > [[< Previous->33-2011-HowToBecomeOne-5]] > [[Next >->33-2011-HowToBecomeOne-7]] > [[Close->33-2011-Detailed]]

duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Firefighters must be able to explain conditions at an emergency scene to other firefighters and to emergency-response crews. Compassion. Firefighters, like EMTs and paramedics, need to provide emotional support to those in emergency situations. Decision-making skills. Firefighters must be able to make difficult choices quickly, sometimes in life-or-death situations. Mental preparedness. Firefighters must be able to handle the stressfulness of their work, which may involve entering a > [[< Previous->33-2011-HowToBecomeOne-6]] > [[Next >->33-2011-HowToBecomeOne-8]] > [[Close->33-2011-Detailed]]

burning building or treating medical emergencies. Physical stamina. Firefighters may have to stay at disaster scenes for long periods of time to rescue and treat victims. Physical strength. Firefighters must be strong enough to carry heavy equipment and move debris at an emergency site. They also carry victims who cannot walk. > [[< Previous->33-2011-HowToBecomeOne-7]] > [[Close->33-2011-Detailed]]

# Pay The median annual wage for firefighters was $59,530 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,490, and the highest 10 percent earned more than $101,330. In May 2024, the median annual wages for firefighters in the top industries in which they worked were as follows: Firefighters typically work long periods; overtime is common, and their hours vary. For example, firefighters may work 24-hour shifts on duty, followed by 48 or 72 hours off duty. When > [[Next >->33-2011-Pay-2]] > [[Close->33-2011-Detailed]]

combating forest and wildland fires, firefighters may work for extended periods. For example, wildland firefighters may have to stay for days or weeks when a wildland fire breaks out. > [[< Previous->33-2011-Pay-1]] > [[Close->33-2011-Detailed]]

# Job Outlook Employment of firefighters is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 27,100 openings for firefighters are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Although improved building materials and building codes have resulted in a long-term decrease in fires and fire fatalities, firefighters will still be needed to respond to fires. Wildland > [[Next >->33-2011-JobOutlook-2]] > [[Close->33-2011-Detailed]]

firefighters will still be needed to combat active fires and manage the environment to reduce the impact of fires. Firefighters will also continue to respond to medical emergencies. > [[< Previous->33-2011-JobOutlook-1]] > [[Close->33-2011-Detailed]]

- Test for patterns that will help them better understand and predict behavior - Discuss the results of testing with clients or their families and, if needed, develop treatment plans > [[< Previous->19-3032-WhatTheyDo-1]] > [[Next >->19-3032-WhatTheyDo-3]] > [[Close->19-3032-Detailed]]

- Write articles, research papers, and reports to share findings Psychologists seek to understand and explain thoughts, emotions, and behavior. Through techniques such as observation, assessment, and experimentation, they try to gain a better understanding about how beliefs and feelings influence people. Psychologists often gather information and evaluate behavior through controlled laboratory experiments, psychoanalysis, or psychotherapy. They may administer personality, performance, aptitude, or intelligence tests. They look for patterns of behavior or relationships between events, and > [[< Previous->19-3032-WhatTheyDo-2]] > [[Next >->19-3032-WhatTheyDo-4]] > [[Close->19-3032-Detailed]]

they use this information in their research or when treating clients. The following are examples of types of psychologists: Clinical and counseling psychologists assess, diagnose, and treat mental, emotional, and behavioral disorders. They help people deal with problems ranging from everyday issues to severe, chronic conditions. Clinical and counseling psychologists typically interview clients, administer diagnostic tests, and provide psychotherapy to individuals, families, and groups. They help clients identify their strengths and available resources to prevent or manage problems, and > [[< Previous->19-3032-WhatTheyDo-3]] > [[Next >->19-3032-WhatTheyDo-5]] > [[Close->19-3032-Detailed]]

they design behavior modification plans that they help clients to implement. Clinical and counseling psychologists sometimes work with a specific population, such as older people, or focus on a specific condition, such as cognitive disorders. Some states permit clinical psychologists to prescribe medication. Industrial–organizational psychologists apply psychological principles to solve workplace problems and improve work-life quality. They study issues such as productivity, employee testing and selection, and organizational dynamics. They may work closely with top executives, > [[< Previous->19-3032-WhatTheyDo-4]] > [[Next >->19-3032-WhatTheyDo-6]] > [[Close->19-3032-Detailed]]

training and development managers, and training and development specialists. School psychologists study strategies to address educational, behavioral, or developmental problems that impact students' learning. They may design and implement performance plans, evaluate performance, and counsel students and families. They may consult with teachers, administrators, and other educators. Other psychologists include forensic psychologists, who work with judges, attorneys, and related specialists to understand the psychological aspects of a legal case; neuropsychologists, who study how dysfunction > [[< Previous->19-3032-WhatTheyDo-5]] > [[Next >->19-3032-WhatTheyDo-7]] > [[Close->19-3032-Detailed]]

a dissertation, while Psy.D. programs focus on applying psychological principles to working with clients or patients. As part of either program, students are typically required to complete an internship. Industrial–organizational psychologists typically need a master's degree. Programs for these psychologists usually include courses in statistics, research design, and topics specific to understanding the relationships between people and workplaces. School psychologists typically need at least a master's degree in school psychology. Other degrees for school psychologists include > [[< Previous->19-3032-HowToBecomeOne-1]] > [[Next >->19-3032-HowToBecomeOne-3]] > [[Close->19-3032-Detailed]]

education specialist (Ed.S.) and doctoral (Ph.D. or Psy.D.) degrees. School psychologist programs include coursework in education and psychology to address both of these components in students' development. These programs also usually require completion of an internship. ### Training Most psychologists need supervised experience to qualify for licensure, which may include an internship or postdoctoral training. These experiences provide an opportunity for prospective psychologists to use their knowledge in an applied setting. The required number of hours for internships varies by state. ### > [[< Previous->19-3032-HowToBecomeOne-2]] > [[Next >->19-3032-HowToBecomeOne-4]] > [[Close->19-3032-Detailed]]

Licenses, Certifications, and Registrations Most states require licensure for those who provide psychology services or use the title "psychologist." All states and the District of Columbia require that psychologists who practice independently be licensed where they work. Licensing laws vary by state and by type of position. For more information, contact your state's licensing board. Clinical and counseling psychologists are licensed in every state. School psychologists also typically need a credential, such as a license or certification from their state's board of education. Licensure > [[< Previous->19-3032-HowToBecomeOne-3]] > [[Next >->19-3032-HowToBecomeOne-5]] > [[Close->19-3032-Detailed]]

typically requires applicants to have earned a master's or doctoral degree and completed supervised experience. They also may need to have passed an exam. All states require psychologists to complete continuing education to maintain licensure. Information on state licensing board requirements is available from CareerOneStop. Certification, which may be optional or may be required by employers, is available from professional associations. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for > [[< Previous->19-3032-HowToBecomeOne-4]] > [[Next >->19-3032-HowToBecomeOne-6]] > [[Close->19-3032-Detailed]]

these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Psychologists examine the information they collect and draw logical conclusions. Communication skills. Psychologists spend much of their time speaking with people, writing reports, and describing their research. They must be able to convey ideas both orally and in writing. Compassion. Psychologists often work with people who are dealing with stressful and difficult situations, so they must empathize with their clients. Integrity. Psychologists need to > [[< Previous->19-3032-HowToBecomeOne-5]] > [[Next >->19-3032-HowToBecomeOne-7]] > [[Close->19-3032-Detailed]]

keep client discussions confidential. Clients must be able to trust psychologists' expertise in treating sensitive issues. Interpersonal skills. Psychologists must be able to build a rapport with clients and work well with a variety of specialists. Observational skills. Psychologists study individuals and groups to understand their interactions. For example, they may observe facial expressions and other body language for clues about their clients' attitudes and behaviors. Patience. Psychologists must be able to remain calm when working with all types of clients, including those who may be > [[< Previous->19-3032-HowToBecomeOne-6]] > [[Next >->19-3032-HowToBecomeOne-8]] > [[Close->19-3032-Detailed]]

part-time work is common. Some work evenings or weekends to accommodate their clients' schedules. > [[< Previous->19-3032-Pay-1]] > [[Close->19-3032-Detailed]]

services in schools, hospitals, mental health centers, and social service agencies. Demand for clinical and counseling psychologists is projected to increase as more people turn to psychologists for help with their problems. Employment of school psychologists is projected to continue to grow because of an increased awareness of the connection between mental health and learning. These workers also will likely be needed to help students whose educational, behavioral, or developmental issues affect the ability to learn. Organizations will continue to employ industrial–organizational > [[< Previous->19-3032-JobOutlook-1]] > [[Next >->19-3032-JobOutlook-3]] > [[Close->19-3032-Detailed]]

psychologists to help with tasks such as selecting and retaining employees, implementing trainings, and improving office morale. > [[< Previous->19-3032-JobOutlook-2]] > [[Close->19-3032-Detailed]]

- Test for patterns that will help them better understand and predict behavior - Discuss the results of testing with clients or their families and, if needed, develop treatment plans > [[< Previous->19-3034-WhatTheyDo-1]] > [[Next >->19-3034-WhatTheyDo-3]] > [[Close->19-3034-Detailed]]

- Write articles, research papers, and reports to share findings Psychologists seek to understand and explain thoughts, emotions, and behavior. Through techniques such as observation, assessment, and experimentation, they try to gain a better understanding about how beliefs and feelings influence people. Psychologists often gather information and evaluate behavior through controlled laboratory experiments, psychoanalysis, or psychotherapy. They may administer personality, performance, aptitude, or intelligence tests. They look for patterns of behavior or relationships between events, and > [[< Previous->19-3034-WhatTheyDo-2]] > [[Next >->19-3034-WhatTheyDo-4]] > [[Close->19-3034-Detailed]]

they use this information in their research or when treating clients. The following are examples of types of psychologists: Clinical and counseling psychologists assess, diagnose, and treat mental, emotional, and behavioral disorders. They help people deal with problems ranging from everyday issues to severe, chronic conditions. Clinical and counseling psychologists typically interview clients, administer diagnostic tests, and provide psychotherapy to individuals, families, and groups. They help clients identify their strengths and available resources to prevent or manage problems, and > [[< Previous->19-3034-WhatTheyDo-3]] > [[Next >->19-3034-WhatTheyDo-5]] > [[Close->19-3034-Detailed]]

they design behavior modification plans that they help clients to implement. Clinical and counseling psychologists sometimes work with a specific population, such as older people, or focus on a specific condition, such as cognitive disorders. Some states permit clinical psychologists to prescribe medication. Industrial–organizational psychologists apply psychological principles to solve workplace problems and improve work-life quality. They study issues such as productivity, employee testing and selection, and organizational dynamics. They may work closely with top executives, > [[< Previous->19-3034-WhatTheyDo-4]] > [[Next >->19-3034-WhatTheyDo-6]] > [[Close->19-3034-Detailed]]

training and development managers, and training and development specialists. School psychologists study strategies to address educational, behavioral, or developmental problems that impact students' learning. They may design and implement performance plans, evaluate performance, and counsel students and families. They may consult with teachers, administrators, and other educators. Other psychologists include forensic psychologists, who work with judges, attorneys, and related specialists to understand the psychological aspects of a legal case; neuropsychologists, who study how dysfunction > [[< Previous->19-3034-WhatTheyDo-5]] > [[Next >->19-3034-WhatTheyDo-7]] > [[Close->19-3034-Detailed]]

a dissertation, while Psy.D. programs focus on applying psychological principles to working with clients or patients. As part of either program, students are typically required to complete an internship. Industrial–organizational psychologists typically need a master's degree. Programs for these psychologists usually include courses in statistics, research design, and topics specific to understanding the relationships between people and workplaces. School psychologists typically need at least a master's degree in school psychology. Other degrees for school psychologists include > [[< Previous->19-3034-HowToBecomeOne-1]] > [[Next >->19-3034-HowToBecomeOne-3]] > [[Close->19-3034-Detailed]]

education specialist (Ed.S.) and doctoral (Ph.D. or Psy.D.) degrees. School psychologist programs include coursework in education and psychology to address both of these components in students' development. These programs also usually require completion of an internship. ### Training Most psychologists need supervised experience to qualify for licensure, which may include an internship or postdoctoral training. These experiences provide an opportunity for prospective psychologists to use their knowledge in an applied setting. The required number of hours for internships varies by state. ### > [[< Previous->19-3034-HowToBecomeOne-2]] > [[Next >->19-3034-HowToBecomeOne-4]] > [[Close->19-3034-Detailed]]

Licenses, Certifications, and Registrations Most states require licensure for those who provide psychology services or use the title "psychologist." All states and the District of Columbia require that psychologists who practice independently be licensed where they work. Licensing laws vary by state and by type of position. For more information, contact your state's licensing board. Clinical and counseling psychologists are licensed in every state. School psychologists also typically need a credential, such as a license or certification from their state's board of education. Licensure > [[< Previous->19-3034-HowToBecomeOne-3]] > [[Next >->19-3034-HowToBecomeOne-5]] > [[Close->19-3034-Detailed]]

typically requires applicants to have earned a master's or doctoral degree and completed supervised experience. They also may need to have passed an exam. All states require psychologists to complete continuing education to maintain licensure. Information on state licensing board requirements is available from CareerOneStop. Certification, which may be optional or may be required by employers, is available from professional associations. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for > [[< Previous->19-3034-HowToBecomeOne-4]] > [[Next >->19-3034-HowToBecomeOne-6]] > [[Close->19-3034-Detailed]]

these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Psychologists examine the information they collect and draw logical conclusions. Communication skills. Psychologists spend much of their time speaking with people, writing reports, and describing their research. They must be able to convey ideas both orally and in writing. Compassion. Psychologists often work with people who are dealing with stressful and difficult situations, so they must empathize with their clients. Integrity. Psychologists need to > [[< Previous->19-3034-HowToBecomeOne-5]] > [[Next >->19-3034-HowToBecomeOne-7]] > [[Close->19-3034-Detailed]]

keep client discussions confidential. Clients must be able to trust psychologists' expertise in treating sensitive issues. Interpersonal skills. Psychologists must be able to build a rapport with clients and work well with a variety of specialists. Observational skills. Psychologists study individuals and groups to understand their interactions. For example, they may observe facial expressions and other body language for clues about their clients' attitudes and behaviors. Patience. Psychologists must be able to remain calm when working with all types of clients, including those who may be > [[< Previous->19-3034-HowToBecomeOne-6]] > [[Next >->19-3034-HowToBecomeOne-8]] > [[Close->19-3034-Detailed]]

part-time work is common. Some work evenings or weekends to accommodate their clients' schedules. > [[< Previous->19-3034-Pay-1]] > [[Close->19-3034-Detailed]]

services in schools, hospitals, mental health centers, and social service agencies. Demand for clinical and counseling psychologists is projected to increase as more people turn to psychologists for help with their problems. Employment of school psychologists is projected to continue to grow because of an increased awareness of the connection between mental health and learning. These workers also will likely be needed to help students whose educational, behavioral, or developmental issues affect the ability to learn. Organizations will continue to employ industrial–organizational > [[< Previous->19-3034-JobOutlook-1]] > [[Next >->19-3034-JobOutlook-3]] > [[Close->19-3034-Detailed]]

psychologists to help with tasks such as selecting and retaining employees, implementing trainings, and improving office morale. > [[< Previous->19-3034-JobOutlook-2]] > [[Close->19-3034-Detailed]]

- Test for patterns that will help them better understand and predict behavior - Discuss the results of testing with clients or their families and, if needed, develop treatment plans > [[< Previous->19-3039-WhatTheyDo-1]] > [[Next >->19-3039-WhatTheyDo-3]] > [[Close->19-3039-Detailed]]

- Write articles, research papers, and reports to share findings Psychologists seek to understand and explain thoughts, emotions, and behavior. Through techniques such as observation, assessment, and experimentation, they try to gain a better understanding about how beliefs and feelings influence people. Psychologists often gather information and evaluate behavior through controlled laboratory experiments, psychoanalysis, or psychotherapy. They may administer personality, performance, aptitude, or intelligence tests. They look for patterns of behavior or relationships between events, and > [[< Previous->19-3039-WhatTheyDo-2]] > [[Next >->19-3039-WhatTheyDo-4]] > [[Close->19-3039-Detailed]]

they use this information in their research or when treating clients. The following are examples of types of psychologists: Clinical and counseling psychologists assess, diagnose, and treat mental, emotional, and behavioral disorders. They help people deal with problems ranging from everyday issues to severe, chronic conditions. Clinical and counseling psychologists typically interview clients, administer diagnostic tests, and provide psychotherapy to individuals, families, and groups. They help clients identify their strengths and available resources to prevent or manage problems, and > [[< Previous->19-3039-WhatTheyDo-3]] > [[Next >->19-3039-WhatTheyDo-5]] > [[Close->19-3039-Detailed]]

they design behavior modification plans that they help clients to implement. Clinical and counseling psychologists sometimes work with a specific population, such as older people, or focus on a specific condition, such as cognitive disorders. Some states permit clinical psychologists to prescribe medication. Industrial–organizational psychologists apply psychological principles to solve workplace problems and improve work-life quality. They study issues such as productivity, employee testing and selection, and organizational dynamics. They may work closely with top executives, > [[< Previous->19-3039-WhatTheyDo-4]] > [[Next >->19-3039-WhatTheyDo-6]] > [[Close->19-3039-Detailed]]

training and development managers, and training and development specialists. School psychologists study strategies to address educational, behavioral, or developmental problems that impact students' learning. They may design and implement performance plans, evaluate performance, and counsel students and families. They may consult with teachers, administrators, and other educators. Other psychologists include forensic psychologists, who work with judges, attorneys, and related specialists to understand the psychological aspects of a legal case; neuropsychologists, who study how dysfunction > [[< Previous->19-3039-WhatTheyDo-5]] > [[Next >->19-3039-WhatTheyDo-7]] > [[Close->19-3039-Detailed]]

a dissertation, while Psy.D. programs focus on applying psychological principles to working with clients or patients. As part of either program, students are typically required to complete an internship. Industrial–organizational psychologists typically need a master's degree. Programs for these psychologists usually include courses in statistics, research design, and topics specific to understanding the relationships between people and workplaces. School psychologists typically need at least a master's degree in school psychology. Other degrees for school psychologists include > [[< Previous->19-3039-HowToBecomeOne-1]] > [[Next >->19-3039-HowToBecomeOne-3]] > [[Close->19-3039-Detailed]]

education specialist (Ed.S.) and doctoral (Ph.D. or Psy.D.) degrees. School psychologist programs include coursework in education and psychology to address both of these components in students' development. These programs also usually require completion of an internship. ### Training Most psychologists need supervised experience to qualify for licensure, which may include an internship or postdoctoral training. These experiences provide an opportunity for prospective psychologists to use their knowledge in an applied setting. The required number of hours for internships varies by state. ### > [[< Previous->19-3039-HowToBecomeOne-2]] > [[Next >->19-3039-HowToBecomeOne-4]] > [[Close->19-3039-Detailed]]

Licenses, Certifications, and Registrations Most states require licensure for those who provide psychology services or use the title "psychologist." All states and the District of Columbia require that psychologists who practice independently be licensed where they work. Licensing laws vary by state and by type of position. For more information, contact your state's licensing board. Clinical and counseling psychologists are licensed in every state. School psychologists also typically need a credential, such as a license or certification from their state's board of education. Licensure > [[< Previous->19-3039-HowToBecomeOne-3]] > [[Next >->19-3039-HowToBecomeOne-5]] > [[Close->19-3039-Detailed]]

typically requires applicants to have earned a master's or doctoral degree and completed supervised experience. They also may need to have passed an exam. All states require psychologists to complete continuing education to maintain licensure. Information on state licensing board requirements is available from CareerOneStop. Certification, which may be optional or may be required by employers, is available from professional associations. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for > [[< Previous->19-3039-HowToBecomeOne-4]] > [[Next >->19-3039-HowToBecomeOne-6]] > [[Close->19-3039-Detailed]]

these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Psychologists examine the information they collect and draw logical conclusions. Communication skills. Psychologists spend much of their time speaking with people, writing reports, and describing their research. They must be able to convey ideas both orally and in writing. Compassion. Psychologists often work with people who are dealing with stressful and difficult situations, so they must empathize with their clients. Integrity. Psychologists need to > [[< Previous->19-3039-HowToBecomeOne-5]] > [[Next >->19-3039-HowToBecomeOne-7]] > [[Close->19-3039-Detailed]]

keep client discussions confidential. Clients must be able to trust psychologists' expertise in treating sensitive issues. Interpersonal skills. Psychologists must be able to build a rapport with clients and work well with a variety of specialists. Observational skills. Psychologists study individuals and groups to understand their interactions. For example, they may observe facial expressions and other body language for clues about their clients' attitudes and behaviors. Patience. Psychologists must be able to remain calm when working with all types of clients, including those who may be > [[< Previous->19-3039-HowToBecomeOne-6]] > [[Next >->19-3039-HowToBecomeOne-8]] > [[Close->19-3039-Detailed]]

part-time work is common. Some work evenings or weekends to accommodate their clients' schedules. > [[< Previous->19-3039-Pay-1]] > [[Close->19-3039-Detailed]]

services in schools, hospitals, mental health centers, and social service agencies. Demand for clinical and counseling psychologists is projected to increase as more people turn to psychologists for help with their problems. Employment of school psychologists is projected to continue to grow because of an increased awareness of the connection between mental health and learning. These workers also will likely be needed to help students whose educational, behavioral, or developmental issues affect the ability to learn. Organizations will continue to employ industrial–organizational > [[< Previous->19-3039-JobOutlook-1]] > [[Next >->19-3039-JobOutlook-3]] > [[Close->19-3039-Detailed]]

psychologists to help with tasks such as selecting and retaining employees, implementing trainings, and improving office morale. > [[< Previous->19-3039-JobOutlook-2]] > [[Close->19-3039-Detailed]]

# What Sociologists Do Sociologists study society and social behavior by examining the groups, cultures, social institutions, and processes that develop when people interact and work together. They also may study specific groups, trace their origin and growth, and analyze the influence of group activities on individual members. ### Duties Sociologists typically do the following: - Design research projects to test theories about social issues - Collect data through surveys, observations, interviews, and other sources - Analyze and draw conclusions from data > [[Next >->19-3041-WhatTheyDo-2]] > [[Close->19-3041-Detailed]]

- Prepare reports, articles, or presentations detailing their research findings - Collaborate with others, including social scientists and policymakers, regarding research findings and sociological issues > [[< Previous->19-3041-WhatTheyDo-1]] > [[Next >->19-3041-WhatTheyDo-3]] > [[Close->19-3041-Detailed]]

- Develop and propose strategies or policies to solve social problems Sociologists study human behavior, interaction, and organization. They examine the effect of social influences, including organizations and institutions, on individuals and groups. They also trace the origin and growth of these groups and interactions. For example, they may research the impact of a new law or policy on a specific demographic. Sociologists also collect data when conducting research. They use statistical analysis software to help integrate data from interviews, observations, and other sources of > [[< Previous->19-3041-WhatTheyDo-2]] > [[Next >->19-3041-WhatTheyDo-4]] > [[Close->19-3041-Detailed]]

information. Sociological research may help educators, lawmakers, social workers, and others to solve social problems and formulate public policy. Sociologists also may specialize in social topics, such as crime, education, health, or poverty. Their job title may reflect their area of focus; for example, sociologists who specialize in crime may be called criminologists. Many people with a sociology background choose to work in related occupations, such as policy analysts, demographers, survey researchers, or statisticians. > [[< Previous->19-3041-WhatTheyDo-3]] > [[Close->19-3041-Detailed]]

# Work Environment ### Work Environment Sociologists usually work in an office setting, although they may work elsewhere when conducting research or presenting results. Most sociologists work full time. > [[Close->19-3041-Detailed]]

# How to Become a Sociologist Sociologists typically need at least a master's degree to enter the occupation. ### Education Sociologists typically need a master's degree to enter the occupation. Depending on the position, some employers prefer to hire candidates who have a Ph.D. Master's degree programs typically require applicants to have a bachelor's degree, but candidates may not need to have majored in sociology or a related social science field. Courses include research methods and statistics. Many programs also offer opportunities to gain experience through internships or by preparing reports for clients. ### > [[Next >->19-3041-HowToBecomeOne-2]] > [[Close->19-3041-Detailed]]

Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Adaptability. Sociologists must let research guide their approach to the social issues they study and adjust their methods if needed. Analytical skills. Sociologists must be able to examine data and other information, often using statistical methods to test their theories. Communication skills. Sociologists need to be able to convey information clearly both in writing and orally, such as when > [[< Previous->19-3041-HowToBecomeOne-1]] > [[Next >->19-3041-HowToBecomeOne-3]] > [[Close->19-3041-Detailed]]

presenting research. Critical-thinking skills. Sociologists collect, process, and synthesize information to draw logical conclusions about the topics they research. Interpersonal skills. Sociologists must be able to establish a rapport when conducting interviews. They also collaborate with social scientists and others as part of a team. Problem-solving skills. Sociologists propose strategies to resolve the social problems they study, basing solutions on the results of their research. > [[< Previous->19-3041-HowToBecomeOne-2]] > [[Close->19-3041-Detailed]]

# Pay The median annual wage for sociologists was $101,690 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $60,710, and the highest 10 percent earned more than $168,590. In May 2024, the median annual wages for sociologists in the top industries in which they worked were as follows: Most sociologists work full time. > [[Close->19-3041-Detailed]]

# Job Outlook Employment of sociologists is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 300 openings for sociologists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Sociologists will continue to be needed to apply sociological research to other disciplines. For example, sociologists may collaborate with researchers in other social sciences, such as economists, > [[Next >->19-3041-JobOutlook-2]] > [[Close->19-3041-Detailed]]

psychologists, and survey researchers, to study how social structures or groups influence policy decisions about health, education, politics, criminal justice, business, or economics. > [[< Previous->19-3041-JobOutlook-1]] > [[Close->19-3041-Detailed]]

# What Gambling Services Workers Do Gambling services workers serve customers in gambling establishments, such as casinos or racetracks. Some workers tend slot machines or deal cards. Others take bets or pay out winnings. Still others supervise or manage gambling workers and operations. ### Duties Gambling services workers typically do the following: - Interact with customers and make sure that they have a pleasant experience - Monitor customers for violations of gambling rules or the establishment's policies - Inform their supervisor or a security employee of any irregularities they see > [[Next >->39-1013-WhatTheyDo-2]] > [[Close->39-1013-Detailed]]

- Enforce safety rules and report hazards > [[< Previous->39-1013-WhatTheyDo-1]] > [[Next >->39-1013-WhatTheyDo-3]] > [[Close->39-1013-Detailed]]

- Explain to customers how to play the games The following are examples of types of gambling services workers: First-line supervisors of gambling services workers directly monitor and coordinate the activities of workers in assigned gambling areas. They move within their assigned areas make sure that everything is running smoothly and that all areas are properly staffed. Table games supervisors (also called floor supervisors) oversee gambling dealers, table games, and players. Slot supervisors oversee activities of the slot department. Gambling and sports book writers and runners handle > [[< Previous->39-1013-WhatTheyDo-2]] > [[Next >->39-1013-WhatTheyDo-4]] > [[Close->39-1013-Detailed]]

bets on sporting events and take and record bets for customers. In addition, they help run games such as bingo and keno. They verify tickets and pay out winning tickets, and some runners collect winning tickets from customers. Gambling dealers operate table games such as blackjack, craps, and roulette. They control the pace and action of the game, announcing each player's move to the rest of the table and letting players know when it is their turn. They inspect cards or dice, pay off winning bets, and collect on winning bets. Dealers are often required to work at least two games, usually > [[< Previous->39-1013-WhatTheyDo-3]] > [[Next >->39-1013-WhatTheyDo-5]] > [[Close->39-1013-Detailed]]

blackjack or craps. Gambling managers, who also may be casino managers, plan, coordinate, or direct operations in a gambling establishment. They may create house rules, such as for betting limits, and address customer complaints about service. Gambling managers also hire and train new employees. For information on gambling cage workers, see the profile on financial clerks. For information on gambling surveillance officers and gambling investigators, see the profile on security guards and gambling surveillance officers. > [[< Previous->39-1013-WhatTheyDo-4]] > [[Close->39-1013-Detailed]]

# How to Become a Gambling Services Worker Gambling jobs typically require a high school diploma or equivalent to enter. Some employers require gambling managers to have a college degree. ### Education Gambling dealers, gambling supervisors, and gambling and sports book writers and runners typically need a high school diploma or equivalent. Educational requirements for gambling managers differ by establishment. Some require a high school diploma or equivalent, while others require gambling managers to have some college or a degree. Those who pursue a degree may choose to study casino management, hotel management, or hospitality, in > [[Next >->39-1013-HowToBecomeOne-2]] > [[Close->39-1013-Detailed]]

addition to taking courses in business. ### Training Individual casinos or other gambling establishments have their own training requirements. New gambling dealers may be sent to gambling school for a few weeks to learn a table game, such as blackjack or craps. These schools teach the game's rules and procedures, as well as state and local laws and regulations related to it. Although gambling school is primarily for new employees, some experienced dealers go to gambling school if they want to be trained in a new game. Completing gambling school before being hired may increase a prospective > [[< Previous->39-1013-HowToBecomeOne-1]] > [[Next >->39-1013-HowToBecomeOne-3]] > [[Close->39-1013-Detailed]]

dealer's chances of being hired, but it does not guarantee a job. Employers usually audition prospective dealers for open positions to assess their personal qualities. Gambling and sports book writers and runners usually do not have to go to gambling school. They typically are trained in less than 1 month. The employer provides instruction on state and local laws and regulations related to the game, as well the particulars of their job, such as keno calling. ### Licenses, Certifications, and Registrations Gambling services workers must be licensed by a state regulatory agency, such as a > [[< Previous->39-1013-HowToBecomeOne-2]] > [[Next >->39-1013-HowToBecomeOne-4]] > [[Close->39-1013-Detailed]]

state casino control board or gambling commission. Licensing requirements for supervisory or managerial positions may differ from those for gambling dealers, gambling and sports book writers and runners, and all other gambling workers. However, all candidates for a license must provide photo identification and pay a fee. Typically, they also must pass an extensive background check and drug test. Failure to pass the background check may prevent candidates from getting a job or a gambling license. Age requirements also vary by state. For specific licensing requirements, visit the state's > [[< Previous->39-1013-HowToBecomeOne-3]] > [[Next >->39-1013-HowToBecomeOne-5]] > [[Close->39-1013-Detailed]]

gambling commission website. ### Work Experience in a Related Occupation Gambling supervisors and gambling managers usually have several years of experience working in a casino or other gambling establishment. Gambling managers often have experience as a dealer or in the customer outreach department. Slot supervisors and table games supervisors usually have experience working in the activities of their respective areas. Some also have worked in entry-level marketing or customer-service positions. ### Advancement Often, gambling managers are promoted from positions as slot supervisors or > [[< Previous->39-1013-HowToBecomeOne-4]] > [[Next >->39-1013-HowToBecomeOne-6]] > [[Close->39-1013-Detailed]]

table games supervisors. They also may be moved from a management job in another part of the establishment, such as hospitality, after learning about the establishment's operations through an internship or on-the-job training. Gambling dealers may advance to become gambling supervisors and, eventually, managers. A slot supervisor or table games supervisor may also advance to become a gambling manager. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills > [[< Previous->39-1013-HowToBecomeOne-5]] > [[Next >->39-1013-HowToBecomeOne-7]] > [[Close->39-1013-Detailed]]

data page. Communication skills. Gambling services workers must explain the rules of the game to customers and answer their questions. Misunderstandings can cost a customer money and damage the establishment's reputation. Customer-service skills. Gambling jobs involve interaction with customers. The success or failure of a gambling establishment depends on how customers view the experience, making customer service important for all of these occupations. Leadership skills. Gambling managers and supervisors oversee other gambling services workers and must guide them in doing their jobs and > [[< Previous->39-1013-HowToBecomeOne-6]] > [[Next >->39-1013-HowToBecomeOne-8]] > [[Close->39-1013-Detailed]]

developing their skills. Math skills. Because they may deal with large amounts of money, gambling services workers must be good at math. Organizational skills. Gambling managers and supervisors should have an orderly system in place to handle administrative and other tasks for overseeing gambling services workers. Patience. All gambling services workers must stay composed when they encounter a customer who becomes upset or breaks a rule. They also must stay calm when dealing with equipment failures or malfunctions. > [[< Previous->39-1013-HowToBecomeOne-7]] > [[Close->39-1013-Detailed]]

work nights, weekends, and holidays, which are typically the busiest times for casinos. Most work full time, although part-time work is common. > [[< Previous->39-1013-Pay-1]] > [[Close->39-1013-Detailed]]

# Job Outlook Overall employment of gambling services workers is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 21,800 openings for gambling services workers are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Projected employment of gambling services workers varies by occupation (see table). The growth of online gambling may limit employment for some of these workers, including gambling and > [[Next >->39-1013-JobOutlook-2]] > [[Close->39-1013-Detailed]]

sports book writers and runners. Although some online gambling is linked to physical locations, online-only gambling sites do not require the same mix of employees. In addition, online betting is a largely automated process, and therefore fewer workers are needed to facilitate online wagers than in-person betting. Demand for some gambling services workers is expected to be driven by the increasing popularity of gambling establishments. Additionally, the few states currently without commercial gambling establishments may allow new casinos to be built over the next decade in an effort to bring > [[< Previous->39-1013-JobOutlook-1]] > [[Next >->39-1013-JobOutlook-3]] > [[Close->39-1013-Detailed]]

in more tax revenue. However, if more states approve expansions in the number of physical and online gambling establishments, the competition for customers will increase. Establishments that fail to keep or attract customers may close, thereby negating some of the jobs created. > [[< Previous->39-1013-JobOutlook-2]] > [[Close->39-1013-Detailed]]

# What Urban and Regional Planners Do Urban and regional planners develop comprehensive plans and programs for use of land and physical facilities in cities, counties, metropolitan areas, and other jurisdictions. ### Duties Urban and regional planners typically do the following: - Meet with stakeholders such as government officials, developers, and the public regarding development plans and land use - Gather and analyze data from field investigations and sources such as market research, censuses, and environmental studies - Assess the feasibility of site plans submitted by developers and identify needed changes > [[Next >->19-3051-WhatTheyDo-2]] > [[Close->19-3051-Detailed]]

- Recommend whether site plans should be approved or denied - Stay current on government policies such as zoning laws, building codes, and environmental regulations Urban and regional planners identify community needs and develop short > [[< Previous->19-3051-WhatTheyDo-1]] > [[Next >->19-3051-WhatTheyDo-3]] > [[Close->19-3051-Detailed]]

- and long-term projects for certain areas. They help communities manage economic, social, environmental, and other issues. Examples include creating access to parks and sidewalks, expanding affordable housing, and making the region more attractive to businesses. When working on a project, planners often collaborate with public officials, community members, and other groups to identify community issues and goals. They also analyze research and data to address issues and to meet goals. After they present a final project proposal to clients, planners may help to oversee its > [[< Previous->19-3051-WhatTheyDo-2]] > [[Next >->19-3051-WhatTheyDo-4]] > [[Close->19-3051-Detailed]]

implementation. Urban and regional planners use a variety of technology, such as statistical, data visualization, and financial management software. In addition, planners often use Geographic Information System (GIS) software to integrate data, such as for population density, with digital maps. Urban and regional planners may specialize in transportation planning, community development, historic preservation, or other areas of focus. > [[< Previous->19-3051-WhatTheyDo-3]] > [[Close->19-3051-Detailed]]

# Work Environment ### Work Environment Urban and regional planners usually work in an office setting and may travel to visit proposed sites. Most work full time, and some work evenings or weekends to attend meetings. > [[Close->19-3051-Detailed]]

# How to Become an Urban or Regional Planner Urban and regional planners typically need a bachelor's or master's degree from an accredited planning program to enter the occupation. Employers may prefer or require planners to be certified. ### Education Urban and regional planners typically need a master's degree in urban and regional planning or a related field. Admission to master's degree programs typically requires a bachelor's degree. Programs usually do not specify a particular undergraduate degree for admission, but students may benefit from having a background in architecture, social science, business, or a related > [[Next >->19-3051-HowToBecomeOne-2]] > [[Close->19-3051-Detailed]]

field. Accredited programs typically include coursework in subjects such as planning theory, land use law, and GIS for planning. Programs often have seminars and workshops, in which students learn to analyze and solve planning problems, and may offer concentrations in rural planning, urban revitalization, or other disciplines. ### Other Experience Some entry-level positions require work experience in a related field, such as architecture, public policy, or economic development. Students may gain relevant experience through internships while enrolled in, or after completing, their degree > [[< Previous->19-3051-HowToBecomeOne-1]] > [[Next >->19-3051-HowToBecomeOne-3]] > [[Close->19-3051-Detailed]]

program. ### Licenses, Certifications, and Registrations Most states do not require urban and regional planners to be licensed. New Jersey is an exception; information about its licensing requirements is available from the regulatory board of New Jersey. Employers may prefer or require urban and regional planners to be certified. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->19-3051-HowToBecomeOne-2]] > [[Next >->19-3051-HowToBecomeOne-4]] > [[Close->19-3051-Detailed]]

page. Analytical skills. Urban and regional planners evaluate information from a variety of sources, such as market research studies, censuses, and environmental impact studies. Communication skills. Urban and regional planners prepare research reports and presentations. They must be able to effectively convey project details to a variety of stakeholders, such as public officials, interest groups, and community members. Decision-making skills. Urban and regional planners must consider a range of options when determining whether site plans should be approved or denied. Interpersonal > [[< Previous->19-3051-HowToBecomeOne-3]] > [[Next >->19-3051-HowToBecomeOne-5]] > [[Close->19-3051-Detailed]]

skills. Urban and regional planners must be able to establish and maintain relationships with stakeholders. Leadership skills. Urban and regional planners must be able to manage projects, which may include delegating tasks and planning assignments. > [[< Previous->19-3051-HowToBecomeOne-4]] > [[Close->19-3051-Detailed]]

# Pay The median annual wage for urban and regional planners was $83,720 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $55,590, and the highest 10 percent earned more than $128,550. In May 2024, the median annual wages for urban and regional planners in the top industries in which they worked were as follows: Most urban and regional planners work full time. Some work evenings or weekends to attend meetings with officials, planning commissions, and neighborhood groups. > [[Close->19-3051-Detailed]]

# Job Outlook Employment of urban and regional planners is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 3,400 openings for urban and regional planners are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demographic, transportation, and environmental changes will drive employment growth for planners. Within cities, urban planners will be needed to develop revitalization > [[Next >->19-3051-JobOutlook-2]] > [[Close->19-3051-Detailed]]

projects and address issues associated with population growth, environmental degradation, the movement of people and goods, and resource scarcity. Similarly, suburban areas and municipalities will need planners to address the challenges associated with population changes, including housing needs and transportation systems covering larger areas with less population density. Planners will also be needed as new and existing communities require extensive development and improved infrastructure, including housing, roads, sewer systems, parks, and schools. However, federal, state, and local > [[< Previous->19-3051-JobOutlook-1]] > [[Next >->19-3051-JobOutlook-3]] > [[Close->19-3051-Detailed]]

government budgets may affect the employment of planners in government, because development projects are contingent on available funds. > [[< Previous->19-3051-JobOutlook-2]] > [[Close->19-3051-Detailed]]

# What Geographers Do Geographers study the Earth and the distribution of its land, features, and inhabitants. They research the interactions between the physical aspects of a region and the human activities within it. ### Duties Geographers typically do the following: - Gather geographic data through field observations, maps, photographs, satellite imagery, and censuses - Conduct research via surveys, interviews, and focus groups - Create and modify maps or other visual representations of geographic data - Analyze the geographic distribution of physical and cultural characteristics and occurrences > [[Next >->19-3092-WhatTheyDo-2]] > [[Close->19-3092-Detailed]]

- Collect, analyze, and display geographic data with Geographic Information Systems (GIS) - Write reports and present research findings - Assist, advise, or lead others in using GIS and geographic data > [[< Previous->19-3092-WhatTheyDo-1]] > [[Next >->19-3092-WhatTheyDo-3]] > [[Close->19-3092-Detailed]]

- Link geographic data with economic, health, or other data Geographers use several technologies in their work, such as GIS, remote sensing, and global positioning systems (GPS), to find relationships and trends in geographic data. They then present the data visually as maps, reports, and charts. For example, geographers may overlay aerial or satellite images with GIS data, such as population density in a given region, and create digital maps. They then use the maps to inform governments, businesses, and the public on a variety of topics, including urban planning and disaster response. The > [[< Previous->19-3092-WhatTheyDo-2]] > [[Next >->19-3092-WhatTheyDo-4]] > [[Close->19-3092-Detailed]]

following are examples of types of geographers: Physical geographers study features of the natural environment, such as landforms, climate, soils, natural hazards, water, and plants. For example, physical geographers may map where a natural resource occurs in a country or study the implications of proposed economic development on the surrounding natural environment. Human geographers often combine other disciplines with their research, which may include economic, environmental, medical, cultural, social, or political topics. Some human geographers rely primarily on quantitative research > [[< Previous->19-3092-WhatTheyDo-3]] > [[Next >->19-3092-WhatTheyDo-5]] > [[Close->19-3092-Detailed]]

methods; others rely more heavily on qualitative methods, such as field observations and interviews. Geographers often work on projects with people in related fields. For example, geographers may work with urban planners, civil engineers, legislators, or real estate agents to determine the best location for new public transportation infrastructure. People who study geography and who use GIS in their work also may be employed as surveyors, cartographers and photogrammetrists, surveying and mapping technicians, urban and regional planners, geoscientists, or hydrologists. People who earn a > [[< Previous->19-3092-WhatTheyDo-4]] > [[Next >->19-3092-WhatTheyDo-6]] > [[Close->19-3092-Detailed]]

Ph.D. in geography may become postsecondary teachers. > [[< Previous->19-3092-WhatTheyDo-5]] > [[Close->19-3092-Detailed]]

# Work Environment ### Work Environment Most geographers work full time. Geographers who do fieldwork may travel to foreign countries or remote locations. > [[Close->19-3092-Detailed]]

# How to Become a Geographer Geographers typically need at least a bachelor's degree to enter the occupation. Some jobs require a master's or doctoral degree. ### Education High school students interested in becoming geographers should take classes in physical sciences, computer programming, and geography. Geographers with a bachelor's degree may qualify for entry-level jobs and for positions with the federal government. Geographers working outside of the federal government may need a master's degree in geography or in Geographic Information Systems (GIS). Some employers allow candidates to substitute work experience > [[Next >->19-3092-HowToBecomeOne-2]] > [[Close->19-3092-Detailed]]

or GIS proficiency for an advanced degree. Research positions may require a Ph.D. or a master's degree and several years of relevant experience. Geography programs may include courses in physical and human geography, statistics or math, remote sensing, and GIS. Because geography is an interdisciplinary field, courses in a variety of areas, such as business, economics, or real estate, may be helpful. College students may benefit from participating in internships that put geography principles into practice. ### Licenses, Certifications, and Registrations Although not required, certification > [[< Previous->19-3092-HowToBecomeOne-1]] > [[Next >->19-3092-HowToBecomeOne-3]] > [[Close->19-3092-Detailed]]

may indicate professional expertise. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Geographers study data and information from a variety of sources and must be able to draw conclusions about their usefulness and meaning. Computer skills. Geographers must be proficient in GIS programming, database management, and data visualization techniques and should > [[< Previous->19-3092-HowToBecomeOne-2]] > [[Next >->19-3092-HowToBecomeOne-4]] > [[Close->19-3092-Detailed]]

be comfortable creating and manipulating digital images with GIS software. Communication skills. Geographers often need to write reports and funding proposals. They also present their research and findings to their peers and nontechnical audiences and must be able to convey the meaning of data in understandable ways. Critical-thinking skills. Geographers must be able to choose the appropriate data, methods, and scale of analysis for projects. > [[< Previous->19-3092-HowToBecomeOne-3]] > [[Close->19-3092-Detailed]]

# Pay The median annual wage for geographers was $97,200 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $62,390, and the highest 10 percent earned more than $133,680. In May 2024, the median annual wages for geographers in the top industries in which they worked were as follows: Most geographers work full time. > [[Close->19-3092-Detailed]]

# Job Outlook Employment of geographers is projected to grow 3 percent from 2024 to 2034, decline. About 100 openings for geographers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Governments and businesses will need geographers to research topics such as natural hazards and the use of resources. For example, geographers' analyses on population distribution and land use are important for infrastructure planning and > [[Next >->19-3092-JobOutlook-2]] > [[Close->19-3092-Detailed]]

development by both governments and businesses. However, demand for these workers is somewhat tied to the government funding that is allocated for these positions. Therefore, budgetary constraints may affect employment growth for geographers. > [[< Previous->19-3092-JobOutlook-1]] > [[Close->19-3092-Detailed]]

# What Historians Do Historians research, analyze, interpret, and write about the past by studying historical documents and sources. ### Duties Historians typically do the following: - Gather historical data from various sources, including archives, books, and artifacts - Analyze and interpret historical information to determine its authenticity and significance - Trace historical developments in a particular field - Engage with the public through educational programs and presentations - Archive or preserve materials and artifacts in museums, visitor centers, and historic sites > [[Next >->19-3093-WhatTheyDo-2]] > [[Close->19-3093-Detailed]]

- Provide advice or guidance on historical topics and preservation issues > [[< Previous->19-3093-WhatTheyDo-1]] > [[Next >->19-3093-WhatTheyDo-3]] > [[Close->19-3093-Detailed]]

- Write reports, articles, and books on findings and theories Historians conduct research and analysis for governments, businesses, individuals, nonprofits, historical associations, and other organizations. They use a variety of sources in their work, including government and institutional records, newspapers, photographs, interviews, films, and unpublished manuscripts, such as personal diaries, letters, and other primary source documents. They also may process, catalog, and archive these documents and artifacts. Many historians present and interpret history in order to inform or build upon > [[< Previous->19-3093-WhatTheyDo-2]] > [[Next >->19-3093-WhatTheyDo-4]] > [[Close->19-3093-Detailed]]

public knowledge of past events. They often trace and build a historical profile of a particular person, area, idea, organization, or event. Once their research is complete, they present their findings through articles, books, reports, exhibits, websites, and educational programs. In government, some historians conduct research to provide information on specific events or groups. Many write about the history of a particular government agency, activity, or program, such as a military operation or space missions. For example, they may research the people and events related to Operation Desert > [[< Previous->19-3093-WhatTheyDo-3]] > [[Next >->19-3093-WhatTheyDo-5]] > [[Close->19-3093-Detailed]]

Storm. In historical associations, historians may work with archivists, curators, and museum workers to preserve artifacts and explain the historical significance of a wide variety of subjects, such as historic buildings, religious groups, and battlegrounds. Workers with a background in history also may go into one of these occupations. Many people with a degree in history also become high school teachers or postsecondary teachers. > [[< Previous->19-3093-WhatTheyDo-4]] > [[Close->19-3093-Detailed]]

# Work Environment ### Work Environment Historians must travel to carry out research. Most work full time. > [[Close->19-3093-Detailed]]

# How to Become a Historian Historians typically need at least a master's degree to enter the occupation. Those with a bachelor's degree in history may qualify for some entry-level positions, but most will find jobs in different fields. ### Education Historians typically need a master's degree or Ph.D. to enter the occupation. Many historians have a master's degree in history or public history. Others complete degrees in related fields, such as museum studies, historical preservation, or archival management. In addition to coursework, most master's programs in public history and similar fields require an internship as > [[Next >->19-3093-HowToBecomeOne-2]] > [[Close->19-3093-Detailed]]

part of the curriculum. Research positions in the federal government and positions in academia typically require a Ph.D. Students in history Ph.D. programs usually concentrate in a specific area of history. Possible specializations include a particular country or region, period, or field, such as social, political, or cultural history. Candidates with a bachelor's degree in history may qualify for entry-level positions at museums, historical associations, or other small organizations. However, most bachelor's degree holders usually work outside of traditional historian jobs > [[< Previous->19-3093-HowToBecomeOne-1]] > [[Next >->19-3093-HowToBecomeOne-3]] > [[Close->19-3093-Detailed]]

- for example, jobs in education, communications, law, business, publishing, or journalism. ### Other Experience Many employers recommend that prospective historians complete an internship during their formal educational studies. Internships offer an opportunity for students to learn practical skills, such as handling and preserving artifacts and creating exhibits. They also give students an opportunity to apply their academic knowledge in a hands-on setting. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For > [[< Previous->19-3093-HowToBecomeOne-2]] > [[Next >->19-3093-HowToBecomeOne-4]] > [[Close->19-3093-Detailed]]

more information, visit the Employment Projections (EP) skills data page. Analytical skills. Historians must be able to examine various types of historical resources and draw clear and logical conclusions based on their findings. Communication skills. Historians must communicate effectively when collecting information, collaborating with colleagues, and presenting their research to the public through written documents and presentations. Foreign language skills. Historians may need to review primary source materials that are not in English. This makes knowledge of the other language useful > [[< Previous->19-3093-HowToBecomeOne-3]] > [[Next >->19-3093-HowToBecomeOne-5]] > [[Close->19-3093-Detailed]]

during research. Problem-solving skills. Historians try to answer questions about the past. They may investigate something unknown about a past idea, event, or person; decipher historical information; or identify how the past has affected the present. Research skills. Historians must be able to examine and process information from a large number of historical resources, including documents, images, and material artifacts. > [[< Previous->19-3093-HowToBecomeOne-4]] > [[Close->19-3093-Detailed]]

# Pay The median annual wage for historians was $74,050 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $38,630, and the highest 10 percent earned more than $128,500. In May 2024, the median annual wages for historians in the top industries in which they worked were as follows: Most historians work full time during standard business hours. Some work independently and are able to set their own schedules. Historians who work in museums or other institutions open to the > [[Next >->19-3093-Pay-2]] > [[Close->19-3093-Detailed]]

public may work evenings or weekends. Some historians may travel to collect artifacts, conduct interviews, or visit an area to better understand its culture and environment. > [[< Previous->19-3093-Pay-1]] > [[Close->19-3093-Detailed]]

# Job Outlook Employment of historians is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 300 openings for historians are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Organizations that employ historians, such as historical societies and government agencies, often depend on donations or public funding. Thus, employment growth will depend largely on the amount of funding > [[Next >->19-3093-JobOutlook-2]] > [[Close->19-3093-Detailed]]

available. > [[< Previous->19-3093-JobOutlook-1]] > [[Close->19-3093-Detailed]]

# What Political Scientists Do Political scientists study the origin, development, and operation of political systems. They may research topics such as public opinion, political decision-making, and ideology. They also may analyze the structure of governments and political entities. ### Duties Political scientists typically do the following: - Research political subjects, such as the U.S. political system and foreign relations - Collect and analyze data from public opinion surveys and other sources - Develop and test political theories > [[Next >->19-3094-WhatTheyDo-2]] > [[Close->19-3094-Detailed]]

- Evaluate the effects of policies and laws on government, businesses, and people - Monitor current events, policy decisions, and related issues - Forecast political, economic, and social trends > [[< Previous->19-3094-WhatTheyDo-1]] > [[Next >->19-3094-WhatTheyDo-3]] > [[Close->19-3094-Detailed]]

- Share research results by giving presentations and publishing articles Political scientists conduct research in many areas, such as national politics, comparative politics, international relations, and political theory. Political scientists gather and analyze information from numerous sources. They evaluate current policies and events and try to anticipate the effects of new policies. For example, they may use historical documents to study past government structures and policies. Or they may review voter registration data to identify voting patterns. Political scientists may have other > [[< Previous->19-3094-WhatTheyDo-2]] > [[Next >->19-3094-WhatTheyDo-4]] > [[Close->19-3094-Detailed]]

job titles, such as government affairs specialist, political consultant, and political research scientist. Their research on domestic or international policies that affect a particular region or population may help in planning and development. > [[< Previous->19-3094-WhatTheyDo-3]] > [[Close->19-3094-Detailed]]

# Work Environment ### Work Environment Most political scientists work full time in an office setting. They sometimes work additional hours. > [[Close->19-3094-Detailed]]

# How to Become a Political Scientist To enter the occupation, political scientists typically need a master's degree in political science, public administration, or a related field. However, some employers consider candidates who have a bachelor's degree; others may prefer a Ph.D. ### Education Political scientists typically need a master's degree to enter the occupation. Relevant master's degree programs include fields such as political science, public administration, and public policy. These programs often have courses in other disciplines, such as psychology and economics, as well as in government, policy, and > [[Next >->19-3094-HowToBecomeOne-2]] > [[Close->19-3094-Detailed]]

politics. Employers may consider candidates who have a bachelor's degree in political science for certain entry-level positions, such as with political campaigns or in government. Some employers prefer that political scientist candidates have a Ph.D., which requires several years of study beyond a bachelor's degree. Prospective political scientists may benefit from participating in internship or volunteer opportunities while in school. These experiences may offer students a chance to develop the analytical, research, and other skills they need to be successful. ### Important Qualities The > [[< Previous->19-3094-HowToBecomeOne-1]] > [[Next >->19-3094-HowToBecomeOne-3]] > [[Close->19-3094-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Adaptability. Political scientists must be able to adjust their research methods as current events develop. Communication skills. Political scientists must be able to explain their findings to a variety of audiences. Creativity. Political scientists must continually explore new ideas, stay current on political subjects, and come up with new ways to address issues. Critical-thinking skills. Political scientists must > [[< Previous->19-3094-HowToBecomeOne-2]] > [[Next >->19-3094-HowToBecomeOne-4]] > [[Close->19-3094-Detailed]]

be able to draw logical conclusions from the data and information they collect, analyze, and interpret. Decision-making skills. Political scientists need to balance a variety of objectives and choose appropriate research methods for the topics they study. Detail oriented. Political scientists need to be precise in evaluating and recording the results of their research. Interpersonal skills. Political scientists may collaborate with other researchers when writing reports or giving presentations. > [[< Previous->19-3094-HowToBecomeOne-3]] > [[Close->19-3094-Detailed]]

# Pay The median annual wage for political scientists was $139,380 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $74,750, and the highest 10 percent earned more than $191,880. In May 2024, the median annual wages for political scientists in the top industries in which they worked were as follows: Most political scientists work full time. They may work additional hours to finish reports and meet deadlines. > [[Close->19-3094-Detailed]]

# Job Outlook Employment of political scientists is projected to grow 3 percent from 2024 to 2034, decline. About 500 openings for political scientists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Political scientists will continue to be needed in government to assess the impact of public policy and proposals, such as service efficiencies, budget changes, and other improvements. However, demand for these workers is > [[Next >->19-3094-JobOutlook-2]] > [[Close->19-3094-Detailed]]

somewhat tied to federal funding. Therefore, budgetary constraints may directly impact the employment of political scientists. Political organizations, lobbying firms, and labor unions rely on political scientists' knowledge to manage complex regulations. Political scientists will be needed at research and policy institutes to focus on politics and political theory. Organizations that research or advocate for specific causes, such as healthcare or the environment, need political scientists to analyze policies relating to their field. > [[< Previous->19-3094-JobOutlook-1]] > [[Close->19-3094-Detailed]]

- Examine animal and crop specimens to determine the presence of diseases or other problems - Prepare and operate laboratory testing equipment - Compile and analyze test results - Prepare charts, presentations, and reports describing test results Food science technicians typically do the following: - Follow protocols to collect, prepare, and properly store food or food-related samples - Test food, food additives, and food containers to ensure that they comply with established safety standards - Help food scientists with food research, development, and quality control > [[< Previous->19-4013-WhatTheyDo-1]] > [[Next >->19-4013-WhatTheyDo-3]] > [[Close->19-4013-Detailed]]

- Analyze chemical properties of food to determine ingredients and formulas - Compile and analyze test results - Prepare charts, presentations, and reports describing test results - Prepare and maintain quantities of chemicals needed to perform laboratory tests > [[< Previous->19-4013-WhatTheyDo-2]] > [[Next >->19-4013-WhatTheyDo-4]] > [[Close->19-4013-Detailed]]

- Maintain a safe, sterile laboratory environment Agricultural and food science technicians often specialize by subject area, such as animal health, farm machinery, fertilizers, agricultural chemicals, or processing technology. Duties may vary considerably by specialization. Agricultural science technicians typically study ways to increase the productivity of crops and animals. These workers may collect samples for analysis, test crops and animals for disease or to confirm results of experiments, and keep detailed records. Food science technicians who work in manufacturing investigate new > [[< Previous->19-4013-WhatTheyDo-3]] > [[Next >->19-4013-WhatTheyDo-5]] > [[Close->19-4013-Detailed]]

typically need an associate's degree. Some agricultural and food science technicians enter the occupation with a high school diploma or the equivalent and related work experience. Others may need a bachelor's degree. Common fields of degree include biology, a physical science such as chemistry, and agriculture. Students may choose to major in a specific concentration within agriculture, such as animal, crop, or food science. Students may pursue internships and other opportunities to gain practical experience while still in school. ### Work Experience in a Related Occupation Workers who > [[< Previous->19-4013-HowToBecomeOne-1]] > [[Next >->19-4013-HowToBecomeOne-3]] > [[Close->19-4013-Detailed]]

enter the occupation with a high school diploma or the equivalent may need experience in a related occupation that has helped them develop knowledge of agriculture or manufacturing processes. Examples of related occupations include food and tobacco processing workers and agricultural workers. ### Training Agricultural and food science technicians typically receive training on the job after they are hired. For example, they may work alongside a more experienced technician or scientist while learning how to collect samples, operate equipment, and do other tasks. Training also might cover > [[< Previous->19-4013-HowToBecomeOne-2]] > [[Next >->19-4013-HowToBecomeOne-4]] > [[Close->19-4013-Detailed]]

topics such as production techniques and sanitation procedures. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Agricultural and food science technicians must synthesize information from a variety of test results and samples. Communication skills. Agricultural and food science technicians must understand and give clear instructions, convey information in presentations or reports, and, occasionally, write > [[< Previous->19-4013-HowToBecomeOne-3]] > [[Next >->19-4013-HowToBecomeOne-5]] > [[Close->19-4013-Detailed]]

reports. Decision-making skills. Agricultural and food science technicians use reasoning and judgment to reach conclusions, such as for determining how to improve food quality. Detail oriented. Agricultural and food science technicians must conduct and record observations and measurements with precision and accuracy. Interpersonal skills. Agricultural and food science technicians collaborate with others, including scientists and agricultural and food processing workers. Physical stamina. Agricultural and food science technicians may need to stand for long periods, lift objects, and > [[< Previous->19-4013-HowToBecomeOne-4]] > [[Next >->19-4013-HowToBecomeOne-6]] > [[Close->19-4013-Detailed]]

perform physical labor. > [[< Previous->19-4013-HowToBecomeOne-5]] > [[Close->19-4013-Detailed]]

biofuels and other agricultural products. Agricultural science technicians will be needed to assist agricultural and food scientists in investigating and improving the diets, living conditions, and genetic makeup of livestock. Food science technicians will help scientists improve food-processing techniques, ensuring that products are safe, waste is limited, and food is shipped efficiently. Technicians also are expected to continue to be needed to help analyze soil composition and soil improvement techniques, find uses for agricultural byproducts, and selectively breed crops to resist pests > [[< Previous->19-4013-JobOutlook-1]] > [[Next >->19-4013-JobOutlook-3]] > [[Close->19-4013-Detailed]]

and disease or to improve taste. > [[< Previous->19-4013-JobOutlook-2]] > [[Close->19-4013-Detailed]]

- Arrest people suspected of committing crimes - Collect and secure evidence from crime scenes - Observe the activities of suspects - Write detailed reports and fill out forms > [[< Previous->33-3031-WhatTheyDo-1]] > [[Next >->33-3031-WhatTheyDo-3]] > [[Close->33-3031-Detailed]]

- Prepare cases for legal proceedings and testify in court Job duties differ by employer and function, but police and detectives are required by law to write detailed reports and keep meticulous records. Most carry law enforcement equipment such as radios, handcuffs, and guns. The following are examples of types of police and detectives: Detectives and criminal investigators are uniformed or plainclothes officers who gather facts and collect evidence related to criminal cases. They conduct interviews, examine records, monitor suspects, and participate in raids and arrests. Detectives > [[< Previous->33-3031-WhatTheyDo-2]] > [[Next >->33-3031-WhatTheyDo-4]] > [[Close->33-3031-Detailed]]

typically investigate serious crimes, such as assaults, robberies, and homicides. In large police departments, detectives usually specialize in investigating one type of crime, such as homicide or fraud. They are typically assigned cases on a rotating basis and work on them until an arrest and trial are completed or until the case is dropped. Federal Bureau of Investigation (FBI) agents, sometimes called special agents, investigate and pursue criminal cases that violate federal law. FBI agents are responsible for crimes against public agencies, such as Medicare fraud, or that cross state > [[< Previous->33-3031-WhatTheyDo-3]] > [[Next >->33-3031-WhatTheyDo-5]] > [[Close->33-3031-Detailed]]

lines. In addition, federal agents may join or take over investigations of certain types of state cases, such as those related to prescription drugs or large sums of money. Fish and game wardens enforce fishing, hunting, and boating laws. They patrol fishing and hunting areas, conduct search and rescue operations, investigate complaints and accidents, and educate the public about laws pertaining to the outdoors. Federal fish and game wardens are often referred to as Federal Wildlife Officers. Police and sheriff's patrol officers are the most common type of police and detectives, and they > [[< Previous->33-3031-WhatTheyDo-4]] > [[Next >->33-3031-WhatTheyDo-6]] > [[Close->33-3031-Detailed]]

have general law enforcement duties. They wear uniforms that allow the public to easily recognize them as police officers. They have regular patrols and also respond to emergency and nonemergency calls. During patrols, officers observe people and activities to ensure order and safety. Some police officers work only on a specific type of crime, such as narcotics. Officers, especially those working in large departments, may work in special units, such as mounted (horseback), motorcycle, or special weapons and tactics (SWAT). Typically, officers must work as patrol officers for a certain number > [[< Previous->33-3031-WhatTheyDo-5]] > [[Next >->33-3031-WhatTheyDo-7]] > [[Close->33-3031-Detailed]]

# How to Become a Police Officer or Detective The education typically required to enter the occupation ranges from a high school diploma to a college degree. Most police and detectives must graduate from their agency's training academy before completing a period of on-the-job training. Other requirements vary, but candidates usually must be at least 21 years old and able to meet rigorous physical and personal qualifications. A felony conviction or drug use may disqualify a candidate. ### Education Police and detective applicants must have at least a high school diploma or equivalent, although some federal agencies and police departments > [[Next >->33-3031-HowToBecomeOne-2]] > [[Close->33-3031-Detailed]]

may require that applicants have completed college coursework or a college degree. Many community colleges and 4-year colleges and universities offer programs in law enforcement and criminal justice. Knowledge of a foreign language is an asset in many federal agencies and geographical regions. Fish and game wardens typically need a bachelor's degree; desirable fields of study include wildlife science, biology, or natural resources. Federal Wildlife Officers and some state-level fish and game wardens typically do not need a bachelor's degree. Federal agencies such as the Federal Bureau of > [[< Previous->33-3031-HowToBecomeOne-1]] > [[Next >->33-3031-HowToBecomeOne-3]] > [[Close->33-3031-Detailed]]

Investigation may require prospective detectives and investigators to have a bachelor's degree. Many applicants for entry-level police jobs have completed some college coursework, and a significant number are college graduates. Common fields of degree include security and protective service and social science. ### Training Candidates for law enforcement appointment usually attend a training academy before becoming an officer. Training includes classroom instruction in state and local laws and constitutional law, civil rights, and police ethics. Recruits also receive training and supervised > [[< Previous->33-3031-HowToBecomeOne-2]] > [[Next >->33-3031-HowToBecomeOne-4]] > [[Close->33-3031-Detailed]]

experience in subjects such as patrol, traffic control, firearm use, self-defense, first aid, and emergency response. Federal law enforcement agents undergo extensive training, usually at the U.S. Marine Corps base in Quantico, Virginia, or at a Federal Law Enforcement Training Center. ### Work Experience in a Related Occupation Because they need experience in law enforcement, detectives typically begin their careers as police officers. FBI special agent applicants must have at least 2 years of full-time work experience, or 1 year of experience plus an advanced degree (master's or > [[< Previous->33-3031-HowToBecomeOne-3]] > [[Next >->33-3031-HowToBecomeOne-5]] > [[Close->33-3031-Detailed]]

higher). ### Other Experience Some police departments have cadet programs for people interested in a career in law enforcement who do not yet meet age requirements for becoming an officer. These cadets do clerical work and attend classes until they reach the minimum age requirement and can apply for a position with the regular force. Military or police experience may be considered beneficial for prospective cadets. Cadet candidates usually must be at least 18 years old, have a driver's license, and meet specific physical qualifications. Applicants may have to pass physical exams of vision, > [[< Previous->33-3031-HowToBecomeOne-4]] > [[Next >->33-3031-HowToBecomeOne-6]] > [[Close->33-3031-Detailed]]

hearing, strength, and agility, as well as written exams. Candidates typically go through a series of interviews and may be asked to take polygraph (lie detector) and drug tests. A felony conviction may disqualify a candidate. Most states and local jurisdictions require candidates to be U.S. citizens, but some do not. Federal officers must be U.S. citizens. ### Advancement Police officers usually become eligible for promotion after a probationary period. Promotions to corporal, sergeant, lieutenant, and captain usually are made according to scores on a written examination and on-the-job > [[< Previous->33-3031-HowToBecomeOne-5]] > [[Next >->33-3031-HowToBecomeOne-7]] > [[Close->33-3031-Detailed]]

performance. In large departments, an officer may be promoted to detective or to specialize in one type of police work, such as working with juveniles. Along with exam and performance scores, a bachelor's degree may be required for advancement to positions of lieutenant or higher rank. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Police and detectives must be able to speak with people and to express details in > [[< Previous->33-3031-HowToBecomeOne-6]] > [[Next >->33-3031-HowToBecomeOne-8]] > [[Close->33-3031-Detailed]]

writing about an incident. Empathy. Police officers need to understand the perspectives of a variety of people in their jurisdiction and be willing to help the public. Good judgment. Police and detectives must be able to determine the best way to solve an array of problems. Leadership skills. Police officers must be comfortable with being a highly visible member of their community, as the public looks to them for help in emergencies. Perceptiveness. Officers, detectives, and fish and game wardens must be able to anticipate people's reactions and understand why they act a certain > [[< Previous->33-3031-HowToBecomeOne-7]] > [[Next >->33-3031-HowToBecomeOne-9]] > [[Close->33-3031-Detailed]]

way. Physical stamina. Officers and detectives must be in good physical shape, both to pass required tests for entry into the field and to keep up with the daily rigors of the job. Physical strength. Police officers must be strong enough to physically apprehend suspects and to assist people in precarious situations. > [[< Previous->33-3031-HowToBecomeOne-8]] > [[Close->33-3031-Detailed]]

# What Floral Designers Do Floral designers, also called florists, arrange live, dried, and silk flowers and greenery to make decorative displays. They also help customers select flowers and containers, ribbons, and other accessories. ### Duties Floral designers typically do the following: - Buy flowers and other products from wholesalers and suppliers to ensure that an adequate supply meets customers' needs - Determine the type of arrangement desired, the occasion, and the date, time, and location for delivery > [[Next >->27-1023-WhatTheyDo-2]] > [[Close->27-1023-Detailed]]

- Recommend plants or flowers and greenery for each arrangement in accordance with the customer's budget - Design floral displays that evoke a particular sentiment or style > [[< Previous->27-1023-WhatTheyDo-1]] > [[Next >->27-1023-WhatTheyDo-3]] > [[Close->27-1023-Detailed]]

- Answer telephones, take orders, and wrap arrangements Floral designers may create a single arrangement for a specific purpose or multiple displays for special occasions, such as weddings or funerals. They use artistry and their knowledge of different types of blooms to choose appropriate flowers or plants for each occasion. Floral designers need to know when flowers and plants are in season and available. Floral designers also need to know the properties of flowers and other plants. Some flowers, such as carnations, can last for many hours outside of water. Other flowers are delicate and > [[< Previous->27-1023-WhatTheyDo-2]] > [[Next >->27-1023-WhatTheyDo-4]] > [[Close->27-1023-Detailed]]

wilt more quickly. Some plants are poisonous to certain types of animals. For example, lilies are toxic to cats. Floral designers must know the color varieties and average size of each flower and plant they sell. They may need to calculate the number of flowers that will fit into a particular vase or how many rose petals cover a space, such as the length of a walkway for a wedding procession. Floral designers use their knowledge to recommend plants or flowers, greenery, and designs to customers. If the customer selects flowers, the designer uses that type of flower to arrange a visually > [[< Previous->27-1023-WhatTheyDo-3]] > [[Next >->27-1023-WhatTheyDo-5]] > [[Close->27-1023-Detailed]]

appealing display. The designer may include items, such as stuffed animals or balloons, or use a decorative basket or vase when creating an arrangement. Plants typically are showcased in attractive containers and are available for immediate sale. Although more complex floral displays must be ordered in advance, floral designers often create small bouquets or arrangements while customers wait. When they are responsible for multiple arrangements for a special occasion, such as a wedding or funeral, floral designers usually create and set up these decorations just before the event, then remove > [[< Previous->27-1023-WhatTheyDo-4]] > [[Next >->27-1023-WhatTheyDo-6]] > [[Close->27-1023-Detailed]]

them afterward. Some floral designers work with event planners on a contract basis when creating arrangements for these types of occasions. Floral designers also give customers instructions on how to care for flowers and plants, including what the ideal temperature is and how often the water should be changed. For plants or cut flowers, floral designers often provide plant or flower food as part of the sale. Floral designers also order new flowers, greenery, and plants from suppliers. They process newly arrived shipments by stripping leaves that would be below the water line. Floral > [[< Previous->27-1023-WhatTheyDo-5]] > [[Next >->27-1023-WhatTheyDo-7]] > [[Close->27-1023-Detailed]]

designers cut new flowers, transplant plants, mix plant or flower food solutions, fill containers with the food solutions, and sanitize workspaces. They keep most flowers and plants in cool display cases so that the products stay fresh and live longer. Some floral designers have formal agreements with the managers of hotels and restaurants or the owners of office buildings and private homes to replace old flowers or plants with new ones on a recurring schedule - usually daily, weekly, or monthly > [[< Previous->27-1023-WhatTheyDo-6]] > [[Next >->27-1023-WhatTheyDo-8]] > [[Close->27-1023-Detailed]]

- to keep areas looking fresh and appealing. They may work with interior designers in creating displays. Floral designers who are self-employed or have their own shop also must do business tasks, such as advertising, pricing, inventory, and taxes. Some designers hire and supervise staff to help with these tasks. > [[< Previous->27-1023-WhatTheyDo-7]] > [[Close->27-1023-Detailed]]

# Work Environment ### Work Environment Most floral designers work in retail businesses, usually flower shops and grocery stores. > [[Close->27-1023-Detailed]]

# How to Become a Floral Designer Most floral designers have a high school diploma or the equivalent and learn their skills on the job in a few months. ### Education Most floral designers have a high school diploma or the equivalent. Postsecondary programs may be useful for florists who want to start their own business. Programs in floral design and caring techniques for flowers and plants are available through private floral schools, vocational schools, and community colleges. Most of these programs offer a certificate or diploma. Classes in flower and plant identification, floral design concepts, and advertising and other > [[Next >->27-1023-HowToBecomeOne-2]] > [[Close->27-1023-Detailed]]

business courses, as well as experience working in a greenhouse, are part of many certificate and diploma programs. Some community colleges and universities offer certificates or associate's degrees in floriculture/floristry operations and management. ### Training New floral designers typically get hands-on experience working with an experienced floral designer. They may start by preparing simple flower arrangements and practicing the basics of tying bows and ribbons, cutting stems to appropriate lengths, and learning about the proper handling and care of flowers and plants. Floral designers > [[< Previous->27-1023-HowToBecomeOne-1]] > [[Next >->27-1023-HowToBecomeOne-3]] > [[Close->27-1023-Detailed]]

also learn about the different types and growth properties of flowers and plants, how to use flowers in complex floral designs, and which flowers and plants complement each other. ### Licenses, Certifications, and Registrations Although certification is voluntary, it indicates a measure of floral design knowledge and expertise gained through work experience or education. Information on certifications is available from CareerOneStop. ### Advancement Formal training in floral design may be helpful for people who are interested in opening their own business or in becoming a chief floral > [[< Previous->27-1023-HowToBecomeOne-2]] > [[Next >->27-1023-HowToBecomeOne-4]] > [[Close->27-1023-Detailed]]

designer or supervisor. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Artistic ability. Floral designers use their sense of style to develop aesthetically pleasing designs. Creativity. Floral designers must develop appropriate designs for different occasions. They must also be open to new ideas because trends in floral design change quickly. Customer-service skills. Floral designers spend much of their day interacting with customers > [[< Previous->27-1023-HowToBecomeOne-3]] > [[Next >->27-1023-HowToBecomeOne-5]] > [[Close->27-1023-Detailed]]

and suppliers. They must be able to understand what a customer is looking for, explain options, and provide high-quality products and service. Organizational skills. Floral designers need to be well organized to keep the business operating smoothly and to ensure that orders are completed on time. > [[< Previous->27-1023-HowToBecomeOne-4]] > [[Close->27-1023-Detailed]]

# Pay The median annual wage for floral designers was $36,120 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $27,260, and the highest 10 percent earned more than $48,690. In May 2024, the median annual wages for floral designers in the top industries in which they worked were as follows: Many floral designers work full time, although their hours may vary with the work setting. Independent floral shops are typically open during regular business hours. Floral > [[Next >->27-1023-Pay-2]] > [[Close->27-1023-Detailed]]

departments inside grocery stores or other stores may stay open longer. Floral designers are busier at certain times of the year, such as holidays, than at other times. Because freshly cut flowers are perishable, most orders cannot be completed too far in advance. Therefore, designers often work additional hours just before and during holidays. In addition, many part-time and seasonal opportunities are available around holidays for which flowers or plants are popular gifts, such as Christmas, Valentine's Day, and Mother's Day. > [[< Previous->27-1023-Pay-1]] > [[Close->27-1023-Detailed]]

# Job Outlook Employment of floral designers is projected to grow 6 percent from 2024 to 2034, decline. About 5,100 openings for floral designers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Although there will likely continue to be demand for floral arrangements at events such as weddings and funerals, the need for floral designers is projected to decline along with the number of florist shops. Local florist shops, > [[Next >->27-1023-JobOutlook-2]] > [[Close->27-1023-Detailed]]

where many florists are employed, often fulfill online orders from flower delivery services. This practice may increase the number of orders florist shops receive, but it also may dampen the demand for additional shops as each existing shop widens its customer service area. > [[< Previous->27-1023-JobOutlook-1]] > [[Close->27-1023-Detailed]]

# What Geological and Hydrologic Technicians Do Geological and hydrologic technicians support scientists and engineers in exploring, extracting, and monitoring natural resources, such as soil, natural gas, and water. ### Duties Geological and hydrologic technicians typically do the following: - Install and maintain laboratory and field equipment - Gather samples in the field, such as mud and water, and prepare them for analysis in the laboratory - Conduct scientific tests on samples to determine their content and characteristics - Record data from tests and compile information from reports, databases, and other sources > [[Next >->19-4043-WhatTheyDo-2]] > [[Close->19-4043-Detailed]]

- Prepare reports and maps to identify geological characteristics of areas that may have valuable natural resources Geological and hydrologic technicians typically specialize either in fieldwork and laboratory study or in analyzing data. However, technicians may have duties that overlap into multiple areas. In the field, geological and hydrologic technicians use equipment, such as seismic instruments and depth sensors, to gather data. They also use tools, such as shovels and gauges, to collect samples for analysis. In laboratories, these technicians use microscopes, computers, and other > [[< Previous->19-4043-WhatTheyDo-1]] > [[Next >->19-4043-WhatTheyDo-3]] > [[Close->19-4043-Detailed]]

equipment to analyze samples for problem-solving and other purposes. Geological and hydrologic technicians work on teams under the supervision of scientists and engineers. Geological technicians help with tasks such as exploring and developing prospective sites or monitoring the productivity of existing ones. Hydrologic technicians assist with a variety of projects, such as providing information for negotiating water rights. Geologic and hydrologic technicians also might work with scientists and technicians of other disciplines. For example, these technicians may work with environmental > [[< Previous->19-4043-WhatTheyDo-2]] > [[Next >->19-4043-WhatTheyDo-4]] > [[Close->19-4043-Detailed]]

scientists and technicians to identify the potential impacts of drilling on an area's soil and water quality. > [[< Previous->19-4043-WhatTheyDo-3]] > [[Close->19-4043-Detailed]]

# Work Environment ### Work Environment Geological and hydrologic technicians work in offices, laboratories, and the field. Most geological and hydrologic technicians work full time. > [[Close->19-4043-Detailed]]

# How to Become a Geological or Hydrologic Technician Geological and hydrologic technicians typically need at least an associate's degree in applied science or science-related technology to enter the occupation. Some employers require a bachelor's degree. Geological and hydrologic technicians also receive on-the-job training. ### Education Although entry-level positions typically require an associate's degree in applied science or a science-related technology, employers may prefer to hire applicants who have a bachelor's degree. Geological and hydrologic technician jobs that are data intensive or highly technical may require a bachelor's > [[Next >->19-4043-HowToBecomeOne-2]] > [[Close->19-4043-Detailed]]

degree. Community colleges and technical institutes may offer programs in geosciences, mining, or a related subject, such as geographic information systems (GIS). Regardless of the program, most students take courses in geology, mathematics, computer science, chemistry, and physics. Schools also may offer internships and cooperative-education programs in which students gain experience while attending school. ### Licenses, Certifications, and Registrations Some geological and hydrologic technicians may be required to have the Occupational Safety & Health Administration (OSHA) Hazardous Waste > [[< Previous->19-4043-HowToBecomeOne-1]] > [[Next >->19-4043-HowToBecomeOne-3]] > [[Close->19-4043-Detailed]]

Operations and Emergency Response Standard (HAZWOPER) certification. HAZWOPER certification includes training in health hazards, personal protective equipment, site safety, recognizing and identifying hazards, and decontamination. Refresher training may be required to maintain certification. Although not required, certification may indicate professional expertise. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the > [[< Previous->19-4043-HowToBecomeOne-2]] > [[Next >->19-4043-HowToBecomeOne-4]] > [[Close->19-4043-Detailed]]

Employment Projections (EP) skills data page. Analytical skills. Geological and hydrologic technicians evaluate data and samples using a variety of techniques, including laboratory experimentation and computer modeling. Communication skills. Geological and hydrologic technicians explain their methods and findings through oral and written reports to scientists, engineers, managers, and other technicians. Critical-thinking skills. Geological and hydrologic technicians must use their judgment when interpreting scientific data and determining what is relevant to their work. Interpersonal > [[< Previous->19-4043-HowToBecomeOne-3]] > [[Next >->19-4043-HowToBecomeOne-5]] > [[Close->19-4043-Detailed]]

skills. Geological and hydrologic technicians need to be able to work well with others as part of a team. Physical stamina. To do fieldwork, geological and hydrologic technicians must be able to reach remote locations while carrying testing and sampling equipment. ### Training Geological and hydrologic technicians typically receive on-the-job training to attain competency. Under the supervision of experienced technicians, new technicians gain hands-on experience using field and laboratory equipment and computer software. The length of training may vary from 1 to 12 months. > [[< Previous->19-4043-HowToBecomeOne-4]] > [[Close->19-4043-Detailed]]

# Pay The median annual wage for geological technicians, except hydrologic technicians was $48,390 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $32,830, and the highest 10 percent earned more than $92,210. The median annual wage for hydrologic technicians was $58,570 in May 2024. The lowest 10 percent earned less than $40,330, and the highest 10 percent earned more than $94,310. In May 2024, the median annual wages for geological technicians, except hydrologic > [[Next >->19-4043-Pay-2]] > [[Close->19-4043-Detailed]]

technicians in the top industries in which they worked were as follows: In May 2024, the median annual wages for hydrologic technicians in the top industries in which they worked were as follows: Most geological and hydrologic technicians work full time. Technicians generally work standard hours in laboratories and offices but may have irregular schedules in the field. > [[< Previous->19-4043-Pay-1]] > [[Close->19-4043-Detailed]]

# Job Outlook Overall employment of geological and hydrologic technicians is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 1,700 openings for geological and hydrologic technicians are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of geological and hydrologic technicians varies by occupation (see table). Demand for natural gas, along with exploration and > [[Next >->19-4043-JobOutlook-2]] > [[Close->19-4043-Detailed]]

management of resources such as minerals and water, is expected to increase demand for geological exploration and extraction. However, the use of drones and other technology in mining exploration may replace the need for some geological technicians. Many hydrologic technicians are employed by the federal government and therefore, future employment will depend in large part on the amount of federal funding available for related activities and research. > [[< Previous->19-4043-JobOutlook-1]] > [[Close->19-4043-Detailed]]

- Prepare reports and maps to identify geological characteristics of areas that may have valuable natural resources Geological and hydrologic technicians typically specialize either in fieldwork and laboratory study or in analyzing data. However, technicians may have duties that overlap into multiple areas. In the field, geological and hydrologic technicians use equipment, such as seismic instruments and depth sensors, to gather data. They also use tools, such as shovels and gauges, to collect samples for analysis. In laboratories, these technicians use microscopes, computers, and other > [[< Previous->19-4044-WhatTheyDo-1]] > [[Next >->19-4044-WhatTheyDo-3]] > [[Close->19-4044-Detailed]]

equipment to analyze samples for problem-solving and other purposes. Geological and hydrologic technicians work on teams under the supervision of scientists and engineers. Geological technicians help with tasks such as exploring and developing prospective sites or monitoring the productivity of existing ones. Hydrologic technicians assist with a variety of projects, such as providing information for negotiating water rights. Geologic and hydrologic technicians also might work with scientists and technicians of other disciplines. For example, these technicians may work with environmental > [[< Previous->19-4044-WhatTheyDo-2]] > [[Next >->19-4044-WhatTheyDo-4]] > [[Close->19-4044-Detailed]]

scientists and technicians to identify the potential impacts of drilling on an area's soil and water quality. > [[< Previous->19-4044-WhatTheyDo-3]] > [[Close->19-4044-Detailed]]

degree. Community colleges and technical institutes may offer programs in geosciences, mining, or a related subject, such as geographic information systems (GIS). Regardless of the program, most students take courses in geology, mathematics, computer science, chemistry, and physics. Schools also may offer internships and cooperative-education programs in which students gain experience while attending school. ### Licenses, Certifications, and Registrations Some geological and hydrologic technicians may be required to have the Occupational Safety & Health Administration (OSHA) Hazardous Waste > [[< Previous->19-4044-HowToBecomeOne-1]] > [[Next >->19-4044-HowToBecomeOne-3]] > [[Close->19-4044-Detailed]]

Operations and Emergency Response Standard (HAZWOPER) certification. HAZWOPER certification includes training in health hazards, personal protective equipment, site safety, recognizing and identifying hazards, and decontamination. Refresher training may be required to maintain certification. Although not required, certification may indicate professional expertise. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the > [[< Previous->19-4044-HowToBecomeOne-2]] > [[Next >->19-4044-HowToBecomeOne-4]] > [[Close->19-4044-Detailed]]

Employment Projections (EP) skills data page. Analytical skills. Geological and hydrologic technicians evaluate data and samples using a variety of techniques, including laboratory experimentation and computer modeling. Communication skills. Geological and hydrologic technicians explain their methods and findings through oral and written reports to scientists, engineers, managers, and other technicians. Critical-thinking skills. Geological and hydrologic technicians must use their judgment when interpreting scientific data and determining what is relevant to their work. Interpersonal > [[< Previous->19-4044-HowToBecomeOne-3]] > [[Next >->19-4044-HowToBecomeOne-5]] > [[Close->19-4044-Detailed]]

# What Nuclear Technicians Do Nuclear technicians assist physicists, engineers, and other scientists in nuclear power generation and production activities. They may operate, maintain, or provide quality control for nuclear testing and research equipment and monitor radiation levels. ### Duties Nuclear technicians typically do the following: - Monitor, test, and maintain equipment and systems used in nuclear power generation or laboratories - Operate and maintain radiation monitoring equipment - Measure the levels and types of radiation produced by nuclear systems > [[Next >->19-4051-WhatTheyDo-2]] > [[Close->19-4051-Detailed]]

- Collect samples of air, water, and soil and test for radioactive contamination - Respond to incidents of radiological contamination and issue corrective action > [[< Previous->19-4051-WhatTheyDo-1]] > [[Next >->19-4051-WhatTheyDo-3]] > [[Close->19-4051-Detailed]]

- Instruct personnel on radiation safety procedures and warn them of hazardous conditions Nuclear technicians monitor the performance of systems and the levels of radiation in nuclear power plants, water systems, and the surrounding environment. They make calculations to measure levels of radiation and radioactive contamination. They monitor efficiency and ensure safety by setting up, calibrating, maintaining, and operating radiation detection instruments. They also may recommend radioactive decontamination plans and safety procedures for facility personnel. Nuclear technicians' duties may > [[< Previous->19-4051-WhatTheyDo-2]] > [[Next >->19-4051-WhatTheyDo-4]] > [[Close->19-4051-Detailed]]

vary, depending on where they work. For example, technicians who work in nuclear power plants ensure that reactors and other equipment operate safely and efficiently. Technicians who work in laboratories help nuclear physicists, nuclear engineers, and other scientists conduct research to develop new technologies. Those who work in waste management and treatment facilities monitor the disposal, recycling, and storage of nuclear waste. > [[< Previous->19-4051-WhatTheyDo-3]] > [[Close->19-4051-Detailed]]

# Work Environment ### Work Environment Nuclear technicians typically work in nuclear power plants or in laboratories. Most work full-time. In power plants, their work schedules may vary to include nights, holidays, and weekends. Nuclear technicians must take precautions to avoid exposure to radiation. > [[Close->19-4051-Detailed]]

# How to Become a Nuclear Technician Nuclear technicians typically need an associate's degree in either nuclear science or a nuclear-related technology. Some enter the occupation with a high school diploma or postsecondary nondegree award plus experience, such as from the military or an apprenticeship. Once hired, nuclear technicians typically receive extensive on-the-job training. ### Education Nuclear technicians typically need an associate's degree to enter the occupation. Some community colleges and technical institutes offer programs in nuclear science, nuclear technology, or related fields. Students study nuclear energy, > [[Next >->19-4051-HowToBecomeOne-2]] > [[Close->19-4051-Detailed]]

radiation, and the equipment and components used in nuclear power plants and laboratories. Other coursework includes mathematics, physics, and chemistry. Nuclear technicians sometimes enter the occupation with a high school diploma or postsecondary nondegree award coupled with experience, such as from the military or from an apprenticeship. ### Training Nuclear technicians usually begin as trainees who are supervised by experienced technicians. During training, technicians learn how to use operating and monitoring equipment. They also learn safety procedures, regulations, and plant > [[< Previous->19-4051-HowToBecomeOne-1]] > [[Next >->19-4051-HowToBecomeOne-3]] > [[Close->19-4051-Detailed]]

policies. Technicians who do not have a relevant associate's degree or its equivalent typically receive extensive training onsite. The length of training varies with the technician's experience and education. Most training programs last between 6 months and 2 years. Nuclear technicians train throughout their careers to keep up with advances in nuclear science and technology. ### Licenses, Certifications, and Registrations Employers may prefer or require certification for nuclear technicians. In addition, nuclear technicians usually must undergo a background check and receive some type of > [[< Previous->19-4051-HowToBecomeOne-2]] > [[Next >->19-4051-HowToBecomeOne-4]] > [[Close->19-4051-Detailed]]

security clearance after they are hired. ### Advancement With additional training and experience, technicians may become nuclear power reactor operators at nuclear power plants. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Attention to detail. Nuclear technicians must observe data from equipment sensors and gauges to ensure that systems are functioning properly and that radiation levels are controlled. Communication skills. Nuclear > [[< Previous->19-4051-HowToBecomeOne-3]] > [[Next >->19-4051-HowToBecomeOne-5]] > [[Close->19-4051-Detailed]]

technicians must follow directions and clarify anything they do not understand. Critical-thinking skills. Nuclear technicians must evaluate information and decide on a course of action. For example, they may need to analyze data from radiation detectors and develop decontamination plans if areas are not safe. Math skills. Nuclear technicians use mathematics to analyze experimental and production data, such as reaction rates and radiation exposures. Mechanical skills. Nuclear technicians need mechanical aptitude to monitor and maintain complex equipment. > [[< Previous->19-4051-HowToBecomeOne-4]] > [[Close->19-4051-Detailed]]

# Pay The median annual wage for nuclear technicians was $104,240 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $64,370, and the highest 10 percent earned more than $126,890. In May 2024, the median annual wages for nuclear technicians in the top industries in which they worked were as follows: Most nuclear technicians work full time. In power plants, which operate 24 hours a day, technicians may work variable schedules that include nights, holidays, and weekends. > [[Next >->19-4051-Pay-2]] > [[Close->19-4051-Detailed]]

Occasionally, they also may need to work overtime. In laboratories, technicians typically work during normal business hours. > [[< Previous->19-4051-Pay-1]] > [[Close->19-4051-Detailed]]

# Job Outlook Employment of nuclear technicians is projected to grow 8 percent from 2024 to 2034, decline. About 700 openings for nuclear technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for nuclear technicians is expected to decline as fewer nuclear power plants are constructed and as the production of renewable energy increases. However, there will still be a need for some technicians to help maintain > [[Next >->19-4051-JobOutlook-2]] > [[Close->19-4051-Detailed]]

existing nuclear power plants. > [[< Previous->19-4051-JobOutlook-1]] > [[Close->19-4051-Detailed]]

# What Food Preparation Workers Do Food preparation workers perform a variety of tasks other than cooking. Their duties include preparing cold foods, slicing meat, peeling and cutting vegetables, brewing coffee or tea, and doing many other food service tasks. ### Duties Food preparation workers typically do the following: - Clean and sanitize work areas, equipment, utensils, and dishes - Weigh or measure ingredients, such as meats and liquids - Prepare fruit and vegetables for cooking - Cut meats, poultry, and seafood and prepare them for cooking - Mix ingredients for salads > [[Next >->35-2021-WhatTheyDo-2]] > [[Close->35-2021-Detailed]]

- Keep food in suitable containers and storage areas to prevent spoilage - Take and record the temperature of food and food storage areas > [[< Previous->35-2021-WhatTheyDo-1]] > [[Next >->35-2021-WhatTheyDo-3]] > [[Close->35-2021-Detailed]]

- Place food trays over food warmers for immediate service Food preparation workers help cooks and other kitchen staff by preparing ingredients for dishes. Common duties include slicing and dicing fruits, vegetables, and meat; making salads, sandwiches, and other cold food items; and keeping salad bars and buffet tables stocked and clean. They usually work under the direction of cooks, chefs, or food service managers. Food preparation workers also retrieve pots and pans, clean and store kitchen equipment, and unload and store food supplies. When needed, they retrieve food and equipment for > [[< Previous->35-2021-WhatTheyDo-2]] > [[Next >->35-2021-WhatTheyDo-4]] > [[Close->35-2021-Detailed]]

cooks and chefs. In some kitchens, food preparation workers use a variety of commercial kitchen equipment, such as commercial dishwashers, blenders, slicers, or grinders. In addition, these workers may stock and use soda machines, tea brewers, and coffeemakers to prepare beverages for customers. > [[< Previous->35-2021-WhatTheyDo-3]] > [[Close->35-2021-Detailed]]

# Work Environment ### Work Environment Food preparation workers are employed in places where food is made or served, such as cafeterias, grocery stores, hospitals, and schools. Part-time work is common. Work schedules may vary to include early mornings, late evenings, weekends, or holidays. > [[Close->35-2021-Detailed]]

# How to Become a Food Preparation Worker Food preparation workers typically do not need a formal educational credential or previous work experience to enter the occupation. They learn their job tasks through on-the-job training. ### Education There typically are no formal education requirements for becoming a food preparation worker. However, employers may require or prefer that candidates have some high school education or a diploma. ### Training Food preparation workers typically get short-term on-the-job training, which usually lasts several weeks. Trainees typically learn basic kitchen duties from an experienced worker. Their > [[Next >->35-2021-HowToBecomeOne-2]] > [[Close->35-2021-Detailed]]

training also may include basic sanitation and workplace safety regulations, as well as instructions on how to handle and prepare food. ### Advancement Opportunities for food preparation workers to advance depend on their training and work experience. Food preparation workers may advance to become assistant cooks or line cooks as they learn basic cooking skills. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Dexterity. Food preparation > [[< Previous->35-2021-HowToBecomeOne-1]] > [[Next >->35-2021-HowToBecomeOne-3]] > [[Close->35-2021-Detailed]]

workers must be able to quickly and safely chop vegetables, cut meat, and perform other tasks with sharp knives. Interpersonal skills. Food preparation workers must work well with kitchen staff to ensure that dishes are prepared properly and on time. Listening skills. Food preparation workers must understand customers' orders and follow directions from cooks, chefs, or food service managers. Physical stamina. Food preparation workers stand on their feet for long periods while they prepare food, clean work areas, or lift pots from the stove. Physical strength. Food preparation workers may > [[< Previous->35-2021-HowToBecomeOne-2]] > [[Next >->35-2021-HowToBecomeOne-4]] > [[Close->35-2021-Detailed]]

need to move heavy food supply items and kitchen equipment. > [[< Previous->35-2021-HowToBecomeOne-3]] > [[Close->35-2021-Detailed]]

# Pay The median hourly wage for food preparation workers was $16.45 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $11.29, and the highest 10 percent earned more than $21.28. In May 2024, the median hourly wages for food preparation workers in the top industries in which they worked were as follows: Part-time work is common for food preparation workers. Work schedules may vary to include early mornings, late evenings, weekends, or holidays. Those in school cafeterias > [[Next >->35-2021-Pay-2]] > [[Close->35-2021-Detailed]]

may have more regular hours and may work only during the academic year, usually 9 or 10 months. In establishments that offer seasonal employment, food preparation workers may be hired for only a few months each year. > [[< Previous->35-2021-Pay-1]] > [[Close->35-2021-Detailed]]

# Job Outlook Employment of food preparation workers is projected to grow 3 percent from 2024 to 2034, decline. About 148,000 openings for food preparation workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Restaurants and cafeterias may customize their food orders from wholesalers and distributors in an effort to lower costs. For example, they may order prewashed, precut, or preseasoned ingredients, which is expected > [[Next >->35-2021-JobOutlook-2]] > [[Close->35-2021-Detailed]]

to reduce the need for food preparation workers. Additionally, some establishments prefer to employ fast food and counter workers, who both prepare and serve food to customers, which also may reduce the need for food preparation workers. > [[< Previous->35-2021-JobOutlook-1]] > [[Close->35-2021-Detailed]]

- Accept payment and provide customers with receipts - Clean assigned work areas, such as dining tables or serving counters - Stock service stations, cabinets, and tables > [[< Previous->35-3041-WhatTheyDo-1]] > [[Next >->35-3041-WhatTheyDo-3]] > [[Close->35-3041-Detailed]]

- Set tables or prepare food stations for new customers Food and beverage serving and related workers are the front line of customer service in restaurants, cafeterias, and other food service establishments. They seat customers, take or prepare food and drink orders, clear and set tables, and serve food and beverages. Depending on the establishment, they may do some or all of these tasks during their shift. Most work as part of a team, although their responsibilities and job titles vary. The following are examples of types of food and beverage serving and related workers: Dining room and > [[< Previous->35-3041-WhatTheyDo-2]] > [[Next >->35-3041-WhatTheyDo-4]] > [[Close->35-3041-Detailed]]

cafeteria attendants and bartender helpers - sometimes collectively referred to as bus staff > [[< Previous->35-3041-WhatTheyDo-3]] > [[Next >->35-3041-WhatTheyDo-5]] > [[Close->35-3041-Detailed]]

- help waiters, waitresses, and bartenders by cleaning and setting tables, removing dirty dishes, and stocking serving areas with supplies. They also may help waiters and waitresses by bringing meals from the kitchen, distributing dishes to diners, filling water glasses, and delivering condiments. Fast food and counter workers are employed primarily by limited-service restaurants, cafeterias, and snack bars at which customers generally order and pay before eating. These workers take food and beverage orders, prepare or retrieve items, and accept payment. They also heat food items and make > [[< Previous->35-3041-WhatTheyDo-4]] > [[Next >->35-3041-WhatTheyDo-6]] > [[Close->35-3041-Detailed]]

# How to Become a Food and Beverage Serving or Related Worker Food and beverage serving and related workers typically have no requirements for education to enter the occupation. They receive short-term on-the-job training. Most states require workers who serve alcoholic beverages, even as an accompaniment to meals, to be at least 18 years old. ### Education There typically are no formal education requirements for becoming a food and beverage serving worker. ### Training Workers typically learn through on-the-job training, which may last from few days to several weeks. Training includes basic customer service, kitchen safety, safe food-handling > [[Next >->35-3041-HowToBecomeOne-2]] > [[Close->35-3041-Detailed]]

procedures, and sanitation guidelines. Food and beverage serving and related workers typically learn their duties by watching and working with experienced staff. Some employers, particularly those in fast-food restaurants, have specific training programs for new workers. Bartender helpers and other workers in establishments where alcohol is served may need training on state and local laws concerning the sale of alcoholic beverages. Some states, counties, and cities mandate such training, which typically lasts a few hours. ### Advancement Some food and beverage serving and related workers > [[< Previous->35-3041-HowToBecomeOne-1]] > [[Next >->35-3041-HowToBecomeOne-3]] > [[Close->35-3041-Detailed]]

advance to waiter, waitress, or bartender positions as they learn the basics of serving food or preparing drinks. Kitchen staff may advance to become food preparation workers or cooks. Still others may move up to supervisory or food service manager positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Food and beverage serving and related workers must listen to customers' orders and relay them correctly to the > [[< Previous->35-3041-HowToBecomeOne-2]] > [[Next >->35-3041-HowToBecomeOne-4]] > [[Close->35-3041-Detailed]]

kitchen staff so that the orders are prepared as requested. Customer-service skills. Food service establishments rely on good food and customer service to keep customers and succeed in a competitive industry. As a result, workers should be courteous and be able to attend to customers' requests. Physical stamina. Food and beverage serving and related workers spend most of their shift doing physical tasks such as standing, carrying trays, and cleaning work areas. Physical strength. Food and beverage serving and related workers need to be able to lift and carry stock and equipment that can > [[< Previous->35-3041-HowToBecomeOne-3]] > [[Next >->35-3041-HowToBecomeOne-5]] > [[Close->35-3041-Detailed]]

weigh up to 50 pounds. > [[< Previous->35-3041-HowToBecomeOne-4]] > [[Close->35-3041-Detailed]]

these occupations earn tips, most get their earnings from hourly wages alone. In some restaurants, workers may contribute all or a portion of their tips to a tip pool, which is distributed among qualifying workers. Tip pools allow workers who do not usually receive tips directly from customers, such as dining room attendants, to be part of a team and to share in the rewards for good service. Employers may provide meals and uniforms but may deduct those costs from the worker's wages. Part-time work is common for food and beverage serving and related workers. Because restaurants and other > [[< Previous->35-3041-Pay-1]] > [[Next >->35-3041-Pay-3]] > [[Close->35-3041-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1124-WhatTheyDo-1]] > [[Next >->25-1124-WhatTheyDo-3]] > [[Close->25-1124-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1124-WhatTheyDo-2]] > [[Next >->25-1124-WhatTheyDo-4]] > [[Close->25-1124-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1124-WhatTheyDo-3]] > [[Next >->25-1124-WhatTheyDo-5]] > [[Close->25-1124-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1124-WhatTheyDo-4]] > [[Next >->25-1124-WhatTheyDo-6]] > [[Close->25-1124-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1124-HowToBecomeOne-2]] > [[Close->25-1124-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1124-HowToBecomeOne-1]] > [[Next >->25-1124-HowToBecomeOne-3]] > [[Close->25-1124-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1124-HowToBecomeOne-2]] > [[Next >->25-1124-HowToBecomeOne-4]] > [[Close->25-1124-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1124-HowToBecomeOne-3]] > [[Next >->25-1124-HowToBecomeOne-5]] > [[Close->25-1124-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1124-HowToBecomeOne-4]] > [[Next >->25-1124-HowToBecomeOne-6]] > [[Close->25-1124-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1124-HowToBecomeOne-5]] > [[Next >->25-1124-HowToBecomeOne-7]] > [[Close->25-1124-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1124-HowToBecomeOne-6]] > [[Next >->25-1124-HowToBecomeOne-8]] > [[Close->25-1124-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1124-HowToBecomeOne-7]] > [[Close->25-1124-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1124-Pay-1]] > [[Next >->25-1124-Pay-3]] > [[Close->25-1124-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1124-JobOutlook-1]] > [[Next >->25-1124-JobOutlook-3]] > [[Close->25-1124-Detailed]]

# What Forensic Science Technicians Do Forensic science technicians aid criminal investigations by collecting and analyzing evidence. Technicians often specialize in either crime scene or laboratory analysis. ### Duties Forensic science technicians work at crime scenes or in laboratories. At crime scenes, forensic science technicians typically do the following: - Analyze crime scenes to determine what evidence should be collected and how - Take photographs and make sketches of the crime scene - Record observations and findings, such as the location and position of evidence > [[Next >->19-4092-WhatTheyDo-2]] > [[Close->19-4092-Detailed]]

- Collect evidence, including weapons, fingerprints, and bodily fluids - Catalog and preserve evidence for transfer to crime labs - Reconstruct crime scenes In laboratories, forensic science technicians typically do the following: - Perform chemical, biological, and microscopic analyses on evidence taken from crime scenes - Examine results of DNA analyses of biological substances, such as hair and skin cells, and other evidence for their significance to investigations > [[< Previous->19-4092-WhatTheyDo-1]] > [[Next >->19-4092-WhatTheyDo-3]] > [[Close->19-4092-Detailed]]

- Consult with experts in specialized fields, such as toxicology (the study of poisons and their effect on the body) and odontology (a branch of forensic medicine that concentrates on teeth) - Prepare technical reports, including statistical analyses of forensic evidence > [[< Previous->19-4092-WhatTheyDo-2]] > [[Next >->19-4092-WhatTheyDo-4]] > [[Close->19-4092-Detailed]]

- Operate, maintain, and clean laboratory facilities and equipment Many forensic science technicians do most or all of the duties described above. Others may specialize in certain techniques and sciences. For example, a technician who specializes in ballistics evidence may compare spent cartridge cases collected at a crime scene with digital images in a national database, referring potential matches to a forensic scientist for confirmation. Forensic science technicians who collect and store evidence from the scene of a crime are sometimes called crime scene technicians. They photograph and > [[< Previous->19-4092-WhatTheyDo-3]] > [[Next >->19-4092-WhatTheyDo-5]] > [[Close->19-4092-Detailed]]

document the scene and search for fingerprints or DNA evidence. They must take care to store evidence in a way that preserves its integrity and are responsible for the evidence chain of custody. Forensic science technicians who work primarily in laboratories use chemicals and equipment, such as microscopes, to analyze evidence. They also may use computers to examine DNA and other evidence collected at crime scenes and match that evidence to people or other known elements, such as vehicles or weapons. These forensic science technicians also organize and monitor the laboratory. Regardless of > [[< Previous->19-4092-WhatTheyDo-4]] > [[Next >->19-4092-WhatTheyDo-6]] > [[Close->19-4092-Detailed]]

their usual work environment, forensic science technicians prepare written reports of their findings and investigative methods. They must be able to explain details from their reports to lawyers, detectives, and other law enforcement officials. In addition, forensic science technicians may be called to testify in court about their findings and methods. Other workers who analyze crime scenes and criminal evidence include police and detectives and digital forensics analysts. > [[< Previous->19-4092-WhatTheyDo-5]] > [[Close->19-4092-Detailed]]

# Work Environment ### Work Environment Most laboratory forensic science technicians work during standard business hours. Some work extended or nonstandard hours and travel to crime scenes within their jurisdiction. > [[Close->19-4092-Detailed]]

# How to Become a Forensic Science Technician Forensic science technicians typically need a bachelor's degree to enter the occupation. They may need on-the-job training to attain competency. ### Education Forensic science technicians typically need at least a bachelor's degree to enter the occupation. An associate's degree may be sufficient for some positions. Fields of study may include physical science, biology, or forensic science. Forensic science programs may specialize in a specific area of study, such as toxicology, pathology, or DNA. Some crime scene investigators who work for police departments are sworn police officers and > [[Next >->19-4092-HowToBecomeOne-2]] > [[Close->19-4092-Detailed]]

have met the educational requirements necessary for admittance into a police academy. For more information on police officers, see the profile on police and detectives. ### Training Forensic science technicians receive on-the-job training before they are ready to work on cases independently. Newly hired crime scene technicians may be supervised by experienced workers, who instruct them in procedures for collecting and documenting evidence. Forensic science technicians learn laboratory specialties on the job. The length of this training varies by specialty but is usually less than a > [[< Previous->19-4092-HowToBecomeOne-1]] > [[Next >->19-4092-HowToBecomeOne-3]] > [[Close->19-4092-Detailed]]

year. ### Licenses, Certifications, and Registrations A range of licenses and certifications is available to forensic science technicians. These credentials typically are not required to enter the occupation but may demonstrate that candidates have a specific skill. Information on certifications is available from CareerOneStop. To perform independent casework, technicians may need to pass a proficiency exam through their state government or otherwise be approved by a laboratory or accrediting body. Proficiency exams may test reading and writing comprehension, laboratory science topics, and > [[< Previous->19-4092-HowToBecomeOne-2]] > [[Next >->19-4092-HowToBecomeOne-4]] > [[Close->19-4092-Detailed]]

pattern recognition skills. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Forensic science technicians must be able to evaluate evidence gathered at the scene of a crime and draw conclusions about what happened. Communication skills. Forensic science technicians write reports and testify in court. They also must be able to convey details about their analyses to law enforcement officials and other > [[< Previous->19-4092-HowToBecomeOne-3]] > [[Next >->19-4092-HowToBecomeOne-5]] > [[Close->19-4092-Detailed]]

specialists. Detail oriented. Forensic science technicians must be precise in describing or recording specific features of evidence. Math skills. Forensic science technicians need a solid understanding of statistics to be able to apply data when interpreting evidence. Problem-solving skills. Forensic science technicians must be able to use scientific tests and methods to help law enforcement officials solve crimes. > [[< Previous->19-4092-HowToBecomeOne-4]] > [[Close->19-4092-Detailed]]

# Pay The median annual wage for forensic science technicians was $67,440 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $45,560, and the highest 10 percent earned more than $110,710. In May 2024, the median annual wages for forensic science technicians in the top industries in which they worked were as follows: Most forensic science technicians work full time. Crime scene technicians may work staggered day, evening, or night shifts and may have to work overtime > [[Next >->19-4092-Pay-2]] > [[Close->19-4092-Detailed]]

because someone must be available at all times to collect or analyze evidence. Technicians working in laboratories may work a standard workweek, although they might have to be on call outside of normal business hours if they are needed to work immediately on a case. > [[< Previous->19-4092-Pay-1]] > [[Close->19-4092-Detailed]]

# Job Outlook Employment of forensic science technicians is projected to grow 13 percent from 2024 to 2034, much faster than the average for all occupations. About 2,900 openings for forensic science technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment State and local governments are expected to continue to hire forensic science technicians to process their high caseloads. Additionally, scientific and technological > [[Next >->19-4092-JobOutlook-2]] > [[Close->19-4092-Detailed]]

advances are expected to increase the availability, reliability, and usefulness of objective forensic information used as evidence in trials. As a result, more forensic science technicians will be needed to provide forensics information to law enforcement agencies and courts. > [[< Previous->19-4092-JobOutlook-1]] > [[Close->19-4092-Detailed]]

- Conduct fire and safety education programs and review emergency evacuation plans - Collect and analyze evidence from scenes of fires and explosions - Testify in civil and criminal legal proceedings - Work with law enforcement or exercise police powers, such as the power of arrest, and carry a weapon Forest fire inspectors and prevention specialists typically do the following: - Patrol assigned areas to look for forest fires, hazardous conditions, and weather phenomena that pose wildfire risk - Assist in wildfire suppression - Operate, maintain, and repair firefighting equipment > [[< Previous->33-2022-WhatTheyDo-1]] > [[Next >->33-2022-WhatTheyDo-3]] > [[Close->33-2022-Detailed]]

- Review development proposals and inspect areas for nonconforming properties or structures > [[< Previous->33-2022-WhatTheyDo-2]] > [[Next >->33-2022-WhatTheyDo-4]] > [[Close->33-2022-Detailed]]

- Create and administer programs to educate the public about forest fire risks and prevention Fire inspectors and investigators examine buildings to look for fire hazards and study fire scenes to determine the cause of a fire. Inspectors visit homes, offices, hazardous materials storage facilities, or other buildings to enforce local ordinances and state laws. They may test fire alarms, sprinklers, and fire prevention equipment as part of their inspections. Investigators may have to clear and sort through debris at the scene of a fire or explosion for evidence such as glass, metal > [[< Previous->33-2022-WhatTheyDo-3]] > [[Next >->33-2022-WhatTheyDo-5]] > [[Close->33-2022-Detailed]]

fragments, and accelerant residue. They analyze the evidence they collect and may interview witnesses as part of their investigation. In some areas, inspectors also work as investigators. Forest fire inspectors and prevention specialists assess outdoor fire hazards in public and residential areas. Similar to fire inspectors who visit buildings, forest fire inspectors and prevention specialists look for fire code violations and for conditions that pose a fire risk. They also recommend ways to reduce fire hazards. During patrols, they enforce fire regulations, report fire conditions to their > [[< Previous->33-2022-WhatTheyDo-4]] > [[Next >->33-2022-WhatTheyDo-6]] > [[Close->33-2022-Detailed]]

requirements vary, but most need at least a high school diploma or the equivalent. Some need postsecondary instruction, such as that required for emergency medical technician (EMT) certification. Employers may prefer to hire candidates who have a 2 > [[< Previous->33-2022-HowToBecomeOne-1]] > [[Next >->33-2022-HowToBecomeOne-3]] > [[Close->33-2022-Detailed]]

- or 4-year degree in fire science or a field related to the position. For example, fire investigators might have a degree in criminal justice, and forest fire inspectors and prevention specialists might have a degree in forestry or forest management. In some cases, postsecondary education may substitute for work experience. ### Training Training requirements for fire inspectors vary. Programs are available through employers, federal agencies, and professional organizations and usually include both technical instruction and on-the-job training. Technical instruction often takes place over > [[< Previous->33-2022-HowToBecomeOne-2]] > [[Next >->33-2022-HowToBecomeOne-4]] > [[Close->33-2022-Detailed]]

several months at a fire or police academy. Topics covered include inspection or investigation processes, legal codes, courtroom procedures, hazardous and explosive materials handling protocol, and proper use of equipment. After inspectors and investigators complete technical instruction, they typically also receive on-the-job training, during which they work with an experienced inspector or investigator. ### Work Experience in a Related Occupation Fire inspectors typically need several years of work experience as a firefighter or in a related occupation. For example, experience in building > [[< Previous->33-2022-HowToBecomeOne-3]] > [[Next >->33-2022-HowToBecomeOne-5]] > [[Close->33-2022-Detailed]]

inspection or law enforcement may be helpful for fire inspectors and investigators, respectively, and experience in forestry or land management may be helpful for forest fire inspectors and prevention specialists. ### Licenses, Certifications, and Registrations Requirements for licensure or certification vary by state or locality. Check with your state licensing agency or local fire department for more information. Fire investigators also may choose to pursue more certification from a nationally recognized professional association. Information on certifications is available from > [[< Previous->33-2022-HowToBecomeOne-4]] > [[Next >->33-2022-HowToBecomeOne-6]] > [[Close->33-2022-Detailed]]

CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Fire inspectors must clearly explain fire code violations to building and property managers. Fire investigators must thoroughly interview witnesses, including those who may be distressed or uncooperative, as part of their factfinding mission. Critical-thinking skills. Fire investigators must be able to analyze evidence from a fire and come to a > [[< Previous->33-2022-HowToBecomeOne-5]] > [[Next >->33-2022-HowToBecomeOne-7]] > [[Close->33-2022-Detailed]]

reasonable conclusion. Detail oriented. Fire inspectors must notice minutiae when inspecting sites for code violations or fire risks or for investigating the cause of a fire. Physical stamina. Fire investigators may be required to sort through debris at the scene of a fire for long periods, often while wearing heavy or uncomfortable protective gear. Physical strength. Fire investigators may have to move debris at the site of a fire in order to get a more accurate understanding of the scene. Problem-solving skills. Fire inspectors must be able to recognize code violations and fire risks > [[< Previous->33-2022-HowToBecomeOne-6]] > [[Next >->33-2022-HowToBecomeOne-8]] > [[Close->33-2022-Detailed]]

and recommend a way to fix them. > [[< Previous->33-2022-HowToBecomeOne-7]] > [[Close->33-2022-Detailed]]

# What Occupational Health and Safety Specialists and Technicians Do Occupational health and safety specialists and technicians collect data on, analyze, and design improvements to many types of work environments and procedures. Specialists inspect workplaces and enforce adherence to regulations on safety, health, and the environment. Technicians work with specialists to implement and evaluate programs aimed at mitigating risks to workers, property, the environment, and the public. ### Duties Occupational health and safety specialists and technicians typically do the following: > [[Next >->19-5011-WhatTheyDo-2]] > [[Close->19-5011-Detailed]]

- Inspect, test, and evaluate workplace environments, programs, equipment, and practices to ensure that they follow government safety regulations - Design and implement workplace programs and procedures that control or prevent chemical, physical, or other risks to workers - Educate employers and workers about maintaining workplace safety - Demonstrate use of safety equipment and ensure proper use by workers - Investigate incidents to determine the cause and possible prevention > [[< Previous->19-5011-WhatTheyDo-1]] > [[Next >->19-5011-WhatTheyDo-3]] > [[Close->19-5011-Detailed]]

- Prepare written reports of their findings Occupational health and safety specialists examine worksites for environmental or physical factors that could harm employee health, safety, comfort, or performance. They then find ways to improve potential risk factors. For example, they may notice potentially hazardous conditions inside a chemical plant and suggest changes to lighting, equipment, materials, or ventilation. Occupational health and safety technicians assist specialists by collecting data on work environments and implementing the worksite improvements that specialists plan. > [[< Previous->19-5011-WhatTheyDo-2]] > [[Next >->19-5011-WhatTheyDo-4]] > [[Close->19-5011-Detailed]]

Technicians also may check to make sure that workers are using required protective gear, such as masks and hardhats. Occupational health and safety specialists and technicians may develop and conduct employee training programs. These programs cover a range of topics, such as how to use safety equipment correctly and how to respond in an emergency. In the event of a workplace safety incident, specialists and technicians investigate its cause. They then analyze data from the incident, such as the number of people impacted, and look for trends in occurrence. This evaluation helps them to > [[< Previous->19-5011-WhatTheyDo-3]] > [[Next >->19-5011-WhatTheyDo-5]] > [[Close->19-5011-Detailed]]

recommend improvements to prevent future incidents. > [[< Previous->19-5011-WhatTheyDo-4]] > [[Close->19-5011-Detailed]]

# Work Environment ### Work Environment Occupational health and safety specialists and technicians work in a variety of indoor or outdoor settings, such as offices and factories or construction sites. Their jobs may involve considerable travel and fieldwork. Most work full time, and some work more than 40 hours per week. > [[Close->19-5011-Detailed]]

# How to Become an Occupational Health and Safety Specialist or Technician Occupational health and safety specialists typically need a bachelor's degree in occupational health and safety or a related field. Technicians typically need at least a high school diploma to enter the occupation, and they receive training on the job. Some pursue professional certification. ### Education Occupational health and safety specialists typically need a bachelor's degree in occupational health and safety or a related field, such as biology or healthcare and related majors. For some positions, a master's degree is required. In addition to science, coursework should include topics > [[Next >->19-5011-HowToBecomeOne-2]] > [[Close->19-5011-Detailed]]

such as ergonomics, safety management, and industrial hygiene. Occupational health and safety technicians typically need at least a high school diploma to enter the occupation. High school students interested in this occupation should take classes in chemistry, biology, and physics. Some technicians earn an associate's degree or certificate from a community college or university. These programs typically take 2 years or less and include courses in hazardous materials, fire prevention, and safety regulations. ### Licenses, Certifications, and Registrations Employers may prefer or require > [[< Previous->19-5011-HowToBecomeOne-1]] > [[Next >->19-5011-HowToBecomeOne-3]] > [[Close->19-5011-Detailed]]

occupational health and safety specialists and technicians to have professional certification. Obtaining certification typically requires graduating from an accredited educational program, completing work experience, and passing an examination. Maintaining certification usually requires completing a specified number of hours of continuing education. Information on certifications is available from CareerOneStop. ### Training Occupational health and safety technicians usually receive some on-the-job training. They may learn about specific laws and regulations, how to perform inspections, and > [[< Previous->19-5011-HowToBecomeOne-2]] > [[Next >->19-5011-HowToBecomeOne-4]] > [[Close->19-5011-Detailed]]

how to conduct tests. The length of training varies with the employee's level of experience, education, and industry in which he or she works. Occupational health and safety specialists sometimes receive on-the-job training. However, training is less common for specialists than it is for technicians. ### Work Experience in a Related Occupation Some employers prefer to hire occupational health and safety specialists who have prior experience in the industry. Specialists may gain this experience by working in a related occupation, such as health and safety engineer. ### Important > [[< Previous->19-5011-HowToBecomeOne-3]] > [[Next >->19-5011-HowToBecomeOne-5]] > [[Close->19-5011-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Occupational health and safety specialists and technicians deliver safety trainings and instruction to employees and managers. They also write reports that effectively convey their findings. Detail oriented. Occupational health and safety specialists and technicians must be meticulous when checking work environments. They need to ensure that sites follow safety standards and > [[< Previous->19-5011-HowToBecomeOne-4]] > [[Next >->19-5011-HowToBecomeOne-6]] > [[Close->19-5011-Detailed]]

government regulations. Physical stamina. Occupational health and safety specialists and technicians must be able to stand for long periods and may have to squat or kneel. Some work in uncomfortable environments, such as tunnels or mines. Problem-solving skills. Occupational health and safety specialists and technicians determine proper design and implementation of workplace processes or procedures to help protect workers from hazardous conditions. Technology skills. Occupational health and safety specialists and technicians use a variety of digital tools and testing equipment, such as > [[< Previous->19-5011-HowToBecomeOne-5]] > [[Next >->19-5011-HowToBecomeOne-7]] > [[Close->19-5011-Detailed]]

devices that measure air quality. > [[< Previous->19-5011-HowToBecomeOne-6]] > [[Close->19-5011-Detailed]]

# Pay The median annual wage for occupational health and safety specialists was $83,910 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $50,610, and the highest 10 percent earned more than $130,460. The median annual wage for occupational health and safety technicians was $58,440 in May 2024. The lowest 10 percent earned less than $40,550, and the highest 10 percent earned more than $94,670. In May 2024, the median annual wages for occupational health and safety > [[Next >->19-5011-Pay-2]] > [[Close->19-5011-Detailed]]

specialists in the top industries in which they worked were as follows: In May 2024, the median annual wages for occupational health and safety technicians in the top industries in which they worked were as follows: Most occupational health and safety specialists and technicians work full time, and some work more than 40 hours per week. Some may be on call and work weekends or irregular hours in emergencies. > [[< Previous->19-5011-Pay-1]] > [[Close->19-5011-Detailed]]

# Job Outlook Overall employment of occupational health and safety specialists and technicians is projected to grow 12 percent from 2024 to 2034, much faster than the average for all occupations. About 18,300 openings for occupational health and safety specialists and technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Occupational health and safety specialists and technicians will be needed in a variety of > [[Next >->19-5011-JobOutlook-2]] > [[Close->19-5011-Detailed]]

industries and government agencies to ensure safe working conditions that comply with regulations. In recent years, employers have emphasized worker health, safety, and wellness. This trend is expected to continue, which should contribute to increased demand for occupational health and safety specialists and technicians. Among the factors contributing to this demand are the adoption of new technologies, such as robotics, that require updated safety practices and the need to protect workers from natural hazards, such as excessive heat. > [[< Previous->19-5011-JobOutlook-1]] > [[Close->19-5011-Detailed]]

- Inspect, test, and evaluate workplace environments, programs, equipment, and practices to ensure that they follow government safety regulations - Design and implement workplace programs and procedures that control or prevent chemical, physical, or other risks to workers - Educate employers and workers about maintaining workplace safety - Demonstrate use of safety equipment and ensure proper use by workers - Investigate incidents to determine the cause and possible prevention > [[< Previous->19-5012-WhatTheyDo-1]] > [[Next >->19-5012-WhatTheyDo-3]] > [[Close->19-5012-Detailed]]

- Prepare written reports of their findings Occupational health and safety specialists examine worksites for environmental or physical factors that could harm employee health, safety, comfort, or performance. They then find ways to improve potential risk factors. For example, they may notice potentially hazardous conditions inside a chemical plant and suggest changes to lighting, equipment, materials, or ventilation. Occupational health and safety technicians assist specialists by collecting data on work environments and implementing the worksite improvements that specialists plan. > [[< Previous->19-5012-WhatTheyDo-2]] > [[Next >->19-5012-WhatTheyDo-4]] > [[Close->19-5012-Detailed]]

Technicians also may check to make sure that workers are using required protective gear, such as masks and hardhats. Occupational health and safety specialists and technicians may develop and conduct employee training programs. These programs cover a range of topics, such as how to use safety equipment correctly and how to respond in an emergency. In the event of a workplace safety incident, specialists and technicians investigate its cause. They then analyze data from the incident, such as the number of people impacted, and look for trends in occurrence. This evaluation helps them to > [[< Previous->19-5012-WhatTheyDo-3]] > [[Next >->19-5012-WhatTheyDo-5]] > [[Close->19-5012-Detailed]]

recommend improvements to prevent future incidents. > [[< Previous->19-5012-WhatTheyDo-4]] > [[Close->19-5012-Detailed]]

such as ergonomics, safety management, and industrial hygiene. Occupational health and safety technicians typically need at least a high school diploma to enter the occupation. High school students interested in this occupation should take classes in chemistry, biology, and physics. Some technicians earn an associate's degree or certificate from a community college or university. These programs typically take 2 years or less and include courses in hazardous materials, fire prevention, and safety regulations. ### Licenses, Certifications, and Registrations Employers may prefer or require > [[< Previous->19-5012-HowToBecomeOne-1]] > [[Next >->19-5012-HowToBecomeOne-3]] > [[Close->19-5012-Detailed]]

occupational health and safety specialists and technicians to have professional certification. Obtaining certification typically requires graduating from an accredited educational program, completing work experience, and passing an examination. Maintaining certification usually requires completing a specified number of hours of continuing education. Information on certifications is available from CareerOneStop. ### Training Occupational health and safety technicians usually receive some on-the-job training. They may learn about specific laws and regulations, how to perform inspections, and > [[< Previous->19-5012-HowToBecomeOne-2]] > [[Next >->19-5012-HowToBecomeOne-4]] > [[Close->19-5012-Detailed]]

how to conduct tests. The length of training varies with the employee's level of experience, education, and industry in which he or she works. Occupational health and safety specialists sometimes receive on-the-job training. However, training is less common for specialists than it is for technicians. ### Work Experience in a Related Occupation Some employers prefer to hire occupational health and safety specialists who have prior experience in the industry. Specialists may gain this experience by working in a related occupation, such as health and safety engineer. ### Important > [[< Previous->19-5012-HowToBecomeOne-3]] > [[Next >->19-5012-HowToBecomeOne-5]] > [[Close->19-5012-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Occupational health and safety specialists and technicians deliver safety trainings and instruction to employees and managers. They also write reports that effectively convey their findings. Detail oriented. Occupational health and safety specialists and technicians must be meticulous when checking work environments. They need to ensure that sites follow safety standards and > [[< Previous->19-5012-HowToBecomeOne-4]] > [[Next >->19-5012-HowToBecomeOne-6]] > [[Close->19-5012-Detailed]]

government regulations. Physical stamina. Occupational health and safety specialists and technicians must be able to stand for long periods and may have to squat or kneel. Some work in uncomfortable environments, such as tunnels or mines. Problem-solving skills. Occupational health and safety specialists and technicians determine proper design and implementation of workplace processes or procedures to help protect workers from hazardous conditions. Technology skills. Occupational health and safety specialists and technicians use a variety of digital tools and testing equipment, such as > [[< Previous->19-5012-HowToBecomeOne-5]] > [[Next >->19-5012-HowToBecomeOne-7]] > [[Close->19-5012-Detailed]]

devices that measure air quality. > [[< Previous->19-5012-HowToBecomeOne-6]] > [[Close->19-5012-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1043-WhatTheyDo-1]] > [[Next >->25-1043-WhatTheyDo-3]] > [[Close->25-1043-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1043-WhatTheyDo-2]] > [[Next >->25-1043-WhatTheyDo-4]] > [[Close->25-1043-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1043-WhatTheyDo-3]] > [[Next >->25-1043-WhatTheyDo-5]] > [[Close->25-1043-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1043-WhatTheyDo-4]] > [[Next >->25-1043-WhatTheyDo-6]] > [[Close->25-1043-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1043-HowToBecomeOne-1]] > [[Next >->25-1043-HowToBecomeOne-3]] > [[Close->25-1043-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1043-HowToBecomeOne-2]] > [[Next >->25-1043-HowToBecomeOne-4]] > [[Close->25-1043-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1043-HowToBecomeOne-3]] > [[Next >->25-1043-HowToBecomeOne-5]] > [[Close->25-1043-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1043-HowToBecomeOne-4]] > [[Next >->25-1043-HowToBecomeOne-6]] > [[Close->25-1043-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1043-HowToBecomeOne-5]] > [[Next >->25-1043-HowToBecomeOne-7]] > [[Close->25-1043-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1043-HowToBecomeOne-6]] > [[Next >->25-1043-HowToBecomeOne-8]] > [[Close->25-1043-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1043-Pay-1]] > [[Next >->25-1043-Pay-3]] > [[Close->25-1043-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1043-JobOutlook-1]] > [[Next >->25-1043-JobOutlook-3]] > [[Close->25-1043-Detailed]]

# What Marriage and Family Therapists Do Marriage and family therapists diagnose and treat cognitive, behavioral, or similar disorders in the context of couples and other relationships. ### Duties Marriage and family therapists typically do the following: - Assess clients to identify their emotional, behavioral, and psychological needs - Ask questions that encourage clients to discuss their emotions and experiences - Help clients process their reactions and adjust to difficult changes that relate to marriage and family dynamics, such as divorce > [[Next >->21-1013-WhatTheyDo-2]] > [[Close->21-1013-Detailed]]

- Create a treatment plan that helps clients develop coping strategies and decision-making skills - Refer clients to other specialists, resources, or services in the community > [[< Previous->21-1013-WhatTheyDo-1]] > [[Next >->21-1013-WhatTheyDo-3]] > [[Close->21-1013-Detailed]]

- Complete and maintain confidential files and records Marriage and family therapists work with individuals, couples, and families. Even when treating individuals, therapists focus on family systems. They evaluate family relationships and development to understand how these affect clients' mental health. Treatment often involves addressing issues, such as low self-esteem and addiction, that impact clients' relationships. Marriage and family therapists assess each client's situation and determine the best type, or types, of technique for treatment. They use a variety of techniques and tools > [[< Previous->21-1013-WhatTheyDo-2]] > [[Next >->21-1013-WhatTheyDo-4]] > [[Close->21-1013-Detailed]]

to treat clients. For example, a therapist may apply cognitive behavioral therapy to help the client understand harmful thoughts, feelings, and beliefs and how to replace them with positive ones. Therapists also have administrative duties, including maintaining records to document client visits. Those working in private practice must market their business to prospective clients, and they may need to follow up with insurance companies and clients to get payment for their services. Marriage and family therapists coordinate client treatment with other specialists, such as psychologists, > [[< Previous->21-1013-WhatTheyDo-3]] > [[Next >->21-1013-WhatTheyDo-5]] > [[Close->21-1013-Detailed]]

psychiatrists, and social workers. > [[< Previous->21-1013-WhatTheyDo-4]] > [[Close->21-1013-Detailed]]

# Work Environment ### Work Environment Marriage and family therapists work in a variety of settings, such as offices and mental health centers. Most work full time, but part-time work is common. Some therapists work evenings and weekends. > [[Close->21-1013-Detailed]]

# How to Become a Marriage and Family Therapist Marriage and family therapists typically need a master's degree to enter the occupation. Every state requires therapists to be licensed. ### Education To enter the occupation, marriage and family therapists need a master's degree in psychology, marriage and family therapy, or a related mental health field from an accredited school. Admissions requirements vary by program. Applicants may need to have completed specific coursework, such as counseling and statistics, or to have a bachelor's degree in psychology or a related field. Marriage and family therapy programs teach students about how > [[Next >->21-1013-HowToBecomeOne-2]] > [[Close->21-1013-Detailed]]

marriages, families, and relationships function and how these relationships can affect mental and emotional health. Programs typically include a supervised practicum or internship where students gain experience working with clients. ### Training Candidates gain hands-on experience through postdegree supervised clinical work. During this training, they work under the supervision of a licensed counselor and learn to provide family therapy, group therapy, psychotherapy, and other therapeutic interventions directly to clients. ### Licenses, Certifications, and Registrations All states require > [[< Previous->21-1013-HowToBecomeOne-1]] > [[Next >->21-1013-HowToBecomeOne-3]] > [[Close->21-1013-Detailed]]

marriage and family therapists to be licensed. Licensure requires a master's degree and completion of a state-specified number of hours of postdegree supervised clinical experience. In addition, therapists must pass a state-recognized exam and complete annual continuing education classes. Some states require passage of a jurisprudence exam. Information on state licensing board requirements is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment > [[< Previous->21-1013-HowToBecomeOne-2]] > [[Next >->21-1013-HowToBecomeOne-4]] > [[Close->21-1013-Detailed]]

Projections (EP) skills data page. Communication skills. Marriage and family therapists need to effectively convey ideas and listen to clients. Because they instruct clients on improving communication, it is important that they model effective communication themselves. Compassion. Marriage and family therapists often work with people who are dealing with stressful and difficult situations, so they must be able to empathize with their clients. Interpersonal skills. Marriage and family therapists must be able to work effectively with different types of people. They need to develop a rapport > [[< Previous->21-1013-HowToBecomeOne-3]] > [[Next >->21-1013-HowToBecomeOne-5]] > [[Close->21-1013-Detailed]]

when working with clients to help them feel comfortable. Organizational skills. Marriage and family therapists need to maintain records of client interactions. Therapists in private practice also must keep track of payments and work with insurance companies. > [[< Previous->21-1013-HowToBecomeOne-4]] > [[Close->21-1013-Detailed]]

# Pay The median annual wage for marriage and family therapists was $63,780 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $42,610, and the highest 10 percent earned more than $111,610. In May 2024, the median annual wages for marriage and family therapists in the top industries in which they worked were as follows: Most marriage and family therapists work full time, but part-time work is common. Some therapists work evenings and weekends to accommodate their clients' > [[Next >->21-1013-Pay-2]] > [[Close->21-1013-Detailed]]

schedules. > [[< Previous->21-1013-Pay-1]] > [[Close->21-1013-Detailed]]

# Job Outlook Employment of marriage and family therapists is projected to grow 13 percent from 2024 to 2034, much faster than the average for all occupations. About 7,700 openings for marriage and family therapists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth of marriage and family therapists is expected due to the increasing use of integrated care, which is the treatment of multiple issues at one > [[Next >->21-1013-JobOutlook-2]] > [[Close->21-1013-Detailed]]

time by a group of specialists. In providing integrated care, marriage and family therapists work with counselors such as substance abuse, behavior disorder, and mental health counselors to address clients' issues as a team. > [[< Previous->21-1013-JobOutlook-1]] > [[Close->21-1013-Detailed]]

# What Rehabilitation Counselors Do Rehabilitation counselors work with clients to overcome or manage the personal, social, or psychological effects of disabilities on employment or independent living. ### Duties Rehabilitation counselors typically do the following: - Provide individual and group counseling to help clients with a variety of issues - Evaluate clients' abilities, interests, experiences, skills, health, and education - Develop a rehabilitation plan for clients, and, if necessary, consult with doctors, therapists, or other healthcare workers > [[Next >->21-1015-WhatTheyDo-2]] > [[Close->21-1015-Detailed]]

- Refer clients to services, such as medical care or career training - Help employers and community members understand the needs and abilities of people with disabilities, as well as related laws and resources - Help clients develop their skills and use their strengths to adjust to functional or other limitations - Locate resources, such as wheelchairs or computer programs, that help clients live and work more independently - Maintain client records and monitor clients' progress, adjusting the rehabilitation plan as necessary > [[< Previous->21-1015-WhatTheyDo-1]] > [[Next >->21-1015-WhatTheyDo-3]] > [[Close->21-1015-Detailed]]

- Advocate for the rights of people with disabilities to live in a community and work in the job of their choice Rehabilitation counselors help people with disabilities at various stages in their lives. For example, some work with students to develop strategies for transitioning from school to work. Others help veterans to cope with the mental or physical effects of their military service. Still others help people adapt to disabilities developed later in life from illness or injury. Some rehabilitation counselors deal specifically with employment issues. These counselors, sometimes called > [[< Previous->21-1015-WhatTheyDo-2]] > [[Next >->21-1015-WhatTheyDo-4]] > [[Close->21-1015-Detailed]]

vocational rehabilitation counselors, typically work with older students and adults. > [[< Previous->21-1015-WhatTheyDo-3]] > [[Close->21-1015-Detailed]]

# Work Environment ### Work Environment Rehabilitation counselors work in a variety of settings. Most work full time. > [[Close->21-1015-Detailed]]

# How to Become a Rehabilitation Counselor Rehabilitation counselors typically need a master's degree in rehabilitation counseling or a related field, although for some jobs a bachelor's degree is sufficient. Some positions require a license or certification. ### Education Many employers require or prefer that rehabilitation counselors have a master's degree in rehabilitation counseling or a related field. Master's degree programs teach students to evaluate clients' needs, formulate and implement job placement strategies, and understand the medical and psychological aspects of disabilities. These programs typically include a period > [[Next >->21-1015-HowToBecomeOne-2]] > [[Close->21-1015-Detailed]]

of supervised clinical experience, such as an internship. Some employers hire workers with a bachelor's degree in psychology, health, social sciences, or another field related to rehabilitation. However, these workers typically cannot offer the full range of services that a rehabilitation counselor with a master's degree can provide. ### Licenses, Certifications, and Registrations Licensing requirements for rehabilitation counselors differ by state and by type of services provided. Rehabilitation counselors who provide counseling services to clients must attain a counselor license through > [[< Previous->21-1015-HowToBecomeOne-1]] > [[Next >->21-1015-HowToBecomeOne-3]] > [[Close->21-1015-Detailed]]

their state licensing board. Rehabilitation counselors who provide other services, however, may be exempt from state licensing requirements. For example, rehabilitation counselors who provide only vocational rehabilitation services or job placement assistance may not need a license. Licensure typically requires a master's degree and a specified number of hours of supervised clinical experience. In addition, counselors must pass a state-recognized exam and complete continuing education every year. Contact your state licensing board for more information. Some employers require or prefer that > [[< Previous->21-1015-HowToBecomeOne-2]] > [[Next >->21-1015-HowToBecomeOne-4]] > [[Close->21-1015-Detailed]]

rehabilitation counselors have professional certification, which can help to demonstrate competency in the field. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Rehabilitation counselors need to be able to communicate effectively with clients. Compassion. Rehabilitation counselors often work with people who are dealing with stressful and difficult > [[< Previous->21-1015-HowToBecomeOne-3]] > [[Next >->21-1015-HowToBecomeOne-5]] > [[Close->21-1015-Detailed]]

situations. They must be able to empathize with their clients. Critical-thinking skills. Rehabilitation counselors must be able to develop a treatment plan to help clients reach their goals by considering each client's abilities and interests. Interpersonal skills. Rehabilitation counselors work directly with clients, families, employers, or other professionals. They must be able to develop and maintain good working relationships. Listening skills. Rehabilitation counselors need to give their full attention in sessions in order to understand clients' problems, concerns, and > [[< Previous->21-1015-HowToBecomeOne-4]] > [[Next >->21-1015-HowToBecomeOne-6]] > [[Close->21-1015-Detailed]]

values. Patience. Rehabilitation counselors must have patience to help clients learn new skills and strategies to address their disabilities. > [[< Previous->21-1015-HowToBecomeOne-5]] > [[Close->21-1015-Detailed]]

# Pay The median annual wage for rehabilitation counselors was $46,110 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,480, and the highest 10 percent earned more than $77,200. In May 2024, the median annual wages for rehabilitation counselors in the top industries in which they worked were as follows: Most rehabilitation counselors work full time, and some work more than 40 hours per week. Depending on where they are employed, rehabilitation counselors may work > [[Next >->21-1015-Pay-2]] > [[Close->21-1015-Detailed]]

evenings, weekends, or part time. > [[< Previous->21-1015-Pay-1]] > [[Close->21-1015-Detailed]]

# Job Outlook Employment of rehabilitation counselors is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 10,000 openings for rehabilitation counselors are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for rehabilitation counselors is expected to grow with the increase in the older population and with the continued rehabilitation needs of other groups, such as veterans > [[Next >->21-1015-JobOutlook-2]] > [[Close->21-1015-Detailed]]

and people with disabilities. Despite federal guidelines mandating that states provide vocational rehabilitation services, budget constraints may limit job opportunities for rehabilitation counselors. > [[< Previous->21-1015-JobOutlook-1]] > [[Close->21-1015-Detailed]]

# What Gambling Services Workers Do Gambling services workers serve customers in gambling establishments, such as casinos or racetracks. Some workers tend slot machines or deal cards. Others take bets or pay out winnings. Still others supervise or manage gambling workers and operations. ### Duties Gambling services workers typically do the following: - Interact with customers and make sure that they have a pleasant experience - Monitor customers for violations of gambling rules or the establishment's policies - Inform their supervisor or a security employee of any irregularities they see > [[Next >->39-3012-WhatTheyDo-2]] > [[Close->39-3012-Detailed]]

- Enforce safety rules and report hazards > [[< Previous->39-3012-WhatTheyDo-1]] > [[Next >->39-3012-WhatTheyDo-3]] > [[Close->39-3012-Detailed]]

- Explain to customers how to play the games The following are examples of types of gambling services workers: First-line supervisors of gambling services workers directly monitor and coordinate the activities of workers in assigned gambling areas. They move within their assigned areas make sure that everything is running smoothly and that all areas are properly staffed. Table games supervisors (also called floor supervisors) oversee gambling dealers, table games, and players. Slot supervisors oversee activities of the slot department. Gambling and sports book writers and runners handle > [[< Previous->39-3012-WhatTheyDo-2]] > [[Next >->39-3012-WhatTheyDo-4]] > [[Close->39-3012-Detailed]]

bets on sporting events and take and record bets for customers. In addition, they help run games such as bingo and keno. They verify tickets and pay out winning tickets, and some runners collect winning tickets from customers. Gambling dealers operate table games such as blackjack, craps, and roulette. They control the pace and action of the game, announcing each player's move to the rest of the table and letting players know when it is their turn. They inspect cards or dice, pay off winning bets, and collect on winning bets. Dealers are often required to work at least two games, usually > [[< Previous->39-3012-WhatTheyDo-3]] > [[Next >->39-3012-WhatTheyDo-5]] > [[Close->39-3012-Detailed]]

blackjack or craps. Gambling managers, who also may be casino managers, plan, coordinate, or direct operations in a gambling establishment. They may create house rules, such as for betting limits, and address customer complaints about service. Gambling managers also hire and train new employees. For information on gambling cage workers, see the profile on financial clerks. For information on gambling surveillance officers and gambling investigators, see the profile on security guards and gambling surveillance officers. > [[< Previous->39-3012-WhatTheyDo-4]] > [[Close->39-3012-Detailed]]

# How to Become a Gambling Services Worker Gambling jobs typically require a high school diploma or equivalent to enter. Some employers require gambling managers to have a college degree. ### Education Gambling dealers, gambling supervisors, and gambling and sports book writers and runners typically need a high school diploma or equivalent. Educational requirements for gambling managers differ by establishment. Some require a high school diploma or equivalent, while others require gambling managers to have some college or a degree. Those who pursue a degree may choose to study casino management, hotel management, or hospitality, in > [[Next >->39-3012-HowToBecomeOne-2]] > [[Close->39-3012-Detailed]]

addition to taking courses in business. ### Training Individual casinos or other gambling establishments have their own training requirements. New gambling dealers may be sent to gambling school for a few weeks to learn a table game, such as blackjack or craps. These schools teach the game's rules and procedures, as well as state and local laws and regulations related to it. Although gambling school is primarily for new employees, some experienced dealers go to gambling school if they want to be trained in a new game. Completing gambling school before being hired may increase a prospective > [[< Previous->39-3012-HowToBecomeOne-1]] > [[Next >->39-3012-HowToBecomeOne-3]] > [[Close->39-3012-Detailed]]

dealer's chances of being hired, but it does not guarantee a job. Employers usually audition prospective dealers for open positions to assess their personal qualities. Gambling and sports book writers and runners usually do not have to go to gambling school. They typically are trained in less than 1 month. The employer provides instruction on state and local laws and regulations related to the game, as well the particulars of their job, such as keno calling. ### Licenses, Certifications, and Registrations Gambling services workers must be licensed by a state regulatory agency, such as a > [[< Previous->39-3012-HowToBecomeOne-2]] > [[Next >->39-3012-HowToBecomeOne-4]] > [[Close->39-3012-Detailed]]

state casino control board or gambling commission. Licensing requirements for supervisory or managerial positions may differ from those for gambling dealers, gambling and sports book writers and runners, and all other gambling workers. However, all candidates for a license must provide photo identification and pay a fee. Typically, they also must pass an extensive background check and drug test. Failure to pass the background check may prevent candidates from getting a job or a gambling license. Age requirements also vary by state. For specific licensing requirements, visit the state's > [[< Previous->39-3012-HowToBecomeOne-3]] > [[Next >->39-3012-HowToBecomeOne-5]] > [[Close->39-3012-Detailed]]

gambling commission website. ### Work Experience in a Related Occupation Gambling supervisors and gambling managers usually have several years of experience working in a casino or other gambling establishment. Gambling managers often have experience as a dealer or in the customer outreach department. Slot supervisors and table games supervisors usually have experience working in the activities of their respective areas. Some also have worked in entry-level marketing or customer-service positions. ### Advancement Often, gambling managers are promoted from positions as slot supervisors or > [[< Previous->39-3012-HowToBecomeOne-4]] > [[Next >->39-3012-HowToBecomeOne-6]] > [[Close->39-3012-Detailed]]

table games supervisors. They also may be moved from a management job in another part of the establishment, such as hospitality, after learning about the establishment's operations through an internship or on-the-job training. Gambling dealers may advance to become gambling supervisors and, eventually, managers. A slot supervisor or table games supervisor may also advance to become a gambling manager. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills > [[< Previous->39-3012-HowToBecomeOne-5]] > [[Next >->39-3012-HowToBecomeOne-7]] > [[Close->39-3012-Detailed]]

data page. Communication skills. Gambling services workers must explain the rules of the game to customers and answer their questions. Misunderstandings can cost a customer money and damage the establishment's reputation. Customer-service skills. Gambling jobs involve interaction with customers. The success or failure of a gambling establishment depends on how customers view the experience, making customer service important for all of these occupations. Leadership skills. Gambling managers and supervisors oversee other gambling services workers and must guide them in doing their jobs and > [[< Previous->39-3012-HowToBecomeOne-6]] > [[Next >->39-3012-HowToBecomeOne-8]] > [[Close->39-3012-Detailed]]

developing their skills. Math skills. Because they may deal with large amounts of money, gambling services workers must be good at math. Organizational skills. Gambling managers and supervisors should have an orderly system in place to handle administrative and other tasks for overseeing gambling services workers. Patience. All gambling services workers must stay composed when they encounter a customer who becomes upset or breaks a rule. They also must stay calm when dealing with equipment failures or malfunctions. > [[< Previous->39-3012-HowToBecomeOne-7]] > [[Close->39-3012-Detailed]]

work nights, weekends, and holidays, which are typically the busiest times for casinos. Most work full time, although part-time work is common. > [[< Previous->39-3012-Pay-1]] > [[Close->39-3012-Detailed]]

# Job Outlook Overall employment of gambling services workers is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 21,800 openings for gambling services workers are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Projected employment of gambling services workers varies by occupation (see table). The growth of online gambling may limit employment for some of these workers, including gambling and > [[Next >->39-3012-JobOutlook-2]] > [[Close->39-3012-Detailed]]

sports book writers and runners. Although some online gambling is linked to physical locations, online-only gambling sites do not require the same mix of employees. In addition, online betting is a largely automated process, and therefore fewer workers are needed to facilitate online wagers than in-person betting. Demand for some gambling services workers is expected to be driven by the increasing popularity of gambling establishments. Additionally, the few states currently without commercial gambling establishments may allow new casinos to be built over the next decade in an effort to bring > [[< Previous->39-3012-JobOutlook-1]] > [[Next >->39-3012-JobOutlook-3]] > [[Close->39-3012-Detailed]]

in more tax revenue. However, if more states approve expansions in the number of physical and online gambling establishments, the competition for customers will increase. Establishments that fail to keep or attract customers may close, thereby negating some of the jobs created. > [[< Previous->39-3012-JobOutlook-2]] > [[Close->39-3012-Detailed]]

- Research, refer, and advocate for community resources, such as food stamps, childcare, and healthcare, to assist and improve a client's well-being - Respond to crisis situations such as child abuse and mental health emergencies - Monitor clients' situations, and follow up to ensure that they have improved - Maintain case files and records > [[< Previous->21-1022-WhatTheyDo-1]] > [[Next >->21-1022-WhatTheyDo-3]] > [[Close->21-1022-Detailed]]

- Provide psychotherapy services Social workers help people cope with challenges in their lives. They help with a wide range of situations, such as adopting a child, being diagnosed with a terminal illness, or preventing and treating substance abuse. Some social workers get involved at a broad level to help community organizations and policymakers develop or improve social programs, services, and conditions. This is sometimes referred to as macro social work. Advocacy is an important aspect of social work. Social workers advocate or raise awareness with and on behalf of their clients and > [[< Previous->21-1022-WhatTheyDo-2]] > [[Next >->21-1022-WhatTheyDo-4]] > [[Close->21-1022-Detailed]]

constituents. Additionally, they may advocate for the social work occupation on local, state, and national levels. Social workers who are licensed to diagnose and treat mental, behavioral, and emotional disorders are called clinical social workers (CSW), licensed clinical social workers (LCSW), or have a similar title; specific titles vary by state. They provide individual, group, family, and couples therapy; work with clients to develop strategies to change behavior or cope with difficult situations; and refer clients to other resources or services, such as support groups or other mental > [[< Previous->21-1022-WhatTheyDo-3]] > [[Next >->21-1022-WhatTheyDo-5]] > [[Close->21-1022-Detailed]]

health workers. Clinical social workers may develop treatment plans with the client, doctors, and other healthcare workers and may adjust the treatment plan if necessary based on their client's progress. They may work in a variety of specialties. The following are examples of types of social workers: Child and family social workers protect vulnerable children and help families in need of assistance. They help families find housing or services, such as childcare, or apply for benefits, such as food stamps. They intervene when children are in danger of neglect or abuse. Some help arrange > [[< Previous->21-1022-WhatTheyDo-4]] > [[Next >->21-1022-WhatTheyDo-6]] > [[Close->21-1022-Detailed]]

adoptions, locate foster families, or work to reunite families. School social workers work with teachers, parents, and school administrators to develop plans and strategies to improve students' academic performance and social development. They help students with problems such as aggressive behavior or bullying. Additionally, school social workers meet with families to discuss issues such as access to special education resources or frequent student absences. Healthcare social workers help clients understand their diagnosis and adjust their lifestyle, housing, or healthcare. For example, they > [[< Previous->21-1022-WhatTheyDo-5]] > [[Next >->21-1022-WhatTheyDo-7]] > [[Close->21-1022-Detailed]]

may help people transition from the hospital to their homes and communities. In addition, they may provide information about services, such as home healthcare or support groups, to help clients manage their illness or disease. Social workers help doctors and other healthcare workers understand the effects that diseases and illnesses have on clients' mental and emotional health. Some healthcare social workers specialize in geriatric social work, hospice and palliative care, or medical social work. Mental health and substance abuse social workers help clients with mental illnesses or > [[< Previous->21-1022-WhatTheyDo-6]] > [[Next >->21-1022-WhatTheyDo-8]] > [[Close->21-1022-Detailed]]

welfare policy, and ethics in social work. All programs require students to complete supervised fieldwork or an internship. Clinical social workers typically need a master's degree in social work (MSW). These programs prepare students for work in their chosen specialty by developing clinical assessment and diagnostic skills. Some nonclinical social workers also may complete master's-level programs. MSW programs generally take 2 years to complete and include a supervised practicum or internship. A bachelor's degree in social work is not required in order to enter a master's degree program in > [[< Previous->21-1022-HowToBecomeOne-1]] > [[Next >->21-1022-HowToBecomeOne-3]] > [[Close->21-1022-Detailed]]

social work. Although a bachelor's degree in almost any field is acceptable, common majors include public policy and social services, psychology, or social science. Recommended coursework includes sociology, economics, and political science. Some programs allow graduates with a bachelor's degree in social work to earn their master's degree in under 2 years. After obtaining an MSW degree, clinical social workers must complete supervised training and experience. The length of clinical training varies by state but may take several years. ### Licenses, Certifications, and Registrations All > [[< Previous->21-1022-HowToBecomeOne-2]] > [[Next >->21-1022-HowToBecomeOne-4]] > [[Close->21-1022-Detailed]]

states require clinical social workers to be licensed. Some states also require nonclinical social workers to have a license or credential. Becoming a licensed clinical social worker requires a master's degree in social work from an accredited program and supervised clinical experience after graduation. After completing their supervised experience, clinical social workers must pass a clinical exam to be licensed. Because licensing requirements vary by state, those interested should contact their state licensure board. Information on state licensing board requirements is available from > [[< Previous->21-1022-HowToBecomeOne-3]] > [[Next >->21-1022-HowToBecomeOne-5]] > [[Close->21-1022-Detailed]]

CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Clients talk to social workers about challenges in their lives. To provide effective help, social workers must be able to listen to and understand their clients' needs. Compassion. Social workers often work with people who are in stressful and difficult situations. To develop strong relationships, they must have patience and empathy for their > [[< Previous->21-1022-HowToBecomeOne-4]] > [[Next >->21-1022-HowToBecomeOne-6]] > [[Close->21-1022-Detailed]]

attend meetings, and they may be on call. > [[< Previous->21-1022-Pay-1]] > [[Close->21-1022-Detailed]]

identify alternative homes for children who are unable to live with their biological families. However, employment growth for these social workers may be limited by state and local budget constraints. Healthcare social workers will continue to be needed to help aging populations and their families adjust to new treatments, medications, and lifestyles. Employment of mental health and substance abuse social workers is projected to grow as more people seek treatment for mental illness and for substance abuse, especially recovery from opioid use disorder. In addition, drug offenders could > [[< Previous->21-1022-JobOutlook-1]] > [[Next >->21-1022-JobOutlook-3]] > [[Close->21-1022-Detailed]]

# What Gambling Services Workers Do Gambling services workers serve customers in gambling establishments, such as casinos or racetracks. Some workers tend slot machines or deal cards. Others take bets or pay out winnings. Still others supervise or manage gambling workers and operations. ### Duties Gambling services workers typically do the following: - Interact with customers and make sure that they have a pleasant experience - Monitor customers for violations of gambling rules or the establishment's policies - Inform their supervisor or a security employee of any irregularities they see > [[Next >->39-3011-WhatTheyDo-2]] > [[Close->39-3011-Detailed]]

- Enforce safety rules and report hazards > [[< Previous->39-3011-WhatTheyDo-1]] > [[Next >->39-3011-WhatTheyDo-3]] > [[Close->39-3011-Detailed]]

- Explain to customers how to play the games The following are examples of types of gambling services workers: First-line supervisors of gambling services workers directly monitor and coordinate the activities of workers in assigned gambling areas. They move within their assigned areas make sure that everything is running smoothly and that all areas are properly staffed. Table games supervisors (also called floor supervisors) oversee gambling dealers, table games, and players. Slot supervisors oversee activities of the slot department. Gambling and sports book writers and runners handle > [[< Previous->39-3011-WhatTheyDo-2]] > [[Next >->39-3011-WhatTheyDo-4]] > [[Close->39-3011-Detailed]]

bets on sporting events and take and record bets for customers. In addition, they help run games such as bingo and keno. They verify tickets and pay out winning tickets, and some runners collect winning tickets from customers. Gambling dealers operate table games such as blackjack, craps, and roulette. They control the pace and action of the game, announcing each player's move to the rest of the table and letting players know when it is their turn. They inspect cards or dice, pay off winning bets, and collect on winning bets. Dealers are often required to work at least two games, usually > [[< Previous->39-3011-WhatTheyDo-3]] > [[Next >->39-3011-WhatTheyDo-5]] > [[Close->39-3011-Detailed]]

blackjack or craps. Gambling managers, who also may be casino managers, plan, coordinate, or direct operations in a gambling establishment. They may create house rules, such as for betting limits, and address customer complaints about service. Gambling managers also hire and train new employees. For information on gambling cage workers, see the profile on financial clerks. For information on gambling surveillance officers and gambling investigators, see the profile on security guards and gambling surveillance officers. > [[< Previous->39-3011-WhatTheyDo-4]] > [[Close->39-3011-Detailed]]

# How to Become a Gambling Services Worker Gambling jobs typically require a high school diploma or equivalent to enter. Some employers require gambling managers to have a college degree. ### Education Gambling dealers, gambling supervisors, and gambling and sports book writers and runners typically need a high school diploma or equivalent. Educational requirements for gambling managers differ by establishment. Some require a high school diploma or equivalent, while others require gambling managers to have some college or a degree. Those who pursue a degree may choose to study casino management, hotel management, or hospitality, in > [[Next >->39-3011-HowToBecomeOne-2]] > [[Close->39-3011-Detailed]]

addition to taking courses in business. ### Training Individual casinos or other gambling establishments have their own training requirements. New gambling dealers may be sent to gambling school for a few weeks to learn a table game, such as blackjack or craps. These schools teach the game's rules and procedures, as well as state and local laws and regulations related to it. Although gambling school is primarily for new employees, some experienced dealers go to gambling school if they want to be trained in a new game. Completing gambling school before being hired may increase a prospective > [[< Previous->39-3011-HowToBecomeOne-1]] > [[Next >->39-3011-HowToBecomeOne-3]] > [[Close->39-3011-Detailed]]

dealer's chances of being hired, but it does not guarantee a job. Employers usually audition prospective dealers for open positions to assess their personal qualities. Gambling and sports book writers and runners usually do not have to go to gambling school. They typically are trained in less than 1 month. The employer provides instruction on state and local laws and regulations related to the game, as well the particulars of their job, such as keno calling. ### Licenses, Certifications, and Registrations Gambling services workers must be licensed by a state regulatory agency, such as a > [[< Previous->39-3011-HowToBecomeOne-2]] > [[Next >->39-3011-HowToBecomeOne-4]] > [[Close->39-3011-Detailed]]

state casino control board or gambling commission. Licensing requirements for supervisory or managerial positions may differ from those for gambling dealers, gambling and sports book writers and runners, and all other gambling workers. However, all candidates for a license must provide photo identification and pay a fee. Typically, they also must pass an extensive background check and drug test. Failure to pass the background check may prevent candidates from getting a job or a gambling license. Age requirements also vary by state. For specific licensing requirements, visit the state's > [[< Previous->39-3011-HowToBecomeOne-3]] > [[Next >->39-3011-HowToBecomeOne-5]] > [[Close->39-3011-Detailed]]

gambling commission website. ### Work Experience in a Related Occupation Gambling supervisors and gambling managers usually have several years of experience working in a casino or other gambling establishment. Gambling managers often have experience as a dealer or in the customer outreach department. Slot supervisors and table games supervisors usually have experience working in the activities of their respective areas. Some also have worked in entry-level marketing or customer-service positions. ### Advancement Often, gambling managers are promoted from positions as slot supervisors or > [[< Previous->39-3011-HowToBecomeOne-4]] > [[Next >->39-3011-HowToBecomeOne-6]] > [[Close->39-3011-Detailed]]

table games supervisors. They also may be moved from a management job in another part of the establishment, such as hospitality, after learning about the establishment's operations through an internship or on-the-job training. Gambling dealers may advance to become gambling supervisors and, eventually, managers. A slot supervisor or table games supervisor may also advance to become a gambling manager. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills > [[< Previous->39-3011-HowToBecomeOne-5]] > [[Next >->39-3011-HowToBecomeOne-7]] > [[Close->39-3011-Detailed]]

data page. Communication skills. Gambling services workers must explain the rules of the game to customers and answer their questions. Misunderstandings can cost a customer money and damage the establishment's reputation. Customer-service skills. Gambling jobs involve interaction with customers. The success or failure of a gambling establishment depends on how customers view the experience, making customer service important for all of these occupations. Leadership skills. Gambling managers and supervisors oversee other gambling services workers and must guide them in doing their jobs and > [[< Previous->39-3011-HowToBecomeOne-6]] > [[Next >->39-3011-HowToBecomeOne-8]] > [[Close->39-3011-Detailed]]

developing their skills. Math skills. Because they may deal with large amounts of money, gambling services workers must be good at math. Organizational skills. Gambling managers and supervisors should have an orderly system in place to handle administrative and other tasks for overseeing gambling services workers. Patience. All gambling services workers must stay composed when they encounter a customer who becomes upset or breaks a rule. They also must stay calm when dealing with equipment failures or malfunctions. > [[< Previous->39-3011-HowToBecomeOne-7]] > [[Close->39-3011-Detailed]]

work nights, weekends, and holidays, which are typically the busiest times for casinos. Most work full time, although part-time work is common. > [[< Previous->39-3011-Pay-1]] > [[Close->39-3011-Detailed]]

# Job Outlook Overall employment of gambling services workers is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 21,800 openings for gambling services workers are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Projected employment of gambling services workers varies by occupation (see table). The growth of online gambling may limit employment for some of these workers, including gambling and > [[Next >->39-3011-JobOutlook-2]] > [[Close->39-3011-Detailed]]

sports book writers and runners. Although some online gambling is linked to physical locations, online-only gambling sites do not require the same mix of employees. In addition, online betting is a largely automated process, and therefore fewer workers are needed to facilitate online wagers than in-person betting. Demand for some gambling services workers is expected to be driven by the increasing popularity of gambling establishments. Additionally, the few states currently without commercial gambling establishments may allow new casinos to be built over the next decade in an effort to bring > [[< Previous->39-3011-JobOutlook-1]] > [[Next >->39-3011-JobOutlook-3]] > [[Close->39-3011-Detailed]]

in more tax revenue. However, if more states approve expansions in the number of physical and online gambling establishments, the competition for customers will increase. Establishments that fail to keep or attract customers may close, thereby negating some of the jobs created. > [[< Previous->39-3011-JobOutlook-2]] > [[Close->39-3011-Detailed]]

- Research, refer, and advocate for community resources, such as food stamps, childcare, and healthcare, to assist and improve a client's well-being - Respond to crisis situations such as child abuse and mental health emergencies - Monitor clients' situations, and follow up to ensure that they have improved - Maintain case files and records > [[< Previous->21-1023-WhatTheyDo-1]] > [[Next >->21-1023-WhatTheyDo-3]] > [[Close->21-1023-Detailed]]

- Provide psychotherapy services Social workers help people cope with challenges in their lives. They help with a wide range of situations, such as adopting a child, being diagnosed with a terminal illness, or preventing and treating substance abuse. Some social workers get involved at a broad level to help community organizations and policymakers develop or improve social programs, services, and conditions. This is sometimes referred to as macro social work. Advocacy is an important aspect of social work. Social workers advocate or raise awareness with and on behalf of their clients and > [[< Previous->21-1023-WhatTheyDo-2]] > [[Next >->21-1023-WhatTheyDo-4]] > [[Close->21-1023-Detailed]]

constituents. Additionally, they may advocate for the social work occupation on local, state, and national levels. Social workers who are licensed to diagnose and treat mental, behavioral, and emotional disorders are called clinical social workers (CSW), licensed clinical social workers (LCSW), or have a similar title; specific titles vary by state. They provide individual, group, family, and couples therapy; work with clients to develop strategies to change behavior or cope with difficult situations; and refer clients to other resources or services, such as support groups or other mental > [[< Previous->21-1023-WhatTheyDo-3]] > [[Next >->21-1023-WhatTheyDo-5]] > [[Close->21-1023-Detailed]]

health workers. Clinical social workers may develop treatment plans with the client, doctors, and other healthcare workers and may adjust the treatment plan if necessary based on their client's progress. They may work in a variety of specialties. The following are examples of types of social workers: Child and family social workers protect vulnerable children and help families in need of assistance. They help families find housing or services, such as childcare, or apply for benefits, such as food stamps. They intervene when children are in danger of neglect or abuse. Some help arrange > [[< Previous->21-1023-WhatTheyDo-4]] > [[Next >->21-1023-WhatTheyDo-6]] > [[Close->21-1023-Detailed]]

adoptions, locate foster families, or work to reunite families. School social workers work with teachers, parents, and school administrators to develop plans and strategies to improve students' academic performance and social development. They help students with problems such as aggressive behavior or bullying. Additionally, school social workers meet with families to discuss issues such as access to special education resources or frequent student absences. Healthcare social workers help clients understand their diagnosis and adjust their lifestyle, housing, or healthcare. For example, they > [[< Previous->21-1023-WhatTheyDo-5]] > [[Next >->21-1023-WhatTheyDo-7]] > [[Close->21-1023-Detailed]]

may help people transition from the hospital to their homes and communities. In addition, they may provide information about services, such as home healthcare or support groups, to help clients manage their illness or disease. Social workers help doctors and other healthcare workers understand the effects that diseases and illnesses have on clients' mental and emotional health. Some healthcare social workers specialize in geriatric social work, hospice and palliative care, or medical social work. Mental health and substance abuse social workers help clients with mental illnesses or > [[< Previous->21-1023-WhatTheyDo-6]] > [[Next >->21-1023-WhatTheyDo-8]] > [[Close->21-1023-Detailed]]

welfare policy, and ethics in social work. All programs require students to complete supervised fieldwork or an internship. Clinical social workers typically need a master's degree in social work (MSW). These programs prepare students for work in their chosen specialty by developing clinical assessment and diagnostic skills. Some nonclinical social workers also may complete master's-level programs. MSW programs generally take 2 years to complete and include a supervised practicum or internship. A bachelor's degree in social work is not required in order to enter a master's degree program in > [[< Previous->21-1023-HowToBecomeOne-1]] > [[Next >->21-1023-HowToBecomeOne-3]] > [[Close->21-1023-Detailed]]

social work. Although a bachelor's degree in almost any field is acceptable, common majors include public policy and social services, psychology, or social science. Recommended coursework includes sociology, economics, and political science. Some programs allow graduates with a bachelor's degree in social work to earn their master's degree in under 2 years. After obtaining an MSW degree, clinical social workers must complete supervised training and experience. The length of clinical training varies by state but may take several years. ### Licenses, Certifications, and Registrations All > [[< Previous->21-1023-HowToBecomeOne-2]] > [[Next >->21-1023-HowToBecomeOne-4]] > [[Close->21-1023-Detailed]]

states require clinical social workers to be licensed. Some states also require nonclinical social workers to have a license or credential. Becoming a licensed clinical social worker requires a master's degree in social work from an accredited program and supervised clinical experience after graduation. After completing their supervised experience, clinical social workers must pass a clinical exam to be licensed. Because licensing requirements vary by state, those interested should contact their state licensure board. Information on state licensing board requirements is available from > [[< Previous->21-1023-HowToBecomeOne-3]] > [[Next >->21-1023-HowToBecomeOne-5]] > [[Close->21-1023-Detailed]]

CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Clients talk to social workers about challenges in their lives. To provide effective help, social workers must be able to listen to and understand their clients' needs. Compassion. Social workers often work with people who are in stressful and difficult situations. To develop strong relationships, they must have patience and empathy for their > [[< Previous->21-1023-HowToBecomeOne-4]] > [[Next >->21-1023-HowToBecomeOne-6]] > [[Close->21-1023-Detailed]]

attend meetings, and they may be on call. > [[< Previous->21-1023-Pay-1]] > [[Close->21-1023-Detailed]]

identify alternative homes for children who are unable to live with their biological families. However, employment growth for these social workers may be limited by state and local budget constraints. Healthcare social workers will continue to be needed to help aging populations and their families adjust to new treatments, medications, and lifestyles. Employment of mental health and substance abuse social workers is projected to grow as more people seek treatment for mental illness and for substance abuse, especially recovery from opioid use disorder. In addition, drug offenders could > [[< Previous->21-1023-JobOutlook-1]] > [[Next >->21-1023-JobOutlook-3]] > [[Close->21-1023-Detailed]]

- Research, refer, and advocate for community resources, such as food stamps, childcare, and healthcare, to assist and improve a client's well-being - Respond to crisis situations such as child abuse and mental health emergencies - Monitor clients' situations, and follow up to ensure that they have improved - Maintain case files and records > [[< Previous->21-1029-WhatTheyDo-1]] > [[Next >->21-1029-WhatTheyDo-3]] > [[Close->21-1029-Detailed]]

- Provide psychotherapy services Social workers help people cope with challenges in their lives. They help with a wide range of situations, such as adopting a child, being diagnosed with a terminal illness, or preventing and treating substance abuse. Some social workers get involved at a broad level to help community organizations and policymakers develop or improve social programs, services, and conditions. This is sometimes referred to as macro social work. Advocacy is an important aspect of social work. Social workers advocate or raise awareness with and on behalf of their clients and > [[< Previous->21-1029-WhatTheyDo-2]] > [[Next >->21-1029-WhatTheyDo-4]] > [[Close->21-1029-Detailed]]

constituents. Additionally, they may advocate for the social work occupation on local, state, and national levels. Social workers who are licensed to diagnose and treat mental, behavioral, and emotional disorders are called clinical social workers (CSW), licensed clinical social workers (LCSW), or have a similar title; specific titles vary by state. They provide individual, group, family, and couples therapy; work with clients to develop strategies to change behavior or cope with difficult situations; and refer clients to other resources or services, such as support groups or other mental > [[< Previous->21-1029-WhatTheyDo-3]] > [[Next >->21-1029-WhatTheyDo-5]] > [[Close->21-1029-Detailed]]

health workers. Clinical social workers may develop treatment plans with the client, doctors, and other healthcare workers and may adjust the treatment plan if necessary based on their client's progress. They may work in a variety of specialties. The following are examples of types of social workers: Child and family social workers protect vulnerable children and help families in need of assistance. They help families find housing or services, such as childcare, or apply for benefits, such as food stamps. They intervene when children are in danger of neglect or abuse. Some help arrange > [[< Previous->21-1029-WhatTheyDo-4]] > [[Next >->21-1029-WhatTheyDo-6]] > [[Close->21-1029-Detailed]]

adoptions, locate foster families, or work to reunite families. School social workers work with teachers, parents, and school administrators to develop plans and strategies to improve students' academic performance and social development. They help students with problems such as aggressive behavior or bullying. Additionally, school social workers meet with families to discuss issues such as access to special education resources or frequent student absences. Healthcare social workers help clients understand their diagnosis and adjust their lifestyle, housing, or healthcare. For example, they > [[< Previous->21-1029-WhatTheyDo-5]] > [[Next >->21-1029-WhatTheyDo-7]] > [[Close->21-1029-Detailed]]

may help people transition from the hospital to their homes and communities. In addition, they may provide information about services, such as home healthcare or support groups, to help clients manage their illness or disease. Social workers help doctors and other healthcare workers understand the effects that diseases and illnesses have on clients' mental and emotional health. Some healthcare social workers specialize in geriatric social work, hospice and palliative care, or medical social work. Mental health and substance abuse social workers help clients with mental illnesses or > [[< Previous->21-1029-WhatTheyDo-6]] > [[Next >->21-1029-WhatTheyDo-8]] > [[Close->21-1029-Detailed]]

welfare policy, and ethics in social work. All programs require students to complete supervised fieldwork or an internship. Clinical social workers typically need a master's degree in social work (MSW). These programs prepare students for work in their chosen specialty by developing clinical assessment and diagnostic skills. Some nonclinical social workers also may complete master's-level programs. MSW programs generally take 2 years to complete and include a supervised practicum or internship. A bachelor's degree in social work is not required in order to enter a master's degree program in > [[< Previous->21-1029-HowToBecomeOne-1]] > [[Next >->21-1029-HowToBecomeOne-3]] > [[Close->21-1029-Detailed]]

social work. Although a bachelor's degree in almost any field is acceptable, common majors include public policy and social services, psychology, or social science. Recommended coursework includes sociology, economics, and political science. Some programs allow graduates with a bachelor's degree in social work to earn their master's degree in under 2 years. After obtaining an MSW degree, clinical social workers must complete supervised training and experience. The length of clinical training varies by state but may take several years. ### Licenses, Certifications, and Registrations All > [[< Previous->21-1029-HowToBecomeOne-2]] > [[Next >->21-1029-HowToBecomeOne-4]] > [[Close->21-1029-Detailed]]

states require clinical social workers to be licensed. Some states also require nonclinical social workers to have a license or credential. Becoming a licensed clinical social worker requires a master's degree in social work from an accredited program and supervised clinical experience after graduation. After completing their supervised experience, clinical social workers must pass a clinical exam to be licensed. Because licensing requirements vary by state, those interested should contact their state licensure board. Information on state licensing board requirements is available from > [[< Previous->21-1029-HowToBecomeOne-3]] > [[Next >->21-1029-HowToBecomeOne-5]] > [[Close->21-1029-Detailed]]

CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Clients talk to social workers about challenges in their lives. To provide effective help, social workers must be able to listen to and understand their clients' needs. Compassion. Social workers often work with people who are in stressful and difficult situations. To develop strong relationships, they must have patience and empathy for their > [[< Previous->21-1029-HowToBecomeOne-4]] > [[Next >->21-1029-HowToBecomeOne-6]] > [[Close->21-1029-Detailed]]

attend meetings, and they may be on call. > [[< Previous->21-1029-Pay-1]] > [[Close->21-1029-Detailed]]

identify alternative homes for children who are unable to live with their biological families. However, employment growth for these social workers may be limited by state and local budget constraints. Healthcare social workers will continue to be needed to help aging populations and their families adjust to new treatments, medications, and lifestyles. Employment of mental health and substance abuse social workers is projected to grow as more people seek treatment for mental illness and for substance abuse, especially recovery from opioid use disorder. In addition, drug offenders could > [[< Previous->21-1029-JobOutlook-1]] > [[Next >->21-1029-JobOutlook-3]] > [[Close->21-1029-Detailed]]

# What Security Guards and Gambling Surveillance Officers Do Security guards and gambling surveillance officers protect property against theft, vandalism, and other illegal activity. ### Duties Security guards and gaming surveillance officers typically do the following: - Patrol property - Enforce rules and regulations of an employer's property - Monitor alarms and video-surveillance systems - Respond to emergencies - Deter criminal activity - Control building access by employees and visitors - Conduct security checks over a specified area > [[Next >->33-9031-WhatTheyDo-2]] > [[Close->33-9031-Detailed]]

- Write reports on what they observed while on duty Guards and officers must stay alert, watching for anything unusual. In an emergency, they are required to contact police, fire, or ambulance services. Some security guards carry firearms. Security guards work wherever people and assets need to be protected. Responsibilities vary by employer. In offices and factories, for example, security guards protect workers and equipment and check the credentials of people and vehicles entering and leaving the premises. In retail stores, guards protect people, merchandise, money, and equipment. They > [[< Previous->33-9031-WhatTheyDo-1]] > [[Next >->33-9031-WhatTheyDo-3]] > [[Close->33-9031-Detailed]]

may work with undercover store detectives to prevent theft by customers and employees, detain shoplifting suspects until the police arrive, and patrol parking lots. Gambling surveillance officers work in freestanding casinos and other facilities that have designated areas for gambling, such as hotels, video gaming terminals, and riverboats. They typically work from an observation room within the gaming facility. Security guards, also called security officers, protect property, enforce rules on the property, and deter criminal activity. Some guards are assigned a stationary position from > [[< Previous->33-9031-WhatTheyDo-2]] > [[Next >->33-9031-WhatTheyDo-4]] > [[Close->33-9031-Detailed]]

which they monitor alarms or surveillance cameras. Other guards are assigned a patrol area where they conduct security checks. Gambling surveillance officers and gambling investigators act as security agents for casinos. Using audio and video equipment, they watch casino operations for suspicious activities, such as cheating and theft, and monitor compliance with rules, regulations, and laws. They maintain and organize recordings from security cameras, which are sometimes used as evidence in police investigations. > [[< Previous->33-9031-WhatTheyDo-3]] > [[Close->33-9031-Detailed]]

# Work Environment ### Work Environment Security guards work in a variety of places, including industrial settings, retail stores, and office buildings. Gambling surveillance officers work mostly in casinos. Because many buildings and casinos are open 24 hours a day, security guards and officers often must work around the clock. > [[Close->33-9031-Detailed]]

# How to Become a Security Guard or Gambling Surveillance Officer Security guards and gambling surveillance officers typically require a high school diploma and on-the-job training. Gambling surveillance officers sometimes need experience with security and video surveillance. Most states require security guards to be licensed by the state, especially if they carry a firearm. ### Education Security guards typically need a high school diploma or equivalent, although some jobs may not require formal educational credentials. Gambling surveillance officers also need a high school diploma or equivalent. A bachelor's degree is not required to enter the > [[Next >->33-9031-HowToBecomeOne-2]] > [[Close->33-9031-Detailed]]

occupation. However, some security guards and gambling surveillance officers study in degree fields such as security and protective service or social science. ### Training Although most employers provide instruction for newly hired security guards and surveillance officers, the amount of training varies. Most security guards learn their job in a few weeks, but gambling surveillance officers and investigators may need several months. Employer-provided training typically covers emergency procedures, crime prevention, and proper communication. Many states recommend that security guards receive > [[< Previous->33-9031-HowToBecomeOne-1]] > [[Next >->33-9031-HowToBecomeOne-3]] > [[Close->33-9031-Detailed]]

about 8 hours of pre-assignment training, 8 to 16 hours of on-the-job training, and 8 hours of annual training. Instruction may include protection, public relations, report writing, deterring crises, first aid, and other specialized training related to the security guard's assignment. Training is more rigorous for armed guards because they require weapons training. Armed guards may be tested periodically in the use of firearms. Gambling surveillance officers and investigators receive training in topics such as the rules of casino games, gaming regulations, identifying cheating techniques, > [[< Previous->33-9031-HowToBecomeOne-2]] > [[Next >->33-9031-HowToBecomeOne-4]] > [[Close->33-9031-Detailed]]

and the proper use of video and radio equipment. Drug testing may be required both as a condition of employment and randomly during employment. ### Work experience in a related occupation To enter the occupation, gambling surveillance officers and investigators typically need work experience in casinos or with video monitoring technology. Candidates sometimes gain video monitoring experience by working as a security guard. ### Licenses, Certifications, and Registrations Most states require that security guards be licensed by the state in which they work. Although licensing requirements > [[< Previous->33-9031-HowToBecomeOne-3]] > [[Next >->33-9031-HowToBecomeOne-5]] > [[Close->33-9031-Detailed]]

vary by state, basic qualifications for candidates are as follows: - Be at least 18 years old - Pass a background check > [[< Previous->33-9031-HowToBecomeOne-4]] > [[Next >->33-9031-HowToBecomeOne-6]] > [[Close->33-9031-Detailed]]

- Complete training Guards who carry weapons usually must be licensed by the appropriate government authority. Positions for armed guards have more stringent background checks and entry requirements than do those for unarmed guards. Most states require rigorous hiring and screening programs, including background, criminal record, and fingerprint checks, for armed guards. Some states and gaming facilities require a minimum age of 21 to work in a casino. Some jobs may also require a driver's license. ### Important Qualities The following are examples of qualities that are important for > [[< Previous->33-9031-HowToBecomeOne-5]] > [[Next >->33-9031-HowToBecomeOne-7]] > [[Close->33-9031-Detailed]]

these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Security guards and surveillance officers must communicate effectively with others, even in stressful situations. Interpersonal skills. Security guards often regularly interact with the public; in addition, they must be able to handle and deescalate confrontational situations. Observation skills. Security guards and surveillance officers must be alert and aware of their surroundings, and be able to quickly recognize anything out of the > [[< Previous->33-9031-HowToBecomeOne-6]] > [[Next >->33-9031-HowToBecomeOne-8]] > [[Close->33-9031-Detailed]]

ordinary. Problem-solving skills. Security guards and surveillance officers must be able to quickly determine the best course of action when a dangerous situation arises. > [[< Previous->33-9031-HowToBecomeOne-7]] > [[Close->33-9031-Detailed]]

# Pay The median annual wage for gambling surveillance officers and gambling investigators was $43,900 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,020, and the highest 10 percent earned more than $62,360. The median annual wage for security guards was $38,370 in May 2024. The lowest 10 percent earned less than $29,800, and the highest 10 percent earned more than $59,580. In May 2024, the median annual wages for gambling surveillance officers and gambling > [[Next >->33-9031-Pay-2]] > [[Close->33-9031-Detailed]]

investigators in the top industries in which they worked were as follows: In May 2024, the median annual wages for security guards in the top industries in which they worked were as follows: Security guards and gambling surveillance officers usually work in shifts of about 8 hours, with rotating schedules. Night shifts are common. > [[< Previous->33-9031-Pay-1]] > [[Close->33-9031-Detailed]]

# Job Outlook Overall employment of security guards and gambling surveillance officers is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 162,300 openings for security guards and gambling surveillance officers are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Security guards will continue to be needed to protect both people and property because of concerns about crime and vandalism. Demand > [[Next >->33-9031-JobOutlook-2]] > [[Close->33-9031-Detailed]]

is expected to be driven by the increasing popularity of gambling establishments, resulting in the need for gambling surveillance officers and investigators. Advances in remote monitoring technology, such as cameras integrated with artificial intelligence (AI), to prevent cheating may limit the employment of some security guards and gambling surveillance officers and investigators. Moreover, the growth of online gambling may limit employment for some of these workers. > [[< Previous->33-9031-JobOutlook-1]] > [[Close->33-9031-Detailed]]

# What Health Education Specialists Do Health education specialists teach people about behaviors that promote wellness. They develop strategies to improve the well-being of individuals and communities. ### Duties Health education specialists typically do the following: - Assess the health needs of individuals and communities - Develop programs, materials, and events to teach people about health topics, such as managing existing conditions - Evaluate the effectiveness of programs and educational materials - Help people find health services or information > [[Next >->21-1091-WhatTheyDo-2]] > [[Close->21-1091-Detailed]]

- Provide training programs for community health workers or other healthcare providers - Supervise staff who implement health education programs - Collect and analyze data to learn about a particular community and improve programs and services - Advocate for improved health resources and policies that promote health Health education specialists have different duties depending on where they work. The following are descriptions of duties for health education specialists, by work setting: > [[< Previous->21-1091-WhatTheyDo-1]] > [[Next >->21-1091-WhatTheyDo-3]] > [[Close->21-1091-Detailed]]

- In healthcare facilities, health education specialists may work one-on-one with patients or their families. They teach patients about their diagnoses and treatment options. They also lead efforts to develop and administer surveys for identifying health concerns in the community and to develop programs that meet those needs. For example, they may help to organize blood-pressure screenings or classes on proper installation of car seats. Health education specialists also create programs to train medical staff to interact more effectively with patients. > [[< Previous->21-1091-WhatTheyDo-2]] > [[Next >->21-1091-WhatTheyDo-4]] > [[Close->21-1091-Detailed]]

- In nonprofits, health education specialists create programs and materials about health issues in the community they serve. They help organizations obtain funding, such as through grants for promoting health and disease awareness. They also educate policymakers about ways to improve public health. In nonprofits that focus on a particular disease or audience, health education specialists tailor programs to meet those needs. > [[< Previous->21-1091-WhatTheyDo-3]] > [[Next >->21-1091-WhatTheyDo-5]] > [[Close->21-1091-Detailed]]

- In public health departments, health education specialists develop public health campaigns on topics such as emergency preparedness, immunizations, or proper nutrition. They also develop materials for use in the community and by public health officials. Some health education specialists collaborate with other workers, such as on statewide or local committees, to create public policies on health and wellness topics. They may also oversee grants and grant-funded programs to improve the public health. Health education specialists create workplace programs or suggest modifications that focus > [[< Previous->21-1091-WhatTheyDo-4]] > [[Next >->21-1091-WhatTheyDo-6]] > [[Close->21-1091-Detailed]]

on wellness. For example, they may develop incentives for employees to adopt healthy behaviors, such as controlling cholesterol, or recommend changes in the workplace to improve employee health, such as creating smoke-free areas. For information about workers who promote wellness and coordinate care for different populations, see the profile on community health workers. For information about workers who teach health classes in middle and high schools, see the profiles on middle school teachers and high school teachers. > [[< Previous->21-1091-WhatTheyDo-5]] > [[Close->21-1091-Detailed]]

# Work Environment ### Work Environment Health education specialists are employed in a variety of settings, including hospitals, nonprofit organizations, and government agencies. Most work full time. > [[Close->21-1091-Detailed]]

# How to Become a Health Education Specialist Health education specialists typically need at least bachelor's degree. Some employers require or prefer that health education specialists be certified. ### Education Health education specialists typically need at least a bachelor's degree in health education or health promotion. Employers may accept a variety of other majors, including business, social science, and healthcare and related fields. Students may gain additional knowledge and skills through an internship. Some health education specialist positions require candidates to have a master's or doctoral degree. Graduate program fields > [[Next >->21-1091-HowToBecomeOne-2]] > [[Close->21-1091-Detailed]]

of degree may include community health education, school health education, public health education, or health promotion. Applicants to these master's degree programs generally do not need a specific undergraduate major. ### Licenses, Certifications, and Registrations Employers may require or prefer that health education specialists obtain certification. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment > [[< Previous->21-1091-HowToBecomeOne-1]] > [[Next >->21-1091-HowToBecomeOne-3]] > [[Close->21-1091-Detailed]]

Projections (EP) skills data page. Analytical skills. Health education specialists collect and evaluate data to determine the needs of the people they serve. Communication skills. Health education specialists must be able to clearly convey information in health-related materials and in written proposals for programs and funding. Instructional skills. Health education specialists lead programs, teach classes, and facilitate discussion with clients and families. Interpersonal skills. Health education specialists interact with many people from a variety of backgrounds. They must be good > [[< Previous->21-1091-HowToBecomeOne-2]] > [[Next >->21-1091-HowToBecomeOne-4]] > [[Close->21-1091-Detailed]]

listeners and be empathetic in responding to the needs of the people they serve. Problem-solving skills. Health education specialists must think creatively about improving the health of the community. In addition, they may need to solve problems that arise in planning programs, such as budget constraints or resistance from the community they are serving. > [[< Previous->21-1091-HowToBecomeOne-3]] > [[Close->21-1091-Detailed]]

# Pay The median annual wage for health education specialists was $63,000 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $42,210, and the highest 10 percent earned more than $112,900. In May 2024, the median annual wages for health education specialists in the top industries in which they worked were as follows: Most health education specialists are employed full time. They may need to work nights and weekends to attend programs or meetings. > [[Close->21-1091-Detailed]]

# Job Outlook Employment of health education specialists is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 7,900 openings for health education specialists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment An emphasis on promoting healthy behaviors is expected to sustain demand for these specialists over the decade. Governments, healthcare providers, and social services > [[Next >->21-1091-JobOutlook-2]] > [[Close->21-1091-Detailed]]

providers want to find ways to improve the quality of care and to achieve better health outcomes while reducing costs. This objective may increase demand for health education specialists to teach people about health and wellness, which may help to prevent costly diseases and medical procedures. > [[< Previous->21-1091-JobOutlook-1]] > [[Close->21-1091-Detailed]]

# What Probation Officers and Correctional Treatment Specialists Do Probation officers and correctional treatment specialists assist in rehabilitating law offenders in custody or on probation or parole. ### Duties Probation officers and correctional treatment specialists typically do the following: - Interview probationers and parolees, their friends, and their relatives in an office or at a residence to assess progress - Evaluate probationers and parolees to determine the best course of rehabilitation - Connect probationers and parolees with resources, such as job training - Test clients for drugs and, if necessary, offer substance abuse counseling > [[Next >->21-1092-WhatTheyDo-2]] > [[Close->21-1092-Detailed]]

- Complete prehearing investigations and testify in court or before parole boards regarding clients' backgrounds and progress > [[< Previous->21-1092-WhatTheyDo-1]] > [[Next >->21-1092-WhatTheyDo-3]] > [[Close->21-1092-Detailed]]

- Write reports and maintain case files on clients Probation officers and correctional treatment specialists supervise and counsel probationers or parolees, overseeing their clients' actions in a variety of ways. For example, they may use electronic monitoring to track a client's movement in the community. The number of cases a probation officer or correctional treatment specialist handles at one time depends on each individual's needs and associated risks. Higher risk clients usually command more of an officer's time and resources. Caseload also varies by agency. The following are > [[< Previous->21-1092-WhatTheyDo-2]] > [[Next >->21-1092-WhatTheyDo-4]] > [[Close->21-1092-Detailed]]

examples of types of probation officers and correctional treatment specialists: Probation officers supervise people who have been placed on probation instead of sent to prison. These workers ensure that probationers are not a danger to the community and help in their rehabilitation by visiting frequently. Probation officers write reports that detail each probationer's treatment plan and progress since being put on probation. Most work exclusively with either adults or juveniles. Parole officers work with people who have been released from prison and are serving parole, helping them re-enter > [[< Previous->21-1092-WhatTheyDo-3]] > [[Next >->21-1092-WhatTheyDo-5]] > [[Close->21-1092-Detailed]]

society. Parole officers monitor postrelease parolees and provide them with information on various resources, such as substance abuse counseling or job training, to aid in their rehabilitation. By doing so, the officers try to change the parolee's behavior and thus reduce the risk of that person committing another crime and having to return to prison. Both probation and parole officers supervise probationers and parolees through personal contact with them and their families (also known as community supervision). These officers require parolees and probationers to keep in contact regularly by > [[< Previous->21-1092-WhatTheyDo-4]] > [[Next >->21-1092-WhatTheyDo-6]] > [[Close->21-1092-Detailed]]

scheduling either telephone calls or office visits. They also check on them at their homes or places of work, taking into account the safety of the neighborhood. Probation and parole officers note mental health considerations and oversee drug testing and electronic monitoring of those under supervision. In some states, workers perform the duties of both probation and parole officers. Pretrial services officers investigate a defendant's background to determine whether they can be safely allowed back into the community before their trial date. Officers must assess the risk and make a > [[< Previous->21-1092-WhatTheyDo-5]] > [[Next >->21-1092-WhatTheyDo-7]] > [[Close->21-1092-Detailed]]

recommendation to a judge, who decides on the appropriate sentencing (in settled cases with no trial) or bond amount. When pretrial defendants are allowed back into the community, pretrial officers supervise them to make sure that they stay within the terms of their release and appear at their trials. Correctional treatment specialists, also known as case managers or correctional counselors, advise probationers and parolees and develop rehabilitation plans for them to follow. They may evaluate inmates using questionnaires and psychological tests. They also work with inmates, parole officers, > [[< Previous->21-1092-WhatTheyDo-6]] > [[Next >->21-1092-WhatTheyDo-8]] > [[Close->21-1092-Detailed]]

and staff of other agencies to develop parole and release plans. For example, they may plan education and training programs to improve probationers' job skills. Correctional treatment specialists write case reports that cover the inmate's history and the likelihood that he or she will commit another crime. When inmates are eligible for release, the case reports are given to the appropriate parole board. The specialist may help set up counseling for the parolees and their families, find substance abuse or mental health treatment options, aid in job placement, and find housing. Correctional > [[< Previous->21-1092-WhatTheyDo-7]] > [[Next >->21-1092-WhatTheyDo-9]] > [[Close->21-1092-Detailed]]

treatment specialists also explain the terms and conditions of the inmate's release and keep detailed written accounts of each parolee's progress. > [[< Previous->21-1092-WhatTheyDo-8]] > [[Close->21-1092-Detailed]]

# Work Environment ### Work Environment Most probation officers and correctional treatment specialists work full time. Their jobs may involve traveling to meet with probationers and parolees. Working in high-crime areas or in institutions may be stressful and dangerous. > [[Close->21-1092-Detailed]]

# How to Become a Probation Officer or Correctional Treatment Specialist Probation officers and correctional treatment specialists typically need a bachelor's degree. In addition, candidates may be required to pass competency exams, drug testing, and a criminal background check. A valid driver's license may be required, and some agencies require applicants to be at least 21 years old. ### Education Probation officers and correctional treatment specialists typically need a bachelor's degree. Common fields of degree include criminal justice or a related security and protective service field, social science, or psychology. Requirements vary by jurisdiction. ### > [[Next >->21-1092-HowToBecomeOne-2]] > [[Close->21-1092-Detailed]]

Training Most probation officers and correctional treatment specialists must complete a training program sponsored by their state or local government or the federal government, after which they may have to pass a certification test. In addition, they may be required to work as trainees for up to 1 year before being offered a permanent position. Some probation officers and correctional treatment specialists focus on a certain type of casework. For example, an officer may deal only with domestic violence probationers or with substance abuse cases; others work only on cases involving juvenile > [[< Previous->21-1092-HowToBecomeOne-1]] > [[Next >->21-1092-HowToBecomeOne-3]] > [[Close->21-1092-Detailed]]

offenders. Officers and specialists receive training to prepare them to work with the type of client their casework involves. ### Other Experience Although job requirements vary, volunteer or paid work experience in the criminal justice field may be helpful for some positions. ### Advancement Advancement to supervisory positions is based primarily on experience and performance. A master's degree in criminal justice, social work, or psychology may be helpful for advancing. ### Important Qualities The following are examples of qualities that are important for these workers to perform their > [[< Previous->21-1092-HowToBecomeOne-2]] > [[Next >->21-1092-HowToBecomeOne-4]] > [[Close->21-1092-Detailed]]

duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Probation officers and correctional treatment specialists must be able to effectively convey information to different types of people, including clients and their families, lawyers, judges, and treatment providers. Critical-thinking skills. Probation officers and correctional treatment specialists must be able to assess clients' needs to determine the best resources for helping them. Decision-making skills. Probation officers and correctional treatment specialists must consider the > [[< Previous->21-1092-HowToBecomeOne-3]] > [[Next >->21-1092-HowToBecomeOne-5]] > [[Close->21-1092-Detailed]]

best rehabilitation plan for clients. Interpersonal skills. Probation officers and correctional treatment specialists must be able to develop relationships with different types of people, including those who may be hostile or challenging. Organizational skills. Probation officers and correctional treatment specialists must be able to manage multiple cases at the same time. > [[< Previous->21-1092-HowToBecomeOne-4]] > [[Close->21-1092-Detailed]]

# Pay The median annual wage for probation officers and correctional treatment specialists was $64,520 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $45,390, and the highest 10 percent earned more than $106,290. In May 2024, the median annual wages for probation officers and correctional treatment specialists in the top industries in which they worked were as follows: Most probation officers and correctional treatment specialists work full time. Some workers may be on > [[Next >->21-1092-Pay-2]] > [[Close->21-1092-Detailed]]

call and must respond to any issues with probationers or law enforcement 24 hours a day. > [[< Previous->21-1092-Pay-1]] > [[Close->21-1092-Detailed]]

# Job Outlook Employment of probation officers and correctional treatment specialists is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 7,900 openings for probation officers and correctional treatment specialists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth depends primarily on the amount of state and local government funding for corrections, > [[Next >->21-1092-JobOutlook-2]] > [[Close->21-1092-Detailed]]

especially the amount allocated to probation and parole systems. Demand for probation officers and correctional treatment specialists could be strong as governments continue to recognize the advantages of community corrections over incarceration in certain situations. Parole officers will continue to be needed to supervise individuals who will be released from prison in the future. > [[< Previous->21-1092-JobOutlook-1]] > [[Close->21-1092-Detailed]]

# What Social and Human Service Assistants Do Social and human service assistants provide client services, including support for families, in a wide variety of fields, such as psychology, rehabilitation, and social work. They assist other workers, such as social workers, and they help clients find benefits or community services. ### Duties Social and human service assistants typically do the following: - Help determine what type of aid their clients need - Work with clients and other professionals, such as social workers, to develop a treatment plan - Help clients find assistance with daily activities, such as eating and bathing > [[Next >->21-1093-WhatTheyDo-2]] > [[Close->21-1093-Detailed]]

- Research services, such as food assistance programs and Medicaid, that are available to clients - Coordinate services provided to clients - Help clients to complete paperwork to apply for assistance programs > [[< Previous->21-1093-WhatTheyDo-1]] > [[Next >->21-1093-WhatTheyDo-3]] > [[Close->21-1093-Detailed]]

- Check in with clients to ensure that services are provided appropriately Social and human service assistants have many job titles, including case work aide, clinical social work aide, family service assistant, social work assistant, addictions counselor assistant, and human service worker. Social and human service assistants help clients identify and obtain benefits and services. In addition to initially connecting clients with benefits or services, social and human service assistants may follow up with clients to ensure that they are receiving the intended services and that the services > [[< Previous->21-1093-WhatTheyDo-2]] > [[Next >->21-1093-WhatTheyDo-4]] > [[Close->21-1093-Detailed]]

are meeting their needs. They work under the direction of social workers, psychologists, or other community and social service workers. With children and families, social and human service assistants ensure that children live in safe homes. They help parents get needed resources for their children, such as food assistance or childcare. With the elderly, these workers help clients stay in their own homes and live independently whenever possible. Social and human service assistants may coordinate meal deliveries or find personal care aides to help with the clients' day-to-day needs, such as > [[< Previous->21-1093-WhatTheyDo-3]] > [[Next >->21-1093-WhatTheyDo-5]] > [[Close->21-1093-Detailed]]

running errands and bathing. In some cases, they might help look for residential care facilities, such as nursing homes. For people with disabilities, social and human service assistants help find rehabilitation services that aid their clients. They may work with employers to make a job more accessible to people with disabilities. Some workers find personal care services to help clients with daily living activities, such as bathing and making meals. For people with addictions, social and human service assistants find rehabilitation centers that meet their clients' needs. They also may find > [[< Previous->21-1093-WhatTheyDo-4]] > [[Next >->21-1093-WhatTheyDo-6]] > [[Close->21-1093-Detailed]]

support groups for people who are dependent on alcohol, drugs, gambling, or other substances or behaviors. With veterans, assistants help people who have been discharged from the military adjust to civilian life. They help with practical needs, such as locating housing and finding ways to apply skills gained in the military to civilian jobs. They also may help their clients navigate the services available to veterans. For people with mental illnesses, social and human service assistants help clients find the appropriate resources to help them cope with their illness. They find self-help and > [[< Previous->21-1093-WhatTheyDo-5]] > [[Next >->21-1093-WhatTheyDo-7]] > [[Close->21-1093-Detailed]]

support groups to provide their clients with an assistance network. In addition, they may find personal care services or group housing to help those with more severe mental illnesses care for themselves. With immigrants, workers help clients adjust to living in a new country. They help the clients locate jobs and housing. They also may help them find programs that teach English, or they may find legal assistance to help them get administrative paperwork in order. With former prison inmates, social and human service assistants find job training or placement programs to help clients reenter > [[< Previous->21-1093-WhatTheyDo-6]] > [[Next >->21-1093-WhatTheyDo-8]] > [[Close->21-1093-Detailed]]

society. They help former inmates find housing and connect with programs that help them start a new life for themselves. With homeless people, social and human service assistants help clients meet their basic needs. They find temporary or permanent housing for their clients and locate places, such as soup kitchens, that provide meals. They also help homeless people find resources to address other problems they may have, such as joblessness. > [[< Previous->21-1093-WhatTheyDo-7]] > [[Close->21-1093-Detailed]]

# Work Environment ### Work Environment Many social and human service assistants work for nonprofit organizations, for-profit social service agencies, and state and local governments. Most work full time, and some work evenings and weekends. > [[Close->21-1093-Detailed]]

# How to Become a Social and Human Service Assistant Social and human service assistants typically need at least a high school diploma, although specific requirements may vary. Training is usually provided on the job. Some employers may require a criminal background check. Social and human service assistants also may need a valid driver's license. ### Education A high school diploma is typically required for entry-level jobs. Some employers may require or prefer that workers have an associate's or bachelor's degree in human services or a related field, such as social science, psychology, or public policy and social services. Human service > [[Next >->21-1093-HowToBecomeOne-2]] > [[Close->21-1093-Detailed]]

degree programs train students to observe and interview patients, carry out treatment plans, and handle people who are undergoing a crisis. Many programs include fieldwork to give students hands-on experience. ### Training Social and human service assistants usually receive training on the job. Because workers may deal with multiple clients from a variety of backgrounds, on-the-job training in case management helps prepare them to respond appropriately to the different needs of their clients. ### Advancement For social and human service assistants, additional education is typically needed > [[< Previous->21-1093-HowToBecomeOne-1]] > [[Next >->21-1093-HowToBecomeOne-3]] > [[Close->21-1093-Detailed]]

for advancement. Advancement to case management or social work jobs requires a bachelor's or master's degree in human services, counseling, rehabilitation, social work, or a related field. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Adaptability. Social and human service assistants must be flexible and able to adjust their approach based on changing circumstances and clients' needs. Communication skills. Social and human service > [[< Previous->21-1093-HowToBecomeOne-2]] > [[Next >->21-1093-HowToBecomeOne-4]] > [[Close->21-1093-Detailed]]

assistants talk with clients about the challenges in their lives and assist them in getting help. These workers must be able to listen to their clients and to communicate the clients' needs to organizations that can help them. Customer-service skills. Social and human service assistants spend much of their time interacting with clients and other service providers. They offer information and assistance and potentially deal with difficult situations. Interpersonal skills. Social and human service assistants must make their clients feel comfortable discussing sensitive issues. They must be > [[< Previous->21-1093-HowToBecomeOne-3]] > [[Next >->21-1093-HowToBecomeOne-5]] > [[Close->21-1093-Detailed]]

compassionate and patient when assisting people who are dealing with stressful and difficult situations. Assistants also build relationships with other service providers to become familiar with the resources available in their communities. Organizational skills. Social and human service assistants often must complete paperwork and work with many different clients. They must be organized to ensure that the paperwork is filed properly and that clients are getting the help they need. Problem-solving skills. Social and human service assistants help clients find solutions to their problems. They > [[< Previous->21-1093-HowToBecomeOne-4]] > [[Next >->21-1093-HowToBecomeOne-6]] > [[Close->21-1093-Detailed]]

must be able to listen carefully to their clients' needs and offer practical solutions. > [[< Previous->21-1093-HowToBecomeOne-5]] > [[Close->21-1093-Detailed]]

# Pay The median annual wage for social and human service assistants was $45,120 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $33,280, and the highest 10 percent earned more than $63,850. In May 2024, the median annual wages for social and human service assistants in the top industries in which they worked were as follows: Most social and human service assistants work full time. Some may work evenings and weekends. > [[Close->21-1093-Detailed]]

# Job Outlook Employment of social and human service assistants is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 50,600 openings for social and human service assistants are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment A growing population of older people and rising demand for social services are expected to drive demand for these workers. An increase in the number of > [[Next >->21-1093-JobOutlook-2]] > [[Close->21-1093-Detailed]]

older adults is expected to result in growing demand for the social services they use, including home-delivered meals and community center activities. Because social and human service assistants often arrange and provide these services, more of these workers will be needed to meet the increased demand. In addition, employment growth is expected as more people with substance use disorders enroll in treatment programs rather than being sent to jail. As a result, demand should increase for social and human service assistants who work in treatment programs or who work with people with > [[< Previous->21-1093-JobOutlook-1]] > [[Next >->21-1093-JobOutlook-3]] > [[Close->21-1093-Detailed]]

addictions. > [[< Previous->21-1093-JobOutlook-2]] > [[Close->21-1093-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1216-WhatTheyDo-1]] > [[Next >->29-1216-WhatTheyDo-3]] > [[Close->29-1216-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1216-WhatTheyDo-2]] > [[Next >->29-1216-WhatTheyDo-4]] > [[Close->29-1216-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1216-WhatTheyDo-3]] > [[Next >->29-1216-WhatTheyDo-5]] > [[Close->29-1216-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1216-WhatTheyDo-4]] > [[Next >->29-1216-WhatTheyDo-6]] > [[Close->29-1216-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1216-WhatTheyDo-5]] > [[Next >->29-1216-WhatTheyDo-7]] > [[Close->29-1216-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1216-WhatTheyDo-6]] > [[Next >->29-1216-WhatTheyDo-8]] > [[Close->29-1216-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1216-WhatTheyDo-7]] > [[Next >->29-1216-WhatTheyDo-9]] > [[Close->29-1216-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1216-WhatTheyDo-8]] > [[Next >->29-1216-WhatTheyDo-10]] > [[Close->29-1216-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1216-WhatTheyDo-9]] > [[Next >->29-1216-WhatTheyDo-11]] > [[Close->29-1216-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1216-WhatTheyDo-10]] > [[Next >->29-1216-WhatTheyDo-12]] > [[Close->29-1216-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1216-WhatTheyDo-11]] > [[Next >->29-1216-WhatTheyDo-13]] > [[Close->29-1216-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1216-WhatTheyDo-12]] > [[Next >->29-1216-WhatTheyDo-14]] > [[Close->29-1216-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1216-WhatTheyDo-13]] > [[Next >->29-1216-WhatTheyDo-15]] > [[Close->29-1216-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1216-WhatTheyDo-14]] > [[Close->29-1216-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1216-HowToBecomeOne-1]] > [[Next >->29-1216-HowToBecomeOne-3]] > [[Close->29-1216-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1216-HowToBecomeOne-2]] > [[Next >->29-1216-HowToBecomeOne-4]] > [[Close->29-1216-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1216-HowToBecomeOne-3]] > [[Next >->29-1216-HowToBecomeOne-5]] > [[Close->29-1216-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1216-HowToBecomeOne-4]] > [[Next >->29-1216-HowToBecomeOne-6]] > [[Close->29-1216-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1216-HowToBecomeOne-5]] > [[Next >->29-1216-HowToBecomeOne-7]] > [[Close->29-1216-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1216-HowToBecomeOne-6]] > [[Next >->29-1216-HowToBecomeOne-8]] > [[Close->29-1216-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1216-HowToBecomeOne-7]] > [[Next >->29-1216-HowToBecomeOne-9]] > [[Close->29-1216-Detailed]]

# What Genetic Counselors Do Genetic counselors assess clients' risk for a variety of inherited conditions, such as birth defects. They review genetic test results with individuals and families and support them in making decisions based on those results. They also offer information to other healthcare providers. ### Duties Genetic counselors typically do the following: - Collect comprehensive family and medical histories through means such as interviews, discussions with physicians, and reviewing medical records - Evaluate genetic information to identify clients at risk for specific hereditary disorders > [[Next >->29-9092-WhatTheyDo-2]] > [[Close->29-9092-Detailed]]

- Document information from counseling sessions to send to clients or to referring physicians - Discuss testing options and the associated risks, benefits, and limitations with clients and other healthcare providers - Educate clients and provide information about genetic risks and inherited conditions - Provide psychological, emotional, or other support to clients distressed by test results > [[< Previous->29-9092-WhatTheyDo-1]] > [[Next >->29-9092-WhatTheyDo-3]] > [[Close->29-9092-Detailed]]

- Research hereditary disorders and developments in the field of genetics Genetic counselors identify hereditary risks through the study of genetics. Specifically, they study genetic disorders or syndromes that are inherited from one's family. Prospective parents may consult genetic counselors to assess the risk of having children with hereditary disorders, such as cystic fibrosis. Genetic counselors also assess the risk for an individual to develop a disease, such as certain forms of cancer. Counselors use DNA testing to identify clients' inherited conditions. Clinical laboratory > [[< Previous->29-9092-WhatTheyDo-2]] > [[Next >->29-9092-WhatTheyDo-4]] > [[Close->29-9092-Detailed]]

technologists and technicians perform lab tests, which genetic counselors then evaluate and use for counseling clients. They share this information with other healthcare providers, such as physicians. Genetic counselors may focus on a particular area of genetic counseling, such as prenatal, cancer, or pediatric. They also may work in one or more specialty fields, such as cardiovascular health, genomic medicine, or psychiatry. > [[< Previous->29-9092-WhatTheyDo-3]] > [[Close->29-9092-Detailed]]

# Work Environment ### Work Environment Genetic counselors work primarily in hospitals, physicians' offices, outpatient care centers, university medical centers, and diagnostic laboratories. Most work full time. > [[Close->29-9092-Detailed]]

# How to Become a Genetic Counselor Genetic counselors typically need a master's degree in genetic counseling. Nearly all states require genetic counselors to be licensed, and licensure usually requires board certification. ### Education Genetic counselors typically need a master's degree in genetic counseling. Admission to master's degree programs varies. Some schools require a bachelor's degree in a science-related field, such as biology. Other programs require coursework in subjects such as biology, genetics, or statistics. Prospective students should check with an individual school regarding its requirements. Genetic > [[Next >->29-9092-HowToBecomeOne-2]] > [[Close->29-9092-Detailed]]

counseling programs typically take 2 years of postbaccalaureate study. In addition to medical topics, coursework in genetic counseling focuses on client interaction and research. Students typically complete supervised clinical rotations that provide students an opportunity to work with clients in different clinical environments. ### Licenses, Certifications, and Registrations Most states require genetic counselors to be licensed. Although requirements vary by state, licensure typically requires certification. For specific information, contact your state's medical board. Certifications for > [[< Previous->29-9092-HowToBecomeOne-1]] > [[Next >->29-9092-HowToBecomeOne-3]] > [[Close->29-9092-Detailed]]

genetic counselors are also available. To become certified, candidates must complete an accredited master's degree program and pass an exam. Counselors must complete continuing education courses to maintain board certification. Even in states that do not require certification, employers may require or prefer that job candidates be certified or receive certification within a specified time after being hired. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their > [[< Previous->29-9092-HowToBecomeOne-2]] > [[Next >->29-9092-HowToBecomeOne-4]] > [[Close->29-9092-Detailed]]

duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Genetic counselors must be able to explain complex information in a way that their clients understand. Compassion. Genetic counselors must be sensitive and empathetic when discussing clients' options regarding potentially upsetting test results. Critical-thinking skills. Genetic counselors recommend the proper test and analyze findings for each client. Interpersonal skills. Genetic counselors must be able to relate well with clients and their families, as well as to work with other > [[< Previous->29-9092-HowToBecomeOne-3]] > [[Next >->29-9092-HowToBecomeOne-5]] > [[Close->29-9092-Detailed]]

healthcare providers offering services to clients. Organizational skills. Genetic counselors manage multiple clients and must keep accurate, complete records on each of them. > [[< Previous->29-9092-HowToBecomeOne-4]] > [[Close->29-9092-Detailed]]

# Pay The median annual wage for genetic counselors was $98,910 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $78,680, and the highest 10 percent earned more than $137,780. In May 2024, the median annual wages for genetic counselors in the top industries in which they worked were as follows: Most genetic counselors work full time. > [[Close->29-9092-Detailed]]

# Job Outlook Employment of genetic counselors is projected to grow 9 percent from 2024 to 2034, much faster than the average for all occupations. About 300 openings for genetic counselors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As advances in genetic research and technology allow more genetic tests to be developed, more genetic counselors will be needed to help individuals understand results, assess their genetic > [[Next >->29-9092-JobOutlook-2]] > [[Close->29-9092-Detailed]]

risks, and make informed decisions. In addition, growing recognition of the role genetics plays in health and the value genetic data has for patient care management should further strengthen the demand for genetic counseling services. > [[< Previous->29-9092-JobOutlook-1]] > [[Close->29-9092-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1064-WhatTheyDo-1]] > [[Next >->25-1064-WhatTheyDo-3]] > [[Close->25-1064-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1064-WhatTheyDo-2]] > [[Next >->25-1064-WhatTheyDo-4]] > [[Close->25-1064-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1064-WhatTheyDo-3]] > [[Next >->25-1064-WhatTheyDo-5]] > [[Close->25-1064-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1064-WhatTheyDo-4]] > [[Next >->25-1064-WhatTheyDo-6]] > [[Close->25-1064-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1064-HowToBecomeOne-2]] > [[Close->25-1064-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1064-HowToBecomeOne-1]] > [[Next >->25-1064-HowToBecomeOne-3]] > [[Close->25-1064-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1064-HowToBecomeOne-2]] > [[Next >->25-1064-HowToBecomeOne-4]] > [[Close->25-1064-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1064-HowToBecomeOne-3]] > [[Next >->25-1064-HowToBecomeOne-5]] > [[Close->25-1064-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1064-HowToBecomeOne-4]] > [[Next >->25-1064-HowToBecomeOne-6]] > [[Close->25-1064-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1064-HowToBecomeOne-5]] > [[Next >->25-1064-HowToBecomeOne-7]] > [[Close->25-1064-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1064-HowToBecomeOne-6]] > [[Next >->25-1064-HowToBecomeOne-8]] > [[Close->25-1064-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1064-HowToBecomeOne-7]] > [[Close->25-1064-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1064-Pay-1]] > [[Next >->25-1064-Pay-3]] > [[Close->25-1064-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1064-JobOutlook-1]] > [[Next >->25-1064-JobOutlook-3]] > [[Close->25-1064-Detailed]]

# What Graphic Designers Do Graphic designers create visual concepts, using computer software or by hand, to communicate ideas that inspire, inform, and captivate consumers. They develop the overall layout and production design for applications such as advertisements, brochures, magazines, and reports. ### Duties Graphic designers typically do the following: - Meet with clients or the art director to determine the scope of a project - Use digital illustration, photo editing software, and layout software to create designs > [[Next >->27-1024-WhatTheyDo-2]] > [[Close->27-1024-Detailed]]

- Create visual elements such as logos, original images, and illustrations to help deliver a message - Design layouts, including selection of colors, images, and typefaces - Present design concepts to clients or art directors - Incorporate changes recommended by clients or art directors into final designs > [[< Previous->27-1024-WhatTheyDo-1]] > [[Next >->27-1024-WhatTheyDo-3]] > [[Close->27-1024-Detailed]]

- Review designs for errors before printing or publishing them Graphic designers, also referred to as graphic artists or communication designers, combine art and technology to communicate ideas through images and the layout of websites and printed pages. They may use a variety of design elements to achieve artistic or decorative effects. Graphic designers work with both text and images. They often select the type, font, size, color, and line length of headlines, headings, and text. Graphic designers also decide how images and text will go together in print or on a webpage, including how > [[< Previous->27-1024-WhatTheyDo-2]] > [[Next >->27-1024-WhatTheyDo-4]] > [[Close->27-1024-Detailed]]

much space each will have. When using text in layouts, graphic designers collaborate with writers, who choose the words and decide whether the words will be put into paragraphs, lists, or tables. Through the use of images, text, and color, graphic designers may transform data into visual graphics and diagrams to make complex ideas more accessible. Graphic design is important to market and sell products, and it is a critical component of brochures and logos. Therefore, graphic designers often work closely with people in advertising and promotions, public relations, and marketing. Frequently, > [[< Previous->27-1024-WhatTheyDo-3]] > [[Next >->27-1024-WhatTheyDo-5]] > [[Close->27-1024-Detailed]]

designers specialize in a particular category or type of client. For example, some designers create the graphics used on product packaging, and others may work on the visual designs used on book jackets. Graphic designers need to keep up to date with software and computer technologies in order to remain competitive. Some individuals with a background in graphic design become postsecondary teachers and teach in design schools, colleges, and universities. Some graphic designers specialize in experiential graphic design. These designers work with architects, industrial designers, landscape > [[< Previous->27-1024-WhatTheyDo-4]] > [[Next >->27-1024-WhatTheyDo-6]] > [[Close->27-1024-Detailed]]

architects, and interior designers to create interactive design environments, such as museum exhibitions, public arts exhibits, and retail spaces. > [[< Previous->27-1024-WhatTheyDo-5]] > [[Close->27-1024-Detailed]]

# Work Environment ### Work Environment Many of these workers are employed in specialized design services, publishing, or advertising, public relations, and related services industries. > [[Close->27-1024-Detailed]]

# How to Become a Graphic Designer Graphic designers usually need a bachelor's degree in graphic design or a related field. Candidates for graphic design positions should have a portfolio that demonstrates their creativity and originality. ### Education Graphic designers typically need a bachelor's degree in graphic design or a related fine arts field. People who have a bachelor's degree in another field may complete technical training in graphic design to meet most hiring qualifications. More than 360 postsecondary colleges, universities, and independent institutes are accredited with programs in art and design. Most > [[Next >->27-1024-HowToBecomeOne-2]] > [[Close->27-1024-Detailed]]

programs include courses in studio art, principles of design, computerized design, commercial graphics production, printing techniques, and website design. In addition, students should consider courses in writing, marketing, and business, all of which are useful in helping designers work effectively on project teams. High school students interested in graphic design should take basic art and design courses, if available. Many bachelor's degree programs require students to complete a year of basic art and design courses before being admitted to a formal degree program. Some schools require > [[< Previous->27-1024-HowToBecomeOne-1]] > [[Next >->27-1024-HowToBecomeOne-3]] > [[Close->27-1024-Detailed]]

applicants to submit sketches and other examples of their artistic ability. Many programs provide students with the opportunity to build a portfolio > [[< Previous->27-1024-HowToBecomeOne-2]] > [[Next >->27-1024-HowToBecomeOne-4]] > [[Close->27-1024-Detailed]]

- a collection of completed works that demonstrates an artist's styles and abilities. For many artists, including graphic designers, developing a portfolio is essential because employers rely on portfolios in making hiring decisions. Graphic designers must keep up with new and updated computer graphics and design software, either on their own or through formal software training programs. Professional associations that specialize in graphic design offer courses intended to keep the skills of their members up to date. ### Other Experience Graphic designers often gain experience through > [[< Previous->27-1024-HowToBecomeOne-3]] > [[Next >->27-1024-HowToBecomeOne-5]] > [[Close->27-1024-Detailed]]

internships, which they may undertake while enrolled in a design program. Internships allow aspiring graphic designers to work with designers and to experience the design process from concept to completion. ### Licenses, Certifications, and Registrations Certification programs are generally available through software product vendors. Certification in graphic design software demonstrates competence and may provide jobseekers with a competitive advantage. Information on certifications is available from CareerOneStop. ### Advancement Experienced graphic designers may advance to chief designer, > [[< Previous->27-1024-HowToBecomeOne-4]] > [[Next >->27-1024-HowToBecomeOne-6]] > [[Close->27-1024-Detailed]]

art director, or other supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Graphic designers must be able to perceive their work from their consumers' point of view to ensure that the designs convey the client's message. Artistic ability. Graphic designers must be able to create designs that are artistically interesting and appealing to clients and consumers. They produce rough illustrations of > [[< Previous->27-1024-HowToBecomeOne-5]] > [[Next >->27-1024-HowToBecomeOne-7]] > [[Close->27-1024-Detailed]]

design ideas, either by hand sketching or by using computer programs. Communication skills. Graphic designers must communicate with clients, customers, and other designers to ensure that their designs accurately and effectively convey information. Computer skills. Most graphic designers use specialized graphic design software to prepare their designs. Creativity. Graphic designers must be able to think of new approaches to communicating ideas to consumers. They develop unique designs that convey their client's message. Time-management skills. Graphic designers often work simultaneously on > [[< Previous->27-1024-HowToBecomeOne-6]] > [[Next >->27-1024-HowToBecomeOne-8]] > [[Close->27-1024-Detailed]]

multiple projects, each with a different deadline. > [[< Previous->27-1024-HowToBecomeOne-7]] > [[Close->27-1024-Detailed]]

# Pay The median annual wage for graphic designers was $61,300 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $37,600, and the highest 10 percent earned more than $103,030. In May 2024, the median annual wages for graphic designers in the top industries in which they worked were as follows: Graphic designers' schedules vary depending on workload and deadlines. Those who are self-employed may need to adjust their workday to meet with clients in the evenings or on > [[Next >->27-1024-Pay-2]] > [[Close->27-1024-Detailed]]

weekends. In addition, they may spend some of their time looking for new projects or competing with other designers for contracts. > [[< Previous->27-1024-Pay-1]] > [[Close->27-1024-Detailed]]

# Job Outlook Employment of graphic designers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 20,000 openings for graphic designers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As companies continue to increase their digital presence, graphic designers may be needed to help create visually appealing and effective layouts of websites and social media sites. However, > [[Next >->27-1024-JobOutlook-2]] > [[Close->27-1024-Detailed]]

automated design tools, such as artificial intelligence (AI), may reduce the need for companies to contract with freelance graphic designers. > [[< Previous->27-1024-JobOutlook-1]] > [[Close->27-1024-Detailed]]

# What Lawyers Do Lawyers advise and represent clients on legal proceedings or transactions. ### Duties Lawyers typically do the following: - Advise and represent clients in criminal or civil proceedings and in other legal matters - Communicate with clients, colleagues, judges, and others involved in a case - Conduct research and analysis of legal issues - Interpret laws, rulings, and regulations for individuals and businesses - Present facts and findings relevant to a case on behalf of their clients > [[Next >->23-1011-WhatTheyDo-2]] > [[Close->23-1011-Detailed]]

- Prepare and file legal documents, such as lawsuits, contracts, and wills Lawyers, also called attorneys, research the intent of laws and judicial decisions and determine whether they apply to the specific circumstances of their client's case. They act as both advocates and advisors for one party in a criminal (offense against the state or the nation) or civil (matters between individuals or organizations) proceeding. As advocates, they may present evidence and argue in support of their client for settlements outside of court, such as through plea bargaining or arbitration, or during court > [[< Previous->23-1011-WhatTheyDo-1]] > [[Next >->23-1011-WhatTheyDo-3]] > [[Close->23-1011-Detailed]]

appearances, such as in hearings and trials. As advisors, they counsel clients about their legal rights, obligations, and options and suggest courses of action. Lawyers may have different titles and duties, depending on where they work. For example, in law firms, lawyers perform legal work for individuals or businesses. Those who represent clients accused of wrongdoing or carelessness may be called criminal law attorneys or defense attorneys. Those whose expertise includes representing clients in trials are sometimes called litigators or trial lawyers. Corporate counsels, also called > [[< Previous->23-1011-WhatTheyDo-2]] > [[Next >->23-1011-WhatTheyDo-4]] > [[Close->23-1011-Detailed]]

in-house counsels, are lawyers who work for a single organization. They advise the organization's executives about legal issues related to its business activities, such as patents, contracts with other companies, taxes, and collective-bargaining agreements with unions. Attorneys in federal, state, and local governments may have a variety of titles, including prosecutor, public defender, or general counsel. Prosecutors typically pursue the government's charges against an individual or organization accused of violating the law. Public defense attorneys represent criminal defendants who cannot > [[< Previous->23-1011-WhatTheyDo-3]] > [[Next >->23-1011-WhatTheyDo-5]] > [[Close->23-1011-Detailed]]

afford to hire a private attorney. Government counsels help write regulations, interpret laws, and set up enforcement procedures, and they may argue cases on behalf of the government. Public-interest lawyers work for organizations that provide legal services to disadvantaged people or to others who otherwise might not be able to afford legal representation. They often handle cases involving issues related to social justice or individual liberty, such as housing discrimination or consumer rights. Lawyers may oversee the work of support staff, such as paralegals and legal assistants and legal > [[< Previous->23-1011-WhatTheyDo-4]] > [[Next >->23-1011-WhatTheyDo-6]] > [[Close->23-1011-Detailed]]

secretaries. In addition to working in different industries, lawyers may specialize in particular legal fields, including the following: Environmental lawyers deal with issues and regulations that are related to the natural world. They may work for advocacy groups, waste disposal companies, or corporations. In government agencies, such as the U.S. Environmental Protection Agency, they help to ensure compliance with relevant laws. Family lawyers handle a variety of legal issues that pertain to spousal, parent-child, and other familial relationships. They may advise and advocate for clients > [[< Previous->23-1011-WhatTheyDo-5]] > [[Next >->23-1011-WhatTheyDo-7]] > [[Close->23-1011-Detailed]]

in proceedings on topics such as divorce, child custody, and adoption. Family lawyers also may work for local, state, or federal agencies to ensure compliance with relevant government regulations. Intellectual property lawyers deal with the laws related to inventions, patents, trademarks, and creative works, such as music, books, and movies. For example, an intellectual property lawyer may advise clients about whether they may use published material in a forthcoming book. Some intellectual property lawyers work for the U.S. Patent and Trademark Office. Personal injury lawyers represent > [[< Previous->23-1011-WhatTheyDo-6]] > [[Next >->23-1011-WhatTheyDo-8]] > [[Close->23-1011-Detailed]]

clients in civil proceedings who have been harmed by the actions or lack of action by another party. Securities lawyers work on legal issues arising from the buying and selling of financial instruments. They may advise corporations that are interested in listing on a stock exchange through an initial public offering (IPO) or in buying shares in another corporation. In government, they may work for their state's securities regulator or for a federal regulatory agency, such as the U.S. Securities and Exchange Commission. Tax lawyers handle a variety of tax-related issues for individuals and > [[< Previous->23-1011-WhatTheyDo-7]] > [[Next >->23-1011-WhatTheyDo-9]] > [[Close->23-1011-Detailed]]

organizations. They may help clients navigate complex tax regulations, handle tax disputes, and represent clients in court on tax-related matters. Tax lawyers also may work for government agencies, such as the Internal Revenue Service (IRS). Those who handle a range of legal issues without specializing in a particular area of law are known as general practice lawyers. These lawyers may handle criminal and civil matters related to common legal matters, such as traffic violations, wills and estate planning, and real estate negotiations. > [[< Previous->23-1011-WhatTheyDo-8]] > [[Close->23-1011-Detailed]]

# Work Environment ### Work Environment Lawyers work for a variety of organizations, usually in office settings. Some work for federal, local, or state governments. Most work full time, and some work more than 40 hours per week. > [[Close->23-1011-Detailed]]

# How to Become a Lawyer Lawyers typically need a law degree and a state license, which usually requires passing a bar examination. ### Education Becoming a lawyer usually takes 7 years of full-time study after high school: 4 years of undergraduate study followed by 3 years of law school. Although most law schools do not require a specific bachelor's degree for entry, common undergraduate fields of study include law and legal studies, history, and social science. Most states and jurisdictions require lawyers to earn a Juris Doctor (J.D.) degree from an accredited law school. Accredited programs include courses such > [[Next >->23-1011-HowToBecomeOne-2]] > [[Close->23-1011-Detailed]]

as constitutional law, contracts, property law, civil procedure, and legal writing. As part of their admissions process, law schools may consider an applicant's score on the national exam. Questions on this exam cover reasoning, writing, and other aptitudes needed for the study of law. Those interested in pursuing a career in some legal fields may need to meet additional requirements. For example, patent lawyers typically need a degree, specific credits, or a background in science or engineering and must pass an exam administered by the U.S. Patent and Trademark Office (commonly known as > [[< Previous->23-1011-HowToBecomeOne-1]] > [[Next >->23-1011-HowToBecomeOne-3]] > [[Close->23-1011-Detailed]]

the patent bar exam). Tax lawyers may choose to earn a Master of Laws (LL.M) degree in tax after completing a J.D. program. ### Licenses, Certifications, and Registrations Prospective lawyers take a licensing exam, called the "bar exam." A score from the exam is transferable across jurisdictions that accept it. Lawyers who receive a license to practice law are "admitted to the bar." Each state's highest court establishes its rules for bar admission. Rules for federal courts differ, and requirements vary by state and jurisdiction. Information on state licensing board requirements is > [[< Previous->23-1011-HowToBecomeOne-2]] > [[Next >->23-1011-HowToBecomeOne-4]] > [[Close->23-1011-Detailed]]

available from CareerOneStop. Most states require that applicants graduate from an accredited law school, pass the written bar exam, and be found by an admitting board to have the character to represent and advise others. Prior felony convictions, academic misconduct, and a history of substance abuse are examples of factors that may disqualify an applicant from being admitted to the bar. Lawyers who want to practice in more than one state usually must meet licensing requirements for each state in which they wish to work. Most states have reciprocity agreements that streamline the process > [[< Previous->23-1011-HowToBecomeOne-3]] > [[Next >->23-1011-HowToBecomeOne-5]] > [[Close->23-1011-Detailed]]

for lawyers licensed in one state to get licensed in another state. After bar admission, lawyers must keep informed about legal developments that affect their practice. States may require lawyers to participate in continuing legal education to maintain licensure. ### Other Experience Law students who have completed their first or second year of law school may be eligible for part-time jobs or summer internships in law firms, government agencies, and organizations' legal departments. Gaining experience in these summer positions may help law students decide on an area of legal focus for their > [[< Previous->23-1011-HowToBecomeOne-4]] > [[Next >->23-1011-HowToBecomeOne-6]] > [[Close->23-1011-Detailed]]

careers. As for students in many fields, successful completion of a summer job or internship may result in an offer of employment after graduation. Some law school graduates pursue a judicial clerkship prior to working as a lawyer. Clerkships are typically a specified length of time, such as 1 > [[< Previous->23-1011-HowToBecomeOne-5]] > [[Next >->23-1011-HowToBecomeOne-7]] > [[Close->23-1011-Detailed]]

- or 2-year terms, and help law school graduates develop skills required for a legal career. Judges may prefer to hire clerks who have passed the bar exam, but clerks may work without a law license because they have limited duties and are not yet practicing lawyers. ### Advancement Newly hired attorneys usually start as associates and work on teams with more experienced lawyers. Some lawyers advance to become partners, which means that they are partial owners of the firm. After gaining experience, some lawyers go into practice for themselves. Others may move to a large organization, either > [[< Previous->23-1011-HowToBecomeOne-6]] > [[Next >->23-1011-HowToBecomeOne-8]] > [[Close->23-1011-Detailed]]

working in its legal department or as in-house counsel. Some experienced lawyers become judges. Most judges must be appointed or elected to their positions, a procedure that often requires political support. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Lawyers interpret the law as it applies to their client's case. They must be able to evaluate large amounts of information, interpret relevant findings, and apply > [[< Previous->23-1011-HowToBecomeOne-7]] > [[Next >->23-1011-HowToBecomeOne-9]] > [[Close->23-1011-Detailed]]

them to facts. Communication skills. Lawyers must be able to clearly present and explain information to clients, opposing parties, and other members of the legal community. They also need to be precise when preparing documents, such as court filings and wills. Interpersonal skills. Lawyers must build relationships with current and prospective clients, as well as with their colleagues and other members of the legal community. Persuasion. Lawyers work to convince others that particular laws or findings apply to their client's case in a way that is most favorable to their > [[< Previous->23-1011-HowToBecomeOne-8]] > [[Next >->23-1011-HowToBecomeOne-10]] > [[Close->23-1011-Detailed]]

client. Problem-solving skills. Lawyers must evaluate information to propose viable solutions, mediate disputes, and reach agreements or settlements for their clients. Research skills. Lawyers need to find laws and regulations that apply to a specific matter in order to provide appropriate legal advice for their clients. > [[< Previous->23-1011-HowToBecomeOne-9]] > [[Close->23-1011-Detailed]]

# Pay The median annual wage for lawyers was $151,160 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $72,780, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for lawyers in the top industries in which they worked were as follows: These wage data do not cover self-employed workers or owners and partners of unincorporated businesses. Most lawyers work full time, and some work more than 40 hours per week. Lawyers who are > [[Next >->23-1011-Pay-2]] > [[Close->23-1011-Detailed]]

self-employed may have flexibility in setting their own schedules. > [[< Previous->23-1011-Pay-1]] > [[Close->23-1011-Detailed]]

# Job Outlook Employment of lawyers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 31,500 openings for lawyers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for legal work is expected to continue as individuals, businesses, and all levels of government require legal services in many areas. Despite this need for legal services, more price competition over > [[Next >->23-1011-JobOutlook-2]] > [[Close->23-1011-Detailed]]

the projections decade may lead law firms to rethink project staffing to reduce costs to clients. Moreover, some routine legal work may be automated or outsourced to low-cost legal providers. > [[< Previous->23-1011-JobOutlook-1]] > [[Close->23-1011-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1071-WhatTheyDo-1]] > [[Next >->25-1071-WhatTheyDo-3]] > [[Close->25-1071-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1071-WhatTheyDo-2]] > [[Next >->25-1071-WhatTheyDo-4]] > [[Close->25-1071-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1071-WhatTheyDo-3]] > [[Next >->25-1071-WhatTheyDo-5]] > [[Close->25-1071-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1071-WhatTheyDo-4]] > [[Next >->25-1071-WhatTheyDo-6]] > [[Close->25-1071-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1071-HowToBecomeOne-2]] > [[Close->25-1071-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1071-HowToBecomeOne-1]] > [[Next >->25-1071-HowToBecomeOne-3]] > [[Close->25-1071-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1071-HowToBecomeOne-2]] > [[Next >->25-1071-HowToBecomeOne-4]] > [[Close->25-1071-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1071-HowToBecomeOne-3]] > [[Next >->25-1071-HowToBecomeOne-5]] > [[Close->25-1071-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1071-HowToBecomeOne-4]] > [[Next >->25-1071-HowToBecomeOne-6]] > [[Close->25-1071-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1071-HowToBecomeOne-5]] > [[Next >->25-1071-HowToBecomeOne-7]] > [[Close->25-1071-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1071-HowToBecomeOne-6]] > [[Next >->25-1071-HowToBecomeOne-8]] > [[Close->25-1071-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1071-HowToBecomeOne-7]] > [[Close->25-1071-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1071-Pay-1]] > [[Next >->25-1071-Pay-3]] > [[Close->25-1071-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1071-JobOutlook-1]] > [[Next >->25-1071-JobOutlook-3]] > [[Close->25-1071-Detailed]]

- Decide whether procedures are being conducted according to the rules and the law - Apply law or precedent to reach judgments and to resolve disputes between parties > [[< Previous->23-1023-WhatTheyDo-1]] > [[Next >->23-1023-WhatTheyDo-3]] > [[Close->23-1023-Detailed]]

- Write opinions, decisions, and instructions regarding cases, claims, and disputes Judges commonly preside over trials and hearings of cases regarding nearly every aspect of society, from individual offenses to corporate disputes. Judges listen to arguments and determine whether there is sufficient evidence for a trial. In criminal cases, judges may decide that people charged with crimes should be held in jail until the trial, or they may set conditions for their release. They also approve warrants, such as for searches or arrests. Judges interpret the law to determine how a trial or > [[< Previous->23-1023-WhatTheyDo-2]] > [[Next >->23-1023-WhatTheyDo-4]] > [[Close->23-1023-Detailed]]

hearing will proceed. They ensure fairness so that the parties' legal rights are protected. In trials where juries are selected to decide the case, judges instruct jurors on applicable laws and direct them to consider the facts arising from the evidence. In nonjury (bench) trials, judges decide the outcome. Judges also determine or oversee the final disposition of a case, such as imposing a jail sentence in a criminal trial or the awarding of compensation for damages in a civil lawsuit. Hearing officers act in a quasi-judicial capacity. They interpret and apply administrative law to resolve > [[< Previous->23-1023-WhatTheyDo-3]] > [[Next >->23-1023-WhatTheyDo-5]] > [[Close->23-1023-Detailed]]

disputes and settle claims involving government agencies or executive departments. In many states, judges or hearing officers oversee proceedings in courts of specialized jurisdiction. These courts consider cases only in a specific area of law, such as land use, family law, or housing law. The following are examples of types of judges and hearing officers: Judges, magistrate judges, and magistrates preside over trials and hearings. They typically work in local, state, and federal courts. In local courts, they may have titles such as municipal court judge, county court judge, or justice of > [[< Previous->23-1023-WhatTheyDo-4]] > [[Next >->23-1023-WhatTheyDo-6]] > [[Close->23-1023-Detailed]]

degree is typically required for jobs as a local, state, or federal judge or hearing officer. Earning a law degree usually takes 7 years of full-time study after high school: 4 years of undergraduate study in any field, followed by 3 years of law school. Law degree programs include courses such as constitutional law, contracts, property law, civil procedure, and legal writing. Although a J.D. is typical, requirements for these positions may vary. Hearing officers, magistrates, and even judges in some jurisdictions are not required to have a law degree. ### Work Experience in a Related > [[< Previous->23-1023-HowToBecomeOne-1]] > [[Next >->23-1023-HowToBecomeOne-3]] > [[Close->23-1023-Detailed]]

Occupation Judges and hearing officers typically learn their skills through years of experience as practicing lawyers. Some states allow those who are not lawyers to hold limited-jurisdiction positions as judges, magistrates, or hearing officers, but opportunities are better for those with experience practicing law. In addition to earning a law degree, federal administrative law judges typically need 7 years of experience as a licensed attorney. They also must pass a competitive exam from the U.S. Office of Personnel Management. Some law school graduates who are interested in becoming a > [[< Previous->23-1023-HowToBecomeOne-2]] > [[Next >->23-1023-HowToBecomeOne-4]] > [[Close->23-1023-Detailed]]

judge pursue a judicial clerkship prior to working as a lawyer. Clerkships are typically a specified length of time, such as 1 > [[< Previous->23-1023-HowToBecomeOne-3]] > [[Next >->23-1023-HowToBecomeOne-5]] > [[Close->23-1023-Detailed]]

- or 2-year terms, and help law school graduates develop skills required for a legal career. Clerks may need to have passed the bar exam prior to hiring, but they may work without a law license because they have limited duties and are not yet practicing lawyers. ### Training Newly elected or appointed judges and hearing officers sometimes have training requirements. This training may include mock trial sessions, mentorship from experienced judges or hearing officers, and courses on topics such as judicial ethics or relations with news media. Judges and hearing officers also may be required > [[< Previous->23-1023-HowToBecomeOne-4]] > [[Next >->23-1023-HowToBecomeOne-6]] > [[Close->23-1023-Detailed]]

to take continuing legal education courses throughout their careers. ### Licenses, Certifications, and Registrations Judges typically must maintain a law license and good standing with their state bar association. ### Advancement Advancement for some judicial workers means moving to courts with broader jurisdiction, such as from lower court to appellate court. Advancement for various hearing officers includes taking on more complex cases, practicing law, and becoming district court judges. ### Important Qualities The following are examples of qualities that are important for these workers > [[< Previous->23-1023-HowToBecomeOne-5]] > [[Next >->23-1023-HowToBecomeOne-7]] > [[Close->23-1023-Detailed]]

to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Judges and hearing officers must be able to analyze large amounts of information, determine relevant facts, and make decisions or issue rulings. Attention to detail. Judges and hearing officers must pay close attention to what is presented and distinguish important facts from complex information. Communication skills. Judges and hearing officers need to convey information both orally and in writing. They must be able to explain their rulings and write decisions in ways > [[< Previous->23-1023-HowToBecomeOne-6]] > [[Next >->23-1023-HowToBecomeOne-8]] > [[Close->23-1023-Detailed]]

# What Paralegals and Legal Assistants Do Paralegals and legal assistants support lawyers by performing a variety of tasks, such as maintaining and organizing files, conducting legal research, and drafting documents. ### Duties Paralegals and legal assistants typically do the following: - Investigate and gather the facts of a case - Research laws, regulations, and legal articles that are relevant to a case - Gather, organize, and maintain legal documents - Draft correspondence and legal documents, such as confirmation letters and contracts - Obtain affidavits and other formal statements that may be used as evidence in court > [[Next >->23-2011-WhatTheyDo-2]] > [[Close->23-2011-Detailed]]

- Help lawyers during trials with tasks such as handling exhibits, taking notes, or reviewing trial transcripts - File exhibits, briefs, appeals, and other legal documents with the appropriate court, government agency, or opposing counsel > [[< Previous->23-2011-WhatTheyDo-1]] > [[Next >->23-2011-WhatTheyDo-3]] > [[Close->23-2011-Detailed]]

- Call clients, witnesses, lawyers, and others to schedule interviews, meetings, and depositions Paralegals and legal assistants help lawyers prepare for hearings, trials, and other proceedings. For example, they may conduct legal research, write reports and other documents, and file materials related to trials or cases. Specific duties for paralegals and legal assistants may vary depending on the area, such as bankruptcy or intellectual property, or type of law in which they work. For example, in litigation, paralegals and legal assistants may help lawyers to prepare for trial, such as by > [[< Previous->23-2011-WhatTheyDo-2]] > [[Next >->23-2011-WhatTheyDo-4]] > [[Close->23-2011-Detailed]]

researching case law and drafting documents, and to coordinate trial logistics, including by transporting exhibits to the courtroom and setting up equipment. Paralegals' and legal assistants' roles also may vary based on the size of the firm that employs them. In small firms, for example, they may work on all aspects of a case from beginning to end. In larger firms, they may work on a particular phase of a case, such as helping to prepare witnesses for deposition or trial. > [[< Previous->23-2011-WhatTheyDo-3]] > [[Close->23-2011-Detailed]]

# Work Environment ### Work Environment Paralegals and legal assistants typically work in offices for a variety of employers, including law firms and government agencies. Most work full time. > [[Close->23-2011-Detailed]]

# How to Become a Paralegal or Legal Assistant Paralegals and legal assistants typically need an associate's degree or certificate in paralegal studies to enter the occupation. Some employers prefer to hire candidates who have a bachelor's degree; others may consider candidates who have a high school diploma and experience. ### Education Prospective paralegals have several paths to enter the occupation. A common path is for candidates to earn an associate's degree in paralegal studies from a postsecondary institution. Some employers prefer or require candidates to have a bachelor's degree. Many of these candidates major in a subject > [[Next >->23-2011-HowToBecomeOne-2]] > [[Close->23-2011-Detailed]]

such as social science or business and earn a certificate in paralegal studies. Programs in paralegal studies, which are offered at various education levels, are typically accredited by professional organizations. These programs usually include courses in legal research, legal writing, and an introduction to law and the legal system. They also include courses in specific areas, such as criminal, family, or contract law. Employers sometimes hire candidates who have no legal experience or legal education and train them on the job. ### Licenses, Certifications, and Registrations Although not > [[< Previous->23-2011-HowToBecomeOne-1]] > [[Next >->23-2011-HowToBecomeOne-3]] > [[Close->23-2011-Detailed]]

required, some employers prefer or require candidates to have completed a paralegal certification program. Certification typically requires passage of an examination. To sit for the exam, candidates must meet eligibility requirements for educational attainment and work experience. Maintaining certification typically requires completion of a specified number of hours of continuing education. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->23-2011-HowToBecomeOne-2]] > [[Next >->23-2011-HowToBecomeOne-4]] > [[Close->23-2011-Detailed]]

page. Communication skills. Paralegals and legal assistants must be able to effectively document and present their research and related information to attorneys. Detail oriented. Paralegals and legal assistants need to be precise in gathering, organizing, and filing documents and other information related to a case. Interpersonal skills. Paralegals and legal assistants spend most of their time with clients and colleagues. They must be able to develop relationships and work well as part of a team. Organizational skills. Paralegals and legal assistants may be responsible for many cases at > [[< Previous->23-2011-HowToBecomeOne-3]] > [[Next >->23-2011-HowToBecomeOne-5]] > [[Close->23-2011-Detailed]]

one time. They must be able to keep track of documents and adapt quickly to changing deadlines. Research skills. Paralegals and legal assistants need to gather facts of a case and study relevant laws in order to help attorneys prepare for it. > [[< Previous->23-2011-HowToBecomeOne-4]] > [[Close->23-2011-Detailed]]

# Pay The median annual wage for paralegals and legal assistants was $61,010 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,710, and the highest 10 percent earned more than $98,990. In May 2024, the median annual wages for paralegals and legal assistants in the top industries in which they worked were as follows: Most paralegals and legal assistants work full time. > [[Close->23-2011-Detailed]]

# Job Outlook Employment of paralegals and legal assistants is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 39,300 openings for paralegals and legal assistants are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Law firms are expected to continue to be the largest employer of paralegals and legal assistants, as these workers are needed to help prepare and organize legal documents. However, > [[Next >->23-2011-JobOutlook-2]] > [[Close->23-2011-Detailed]]

employment growth for these workers may be limited by advances in technology, including artificial intelligence (AI). These technologies are expected to make paralegals and legal assistants more efficient at tasks such as conducting research and preparing documents, which may reduce demand for these workers. > [[< Previous->23-2011-JobOutlook-1]] > [[Close->23-2011-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1022-WhatTheyDo-1]] > [[Next >->25-1022-WhatTheyDo-3]] > [[Close->25-1022-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1022-WhatTheyDo-2]] > [[Next >->25-1022-WhatTheyDo-4]] > [[Close->25-1022-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1022-WhatTheyDo-3]] > [[Next >->25-1022-WhatTheyDo-5]] > [[Close->25-1022-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1022-WhatTheyDo-4]] > [[Next >->25-1022-WhatTheyDo-6]] > [[Close->25-1022-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1022-HowToBecomeOne-2]] > [[Close->25-1022-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1022-HowToBecomeOne-1]] > [[Next >->25-1022-HowToBecomeOne-3]] > [[Close->25-1022-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1022-HowToBecomeOne-2]] > [[Next >->25-1022-HowToBecomeOne-4]] > [[Close->25-1022-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1022-HowToBecomeOne-3]] > [[Next >->25-1022-HowToBecomeOne-5]] > [[Close->25-1022-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1022-HowToBecomeOne-4]] > [[Next >->25-1022-HowToBecomeOne-6]] > [[Close->25-1022-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1022-HowToBecomeOne-5]] > [[Next >->25-1022-HowToBecomeOne-7]] > [[Close->25-1022-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1022-HowToBecomeOne-6]] > [[Next >->25-1022-HowToBecomeOne-8]] > [[Close->25-1022-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1022-HowToBecomeOne-7]] > [[Close->25-1022-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1022-Pay-1]] > [[Next >->25-1022-Pay-3]] > [[Close->25-1022-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1022-JobOutlook-1]] > [[Next >->25-1022-JobOutlook-3]] > [[Close->25-1022-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1125-WhatTheyDo-1]] > [[Next >->25-1125-WhatTheyDo-3]] > [[Close->25-1125-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1125-WhatTheyDo-2]] > [[Next >->25-1125-WhatTheyDo-4]] > [[Close->25-1125-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1125-WhatTheyDo-3]] > [[Next >->25-1125-WhatTheyDo-5]] > [[Close->25-1125-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1125-WhatTheyDo-4]] > [[Next >->25-1125-WhatTheyDo-6]] > [[Close->25-1125-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1125-HowToBecomeOne-2]] > [[Close->25-1125-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1125-HowToBecomeOne-1]] > [[Next >->25-1125-HowToBecomeOne-3]] > [[Close->25-1125-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1125-HowToBecomeOne-2]] > [[Next >->25-1125-HowToBecomeOne-4]] > [[Close->25-1125-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1125-HowToBecomeOne-3]] > [[Next >->25-1125-HowToBecomeOne-5]] > [[Close->25-1125-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1125-HowToBecomeOne-4]] > [[Next >->25-1125-HowToBecomeOne-6]] > [[Close->25-1125-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1125-HowToBecomeOne-5]] > [[Next >->25-1125-HowToBecomeOne-7]] > [[Close->25-1125-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1125-HowToBecomeOne-6]] > [[Next >->25-1125-HowToBecomeOne-8]] > [[Close->25-1125-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1125-HowToBecomeOne-7]] > [[Close->25-1125-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1125-Pay-1]] > [[Next >->25-1125-Pay-3]] > [[Close->25-1125-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1125-JobOutlook-1]] > [[Next >->25-1125-JobOutlook-3]] > [[Close->25-1125-Detailed]]

- Accept payment and provide customers with receipts - Clean assigned work areas, such as dining tables or serving counters - Stock service stations, cabinets, and tables > [[< Previous->35-9031-WhatTheyDo-1]] > [[Next >->35-9031-WhatTheyDo-3]] > [[Close->35-9031-Detailed]]

- Set tables or prepare food stations for new customers Food and beverage serving and related workers are the front line of customer service in restaurants, cafeterias, and other food service establishments. They seat customers, take or prepare food and drink orders, clear and set tables, and serve food and beverages. Depending on the establishment, they may do some or all of these tasks during their shift. Most work as part of a team, although their responsibilities and job titles vary. The following are examples of types of food and beverage serving and related workers: Dining room and > [[< Previous->35-9031-WhatTheyDo-2]] > [[Next >->35-9031-WhatTheyDo-4]] > [[Close->35-9031-Detailed]]

cafeteria attendants and bartender helpers - sometimes collectively referred to as bus staff > [[< Previous->35-9031-WhatTheyDo-3]] > [[Next >->35-9031-WhatTheyDo-5]] > [[Close->35-9031-Detailed]]

- help waiters, waitresses, and bartenders by cleaning and setting tables, removing dirty dishes, and stocking serving areas with supplies. They also may help waiters and waitresses by bringing meals from the kitchen, distributing dishes to diners, filling water glasses, and delivering condiments. Fast food and counter workers are employed primarily by limited-service restaurants, cafeterias, and snack bars at which customers generally order and pay before eating. These workers take food and beverage orders, prepare or retrieve items, and accept payment. They also heat food items and make > [[< Previous->35-9031-WhatTheyDo-4]] > [[Next >->35-9031-WhatTheyDo-6]] > [[Close->35-9031-Detailed]]

# How to Become a Food and Beverage Serving or Related Worker Food and beverage serving and related workers typically have no requirements for education to enter the occupation. They receive short-term on-the-job training. Most states require workers who serve alcoholic beverages, even as an accompaniment to meals, to be at least 18 years old. ### Education There typically are no formal education requirements for becoming a food and beverage serving worker. ### Training Workers typically learn through on-the-job training, which may last from few days to several weeks. Training includes basic customer service, kitchen safety, safe food-handling > [[Next >->35-9031-HowToBecomeOne-2]] > [[Close->35-9031-Detailed]]

procedures, and sanitation guidelines. Food and beverage serving and related workers typically learn their duties by watching and working with experienced staff. Some employers, particularly those in fast-food restaurants, have specific training programs for new workers. Bartender helpers and other workers in establishments where alcohol is served may need training on state and local laws concerning the sale of alcoholic beverages. Some states, counties, and cities mandate such training, which typically lasts a few hours. ### Advancement Some food and beverage serving and related workers > [[< Previous->35-9031-HowToBecomeOne-1]] > [[Next >->35-9031-HowToBecomeOne-3]] > [[Close->35-9031-Detailed]]

advance to waiter, waitress, or bartender positions as they learn the basics of serving food or preparing drinks. Kitchen staff may advance to become food preparation workers or cooks. Still others may move up to supervisory or food service manager positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Food and beverage serving and related workers must listen to customers' orders and relay them correctly to the > [[< Previous->35-9031-HowToBecomeOne-2]] > [[Next >->35-9031-HowToBecomeOne-4]] > [[Close->35-9031-Detailed]]

kitchen staff so that the orders are prepared as requested. Customer-service skills. Food service establishments rely on good food and customer service to keep customers and succeed in a competitive industry. As a result, workers should be courteous and be able to attend to customers' requests. Physical stamina. Food and beverage serving and related workers spend most of their shift doing physical tasks such as standing, carrying trays, and cleaning work areas. Physical strength. Food and beverage serving and related workers need to be able to lift and carry stock and equipment that can > [[< Previous->35-9031-HowToBecomeOne-3]] > [[Next >->35-9031-HowToBecomeOne-5]] > [[Close->35-9031-Detailed]]

weigh up to 50 pounds. > [[< Previous->35-9031-HowToBecomeOne-4]] > [[Close->35-9031-Detailed]]

these occupations earn tips, most get their earnings from hourly wages alone. In some restaurants, workers may contribute all or a portion of their tips to a tip pool, which is distributed among qualifying workers. Tip pools allow workers who do not usually receive tips directly from customers, such as dining room attendants, to be part of a team and to share in the rewards for good service. Employers may provide meals and uniforms but may deduct those costs from the worker's wages. Part-time work is common for food and beverage serving and related workers. Because restaurants and other > [[< Previous->35-9031-Pay-1]] > [[Next >->35-9031-Pay-3]] > [[Close->35-9031-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1054-WhatTheyDo-1]] > [[Next >->25-1054-WhatTheyDo-3]] > [[Close->25-1054-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1054-WhatTheyDo-2]] > [[Next >->25-1054-WhatTheyDo-4]] > [[Close->25-1054-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1054-WhatTheyDo-3]] > [[Next >->25-1054-WhatTheyDo-5]] > [[Close->25-1054-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1054-WhatTheyDo-4]] > [[Next >->25-1054-WhatTheyDo-6]] > [[Close->25-1054-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1054-HowToBecomeOne-2]] > [[Close->25-1054-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1054-HowToBecomeOne-1]] > [[Next >->25-1054-HowToBecomeOne-3]] > [[Close->25-1054-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1054-HowToBecomeOne-2]] > [[Next >->25-1054-HowToBecomeOne-4]] > [[Close->25-1054-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1054-HowToBecomeOne-3]] > [[Next >->25-1054-HowToBecomeOne-5]] > [[Close->25-1054-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1054-HowToBecomeOne-4]] > [[Next >->25-1054-HowToBecomeOne-6]] > [[Close->25-1054-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1054-HowToBecomeOne-5]] > [[Next >->25-1054-HowToBecomeOne-7]] > [[Close->25-1054-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1054-HowToBecomeOne-6]] > [[Next >->25-1054-HowToBecomeOne-8]] > [[Close->25-1054-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1054-HowToBecomeOne-7]] > [[Close->25-1054-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1054-Pay-1]] > [[Next >->25-1054-Pay-3]] > [[Close->25-1054-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1054-JobOutlook-1]] > [[Next >->25-1054-JobOutlook-3]] > [[Close->25-1054-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1065-WhatTheyDo-1]] > [[Next >->25-1065-WhatTheyDo-3]] > [[Close->25-1065-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1065-WhatTheyDo-2]] > [[Next >->25-1065-WhatTheyDo-4]] > [[Close->25-1065-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1065-WhatTheyDo-3]] > [[Next >->25-1065-WhatTheyDo-5]] > [[Close->25-1065-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1065-WhatTheyDo-4]] > [[Next >->25-1065-WhatTheyDo-6]] > [[Close->25-1065-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1065-HowToBecomeOne-2]] > [[Close->25-1065-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1065-HowToBecomeOne-1]] > [[Next >->25-1065-HowToBecomeOne-3]] > [[Close->25-1065-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1065-HowToBecomeOne-2]] > [[Next >->25-1065-HowToBecomeOne-4]] > [[Close->25-1065-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1065-HowToBecomeOne-3]] > [[Next >->25-1065-HowToBecomeOne-5]] > [[Close->25-1065-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1065-HowToBecomeOne-4]] > [[Next >->25-1065-HowToBecomeOne-6]] > [[Close->25-1065-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1065-HowToBecomeOne-5]] > [[Next >->25-1065-HowToBecomeOne-7]] > [[Close->25-1065-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1065-HowToBecomeOne-6]] > [[Next >->25-1065-HowToBecomeOne-8]] > [[Close->25-1065-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1065-HowToBecomeOne-7]] > [[Close->25-1065-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1065-Pay-1]] > [[Next >->25-1065-Pay-3]] > [[Close->25-1065-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1065-JobOutlook-1]] > [[Next >->25-1065-JobOutlook-3]] > [[Close->25-1065-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1066-WhatTheyDo-1]] > [[Next >->25-1066-WhatTheyDo-3]] > [[Close->25-1066-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1066-WhatTheyDo-2]] > [[Next >->25-1066-WhatTheyDo-4]] > [[Close->25-1066-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1066-WhatTheyDo-3]] > [[Next >->25-1066-WhatTheyDo-5]] > [[Close->25-1066-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1066-WhatTheyDo-4]] > [[Next >->25-1066-WhatTheyDo-6]] > [[Close->25-1066-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1066-HowToBecomeOne-2]] > [[Close->25-1066-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1066-HowToBecomeOne-1]] > [[Next >->25-1066-HowToBecomeOne-3]] > [[Close->25-1066-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1066-HowToBecomeOne-2]] > [[Next >->25-1066-HowToBecomeOne-4]] > [[Close->25-1066-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1066-HowToBecomeOne-3]] > [[Next >->25-1066-HowToBecomeOne-5]] > [[Close->25-1066-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1066-HowToBecomeOne-4]] > [[Next >->25-1066-HowToBecomeOne-6]] > [[Close->25-1066-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1066-HowToBecomeOne-5]] > [[Next >->25-1066-HowToBecomeOne-7]] > [[Close->25-1066-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1066-HowToBecomeOne-6]] > [[Next >->25-1066-HowToBecomeOne-8]] > [[Close->25-1066-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1066-HowToBecomeOne-7]] > [[Close->25-1066-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1066-Pay-1]] > [[Next >->25-1066-Pay-3]] > [[Close->25-1066-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1066-JobOutlook-1]] > [[Next >->25-1066-JobOutlook-3]] > [[Close->25-1066-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1067-WhatTheyDo-1]] > [[Next >->25-1067-WhatTheyDo-3]] > [[Close->25-1067-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1067-WhatTheyDo-2]] > [[Next >->25-1067-WhatTheyDo-4]] > [[Close->25-1067-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1067-WhatTheyDo-3]] > [[Next >->25-1067-WhatTheyDo-5]] > [[Close->25-1067-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1067-WhatTheyDo-4]] > [[Next >->25-1067-WhatTheyDo-6]] > [[Close->25-1067-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1067-HowToBecomeOne-2]] > [[Close->25-1067-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1067-HowToBecomeOne-1]] > [[Next >->25-1067-HowToBecomeOne-3]] > [[Close->25-1067-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1067-HowToBecomeOne-2]] > [[Next >->25-1067-HowToBecomeOne-4]] > [[Close->25-1067-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1067-HowToBecomeOne-3]] > [[Next >->25-1067-HowToBecomeOne-5]] > [[Close->25-1067-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1067-HowToBecomeOne-4]] > [[Next >->25-1067-HowToBecomeOne-6]] > [[Close->25-1067-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1067-HowToBecomeOne-5]] > [[Next >->25-1067-HowToBecomeOne-7]] > [[Close->25-1067-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1067-HowToBecomeOne-6]] > [[Next >->25-1067-HowToBecomeOne-8]] > [[Close->25-1067-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1067-HowToBecomeOne-7]] > [[Close->25-1067-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1067-Pay-1]] > [[Next >->25-1067-Pay-3]] > [[Close->25-1067-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1067-JobOutlook-1]] > [[Next >->25-1067-JobOutlook-3]] > [[Close->25-1067-Detailed]]

# What Instructional Coordinators Do Instructional coordinators oversee school curriculums and teaching standards. They develop educational material, implement it with teachers and principals, and assess its effectiveness. ### Duties Instructional coordinators typically do the following: - Develop and implement the curriculums - Plan, organize, and conduct teacher training, conferences, or workshops - Analyze students' test data - Assess and discuss the curriculum standards with school staff - Review and suggest textbooks and other educational materials > [[Next >->25-9031-WhatTheyDo-2]] > [[Close->25-9031-Detailed]]

- Recommend teaching techniques and the use of different or new technologies - Develop procedures for teachers to implement a curriculum - Train teachers and other instructional staff in new content or programs > [[< Previous->25-9031-WhatTheyDo-1]] > [[Next >->25-9031-WhatTheyDo-3]] > [[Close->25-9031-Detailed]]

- Mentor or coach teachers to improve their skills Instructional coordinators, also known as curriculum specialists, evaluate the effectiveness of curriculums and teaching techniques established by school boards, states, or federal regulations. They observe teachers in the classroom, review student test data, and discuss the curriculum with the school staff. Based on their research, they may recommend changes in curriculums to the school board. Instructional coordinators may conduct training for teachers related to teaching or technology. For example, instructional coordinators explain new > [[< Previous->25-9031-WhatTheyDo-2]] > [[Next >->25-9031-WhatTheyDo-4]] > [[Close->25-9031-Detailed]]

learning standards to teachers and demonstrate effective teaching methods to achieve them. Instructional coordinators may specialize in particular grade levels or specific subjects. Those in elementary and secondary schools may focus on programs such as special education or English as a second language. > [[< Previous->25-9031-WhatTheyDo-3]] > [[Close->25-9031-Detailed]]

# Work Environment ### Work Environment Most instructional coordinators work in elementary and secondary schools, colleges, professional schools, or educational support services or for state and local governments. They typically work year round. > [[Close->25-9031-Detailed]]

# How to Become an Instructional Coordinator Instructional coordinators typically need a master's degree and related work experience, such as in teaching or school administration, to enter the occupation. Coordinators in public schools may be required to have a state-issued license. ### Education Instructional coordinators in public schools are required to have a master's degree in education or curriculum and instruction. Some instructional coordinators need a degree in a specialized field, such as math or history. Master's degree programs in curriculum and instruction teach about curriculum design, instructional theory, and > [[Next >->25-9031-HowToBecomeOne-2]] > [[Close->25-9031-Detailed]]

collecting and analyzing data. To enter these programs, candidates usually need a bachelor's degree in education. ### Licenses, Certifications, and Registrations Instructional coordinators in public schools may be required to have a license, such as a teaching license or an education administrator license. For information about teaching licenses, see the profiles on kindergarten and elementary school teachers, middle school teachers, and high school teachers. For information about education administrator licenses, see the profile on elementary, middle, and high school principals. Check with > [[< Previous->25-9031-HowToBecomeOne-1]] > [[Next >->25-9031-HowToBecomeOne-3]] > [[Close->25-9031-Detailed]]

your state's Board of Education for specific license requirements. ### Work Experience in a Related Occupation Most instructional coordinators need several years of related work experience as a teacher or an instructional leader. For some positions, experience teaching a specific subject or grade level is required. ### Advancement With enough experience and more education, instructional coordinators may become superintendents. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the > [[< Previous->25-9031-HowToBecomeOne-2]] > [[Next >->25-9031-HowToBecomeOne-4]] > [[Close->25-9031-Detailed]]

Employment Projections (EP) skills data page. Analytical skills. Instructional coordinators evaluate student test data and teaching strategies. Based on their analysis, they recommend improvements in curriculums and teaching. Communication skills. Instructional coordinators need to clearly explain changes in the curriculum and teaching standards to school staff. Decision-making skills. Instructional coordinators must be decisive when recommending changes to curriculums, teaching methods, and textbooks. Interpersonal skills. Instructional coordinators need to be able to establish and > [[< Previous->25-9031-HowToBecomeOne-3]] > [[Next >->25-9031-HowToBecomeOne-5]] > [[Close->25-9031-Detailed]]

maintain positive working relationships with teachers, principals, and other administrators. Leadership skills. Instructional coordinators serve as mentors to teachers. They train teachers in developing useful and effective teaching techniques. > [[< Previous->25-9031-HowToBecomeOne-4]] > [[Close->25-9031-Detailed]]

# Pay The median annual wage for instructional coordinators was $74,720 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $46,560, and the highest 10 percent earned more than $115,410. In May 2024, the median annual wages for instructional coordinators in the top industries in which they worked were as follows: Instructional coordinators generally work full time. They typically work year round and do not have summer breaks. Coordinators may meet with teachers and other > [[Next >->25-9031-Pay-2]] > [[Close->25-9031-Detailed]]

administrators outside of classroom hours. > [[< Previous->25-9031-Pay-1]] > [[Close->25-9031-Detailed]]

# Job Outlook Employment of instructional coordinators is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 21,900 openings for instructional coordinators are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment States and school districts will continue to be held accountable for test scores and graduation rates, putting more of an emphasis on student achievement data. As a result, > [[Next >->25-9031-JobOutlook-2]] > [[Close->25-9031-Detailed]]

schools may increasingly turn to instructional coordinators to help develop better curriculums and improve teachers' effectiveness. However, state and local government budget constraints may limit demand for these workers. > [[< Previous->25-9031-JobOutlook-1]] > [[Close->25-9031-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1069-WhatTheyDo-1]] > [[Next >->25-1069-WhatTheyDo-3]] > [[Close->25-1069-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1069-WhatTheyDo-2]] > [[Next >->25-1069-WhatTheyDo-4]] > [[Close->25-1069-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1069-WhatTheyDo-3]] > [[Next >->25-1069-WhatTheyDo-5]] > [[Close->25-1069-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1069-WhatTheyDo-4]] > [[Next >->25-1069-WhatTheyDo-6]] > [[Close->25-1069-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1069-HowToBecomeOne-2]] > [[Close->25-1069-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1069-HowToBecomeOne-1]] > [[Next >->25-1069-HowToBecomeOne-3]] > [[Close->25-1069-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1069-HowToBecomeOne-2]] > [[Next >->25-1069-HowToBecomeOne-4]] > [[Close->25-1069-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1069-HowToBecomeOne-3]] > [[Next >->25-1069-HowToBecomeOne-5]] > [[Close->25-1069-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1069-HowToBecomeOne-4]] > [[Next >->25-1069-HowToBecomeOne-6]] > [[Close->25-1069-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1069-HowToBecomeOne-5]] > [[Next >->25-1069-HowToBecomeOne-7]] > [[Close->25-1069-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1069-HowToBecomeOne-6]] > [[Next >->25-1069-HowToBecomeOne-8]] > [[Close->25-1069-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1069-HowToBecomeOne-7]] > [[Close->25-1069-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1069-Pay-1]] > [[Next >->25-1069-Pay-3]] > [[Close->25-1069-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1069-JobOutlook-1]] > [[Next >->25-1069-JobOutlook-3]] > [[Close->25-1069-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1072-WhatTheyDo-1]] > [[Next >->25-1072-WhatTheyDo-3]] > [[Close->25-1072-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1072-WhatTheyDo-2]] > [[Next >->25-1072-WhatTheyDo-4]] > [[Close->25-1072-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1072-WhatTheyDo-3]] > [[Next >->25-1072-WhatTheyDo-5]] > [[Close->25-1072-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1072-WhatTheyDo-4]] > [[Next >->25-1072-WhatTheyDo-6]] > [[Close->25-1072-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1072-HowToBecomeOne-2]] > [[Close->25-1072-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1072-HowToBecomeOne-1]] > [[Next >->25-1072-HowToBecomeOne-3]] > [[Close->25-1072-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1072-HowToBecomeOne-2]] > [[Next >->25-1072-HowToBecomeOne-4]] > [[Close->25-1072-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1072-HowToBecomeOne-3]] > [[Next >->25-1072-HowToBecomeOne-5]] > [[Close->25-1072-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1072-HowToBecomeOne-4]] > [[Next >->25-1072-HowToBecomeOne-6]] > [[Close->25-1072-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1072-HowToBecomeOne-5]] > [[Next >->25-1072-HowToBecomeOne-7]] > [[Close->25-1072-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1072-HowToBecomeOne-6]] > [[Next >->25-1072-HowToBecomeOne-8]] > [[Close->25-1072-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1072-HowToBecomeOne-7]] > [[Close->25-1072-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1072-Pay-1]] > [[Next >->25-1072-Pay-3]] > [[Close->25-1072-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1072-JobOutlook-1]] > [[Next >->25-1072-JobOutlook-3]] > [[Close->25-1072-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1082-WhatTheyDo-1]] > [[Next >->25-1082-WhatTheyDo-3]] > [[Close->25-1082-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1082-WhatTheyDo-2]] > [[Next >->25-1082-WhatTheyDo-4]] > [[Close->25-1082-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1082-WhatTheyDo-3]] > [[Next >->25-1082-WhatTheyDo-5]] > [[Close->25-1082-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1082-WhatTheyDo-4]] > [[Next >->25-1082-WhatTheyDo-6]] > [[Close->25-1082-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1082-HowToBecomeOne-2]] > [[Close->25-1082-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1082-HowToBecomeOne-1]] > [[Next >->25-1082-HowToBecomeOne-3]] > [[Close->25-1082-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1082-HowToBecomeOne-2]] > [[Next >->25-1082-HowToBecomeOne-4]] > [[Close->25-1082-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1082-HowToBecomeOne-3]] > [[Next >->25-1082-HowToBecomeOne-5]] > [[Close->25-1082-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1082-HowToBecomeOne-4]] > [[Next >->25-1082-HowToBecomeOne-6]] > [[Close->25-1082-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1082-HowToBecomeOne-5]] > [[Next >->25-1082-HowToBecomeOne-7]] > [[Close->25-1082-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1082-HowToBecomeOne-6]] > [[Next >->25-1082-HowToBecomeOne-8]] > [[Close->25-1082-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1082-HowToBecomeOne-7]] > [[Close->25-1082-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1082-Pay-1]] > [[Next >->25-1082-Pay-3]] > [[Close->25-1082-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1082-JobOutlook-1]] > [[Next >->25-1082-JobOutlook-3]] > [[Close->25-1082-Detailed]]

# What Interior Designers Do Interior designers make indoor spaces functional, safe, and beautiful by determining space requirements and selecting essential and decorative items, such as colors, lighting, and materials. They must be able to draw, read, and edit blueprints. They also must be aware of building codes, inspection regulations, and other considerations, such as accessibility standards. ### Duties Interior designers typically do the following: - Search for and bid on new projects - Determine the client's goals and requirements for the project > [[Next >->27-1025-WhatTheyDo-2]] > [[Close->27-1025-Detailed]]

- Consider how the space will be used and how people will move through the space - Sketch preliminary design plans, including electrical and partition layouts - Specify materials and furnishings, such as lighting, furniture, wall finishes, flooring, and plumbing fixtures - Create a timeline for the interior design project and estimate project costs - Place orders for materials and oversee the installation of the design elements - Oversee construction and coordinate with general building contractors to implement the plans and specifications for the project > [[< Previous->27-1025-WhatTheyDo-1]] > [[Next >->27-1025-WhatTheyDo-3]] > [[Close->27-1025-Detailed]]

- Visit the site after the project is complete, to ensure that the client is satisfied Interior designers work closely with architects, civil engineers, mechanical engineers, and construction laborers and helpers to determine how interior spaces will function, look, and be furnished. Interior designers read blueprints and must be aware of building codes and inspection regulations. Although some sketches may be freehand, most interior designers use computer-aided design (CAD) software for most of their drawings. Throughout the design process, interior designers often use building information > [[< Previous->27-1025-WhatTheyDo-2]] > [[Next >->27-1025-WhatTheyDo-4]] > [[Close->27-1025-Detailed]]

modeling (BIM) software to create three-dimensional visualizations that include construction elements such as walls or roofs. Many designers specialize in particular types of buildings, such as homes, hospitals, or hotels; specific rooms, such as bathrooms or kitchens; or a specific style. Some designers work for home-furnishings stores, providing design services to help customers choose materials and furnishings. Some interior designers produce designs, plans, and drawings for construction and installation. These products may include information for construction and demolition, electrical > [[< Previous->27-1025-WhatTheyDo-3]] > [[Next >->27-1025-WhatTheyDo-5]] > [[Close->27-1025-Detailed]]

layouts, and building permits. Interior designers may draft the preliminary design into documents ranging from simple sketches to construction schedules and attachments. The following are examples of types of interior designers: Corporate designers create interior designs for professional workplaces in a variety of settings, from small offices to large buildings. They focus on creating spaces that are efficient, functional, and safe for employees. In their designs, they may incorporate elements of a company's brand. Healthcare designers plan and renovate healthcare centers, clinics, > [[< Previous->27-1025-WhatTheyDo-4]] > [[Next >->27-1025-WhatTheyDo-6]] > [[Close->27-1025-Detailed]]

doctors' offices, hospitals, and residential care facilities. They specialize in evidence-based design, which uses data and research in design decisionmaking to achieve positive results for patients, residents, and facilities. Kitchen and bath designers specialize in kitchens and bathrooms and have expert knowledge of cabinet, fixture, appliance, plumbing, and electrical solutions for these rooms. Sustainable designers suggest strategies to improve energy and water efficiencies and indoor air quality as well as environmentally sustainable products, such as bamboo and cork for floors. They > [[< Previous->27-1025-WhatTheyDo-5]] > [[Next >->27-1025-WhatTheyDo-7]] > [[Close->27-1025-Detailed]]

may obtain certification to indicate expertise in designing buildings and spaces with sustainable practices in mind. Universal designers renovate spaces in order to make them more accessible. Often, these designs are used to renovate spaces for elderly people and people with special needs; however, universal designs benefit everyone. For example, an entryway without steps may be necessary for someone in a wheelchair, but it is also helpful for someone pushing a baby stroller. > [[< Previous->27-1025-WhatTheyDo-6]] > [[Close->27-1025-Detailed]]

# Work Environment ### Work Environment Many interior designers work in specialized design services or in architectural, engineering, and related services. > [[Close->27-1025-Detailed]]

# How to Become an Interior Designer Interior designers typically need a bachelor's degree to enter the occupation. ### Education Interior designers entering the occupation typically need a bachelor's degree in any field, with fine arts subjects being most common. Studies should include courses in interior design, drawing, and computer-aided design (CAD). Programs in interior design are available at the associate's, bachelor's, and master's degree levels. Applicants to these programs may need to submit sketches and other examples of their artistic ability. ### Licenses, Certifications, and Registrations Licensure requirements > [[Next >->27-1025-HowToBecomeOne-2]] > [[Close->27-1025-Detailed]]

vary by state. In some states, only licensed designers may do interior design work. In other states, both licensed and unlicensed designers may do such work; however, only licensed designers may use the title "interior designer." In still other states, both licensed and unlicensed designers may call themselves interior designers and do interior design work. In states with laws restricting the use of the title "interior designer," only candidates who pass their state-approved exam may call themselves registered interior designers. Candidate eligibility for taking the exam includes having at > [[< Previous->27-1025-HowToBecomeOne-1]] > [[Next >->27-1025-HowToBecomeOne-3]] > [[Close->27-1025-Detailed]]

least a bachelor's degree in interior design and 2 years of full-time work experience. Information on state licensing board requirements is available from CareerOneStop. Voluntary certification in an interior design specialty, such as environmental design, allows designers to demonstrate expertise in a particular area of the occupation. Interior designers often specialize to distinguish the type of design work they do and to promote their expertise. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are > [[< Previous->27-1025-HowToBecomeOne-2]] > [[Next >->27-1025-HowToBecomeOne-4]] > [[Close->27-1025-Detailed]]

important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Artistic ability. Interior designers use their sense of style to develop aesthetically pleasing designs. Creativity. Interior designers need to be imaginative in selecting furnishings and fabrics and in creating functional spaces that serve the client's needs and fit the client's lifestyle. Detail oriented. Interior designers need to be precise in measuring interior spaces and creating drawings, so that their drawings can be used by workers such as engineers or > [[< Previous->27-1025-HowToBecomeOne-3]] > [[Next >->27-1025-HowToBecomeOne-5]] > [[Close->27-1025-Detailed]]

other designers. Interpersonal skills. Interior designers need to be able to communicate effectively with clients and others. They spend much of their time soliciting new clients and new work and collaborating with other designers, engineers, and general building contractors on ongoing projects. Problem-solving skills. Interior designers must address challenges, such as construction delays or unavailability of certain materials, while keeping the project on time and within budget. Visualization. Interior designers need a strong sense of proportion and visual awareness in order to > [[< Previous->27-1025-HowToBecomeOne-4]] > [[Next >->27-1025-HowToBecomeOne-6]] > [[Close->27-1025-Detailed]]

understand how the pieces of a design will fit together to create the intended environment. > [[< Previous->27-1025-HowToBecomeOne-5]] > [[Close->27-1025-Detailed]]

# Pay The median annual wage for interior designers was $63,490 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $38,480, and the highest 10 percent earned more than $106,090. In May 2024, the median annual wages for interior designers in the top industries in which they worked were as follows: Interior designers may need to adjust their workday to suit their clients' schedules and deadlines, including meeting with clients in the evening and on weekends. > [[Close->27-1025-Detailed]]

# Job Outlook Employment of interior designers is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 7,800 openings for interior designers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Homeowners and companies are expected to need services provided by interior designers to help with renovation projects. A greater focus on building codes, as well as the need to design > [[Next >->27-1025-JobOutlook-2]] > [[Close->27-1025-Detailed]]

spaces that meet accessibility standards, may also help to create jobs for these workers. > [[< Previous->27-1025-JobOutlook-1]] > [[Close->27-1025-Detailed]]

# What Interpreters and Translators Do Interpreters and translators convert information from one language into another language. Interpreters work in spoken or sign language; translators work in written language. ### Duties Interpreters and translators typically do the following: - Convert concepts, style, and tone in the source language to equivalent concepts, style, and tone of the target language - Compile information and technical terms into glossaries and terminology databases for use in their oral renditions and translations - Speak, read, and write fluently in at least two languages, one of which is usually English > [[Next >->27-3091-WhatTheyDo-2]] > [[Close->27-3091-Detailed]]

- Render spoken messages accurately, quickly, and clearly Interpreters and translators aid communication by converting messages or text from one language (typically called the source language) into another language (the target language). Although some people do both, interpreting and translating are different skills: interpreters work with spoken communication, and translators work with written communication. Interpreters convert information from one spoken language into another > [[< Previous->27-3091-WhatTheyDo-1]] > [[Next >->27-3091-WhatTheyDo-3]] > [[Close->27-3091-Detailed]]

- or, in the case of sign language interpreters, between spoken language and sign language. The interpreter's goal is for people to experience the target language as seamlessly as if it were the source language. Interpreters typically must be fluent speakers or signers of both languages, because they communicate between people who do not share a common language. Interpreters may provide their services remotely as well as in person. The three common modes of interpreting are: > [[< Previous->27-3091-WhatTheyDo-2]] > [[Next >->27-3091-WhatTheyDo-4]] > [[Close->27-3091-Detailed]]

- Simultaneous interpreters convey a spoken or signed message into another language at the same time someone is speaking or signing. Simultaneous interpreters must be familiar with the subject matter and maintain a high level of concentration to convey the message accurately and completely. Due to the mental fatigue involved, simultaneous interpreters may work in pairs or small teams if they are interpreting for long periods of time, such as in a court or conference setting. > [[< Previous->27-3091-WhatTheyDo-3]] > [[Next >->27-3091-WhatTheyDo-5]] > [[Close->27-3091-Detailed]]

- Consecutive interpreters convey the speaker's or signer's message in another language after the person has stopped to allow for interpretation. Note taking is generally an essential part of consecutive interpreting. > [[< Previous->27-3091-WhatTheyDo-4]] > [[Next >->27-3091-WhatTheyDo-6]] > [[Close->27-3091-Detailed]]

- Sight translation interpreters provide translation of a written document directly into a spoken language for immediate understanding, not for the purposes of producing a translated document in writing. Translators convert written materials from one language into another language. The translator's goal is for people to read the target language as if it were the source language of the written material. To do that, the translator must be able to maintain or duplicate the written structure and style of the source text while also keeping the ideas and facts accurate. Translators must properly > [[< Previous->27-3091-WhatTheyDo-5]] > [[Next >->27-3091-WhatTheyDo-7]] > [[Close->27-3091-Detailed]]

transmit cultural references, including slang, and other expressions that do not translate literally. Translators must read the source language fluently. The target language into which they translate is usually their native language. They adapt a range of products, including websites, marketing materials, and user documentation. Nearly all translators use software in their work. Computer-assisted translation (CAT) tools, which use a computer database of previously translated sentences or segments (called a "translation memory") to translate new text, allow translators to be efficient and > [[< Previous->27-3091-WhatTheyDo-6]] > [[Next >->27-3091-WhatTheyDo-8]] > [[Close->27-3091-Detailed]]

consistent. Machine translation software automatically generates text from the source language into the target language, which translators then review in a process called post-editing. Translations often go through several revisions before becoming final. Although most interpreters and translators specialize in a particular field or industry, many have more than one area of specialization. The following are examples of types of interpreters and translators: Community interpreters work in a variety of public settings to provide language interpretation one-on-one or for groups. Community > [[< Previous->27-3091-WhatTheyDo-7]] > [[Next >->27-3091-WhatTheyDo-9]] > [[Close->27-3091-Detailed]]

interpreters often are needed at parent-teacher conferences, community events, business and public meetings, social and government agencies, new-home purchases, and in many other work and community settings. Conference interpreters work at events that have non-English-speaking attendees. The work is often in the field of international business or diplomacy, although conference interpreters may provide services for any organization that works with speakers of foreign languages. Employers generally prefer experienced interpreters who can convert two languages into one native language > [[< Previous->27-3091-WhatTheyDo-8]] > [[Next >->27-3091-WhatTheyDo-10]] > [[Close->27-3091-Detailed]]

- for example, the ability to interpret from Spanish and French into English. Conference interpreters often do simultaneous interpreting. Attendees at a conference or meeting who do not understand the language of the speaker wear earphones tuned to the interpreter who speaks the language they want to hear. Healthcare or medical interpreters and translators typically work in healthcare settings and help patients communicate with doctors, nurses, technicians, and other medical staff. Interpreters and translators must have knowledge of medical terminology in both languages. They may translate > [[< Previous->27-3091-WhatTheyDo-9]] > [[Next >->27-3091-WhatTheyDo-11]] > [[Close->27-3091-Detailed]]

patient consent documents, patients' records, pharmaceutical and informational brochures, regulatory information, and research material from one language into another. Healthcare or medical interpreters must be sensitive to patients' personal circumstances and must maintain confidentiality and ethical standards. Liaison or escort interpreters accompany either U.S. visitors abroad or foreign visitors in the United States who have limited English proficiency. Interpreting in both formal and informal settings, these specialists ensure that the visitors are able to communicate during their > [[< Previous->27-3091-WhatTheyDo-10]] > [[Next >->27-3091-WhatTheyDo-12]] > [[Close->27-3091-Detailed]]

stay. Legal or judicial interpreters and translators typically work in courts and other judicial settings. At arraignments, depositions, hearings, and trials, they help people who have limited English proficiency. Accordingly, they must understand legal terminology. Court interpreters must sometimes read source documents aloud in a target language, a task known as sight translation. Literary translators convert books, poetry, and other published works from the source language into a target language. Whenever possible, literary translators work closely with authors to capture the intended > [[< Previous->27-3091-WhatTheyDo-11]] > [[Next >->27-3091-WhatTheyDo-13]] > [[Close->27-3091-Detailed]]

meaning, as well as the literary and cultural references, of the original publication. Localizers engage in a comprehensive process of adapting text and graphics from a source language into the target language. The goal of localizers' translation is to make a product or service appear to have originated in the country where it will be sold. They must not only know both languages, but also understand the technical information they are working with and the culture of the people who will be using the product or service. Localizers generally work in teams. Sign language interpreters facilitate > [[< Previous->27-3091-WhatTheyDo-12]] > [[Next >->27-3091-WhatTheyDo-14]] > [[Close->27-3091-Detailed]]

communication between people who are deaf or hard of hearing and people who can hear. Sign language interpreters must be fluent in English and in American Sign Language (ASL), which combines signing, finger spelling, and specific body language. ASL is a separate language from English and has its own grammar. Some interpreters specialize in other forms of interpreting for people who are deaf or hard of hearing. Some people who are deaf or hard of hearing lip-read English instead of, or in addition to, signing in ASL. Interpreters who work with these people do "oral interpretation," mouthing > [[< Previous->27-3091-WhatTheyDo-13]] > [[Next >->27-3091-WhatTheyDo-15]] > [[Close->27-3091-Detailed]]

speech silently and carefully. They also may use facial expressions and gestures to help the lip-reader understand. Other modes of interpreting include cued speech, which uses hand shapes placed near the mouth to give lip-readers more information; signing exact English; and tactile signing, which is interpreting for people who are blind as well as deaf by making hand signs into the person's hand. Trilingual interpreters facilitate communication among an English speaker, a speaker of another language, and an ASL user. They must have the versatility and cultural understanding necessary to > [[< Previous->27-3091-WhatTheyDo-14]] > [[Next >->27-3091-WhatTheyDo-16]] > [[Close->27-3091-Detailed]]

interpret in all three languages without changing the fundamental meaning of the message. > [[< Previous->27-3091-WhatTheyDo-15]] > [[Close->27-3091-Detailed]]

# Work Environment ### Work Environment Interpreters and translators work in settings such as schools, hospitals, courtrooms, meeting rooms, and conference centers. Part-time work is common, and work schedules may vary. > [[Close->27-3091-Detailed]]

# How to Become an Interpreter or Translator Interpreters and translators typically need at least a bachelor's degree to enter the occupation. They also must be proficient in at least two languages (English and one other language), as well as in the interpretation or translation service they intend to provide. ### Education Interpreters and translators typically need a bachelor's degree; common fields of degree include foreign language, business, and communications. Students who study technical subjects, such as engineering or medicine, may be able to provide a higher level of interpreting and translation. Interpreters and translators > [[Next >->27-3091-HowToBecomeOne-2]] > [[Close->27-3091-Detailed]]

also need to be proficient in at least two languages, one of which is usually English, and in the translation or interpretation skill they plan to provide. High school students interested in becoming an interpreter or translator should take a broad range of classes, including in foreign languages and English. Through community organizations, students interested in sign language interpreting may take introductory classes in American Sign Language (ASL) and seek out volunteer opportunities to work with people who are deaf or hard of hearing. Internships offer prospective interpreters and > [[< Previous->27-3091-HowToBecomeOne-1]] > [[Next >->27-3091-HowToBecomeOne-3]] > [[Close->27-3091-Detailed]]

translators an opportunity to learn about the work. For example, interns may shadow an experienced interpreter or begin working in industries with particularly high demand for language services, such as court or medical interpreting. ### Licenses, Certifications, and Registrations General certification typically is not required for interpreters and translators. However, workers may show proficiency by passing a variety of optional certification tests. Employers may require or prefer certification for some types of interpreters and translators. For example, most states require certification > [[< Previous->27-3091-HowToBecomeOne-2]] > [[Next >->27-3091-HowToBecomeOne-4]] > [[Close->27-3091-Detailed]]

for court interpreters. Federal courts offer court interpreter certification in several languages, including Spanish, Navajo, and Haitian Creole. At the state level, courts offer certification in multiple languages. Information on certifications is available from CareerOneStop. The U.S. Department of State offers aptitude tests for interpreters and translators at various levels, from basic to advanced. Although these tests are not considered a credential, they are a required step for candidates to be added to a roster for freelance assignments. Other federal agencies may offer similar > [[< Previous->27-3091-HowToBecomeOne-3]] > [[Next >->27-3091-HowToBecomeOne-5]] > [[Close->27-3091-Detailed]]

proficiency tests. ### Other Experience Experience is not typically required to enter the occupation, but it may be especially helpful for interpreters and freelancers pursuing self-employment. Prospective interpreters and translators may benefit from activities such as spending time in a foreign country, interacting directly with foreign cultures, and studying a variety of subjects in English and at least one other language. Working in-house for a translation company or taking on freelance or volunteer assignments may help people gain firsthand knowledge of the skills that interpreters or > [[< Previous->27-3091-HowToBecomeOne-4]] > [[Next >->27-3091-HowToBecomeOne-6]] > [[Close->27-3091-Detailed]]

translators need. Volunteer opportunities for interpreters may be available through community organizations, hospitals, and sporting events, such as soccer, that involve international competitors. By developing relationships with experienced workers in the field, interpreters and translators build their skills and confidence and establish a network of contacts. Mentoring may be formal, such as through a professional association. Mentoring also may be informal, such as with a coworker or an acquaintance who has experience interpreting or translating. ### Advancement Experienced interpreters > [[< Previous->27-3091-HowToBecomeOne-5]] > [[Next >->27-3091-HowToBecomeOne-7]] > [[Close->27-3091-Detailed]]

and translators advance by taking on increasingly difficult assignments, gaining certification, and obtaining editorial responsibility. Some interpreters and translators advance by becoming self-employed. They may submit resumes and samples to different translation and interpreting companies who match their skills to assignments. They may get work based on their reputation or through referrals from clients or colleagues. Those who start their own businesses also may hire translators and interpreters to work for them. ### Important Qualities The following are examples of qualities that are > [[< Previous->27-3091-HowToBecomeOne-6]] > [[Next >->27-3091-HowToBecomeOne-8]] > [[Close->27-3091-Detailed]]

important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business skills. Self-employed interpreters and translators must be able to manage their finances. They need to set prices for their work, bill customers, keep records, and market their services to build their client base. Communication skills. Interpreters and translators must be able to read, speak clearly, and write effectively in all of the languages in which they are working. Concentration. Interpreters and translators must be able to focus while others > [[< Previous->27-3091-HowToBecomeOne-7]] > [[Next >->27-3091-HowToBecomeOne-9]] > [[Close->27-3091-Detailed]]

are speaking or moving around them. Cultural sensitivity. Interpreters and translators must be aware of expectations among the people for whom they are helping to facilitate communication. They must understand not only the language but the culture. Dexterity. Sign language interpreters must be able to make quick and coordinated hand, finger, and arm movements when interpreting. Interpersonal skills. Interpreters and translators must be able to put clients and others at ease. Interpreters may work on teams and must get along with colleagues to ensure success. Listening skills. Interpreters > [[< Previous->27-3091-HowToBecomeOne-8]] > [[Next >->27-3091-HowToBecomeOne-10]] > [[Close->27-3091-Detailed]]

must pay attention when interpreting for audiences to ensure that they hear and interpret correctly. > [[< Previous->27-3091-HowToBecomeOne-9]] > [[Close->27-3091-Detailed]]

# Pay The median annual wage for interpreters and translators was $59,440 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $35,630, and the highest 10 percent earned more than $99,830. In May 2024, the median annual wages for interpreters and translators in the top industries in which they worked were as follows: These wage data exclude self-employed workers. Pay for interpreters and translators may depend on a number of variables, including the language, specialty, > [[Next >->27-3091-Pay-2]] > [[Close->27-3091-Detailed]]

experience, education, and certification of the interpreter or translator. Part-time work is common for interpreters and translators, and work schedules may vary. Interpreters and translators may have periods of limited work and periods of long, irregular hours. > [[< Previous->27-3091-Pay-1]] > [[Close->27-3091-Detailed]]

# Job Outlook Employment of interpreters and translators is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 6,900 openings for interpreters and translators are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment A diverse U.S. population and increasing globalization are projected to create demand for interpreters and translators. The ongoing need for military and national security > [[Next >->27-3091-JobOutlook-2]] > [[Close->27-3091-Detailed]]

interpreters and translators is expected to result in more jobs as well. In addition, demand for American Sign Language interpreters is expected to grow due to the increasing use of video relay services, which allow people to conduct online video calls and use a sign language interpreter. Computer tools, including artificial intelligence (AI), are making the work of translators and localization specialists more efficient. However, many of these jobs cannot be entirely automated because computers cannot yet produce work comparable to what human translators do in most cases. > [[< Previous->27-3091-JobOutlook-1]] > [[Close->27-3091-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1112-WhatTheyDo-1]] > [[Next >->25-1112-WhatTheyDo-3]] > [[Close->25-1112-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1112-WhatTheyDo-2]] > [[Next >->25-1112-WhatTheyDo-4]] > [[Close->25-1112-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1112-WhatTheyDo-3]] > [[Next >->25-1112-WhatTheyDo-5]] > [[Close->25-1112-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1112-WhatTheyDo-4]] > [[Next >->25-1112-WhatTheyDo-6]] > [[Close->25-1112-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1112-HowToBecomeOne-2]] > [[Close->25-1112-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1112-HowToBecomeOne-1]] > [[Next >->25-1112-HowToBecomeOne-3]] > [[Close->25-1112-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1112-HowToBecomeOne-2]] > [[Next >->25-1112-HowToBecomeOne-4]] > [[Close->25-1112-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1112-HowToBecomeOne-3]] > [[Next >->25-1112-HowToBecomeOne-5]] > [[Close->25-1112-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1112-HowToBecomeOne-4]] > [[Next >->25-1112-HowToBecomeOne-6]] > [[Close->25-1112-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1112-HowToBecomeOne-5]] > [[Next >->25-1112-HowToBecomeOne-7]] > [[Close->25-1112-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1112-HowToBecomeOne-6]] > [[Next >->25-1112-HowToBecomeOne-8]] > [[Close->25-1112-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1112-HowToBecomeOne-7]] > [[Close->25-1112-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1112-Pay-1]] > [[Next >->25-1112-Pay-3]] > [[Close->25-1112-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1112-JobOutlook-1]] > [[Next >->25-1112-JobOutlook-3]] > [[Close->25-1112-Detailed]]

# What Janitors and Building Cleaners Do Janitors and building cleaners keep many types of buildings clean, sanitary, orderly, and in good condition. ### Duties Janitors and building cleaners typically do the following: - Gather and empty trash - Sweep, mop, or vacuum building floors - Clean restrooms and stock them with supplies - Clean spills and other hazards with appropriate equipment - Wash windows, walls, and glass - Clean and disinfect surfaces that are touched frequently - Order cleaning supplies - Make minor building repairs - Notify managers when a building needs major repairs > [[Next >->37-2011-WhatTheyDo-2]] > [[Close->37-2011-Detailed]]

- Lock doors to secure buildings Janitors and building cleaners keep office buildings, schools, hospitals, and other places clean, sanitary, and in good condition. Some clean only, while others have a wide range of duties. In addition to keeping the inside of buildings clean and orderly, some janitors and building cleaners work outdoors. They may do tasks such as mowing lawns, sweeping walkways, and removing snow. Some also monitor the building's heating and cooling system, ensuring that it functions properly. Janitors and building cleaners use many tools and types of equipment. Simple > [[< Previous->37-2011-WhatTheyDo-1]] > [[Next >->37-2011-WhatTheyDo-3]] > [[Close->37-2011-Detailed]]

cleaning tools may include brooms, mops, and rakes. Other tools include sprayers, floor buffers, and snowblowers. Some janitors are responsible for repairing minor electrical or plumbing problems, such as leaky faucets. The following are examples of types of janitors and building cleaners: Building superintendents are responsible for maintaining residential buildings, such as apartments and condominiums. Although their duties are like those of other janitors, some building superintendents also help collect rent and show vacancies to potential tenants. Custodians are janitors or cleaning > [[< Previous->37-2011-WhatTheyDo-2]] > [[Next >->37-2011-WhatTheyDo-4]] > [[Close->37-2011-Detailed]]

workers who typically maintain institutional facilities, such as schools and hospitals. For data on workers who maintain private homes or businesses, such as hotels, see maids and housekeeping cleaners. > [[< Previous->37-2011-WhatTheyDo-3]] > [[Close->37-2011-Detailed]]

# Work Environment ### Work Environment Janitors and building cleaners usually work indoors, but they may also work outdoors on tasks such as sweeping walkways or removing snow. Most janitors and building cleaners work full time, although part-time work is common. Work schedules may vary to include evenings, nights, or weekends. > [[Close->37-2011-Detailed]]

# How to Become a Janitor or Building Cleaner Janitors and building cleaners typically do not need formal education to enter the occupation. However, some employers may require or prefer that workers have a high school diploma or equivalent. Most janitors and building cleaners learn on the job. ### Education Janitors and building cleaners typically do not need a formal educational credential to qualify for entry-level jobs. But for some positions, they may need to have a high school diploma or equivalent. Elective high school courses, such as in industrial arts, may be helpful for occupations involving repair. ### Training Most > [[Next >->37-2011-HowToBecomeOne-2]] > [[Close->37-2011-Detailed]]

janitors and building cleaners learn on the job. Beginners typically work with a more experienced janitor, learning how to use and maintain equipment such as vacuums, floor buffers, and other equipment and tools. They also may learn how to repair minor electrical and plumbing problems. ### Licenses, Certifications, and Registrations Although not required, certification demonstrates competence and may make applicants more appealing to employers. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important > [[< Previous->37-2011-HowToBecomeOne-1]] > [[Next >->37-2011-HowToBecomeOne-3]] > [[Close->37-2011-Detailed]]

for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Interpersonal skills. Janitors and building cleaners must interact well with other cleaners and the people who live or work in the buildings they service. Mechanical skills. Janitors and building cleaners need to understand general building operations and should be able to make routine repairs, such as to leaky faucets. Physical stamina. Janitors and building cleaners spend most of their workday standing to operate cleaning equipment. Physical strength. Janitors and > [[< Previous->37-2011-HowToBecomeOne-2]] > [[Next >->37-2011-HowToBecomeOne-4]] > [[Close->37-2011-Detailed]]

building cleaners often must lift and move heavy cleaning materials and equipment. Time-management skills. Janitors and building cleaners must plan and complete tasks in a timely manner. > [[< Previous->37-2011-HowToBecomeOne-3]] > [[Close->37-2011-Detailed]]

# Pay The median hourly wage for janitors and building cleaners was $17.27 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $13.26, and the highest 10 percent earned more than $23.58. In May 2024, the median hourly wages for janitors and building cleaners in the top industries in which they worked were as follows: Most janitors and building cleaners work full time, although part-time work is common. Work schedules may vary. Because office buildings are often cleaned > [[Next >->37-2011-Pay-2]] > [[Close->37-2011-Detailed]]

while they are empty, many cleaners work evening hours. When there is a need for 24-hour maintenance, such as in hospitals, cleaners work in shifts that may include nights, weekends, or holidays. > [[< Previous->37-2011-Pay-1]] > [[Close->37-2011-Detailed]]

# Job Outlook Employment of janitors and building cleaners is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 351,300 openings for janitors and building cleaners are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The continued need for clean and healthy spaces is projected to support demand for the services that janitors and building cleaners provide. However, the continued > [[Next >->37-2011-JobOutlook-2]] > [[Close->37-2011-Detailed]]

use of high-tech cleaning methods may limit employment growth for these workers. > [[< Previous->37-2011-JobOutlook-1]] > [[Close->37-2011-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1113-WhatTheyDo-1]] > [[Next >->25-1113-WhatTheyDo-3]] > [[Close->25-1113-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1113-WhatTheyDo-2]] > [[Next >->25-1113-WhatTheyDo-4]] > [[Close->25-1113-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1113-WhatTheyDo-3]] > [[Next >->25-1113-WhatTheyDo-5]] > [[Close->25-1113-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1113-WhatTheyDo-4]] > [[Next >->25-1113-WhatTheyDo-6]] > [[Close->25-1113-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1113-HowToBecomeOne-2]] > [[Close->25-1113-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1113-HowToBecomeOne-1]] > [[Next >->25-1113-HowToBecomeOne-3]] > [[Close->25-1113-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1113-HowToBecomeOne-2]] > [[Next >->25-1113-HowToBecomeOne-4]] > [[Close->25-1113-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1113-HowToBecomeOne-3]] > [[Next >->25-1113-HowToBecomeOne-5]] > [[Close->25-1113-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1113-HowToBecomeOne-4]] > [[Next >->25-1113-HowToBecomeOne-6]] > [[Close->25-1113-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1113-HowToBecomeOne-5]] > [[Next >->25-1113-HowToBecomeOne-7]] > [[Close->25-1113-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1113-HowToBecomeOne-6]] > [[Next >->25-1113-HowToBecomeOne-8]] > [[Close->25-1113-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1113-HowToBecomeOne-7]] > [[Close->25-1113-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1113-Pay-1]] > [[Next >->25-1113-Pay-3]] > [[Close->25-1113-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1113-JobOutlook-1]] > [[Next >->25-1113-JobOutlook-3]] > [[Close->25-1113-Detailed]]

- Communicate with parents or guardian about their child's progress - Work with students individually to help them overcome specific learning challenges - Prepare students for standardized tests required by the state - Develop and enforce classroom rules to teach children proper behavior - Supervise children outside of the classroom > [[< Previous->25-2012-WhatTheyDo-1]] > [[Next >->25-2012-WhatTheyDo-3]] > [[Close->25-2012-Detailed]]

- for example, during lunchtime or recess Kindergarten and elementary school teachers help students learn and apply important concepts. Many teachers use a hands-on approach to help students understand abstract concepts, solve problems, and develop critical-thinking skills. For example, they may demonstrate how to do a science experiment and then have the students conduct the experiment themselves. They may have students work together to solve problems. Elementary school typically goes from first through fifth or sixth grades. However, in some schools, elementary school continues through > [[< Previous->25-2012-WhatTheyDo-2]] > [[Next >->25-2012-WhatTheyDo-4]] > [[Close->25-2012-Detailed]]

eighth grade. Kindergarten and elementary school teachers typically instruct students in several subjects throughout the day. Teachers may escort students to assemblies, recess, or classes taught by other teachers, such as art or music. While students are away from the classroom, teachers plan lessons, grade assignments, or meet with other teachers and staff. In some schools, teachers may work on subject specialization teams in which they teach one or two specific subjects, typically either English and social studies or math and science. Generally, students spend half their time with one > [[< Previous->25-2012-WhatTheyDo-3]] > [[Next >->25-2012-WhatTheyDo-5]] > [[Close->25-2012-Detailed]]

teacher and half their time with the other. There are kindergarten and elementary school teachers who specialize in subjects such as art, music, or physical education. Some schools employ English as a second language (ESL) or English for speakers of other languages (ESOL) teachers who work exclusively with students learning the English language. These teachers work with students individually or in groups to help them improve their English language skills and to help them with class assignments. Students with learning disabilities or emotional or behavioral disorders are often taught in > [[< Previous->25-2012-WhatTheyDo-4]] > [[Next >->25-2012-WhatTheyDo-6]] > [[Close->25-2012-Detailed]]

traditional classes. Kindergarten and elementary teachers work with special education teachers to adapt lesson plans to these students' needs and monitor the students' progress. In some cases, kindergarten and elementary school teachers may co-teach lessons with special education teachers. Some teachers use technology in their classroom as a teaching aide. They must be comfortable with using and learning new technology. Teachers also may maintain websites to communicate with parents about students' assignments, upcoming events, and grades. For students in higher grades, teachers may create > [[< Previous->25-2012-WhatTheyDo-5]] > [[Next >->25-2012-WhatTheyDo-7]] > [[Close->25-2012-Detailed]]

websites or discussion boards to present information or to expand on a lesson taught in class. > [[< Previous->25-2012-WhatTheyDo-6]] > [[Close->25-2012-Detailed]]

# How to Become a Kindergarten or Elementary School Teacher Kindergarten and elementary school teachers usually must have a bachelor's degree. In addition, public school teachers must have a state-issued certification or license. ### Education Public kindergarten and elementary school teachers typically need a bachelor's degree in elementary education. Private schools typically have the same requirement. In some states, public schools also require these teachers to major in a content area, such as mathematics. Those with a bachelor's degree in another subject can still become elementary education teachers. They must complete a teacher education > [[Next >->25-2012-HowToBecomeOne-2]] > [[Close->25-2012-Detailed]]

program to obtain certification to teach. Requirements vary by state. In teacher education programs, future teachers learn how to present information to young students and how to work with young students of varying abilities and backgrounds. Programs typically include a student-teaching program, in which they work with a mentor teacher and get experience teaching students in a classroom setting. Some states require teachers to earn a master's degree after receiving their teaching certification and obtaining a job. ### Licenses, Certifications, and Registrations All states require teachers > [[< Previous->25-2012-HowToBecomeOne-1]] > [[Next >->25-2012-HowToBecomeOne-3]] > [[Close->25-2012-Detailed]]

in public schools to be licensed or certified in the specific grade level that they will teach. Those who teach in private schools typically do not need a license. Requirements for certification or licensure vary by state but generally involve the following: - A bachelor's degree with a minimum grade point average - Completion of a student teaching program - Passing a background check > [[< Previous->25-2012-HowToBecomeOne-2]] > [[Next >->25-2012-HowToBecomeOne-4]] > [[Close->25-2012-Detailed]]

- Passing a general teaching certification test, as well as a test that demonstrates their knowledge of the subject they will teach. Teachers are frequently required to complete professional development classes to keep their license or certification. Some states require teachers to complete a master's degree after receiving their certification and obtaining a job. All states offer an alternative route to certification or licensure for people who already have a bachelor's degree but lack the education courses required for certification. Some alternative certification programs allow > [[< Previous->25-2012-HowToBecomeOne-3]] > [[Next >->25-2012-HowToBecomeOne-5]] > [[Close->25-2012-Detailed]]

candidates to begin teaching immediately after graduation, under the supervision of an experienced teacher. These programs cover teaching methods and child development. After they complete the program, candidates are awarded full certification. Other programs require students to take classes in education before they can teach. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Teachers need to discuss students' needs > [[< Previous->25-2012-HowToBecomeOne-4]] > [[Next >->25-2012-HowToBecomeOne-6]] > [[Close->25-2012-Detailed]]

with parents and administrators. They also need to be able to communicate the subject content to students in a manner in which they will understand. Patience. Kindergarten and elementary school teachers must respond with patience when students struggle with material. Working with students of different abilities and backgrounds can be difficult. Physical stamina. Working with kindergarten > [[< Previous->25-2012-HowToBecomeOne-5]] > [[Next >->25-2012-HowToBecomeOne-7]] > [[Close->25-2012-Detailed]]

- and elementary-age students can be tiring. Teachers need to be able to physically, mentally, and emotionally keep up with the students. Resourcefulness. Kindergarten and elementary school teachers must be able to get students engaged in learning. They also should be prepared to adapt their lessons to meet students' needs. ### Advancement Experienced teachers may advance to serve as mentors to new teachers or become lead teachers. In these roles, they help less-experienced teachers to improve their teaching skills. With additional education or certification, teachers may become school > [[< Previous->25-2012-HowToBecomeOne-6]] > [[Next >->25-2012-HowToBecomeOne-8]] > [[Close->25-2012-Detailed]]

counselors, school librarians, or instructional coordinators. Some become assistant principals or principals, both of which generally require additional schooling in education administration or leadership. > [[< Previous->25-2012-HowToBecomeOne-7]] > [[Close->25-2012-Detailed]]

teachers, except special education in the top industries in which they worked were as follows: In May 2024, the median annual wages for kindergarten teachers, except special education in the top industries in which they worked were as follows: Kindergarten and elementary school teachers generally work during school hours when students are present. They may meet with parents, students, and other teachers before and after school. They often spend time in the evenings and on weekends grading papers and preparing lessons. Many kindergarten and elementary school teachers work the traditional > [[< Previous->25-2012-Pay-1]] > [[Next >->25-2012-Pay-3]] > [[Close->25-2012-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1126-WhatTheyDo-1]] > [[Next >->25-1126-WhatTheyDo-3]] > [[Close->25-1126-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1126-WhatTheyDo-2]] > [[Next >->25-1126-WhatTheyDo-4]] > [[Close->25-1126-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1126-WhatTheyDo-3]] > [[Next >->25-1126-WhatTheyDo-5]] > [[Close->25-1126-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1126-WhatTheyDo-4]] > [[Next >->25-1126-WhatTheyDo-6]] > [[Close->25-1126-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1126-HowToBecomeOne-2]] > [[Close->25-1126-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1126-HowToBecomeOne-1]] > [[Next >->25-1126-HowToBecomeOne-3]] > [[Close->25-1126-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1126-HowToBecomeOne-2]] > [[Next >->25-1126-HowToBecomeOne-4]] > [[Close->25-1126-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1126-HowToBecomeOne-3]] > [[Next >->25-1126-HowToBecomeOne-5]] > [[Close->25-1126-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1126-HowToBecomeOne-4]] > [[Next >->25-1126-HowToBecomeOne-6]] > [[Close->25-1126-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1126-HowToBecomeOne-5]] > [[Next >->25-1126-HowToBecomeOne-7]] > [[Close->25-1126-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1126-HowToBecomeOne-6]] > [[Next >->25-1126-HowToBecomeOne-8]] > [[Close->25-1126-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1126-HowToBecomeOne-7]] > [[Close->25-1126-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1126-Pay-1]] > [[Next >->25-1126-Pay-3]] > [[Close->25-1126-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1126-JobOutlook-1]] > [[Next >->25-1126-JobOutlook-3]] > [[Close->25-1126-Detailed]]

# What Grounds Maintenance Workers Do Grounds maintenance workers install and maintain landscapes, prune trees or shrubs, and do other tasks to ensure that vegetation is attractive, orderly, and safe. ### Duties Grounds maintenance workers typically do the following: - Mow, edge, and fertilize lawns - Weed and mulch landscape beds - Trim hedges, shrubs, and small trees - Remove dead, damaged, or unwanted trees or branches - Plant flowers, trees, shrubs, and other plants - Apply pesticides, herbicides, or other treatments to plants or soil - Water lawns, landscapes, and gardens > [[Next >->37-3011-WhatTheyDo-2]] > [[Close->37-3011-Detailed]]

- Monitor and maintain plant health Grounds maintenance workers do a variety of tasks to achieve pleasant and functional environments. They care for outdoor grounds of businesses, homes, parks, and other spaces and for indoor plants in hotels, malls, botanical gardens, and other commercial and public facilities. They generally work under the direction of a landscaping, lawn service, or groundskeeping supervisor. Depending on their specific tasks, grounds maintenance workers may use a variety of handheld tools (such as such as garden shears, spray applicators, and shovels) and power > [[< Previous->37-3011-WhatTheyDo-1]] > [[Next >->37-3011-WhatTheyDo-3]] > [[Close->37-3011-Detailed]]

equipment (including lawnmowers, chain saws, and backhoes). The following are examples of types of grounds maintenance workers: Landscaping workers plant flowers, shrubs, trees, and other vegetation to create new outdoor spaces or to upgrade existing ones. They also trim, fertilize, mulch, and water plants. Some grade and install lawns or construct hardscapes such as walkways, patios, and decks. Others help install lighting or sprinkler systems. Landscaping workers attend to a variety of commercial and residential settings, such as apartment buildings, homes, hotels and motels, office > [[< Previous->37-3011-WhatTheyDo-2]] > [[Next >->37-3011-WhatTheyDo-4]] > [[Close->37-3011-Detailed]]

buildings, and shopping malls. Groundskeeping workers, also called groundskeepers, focus on property upkeep. Their duties include maintaining plants and trees, raking and mulching leaves, and laying sod. They also care for ornamental features, such as fountains, planters, and benches; clear snow and debris from walkways and parking lots; and tend to groundskeeping equipment. They work on many of the same settings that landscaping workers do, as well as on athletic fields, cemeteries, and other lands that need maintenance. Groundskeeping workers who care for athletic fields keep natural and > [[< Previous->37-3011-WhatTheyDo-3]] > [[Next >->37-3011-WhatTheyDo-5]] > [[Close->37-3011-Detailed]]

artificial turf in top condition, mark boundaries, and may paint turf with team logos and names before events. They regularly mow, water, fertilize, and aerate natural fields and ensure that the underlying soil drains properly. They also vacuum and disinfect artificial turf to prevent growth of harmful bacteria and replace worn turf or cushioning periodically. In parks and recreation facilities, groundskeepers care for lawns, trees, and shrubs. They also maintain playgrounds; clean buildings and inspect, repair, and paint them as needed; and keep parking lots, picnic areas, and other spaces > [[< Previous->37-3011-WhatTheyDo-4]] > [[Next >->37-3011-WhatTheyDo-6]] > [[Close->37-3011-Detailed]]

free of litter. They may erect and dismantle snow fences and maintain swimming pools. Some groundskeepers specialize in caring for cemeteries and memorial gardens. They dig graves to specified depths. They mow grass regularly, apply fertilizers and other chemicals, prune shrubs and trees, plant flowers, and remove debris from graves. Greenskeepers maintain golf courses. Although similar overall to that of groundskeepers, their work on turf maintenance may be more complex. They also periodically relocate holes on putting greens and maintain canopies, benches, and tee markers along the > [[< Previous->37-3011-WhatTheyDo-5]] > [[Next >->37-3011-WhatTheyDo-7]] > [[Close->37-3011-Detailed]]

course. Pesticide handlers, sprayers, and applicators apply herbicides, fungicides, and insecticides to plants or soil to prevent or control weeds, insects, and diseases. They inspect lawns for problems and apply chemical or other treatments to stimulate growth and prevent or control threats to cultivated plants. Tree trimmers and pruners, also called arborists, cut away dead or excess branches from trees or shrubs to clear utility lines, roads, sidewalks, and other areas. Some specialize in diagnosing and treating tree diseases. Others specialize in pruning, trimming, and shaping > [[< Previous->37-3011-WhatTheyDo-6]] > [[Next >->37-3011-WhatTheyDo-8]] > [[Close->37-3011-Detailed]]

ornamental trees and shrubs. > [[< Previous->37-3011-WhatTheyDo-7]] > [[Close->37-3011-Detailed]]

# Work Environment ### Work Environment Most grounds maintenance work is done outdoors in all weather conditions. Some work is seasonal, available mainly in the spring, summer, and fall. The work may be repetitive and physically demanding, requiring frequent bending, kneeling, lifting, or shoveling. > [[Close->37-3011-Detailed]]

# How to Become a Grounds Maintenance Worker Grounds maintenance workers typically do not need a formal educational credential and are trained on the job. States may require licensing for workers who apply pesticides or fertilizers. ### Education Entry-level grounds maintenance jobs typically have no formal education requirements, although employers may prefer to hire candidates who have a high school diploma or equivalent. Prospective grounds maintenance workers may benefit from studying topics such as landscape design, horticulture, or arboriculture. ### Licenses, Certifications, and Registrations Most states require licensing for > [[Next >->37-3011-HowToBecomeOne-2]] > [[Close->37-3011-Detailed]]

workers who apply pesticides. Licensing for workers who handle fertilizers varies by state. Obtaining a license usually involves passing a test on the proper use and disposal of insecticides, herbicides, and fungicides. Check with your state's licensing official for more information. Although professional certification is not required, it demonstrates competency and reliability for prospective clients and employers. Information on certifications is available from CareerOneStop. ### Training Grounds maintenance workers typically need 1 month or less of on-the-job training to learn the skills > [[< Previous->37-3011-HowToBecomeOne-1]] > [[Next >->37-3011-HowToBecomeOne-3]] > [[Close->37-3011-Detailed]]

they need, including how to plant and maintain areas and how to use mowers, trimmers, leaf blowers, small tractors, and other equipment. Pesticide sprayers, handlers, and applicators may need additional training that lasts up to 1 year. Large institutional employers such as golf courses, university campuses, and municipalities may supplement on-the-job training with instruction in horticulture, arboriculture, urban forestry, insect and disease diagnosis, tree climbing, or small-engine repair. ### Advancement Grounds maintenance workers who have other qualifications, such as formal education > [[< Previous->37-3011-HowToBecomeOne-2]] > [[Next >->37-3011-HowToBecomeOne-4]] > [[Close->37-3011-Detailed]]

or several years of related experience, may become crew leaders or advance into other supervisory positions. Some workers use their experience to start their own business, such as a landscaping company. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Tree trimmers and pruners and other grounds maintenance workers must be comfortable working high off the ground when cutting tree limbs and > [[< Previous->37-3011-HowToBecomeOne-3]] > [[Next >->37-3011-HowToBecomeOne-5]] > [[Close->37-3011-Detailed]]

branches. Communication skills. Grounds maintenance workers must be able to convey information and instructions to clients, customers, and supervisors. Dexterity. Grounds maintenance workers must have good eye, foot, and hand coordination when using dangerous or heavy equipment such as backhoes, mowers, and tractors. Physical stamina. Grounds maintenance workers must be able to do strenuous labor for long periods of time, occasionally in extreme heat or cold. Physical strength. These workers may need to be able to lift heavy equipment or supplies. Self-motivated. Because they often work > [[< Previous->37-3011-HowToBecomeOne-4]] > [[Next >->37-3011-HowToBecomeOne-6]] > [[Close->37-3011-Detailed]]

with little supervision, grounds maintenance workers must be able to do their tasks independently. Visualization. Grounds maintenance workers must be able to imagine how plants, shrubs, trees, and other landscaping will look before planting or trimming. > [[< Previous->37-3011-HowToBecomeOne-5]] > [[Close->37-3011-Detailed]]

# Pay The median hourly wage for grounds maintenance workers was $18.50 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $14.49, and the highest 10 percent earned more than $27.14. Median hourly wages for grounds maintenance workers in May 2024 were as follows: In May 2024, the median hourly wages for grounds maintenance workers in the top industries in which they worked were as follows: Most grounds maintenance workers are full time, and their work schedules may vary. > [[Next >->37-3011-Pay-2]] > [[Close->37-3011-Detailed]]

These workers may be busier or work longer hours in the spring, summer, and fall, when planting, mowing, and trimming activities are most frequent. Some jobs are seasonal. However, grounds maintenance workers sometimes provide other services during the winter months, such as snow removal. > [[< Previous->37-3011-Pay-1]] > [[Close->37-3011-Detailed]]

# Job Outlook Overall employment of grounds maintenance workers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 171,600 openings for grounds maintenance workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Landscaping and groundskeeping workers are expected to be needed to keep up with increasing demand for lawn care and landscaping services from homeowners and > [[Next >->37-3011-JobOutlook-2]] > [[Close->37-3011-Detailed]]

from large institutions, such as universities and corporate campuses. As communities invest resources in creating more green spaces in urban areas, the demand for ground maintenance workers to plant and maintain these landscapes is projected to increase. > [[< Previous->37-3011-JobOutlook-1]] > [[Close->37-3011-Detailed]]

- Advise students about which courses to take and how to achieve their goals - Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material - Stay informed about changes and innovations in their field > [[< Previous->25-1193-WhatTheyDo-1]] > [[Next >->25-1193-WhatTheyDo-3]] > [[Close->25-1193-Detailed]]

- Serve on academic or administrative committees, as needed Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials. Postsecondary teachers' duties vary, often based on the size of their employing institution. In > [[< Previous->25-1193-WhatTheyDo-2]] > [[Next >->25-1193-WhatTheyDo-4]] > [[Close->25-1193-Detailed]]

large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students. Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and > [[< Previous->25-1193-WhatTheyDo-3]] > [[Next >->25-1193-WhatTheyDo-5]] > [[Close->25-1193-Detailed]]

publish their research findings. They also may be expected to serve on college and university committees. Part-time professors, often known as adjunct professors, usually spend most of their time teaching students. Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction. Professors' tasks also may include > [[< Previous->25-1193-WhatTheyDo-4]] > [[Next >->25-1193-WhatTheyDo-6]] > [[Close->25-1193-Detailed]]

# How to Become a Postsecondary Teacher Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise. ### Education Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a > [[Next >->25-1193-HowToBecomeOne-2]] > [[Close->25-1193-Detailed]]

master's degree or who are doctoral degree candidates. Doctoral programs usually take several years to complete, and students typically need a bachelor's or master's degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history. Community colleges may hire those with a master's degree. However, some institutions prefer that applicants have a Ph.D. ### Work > [[< Previous->25-1193-HowToBecomeOne-1]] > [[Next >->25-1193-HowToBecomeOne-3]] > [[Close->25-1193-Detailed]]

Experience in a Related Occupation Institutions may prefer to hire those with teaching or other work experience. In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study. In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a "post-doc," this experience takes the form of a job that usually involves working for 2 > [[< Previous->25-1193-HowToBecomeOne-2]] > [[Next >->25-1193-HowToBecomeOne-4]] > [[Close->25-1193-Detailed]]

to 3 years as a research associate or in a similar position, often at a college or university. Some postsecondary teachers gain teaching experience by working as graduate teaching assistants - students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled. ### Licenses, Certifications, and Registrations Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have - or may benefit from having > [[< Previous->25-1193-HowToBecomeOne-3]] > [[Next >->25-1193-HowToBecomeOne-5]] > [[Close->25-1193-Detailed]]

- the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license. ### Advancement Postsecondary teachers with a doctoral degree often seek tenure > [[< Previous->25-1193-HowToBecomeOne-4]] > [[Next >->25-1193-HowToBecomeOne-6]] > [[Close->25-1193-Detailed]]

- a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate's research, contribution to the institution, and teaching. Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see > [[< Previous->25-1193-HowToBecomeOne-5]] > [[Next >->25-1193-HowToBecomeOne-7]] > [[Close->25-1193-Detailed]]

the profile on top executives. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically. Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees. Resourcefulness. Postsecondary teachers must be able to present information in > [[< Previous->25-1193-HowToBecomeOne-6]] > [[Next >->25-1193-HowToBecomeOne-8]] > [[Close->25-1193-Detailed]]

a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments. Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students. Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis. > [[< Previous->25-1193-HowToBecomeOne-7]] > [[Close->25-1193-Detailed]]

colleges, universities, and professional schools than they do in community colleges or other types of schools. Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school. College and university courses are generally during the day, although some are offered in the evenings or on weekends to > [[< Previous->25-1193-Pay-1]] > [[Next >->25-1193-Pay-3]] > [[Close->25-1193-Detailed]]

projections. The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions. A growing number of older > [[< Previous->25-1193-JobOutlook-1]] > [[Next >->25-1193-JobOutlook-3]] > [[Close->25-1193-Detailed]]

# What Librarians and Library Media Specialists Do Librarians and library media specialists help people find information and conduct research for personal and professional use. Their job duties may change based on the type of setting they work in, such as public, school, or medical libraries. ### Duties Librarians and library media specialists typically do the following: - Create and use databases of library materials - Organize library materials so they are easy to find - Help library patrons to conduct research to evaluate search results and reference materials > [[Next >->25-4022-WhatTheyDo-2]] > [[Close->25-4022-Detailed]]

- Research new books and materials by reading book reviews, publishers' announcements, and catalogs - Maintain existing collections and choose new books, videos, and other materials for purchase - Plan programs for different audiences, such as story time for children - Teach classes about information resources - Research computers and other equipment for purchase, as needed - Train and supervise library technicians, assistants, other support staff, and volunteers > [[< Previous->25-4022-WhatTheyDo-1]] > [[Next >->25-4022-WhatTheyDo-3]] > [[Close->25-4022-Detailed]]

- Prepare library budgets In small libraries, these workers are often responsible for many or all aspects of library operations. In large libraries, they usually focus on one aspect of the library, such as user services, technical services, or administrative services. The following are examples of types of librarians and library media specialists: Academic librarians assist students, faculty, and staff in postsecondary institutions. They help students research topics related to their coursework and teach students how to access information. They also assist faculty and staff in locating > [[< Previous->25-4022-WhatTheyDo-2]] > [[Next >->25-4022-WhatTheyDo-4]] > [[Close->25-4022-Detailed]]

resources related to their research projects or studies. Some campuses have multiple libraries, and librarians may specialize in a particular subject. Administrative services librarians manage libraries, prepare budgets, and negotiate contracts for library materials and equipment. Some conduct public relations or fundraising activities for the library. Public librarians work in their communities to serve all members of the public. They help patrons find books to read for pleasure; conduct research for schoolwork, business, or personal interest; and learn how to access the library's > [[< Previous->25-4022-WhatTheyDo-3]] > [[Next >->25-4022-WhatTheyDo-5]] > [[Close->25-4022-Detailed]]

resources. Many public librarians plan programs for patrons, such as story time for children, book clubs, or educational activities. School librarians, sometimes called school library media specialists, typically work in elementary, middle, and high school libraries. They teach students how to use library resources, including technology. They also help teachers develop lesson plans and find materials for classroom instruction. Special librarians work in settings other than school or public libraries. They are sometimes called information professionals. Businesses, museums, government > [[< Previous->25-4022-WhatTheyDo-4]] > [[Next >->25-4022-WhatTheyDo-6]] > [[Close->25-4022-Detailed]]

agencies, and many other groups have their own libraries that use special librarians. The main purpose of these libraries and information centers is to serve the information needs of the organization that houses the library. Therefore, special librarians collect and organize materials focused on those subjects. Special librarians may need an additional degree in the subject that they specialize in. The following are examples of special librarians: > [[< Previous->25-4022-WhatTheyDo-5]] > [[Next >->25-4022-WhatTheyDo-7]] > [[Close->25-4022-Detailed]]

- Corporate librarians assist employees of private businesses in conducting research and finding information. They work for a wide range of organizations, including insurance companies, consulting firms, and publishers. - Law librarians conduct research or help lawyers, judges, law clerks, and law students locate and analyze legal resources. They often work in law firms and law school libraries. > [[< Previous->25-4022-WhatTheyDo-6]] > [[Next >->25-4022-WhatTheyDo-8]] > [[Close->25-4022-Detailed]]

- Medical librarians, also called health science librarians, help health professionals, patients, and researchers find health and science information. They may provide information about new clinical trials and medical treatments and procedures, teach medical students how to locate medical information, or answer consumers' health questions. Technical services librarians obtain, prepare, and organize print and electronic library materials. They arrange materials for patrons' ease in finding information. They are also responsible for ordering new library materials and archiving to preserve > [[< Previous->25-4022-WhatTheyDo-7]] > [[Next >->25-4022-WhatTheyDo-9]] > [[Close->25-4022-Detailed]]

older items. User services librarians help patrons conduct research using both electronic and print resources. They teach patrons how to use library resources to find information on their own. This may include familiarizing patrons with catalogs of print materials, helping them access and search digital libraries, or educating them on Internet search techniques. Some user services librarians work with a particular audience, such as children or young adults. > [[< Previous->25-4022-WhatTheyDo-8]] > [[Close->25-4022-Detailed]]

# Work Environment ### Work Environment Librarians and library media specialists work for local governments, schools, and other organizations. Most work full time, although part-time work is common. > [[Close->25-4022-Detailed]]

# How to Become a Librarian or Library Media Specialist Librarians typically need a master's degree in library science (MLS). School librarians and library media specialists typically need a bachelor's or master's degree in a related field, along with a teaching certificate; requirements vary by state. ### Education Librarians typically need a master's degree in library science. Some colleges and universities have other names for their library science programs, such as Master of Information Studies or Master of Library and Information Studies. Students need a bachelor's degree in any major to enter MLS or similar programs. MLS programs usually > [[Next >->25-4022-HowToBecomeOne-2]] > [[Close->25-4022-Detailed]]

take 1 to 2 years to complete. Coursework typically covers information such as learning different research methods and strategies, online reference systems, and Internet search techniques. Requirements for public school librarians and library media specialists vary by state. Most states require an MLS or a bachelor's or master's degree in education, often with a specialization related to library media. Special librarians, such as those in a corporate, law, or medical library, usually supplement a master's degree in library science with knowledge of their specialized field. Some employers > [[< Previous->25-4022-HowToBecomeOne-1]] > [[Next >->25-4022-HowToBecomeOne-3]] > [[Close->25-4022-Detailed]]

require special librarians to have a master's degree, a professional degree, or a Ph.D. in that subject. For example, a law librarian may be required to have a law degree. ### Licenses, Certifications, and Registrations Public school librarians and library media specialists typically need a teacher's certification. Some states require school librarians to pass a standardized test, such as the PRAXIS II Library Media Specialist test. Contact your state department of education for details about requirements in your state. Some states also require certification for librarians in public > [[< Previous->25-4022-HowToBecomeOne-2]] > [[Next >->25-4022-HowToBecomeOne-4]] > [[Close->25-4022-Detailed]]

libraries. Contact your state's licensing board for specific requirements. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Librarians and library media specialists need to be able to explain ideas and information in ways that patrons understand. Initiative. New information, technology, and resources constantly change librarians' and library media specialists' duties. Workers must be able and willing to continually > [[< Previous->25-4022-HowToBecomeOne-3]] > [[Next >->25-4022-HowToBecomeOne-5]] > [[Close->25-4022-Detailed]]

update their knowledge of these changes to be effective at their jobs. Interpersonal skills. Librarians and library media specialists must be able to work both as part of a team and with the public or with researchers. Organizational skills. Librarians and library media specialists help patrons research topics efficiently. They should be able to direct the logical use of resources, databases, and other materials. Problem-solving skills. These workers need to be able to identify a problem, figure out where to find information to solve the problem, and draw conclusions based on the > [[< Previous->25-4022-HowToBecomeOne-4]] > [[Next >->25-4022-HowToBecomeOne-6]] > [[Close->25-4022-Detailed]]

information found. Reading skills. Librarians and library media specialists must be excellent readers. Those working in special libraries are expected to read the latest literature in their field of specialization. > [[< Previous->25-4022-HowToBecomeOne-5]] > [[Close->25-4022-Detailed]]

# Pay The median annual wage for librarians and library media specialists was $64,320 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $38,920, and the highest 10 percent earned more than $100,880. In May 2024, the median annual wages for librarians and library media specialists in the top industries in which they worked were as follows: Most librarians and library media specialists work full time, although part-time work is common. Public and academic librarians often > [[Next >->25-4022-Pay-2]] > [[Close->25-4022-Detailed]]

work on weekends and evenings, and may work holidays. School librarians and library media specialists usually have the same work and vacation schedules as teachers, including summers off. Special librarians, such as corporate librarians, typically work normal business hours but may need to work more than 40 hours per week to help meet deadlines. > [[< Previous->25-4022-Pay-1]] > [[Close->25-4022-Detailed]]

# Job Outlook Employment of librarians and library media specialists is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 13,500 openings for librarians and library media specialists are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Despite a decline by the public in traditional borrowing of materials, libraries still need librarians to host a variety of services and > [[Next >->25-4022-JobOutlook-2]] > [[Close->25-4022-Detailed]]

activities. Therefore, there will be a need for librarians to manage libraries and to help patrons find information. Parents value the learning opportunities that libraries present for children because libraries have information and learning materials that children often cannot access from home. Library patrons are expected to continue attending events and using other library services, such as child-focused activities and employment assistance. > [[< Previous->25-4022-JobOutlook-1]] > [[Close->25-4022-Detailed]]

# What Preschool Teachers Do Preschool teachers educate and care for children younger than age 5 who have not yet entered kindergarten. They teach language, motor, and social skills to young children. ### Duties Preschool teachers typically do the following: - Teach children basic skills such as identifying colors, shapes, numbers, and letters - Work with children in groups or one on one, depending on the needs of children and on the subject matter - Plan and carry out a curriculum that focuses on different areas of child development > [[Next >->25-2011-WhatTheyDo-2]] > [[Close->25-2011-Detailed]]

- Organize activities so children can learn about the world, explore interests, and develop skills - Develop schedules and routines to ensure children have enough physical activity and rest - Watch for signs of emotional or developmental problems in each child and bring them to the attention of the child's parents > [[< Previous->25-2011-WhatTheyDo-1]] > [[Next >->25-2011-WhatTheyDo-3]] > [[Close->25-2011-Detailed]]

- Keep records of the children's progress, routines, and interests, and inform parents about their child's development Young children learn from playing, problem solving, and experimenting. Preschool teachers use play and other instructional techniques to teach children. For example, they use storytelling and rhyming games to teach language and vocabulary. They may help improve children's social skills by having them work together to build a neighborhood in a sandbox or teach math by having children count when building with blocks. Preschool teachers work with children from different > [[< Previous->25-2011-WhatTheyDo-2]] > [[Next >->25-2011-WhatTheyDo-4]] > [[Close->25-2011-Detailed]]

ethnic, racial, and religious backgrounds. Teachers include topics in their lessons that teach children how to respect people of different backgrounds and cultures. > [[< Previous->25-2011-WhatTheyDo-3]] > [[Close->25-2011-Detailed]]

# Work Environment ### Work Environment Preschool teachers typically work in public and private schools or childcare centers. Many work the traditional 10-month school year, but some work year-round. > [[Close->25-2011-Detailed]]

# How to Become a Preschool Teacher Education and training requirements vary based on settings and state regulations. Preschool teachers typically need at least an associate's degree. ### Education Preschool teachers typically need at least an associate's degree. Preschool teachers in center-based Head Start programs are required to have at least an associate's degree. However, at least 50 percent of all preschool teachers in Head Start programs nationwide must have a bachelor's degree in early childhood education or a related field. Those with a degree in a related field, such as psychology, must have experience teaching > [[Next >->25-2011-HowToBecomeOne-2]] > [[Close->25-2011-Detailed]]

preschool-age children. In public schools, preschool teachers are generally required to have at least a bachelor's degree in early childhood education or a related field. Bachelor's degree programs include instruction on children's development, teaching young children, and observing and documenting children's progress. ### Licenses, Certifications, and Registrations In public schools, preschool teachers must be licensed to teach early childhood education, which covers preschool through third grade. Requirements vary by state, but they generally require a bachelor's degree and passing an > [[< Previous->25-2011-HowToBecomeOne-1]] > [[Next >->25-2011-HowToBecomeOne-3]] > [[Close->25-2011-Detailed]]

exam to demonstrate competency. Most states require teachers to complete continuing education credits in order to maintain their license. Some states require preschool teachers to obtain a professional credential. Obtaining this credential may require coursework, experience in the field, a written exam, and observation of the candidate working with children. ### Other Experience A few states require preschool teachers to have some work experience in a childcare setting. In these states, preschool teachers often start out as childcare workers or teacher assistants. The amount of experience > [[< Previous->25-2011-HowToBecomeOne-2]] > [[Next >->25-2011-HowToBecomeOne-4]] > [[Close->25-2011-Detailed]]

needed varies by state. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Preschool teachers need good writing and speaking skills to talk to parents and colleagues about children's progress. They must also be able to communicate well with small children. Creativity. Preschool teachers must plan lessons that engage young children. In addition, they need to adapt their lessons to suit different learning > [[< Previous->25-2011-HowToBecomeOne-3]] > [[Next >->25-2011-HowToBecomeOne-5]] > [[Close->25-2011-Detailed]]

styles. Interpersonal skills. Preschool teachers must understand children's emotional needs and be able to develop relationships with parents, children, and coworkers. Organizational skills. Teachers need to be organized to plan lessons and keep records of the children. Patience. Working with children may be stressful. Preschool teachers should be able to respond calmly to overwhelming and difficult situations. Physical stamina. Preschool teachers should have a lot of energy, because working with children can be physically demanding. ### Advancement Experienced preschool teachers may > [[< Previous->25-2011-HowToBecomeOne-4]] > [[Next >->25-2011-HowToBecomeOne-6]] > [[Close->25-2011-Detailed]]

advance to become the director of a preschool or childcare center or a lead teacher. Those with a bachelor's degree in early childhood education frequently are qualified to teach kindergarten through grade 3, in addition to preschool. Teaching positions at these higher grades typically pay more. For more information, see the profiles on preschool and childcare center directors and kindergarten and elementary school teachers. > [[< Previous->25-2011-HowToBecomeOne-5]] > [[Close->25-2011-Detailed]]

# Pay The median annual wage for preschool teachers was $37,120 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $28,300, and the highest 10 percent earned more than $60,070. In May 2024, the median annual wages for preschool teachers in the top industries in which they worked were as follows: Preschool teachers in public schools generally work during school hours. Many work the traditional 10-month school year and a 2-month break during the summer. Some preschool > [[Next >->25-2011-Pay-2]] > [[Close->25-2011-Detailed]]

teachers may teach in summer programs. Teachers in districts with a year-round schedule typically work 8 weeks in a row and then have a break for 1 week before starting a new school session. They also have a 5-week midwinter break. Those working in daycare settings may work year-round and have longer hours. > [[< Previous->25-2011-Pay-1]] > [[Close->25-2011-Detailed]]

# Job Outlook Employment of preschool teachers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 65,500 openings for preschool teachers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Early childhood education is important for a child's intellectual and social development. More preschool teachers are projected to be needed to meet the demand for early childhood > [[Next >->25-2011-JobOutlook-2]] > [[Close->25-2011-Detailed]]

education. > [[< Previous->25-2011-JobOutlook-1]] > [[Close->25-2011-Detailed]]

# What Library Technicians and Assistants Do Library technicians and assistants help librarians with all aspects of running a library. They assist patrons, organize library materials and information, and do clerical and administrative tasks. ### Duties Library technicians and assistants typically do the following: - Loan library materials to patrons and collect returned materials - Sort and reshelve returned books, periodicals, and other materials - Catalogue and maintain library materials - Handle interlibrary loans - Register new patrons and issue library cards - Answer routine reference questions from patrons > [[Next >->25-4031-WhatTheyDo-2]] > [[Close->25-4031-Detailed]]

- Teach patrons how to use library resources - Maintain computer databases used to locate library materials - Perform routine clerical tasks such as answering phones and organizing files > [[< Previous->25-4031-WhatTheyDo-1]] > [[Next >->25-4031-WhatTheyDo-3]] > [[Close->25-4031-Detailed]]

- Help plan and participate in special programs, such as used-book sales, story times, or outreach programs A librarian usually supervises library technicians and assistants. Both technicians and assistants help patrons find information and organize library materials. However, library technicians typically have more responsibilities than library assistants. Library technicians and assistants in small libraries have a broad range of duties. In large libraries, they tend to specialize in a particular area, such as user services or technical services. Those specializing in user services assist > [[< Previous->25-4031-WhatTheyDo-2]] > [[Next >->25-4031-WhatTheyDo-4]] > [[Close->25-4031-Detailed]]

library patrons with locating resources and information. Those specializing in technical services research, acquire, catalog, and process materials to be added to the library's collections. The following are examples of types of library technicians and assistants: Academic library technicians and assistants help students, faculties, and staff in colleges and universities access resources and information related to coursework or research projects. Some teach students how to access and use library resources. They may work at service desks for reserve materials, special collections, or > [[< Previous->25-4031-WhatTheyDo-3]] > [[Next >->25-4031-WhatTheyDo-5]] > [[Close->25-4031-Detailed]]

computer labs. Public library technicians and assistants work in community libraries to serve members of the public. They help patrons find books to read for pleasure, assist patrons with their research, or teach patrons how to access the library's resources. Some technicians in public libraries may help plan programs for users, such as story time for children or book clubs for teens or adults. School library technicians and assistants show students how to find and use library resources, maintain textbook collections, and help teachers develop curriculum materials. Special library > [[< Previous->25-4031-WhatTheyDo-4]] > [[Next >->25-4031-WhatTheyDo-6]] > [[Close->25-4031-Detailed]]

technicians and assistants work in settings other than school or public libraries, including government agencies, corporations, museums, law firms, and medical centers. They assist users, search library resources, compile bibliographies, and provide information on subjects of interest to the organization. > [[< Previous->25-4031-WhatTheyDo-5]] > [[Close->25-4031-Detailed]]

# Work Environment ### Work Environment Library technicians and assistants work in local public libraries, corporate and specialty libraries, and school and university libraries. > [[Close->25-4031-Detailed]]

# How to Become a Library Technician or Assistant Library technicians typically need a postsecondary certificate. Library assistants typically need a high school diploma or its equivalent, combined with short-term on-the-job training. ### Education Library technicians typically need a postsecondary certificate in library technology, which may include coursework in acquisitions, cataloguing, circulation, reference, and automated library systems. Most library assistants typically need a high school diploma or equivalent. ### Training Library assistants usually receive short-term on-the-job training to learn about libraries and library > [[Next >->25-4031-HowToBecomeOne-2]] > [[Close->25-4031-Detailed]]

resources. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Library technicians and assistants must be able to answer patrons' questions clearly and explain use of library resources. Detail oriented. Library technicians and assistants must pay close attention to ensure that library materials and information are organized correctly and according to the library's organizational system. Interpersonal skills. Library > [[< Previous->25-4031-HowToBecomeOne-1]] > [[Next >->25-4031-HowToBecomeOne-3]] > [[Close->25-4031-Detailed]]

technicians and assistants need to work with library patrons, librarians, teachers, or researchers. Listening skills. Library technicians and assistants need to listen to patrons to help them with research topics or with finding materials. ### Advancement Library technicians and assistants may advance to become supervisors and oversee daily library operations. To become a librarian, technicians and assistants need to earn a master's degree in library science. > [[< Previous->25-4031-HowToBecomeOne-2]] > [[Close->25-4031-Detailed]]

# Pay The median hourly wage for library assistants, clerical was $17.31 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $12.06, and the highest 10 percent earned more than $25.38. The median hourly wage for library technicians was $19.22 in May 2024. The lowest 10 percent earned less than $13.41, and the highest 10 percent earned more than $29.31. In May 2024, the median hourly wages for library assistants, clerical in the top industries in which they worked were as > [[Next >->25-4031-Pay-2]] > [[Close->25-4031-Detailed]]

follows: In May 2024, the median hourly wages for library technicians in the top industries in which they worked were as follows: Many library technicians and assistants work part time. Library technicians and assistants in school libraries work during regular school hours. Those in public or college libraries may work weekends, evenings, and some holidays. In corporate libraries, library technicians and assistants work normal business hours but may have to work evenings and weekends. > [[< Previous->25-4031-Pay-1]] > [[Close->25-4031-Detailed]]

# Job Outlook Overall employment of library technicians and assistants is projected to grow 7 percent from 2024 to 2034, decline. About 25,800 openings for library technicians and assistants are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Library use has decreased despite community efforts to rebrand libraries for a variety of services and activities. This decrease in use reduces the need for library workers to help > [[Next >->25-4031-JobOutlook-2]] > [[Close->25-4031-Detailed]]

patrons find information and to operate libraries. Additionally, budget constraints may limit the number of library technicians and assistants in local government and education services. > [[< Previous->25-4031-JobOutlook-1]] > [[Close->25-4031-Detailed]]

# What Licensed Practical and Licensed Vocational Nurses Do Licensed practical nurses (LPNs) and licensed vocational nurses (LVNs) provide basic medical care to ill, injured, or convalescing patients or to persons with disabilities. Responsibilities for LPNs and LVNs are nearly identical; their title depends on the state in which they work. ### Duties Licensed practical and licensed vocational nurses typically do the following: - Monitor patients' health by checking their blood pressure, body temperature, and other vital signs - Provide basic patient care and comfort, including changing bandages and helping with bathing or dressing > [[Next >->29-2061-WhatTheyDo-2]] > [[Close->29-2061-Detailed]]

- Discuss care with patients and listen to their concerns - Report patients' status and concerns to registered nurses, advanced practice nurses, or physicians > [[< Previous->29-2061-WhatTheyDo-1]] > [[Next >->29-2061-WhatTheyDo-3]] > [[Close->29-2061-Detailed]]

- Document patient care and maintain health records Responsibilities of LPNs and LVNs vary by work setting. For example, in private homes, they may reinforce registered nurses' instruction regarding how family members should care for a relative. In hospitals, they might collect samples for testing and do routine laboratory tests. In nursing and residential care facilities, they may feed patients who need help eating. LPN and LVN duties also may depend on the state in which they work. For example, in some states, LPNs with proper training may give medication or start intravenous (IV) > [[< Previous->29-2061-WhatTheyDo-2]] > [[Next >->29-2061-WhatTheyDo-4]] > [[Close->29-2061-Detailed]]

drips. LPNs and LVNs typically work under the supervision of registered nurses and doctors. States determine the extent to which LPNs and LVNs must be directly supervised. Some states allow experienced LPNs and LVNs to oversee other LPNs and LVNs or unlicensed medical staff. > [[< Previous->29-2061-WhatTheyDo-3]] > [[Close->29-2061-Detailed]]

# Work Environment ### Work Environment Licensed practical and licensed vocational nurses work in a variety of settings, including nursing and residential care facilities, hospitals, physicians' offices, and private homes. Most work full time. > [[Close->29-2061-Detailed]]

# How to Become a Licensed Practical or Licensed Vocational Nurse Licensed practical nurses (LPNs) and licensed vocational nurses (LVNs) must complete a state-approved educational program, which typically takes about 1 year. They also must have a license. ### Education LPNs and LVNs must complete an approved educational program. Certificate and diploma programs are commonly found in community colleges and technical schools, including some high schools, and typically take about 1 year to complete. Practical nursing programs include subjects such as nursing fundamentals, anatomy and physiology, and pharmacology. All programs also include supervised clinical > [[Next >->29-2061-HowToBecomeOne-2]] > [[Close->29-2061-Detailed]]

experience. For a list of approved programs, contact your state board of nursing. ### Licenses, Certifications, and Registrations After completing a state-approved educational program, prospective LPNs and LVNs must pass an exam to become licensed and enter the occupation. Information on state licensing board requirements is available from CareerOneStop. Optional certifications for LPNs and LVNs are available through professional associations in areas such as gerontology, wound care, and intravenous (IV) therapy. Certifications show that an LPN or LVN has an advanced level of knowledge > [[< Previous->29-2061-HowToBecomeOne-1]] > [[Next >->29-2061-HowToBecomeOne-3]] > [[Close->29-2061-Detailed]]

about a specific subject. Information on certifications is available from CareerOneStop. Some employers require or prefer that candidates have cardiopulmonary resuscitation (CPR) or basic life support (BLS) certification. ### Advancement With experience, licensed practical and licensed vocational nurses may advance to supervisory positions. Some LPNs and LVNs transfer into other healthcare occupations. For example, an LPN may complete an LPN-to-RN education program to become a registered nurse. ### Important Qualities The following are examples of qualities that are important for these > [[< Previous->29-2061-HowToBecomeOne-2]] > [[Next >->29-2061-HowToBecomeOne-4]] > [[Close->29-2061-Detailed]]

workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Compassion. LPNs and LVNs must be empathetic and caring toward the people they serve. Communication skills. LPNs and LVNs must be able to convey information effectively. For example, they may need to relay a patient's test results to a registered nurse. Detail oriented. LPNs and LVNs need to pay attention to minutiae because they must ensure that patients get the correct care at the right time. Interpersonal skills. LPNs and LVNs must be able to build a rapport to interact with > [[< Previous->29-2061-HowToBecomeOne-3]] > [[Next >->29-2061-HowToBecomeOne-5]] > [[Close->29-2061-Detailed]]

patients and other healthcare providers. Multitasking skills. LPNs and LVNs often work with multiple patients who have a variety of health needs. They must ensure that each patient receives appropriate care and attention. Physical stamina. LPNs and LVNs should be able to perform physical tasks, such as bending over patients for a long time. > [[< Previous->29-2061-HowToBecomeOne-4]] > [[Close->29-2061-Detailed]]

# Pay The median annual wage for licensed practical and licensed vocational nurses was $62,340 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $47,960, and the highest 10 percent earned more than $80,510. In May 2024, the median annual wages for licensed practical and licensed vocational nurses in the top industries in which they worked were as follows: Most licensed practical and licensed vocational nurses (LPNs and LVNs) work full time. Some work nights, weekends, and > [[Next >->29-2061-Pay-2]] > [[Close->29-2061-Detailed]]

holidays, because medical care takes place at all hours. They may be required to work shifts of longer than 8 hours. > [[< Previous->29-2061-Pay-1]] > [[Close->29-2061-Detailed]]

# Job Outlook Employment of licensed practical and licensed vocational nurses is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 54,400 openings for licensed practical and licensed vocational nurses are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As the population ages, the overall need for healthcare services is expected to increase. Licensed practical nurses (LPNs) > [[Next >->29-2061-JobOutlook-2]] > [[Close->29-2061-Detailed]]

and licensed vocational nurses (LVNs) will be needed in residential care facilities and in home health environments to care for older patients. In addition, a number of chronic conditions, such as diabetes and obesity, have become more prevalent in recent years. LPNs and LVNs will be needed to assist and care for patients with these and other conditions. > [[< Previous->29-2061-JobOutlook-1]] > [[Close->29-2061-Detailed]]

# What Middle School Teachers Do Middle school teachers educate students, typically in sixth through eighth grade. Middle school teachers help students build on the fundamentals taught in elementary school and prepare students for high school. ### Duties Middle school teachers typically do the following: - Create lesson plans to teach students a subject - Assess students to evaluate their abilities, strengths, and weaknesses - Teach lessons they have planned to an entire class or to smaller groups - Grade students' assignments and exams - Communicate with parents or guardians about their child's progress > [[Next >->25-2022-WhatTheyDo-2]] > [[Close->25-2022-Detailed]]

- Work with students individually to help them overcome specific learning challenges - Prepare students for standardized tests required by the state - Develop and enforce classroom rules - Supervise students outside of the classroom > [[< Previous->25-2022-WhatTheyDo-1]] > [[Next >->25-2022-WhatTheyDo-3]] > [[Close->25-2022-Detailed]]

- for example, during lunchtime or detention Middle school typically goes from sixth to eighth grades. However, in some school districts, middle school may begin in fourth grade or extend through ninth grade. In many schools, middle school teachers are responsible for certain subjects. For example, one teacher may teach math to several different classes of students throughout the day. However, other middle school teachers instruct on every subject to a single class. Teachers use time during the day when they do not have classes to plan lessons, grade assignments, or meet with other > [[< Previous->25-2022-WhatTheyDo-2]] > [[Next >->25-2022-WhatTheyDo-4]] > [[Close->25-2022-Detailed]]

teachers and staff. Some middle schools have English as a second language (ESL) or English for speakers of other languages (ESOL) teachers who work with students learning the English language. ESL and ESOL teachers work with students individually or in groups to help them improve their English language skills and to help the students with assignments for their classes. Middle school teachers may also work with special education teachers to adapt lessons. In some cases, middle school teachers may co-teach lessons with special education teachers. Teachers must be comfortable using and > [[< Previous->25-2022-WhatTheyDo-3]] > [[Next >->25-2022-WhatTheyDo-5]] > [[Close->25-2022-Detailed]]

learning new technology. With parents, teachers may use text-messaging applications to communicate about students' assignments and upcoming events. With their students, teachers may create websites or discussion boards to present information or to expand on a lesson taught in class. Some middle school teachers coach sports teams and advise student clubs and groups, whose practices and meetings frequently take place before or after school. > [[< Previous->25-2022-WhatTheyDo-4]] > [[Close->25-2022-Detailed]]

# Work Environment ### Work Environment Middle school teachers work in public and private schools. They generally work during school hours when students are present and use nights and weekends to prepare lessons and grade papers. Most do not work during the summer. > [[Close->25-2022-Detailed]]

# How to Become a Middle School Teacher Middle school teachers typically need a bachelor's degree. In addition, public school teachers must have a state-issued certification or license. ### Education All states require public middle school teachers to have at least a bachelor's degree. Many states require middle school teachers to major in a content area, such as mathematics or history. Other states require middle school teachers to major in elementary education. Middle school teachers typically enroll in their college's teacher education program, which instructs them on presenting information to students of different abilities > [[Next >->25-2022-HowToBecomeOne-2]] > [[Close->25-2022-Detailed]]

and backgrounds. Programs typically include a student-teaching program, in which they work with a mentor teacher and get experience teaching students in a classroom setting. Some states require middle school teachers to earn a master's degree after receiving their teaching certification and obtaining a job. Teachers in private schools do not need to meet state requirements. However, private schools typically seek middle school teachers who have a bachelor's degree and a major in elementary education or a content area. ### Licenses, Certifications, and Registrations All states require > [[< Previous->25-2022-HowToBecomeOne-1]] > [[Next >->25-2022-HowToBecomeOne-3]] > [[Close->25-2022-Detailed]]

teachers in public schools to be licensed or certified in the specific grade level that they will teach. Those who teach in private schools typically do not need a license. Requirements for certification or licensure vary by state but generally involve the following: - A bachelor's degree with a minimum grade point average - Completion of a student-teaching program - Passing a background check > [[< Previous->25-2022-HowToBecomeOne-2]] > [[Next >->25-2022-HowToBecomeOne-4]] > [[Close->25-2022-Detailed]]

- Passing a general teaching certification test, as well as a test that demonstrates their knowledge of the subject they will teach. Teachers are often required to complete professional development classes to keep their license or certification. Some states require teachers to complete a master's degree after receiving their certification and obtaining a job. All states offer an alternative route to certification or licensure for people who already have a bachelor's degree but lack the education courses required for certification. Some alternative certification programs allow candidates to > [[< Previous->25-2022-HowToBecomeOne-3]] > [[Next >->25-2022-HowToBecomeOne-5]] > [[Close->25-2022-Detailed]]

begin teaching immediately under the supervision of an experienced teacher. These programs cover teaching methods and child development. After they complete the program, candidates are awarded full certification. Other programs require students to take classes in education before they can teach. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Teachers must share ideas with their students, other teachers, and school > [[< Previous->25-2022-HowToBecomeOne-4]] > [[Next >->25-2022-HowToBecomeOne-6]] > [[Close->25-2022-Detailed]]

administrators and staff. In addition, they need to discuss student progress with parents. Patience. Middle school teachers must stay calm in challenging situations, such as when students struggle with material or create disturbances in class. Physical stamina. Working with middle school students can be tiring. Teachers need to keep up with the students physically, mentally, and emotionally. Resourcefulness. Middle school teachers need to get students engaged in learning and adapt lessons to each student's needs. ### Advancement Experienced teachers may advance to serve as mentors to new > [[< Previous->25-2022-HowToBecomeOne-5]] > [[Next >->25-2022-HowToBecomeOne-7]] > [[Close->25-2022-Detailed]]

teachers; they may also become lead teachers. In these positions, they help less experienced teachers to improve teaching skills. With additional education or certification, teachers may become school counselors, school librarians, or instructional coordinators. Some become assistant principals or principals, both of which generally require additional education in education administration or leadership. For more information, see the profiles on school and career counselors, librarians, instructional coordinators, and elementary, middle, and high school principals. > [[< Previous->25-2022-HowToBecomeOne-6]] > [[Close->25-2022-Detailed]]

# Pay The median annual wage for middle school teachers was $62,970 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $47,050, and the highest 10 percent earned more than $100,980. In May 2024, the median annual wages for middle school teachers in the top industries in which they worked were as follows: Middle school teachers generally work school hours when students are present. They may meet with parents, students, and other teachers before and after school. Teachers > [[Next >->25-2022-Pay-2]] > [[Close->25-2022-Detailed]]

who coach sports or advise clubs generally do so before or after school. Teachers often spend time in the evenings and on weekends grading papers and preparing lessons. Many teachers work the traditional 10-month school year and have a 2-month break during the summer. They also have a short midwinter break. Some teachers work during the summer. Teachers in districts with a year-round schedule typically work 9 weeks in a row and then have a break for 3 weeks before starting a new school session. > [[< Previous->25-2022-Pay-1]] > [[Close->25-2022-Detailed]]

# Job Outlook Employment of middle school teachers is projected to grow 2 percent from 2024 to 2034, decline. About 40,500 openings for middle school teachers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The number of students in public middle schools is expected to decrease over the projections decade. The number of classes needed to accommodate these students will depend on class size, with larger classes requiring > [[Next >->25-2022-JobOutlook-2]] > [[Close->25-2022-Detailed]]

fewer teachers than smaller ones. Employment of middle school teachers also will depend on state and local government budgets. If state and local governments experience budget deficits, they may increase class size while maintaining or reducing teaching staff levels. Conversely, budget surpluses at the state and local level could lead to more teaching positions within that locality. > [[< Previous->25-2022-JobOutlook-1]] > [[Close->25-2022-Detailed]]

# What High School Teachers Do High school teachers help prepare students for life after graduation. They teach academic lessons and various skills that students will need to attend college or to enter the job market. ### Duties High school teachers typically do the following: - Plan lessons and instruct their students in the subject they teach - Assess students' abilities, strengths, and weaknesses - Adapt lessons to changes in class size - Grade students' assignments and exams - Communicate with parents about students' progress - Work with individual students to challenge them and to improve their abilities > [[Next >->25-2031-WhatTheyDo-2]] > [[Close->25-2031-Detailed]]

- Prepare students for standardized tests required by the state - Develop and enforce classroom rules and administrative policies - Supervise students outside of the classroom > [[< Previous->25-2031-WhatTheyDo-1]] > [[Next >->25-2031-WhatTheyDo-3]] > [[Close->25-2031-Detailed]]

- for example, during lunchtime or detention High school teachers generally teach students from the 9th through 12th grades. They usually specialize in one area. Some teach core subjects, such as math, science, or history. Others specialize in elective courses, such as art, music, or physical education. They may teach several different classes within their subject area. For example, a high school math teacher may teach algebra, calculus, and/or geometry. High school teachers may instruct students from different grades throughout the day. For example, one class may have mostly students from > [[< Previous->25-2031-WhatTheyDo-2]] > [[Next >->25-2031-WhatTheyDo-4]] > [[Close->25-2031-Detailed]]

the 9th grade, and another may have 12th-grade students. In many schools, students are divided into classes on the basis of their abilities, so teachers need to adapt their lessons based on students' skills. Outside of their instructional time, teachers plan lessons, grade assignments, and meet with other teachers and staff. Teachers of English as a second language (ESL) or English for speakers of other languages (ESOL) work exclusively with students who are learning the English language. These teachers work with students individually or in groups to help them improve their English language > [[< Previous->25-2031-WhatTheyDo-3]] > [[Next >->25-2031-WhatTheyDo-5]] > [[Close->25-2031-Detailed]]

skills and help them with assignments for other classes. Students with learning disabilities and emotional or behavioral disorders are often taught in traditional classes. High school teachers work with special education teachers to adapt lessons to these students' needs and to monitor the students' progress. Teachers must be comfortable with using and learning new technology. With parents, they may use text-messaging applications to communicate about students' assignments and upcoming events. With students, teachers may create websites or discussion boards to present information and to > [[< Previous->25-2031-WhatTheyDo-4]] > [[Next >->25-2031-WhatTheyDo-6]] > [[Close->25-2031-Detailed]]

expand a lesson taught in class. Some high school teachers take on additional responsibilities, such as coaching sports or advising academic clubs, activities that frequently take place before or after school. > [[< Previous->25-2031-WhatTheyDo-5]] > [[Close->25-2031-Detailed]]

# Work Environment ### Work Environment High school teachers work in schools. They work during school hours but may also work evenings and weekends to prepare lessons and grade papers. Most do not teach during the summer. > [[Close->25-2031-Detailed]]

# How to Become a High School Teacher High school teachers typically must have at least a bachelor's degree. In addition, public school teachers must have a state-issued certification or license. ### Education All states require public high school teachers to have at least a bachelor's degree, which may be in education. Many states require high school teachers to have majored in a content area, such as mathematics or science. Teacher education programs typically provide instruction on presenting information to students of different abilities and backgrounds. Programs typically include a student-teaching program, in which > [[Next >->25-2031-HowToBecomeOne-2]] > [[Close->25-2031-Detailed]]

prospective teachers work with a mentor teacher and get experience instructing students in a classroom. Some states require high school teachers to earn a master's degree after earning their teaching certification and obtaining a job. Teachers in private schools do not need to meet state requirements. However, private schools typically seek high school teachers who have a bachelor's degree and a major in a subject area. ### Licenses, Certifications, and Registrations All states require teachers in public schools to be licensed or certified in the specific grade level they will teach. Those > [[< Previous->25-2031-HowToBecomeOne-1]] > [[Next >->25-2031-HowToBecomeOne-3]] > [[Close->25-2031-Detailed]]

who teach in private schools typically are not required to be licensed. High school teachers typically are awarded a secondary or high school certification, which allows them to teach the 7th through the 12th grades. Requirements for certification or licensure vary by state but generally involve the following: - A bachelor's degree with a minimum grade point average - Completion of a student-teaching program - Passing a background check > [[< Previous->25-2031-HowToBecomeOne-2]] > [[Next >->25-2031-HowToBecomeOne-4]] > [[Close->25-2031-Detailed]]

- Passing a general teaching certification test, as well as a test that demonstrates their knowledge in the subject they will teach. Teachers often are required to complete professional development classes to keep their license or certification. Some states require teachers to complete a master's degree after receiving their certification and obtaining a job. All states offer an alternative route to certification or licensure for people who already have a bachelor's degree but lack the education courses required for certification. Some alternative certification programs allow candidates to > [[< Previous->25-2031-HowToBecomeOne-3]] > [[Next >->25-2031-HowToBecomeOne-5]] > [[Close->25-2031-Detailed]]

begin teaching immediately with supervision by an experienced teacher. These programs cover teaching methods and other topics, such as resource management. After they complete the program, candidates are awarded full certification. Other programs require students to take classes in education before they can teach. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Teachers must share ideas with their students, other > [[< Previous->25-2031-HowToBecomeOne-4]] > [[Next >->25-2031-HowToBecomeOne-6]] > [[Close->25-2031-Detailed]]

teachers, and school administrators and staff. In addition, they need to discuss students' progress with parents. Patience. High school teachers must stay calm in difficult situations, such as when students struggle with material. Resourcefulness. High school teachers need to engage students in learning and adapt lessons to each student's needs. ### Advancement Experienced teachers may advance to serve as mentors to new teachers; they may also become a lead teacher. In these positions, they help less experienced teachers improve their teaching skills. With additional education or > [[< Previous->25-2031-HowToBecomeOne-5]] > [[Next >->25-2031-HowToBecomeOne-7]] > [[Close->25-2031-Detailed]]

certification, teachers may become school counselors, school librarians, or instructional coordinators. Some become assistant principals or principals. Becoming a principal usually requires additional instruction in education administration or leadership. For more information, see the profiles on school and career counselors, librarians, instructional coordinators, and elementary, middle, and high school principals. > [[< Previous->25-2031-HowToBecomeOne-6]] > [[Close->25-2031-Detailed]]

# Pay The median annual wage for high school teachers was $64,580 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $47,330, and the highest 10 percent earned more than $104,670. In May 2024, the median annual wages for high school teachers in the top industries in which they worked were as follows: High school teachers generally work during school hours when students are present. They may meet with parents, students, and other teachers before and after school. They often > [[Next >->25-2031-Pay-2]] > [[Close->25-2031-Detailed]]

spend time in the evenings and on weekends grading papers and preparing lessons. Teachers who coach sports or advise clubs generally do so before or after school. Many teachers work a traditional 10-month school year and have a 2-month break during the summer. They also have a short midwinter break. Although most do not teach during the summer, some teach in summer school programs for which they are paid. Teachers in districts with a year-round schedule typically work 9 weeks in a row and then have a break for 3 weeks before starting a new school session. > [[< Previous->25-2031-Pay-1]] > [[Close->25-2031-Detailed]]

# Job Outlook Employment of high school teachers is projected to grow 2 percent from 2024 to 2034, decline. About 66,200 openings for high school teachers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth for public high school teachers may depend on state and local government budgets. If state and local governments experience budget deficits, school boards may lay off employees, including teachers. As a > [[Next >->25-2031-JobOutlook-2]] > [[Close->25-2031-Detailed]]

result, these budget deficits may limit the employment growth projected for high school teachers. Conversely, budget surpluses at the state and local level could lead to additional employment growth for high school teachers. Projected declines over the decade in both the school-aged demographic and student enrollment should constrain demand for high school teachers. > [[< Previous->25-2031-JobOutlook-1]] > [[Close->25-2031-Detailed]]

# What Special Education Teachers Do Special education teachers work with students who have learning, mental, emotional, or physical disabilities. They adapt general education lessons and teach various subjects to students with mild to moderate disabilities. They also teach basic skills to students with severe disabilities. ### Duties Special education teachers typically do the following: - Assess students' skills and determine their educational needs - Adapt general lessons to meet students' needs - Develop Individualized Education Programs (IEPs) for each student > [[Next >->25-2051-WhatTheyDo-2]] > [[Close->25-2051-Detailed]]

- Plan activities that are specific to each student's abilities - Teach and mentor students as a class, in small groups, and one-on-one - Implement IEPs, assess students' performance, and track their progress - Update IEPs throughout the school year to reflect students' progress and goals - Discuss students' progress with parents, other teachers, counselors, and administrators - Supervise and mentor teacher assistants who work with students with disabilities > [[< Previous->25-2051-WhatTheyDo-1]] > [[Next >->25-2051-WhatTheyDo-3]] > [[Close->25-2051-Detailed]]

- Prepare and help students transition from grade to grade and from school to life outside of school Special education teachers work with students from preschool to high school. They instruct students who have mental, emotional, physical, or learning disabilities. For example, some help students develop study skills, such as highlighting text and using flashcards. Others work with students who have physical disabilities and may use a wheelchair or other adaptive devices. Still others work with students who have sensory disabilities, such as visual or hearing impairments. They also may work > [[< Previous->25-2051-WhatTheyDo-2]] > [[Next >->25-2051-WhatTheyDo-4]] > [[Close->25-2051-Detailed]]

with those who have autism spectrum disorders or emotional disorders, such as anxiety and depression. Special education teachers work with general education teachers, specialists, administrators, and parents to develop IEPs. Students' IEPs outline their goals, including academic or behavioral milestones, and services they are to receive, such as speech therapy. Educators and parents also meet to discuss updates and changes to IEPs. Special education teachers must be comfortable using and learning new technology. Most use computers to keep records of their students' performance, prepare > [[< Previous->25-2051-WhatTheyDo-3]] > [[Next >->25-2051-WhatTheyDo-5]] > [[Close->25-2051-Detailed]]

lesson plans, and update IEPs. Some teachers also use assistive technology aids, such as Braille writers and computer software, that help them communicate with their students. Special education teachers' duties vary by their work setting, students' disabilities, and specialties. Some special education teachers work in classrooms or resource centers that include only students with disabilities. In these settings, teachers plan, adapt, and present lessons to meet each student's needs. They teach students individually or in small groups. In inclusive classrooms, special education teachers > [[< Previous->25-2051-WhatTheyDo-4]] > [[Next >->25-2051-WhatTheyDo-6]] > [[Close->25-2051-Detailed]]

instruct students with disabilities who are in general education classrooms. They work with general education teachers to adapt lessons so that students with disabilities can more easily understand them. Some special education teachers work with students who have moderate to severe disabilities. These teachers help students, who may be eligible for services until age 21, develop basic life skills. Some teach the skills necessary for students with moderate disabilities to live independently, find a job, and manage money and their time. For more information about other workers who help > [[< Previous->25-2051-WhatTheyDo-5]] > [[Next >->25-2051-WhatTheyDo-7]] > [[Close->25-2051-Detailed]]

individuals with disabilities develop skills necessary to live independently, see the profiles on occupational therapists and occupational therapy assistants and aides. > [[< Previous->25-2051-WhatTheyDo-6]] > [[Close->25-2051-Detailed]]

# Work Environment ### Work Environment Most special education teachers work in public schools, teaching students from preschool to high school. Many work the traditional 10-month school year, but some work year round. > [[Close->25-2051-Detailed]]

# How to Become a Special Education Teacher Special education teachers in public schools are required to have at least a bachelor's degree and a state-issued certification or license. Private schools typically require teachers to have a bachelor's degree, but the teachers are not required to be licensed or certified. ### Education All states require special education teachers in public schools to have at least a bachelor's degree. Some require teachers to earn a degree specifically in special education. Others allow them to major in education or a content area, such as mathematics or science, and pursue a minor in special > [[Next >->25-2051-HowToBecomeOne-2]] > [[Close->25-2051-Detailed]]

education. In a program leading to a bachelor's degree in special education, prospective teachers learn about the different types of disabilities and how to present information so that students will understand. Programs typically include a student-teaching program, in which prospective teachers work with a mentor and get experience instructing students in a classroom setting. To become fully certified, states may require special education teachers to complete a master's degree in special education after obtaining a job. Private schools typically require teachers to have at least a > [[< Previous->25-2051-HowToBecomeOne-1]] > [[Next >->25-2051-HowToBecomeOne-3]] > [[Close->25-2051-Detailed]]

bachelor's degree in special education. ### Licenses, Certifications, and Registrations All states require teachers in public schools to be licensed in the specific grade level that they teach. A license frequently is referred to as a certification. Those who teach in private schools typically do not need to be licensed. Requirements for certification or licensure can vary by state but generally involve the following: - A bachelor's degree with a minimum grade point average - Completion of a student-teaching program - Passing a background check > [[< Previous->25-2051-HowToBecomeOne-2]] > [[Next >->25-2051-HowToBecomeOne-4]] > [[Close->25-2051-Detailed]]

- Passing a general teaching certification test, as well as a test that demonstrates knowledge of the subject the candidate will teach All states offer an alternative route to certification or licensure for people who already have a bachelor's degree. These alternative programs cover teaching methods and child development. Candidates are awarded full certification after they complete the program. Other alternative programs require prospective teachers to take classes in education before they can start to teach. Teachers may be awarded a master's degree after completing either type of > [[< Previous->25-2051-HowToBecomeOne-3]] > [[Next >->25-2051-HowToBecomeOne-5]] > [[Close->25-2051-Detailed]]

program. ### Advancement Experienced teachers may advance to become mentors who help less experienced teachers improve their instructional skills. They also may become lead teachers. Teachers may become school counselors, instructional coordinators, and elementary, middle, and high school principals. These positions generally require additional education, an advanced degree, or certification. An advanced degree in education administration or leadership may be helpful. ### Important Qualities The following are examples of qualities that are important for these workers to perform their > [[< Previous->25-2051-HowToBecomeOne-4]] > [[Next >->25-2051-HowToBecomeOne-6]] > [[Close->25-2051-Detailed]]

duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Special education teachers need to explain concepts in terms that students with learning disabilities can understand. They also must write Individualized Education Programs (IEPs) and share students' progress with general education teachers, counselors and other specialists, administrators, and parents. Critical-thinking skills. Special education teachers must be able to assess students' progress and use the information to adapt lessons. Interpersonal skills. Special education > [[< Previous->25-2051-HowToBecomeOne-5]] > [[Next >->25-2051-HowToBecomeOne-7]] > [[Close->25-2051-Detailed]]

teachers work regularly with a team of educators and the student's parents to develop IEPs. As a result, they need to be able to build positive working relationships. Patience. Special education teachers must be able to stay calm instructing students with disabilities, who may lack basic skills, present behavioral or other challenges, or require repeated efforts to understand material. Resourcefulness. Special education teachers must develop different ways to present information that meet their students' needs. They also help general education teachers adapt their lessons to the needs of > [[< Previous->25-2051-HowToBecomeOne-6]] > [[Next >->25-2051-HowToBecomeOne-8]] > [[Close->25-2051-Detailed]]

students with disabilities. > [[< Previous->25-2051-HowToBecomeOne-7]] > [[Close->25-2051-Detailed]]

# Pay The median annual wage for special education teachers was $64,270 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $47,380, and the highest 10 percent earned more than $103,290. Median annual wages for special education teachers in May 2024 were as follows: In May 2024, the median annual wages for special education teachers in the top industries in which they worked were as follows: Special education teachers typically work during school hours. In addition to > [[Next >->25-2051-Pay-2]] > [[Close->25-2051-Detailed]]

providing instruction during this time, they grade papers, update students' records, and prepare lessons. They may meet with parents, students, and other teachers or specialists before and after classes. Many work the traditional 10-month school year and have a 2-month break during the summer. They also have a short midwinter break. Some teachers work in summer programs. Teachers in districts with a year-round schedule typically work 9 weeks in a row and then are on break for 3 weeks. > [[< Previous->25-2051-Pay-1]] > [[Close->25-2051-Detailed]]

# Job Outlook Overall employment of special education teachers is projected to grow 1 percent from 2024 to 2034, decline. About 37,800 openings for special education teachers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of special education teachers varies by occupation (see table). Demand for special education teachers will be driven by school enrollments and the need for special education > [[Next >->25-2051-JobOutlook-2]] > [[Close->25-2051-Detailed]]

services. These teachers and services will continue to be needed as children with disabilities are identified earlier and are enrolled into special education programs. Federal law requires that every state maintain the same level of financial support for special education every year. However, employment growth of special education teachers may depend on funding availability. > [[< Previous->25-2051-JobOutlook-1]] > [[Close->25-2051-Detailed]]

- Plan activities that are specific to each student's abilities - Teach and mentor students as a class, in small groups, and one-on-one - Implement IEPs, assess students' performance, and track their progress - Update IEPs throughout the school year to reflect students' progress and goals - Discuss students' progress with parents, other teachers, counselors, and administrators - Supervise and mentor teacher assistants who work with students with disabilities > [[< Previous->25-2057-WhatTheyDo-1]] > [[Next >->25-2057-WhatTheyDo-3]] > [[Close->25-2057-Detailed]]

- Prepare and help students transition from grade to grade and from school to life outside of school Special education teachers work with students from preschool to high school. They instruct students who have mental, emotional, physical, or learning disabilities. For example, some help students develop study skills, such as highlighting text and using flashcards. Others work with students who have physical disabilities and may use a wheelchair or other adaptive devices. Still others work with students who have sensory disabilities, such as visual or hearing impairments. They also may work > [[< Previous->25-2057-WhatTheyDo-2]] > [[Next >->25-2057-WhatTheyDo-4]] > [[Close->25-2057-Detailed]]

with those who have autism spectrum disorders or emotional disorders, such as anxiety and depression. Special education teachers work with general education teachers, specialists, administrators, and parents to develop IEPs. Students' IEPs outline their goals, including academic or behavioral milestones, and services they are to receive, such as speech therapy. Educators and parents also meet to discuss updates and changes to IEPs. Special education teachers must be comfortable using and learning new technology. Most use computers to keep records of their students' performance, prepare > [[< Previous->25-2057-WhatTheyDo-3]] > [[Next >->25-2057-WhatTheyDo-5]] > [[Close->25-2057-Detailed]]

lesson plans, and update IEPs. Some teachers also use assistive technology aids, such as Braille writers and computer software, that help them communicate with their students. Special education teachers' duties vary by their work setting, students' disabilities, and specialties. Some special education teachers work in classrooms or resource centers that include only students with disabilities. In these settings, teachers plan, adapt, and present lessons to meet each student's needs. They teach students individually or in small groups. In inclusive classrooms, special education teachers > [[< Previous->25-2057-WhatTheyDo-4]] > [[Next >->25-2057-WhatTheyDo-6]] > [[Close->25-2057-Detailed]]

instruct students with disabilities who are in general education classrooms. They work with general education teachers to adapt lessons so that students with disabilities can more easily understand them. Some special education teachers work with students who have moderate to severe disabilities. These teachers help students, who may be eligible for services until age 21, develop basic life skills. Some teach the skills necessary for students with moderate disabilities to live independently, find a job, and manage money and their time. For more information about other workers who help > [[< Previous->25-2057-WhatTheyDo-5]] > [[Next >->25-2057-WhatTheyDo-7]] > [[Close->25-2057-Detailed]]

education. In a program leading to a bachelor's degree in special education, prospective teachers learn about the different types of disabilities and how to present information so that students will understand. Programs typically include a student-teaching program, in which prospective teachers work with a mentor and get experience instructing students in a classroom setting. To become fully certified, states may require special education teachers to complete a master's degree in special education after obtaining a job. Private schools typically require teachers to have at least a > [[< Previous->25-2057-HowToBecomeOne-1]] > [[Next >->25-2057-HowToBecomeOne-3]] > [[Close->25-2057-Detailed]]

bachelor's degree in special education. ### Licenses, Certifications, and Registrations All states require teachers in public schools to be licensed in the specific grade level that they teach. A license frequently is referred to as a certification. Those who teach in private schools typically do not need to be licensed. Requirements for certification or licensure can vary by state but generally involve the following: - A bachelor's degree with a minimum grade point average - Completion of a student-teaching program - Passing a background check > [[< Previous->25-2057-HowToBecomeOne-2]] > [[Next >->25-2057-HowToBecomeOne-4]] > [[Close->25-2057-Detailed]]

- Passing a general teaching certification test, as well as a test that demonstrates knowledge of the subject the candidate will teach All states offer an alternative route to certification or licensure for people who already have a bachelor's degree. These alternative programs cover teaching methods and child development. Candidates are awarded full certification after they complete the program. Other alternative programs require prospective teachers to take classes in education before they can start to teach. Teachers may be awarded a master's degree after completing either type of > [[< Previous->25-2057-HowToBecomeOne-3]] > [[Next >->25-2057-HowToBecomeOne-5]] > [[Close->25-2057-Detailed]]

program. ### Advancement Experienced teachers may advance to become mentors who help less experienced teachers improve their instructional skills. They also may become lead teachers. Teachers may become school counselors, instructional coordinators, and elementary, middle, and high school principals. These positions generally require additional education, an advanced degree, or certification. An advanced degree in education administration or leadership may be helpful. ### Important Qualities The following are examples of qualities that are important for these workers to perform their > [[< Previous->25-2057-HowToBecomeOne-4]] > [[Next >->25-2057-HowToBecomeOne-6]] > [[Close->25-2057-Detailed]]

duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Special education teachers need to explain concepts in terms that students with learning disabilities can understand. They also must write Individualized Education Programs (IEPs) and share students' progress with general education teachers, counselors and other specialists, administrators, and parents. Critical-thinking skills. Special education teachers must be able to assess students' progress and use the information to adapt lessons. Interpersonal skills. Special education > [[< Previous->25-2057-HowToBecomeOne-5]] > [[Next >->25-2057-HowToBecomeOne-7]] > [[Close->25-2057-Detailed]]

teachers work regularly with a team of educators and the student's parents to develop IEPs. As a result, they need to be able to build positive working relationships. Patience. Special education teachers must be able to stay calm instructing students with disabilities, who may lack basic skills, present behavioral or other challenges, or require repeated efforts to understand material. Resourcefulness. Special education teachers must develop different ways to present information that meet their students' needs. They also help general education teachers adapt their lessons to the needs of > [[< Previous->25-2057-HowToBecomeOne-6]] > [[Next >->25-2057-HowToBecomeOne-8]] > [[Close->25-2057-Detailed]]

students with disabilities. > [[< Previous->25-2057-HowToBecomeOne-7]] > [[Close->25-2057-Detailed]]

- Plan activities that are specific to each student's abilities - Teach and mentor students as a class, in small groups, and one-on-one - Implement IEPs, assess students' performance, and track their progress - Update IEPs throughout the school year to reflect students' progress and goals - Discuss students' progress with parents, other teachers, counselors, and administrators - Supervise and mentor teacher assistants who work with students with disabilities > [[< Previous->25-2058-WhatTheyDo-1]] > [[Next >->25-2058-WhatTheyDo-3]] > [[Close->25-2058-Detailed]]

- Prepare and help students transition from grade to grade and from school to life outside of school Special education teachers work with students from preschool to high school. They instruct students who have mental, emotional, physical, or learning disabilities. For example, some help students develop study skills, such as highlighting text and using flashcards. Others work with students who have physical disabilities and may use a wheelchair or other adaptive devices. Still others work with students who have sensory disabilities, such as visual or hearing impairments. They also may work > [[< Previous->25-2058-WhatTheyDo-2]] > [[Next >->25-2058-WhatTheyDo-4]] > [[Close->25-2058-Detailed]]

with those who have autism spectrum disorders or emotional disorders, such as anxiety and depression. Special education teachers work with general education teachers, specialists, administrators, and parents to develop IEPs. Students' IEPs outline their goals, including academic or behavioral milestones, and services they are to receive, such as speech therapy. Educators and parents also meet to discuss updates and changes to IEPs. Special education teachers must be comfortable using and learning new technology. Most use computers to keep records of their students' performance, prepare > [[< Previous->25-2058-WhatTheyDo-3]] > [[Next >->25-2058-WhatTheyDo-5]] > [[Close->25-2058-Detailed]]

lesson plans, and update IEPs. Some teachers also use assistive technology aids, such as Braille writers and computer software, that help them communicate with their students. Special education teachers' duties vary by their work setting, students' disabilities, and specialties. Some special education teachers work in classrooms or resource centers that include only students with disabilities. In these settings, teachers plan, adapt, and present lessons to meet each student's needs. They teach students individually or in small groups. In inclusive classrooms, special education teachers > [[< Previous->25-2058-WhatTheyDo-4]] > [[Next >->25-2058-WhatTheyDo-6]] > [[Close->25-2058-Detailed]]

instruct students with disabilities who are in general education classrooms. They work with general education teachers to adapt lessons so that students with disabilities can more easily understand them. Some special education teachers work with students who have moderate to severe disabilities. These teachers help students, who may be eligible for services until age 21, develop basic life skills. Some teach the skills necessary for students with moderate disabilities to live independently, find a job, and manage money and their time. For more information about other workers who help > [[< Previous->25-2058-WhatTheyDo-5]] > [[Next >->25-2058-WhatTheyDo-7]] > [[Close->25-2058-Detailed]]

education. In a program leading to a bachelor's degree in special education, prospective teachers learn about the different types of disabilities and how to present information so that students will understand. Programs typically include a student-teaching program, in which prospective teachers work with a mentor and get experience instructing students in a classroom setting. To become fully certified, states may require special education teachers to complete a master's degree in special education after obtaining a job. Private schools typically require teachers to have at least a > [[< Previous->25-2058-HowToBecomeOne-1]] > [[Next >->25-2058-HowToBecomeOne-3]] > [[Close->25-2058-Detailed]]

bachelor's degree in special education. ### Licenses, Certifications, and Registrations All states require teachers in public schools to be licensed in the specific grade level that they teach. A license frequently is referred to as a certification. Those who teach in private schools typically do not need to be licensed. Requirements for certification or licensure can vary by state but generally involve the following: - A bachelor's degree with a minimum grade point average - Completion of a student-teaching program - Passing a background check > [[< Previous->25-2058-HowToBecomeOne-2]] > [[Next >->25-2058-HowToBecomeOne-4]] > [[Close->25-2058-Detailed]]

- Passing a general teaching certification test, as well as a test that demonstrates knowledge of the subject the candidate will teach All states offer an alternative route to certification or licensure for people who already have a bachelor's degree. These alternative programs cover teaching methods and child development. Candidates are awarded full certification after they complete the program. Other alternative programs require prospective teachers to take classes in education before they can start to teach. Teachers may be awarded a master's degree after completing either type of > [[< Previous->25-2058-HowToBecomeOne-3]] > [[Next >->25-2058-HowToBecomeOne-5]] > [[Close->25-2058-Detailed]]

program. ### Advancement Experienced teachers may advance to become mentors who help less experienced teachers improve their instructional skills. They also may become lead teachers. Teachers may become school counselors, instructional coordinators, and elementary, middle, and high school principals. These positions generally require additional education, an advanced degree, or certification. An advanced degree in education administration or leadership may be helpful. ### Important Qualities The following are examples of qualities that are important for these workers to perform their > [[< Previous->25-2058-HowToBecomeOne-4]] > [[Next >->25-2058-HowToBecomeOne-6]] > [[Close->25-2058-Detailed]]

duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Special education teachers need to explain concepts in terms that students with learning disabilities can understand. They also must write Individualized Education Programs (IEPs) and share students' progress with general education teachers, counselors and other specialists, administrators, and parents. Critical-thinking skills. Special education teachers must be able to assess students' progress and use the information to adapt lessons. Interpersonal skills. Special education > [[< Previous->25-2058-HowToBecomeOne-5]] > [[Next >->25-2058-HowToBecomeOne-7]] > [[Close->25-2058-Detailed]]

teachers work regularly with a team of educators and the student's parents to develop IEPs. As a result, they need to be able to build positive working relationships. Patience. Special education teachers must be able to stay calm instructing students with disabilities, who may lack basic skills, present behavioral or other challenges, or require repeated efforts to understand material. Resourcefulness. Special education teachers must develop different ways to present information that meet their students' needs. They also help general education teachers adapt their lessons to the needs of > [[< Previous->25-2058-HowToBecomeOne-6]] > [[Next >->25-2058-HowToBecomeOne-8]] > [[Close->25-2058-Detailed]]

students with disabilities. > [[< Previous->25-2058-HowToBecomeOne-7]] > [[Close->25-2058-Detailed]]

- Plan activities that are specific to each student's abilities - Teach and mentor students as a class, in small groups, and one-on-one - Implement IEPs, assess students' performance, and track their progress - Update IEPs throughout the school year to reflect students' progress and goals - Discuss students' progress with parents, other teachers, counselors, and administrators - Supervise and mentor teacher assistants who work with students with disabilities > [[< Previous->25-2059-WhatTheyDo-1]] > [[Next >->25-2059-WhatTheyDo-3]] > [[Close->25-2059-Detailed]]

- Prepare and help students transition from grade to grade and from school to life outside of school Special education teachers work with students from preschool to high school. They instruct students who have mental, emotional, physical, or learning disabilities. For example, some help students develop study skills, such as highlighting text and using flashcards. Others work with students who have physical disabilities and may use a wheelchair or other adaptive devices. Still others work with students who have sensory disabilities, such as visual or hearing impairments. They also may work > [[< Previous->25-2059-WhatTheyDo-2]] > [[Next >->25-2059-WhatTheyDo-4]] > [[Close->25-2059-Detailed]]

with those who have autism spectrum disorders or emotional disorders, such as anxiety and depression. Special education teachers work with general education teachers, specialists, administrators, and parents to develop IEPs. Students' IEPs outline their goals, including academic or behavioral milestones, and services they are to receive, such as speech therapy. Educators and parents also meet to discuss updates and changes to IEPs. Special education teachers must be comfortable using and learning new technology. Most use computers to keep records of their students' performance, prepare > [[< Previous->25-2059-WhatTheyDo-3]] > [[Next >->25-2059-WhatTheyDo-5]] > [[Close->25-2059-Detailed]]

lesson plans, and update IEPs. Some teachers also use assistive technology aids, such as Braille writers and computer software, that help them communicate with their students. Special education teachers' duties vary by their work setting, students' disabilities, and specialties. Some special education teachers work in classrooms or resource centers that include only students with disabilities. In these settings, teachers plan, adapt, and present lessons to meet each student's needs. They teach students individually or in small groups. In inclusive classrooms, special education teachers > [[< Previous->25-2059-WhatTheyDo-4]] > [[Next >->25-2059-WhatTheyDo-6]] > [[Close->25-2059-Detailed]]

instruct students with disabilities who are in general education classrooms. They work with general education teachers to adapt lessons so that students with disabilities can more easily understand them. Some special education teachers work with students who have moderate to severe disabilities. These teachers help students, who may be eligible for services until age 21, develop basic life skills. Some teach the skills necessary for students with moderate disabilities to live independently, find a job, and manage money and their time. For more information about other workers who help > [[< Previous->25-2059-WhatTheyDo-5]] > [[Next >->25-2059-WhatTheyDo-7]] > [[Close->25-2059-Detailed]]

education. In a program leading to a bachelor's degree in special education, prospective teachers learn about the different types of disabilities and how to present information so that students will understand. Programs typically include a student-teaching program, in which prospective teachers work with a mentor and get experience instructing students in a classroom setting. To become fully certified, states may require special education teachers to complete a master's degree in special education after obtaining a job. Private schools typically require teachers to have at least a > [[< Previous->25-2059-HowToBecomeOne-1]] > [[Next >->25-2059-HowToBecomeOne-3]] > [[Close->25-2059-Detailed]]

bachelor's degree in special education. ### Licenses, Certifications, and Registrations All states require teachers in public schools to be licensed in the specific grade level that they teach. A license frequently is referred to as a certification. Those who teach in private schools typically do not need to be licensed. Requirements for certification or licensure can vary by state but generally involve the following: - A bachelor's degree with a minimum grade point average - Completion of a student-teaching program - Passing a background check > [[< Previous->25-2059-HowToBecomeOne-2]] > [[Next >->25-2059-HowToBecomeOne-4]] > [[Close->25-2059-Detailed]]

- Passing a general teaching certification test, as well as a test that demonstrates knowledge of the subject the candidate will teach All states offer an alternative route to certification or licensure for people who already have a bachelor's degree. These alternative programs cover teaching methods and child development. Candidates are awarded full certification after they complete the program. Other alternative programs require prospective teachers to take classes in education before they can start to teach. Teachers may be awarded a master's degree after completing either type of > [[< Previous->25-2059-HowToBecomeOne-3]] > [[Next >->25-2059-HowToBecomeOne-5]] > [[Close->25-2059-Detailed]]

program. ### Advancement Experienced teachers may advance to become mentors who help less experienced teachers improve their instructional skills. They also may become lead teachers. Teachers may become school counselors, instructional coordinators, and elementary, middle, and high school principals. These positions generally require additional education, an advanced degree, or certification. An advanced degree in education administration or leadership may be helpful. ### Important Qualities The following are examples of qualities that are important for these workers to perform their > [[< Previous->25-2059-HowToBecomeOne-4]] > [[Next >->25-2059-HowToBecomeOne-6]] > [[Close->25-2059-Detailed]]

duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Special education teachers need to explain concepts in terms that students with learning disabilities can understand. They also must write Individualized Education Programs (IEPs) and share students' progress with general education teachers, counselors and other specialists, administrators, and parents. Critical-thinking skills. Special education teachers must be able to assess students' progress and use the information to adapt lessons. Interpersonal skills. Special education > [[< Previous->25-2059-HowToBecomeOne-5]] > [[Next >->25-2059-HowToBecomeOne-7]] > [[Close->25-2059-Detailed]]

teachers work regularly with a team of educators and the student's parents to develop IEPs. As a result, they need to be able to build positive working relationships. Patience. Special education teachers must be able to stay calm instructing students with disabilities, who may lack basic skills, present behavioral or other challenges, or require repeated efforts to understand material. Resourcefulness. Special education teachers must develop different ways to present information that meet their students' needs. They also help general education teachers adapt their lessons to the needs of > [[< Previous->25-2059-HowToBecomeOne-6]] > [[Next >->25-2059-HowToBecomeOne-8]] > [[Close->25-2059-Detailed]]

students with disabilities. > [[< Previous->25-2059-HowToBecomeOne-7]] > [[Close->25-2059-Detailed]]

# What Radiologic and MRI Technologists Do Radiologic technologists, also known as radiographers, perform x rays and other diagnostic imaging examinations on patients. MRI technologists operate magnetic resonance imaging (MRI) scanners to create diagnostic images. ### Duties Radiologic and MRI technologists typically do the following: - Adjust and maintain imaging equipment - Follow precise orders from physicians on what areas of the body to image - Prepare patients for procedures, including taking a medical history and shielding exposed areas that do not need to be imaged > [[Next >->29-2035-WhatTheyDo-2]] > [[Close->29-2035-Detailed]]

- Position the patient and the equipment in order to get the correct image - Operate the computerized equipment to take the images - Work with physicians to evaluate the images and to determine whether additional images need to be taken > [[< Previous->29-2035-WhatTheyDo-1]] > [[Next >->29-2035-WhatTheyDo-3]] > [[Close->29-2035-Detailed]]

- Keep detailed patient records Radiologic technologists are trained in the use of different types of medical diagnostic equipment. They may choose to specialize, such as in x-ray, mammography, or computed tomography (CT) imaging. Some radiologic technologists provide a mixture for the patient to drink that allows soft tissue to be viewed on the images that the radiologist reviews. MRI technologists specialize in magnetic resonance imaging scanners. They inject patients with contrast media, such as a dye, so that the images will show up on the scanner. The scanners use magnetic fields in > [[< Previous->29-2035-WhatTheyDo-2]] > [[Next >->29-2035-WhatTheyDo-4]] > [[Close->29-2035-Detailed]]

combination with the contrast agent to produce images that a physician can use to diagnose medical problems. For information about healthcare workers who specialize in other diagnostic equipment, see the profiles for nuclear medicine technologists, diagnostic medical sonographers, and cardiovascular technologists and technicians. > [[< Previous->29-2035-WhatTheyDo-3]] > [[Close->29-2035-Detailed]]

# Work Environment ### Work Environment Radiologic and MRI technologists work in healthcare facilities, and more than half work in hospitals. Most radiologic and MRI technologists work full time. > [[Close->29-2035-Detailed]]

# How to Become a Radiologic or MRI Technologist Radiologic technologists and MRI technologists typically need an associate's degree. MRI technologists may start out as radiologic technologists. Most states require radiologic technologists to be licensed or certified, but few states require licensure for MRI technologists. Regardless of state requirements, employers typically require or prefer to hire technologists who are certified. ### Education High school students who are interested in radiologic or MRI technology should take courses that focus on math and science, such as anatomy, biology, chemistry, and physics. An associate's > [[Next >->29-2035-HowToBecomeOne-2]] > [[Close->29-2035-Detailed]]

degree is the education typically required for radiologic and MRI technologists. There also are postsecondary education programs that lead to graduate certificates or bachelor's degrees in healthcare and related fields and science technologies. Depending on the field of degree, education programs may include both academic study and clinical work. Coursework includes anatomy, pathology, patient care, radiation physics and protection, and image evaluation. Some states require candidates for licensure to complete an accredited program. ### Work Experience in a Related Occupation MRI > [[< Previous->29-2035-HowToBecomeOne-1]] > [[Next >->29-2035-HowToBecomeOne-3]] > [[Close->29-2035-Detailed]]

technologists typically need less than 5 years of experience in a related occupation, most often from working as a radiologic technologist. ### Licenses, Certifications, and Registrations Most states require radiologic technologists to be licensed or certified. Few states require licensure for MRI technologists. Requirements vary by state. To become licensed, technologists usually must graduate from an accredited program and either pass a certification exam from the state or obtain certification from a credentialing organization. Technologists may be certified in multiple specialties. For > [[< Previous->29-2035-HowToBecomeOne-2]] > [[Next >->29-2035-HowToBecomeOne-4]] > [[Close->29-2035-Detailed]]

specific licensure requirements for radiologic technologists and MRI technologists, contact the state's health board. Employers typically require or prefer prospective technologists to be certified even if the state does not require it. Employers also may require or prefer that prospective technologists have certification in cardiopulmonary resuscitation (CPR) or basic life support (BLS). Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more > [[< Previous->29-2035-HowToBecomeOne-3]] > [[Next >->29-2035-HowToBecomeOne-5]] > [[Close->29-2035-Detailed]]

information, visit the Employment Projections (EP) skills data page. Detail oriented. Radiologic and MRI technologists must follow instructions exactly to get the images needed for diagnoses. Interpersonal skills. Radiologic and MRI technologists work closely with patients who may be stressed or in pain. They must put patients at ease to get usable images. Math skills. Radiologic and MRI technologists may need to calculate the proper amount of radiation or magnetic resonance emitted in imaging procedures. Physical stamina. Radiologic and MRI technologists often work on their feet for long > [[< Previous->29-2035-HowToBecomeOne-4]] > [[Next >->29-2035-HowToBecomeOne-6]] > [[Close->29-2035-Detailed]]

periods during their shift and must be able to lift and move patients who need help. Technical skills. Radiologic and MRI technologists must understand how to operate complex machinery. > [[< Previous->29-2035-HowToBecomeOne-5]] > [[Close->29-2035-Detailed]]

# Pay The median annual wage for magnetic resonance imaging technologists was $88,180 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $64,910, and the highest 10 percent earned more than $121,420. The median annual wage for radiologic technologists and technicians was $77,660 in May 2024. The lowest 10 percent earned less than $52,360, and the highest 10 percent earned more than $106,990. In May 2024, the median annual wages for magnetic resonance imaging > [[Next >->29-2035-Pay-2]] > [[Close->29-2035-Detailed]]

technologists in the top industries in which they worked were as follows: In May 2024, the median annual wages for radiologic technologists and technicians in the top industries in which they worked were as follows: Most radiologic and MRI technologists work full time. Because imaging is sometimes needed in emergency situations, some technologists work evenings, weekends, or overnight. > [[< Previous->29-2035-Pay-1]] > [[Close->29-2035-Detailed]]

# Job Outlook Overall employment of radiologic and MRI technologists is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 15,400 openings for radiologic and MRI technologists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The growing size of the older population and the rising prevalence of chronic disease will lead to greater demand for healthcare services, including > [[Next >->29-2035-JobOutlook-2]] > [[Close->29-2035-Detailed]]

diagnostic procedures. More radiologic and MRI technologists will be needed to perform the imaging exams that are essential for making diagnoses and creating treatment plans. Falls and associated injuries, such as broken bones or head trauma, are common in older people and require x rays or computed tomography (CT) scans to assess the extent of harm. In addition, MRI scans are useful for imaging various types of cancers, including of the brain, spine, and liver. As the number of falls and cancer cases rises, these technologists and technicians will be needed to operate the equipment that > [[< Previous->29-2035-JobOutlook-1]] > [[Next >->29-2035-JobOutlook-3]] > [[Close->29-2035-Detailed]]

helps detect, assess, and diagnose these injuries and diseases. > [[< Previous->29-2035-JobOutlook-2]] > [[Close->29-2035-Detailed]]

# What Tutors Do Tutors instruct students individually or in small groups to support formal class instruction or improve academic performance. Some tutors prepare students for standardized or admissions tests. ### Duties Tutors typically do the following: - Set goals with students - Assist students with homework or practice problems - Teach students organizational and study skills - Provide feedback to students - Review learning materials with students - Prepare session materials or practice questions > [[Next >->25-3041-WhatTheyDo-2]] > [[Close->25-3041-Detailed]]

- Monitor student progress to discuss with students, parents, or teachers Tutors work with students one-on-one or in groups to help them learn or to reinforce subject material. For example, they may help students with homework assignments or review worksheets, drills, or other academic exercises. They may create tools and activities, such as educational games, or find resources in textbooks or online. Tutors structure their lessons based on a variety of factors, including their students' needs and age. For example, some students may respond well to rapid-response or high-energy activities > [[< Previous->25-3041-WhatTheyDo-1]] > [[Next >->25-3041-WhatTheyDo-3]] > [[Close->25-3041-Detailed]]

while other students, such as those with disabilities, may require a slower pace or less sensory stimulation. Tutors also may help students improve their study and organizational skills. They may help students develop good habits through the use of tools, such as flash cards, and strategies, including note-taking systems or calendars for managing time. The following are examples of types of tutors: Language and ESL tutors assist students who are learning a foreign language or English as a second language (ESL). They may help students develop fluency or literacy by focusing on grammar, > [[< Previous->25-3041-WhatTheyDo-2]] > [[Next >->25-3041-WhatTheyDo-4]] > [[Close->25-3041-Detailed]]

pronunciation, reading, and writing in the target language. Special education tutors work with students who have physical, mental, emotional, or behavioral disabilities. These tutors develop lesson plans and teaching methods based on the specific needs of each student. Special education tutors may help with life skills and social skills in addition to academic subjects. Subject tutors typically help with homework or other coursework and with reteaching concepts. These tutors typically have a background in the subject that they tutor. For example, a math tutor may have a degree in > [[< Previous->25-3041-WhatTheyDo-3]] > [[Next >->25-3041-WhatTheyDo-5]] > [[Close->25-3041-Detailed]]

mathematics or have completed numerous mathematics or related courses. Test preparation tutors help students prepare for standardized examinations that measure knowledge or skills in a consistent, or "standard," manner. These tutors may work with students on developing test-taking strategies, such as time management and question analysis, specific to their standardized test. > [[< Previous->25-3041-WhatTheyDo-4]] > [[Close->25-3041-Detailed]]

# Work Environment ### Work Environment Most tutors work part time, and their schedules may vary. For example, they may work evenings and weekends and may have more hours during the school year or leading up to standardized test dates. > [[Close->25-3041-Detailed]]

# How to Become a Tutor Tutors typically need to have completed some college courses, specifically in the subjects that they want to teach. However, education requirements vary. Some employers do not require credentials; others prefer to hire tutors who have a bachelor's degree. ### Education and Training Tutors typically need to have some college education, specifically in subjects that they want to teach. Some tutors, such as those still in high school, may not have completed college courses but have a strong knowledge or background in a specific subject. Some employers require that tutors have a bachelor's > [[Next >->25-3041-HowToBecomeOne-2]] > [[Close->25-3041-Detailed]]

degree in a field such as education. Other employers may prefer to hire tutors whose degree relates closely to their tutoring subject, such as mathematics or a foreign language. Depending on the position, tutors may receive training on the job. ### Other Experience Test preparation tutors usually need to have scored highly on the standardized tests for which they help students prepare. Student tutors, such as those in college, may need a minimum grade point average (GPA) or must have high grades in the subjects that they tutor. Some employers prefer to hire tutors who have teaching > [[< Previous->25-3041-HowToBecomeOne-1]] > [[Next >->25-3041-HowToBecomeOne-3]] > [[Close->25-3041-Detailed]]

experience or who have a state-issued teaching certification or license. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Tutors must explain concepts in terms that students can understand. They may need to discuss student progress with parents or teachers. Creativity. Tutors must be able to keep students engaged in learning. They may have to change their methods of instruction to address the needs of different > [[< Previous->25-3041-HowToBecomeOne-2]] > [[Next >->25-3041-HowToBecomeOne-4]] > [[Close->25-3041-Detailed]]

students. Instructional skills. Tutors must understand the fundamentals of teaching and lesson planning. They must adjust their teaching style and lessons to meet the needs of each student. Organizational skills. Tutors must coordinate schedules with students, parents, or employers. They must prepare lesson plans and instructional materials for tutoring sessions. Patience. Working with students of different abilities and backgrounds can be difficult. Tutors must be patient, especially with students who may become distracted or who struggle to master the material. > [[< Previous->25-3041-HowToBecomeOne-3]] > [[Close->25-3041-Detailed]]

# Pay The median annual wage for tutors was $40,090 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $28,430, and the highest 10 percent earned more than $78,810. In May 2024, the median annual wages for tutors in the top industries in which they worked were as follows: Most tutors work part time, and their schedules may vary. For example, they may work evenings and weekends and may have more hours during the school year or leading up to standardized test dates. > [[Close->25-3041-Detailed]]

# Job Outlook Employment of tutors is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 37,100 openings for tutors are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth for tutors will depend on the size of the student population requiring additional academic assistance. Demand for private tutoring services is projected to continue as students preparing for > [[Next >->25-3041-JobOutlook-2]] > [[Close->25-3041-Detailed]]

college strive to differentiate themselves from other applicants through academic achievement. Also, some applicants to graduate school programs will hire tutors to help them prepare for entrance exams. The ability of schools, students, and families to pay for tutoring services will impact future demand for these workers. The introduction of generative artificial intelligence (AI) will somewhat reduce the need for tutors, since many of their regular activities can be completed by online software. Companies with large inventories of practice tests, assessments, and assignments for various > [[< Previous->25-3041-JobOutlook-1]] > [[Next >->25-3041-JobOutlook-3]] > [[Close->25-3041-Detailed]]

academic subjects and standardized tests will be able to provide digital services that were previously only available with a personal or private tutor. > [[< Previous->25-3041-JobOutlook-2]] > [[Close->25-3041-Detailed]]

- Organize and classify archival materials - Safeguard records by creating film and digital copies - Direct workers to help arrange, exhibit, and maintain collections - Set and administer policy guidelines concerning public access to materials - Find and acquire new materials for their archives Curators, museum technicians, and conservators typically do the following: - Acquire, store, and exhibit collections - Select the theme and design of exhibits - Design, organize, and conduct tours and workshops for the public - Attend meetings and civic events to promote their institution > [[< Previous->25-4013-WhatTheyDo-1]] > [[Next >->25-4013-WhatTheyDo-3]] > [[Close->25-4013-Detailed]]

- Clean objects such as ancient tools, coins, and statues - Direct and supervise curatorial, technical, and student staff > [[< Previous->25-4013-WhatTheyDo-2]] > [[Next >->25-4013-WhatTheyDo-4]] > [[Close->25-4013-Detailed]]

- Plan and conduct special research projects Archivists preserve important or historically significant documents and records. They coordinate educational and public outreach programs, such as tours, lectures, and classes. They also may work with researchers on topics and items relevant to their collections. Some archivists specialize in a particular era of history so that they can have a better understanding of the records from that period. Archivists typically work with specific forms of documentation, such as manuscripts, electronic records, websites, photographs, maps, motion pictures, > [[< Previous->25-4013-WhatTheyDo-3]] > [[Next >->25-4013-WhatTheyDo-5]] > [[Close->25-4013-Detailed]]

or sound recordings. Curators, who also may be museum directors, lead the acquisition, storage, and exhibition of collections. They negotiate and authorize the purchase, sale, exchange, and loan of collections. They also may research, authenticate, evaluate, and categorize the items in a collection. Curators often perform administrative tasks and help manage their institution's research projects and related educational programs. They may represent their institution in the media, at public events, and at professional conferences. In large institutions, some curators may specialize in a > [[< Previous->25-4013-WhatTheyDo-4]] > [[Next >->25-4013-WhatTheyDo-6]] > [[Close->25-4013-Detailed]]

particular field, such as botany, art, or history. For example, a large natural history museum might employ separate curators for its collections of birds, fish, and mammals. In small institutions, one curator may be responsible for many tasks, from taking care of collections to directing the affairs of the museum. Museum technicians, who may be known as preparators, registrars, or collections specialists, care for and safeguard objects in museum collections and exhibitions. Preparators focus on readying items in museum collections for display or storage. For example, they might make > [[< Previous->25-4013-WhatTheyDo-5]] > [[Next >->25-4013-WhatTheyDo-7]] > [[Close->25-4013-Detailed]]

frames and mats for artwork or fit mounts to support objects. They also help to create exhibits, such as by building exhibit cases, installing items, and ensuring proper lighting. And they transport items and prepare them for shipping. Registrars and collections specialists oversee the logistics of acquisitions, insurance policies, risk management, and loaning of objects to and from the museum for exhibition or research. They keep detailed records of the conditions and locations of the objects that are on display, in storage, or being transported to another museum. They also maintain and > [[< Previous->25-4013-WhatTheyDo-6]] > [[Next >->25-4013-WhatTheyDo-8]] > [[Close->25-4013-Detailed]]

store any documentation associated with the objects. These workers also may answer questions from the public and help curators and outside scholars use the museum's collections. Conservators handle, preserve, treat, and keep records of artifacts, specimens, and works of art. They may perform substantial historical, scientific, and archeological research. They document their findings and treat items in order to minimize deterioration or restore them to their original state. Conservators usually specialize in a particular material or group of objects, such as documents and books, paintings, > [[< Previous->25-4013-WhatTheyDo-7]] > [[Next >->25-4013-WhatTheyDo-9]] > [[Close->25-4013-Detailed]]

master's degree in art history, history, archaeology, or museum studies. In small museums, curator positions may be available to applicants with a bachelor's degree. Because curators have administrative and managerial responsibilities, courses in business administration, public relations, marketing, and fundraising are recommended. Museum technicians. Museum technicians typically need a bachelor's degree in museum studies or a related field, such as archaeology, art history, or history. Some jobs require candidates to have a master's degree in museum studies. In addition, museum employers > [[< Previous->25-4013-HowToBecomeOne-1]] > [[Next >->25-4013-HowToBecomeOne-3]] > [[Close->25-4013-Detailed]]

may prefer candidates who have knowledge of the museum's specialty or have experience working in museums. Conservators. Conservators typically need a master's degree in conservation or a related field. Graduate programs last 2 to 4 years, the latter part of which includes an internship. To qualify for entry into these programs, a student must have a background in archaeology, art history, chemistry, or studio art. Completing a conservation internship as an undergraduate may enhance an applicant's prospects into a graduate program. ### Licenses, Certifications, and Registrations Although > [[< Previous->25-4013-HowToBecomeOne-2]] > [[Next >->25-4013-HowToBecomeOne-4]] > [[Close->25-4013-Detailed]]

most employers do not require certification, some archivists may choose to earn voluntary certification because it allows them to demonstrate expertise in a particular area. Information on certifications is available from CareerOneStop. ### Other Experience To gain experience, candidates may have to work part time, as an intern or as a volunteer, during or after completing their education. Substantial experience in collection management, research, exhibit design, or restoration, as well as database management skills, is necessary for full-time positions. ### Advancement Continuing education > [[< Previous->25-4013-HowToBecomeOne-3]] > [[Next >->25-4013-HowToBecomeOne-5]] > [[Close->25-4013-Detailed]]

is available through meetings, conferences, and workshops sponsored by archival, historical, and museum associations. Some large organizations, such as the U.S. National Archives and Records Administration in Washington, DC, offer in-house training. Top museum positions are highly sought after. Performing unique research and producing published work are important for advancement in large institutions. In addition, a doctoral degree may be needed for some advanced positions. Museum workers employed in small institutions may have limited opportunities for promotion. They typically advance by > [[< Previous->25-4013-HowToBecomeOne-4]] > [[Next >->25-4013-HowToBecomeOne-6]] > [[Close->25-4013-Detailed]]

transferring to a larger institution that has supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Archivists, curators, museum technicians, and conservators must explore minutiae to determine the origin, history, and importance of the objects they work with. Customer-service skills. Archivists, curators, museum technicians, and conservators work regularly with the general public. They must be > [[< Previous->25-4013-HowToBecomeOne-5]] > [[Next >->25-4013-HowToBecomeOne-7]] > [[Close->25-4013-Detailed]]

# What Massage Therapists Do Massage therapists treat clients by applying pressure to manipulate the body's soft tissues and joints. This treatment may help to relieve pain, heal injuries, relieve stress, and aid in the general wellness of clients. ### Duties Massage therapists typically do the following: - Talk with clients about their symptoms, medical history, and treatment goals - Evaluate clients prior to and during the massage to locate painful or tense areas of the body - Manipulate muscles, tendons, ligaments, and other soft tissues of the body > [[Next >->31-9011-WhatTheyDo-2]] > [[Close->31-9011-Detailed]]

- Increase range of motion through joint mobilization techniques - Provide guidance on stretching, strengthening, overall relaxation, and improving their posture - Document clients' conditions and progress > [[< Previous->31-9011-WhatTheyDo-1]] > [[Next >->31-9011-WhatTheyDo-3]] > [[Close->31-9011-Detailed]]

- Clean their workspace and sanitize equipment Massage therapists manipulate clients' soft tissues and joints to treat injuries and promote general wellness. They may use their hands, fingers, forearms, elbows, and feet as tools during the session. Massage therapists may use lotions and oils and massage tables or chairs when treating a client. The length of a session varies based on type of massage. For example, a chair massage may be as short as 5 to 10 minutes, whereas a table massage typically lasts between 30 and 90 minutes. Massage therapists talk with clients about what the desired > [[< Previous->31-9011-WhatTheyDo-2]] > [[Next >->31-9011-WhatTheyDo-4]] > [[Close->31-9011-Detailed]]

outcome of massage. They may suggest personalized treatment plans for the client, including information about additional relaxation techniques to practice between sessions. Massage therapists may specialize in different massage modalities, or specialties, such as Swedish massage, deep-tissue massage, and sports massage. Massage therapists may specialize in several modalities. The type of massage given typically depends on the client's needs and physical condition. Different populations, such as athletes or pregnant women, require different techniques for their massages. In addition to > [[< Previous->31-9011-WhatTheyDo-3]] > [[Next >->31-9011-WhatTheyDo-5]] > [[Close->31-9011-Detailed]]

giving massages, therapists, especially those who are self-employed, may spend time recording notes on clients, marketing, booking clients, and conducting other business tasks. > [[< Previous->31-9011-WhatTheyDo-4]] > [[Close->31-9011-Detailed]]

# Work Environment ### Work Environment Massage therapists work in an array of settings, such as spas and offices of other health practitioners. Some also travel to local events, clients' homes, or other sites. Part-time work is common, and work schedules may vary. Many massage therapists are self-employed. > [[Close->31-9011-Detailed]]

# How to Become a Massage Therapist Massage therapists typically complete a postsecondary education program that combines study and experience, although standards and requirements vary by state. Most states regulate massage therapy and require massage therapists to have a license or certification. ### Education Massage therapy education programs are typically in private, independent schools or in community colleges or other public postsecondary institutions. Depending on the program, earning a diploma or certificate requires several months or years to complete. Applicants to massage therapy programs typically need at least a > [[Next >->31-9011-HowToBecomeOne-2]] > [[Close->31-9011-Detailed]]

high school diploma or equivalent. The curriculum generally includes both classroom study and hands-on practice of massage techniques. Required coursework includes sciences, such as anatomy, physiology, kinesiology, and pathology, as well as subjects such as business and ethics. Some programs concentrate on certain modalities, or specialties, such as sports, rehabilitative, or oncology massage. ### Licenses, Certifications, and Registrations Massage therapists typically need a state-issued license or must register with the state. Requirements vary but typically include graduation from an > [[< Previous->31-9011-HowToBecomeOne-1]] > [[Next >->31-9011-HowToBecomeOne-3]] > [[Close->31-9011-Detailed]]

approved massage therapy program and passing an exam. Other requirements for massage therapists may include passing a background check, having liability insurance, and being certified in cardiopulmonary resuscitation (CPR). Many states require massage therapists to complete continuing education credits and to renew their license periodically. For more information, contact the licensing board for the state in which you intend to practice. Information on state licensing board requirements is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are > [[< Previous->31-9011-HowToBecomeOne-2]] > [[Next >->31-9011-HowToBecomeOne-4]] > [[Close->31-9011-Detailed]]

important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Massage therapists must listen carefully and convey information clearly in order to ensure that clients achieve desired results through massage sessions. Decision-making skills. Massage therapists must evaluate each client's needs and recommend the best treatment based on that person's needs. Empathy. Massage therapists often treat clients who are in pain. They must be compassionate and sympathetic to their clients' problems and > [[< Previous->31-9011-HowToBecomeOne-3]] > [[Next >->31-9011-HowToBecomeOne-5]] > [[Close->31-9011-Detailed]]

needs. Integrity. Massage therapists often have access to clients' medical histories and other privacy information. Therefore, they must be trustworthy and protect client confidentiality. Interpersonal skills. Massage therapists must give clients a positive experience. Building trust and making clients feel comfortable are necessary for therapists to expand their client base. Physical stamina. Massage therapists may give several treatments during a workday and must be able to stand throughout massage appointments. Physical strength and dexterity. Massage therapists must be strong and able > [[< Previous->31-9011-HowToBecomeOne-4]] > [[Next >->31-9011-HowToBecomeOne-6]] > [[Close->31-9011-Detailed]]

to exert pressure through a variety of movements when manipulating a client's muscles. Time-management skills. Massage therapists must be effective in using the time allocated for appointments to help each client accomplish his or her goals. > [[< Previous->31-9011-HowToBecomeOne-5]] > [[Close->31-9011-Detailed]]

# Pay The median annual wage for massage therapists was $57,950 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $33,280, and the highest 10 percent earned more than $97,450. In May 2024, the median annual wages for massage therapists in the top industries in which they worked were as follows: Part-time work is common for massage therapists. Because therapists usually work by appointment, their schedules and the number of hours worked each week vary considerably. > [[Next >->31-9011-Pay-2]] > [[Close->31-9011-Detailed]]

Moreover, because of the strength and endurance needed to give a massage, many therapists cannot perform massage services 8 hours per day, 5 days a week. > [[< Previous->31-9011-Pay-1]] > [[Close->31-9011-Detailed]]

# Job Outlook Employment of massage therapists is projected to grow 15 percent from 2024 to 2034, much faster than the average for all occupations. About 24,700 openings for massage therapists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Continued growth in the demand for massage services will lead to new jobs for massage therapists. Not only does massage help relieve stress and increase relaxation, but it is also > [[Next >->31-9011-JobOutlook-2]] > [[Close->31-9011-Detailed]]

becoming more accepted as a natural and safe treatment method for managing pain. Demand for massage therapists is expected to increase as more people look to massage to maintain overall health and well-being. > [[< Previous->31-9011-JobOutlook-1]] > [[Close->31-9011-Detailed]]

# What Medical Assistants Do Medical assistants complete administrative and clinical tasks, such as scheduling appointments and taking patients' vital signs. Their duties vary by location, specialty, and employer. ### Duties Medical assistants typically do the following: - Interview patients and record their medical history - Measure patients' vital signs, such as their blood pressure and weight - Help physicians with patient examinations - Give patients injections or medications as directed by physicians and as permitted by state law - Schedule patient appointments > [[Next >->31-9092-WhatTheyDo-2]] > [[Close->31-9092-Detailed]]

- Collect and prepare samples of blood and other specimens for laboratory tests - Enter patient information, such as their vital signs and test results, into medical records > [[< Previous->31-9092-WhatTheyDo-1]] > [[Next >->31-9092-WhatTheyDo-3]] > [[Close->31-9092-Detailed]]

- Maintain inventory of medical and office supplies Medical assistants often focus on either clinical or administrative tasks, although some do both. Their primary clinical tasks involve taking and recording patients' personal information and medical history. Other tasks that assistants are allowed to do vary by state and may include performing basic laboratory tests, disposing of contaminated supplies, and sterilizing medical instruments. Some assistants have additional responsibilities, such as instructing patients about medications or drawing blood. Medical assistants may have a range of > [[< Previous->31-9092-WhatTheyDo-2]] > [[Next >->31-9092-WhatTheyDo-4]] > [[Close->31-9092-Detailed]]

administrative tasks. They help patients understand and receive their insurance coverage, such as by completing forms, coding information, and contacting companies about billing. They also inventory, order, and restock medical and office supplies; answer telephones; and schedule appointments. Some medical assistants specialize according to the type of medical practice in which they work. For example, medical assistants who help ophthalmologists and optometrists show patients how to insert, remove, and care for contact lenses. Medical assistants must adhere to confidentiality standards when > [[< Previous->31-9092-WhatTheyDo-3]] > [[Next >->31-9092-WhatTheyDo-5]] > [[Close->31-9092-Detailed]]

working with patients and patient information. Medical assistants should not be confused with other healthcare occupations that may have similar titles or duties. For example, both medical assistants and physician assistants work under the direction of physicians; however, physician assistants practice medicine and can prescribe medication under a physician's supervision. > [[< Previous->31-9092-WhatTheyDo-4]] > [[Close->31-9092-Detailed]]

# Work Environment ### Work Environment Most medical assistants work full time. They are employed in physicians' offices, hospitals, outpatient clinics, and other healthcare facilities. > [[Close->31-9092-Detailed]]

# How to Become a Medical Assistant Medical assistants typically need postsecondary education, such as a certificate. Some workers enter the occupation with a high school diploma and learn through on-the-job training. ### Education High school students interested in a career as a medical assistant should take science classes, including biology and chemistry. Although employers often prefer to hire candidates with more education, some medical assistants have a high school diploma and learn their duties on the job. Medical assistants typically complete a postsecondary program, such as for a medical assistant certificate or an > [[Next >->31-9092-HowToBecomeOne-2]] > [[Close->31-9092-Detailed]]

associate's degree. Programs are available in community colleges, vocational schools, technical schools, and universities and take about 1 or 2 years to complete. Medical assistant programs include courses such as medical terminology, anatomy, and pharmacology. They also typically include supervised experience, such as a practicum or an internship. ### Training Medical assistants who do not have postsecondary education may learn their skills through on-the-job training or an apprenticeship. Physicians or other medical assistants may teach a new assistant tasks such as how to take vital signs > [[< Previous->31-9092-HowToBecomeOne-1]] > [[Next >->31-9092-HowToBecomeOne-3]] > [[Close->31-9092-Detailed]]

and how to interact with patients It may take several months for an assistant to complete training, depending on the facility. ### Licenses, Certifications, and Registrations Some states require that medical assistants graduate from an accredited program, be licensed or certified, or meet other prerequisites in order to practice. Contact your state licensing agency for more information. Although most states do not require it, employers may prefer or require that medical assistants be certified. Certification is available from a number of organizations. Some employers may require medical > [[< Previous->31-9092-HowToBecomeOne-2]] > [[Next >->31-9092-HowToBecomeOne-4]] > [[Close->31-9092-Detailed]]

assistants to meet other qualifications, such as Basic Life Support (BLS) certification. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Medical assistants must be able to understand medical charts and diagnoses. Communication skills. Medical assistants need to convey important information to patients, such as when scheduling appointments or explaining > [[< Previous->31-9092-HowToBecomeOne-3]] > [[Next >->31-9092-HowToBecomeOne-5]] > [[Close->31-9092-Detailed]]

medical information. Compassion. Medical assistants interact with patients who are sick or injured and who may be in extreme pain or distress. They must be empathetic toward patients and their families. Detail oriented. Medical assistants must be precise when taking vital signs or recording patient information. Physicians, patients, and insurance companies rely on accurate records. Interpersonal skills. Medical assistants work with other healthcare professionals, such as physicians, and need to be able to discuss patient information with them. They also interact with patients and must be > [[< Previous->31-9092-HowToBecomeOne-4]] > [[Next >->31-9092-HowToBecomeOne-6]] > [[Close->31-9092-Detailed]]

courteous. > [[< Previous->31-9092-HowToBecomeOne-5]] > [[Close->31-9092-Detailed]]

# Pay The median annual wage for medical assistants was $44,200 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $35,020, and the highest 10 percent earned more than $57,830. In May 2024, the median annual wages for medical assistants in the top industries in which they worked were as follows: Most medical assistants work full time. Some work evening, weekend, or holiday shifts in medical facilities that are open around the clock. > [[Close->31-9092-Detailed]]

# Job Outlook Employment of medical assistants is projected to grow 12 percent from 2024 to 2034, much faster than the average for all occupations. About 112,300 openings for medical assistants are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The growing size of the older adult population, which typically has more healthcare concerns than younger age groups, will increase demand for medical services. As a result, more > [[Next >->31-9092-JobOutlook-2]] > [[Close->31-9092-Detailed]]

medical assistants will be needed to support healthcare teams in physicians' offices, hospitals, and other care settings by performing routine administrative and clinical tasks. > [[< Previous->31-9092-JobOutlook-1]] > [[Close->31-9092-Detailed]]

# What Medical Records Specialists Do Medical records specialists compile, process, and maintain patient files. They also may classify and enter patients' medical information into the healthcare industry's numerical coding system. ### Duties Medical records specialists typically do the following: - Review patients' records for timeliness, completeness, and accuracy - Use classification systems to assign clinical codes for patients' diagnoses, procedures, medical services, and related information - Maintain and retrieve records for insurance reimbursement and data analysis > [[Next >->29-2072-WhatTheyDo-2]] > [[Close->29-2072-Detailed]]

- Electronically record data for collection, storage, analysis, retrieval, and reporting > [[< Previous->29-2072-WhatTheyDo-1]] > [[Next >->29-2072-WhatTheyDo-3]] > [[Close->29-2072-Detailed]]

- Ensure confidentiality of patients' records Medical records specialists have a variety of data entry and recordkeeping tasks. They may gather patients' medical histories, symptoms, test results, treatments, and other health information and enter the details into electronic health records (EHR) systems. Some workers categorize medical information for purposes such as insurance reimbursement and providing data to clinicians. When handling medical records, these workers follow administrative, ethical, and legal requirements for safeguarding patient privacy. Medical records specialists also > [[< Previous->29-2072-WhatTheyDo-2]] > [[Next >->29-2072-WhatTheyDo-4]] > [[Close->29-2072-Detailed]]

may serve as gatekeepers for access to patient files. They ensure access only to authorized people and retrieve, scan, and transmit files according to established protocols. Medical coders assign the diagnosis and procedure codes for patient care, population health statistics, and billing purposes. For example, they might review patient information for preexisting conditions, such as diabetes, to ensure proper coding of patient data. They also work as the liaison between healthcare providers and billing offices. Although medical records specialists do not provide direct patient care, they > [[< Previous->29-2072-WhatTheyDo-3]] > [[Next >->29-2072-WhatTheyDo-5]] > [[Close->29-2072-Detailed]]

work regularly with registered nurses and other healthcare workers. They meet with these workers to clarify diagnoses or to get additional information. For information about other workers who deal with healthcare records, see the profile for health information technologists and medical registrars. > [[< Previous->29-2072-WhatTheyDo-4]] > [[Close->29-2072-Detailed]]

# Work Environment ### Work Environment Medical records specialists typically spend many hours at a computer. Most work full time. > [[Close->29-2072-Detailed]]

# How to Become a Medical Records Specialist Medical records specialists typically need a postsecondary certificate to enter the occupation, although some qualify with a high school diploma. Others might need an associate's degree. Certification may be required or preferred. ### Education A high school diploma or equivalent and experience in a healthcare setting are enough to qualify for some positions, but others may require a postsecondary certificate or an associate's or bachelor's degree. High school students may benefit from taking classes in subjects such as biology, computer science, and anatomy. Community colleges and > [[Next >->29-2072-HowToBecomeOne-2]] > [[Close->29-2072-Detailed]]

technical schools offer certificate and associate's degree programs for medical records specialists. These programs typically include courses in medical terminology, health data requirements and standards, and classification and coding systems. ### Licenses, Certifications, and Registrations Employers may prefer to hire medical records specialists who have certification, or they may expect applicants to earn certification shortly after being hired. Certifications usually require candidates to pass an exam and might require previous experience or education. Certificate, associate's, or > [[< Previous->29-2072-HowToBecomeOne-1]] > [[Next >->29-2072-HowToBecomeOne-3]] > [[Close->29-2072-Detailed]]

bachelor's degree programs may help students to meet these requirements. Information on certifications is available from CareerOneStop. ### Advancement Medical records specialists may advance to become health information technologists or medical registrars or medical or health services managers after completing a higher certification program or earning a degree in health information technology. Requirements vary by facility. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment > [[< Previous->29-2072-HowToBecomeOne-2]] > [[Next >->29-2072-HowToBecomeOne-4]] > [[Close->29-2072-Detailed]]

Projections (EP) skills data page. Analytical skills. Medical records specialists must interpret medical documentation to assess diagnoses, which they then code into a patient's medical record. Detail oriented. Medical records specialists must be precise about verifying and coding patient information. Integrity. Medical records specialists must exercise discretion and act ethically when working with patient data to protect patient confidentiality, as required by law. Interpersonal skills. Medical records specialists need to discuss patient information, discrepancies, and data requirements > [[< Previous->29-2072-HowToBecomeOne-3]] > [[Next >->29-2072-HowToBecomeOne-5]] > [[Close->29-2072-Detailed]]

with physicians, finance personnel, and other workers involved in patient care and recordkeeping. > [[< Previous->29-2072-HowToBecomeOne-4]] > [[Close->29-2072-Detailed]]

# Pay The median annual wage for medical records specialists was $50,250 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $35,780, and the highest 10 percent earned more than $80,950. In May 2024, the median annual wages for medical records specialists in the top industries in which they worked were as follows: Most medical records specialists work full time. In healthcare facilities that are always open, such as hospitals, specialists may work shifts, including nights > [[Next >->29-2072-Pay-2]] > [[Close->29-2072-Detailed]]

or weekends. > [[< Previous->29-2072-Pay-1]] > [[Close->29-2072-Detailed]]

# Job Outlook Employment of medical records specialists is projected to grow 7 percent from 2024 to 2034, much faster than the average for all occupations. About 14,200 openings for medical records specialists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment An increasing share of the population is entering older age groups, which typically require more medical services. In addition, there is a growing prevalence of heart > [[Next >->29-2072-JobOutlook-2]] > [[Close->29-2072-Detailed]]

disease, diabetes, and other chronic conditions. As a result, more medical records specialists will be needed to translate patient information and services delivered into standardized codes to be used for insurance reimbursement and other purposes. However, the increase in adoption of artificial intelligence (AI)-powered solutions that make the medical coding process more efficient may affect the demand for these workers. > [[< Previous->29-2072-JobOutlook-1]] > [[Close->29-2072-Detailed]]

# What Medical Transcriptionists Do Medical transcriptionists, sometimes referred to as healthcare documentation specialists, use electronic devices to convert voice recordings from physicians and other healthcare workers into formal reports. Transcriptionists also may edit medical records for accuracy and return documents for review and approval. ### Duties Medical transcriptionists typically do the following: - Listen to the recorded dictation of a physician or other healthcare worker - Interpret and transcribe the dictation for medical reports, such as patient histories, discharge summaries, and physical examinations > [[Next >->31-9094-WhatTheyDo-2]] > [[Close->31-9094-Detailed]]

- Review and edit drafts prepared by speech recognition software, making sure that the transcription is accurate, complete, and consistent in style - Translate medical abbreviations and jargon into the appropriate long form - Identify inconsistencies, errors, and missing information in a report that could compromise patient care - Submit reports to physicians and other healthcare providers for review and approval - Follow patient confidentiality guidelines and legal documentation requirements > [[< Previous->31-9094-WhatTheyDo-1]] > [[Next >->31-9094-WhatTheyDo-3]] > [[Close->31-9094-Detailed]]

- Enter medical reports into electronic health records (EHR) systems Medical transcriptionists use a variety of equipment to produce reports. The most common is speech recognition technology, which involves specialized software that automatically prepares an initial draft of a report. The transcriptionist then listens to the voice file and reviews the draft for accuracy, identifying any errors and editing the report, as necessary. A less common technology requires these workers to use audio-playback equipment for listening to and transcribing dictation. Transcriptionists also use > [[< Previous->31-9094-WhatTheyDo-2]] > [[Next >->31-9094-WhatTheyDo-4]] > [[Close->31-9094-Detailed]]

word-processing and other software to prepare the transcripts, as well as medical reference materials when needed. Medical transcriptionists must be familiar with medical terminology, anatomy, and physiology. Additionally, they must have knowledge of English grammar in order to ensure that their transcriptions are correct. Transcriptionists' ability to understand the healthcare worker's recording, to correctly transcribe that information, and to identify inaccuracies in the transcript is critical to preventing ineffective or even harmful treatment. Medical transcriptionists who work in > [[< Previous->31-9094-WhatTheyDo-3]] > [[Next >->31-9094-WhatTheyDo-5]] > [[Close->31-9094-Detailed]]

physicians' offices may have other duties, such as answering phones and greeting patients. > [[< Previous->31-9094-WhatTheyDo-4]] > [[Close->31-9094-Detailed]]

# Work Environment ### Work Environment Many medical transcriptionists work for hospitals, physicians' offices, and third-party transcription companies that provide services to healthcare establishments. Most are full time, but part-time work is common. > [[Close->31-9094-Detailed]]

# How to Become a Medical Transcriptionist Medical transcriptionists typically need postsecondary education that leads to a certificate. Prospective medical transcriptionists must know basic medical terminology, anatomy and physiology, and rules of grammar. Some choose to become certified. ### Education Employers may prefer to hire transcriptionists who have completed postsecondary education in medical transcription. Medical transcription programs may be offered online as well as in person by vocational schools, community colleges, and career institutes. They vary in length but typically may be completed in less than 1 year; programs > [[Next >->31-9094-HowToBecomeOne-2]] > [[Close->31-9094-Detailed]]

that lead to an associate's degree may take longer. Programs typically include coursework in anatomy and physiology, medical terminology, laws relating to healthcare documentation, and English grammar and punctuation. These programs may include the opportunity to gain experience through supervised transcription. Prospective transcriptionists who are familiar with medical terminology from working in other healthcare occupations, such as nursing assistants or medical secretaries, may become proficient through refresher courses and training. ### Licenses, Certifications, and > [[< Previous->31-9094-HowToBecomeOne-1]] > [[Next >->31-9094-HowToBecomeOne-3]] > [[Close->31-9094-Detailed]]

Registrations Although certification is not required, some medical transcriptionists choose to become certified. Certifications typically require passing an exam and are valid for a specified number of years. In order to recertify, individuals must earn continuing education credits. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Computer skills. Medical transcriptionists > [[< Previous->31-9094-HowToBecomeOne-2]] > [[Next >->31-9094-HowToBecomeOne-4]] > [[Close->31-9094-Detailed]]

must know how to operate electronic health records (EHR) systems and should be comfortable using software to prepare reports. Critical-thinking skills. Medical transcriptionists must assess medical reports and correct any inaccuracies and inconsistencies in finished drafts. Listening skills. Medical transcriptionists must pay attention to hear and interpret the intended meaning of dictations. Time-management skills. Medical transcriptionists must organize their schedules well because they may need to produce transcriptions under tight deadlines. Writing skills. Medical transcriptionists > [[< Previous->31-9094-HowToBecomeOne-3]] > [[Next >->31-9094-HowToBecomeOne-5]] > [[Close->31-9094-Detailed]]

need a good understanding of English grammar in order to ensure that transcribed reports are correct. > [[< Previous->31-9094-HowToBecomeOne-4]] > [[Close->31-9094-Detailed]]

# Pay The median annual wage for medical transcriptionists was $37,550 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $26,370, and the highest 10 percent earned more than $53,890. In May 2024, the median annual wages for medical transcriptionists in the top industries in which they worked were as follows: Some medical transcriptionists are paid based on the volume of transcription they produce. Others are paid an hourly rate or an annual salary. Most medical > [[Next >->31-9094-Pay-2]] > [[Close->31-9094-Detailed]]

transcriptionists are full time, but part-time work is common. Medical transcriptionists who work from home may work outside typical business hours and have some flexibility in determining their schedules. > [[< Previous->31-9094-Pay-1]] > [[Close->31-9094-Detailed]]

# Job Outlook Employment of medical transcriptionists is projected to grow 5 percent from 2024 to 2034, decline. About 7,400 openings for medical transcriptionists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Technological advances in speech recognition and natural language processing allow physicians to document patient encounters in real time, reducing the need for medical transcriptionists. In addition, these > [[Next >->31-9094-JobOutlook-2]] > [[Close->31-9094-Detailed]]

technologies increase medical transcriptionists' productivity, allowing more transcription by fewer workers. > [[< Previous->31-9094-JobOutlook-1]] > [[Close->31-9094-Detailed]]

# What Special Effects Artists and Animators Do Special effects artists and animators create two- and three-dimensional models, images that appear to move, and visual effects for television, movies, video games, and other forms of media. ### Duties Special effects artists and animators typically do the following: - Use computer programs and illustrations to create graphics and animation (images that appear to move) - Work with a team of animators and artists to create a movie, game, or visual effect - Research upcoming projects to help create realistic designs or animation > [[Next >->27-1014-WhatTheyDo-2]] > [[Close->27-1014-Detailed]]

- Edit animation and effects on the basis of feedback from directors, other animators, game designers, or clients > [[< Previous->27-1014-WhatTheyDo-1]] > [[Next >->27-1014-WhatTheyDo-3]] > [[Close->27-1014-Detailed]]

- Meet with clients, other animators, games designers, directors, and other staff (which may include actors) to review deadlines and development timelines Special effects artists and animators often work in a specific medium. Some focus on creating animated movies or video games. Others create visual effects for movies and television shows. Creating computer-generated images (known as CGI) may include taking images of an actor's movements and then animating them into three-dimensional characters. Other animators design scenery or backgrounds for locations. Artists and animators can further > [[< Previous->27-1014-WhatTheyDo-2]] > [[Next >->27-1014-WhatTheyDo-4]] > [[Close->27-1014-Detailed]]

specialize within these fields. Within animated movies and video games, artists often specialize in characters or in scenery and background design. Video game artists may focus on level design: creating the look, feel, and layout for the levels of a video game. Animators work in teams to develop a movie, a visual effect, or an electronic game. Each animator works on a portion of the project, and then the pieces are put together to create one cohesive animation. Some special effects artists and animators create their work primarily by using computer software or by writing their own computer > [[< Previous->27-1014-WhatTheyDo-3]] > [[Next >->27-1014-WhatTheyDo-5]] > [[Close->27-1014-Detailed]]

code. Many animation companies have their own computer animation software that artists must learn to use. Video game designers also work in a variety of platforms, including mobile gaming and online social networks. Other artists and animators prefer to work by drawing and painting by hand and then translating the resulting images into computer programs. Some special effects artists use storyboards or "animatics," which look like a comic strip, to help visualize the final product during the design process. Many special effects artists and animators put their creative work on the Internet. > [[< Previous->27-1014-WhatTheyDo-4]] > [[Next >->27-1014-WhatTheyDo-6]] > [[Close->27-1014-Detailed]]

If the images become popular, these artists can gain more recognition, which may lead to future employment or freelance work. > [[< Previous->27-1014-WhatTheyDo-5]] > [[Close->27-1014-Detailed]]

# Work Environment ### Work Environment Many artists and animators work in offices; others work from home. > [[Close->27-1014-Detailed]]

# How to Become a Special Effects Artist or Animator Special effects artists and animators typically need a bachelor's degree in computer graphics, art, or a related field to develop both a portfolio of work and the technical skills that many employers prefer. ### Education Special effects artists and animators typically need a bachelor's degree in computer graphics, animation, fine arts, or a related field. Bachelor's degree programs in computer graphics often include courses in computer science in addition to art. Programs in animation often require classes in drawing, animation, and film. Programs in fine arts may include courses in > [[Next >->27-1014-HowToBecomeOne-2]] > [[Close->27-1014-Detailed]]

painting, drawing, and sculpture. Schools also may have specialized degrees in topics such as interactive media or game design. Employers usually prefer to hire candidates who have a good portfolio and strong technical skills, both of which students may develop while earning a degree. ### Advancement Special effects artists and animators who show strong teamwork and time-management skills can advance to supervisory positions, where they are responsible for one aspect of a visual effects team. Some artists might advance to leadership or directorial positions, such as an art director or > [[< Previous->27-1014-HowToBecomeOne-1]] > [[Next >->27-1014-HowToBecomeOne-3]] > [[Close->27-1014-Detailed]]

producer or director. ### Other Experience Skills in graphics and animation can be honed through self-study. Special effects artists and animators can develop these skills to enhance their portfolios, which may make it easier to find job opportunities. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Artistic talent. Animators and artists should have artistic ability and a good understanding of color, texture, and light. However, they > [[< Previous->27-1014-HowToBecomeOne-2]] > [[Next >->27-1014-HowToBecomeOne-4]] > [[Close->27-1014-Detailed]]

may be able to compensate for artistic shortcomings with better technical skills. Communication skills. Special effects artists and animators need to work as part of a team and respond well to criticism and feedback. Computer skills. Many special effects artists and animators use computer programs or write programming code to do most of their work. Creativity. Artists and animators must be able to think creatively to develop original ideas and make them come to life. Time-management skills. The workdays required by most studio and game design companies can be long, particularly when there > [[< Previous->27-1014-HowToBecomeOne-3]] > [[Next >->27-1014-HowToBecomeOne-5]] > [[Close->27-1014-Detailed]]

are tight deadlines. Artists and animators need to be able to manage their time effectively when a deadline approaches. > [[< Previous->27-1014-HowToBecomeOne-4]] > [[Close->27-1014-Detailed]]

# Pay The median annual wage for special effects artists and animators was $99,800 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $57,220, and the highest 10 percent earned more than $174,630. In May 2024, the median annual wages for special effects artists and animators in the top industries in which they worked were as follows: Most special effects artists and animators work a regular full-time schedule; however, when deadlines are approaching, they may need to work > [[Next >->27-1014-Pay-2]] > [[Close->27-1014-Detailed]]

nights and weekends. > [[< Previous->27-1014-Pay-1]] > [[Close->27-1014-Detailed]]

# Job Outlook Employment of special effects artists and animators is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 5,000 openings for special effects artists and animators are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth is projected due to demand for animation and visual effects in video games, movies, and television. Consumer demand will continue for > [[Next >->27-1014-JobOutlook-2]] > [[Close->27-1014-Detailed]]

more realistic video games, movie and television special effects, and three-dimensional movies. Additional special effects artists and animators will likely be required to meet increased demand for these enhanced visual complexities. Furthermore, continued demand for computer graphics for mobile devices, such as smart phones, is projected to lead to more job opportunities. Special effects artists will be needed to create animation for games and for mobile applications. However, technological advancements may affect the role of special effects artists and animators. Some routine animation > [[< Previous->27-1014-JobOutlook-1]] > [[Next >->27-1014-JobOutlook-3]] > [[Close->27-1014-Detailed]]

and special effects tasks produced by artificial intelligence (AI) may dampen demand for this occupation. > [[< Previous->27-1014-JobOutlook-2]] > [[Close->27-1014-Detailed]]

- Create sketches, templates, or models to guide their work - Select which materials to use on the basis of color, texture, strength, and other criteria - Shape, join, or cut materials for a final product - Use visual techniques, such as composition, color, space, and perspective, to produce desired artistic effects - Develop portfolios highlighting their artistic styles and abilities to show to gallery owners and others interested in their work - Display their work at auctions, craft fairs, galleries, museums, and online marketplaces > [[< Previous->27-1019-WhatTheyDo-1]] > [[Next >->27-1019-WhatTheyDo-3]] > [[Close->27-1019-Detailed]]

- Complete grant proposals and applications to obtain financial support for projects Artists create objects that are beautiful, thought provoking, and sometimes shocking. They often strive to communicate ideas or feelings through their art. Craft artists work with many different materials, including ceramics, glass, textiles, wood, metal, and paper. They use these materials to create unique pieces of art, such as pottery, quilts, stained glass, furniture, jewelry, and clothing. Many craft artists also use fine-art techniques - for example, painting, sketching, and printing > [[< Previous->27-1019-WhatTheyDo-2]] > [[Next >->27-1019-WhatTheyDo-4]] > [[Close->27-1019-Detailed]]

- to add finishing touches to their products. Fine artists typically display their work in museums, in commercial or nonprofit art galleries, at craft fairs, in corporate collections, on the Internet, and in private homes. Some of their artwork may be commissioned (requested by a client), but most is sold by the artist or through private art galleries or dealers. The artist, gallery, and dealer together decide in advance how much of the proceeds from the sale each will keep. Most craft and fine artists spend their time and effort selling their artwork to potential customers and building a > [[< Previous->27-1019-WhatTheyDo-3]] > [[Next >->27-1019-WhatTheyDo-5]] > [[Close->27-1019-Detailed]]

reputation. In addition to selling their artwork, many artists have at least one other job to support their craft or art careers. Some artists work in museums or art galleries as art directors or as archivists, curators, or museum workers, planning and setting up exhibits. Others teach craft or art classes or conduct workshops in schools or in their own studios. For more information on workers who teach art classes, see the profiles on kindergarten and elementary school teachers, middle school teachers, high school teachers, career and technical education teachers, and postsecondary > [[< Previous->27-1019-WhatTheyDo-4]] > [[Next >->27-1019-WhatTheyDo-6]] > [[Close->27-1019-Detailed]]

teachers. Craft and fine artists specialize in one or more types of art. The following are examples of types of craft and fine artists: Cartoonists create simplified or exaggerated drawings to visually convey political, advertising, comic, or sports concepts. Some cartoonists work with others who create the idea or story and write captions. Others create plots and write captions themselves. Most cartoonists have humorous, critical, or dramatic talent, in addition to drawing skills. Ceramic artists shape, form, and mold artworks out of clay, often using a potter's wheel and other tools. > [[< Previous->27-1019-WhatTheyDo-5]] > [[Next >->27-1019-WhatTheyDo-7]] > [[Close->27-1019-Detailed]]

They glaze and fire pieces in kilns, which are large, special furnaces that dry and harden the clay. Digital artists use design and production software to create interactive art online. The digital imagery may then be transferred to paper or some other form of printmaking or made available directly on web-accessible devices. Fiber artists use fabric, yarn, or other natural and synthetic materials to weave, knit, crochet, or sew textile art. They may use a loom to weave fabric, needles to knit or crochet yarn, or a sewing machine to join pieces of fabric for quilts or other > [[< Previous->27-1019-WhatTheyDo-6]] > [[Next >->27-1019-WhatTheyDo-8]] > [[Close->27-1019-Detailed]]

handicrafts. Fine-art painters paint landscapes, portraits, and other subjects in a variety of styles, ranging from realistic to abstract. They may work in a variety of media, such as watercolors, oil paints, and acrylics. Furniture makers cut, sand, join, and finish wood and other materials to make handcrafted furnishings. For information about other workers who assemble wood furniture, see the profile on woodworkers. Glass artists process glass in a variety of ways - such as by blowing, shaping, staining, or joining it > [[< Previous->27-1019-WhatTheyDo-7]] > [[Next >->27-1019-WhatTheyDo-9]] > [[Close->27-1019-Detailed]]

- to create artistic pieces. Some processes require the use of kilns, ovens, and other equipment and tools that bend glass at high temperatures. These workers also decorate glass objects, such as by etching or painting. Illustrators create pictures for books, magazines, and other publications and for commercial products, such as textiles, wrapping paper, stationery, greeting cards, and calendars. Illustrators increasingly use computers in their work. They might draw in pen or pencil and then scan the image, using software to add color, or they might use a special pen to draw images directly > [[< Previous->27-1019-WhatTheyDo-8]] > [[Next >->27-1019-WhatTheyDo-10]] > [[Close->27-1019-Detailed]]

onto the computer. Jewelry artists use metals, stones, beads, and other materials to make objects for personal adornment, such as earrings or necklaces. For more information about other workers who create jewelry, see the profile on jewelers and precious stone and metal workers. Medical and scientific illustrators combine drawing skills with knowledge of biology or other sciences. Medical illustrators work with computers or with pen and paper to create images, three-dimensional models, and animations of human anatomy and surgical procedures. Scientific illustrators draw animal and plant > [[< Previous->27-1019-WhatTheyDo-9]] > [[Next >->27-1019-WhatTheyDo-11]] > [[Close->27-1019-Detailed]]

life, atomic and molecular structures, and geologic and planetary formations. These illustrations are used in medical and scientific publications and in audiovisual presentations for teaching purposes. Some medical and scientific illustrators work for lawyers, producing exhibits for court cases. Public artists create large paintings, sculptures, and displays called "installations" that are meant to be seen in open spaces. These works are typically displayed in parks, museum grounds, train stations, and other public areas. Printmakers create images on a silk screen, woodblock, lithography > [[< Previous->27-1019-WhatTheyDo-10]] > [[Next >->27-1019-WhatTheyDo-12]] > [[Close->27-1019-Detailed]]

stone, metal etching plate, or other types of matrices. A printing hand press then creates the final work of art, inking and transferring the matrix to a piece of paper. Sculptors design and shape three-dimensional works of art, either by molding and joining materials such as clay, glass, plastic, and metal or by cutting and carving forms from a block of plaster, wood, or stone. Some sculptors combine various materials to create mixed-media installations, such as by incorporating light, sound, and motion into their work. Sketch artists are a type of illustrator who often use pencil, > [[< Previous->27-1019-WhatTheyDo-11]] > [[Next >->27-1019-WhatTheyDo-13]] > [[Close->27-1019-Detailed]]

charcoal, or pastels to create likenesses of subjects. Their sketches are used by law enforcement agencies to help identify suspects, by the news media to show courtroom scenes, and by individual customers for their own enjoyment. Tattoo artists use stencils and draw by hand to create original images and text on skin. With specialized needles, these artists use a variety of styles and colors based on their clients' preferences. Video artists record avant-garde, moving imagery that is typically shown in a loop in art galleries, museums, or performance spaces. These artists sometimes use > [[< Previous->27-1019-WhatTheyDo-12]] > [[Next >->27-1019-WhatTheyDo-14]] > [[Close->27-1019-Detailed]]

multiple monitors or create unusual spaces for the video to be shown. > [[< Previous->27-1019-WhatTheyDo-13]] > [[Close->27-1019-Detailed]]

related to fine and performing arts. In addition to studio art and art history, postsecondary programs may include core subjects, such as English, marketing, social science, and natural science. Independent schools of art and design also offer postsecondary education programs, which can lead to a certificate in an art-related specialty or to an associate's, bachelor's, or master's degree in fine arts. Medical illustrators must have artistic ability and a detailed knowledge of human or animal anatomy, living organisms, and surgical and medical procedures. They usually need a bachelor's degree > [[< Previous->27-1019-HowToBecomeOne-1]] > [[Next >->27-1019-HowToBecomeOne-3]] > [[Close->27-1019-Detailed]]

that combines art and premedical courses. Medical illustrators may choose to get a master's degree in medical illustration. Four accredited schools offer this degree in the United States. Education gives artists an opportunity to develop their portfolio, which is a collection of an artist's work that demonstrates his or her styles and abilities. Portfolios are essential, because art directors, clients, and others look at them when deciding whether to hire an artist or to buy the artist's work. In addition to compiling a physical portfolio, many artists choose to create a portfolio > [[< Previous->27-1019-HowToBecomeOne-2]] > [[Next >->27-1019-HowToBecomeOne-4]] > [[Close->27-1019-Detailed]]

online. Those who want to teach fine arts at public elementary or secondary schools usually must have a teaching certificate in addition to a bachelor's degree. For more information on workers who teach art classes, see the profiles on kindergarten and elementary school teachers, middle school teachers, high school teachers, career and technical education teachers, and postsecondary teachers. ### Training Craft and fine artists improve their skills through practice and repetition. They can train in several ways other than, or in addition to, formal schooling. Craft and fine artists may > [[< Previous->27-1019-HowToBecomeOne-3]] > [[Next >->27-1019-HowToBecomeOne-5]] > [[Close->27-1019-Detailed]]

train with simpler projects before attempting something more ambitious. Some artists learn on the job from more experienced artists. Others attend noncredit classes or workshops or take private lessons, which may be offered in artists' studios or at community colleges, art centers, galleries, museums, or other art-related institutions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Artistic ability. Craft and fine artists create > [[< Previous->27-1019-HowToBecomeOne-4]] > [[Next >->27-1019-HowToBecomeOne-6]] > [[Close->27-1019-Detailed]]

artwork and other objects that are visually appealing or thought provoking. This endeavor usually requires significant skill and attention to detail in one or more art forms. Business skills. Craft and fine artists must promote themselves and their art to build a reputation and to sell their art. They often study the market for their crafts or artwork to increase their understanding of what prospective customers might want. Craft and fine artists also may sell their work on the internet, so developing an online presence is often an important part of their art sales. Creativity. Artists must > [[< Previous->27-1019-HowToBecomeOne-5]] > [[Next >->27-1019-HowToBecomeOne-7]] > [[Close->27-1019-Detailed]]

have active imaginations to develop new and original ideas for their work. Customer-service skills. Craft and fine artists, especially those who sell their work themselves, must be good at dealing with customers and prospective buyers. Dexterity. Artists must be good at manipulating tools and materials to create their art. Interpersonal skills. Artists should be comfortable interacting with people, including customers, gallery owners, and the public. ### Advancement Craft and fine artists advance professionally as their work circulates and as they establish a reputation for their > [[< Previous->27-1019-HowToBecomeOne-6]] > [[Next >->27-1019-HowToBecomeOne-8]] > [[Close->27-1019-Detailed]]

particular style. Successful artists continually develop new ideas, and their work often evolves over time. Until they become established as professional artists, many artists create artwork while continuing to hold a full-time job. Others work as an artist part time while still in school to develop experience and to build a portfolio. Self-employed and freelance artists try to establish a set of clients who regularly contract for work. Some of these artists are recognized for their skill in a specialty, such as cartooning or illustrating children's books. They may earn enough to choose the > [[< Previous->27-1019-HowToBecomeOne-7]] > [[Next >->27-1019-HowToBecomeOne-9]] > [[Close->27-1019-Detailed]]

types of projects they undertake. > [[< Previous->27-1019-HowToBecomeOne-8]] > [[Close->27-1019-Detailed]]

# What Set and Exhibit Designers Do Set and exhibit designers develop visual and tactile spaces for entertainment productions or for a variety of displays. Set designers work on movies, television, theater, and other productions. Exhibit designers create spaces to showcase products, art, artifacts, or other displays. ### Duties Set and exhibit designers typically do the following: - Evaluate scripts or objects to be exhibited - Collaborate with directors, curators, and others about intended audience in order to determine specific design features > [[Next >->27-1027-WhatTheyDo-2]] > [[Close->27-1027-Detailed]]

- Design sets or exhibit spaces to tell a story based on factors such as narrative, budget, and location - Prepare drawings by hand or using computer aided design (CAD) programs of proposed sets or exhibits - Prepare budgets for all necessary sets or exhibits > [[< Previous->27-1027-WhatTheyDo-1]] > [[Next >->27-1027-WhatTheyDo-3]] > [[Close->27-1027-Detailed]]

- Coordinate with the design team and others to create sets or exhibits that include objects, graphics, and media Set and exhibit designers create spaces that communicate a message to an audience. They may analyze scripts or other research documents to determine how these spaces can best support a story or theme. In film, theater, and television, set or scenic designers communicate the author's or director's ideas to the audience through the look and feel of scenery, furniture, and props. They consider the scene's historical period, time of day, season, and other aspects of the > [[< Previous->27-1027-WhatTheyDo-2]] > [[Next >->27-1027-WhatTheyDo-4]] > [[Close->27-1027-Detailed]]

story. Exhibit designers take into account the lighting, size of the space, message, and other qualities of a display. For interactive exhibits, they integrate multimedia effects, such as video and sound, into the space to create a multidimensional experience. Set and exhibit designers may work on traveling shows and displays, such as concert tours and museum exhibits. These sets must be easily erected and dismantled for transport to new venues and must be flexible to accommodate performing or exhibit spaces of different sizes. Set and exhibit designers may specialize in designing for a > [[< Previous->27-1027-WhatTheyDo-3]] > [[Next >->27-1027-WhatTheyDo-5]] > [[Close->27-1027-Detailed]]

particular purpose. For example, set designers for performing arts companies develop stage sets for live shows, while those who work in television or movies design sets for live or recorded programs, in-studio broadcasts, or motion pictures. Exhibit designers may focus on a specific type of museum display, such as artifacts, or on trade shows or conventions to demonstrate products. > [[< Previous->27-1027-WhatTheyDo-4]] > [[Close->27-1027-Detailed]]

# Work Environment ### Work Environment Many set and exhibit designers are self-employed. They may move from one short-term, full-time job to another, working for a series of employers rather than only one. These workers may be hired on a per-project or contract basis. > [[Close->27-1027-Detailed]]

# How to Become a Set or Exhibit Designer Set and exhibit designers typically need a bachelor's degree in theater design, exhibit design, or a related field. Some employers prefer to hire candidates who have a master's degree. ### Education Set and exhibit designers typically have a bachelor's degree, but their field of degree varies. Common courses of study include theater design and exhibit design, fine and performing arts, interior design, and architecture. Employers sometimes prefer to hire candidates who have a master's degree or allow a master's degree to substitute for desired experience. Academic programs may train students > [[Next >->27-1027-HowToBecomeOne-2]] > [[Close->27-1027-Detailed]]

to research the history, period, and story of a production. They also provide technical instruction in subjects such as reading architectural plans and using computer-aided design (CAD) programs. Other relevant courses include drawing, painting, model building, and hand drafting. ### Other Experience Employers may seek candidates who have work experience in a creative discipline, such as art or design. Students often have an opportunity to build a portfolio - a collection of completed designs that demonstrates artistic style and ability > [[< Previous->27-1027-HowToBecomeOne-1]] > [[Next >->27-1027-HowToBecomeOne-3]] > [[Close->27-1027-Detailed]]

- while they are still in school. Their portfolio may include examples from classroom projects, internships, or other experiences. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Computer skills. Set and exhibit designers do much of their creative work on computers with specialty design software, such as CAD programs. Creativity. Set and exhibit designers must be able to interpret scripts and use their artistic abilities to conceive a > [[< Previous->27-1027-HowToBecomeOne-2]] > [[Next >->27-1027-HowToBecomeOne-4]] > [[Close->27-1027-Detailed]]

set or exhibit that will help tell a story. Interpersonal skills. Set and exhibit designers must be able to collaborate effectively with directors, curators, craftspeople, and others involved in developing sets or exhibits. Organizational skills. Set and exhibit designers need to keep track of multiple tasks and deadlines related to the design projects they coordinate. Problem-solving skills. Set and exhibit designers must find ways to carry out an artistic vision for a set or exhibit while ensuring that the finished version can be constructed on time and within budget. > [[< Previous->27-1027-HowToBecomeOne-3]] > [[Close->27-1027-Detailed]]

# Pay The median annual wage for set and exhibit designers was $66,280 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $35,990, and the highest 10 percent earned more than $129,420. In May 2024, the median annual wages for set and exhibit designers in the top industries in which they worked were as follows: Most set and exhibit designers work full time. They may work evenings or weekends, such as when overseeing the installation of a set or exhibit. > [[Close->27-1027-Detailed]]

# Job Outlook Employment of set and exhibit designers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 2,500 openings for set and exhibit designers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth of set and exhibit designers is projected to be dampened by technological advancements. Still, set designers are required in the entertainment industry for a > [[Next >->27-1027-JobOutlook-2]] > [[Close->27-1027-Detailed]]

variety of projects, such as developing the scenery for a live-action movie or re-creating the landscape for a historical play. Most set and exhibit designers are self-employed as freelancers and are contracted by theater companies, museums, television and film studios, and other entertainment industries. > [[< Previous->27-1027-JobOutlook-1]] > [[Close->27-1027-Detailed]]

# What Producers and Directors Do Producers and directors make business and creative decisions about, film, television, stage, and other productions. They interpret a writer's script to entertain, inform, or instruct an audience. ### Duties Producers and directors typically do the following: - Select scripts or topics for a film, television, video, stage, or radio production - Audition and select cast members and the film or stage crew - Approve the design and financial aspects of a production - Oversee the production process, including sound, lighting, and performances > [[Next >->27-2012-WhatTheyDo-2]] > [[Close->27-2012-Detailed]]

- Oversee the postproduction process, including editing, music selection, special effects, and a performance's overall tone - Ensure that a project stays on schedule and within budget > [[< Previous->27-2012-WhatTheyDo-1]] > [[Next >->27-2012-WhatTheyDo-3]] > [[Close->27-2012-Detailed]]

- Promote finished productions or works through advertisements, film festivals, and interviews Although producers and directors have distinct roles in a production, their work may overlap. For example, directors ultimately answer to producers, but some directors share producing duties for their own films. Producers make the business and financial decisions for a film, stage production, or TV show. They raise money for the project and hire the director and crew, which may include designers, editors, and other workers. Some producers also assist in the selection of cast members. Producers set > [[< Previous->27-2012-WhatTheyDo-2]] > [[Next >->27-2012-WhatTheyDo-4]] > [[Close->27-2012-Detailed]]

the budget and approve any major changes to the project. They make sure that the production is completed on time, and they are ultimately responsible for the final product. Various producers often share responsibilities on large productions. For example, on a large movie set, an executive producer is in charge of the entire production and a line producer runs the day-to-day operations. A TV show may employ several assistant producers to whom the head or executive producer gives certain duties, such as supervising the costume and makeup teams. Directors are responsible for the creative > [[< Previous->27-2012-WhatTheyDo-3]] > [[Next >->27-2012-WhatTheyDo-5]] > [[Close->27-2012-Detailed]]

decisions of a production. They select cast members, conduct rehearsals, and direct the work of the cast and crew. During rehearsals, they work with the actors to help them portray their characters accurately. For nonfiction video, such as documentaries or live broadcasts, directors choose topics or subjects to film. They research the topic and may interview experts or relevant participants on camera. Directors also work with cinematographers and other crew members to ensure that the final product matches the overall vision. Directors work with set designers, location scouts, and art > [[< Previous->27-2012-WhatTheyDo-4]] > [[Next >->27-2012-WhatTheyDo-6]] > [[Close->27-2012-Detailed]]

directors to build a project's set. They also work with costume designers to ensure that clothing suits the overall look of the production. During a film's postproduction phase, they work closely with film editors and music supervisors to make sure that the final product meets the producer's and director's vision. Stage directors, unlike television or film directors, who document their product with cameras, make sure that the cast and crew give consistently strong live performances. As with assistant producers, several assistant directors may work on large productions. Assistant directors > [[< Previous->27-2012-WhatTheyDo-5]] > [[Next >->27-2012-WhatTheyDo-7]] > [[Close->27-2012-Detailed]]

help the director with small production tasks, such as making set changes or notifying the performers when it is their time to go onstage. Their specific responsibilities vary with the size and type of production they work on. For more information about occupations related to producers and directors, see the profiles on actors, writers and authors, film and video editors and camera operators, dancers and choreographers, and multimedia artists and animators. > [[< Previous->27-2012-WhatTheyDo-6]] > [[Close->27-2012-Detailed]]

# Work Environment ### Work Environment Producers and directors are often under pressure to finish their work on time. Most producers and directors work full time, and some work more than 40 hours per week. Their schedules may vary. > [[Close->27-2012-Detailed]]

# How to Become a Producer or Director Producers and directors typically have a bachelor's degree. They also typically need several years of experience working on set in film, TV, stage, or other productions in positions such as actors, cinematographers, or film and video editors or in related occupations, such as theater managers. ### Education Producers and directors typically need a bachelor's degree in film or cinema studies or a related field, such as arts management, business, communications technology, or theater. In film or cinema studies programs, students learn about film history, editing, screenwriting, cinematography, > [[Next >->27-2012-HowToBecomeOne-2]] > [[Close->27-2012-Detailed]]

and the filmmaking process. Stage directors may complete a degree in theater, and some go on to earn a Master of Fine Arts (MFA) degree. Courses may include directing, playwriting, set design, and acting. ### Work Experience in a Related Occupation Producers and directors might start out working in theatrical management offices as business or company managers. In television or film, they may begin as assistants or in other low-profile studio jobs. They may also participate in internships that provide opportunities to work alongside producers and directors. For more information, see the > [[< Previous->27-2012-HowToBecomeOne-1]] > [[Next >->27-2012-HowToBecomeOne-3]] > [[Close->27-2012-Detailed]]

profile on film and video editors and camera operators. ### Advancement As a producer's or director's reputation grows, he or she may work on increasingly large, challenging, and expensive projects that attract publicity. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Producers and directors must convey information and ideas clearly in order to coordinate many people to finish a production on time and within > [[< Previous->27-2012-HowToBecomeOne-2]] > [[Next >->27-2012-HowToBecomeOne-4]] > [[Close->27-2012-Detailed]]

budget. Creativity. Because a script may be interpreted in different ways, directors must decide on their approach and on how to represent the script's ideas for the production. Decision-making skills. Producers must find and hire, within budget, the best director and crew for the production. Directors must make choices that affect the look and feel of the production. Leadership skills. Directors instruct actors and help them portray their characters in a believable manner. They also supervise the crew, which is responsible for behind-the-scenes work. > [[< Previous->27-2012-HowToBecomeOne-3]] > [[Close->27-2012-Detailed]]

# Pay The median annual wage for producers and directors was $83,480 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $43,060, and the highest 10 percent earned more than $198,530. In May 2024, the median annual wages for producers and directors in the top industries in which they worked were as follows: Some producers and directors earn a percentage of ticket sales. A few of the most successful producers and directors have extraordinarily high earnings, but most do > [[Next >->27-2012-Pay-2]] > [[Close->27-2012-Detailed]]

not. Workdays for producers and directors may be long and irregular. Many do not have a standard workweek, because their schedules may change with each assignment or project. Evening, weekend, and holiday work is common. Most producers and directors work full time, and some work more than 40 hours per week. > [[< Previous->27-2012-Pay-1]] > [[Close->27-2012-Detailed]]

# Job Outlook Employment of producers and directors is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 12,800 openings for producers and directors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Strong demand for video advertising across platforms is projected to increase demand for these workers. Additionally, new TV shows and movies, especially on online and streaming > [[Next >->27-2012-JobOutlook-2]] > [[Close->27-2012-Detailed]]

platforms, are expected to continue to create some opportunities for producers and directors. Demand for theater producers and directors will depend on funding availability. If there is a steady revenue stream, these workers may be in demand. However, opportunities for producers and directors may be limited in theaters with funding challenges. > [[< Previous->27-2012-JobOutlook-1]] > [[Close->27-2012-Detailed]]

# What Umpires, Referees, and Other Sports Officials Do Umpires, referees, and other sports officials preside over competitive athletic or sporting events to help maintain standards of play. They detect infractions and decide penalties according to the rules of the game. ### Duties Umpires, referees, and other sports officials typically do the following: - Officiate sporting competitions - Judge performances in sporting competitions to determine a winner - Inspect sports equipment and observe all participants to ensure safety - Keep track of event times, starting or stopping play when necessary > [[Next >->27-2023-WhatTheyDo-2]] > [[Close->27-2023-Detailed]]

- Signal participants and other officials when infractions occur or to regulate play or competition - Settle claims of infractions or complaints by participants > [[< Previous->27-2023-WhatTheyDo-1]] > [[Next >->27-2023-WhatTheyDo-3]] > [[Close->27-2023-Detailed]]

- Enforce the rules of the game and assess penalties when necessary While officiating at sporting competitions, umpires, referees, and other sports officials must anticipate play and position themselves where they can best see the action, assess the situation, and identify any violations of the rules. Sports officials typically rely on their judgment to make split-second rulings on infractions and penalties. Officials in some sports may use video replay to help make the correct call. Some sports officials, such as boxing referees, may work independently. Others, such as baseball or > [[< Previous->27-2023-WhatTheyDo-2]] > [[Next >->27-2023-WhatTheyDo-4]] > [[Close->27-2023-Detailed]]

softball umpires, work in groups. Each official working in a group may have different responsibilities. For example, in baseball, one umpire is responsible for signaling balls and strikes while others are responsible for signaling fair and foul balls out in the field. > [[< Previous->27-2023-WhatTheyDo-3]] > [[Close->27-2023-Detailed]]

# Work Environment ### Work Environment Part-time, seasonal work is common for umpires, referees, and other sports officials. Schedules may vary, and they often work irregular hours that including evenings, weekends, and holidays. Officials working outdoors are exposed to all types of weather conditions. > [[Close->27-2023-Detailed]]

# How to Become an Umpire, Referee, or Other Sports Official Requirements for umpires, referees, and other sports officials typically vary by state and local sports association. Although some positions have no formal education requirements, others may require a high school diploma. Officiating sports requires extensive knowledge of the rules of the game. ### Education Umpires, referees, and other sports officials typically need a high school diploma, although requirements may vary. Each state and sport association has its own education requirements for umpires, referees, and other sports officials. Some do not require formal education, while others > [[Next >->27-2023-HowToBecomeOne-2]] > [[Close->27-2023-Detailed]]

may require umpires, referees, and sports officials to have a high school diploma. Some sports, such as baseball, have their own professional training schools that prepare aspiring umpires and officials for a career at the minor and major league levels. For more information on educational requirements, refer to the specific state athletic or activity association. ### Training To attain competency in the occupation, umpires, referees, and other sports officials typically need up to 1 year of on-the-job training. This training may include informational sessions covering topics such as > [[< Previous->27-2023-HowToBecomeOne-1]] > [[Next >->27-2023-HowToBecomeOne-3]] > [[Close->27-2023-Detailed]]

positioning, signaling, and other responsibilities or shadowing an experienced official to help manage competitions. Umpires, referees, and other sports officials may be required to attend training camps, classes, and seminars before, during, and after the season. These sessions allow officials to learn about rule updates, review and evaluate their own performances, and improve their officiating. ### Licenses, Certifications, and Registrations Credentialing requirements vary by competition level. For example, to officiate high school athletic events, umpires, referees, and other officials > [[< Previous->27-2023-HowToBecomeOne-2]] > [[Next >->27-2023-HowToBecomeOne-4]] > [[Close->27-2023-Detailed]]

must typically register with the state or local agency that oversees high school athletics. They also typically need to pass an exam on the rules of the particular sport. Some states and associations require applicants to attend umpiring or refereeing classes before taking the exam or joining the association. Other associations require officials to attend annual training workshops before renewing their officiating credential. ### Advancement Most new umpires, referees, and other sports officials begin by officiating youth sports. After a few years, they may advance to the high school level. > [[< Previous->27-2023-HowToBecomeOne-3]] > [[Next >->27-2023-HowToBecomeOne-5]] > [[Close->27-2023-Detailed]]

Those who wish to advance to the collegiate level must typically officiate at the high school level for many years. Some umpires, referees, and other officials may advance through the high school and collegiate levels to reach the professional level. Advancement may continue within the professional ranks. For example, baseball umpires begin their professional careers officiating in the minor leagues and typically need 7 to 10 years of experience there before advancing on to the major leagues. Standards for umpires and other officials become more stringent as the level of competition > [[< Previous->27-2023-HowToBecomeOne-4]] > [[Next >->27-2023-HowToBecomeOne-6]] > [[Close->27-2023-Detailed]]

increases. ### Other Experience Umpires, referees, and other sports officials must have an extensive knowledge of the rules of the sport they are officiating. Some officials may have gained much of their knowledge through years of playing the sport at some level. However, playing experience is not a requirement for becoming an umpire, referee, or other sports official. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->27-2023-HowToBecomeOne-5]] > [[Next >->27-2023-HowToBecomeOne-7]] > [[Close->27-2023-Detailed]]

skills. Umpires, referees, and other sports officials must have good communication skills because they inform athletes on a sport's rules, discuss infractions, and settle disputes. Decision-making skills. Umpires, referees, and other sports officials must observe play, assess situations, and make split-second rulings. Good vision. Umpires, referees, and other sports officials must have good vision to identify violations during play. In some sports, such as diving or gymnastics, sports officials also must be able to observe an athlete's form for imperfections. Physical stamina. Many > [[< Previous->27-2023-HowToBecomeOne-6]] > [[Next >->27-2023-HowToBecomeOne-8]] > [[Close->27-2023-Detailed]]

umpires, referees, and other sports officials are required to run, squat, stand, or walk for long periods during competitions. Teamwork. Because umpires, referees, and other sports officials may work in groups to officiate a game, they must be able to cooperate and come to a mutual decision. > [[< Previous->27-2023-HowToBecomeOne-7]] > [[Close->27-2023-Detailed]]

# Pay The median annual wage for umpires, referees, and other sports officials was $38,820 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $25,070, and the highest 10 percent earned more than $93,180. In May 2024, the median annual wages for umpires, referees, and other sports officials in the top industries in which they worked were as follows: Most umpires, referees, and other sports officials are paid on a per-game basis. Pay typically rises as the level of > [[Next >->27-2023-Pay-2]] > [[Close->27-2023-Detailed]]

competition increases. Seasonal work is common for umpires, referees, and other sports officials. Schedules may vary and often include evenings, weekends, and holidays. Many umpires, referees, and other sports officials are employed primarily in other occupations and supplement their income by officiating part time. > [[< Previous->27-2023-Pay-1]] > [[Close->27-2023-Detailed]]

# Job Outlook Employment of umpires, referees, and other sports officials is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 4,600 openings for umpires, referees, and other sports officials are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The demand for umpires, referees, and other sports officials is projected to increase with a growing interest in college sports, > [[Next >->27-2023-JobOutlook-2]] > [[Close->27-2023-Detailed]]

professional sports, and sports recreation and with more athletes participating in sports. While funding for school athletic programs may be cut when budgets become tight, the popularity of interscholastic sports sometimes enables shortfalls to be offset with assistance from fundraisers, booster clubs, and parents. > [[< Previous->27-2023-JobOutlook-1]] > [[Close->27-2023-Detailed]]

# What Music Directors and Composers Do Music directors, also called conductors, lead orchestras and other musical groups during performances and recording sessions. Composers write and arrange music in a variety of musical styles. ### Duties Music directors typically do the following: - Select musical arrangements and compositions to be performed for live audiences or recordings - Prepare for performances by reviewing and interpreting musical scores - Direct rehearsals to prepare for performances and recordings - Choose guest performers and soloists - Audition new performers or assist section leaders with auditions > [[Next >->27-2041-WhatTheyDo-2]] > [[Close->27-2041-Detailed]]

- Plan and design productions and promotional materials > [[< Previous->27-2041-WhatTheyDo-1]] > [[Next >->27-2041-WhatTheyDo-3]] > [[Close->27-2041-Detailed]]

- Attend fundraisers and other community events Music directors lead orchestras, choirs, and other musical groups. They ensure that musicians play with one coherent sound, balancing the melody, timing, rhythm, and volume. They also give feedback to musicians and section leaders on sound and style. Music directors may work with a variety of musical groups, including church choirs, youth orchestras, and high school or college bands, choirs, or orchestras. Some work with orchestras that accompany dance and opera companies. Composers typically do the following: > [[< Previous->27-2041-WhatTheyDo-2]] > [[Next >->27-2041-WhatTheyDo-4]] > [[Close->27-2041-Detailed]]

- Write original music that orchestras, bands, and other musical groups perform - Arrange existing music into new compositions - Write lyrics for music or work with a lyricist - Meet with orchestras, musical groups, and others who are interested in commissioning a piece of music - Study and listen to music of various styles for inspiration > [[< Previous->27-2041-WhatTheyDo-3]] > [[Next >->27-2041-WhatTheyDo-5]] > [[Close->27-2041-Detailed]]

- Work with musicians to record their music Composers write music for a variety of types of musical groups and users. Some work in a particular style of music, such as classical or jazz. They also may write for musicals, operas, or other types of theatrical productions. Some composers write scores for movies or television; others write jingles for commercials. Many songwriters focus on composing music for audiences of popular music. They also may promote themselves through personal websites, social media, or online video or audio of their musical work. Some composers use instruments to > [[< Previous->27-2041-WhatTheyDo-4]] > [[Next >->27-2041-WhatTheyDo-6]] > [[Close->27-2041-Detailed]]

help them as they write music. Others use software that allows them to hear how a piece would sound when played by musicians. Some music directors and composers give private music lessons to children and adults. Others teach music in elementary, middle, or high schools. For more information, see the profiles on kindergarten and elementary school teachers, middle school teachers, and high school teachers. For more information about careers in music, see the profile on musicians and singers. > [[< Previous->27-2041-WhatTheyDo-5]] > [[Close->27-2041-Detailed]]

# Work Environment ### Work Environment Music directors and composers may work in churches, concert halls, recording studios, or offices. Some workers travel to performances. Part-time work is common. Work schedules may vary and can include evenings and weekends. > [[Close->27-2041-Detailed]]

# How to Become a Music Director or Composer Music directors and composers typically need at least a bachelor's degree, although education requirements vary. Some workers may not need formal education, while others may benefit from having a graduate degree. Most positions require related work experience. ### Education Music directors and composers typically need a bachelor's or higher degree. Common fields of degree include fine and performing arts and education. For some positions, employers may prefer to hire candidates who have a master's degree in a field such as music theory, music composition, or conducting. Applicants to > [[Next >->27-2041-HowToBecomeOne-2]] > [[Close->27-2041-Detailed]]

postsecondary programs in music typically are required to submit recordings, audition in person, or both. These programs teach students about music history and styles, along with instruction in composing and conducting techniques. There are no specific educational requirements for those interested in writing popular music, but completing a degree program may help prospective workers to hone their skills. These composers may find employment by submitting recordings of their compositions to bands, singers, record companies, and movie studios. Music directors who work in public schools may > [[< Previous->27-2041-HowToBecomeOne-1]] > [[Next >->27-2041-HowToBecomeOne-3]] > [[Close->27-2041-Detailed]]

need a teaching license or certification. For more information, see the profiles on teachers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Adaptability. Music directors and composers must be able to handle changing environments when traveling and working with various people and schedules. Communication skills. Music directors and composers must be able to clearly communicate their vision and interpretations of the music to both the > [[< Previous->27-2041-HowToBecomeOne-2]] > [[Next >->27-2041-HowToBecomeOne-4]] > [[Close->27-2041-Detailed]]

audience and the musicians and singers they work with. Creativity and innovation. Music directors need to be creative to interpret the musical scores and intended meaning of the composer. Composers use creativity when composing and arranging new pieces. Detail oriented. Music directors and composers must be able to identify minute details and make small changes to create a cohesive sound. Interpersonal skills. Music directors and composers must be able to work well with a variety of people, including musicians, agents, and recording studio personnel. Leadership. Music directors and > [[< Previous->27-2041-HowToBecomeOne-3]] > [[Next >->27-2041-HowToBecomeOne-5]] > [[Close->27-2041-Detailed]]

composers must guide musicians and singers by preparing musical arrangements and helping them achieve the best possible sound. Musical talent. To become a music director or composer, one must have musical talent. ### Training Music directors and composers typically begin their musical training at a young age by learning to play an instrument or singing and performing as a musician or singer. Music directors and composers who are interested in different musical styles may seek additional training through music camps and fellowships. These programs provide participants with classes, lessons, > [[< Previous->27-2041-HowToBecomeOne-4]] > [[Next >->27-2041-HowToBecomeOne-6]] > [[Close->27-2041-Detailed]]

and performance opportunities. ### Work Experience in a Related Occupation Music directors and composers may work as musicians and singers in a group, a choir, or an orchestra before they take on a leadership role. They use this time to master their instrument and gain an understanding of how the group functions. > [[< Previous->27-2041-HowToBecomeOne-5]] > [[Close->27-2041-Detailed]]

# Pay The median annual wage for music directors and composers was $63,670 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,990, and the highest 10 percent earned more than $157,010. In May 2024, the median annual wages for music directors and composers in the top industries in which they worked were as follows: Part-time work is common for music directors and composers, and work schedules may vary. Rehearsals and recording sessions may be held during standard > [[Next >->27-2041-Pay-2]] > [[Close->27-2041-Detailed]]

business hours, but performances often take place in the evenings and on weekends. Long workdays are sometimes required, such as when preparing for performances. Because music writing is done primarily independently, composers may be able to set their own schedules. > [[< Previous->27-2041-Pay-1]] > [[Close->27-2041-Detailed]]

# Job Outlook Employment of music directors and composers is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 4,300 openings for music directors and composers are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Music directors will be needed to lead orchestras for concerts and musical theater performances. They also will conduct the music that accompanies ballet troupes and opera companies. In > [[Next >->27-2041-JobOutlook-2]] > [[Close->27-2041-Detailed]]

addition, there will likely be a need for composers to write original music and arrange known works for performances. Composers will be needed as well to write film scores and music for television and commercials. However, orchestras, opera companies, and other musical groups can have difficulty getting funds. Some music groups are nonprofit organizations that rely on donations and corporate sponsorships, in addition to ticket sales, to fund their work. These organizations often have difficulty finding enough money to cover their expenses. In addition, growth may be limited for music > [[< Previous->27-2041-JobOutlook-1]] > [[Next >->27-2041-JobOutlook-3]] > [[Close->27-2041-Detailed]]

directors in schools due to struggles with school funding, and music programs may be cut. > [[< Previous->27-2041-JobOutlook-2]] > [[Close->27-2041-Detailed]]

# What Musicians and Singers Do Musicians and singers play instruments or sing for live audiences and in recording studios. They perform a variety of genres, such as classical, jazz, and rock. ### Duties Musicians and singers typically do the following: - Perform music for live audiences and recordings - Audition for positions in orchestras, choirs, bands, and other types of music groups - Practice playing instruments or singing to improve their technique - Rehearse music and parts to prepare for performances - Find and book locations for performances or concerts > [[Next >->27-2042-WhatTheyDo-2]] > [[Close->27-2042-Detailed]]

- Promote their careers by maintaining a website or social media presence or by doing photo shoots and interviews Musicians play one or more instruments. To make themselves more marketable, many become proficient in multiple musical instruments or styles. Some diversify by both singing and playing instruments. Musicians play solo or in orchestras, bands, or limited-size groups, such as trios. Those in bands or groups may play at small venues, such as private parties or bars, sometimes building enough of a fan base to get a recording contract or representation by an agent. Musicians who work > [[< Previous->27-2042-WhatTheyDo-1]] > [[Next >->27-2042-WhatTheyDo-3]] > [[Close->27-2042-Detailed]]

in orchestras perform in venues with a stage large enough to accommodate all the musicians and their instruments. A few orchestra musicians become section leaders, who may be responsible for assigning parts to other musicians or for leading rehearsals. Singers perform vocal music in a variety of genres. Some specialize in a particular vocal style, such as opera or jazz. Singers may perform in different languages, such as French or Italian, particularly if they specialize in classical music or opera. In addition to singing, those in opera and musical theater productions must act during their > [[< Previous->27-2042-WhatTheyDo-2]] > [[Next >->27-2042-WhatTheyDo-4]] > [[Close->27-2042-Detailed]]

performances. Musicians who specialize in playing backup for a singer or band leader during recording sessions and live performances are known as session musicians. Singers who provide background vocals to harmonize with or support a lead singer are known as backup singers or backing vocalists. Sometimes, musicians and singers write their own music to record and perform. For more information about careers in songwriting, see the profile on music directors and composers. Some musicians and singers give private music lessons to children and adults. Others with a background in music may teach > [[< Previous->27-2042-WhatTheyDo-3]] > [[Next >->27-2042-WhatTheyDo-5]] > [[Close->27-2042-Detailed]]

music in elementary, middle, and high schools, which typically requires a bachelor's degree and a teaching license. For more information, see the profiles on kindergarten and elementary school teachers, middle school teachers, and high school teachers. > [[< Previous->27-2042-WhatTheyDo-4]] > [[Close->27-2042-Detailed]]

# Work Environment ### Work Environment Musicians and singers often perform in settings such as concert halls, churches, and clubs. Part-time work is common, and work schedules may vary and include mornings, nights, or weekends. > [[Close->27-2042-Detailed]]

# How to Become a Musician or Singer Musicians and singers typically do not need formal postsecondary education to enter the occupation. However, those pursuing careers in some genres, such as classical or opera, may choose to earn a bachelor's or higher degree. Musicians and singers need extensive training and regular practice to acquire their skills. ### Education Musicians and singers typically need no postsecondary education to enter the occupation. Musicians and singers of some genres, such as classical music and opera, may pursue training that leads to a bachelor's degree in a field such as music theory or performance. To > [[Next >->27-2042-HowToBecomeOne-2]] > [[Close->27-2042-Detailed]]

be accepted into one of these programs, applicants typically are required to submit recordings or to audition in person and sometimes must do both. Undergraduate music programs teach students about music history and styles. In addition, they teach methods for improving instrumental and vocal techniques and musical expression. Undergraduate voice programs also may include courses in diction. Courses in a foreign language may benefit students who intend to perform in that language. Some business courses, such as marketing, may be helpful for learning about the self-promotion often required for > [[< Previous->27-2042-HowToBecomeOne-1]] > [[Next >->27-2042-HowToBecomeOne-3]] > [[Close->27-2042-Detailed]]

professional musicians and singers. Some musicians and singers choose to continue their education by pursuing a master's degree in fine arts or music. ### Training Musicians and singers need extensive training and regular practice to acquire the skills and knowledge necessary to perform music professionally. They typically begin singing or learning to play an instrument at a young age by taking private lessons and school classes. As they advance, they may participate in music camps, festivals, or fellowships. ### Advancement As with other occupations in which people perform, advancement > [[< Previous->27-2042-HowToBecomeOne-2]] > [[Next >->27-2042-HowToBecomeOne-4]] > [[Close->27-2042-Detailed]]

for musicians and singers means becoming better known, finding work more easily, and earning more money for each performance. Successful musicians and singers often rely on agents or managers to find them jobs, negotiate contracts, and develop their careers. Some musicians and singers advance to leading musical groups or becoming section leaders in an orchestra. Others may advance to become music directors and composers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment > [[< Previous->27-2042-HowToBecomeOne-3]] > [[Next >->27-2042-HowToBecomeOne-5]] > [[Close->27-2042-Detailed]]

Projections (EP) skills data page. Dedication. Auditioning for jobs can be a frustrating process because it may take many different auditions to get hired. Musicians and singers must be determined to continue auditioning after receiving rejections. Discipline. Talent is not enough for most musicians and singers to find employment in this field. They must practice and rehearse consistently to improve their technique, style, and performance. Interpersonal skills. Musicians and singers need to work well with a variety of people, such as agents, producers, and conductors. They must be able to > [[< Previous->27-2042-HowToBecomeOne-4]] > [[Next >->27-2042-HowToBecomeOne-6]] > [[Close->27-2042-Detailed]]

build connections and create good working relationships. Musical talent. Professional musicians or singers must have superior musical abilities. Physical stamina. Musicians and singers who perform on stage or go on tour for weeks or months must be able to endure frequent travel and irregular performance schedules. Promotional skills. To build a fan base, musicians and singers need to promote their music and performances through local communities, word of mouth, and social media. > [[< Previous->27-2042-HowToBecomeOne-5]] > [[Close->27-2042-Detailed]]

# Pay The median hourly wage for musicians and singers was $42.45 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $18.68, and the highest 10 percent earned more than $105.44. In May 2024, the median hourly wages for musicians and singers in the top industries in which they worked were as follows: Musicians and singers often have irregular work schedules. This includes rehearsing and performing during the day or night on weekdays and weekends. Many musicians and singers > [[Next >->27-2042-Pay-2]] > [[Close->27-2042-Detailed]]

find only part-time or intermittent work and may have long periods of unemployment between jobs. The stress of constantly looking for work may require them to accept full-time jobs in other occupations while working part time as a musician or singer. > [[< Previous->27-2042-Pay-1]] > [[Close->27-2042-Detailed]]

# Job Outlook Employment of musicians and singers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 19,400 openings for musicians and singers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Interest in live music is expected to support demand across the performing arts. However, the expected decline in public attendance of classical music performances and reduced > [[Next >->27-2042-JobOutlook-2]] > [[Close->27-2042-Detailed]]

participation in church activities may slow overall employment growth for musicians and singers. > [[< Previous->27-2042-JobOutlook-1]] > [[Close->27-2042-Detailed]]

- Introduce upcoming acts and guide the audience through the entertainment > [[< Previous->27-2091-WhatTheyDo-1]] > [[Next >->27-2091-WhatTheyDo-3]] > [[Close->27-2091-Detailed]]

- Make promotional appearances at public or private events Broadcast announcers and radio DJs present music or the news, sports, traffic, and weather. Announcers are expected to be up to date with current events or a specific field, such as politics or sports, so that they can comment on these issues during their programs. In addition, they schedule guests on their shows and work with producers to develop other creative content. Radio DJs typically specialize in one kind of music genre and announce selections as they air them. They may take requests from listeners, manage radio contests, or > [[< Previous->27-2091-WhatTheyDo-2]] > [[Next >->27-2091-WhatTheyDo-4]] > [[Close->27-2091-Detailed]]

announce traffic conditions. Broadcast announcers and radio DJs also may be responsible for other aspects of television or radio programming. They may operate studio equipment, sell commercial time to advertisers, or develop advertisements and other recorded material. At many radio stations, they do much of the work traditionally done by editors and broadcast technicians, such as broadcasting program schedules, commercials, and public service announcements. Many broadcast announcers and DJs maintain a presence on social media sites. Establishing a presence allows them to promote their > [[< Previous->27-2091-WhatTheyDo-3]] > [[Next >->27-2091-WhatTheyDo-5]] > [[Close->27-2091-Detailed]]

stations and engage with their audiences, especially through listener feedback, music requests, or program contests. They also make promotional appearances at charity functions or other community events. The following are examples of types of broadcast announcers and radio DJs: > [[< Previous->27-2091-WhatTheyDo-4]] > [[Next >->27-2091-WhatTheyDo-6]] > [[Close->27-2091-Detailed]]

- Podcasters stream live or record shows that can be downloaded for listening at any time. Like traditional talk radio, podcasts typically focus on a specific subject, such as sports, politics, or movies. Podcasters may interview guests and experts on the specific program topic. Listeners may subscribe to a podcast to have new episodes automatically downloaded to their computer or mobile devices. > [[< Previous->27-2091-WhatTheyDo-5]] > [[Next >->27-2091-WhatTheyDo-7]] > [[Close->27-2091-Detailed]]

- Talk show hosts may work in radio or television and specialize in an area of interest, such as politics, personal finance, sports, or health. They contribute to the preparation of program content, interview guests, and discuss issues with viewers, listeners, or the studio audience. DJs, except radio play prerecorded music for live audiences at a variety of venues or events, including clubs, parties, and wedding receptions. The following are examples of types of DJs, except radio: > [[< Previous->27-2091-WhatTheyDo-6]] > [[Next >->27-2091-WhatTheyDo-8]] > [[Close->27-2091-Detailed]]

# How to Become an Announcer or DJ Entry requirements for announcers and DJs vary. Broadcast announcers and radio DJs typically need a bachelor's degree in journalism, broadcasting, or communications; experience gained from internships or working at a school radio or television station is helpful. Other types of DJs typically need a high school diploma and some on-the-job training. ### Education Broadcast announcers and radio DJs typically need a bachelor's degree in communications, broadcasting, or journalism. However, some jobs may be available for workers who have a high school diploma or equivalent. DJs, except radio > [[Next >->27-2091-HowToBecomeOne-2]] > [[Close->27-2091-Detailed]]

typically need a high school diploma and some on-the-job training. Employers may prefer to hire candidates who have hands-on skills or knowledge. High school and college students interested in a career as an announcer or DJ may benefit from taking speech classes and participating in opportunities to practice public speaking. These may include making announcements on their school's public address system, working at their school's radio or television station, or serving as an emcee at events. Internships also may be available, although they are often limited to college students. ### > [[< Previous->27-2091-HowToBecomeOne-1]] > [[Next >->27-2091-HowToBecomeOne-3]] > [[Close->27-2091-Detailed]]

Training Radio and television announcers whose highest level of education is a high school diploma or equivalent also may need some short-term on-the-job training to learn how to operate audio and production equipment. ### Advancement Because radio and television stations in small markets have limited staff, advancement within the same small-market station is unlikely. Rather, many broadcast announcers and radio DJs advance by relocating to a large-market station. These larger markets often offer higher pay and more responsibility and challenges than do small markets. When making hiring > [[< Previous->27-2091-HowToBecomeOne-2]] > [[Next >->27-2091-HowToBecomeOne-4]] > [[Close->27-2091-Detailed]]

decisions, large-market stations rely on workers' personalities and past performance. Broadcast announcers and radio DJs need to have proven that they can attract, engage, and keep the attention of a sizeable audience. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business skills. DJs, except radio who are self-employed must be able to market themselves and identify clients. They also need to manage the details of their business, > [[< Previous->27-2091-HowToBecomeOne-3]] > [[Next >->27-2091-HowToBecomeOne-5]] > [[Close->27-2091-Detailed]]

including billing, budgeting, and other financial matters. Computer skills. Announcers and DJs, especially those seeking careers in radio or television, should be comfortable using editing software and other broadcast-related devices. Interpersonal skills. Broadcast announcers and radio DJs interview guests, answer phone calls on air, and may interact with listeners on social media. Party DJs and emcees should be comfortable working with clients to plan entertainment options. Persistence. Entry into this occupation is very competitive, and candidates may need to audition many times for an > [[< Previous->27-2091-HowToBecomeOne-4]] > [[Next >->27-2091-HowToBecomeOne-6]] > [[Close->27-2091-Detailed]]

opportunity to work on the air. Entry-level broadcast announcers and radio DJs must be willing to work for a small station to secure their first job. Research skills. Announcers and DJs must research important topics of the day in order to be knowledgeable enough to comment on them during their program. Speaking skills. Announcers and DJs must have a pleasant and well-controlled voice, good timing, and excellent pronunciation. Party DJs and emcees must be comfortable speaking to large audiences. Writing skills. Announcers and DJs need strong writing skills because they normally write their > [[< Previous->27-2091-HowToBecomeOne-5]] > [[Next >->27-2091-HowToBecomeOne-7]] > [[Close->27-2091-Detailed]]

own material. > [[< Previous->27-2091-HowToBecomeOne-6]] > [[Close->27-2091-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1217-WhatTheyDo-1]] > [[Next >->29-1217-WhatTheyDo-3]] > [[Close->29-1217-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1217-WhatTheyDo-2]] > [[Next >->29-1217-WhatTheyDo-4]] > [[Close->29-1217-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1217-WhatTheyDo-3]] > [[Next >->29-1217-WhatTheyDo-5]] > [[Close->29-1217-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1217-WhatTheyDo-4]] > [[Next >->29-1217-WhatTheyDo-6]] > [[Close->29-1217-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1217-WhatTheyDo-5]] > [[Next >->29-1217-WhatTheyDo-7]] > [[Close->29-1217-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1217-WhatTheyDo-6]] > [[Next >->29-1217-WhatTheyDo-8]] > [[Close->29-1217-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1217-WhatTheyDo-7]] > [[Next >->29-1217-WhatTheyDo-9]] > [[Close->29-1217-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1217-WhatTheyDo-8]] > [[Next >->29-1217-WhatTheyDo-10]] > [[Close->29-1217-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1217-WhatTheyDo-9]] > [[Next >->29-1217-WhatTheyDo-11]] > [[Close->29-1217-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1217-WhatTheyDo-10]] > [[Next >->29-1217-WhatTheyDo-12]] > [[Close->29-1217-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1217-WhatTheyDo-11]] > [[Next >->29-1217-WhatTheyDo-13]] > [[Close->29-1217-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1217-WhatTheyDo-12]] > [[Next >->29-1217-WhatTheyDo-14]] > [[Close->29-1217-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1217-WhatTheyDo-13]] > [[Next >->29-1217-WhatTheyDo-15]] > [[Close->29-1217-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1217-WhatTheyDo-14]] > [[Close->29-1217-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1217-HowToBecomeOne-1]] > [[Next >->29-1217-HowToBecomeOne-3]] > [[Close->29-1217-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1217-HowToBecomeOne-2]] > [[Next >->29-1217-HowToBecomeOne-4]] > [[Close->29-1217-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1217-HowToBecomeOne-3]] > [[Next >->29-1217-HowToBecomeOne-5]] > [[Close->29-1217-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1217-HowToBecomeOne-4]] > [[Next >->29-1217-HowToBecomeOne-6]] > [[Close->29-1217-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1217-HowToBecomeOne-5]] > [[Next >->29-1217-HowToBecomeOne-7]] > [[Close->29-1217-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1217-HowToBecomeOne-6]] > [[Next >->29-1217-HowToBecomeOne-8]] > [[Close->29-1217-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1217-HowToBecomeOne-7]] > [[Next >->29-1217-HowToBecomeOne-9]] > [[Close->29-1217-Detailed]]

# What News Analysts, Reporters, and Journalists Do News analysts, reporters, and journalists keep the public updated about current events and noteworthy information. They report international, national, and local news for newspapers, magazines, websites, television, and radio. ### Duties News analysts, reporters, and journalists typically do the following: - Research topics that an editor or news director has assigned to them - Develop relationships with experts and contacts who provide tips and leads on stories or articles - Interview people who have information, analysis, or opinions about a story or article > [[Next >->27-3023-WhatTheyDo-2]] > [[Close->27-3023-Detailed]]

- Analyze and interpret information to increase audience understanding of the news - Write stories or articles for newspapers, magazines, or websites and create scripts to be read on television or radio - Review stories or articles for accuracy, style, and grammar - Update stories or articles as new information becomes available > [[< Previous->27-3023-WhatTheyDo-1]] > [[Next >->27-3023-WhatTheyDo-3]] > [[Close->27-3023-Detailed]]

- Investigate new story or article ideas and pitch ideas to editors News analysts, reporters, and journalists often work for a particular type of media organization, such as a television or radio station, newspaper, or website. Those who work in television and radio set up and conduct interviews, which can be broadcast live or recorded for future broadcasts. These workers often edit interviews and other recordings to create a cohesive story or report, and they write and record voiceovers to provide the audience with supplementary facts or context. They may create multiple versions of the > [[< Previous->27-3023-WhatTheyDo-2]] > [[Next >->27-3023-WhatTheyDo-4]] > [[Close->27-3023-Detailed]]

same story or report for different broadcasts or media platforms. News analysts, reporters, and journalists for print media conduct interviews and write stories or articles to be used in newspapers, magazines, and online publications. Because most newspapers and magazines have print and online versions, these workers' content typically appears in both versions. As a result, they must stay up to date with developments related to a content item and update the online version with current information, if necessary. Outlets are increasingly relying on multimedia journalists to publish content on > [[< Previous->27-3023-WhatTheyDo-3]] > [[Next >->27-3023-WhatTheyDo-5]] > [[Close->27-3023-Detailed]]

a variety of platforms, such as a video content on the website of a daily newspaper. Multimedia journalists typically record, report, write, and edit their own stories or articles. They also gather the audio, video, or graphics that accompany their content. News analysts, reporters, and journalists may need to maintain a social media presence. Many use social media to cover live events, provide additional information for readers and viewers, promote their stations and newscasts, and engage with their audiences. Some workers, particularly those in large cities or large news organizations, > [[< Previous->27-3023-WhatTheyDo-4]] > [[Next >->27-3023-WhatTheyDo-6]] > [[Close->27-3023-Detailed]]

cover a particular topic, such as sports, medicine, or politics. Those who work in small cities, towns, or organizations may be generalists and cover a wide range of subjects. Some news analysts, reporters, and journalists are self-employed and accept freelance assignments from news organizations. Because freelancers are paid for individual stories or articles, they may work with many organizations and spend some of their time marketing their content and looking for their next assignment. Self-employed news analysts, reporters, and journalists also may publish news and videos on their own > [[< Previous->27-3023-WhatTheyDo-5]] > [[Next >->27-3023-WhatTheyDo-7]] > [[Close->27-3023-Detailed]]

platforms. The following are examples of types of news analysts, reporters, and journalists: Columnists write articles offering an opinion or perspective about a particular subject. They submit a piece to a publication, often on a schedule, such as once per week. Their work may be published in a newspaper, magazine, or other outlet or self-published on the columnist's website. Correspondents report the news to a radio or television network from a remote location. Those who cover international events, called foreign correspondents, often live in another country and report about a specific > [[< Previous->27-3023-WhatTheyDo-6]] > [[Next >->27-3023-WhatTheyDo-8]] > [[Close->27-3023-Detailed]]

region of the world. News anchors lead television or radio shows that describe current events. Others are news commentators who analyze and interpret reports and offer opinions. They may come from fields outside of journalism and have expertise in a particular subject, such as finance, and are hired on a contract basis to provide their opinion on that subject. These workers also may collaborate with editors, photographers, videographers, and other reporters and journalists when working on an article or story. For information about workers with a background in this field who teach > [[< Previous->27-3023-WhatTheyDo-7]] > [[Next >->27-3023-WhatTheyDo-9]] > [[Close->27-3023-Detailed]]

journalism or communications at colleges and universities, see the profile on postsecondary teachers. > [[< Previous->27-3023-WhatTheyDo-8]] > [[Close->27-3023-Detailed]]

# Work Environment ### Work Environment Most news analysts, reporters, and journalists work for newspaper, website, or magazine publishers or in television or radio broadcasting. Others are self-employed. Most work full time, and their schedules vary. > [[Close->27-3023-Detailed]]

# How to Become a News Analyst, Reporter, or Journalist News analysts, reporters, and journalists typically need a bachelor's degree to enter the occupation. Internship or work experience on a college newspaper, radio station, or television station also may be helpful. ### Education News analysts, reporters, and journalists typically need a bachelor's degree in journalism, communications, or a related field, such as English. Bachelor's degree programs in journalism and communications include courses in journalistic ethics and techniques for researching topics and conducting interviews. Some programs may require students to study liberal arts > [[Next >->27-3023-HowToBecomeOne-2]] > [[Close->27-3023-Detailed]]

subjects, such as history and economics, to prepare for covering a range of topics. Students may further specialize in the type of journalism they wish to pursue, such as print or broadcast. Journalism students may benefit from courses in multimedia design, coding, and programming to be able to develop content that includes video, audio, data, and graphics. ### Other Experience Employers generally prefer to hire candidates who have had an internship or have worked on school newspapers, radio stations, or TV stations. While attending college, students may seek multiple internships with > [[< Previous->27-3023-HowToBecomeOne-1]] > [[Next >->27-3023-HowToBecomeOne-3]] > [[Close->27-3023-Detailed]]

different news organizations. Internships allow students to gain experience and develop samples of their writing or their on-air appearances. News commentators who come from a field outside of journalism typically have expertise in areas on which they comment. ### Advancement After gaining experience, field reporters at a local news station may become that station's anchor. News analysts, reporters, and journalists may also advance by moving from news organizations in small cities or towns to news organizations in large cities. Large markets may offer opportunities for more responsibility > [[< Previous->27-3023-HowToBecomeOne-2]] > [[Next >->27-3023-HowToBecomeOne-4]] > [[Close->27-3023-Detailed]]

and challenges. Reporters and journalists also may become editors or news directors. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. News analysts, reporters, and journalists must be able to clearly convey information. Strong writing skills also are important. Interpersonal skills. To develop contacts and conduct interviews, news analysts, reporters, and journalists must be able to build relationships. They also > [[< Previous->27-3023-HowToBecomeOne-3]] > [[Next >->27-3023-HowToBecomeOne-5]] > [[Close->27-3023-Detailed]]

need to work well with other journalists, editors, and news directors. Persistence. News analysts, reporters, and journalists must be determined when pursuing stories or articles. Investigating topics and gathering facts may be difficult, particularly when those involved refuse to be interviewed or to provide comment. Stamina. The work of news analysts, reporters, and journalists is often fast paced and exhausting. They must be able to adapt to the irregular hours of work. Technological skills. News analysts, reporters, and journalists should be able to use editing equipment and other > [[< Previous->27-3023-HowToBecomeOne-4]] > [[Next >->27-3023-HowToBecomeOne-6]] > [[Close->27-3023-Detailed]]

broadcast-related devices. They also should be able to use multimedia and coding software in order to publish stories on websites and mobile devices. > [[< Previous->27-3023-HowToBecomeOne-5]] > [[Close->27-3023-Detailed]]

# Pay The median annual wage for news analysts, reporters, and journalists was $60,280 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,590, and the highest 10 percent earned more than $162,430. In May 2024, the median annual wages for news analysts, reporters, and journalists in the top industries in which they worked were as follows: Most news analysts, reporters, and journalists work full time, and schedules vary. They may need to work additional hours or change > [[Next >->27-3023-Pay-2]] > [[Close->27-3023-Detailed]]

their schedules in order to follow breaking news. Because news can happen at any time, they may need to work nights and weekends. They may also work nights and weekends to lead news programs or provide commentary. > [[< Previous->27-3023-Pay-1]] > [[Close->27-3023-Detailed]]

# Job Outlook Employment of news analysts, reporters, and journalists is projected to grow 4 percent from 2024 to 2034, decline. About 4,100 openings for news analysts, reporters, and journalists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Declining advertising revenue in radio, newspapers, and television is expected to impact the long-term demand for these workers. In addition, television and radio stations are > [[Next >->27-3023-JobOutlook-2]] > [[Close->27-3023-Detailed]]

continuing to publish content online and on mobile devices. As a result, news organizations may have difficulty selling traditional forms of advertising, which is often their primary source of revenue. News organizations also continue to consolidate and increasingly share resources, staff, and content with other media outlets. As consolidations, mergers, and news sharing continue, the demand for journalists may decrease as organizations downsize. In some instances, however, consolidation provides increased funding and resources from the larger organization that helps limit the loss of jobs. > [[< Previous->27-3023-JobOutlook-1]] > [[Next >->27-3023-JobOutlook-3]] > [[Close->27-3023-Detailed]]

In addition, increasing demand for online news may offset some of the impacts from declining advertising revenue and downsizing. > [[< Previous->27-3023-JobOutlook-2]] > [[Close->27-3023-Detailed]]

# What Nuclear Medicine Technologists Do Nuclear medicine technologists prepare radioactive drugs and administer them to patients for imaging or treatment. They provide technical support to physicians or others who diagnose, care for, and treat patients and to researchers who investigate uses of radioactive drugs. They also may act as emergency responders in the event of a nuclear disaster. ### Duties Nuclear medicine technologists typically do the following: - Explain medical procedures to the patient and answer questions - Follow safety procedures to protect themselves and the patient from unnecessary radiation exposure > [[Next >->29-2033-WhatTheyDo-2]] > [[Close->29-2033-Detailed]]

- Prepare radioactive drugs and administer them to the patient - Maintain and operate imaging equipment - Keep detailed records of procedures > [[< Previous->29-2033-WhatTheyDo-1]] > [[Next >->29-2033-WhatTheyDo-3]] > [[Close->29-2033-Detailed]]

- Follow procedures for radiation disposal Nuclear medicine technologists work with radioactive drugs, known as radiopharmaceuticals, to help physicians and surgeons diagnose a patient's condition. For example, they may inject radiopharmaceuticals into the bloodstream of a patient with foot pain and then use special scanning equipment that captures images of the bones; a radiologist interprets the scan results, based on the concentration of radioactivity appearing in the image, to identify the source of the patient's pain. Nuclear medicine technologists also deliver radiopharmaceuticals in > [[< Previous->29-2033-WhatTheyDo-2]] > [[Next >->29-2033-WhatTheyDo-4]] > [[Close->29-2033-Detailed]]

prescribed doses to specific areas, such as tumors, to treat medical conditions. Internal radiation treatment may be used in conjunction with, or as an alternative to, surgery. In the event of a radioactive incident or nuclear disaster, some nuclear medicine technologists may be involved in emergency response efforts. These workers' experience with radiation detection and monitoring equipment may be useful during a response to events that involve radiological materials. The following are types of nuclear medicine technologists: Nuclear cardiology technologists use radioactive drugs to > [[< Previous->29-2033-WhatTheyDo-3]] > [[Next >->29-2033-WhatTheyDo-5]] > [[Close->29-2033-Detailed]]

obtain images of the heart. Patients may exercise during the imaging process while the technologist creates images of the heart and blood flow. Nuclear medicine computed tomography (CT) technologists use radioactive isotopes in combination with x-ray imaging to create two-dimensional or three-dimensional pictures of the inside of the body. Positron emission tomography (PET) technologists use a machine that creates a three-dimensional image of a part of the body, such as the brain. They also use radiopharmaceuticals to measure body functions, such as metabolism. Some nuclear medicine > [[< Previous->29-2033-WhatTheyDo-4]] > [[Next >->29-2033-WhatTheyDo-6]] > [[Close->29-2033-Detailed]]

technologists support researchers in developing nuclear medicine applications for imagery or treatment. > [[< Previous->29-2033-WhatTheyDo-5]] > [[Close->29-2033-Detailed]]

# Work Environment ### Work Environment Most nuclear medicine technologists work in hospitals. Some work in physicians' offices, diagnostic laboratories, or imaging clinics. Most nuclear medicine technologists work full time. > [[Close->29-2033-Detailed]]

# How to Become a Nuclear Medicine Technologist Nuclear medicine technologists typically need an associate's degree from an accredited nuclear medicine technology program. Formal education programs in nuclear medicine technology or a related healthcare field lead to a certificate, an associate's degree, or a bachelor's degree. Most nuclear medicine technologists become certified, and some must be licensed. ### Education High school students interested in nuclear medicine technology should take courses in math and sciences, including biology, chemistry, anatomy, and physics. Nuclear medicine technologists typically need an associate's > [[Next >->29-2033-HowToBecomeOne-2]] > [[Close->29-2033-Detailed]]

degree in nuclear medicine technology to enter the occupation. Bachelor's degrees also are common. Some technologists complete an associate's or a bachelor's degree program in a related health field, such as radiologic technology or nursing, followed by a 12-month certificate program in nuclear medicine technology. Nuclear medicine technology programs often include courses in human anatomy and physiology, physics, chemistry, radioactive drugs, and computer science. In addition, these programs include clinical experience > [[< Previous->29-2033-HowToBecomeOne-1]] > [[Next >->29-2033-HowToBecomeOne-3]] > [[Close->29-2033-Detailed]]

- practice under the supervision of a certified nuclear medicine technologist and a physician or surgeon who specializes in nuclear medicine. Graduating from an accredited nuclear medicine program may be required for licensure or by an employer. ### Licenses, Certifications, and Registrations Most nuclear medicine technologists become certified. Although certification is not required for a license, it fulfills most of the requirements for state licensure. Licensing requirements vary by state. For specific requirements, contact the state's health board. Some employers require certification, > [[< Previous->29-2033-HowToBecomeOne-2]] > [[Next >->29-2033-HowToBecomeOne-4]] > [[Close->29-2033-Detailed]]

regardless of state regulations. Certification usually involves graduating from an accredited nuclear medicine technology program. In addition to receiving general certification, technologists may earn specialty certifications that show their proficiency in procedures or equipment. A technologist must pass an exam offered by the NMTCB to earn certification in positron emission tomography (PET), nuclear cardiology (NCT), or computed tomography (CT). Technologists also may be required to have one or more other certifications, such as in basic life support (BLS), advanced cardiovascular life > [[< Previous->29-2033-HowToBecomeOne-3]] > [[Next >->29-2033-HowToBecomeOne-5]] > [[Close->29-2033-Detailed]]

support (ACLS), or cardiopulmonary resuscitation (CPR). Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to use technology. Nuclear medicine technologists work with computers and large pieces of electronic equipment and must be comfortable operating them. Analytical skills. Nuclear medicine technologists must understand anatomy, physiology, and other sciences to > [[< Previous->29-2033-HowToBecomeOne-4]] > [[Next >->29-2033-HowToBecomeOne-6]] > [[Close->29-2033-Detailed]]

assess whether dosage is accurate. Compassion. Nuclear medicine technologists must be able to reassure patients who are stressed or upset. Detail oriented. Nuclear medicine technologists must follow instructions precisely to ensure correct dosage and prevent overexposure to radiation. Interpersonal skills. Nuclear medicine technologists interact with patients and often work as part of a team. They must be able to communicate effectively with their supervising physician. Physical stamina. Nuclear medicine technologists must stand for long periods and be able to lift and move patients who > [[< Previous->29-2033-HowToBecomeOne-5]] > [[Next >->29-2033-HowToBecomeOne-7]] > [[Close->29-2033-Detailed]]

need help. > [[< Previous->29-2033-HowToBecomeOne-6]] > [[Close->29-2033-Detailed]]

# Pay The median annual wage for nuclear medicine technologists was $97,020 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $75,570, and the highest 10 percent earned more than $128,090. In May 2024, the median annual wages for nuclear medicine technologists in the top industries in which they worked were as follows: Most nuclear medicine technologists work full time. Some nuclear medicine technologists work irregular hours, such as evenings or weekends. They also may > [[Next >->29-2033-Pay-2]] > [[Close->29-2033-Detailed]]

be on call, especially if they work in hospitals. > [[< Previous->29-2033-Pay-1]] > [[Close->29-2033-Detailed]]

# Job Outlook Employment of nuclear medicine technologists is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 900 openings for nuclear medicine technologists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Among other medical uses, nuclear imaging is common in detecting, staging, and evaluating treatment for different types of cancers. Nuclear medicine technologists > [[Next >->29-2033-JobOutlook-2]] > [[Close->29-2033-Detailed]]

will continue to be needed to administer these tests due to the growing number of people entering older age groups, in which cancer is more prevalent. > [[< Previous->29-2033-JobOutlook-1]] > [[Close->29-2033-Detailed]]

# What Public Relations Specialists Do Public relations specialists create and maintain a positive public image for the individuals, groups, or organizations they represent. They craft media releases and develop social media programs to shape public perception of their clients and to increase awareness of each client's work and goals. ### Duties Public relations specialists typically do the following: - Write press releases and prepare information for the media - Respond to information requests from the media - Help clients communicate effectively with the public > [[Next >->27-3031-WhatTheyDo-2]] > [[Close->27-3031-Detailed]]

- Draft speeches and arrange interviews for a client's top executives - Evaluate public opinion of clients through social media - Evaluate advertising and promotion programs to determine whether they are compatible with their organization's public relations efforts > [[< Previous->27-3031-WhatTheyDo-1]] > [[Next >->27-3031-WhatTheyDo-3]] > [[Close->27-3031-Detailed]]

- Help maintain their organization's image and identity Public relations specialists, also called communications specialists, handle an individual's, group's, or organization's communication with the public, including consumers, investors, reporters, and other media specialists. In government, public relations specialists may be called press secretaries and keep the public informed about the activities of government officials and agencies. Public relations specialists write press releases and contact people in the media who might print or broadcast their material. Many radio or television > [[< Previous->27-3031-WhatTheyDo-2]] > [[Next >->27-3031-WhatTheyDo-4]] > [[Close->27-3031-Detailed]]

special reports, newspaper stories, and magazine articles start at the desks of public relations specialists. For example, a press release might describe a public issue, such as health, energy, or the environment, and what an organization does concerning that issue. Press releases often are adapted for announcements on social media, in addition to publication through traditional media outlets. Public relations specialists are usually in charge of monitoring and responding to social media questions and concerns. Public relations specialists are different from advertisers in that they get > [[< Previous->27-3031-WhatTheyDo-3]] > [[Next >->27-3031-WhatTheyDo-5]] > [[Close->27-3031-Detailed]]

their stories covered by media instead of purchasing ad space in publications and on television. > [[< Previous->27-3031-WhatTheyDo-4]] > [[Close->27-3031-Detailed]]

# Work Environment ### Work Environment Public relations specialists work for a variety of organizations, including schools, media buyers, and professional associations. They usually work in offices, but they also deliver speeches, attend meetings and community activities, and occasionally travel. > [[Close->27-3031-Detailed]]

# How to Become a Public Relations Specialist Public relations specialists typically need a bachelor's degree to enter the occupation. Employers may prefer to hire candidates who have studied a particular field, such as communications or business. ### Education Public relations specialists typically need a bachelor's degree in public relations or another communications field, social science, or business. Through such programs, students may produce a portfolio of work that demonstrates their ability to prospective employers. Although it is not typically required to enter the occupation, professional certification is preferred by some > [[Next >->27-3031-HowToBecomeOne-2]] > [[Close->27-3031-Detailed]]

employers hiring candidates for public relations specialist jobs. ### Other Experience Internships at public relations firms or in the public relations departments of other businesses may be helpful in getting a job as a public relations specialist. Some employers prefer candidates who have experience in the field through a school newspaper, social media platforms, or blogs, or through a leadership position in school or in their community. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, > [[< Previous->27-3031-HowToBecomeOne-1]] > [[Next >->27-3031-HowToBecomeOne-3]] > [[Close->27-3031-Detailed]]

visit the Employment Projections (EP) skills data page. Interpersonal skills. Public relations specialists deal with the public and the media regularly. They must be open and friendly in order to maintain a favorable image for their organization. Organizational skills. Public relations specialists are often in charge of managing several events or communications at the same time, which requires excellent skills in coordinating arrangements. Problem-solving skills. Public relations specialists sometimes must explain how a company or client is handling sensitive issues. They must use good > [[< Previous->27-3031-HowToBecomeOne-2]] > [[Next >->27-3031-HowToBecomeOne-4]] > [[Close->27-3031-Detailed]]

judgment in what they report and how they report it. Speaking skills. Public relations specialists regularly speak on behalf of clients or their organization. When doing so, they must be able to clearly explain the client's or the organization's position. Writing skills. Public relations specialists must be able to write well-organized and clear press releases, speeches, and social media posts. They must be able to grasp key messages and write them in a succinct but engaging way. > [[< Previous->27-3031-HowToBecomeOne-3]] > [[Close->27-3031-Detailed]]

# Pay The median annual wage for public relations specialists was $69,780 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $40,750, and the highest 10 percent earned more than $129,480. In May 2024, the median annual wages for public relations specialists in the top industries in which they worked were as follows: Most public relations specialists work full time. Some work more than 40 hours per week. > [[Close->27-3031-Detailed]]

# Job Outlook Employment of public relations specialists is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 27,600 openings for public relations specialists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Organizations will continue to emphasize community outreach and customer relations as a way to maintain and enhance their reputation and visibility. Public opinion can > [[Next >->27-3031-JobOutlook-2]] > [[Close->27-3031-Detailed]]

change quickly, particularly because both good and bad news spread rapidly through the Internet. Consequently, public relations specialists will be needed to respond to news developments and maintain their organization's reputation. The use of social media also is expected to create opportunities for public relations specialists as they try to appeal to consumers and the general public in new ways. Public relations specialists will be needed to help their clients use social media effectively. > [[< Previous->27-3031-JobOutlook-1]] > [[Close->27-3031-Detailed]]

# What Nurse Anesthetists, Nurse Midwives, and Nurse Practitioners Do Nurse anesthetists, nurse midwives, and nurse practitioners, also referred to as advanced practice registered nurses (APRNs), coordinate patient care and may provide primary and specialty healthcare. The scope of practice varies from state to state. ### Duties Advanced practice registered nurses typically do the following: - Take and record patients' medical histories and symptoms - Perform physical exams and observe patients - Create patient care plans or contribute to existing plans - Perform and order diagnostic tests - Operate and monitor medical equipment > [[Next >->29-1151-WhatTheyDo-2]] > [[Close->29-1151-Detailed]]

- Diagnose various health problems - Analyze test results or changes in a patient's condition and alter treatment plans, as needed - Give patients medicines and treatments - Evaluate a patient's response to medicines and treatments - Consult with doctors and other healthcare professionals, as needed - Counsel and teach patients and their families how to stay healthy or manage their illnesses or injuries > [[< Previous->29-1151-WhatTheyDo-1]] > [[Next >->29-1151-WhatTheyDo-3]] > [[Close->29-1151-Detailed]]

- Conduct research APRNs work independently or in collaboration with physicians. In most states, they can prescribe medications, order medical tests, and diagnose health problems. APRNs may provide primary and preventive care and may specialize in care for certain groups of people, such as children, pregnant women, or patients with mental health disorders. APRNs have some of the same duties as registered nurses, including gathering information about a patient's condition and taking action to treat or manage the patient's health. However, APRNs are trained to do other tasks, including > [[< Previous->29-1151-WhatTheyDo-2]] > [[Next >->29-1151-WhatTheyDo-4]] > [[Close->29-1151-Detailed]]

ordering and evaluating test results, referring patients to specialists, and diagnosing and treating ailments. APRNs focus on patient-centered care, which means understanding a patient's concerns and lifestyle before choosing a course of action. Some APRNs also conduct research or teach staff about new policies or procedures. Others may provide consultation services based on a specific field of knowledge, such as oncology, which is the study of cancer. The following are types of APRNs: Nurse anesthetists (CRNAs) administer anesthesia and provide care before, during, and after surgical, > [[< Previous->29-1151-WhatTheyDo-3]] > [[Next >->29-1151-WhatTheyDo-5]] > [[Close->29-1151-Detailed]]

therapeutic, diagnostic, and obstetrical procedures. They also provide pain management and some emergency services. Before a procedure begins, nurse anesthetists discuss with a patient any medications the patient is taking as well as any allergies or illnesses the patient may have, so that anesthesia can be safely administered. Nurse anesthetists then give a patient general anesthesia to put the patient to sleep so they feel no pain during surgery or administer a regional or local anesthesia to numb an area of the body. During the procedure, they monitor the patient's vital signs and adjust > [[< Previous->29-1151-WhatTheyDo-4]] > [[Next >->29-1151-WhatTheyDo-6]] > [[Close->29-1151-Detailed]]

the anesthesia as necessary. Nurse midwives (CNMs) provide care to women, including gynecological exams, family planning services, and prenatal care. They deliver babies, manage emergency situations during labor, repair lacerations, and may provide surgical assistance to physicians during cesarean births. Nurse midwives may act as primary maternity care providers for women. They also provide wellness care, educating their patients on how to lead healthy lives by discussing topics such as nutrition and disease prevention. Nurse midwives also provide care to their patients' partners for sexual > [[< Previous->29-1151-WhatTheyDo-5]] > [[Next >->29-1151-WhatTheyDo-7]] > [[Close->29-1151-Detailed]]

or reproductive health issues. Nurse practitioners (NPs) serve as primary and specialty care providers, delivering advanced nursing services to patients and their families. They assess patients, determine how to improve or manage a patient's health, and discuss ways to integrate health promotion strategies into a patient's life. Nurse practitioners typically care for a certain population of people. For instance, NPs may work in adult and geriatric health, pediatric health, or psychiatric and mental health. Although the scope of their duties varies by state, many nurse practitioners work > [[< Previous->29-1151-WhatTheyDo-6]] > [[Next >->29-1151-WhatTheyDo-8]] > [[Close->29-1151-Detailed]]

independently, prescribe medications, and order laboratory tests. Nurse practitioners consult with physicians and other health professionals when needed. See the profile on registered nurses for more information about clinical nurse specialists (CNSs), also considered to be a type of APRN. > [[< Previous->29-1151-WhatTheyDo-7]] > [[Close->29-1151-Detailed]]

# Work Environment ### Work Environment Nurse anesthetists, nurse midwives, and nurse practitioners work in a variety of healthcare settings, including hospitals, physicians' offices, and clinics. Most advanced practice registered nurses (APRNs) work full time. > [[Close->29-1151-Detailed]]

# How to Become a Nurse Anesthetist, Nurse Midwife, or Nurse Practitioner Nurse anesthetists, nurse midwives, and nurse practitioners, also referred to as advanced practice registered nurses (APRNs), must have at least a master's degree in their specialty role. APRNs also must be licensed registered nurses in their state, pass a national certification exam, and have a state APRN license. ### Education Nurse anesthetists, nurse midwives, and nurse practitioners typically need at least a master's degree in an advanced practice nursing field. Accredited healthcare and related programs in these specialties typically include classroom education and clinical experience. > [[Next >->29-1151-HowToBecomeOne-2]] > [[Close->29-1151-Detailed]]

Courses in subjects such as advanced health assessment, pathophysiology, and pharmacology are common as well as coursework specific to the chosen APRN role. An APRN must have a registered nursing (RN) license before pursuing education in one of the advanced practice roles, and a strong background in science is helpful. Most APRN programs prefer candidates who have a bachelor's degree in nursing. However, some schools offer bridge programs for registered nurses with an associate's degree or diploma in nursing. Graduate-level programs are also available for individuals who did not obtain a > [[< Previous->29-1151-HowToBecomeOne-1]] > [[Next >->29-1151-HowToBecomeOne-3]] > [[Close->29-1151-Detailed]]

bachelor's degree in nursing but in a related health science field. These programs prepare the student for the RN licensure exam in addition to offering the APRN curriculum. Although a master's degree is the most common form of entry-level education, APRNs may choose to earn a Doctor of Nursing Practice (DNP) or a Ph.D. The specific educational requirements and qualifications for each of the roles are available on professional organizations' websites. Prospective nurse anesthetists must have 1 year of experience working as registered nurse in a critical care setting as a prerequisite for > [[< Previous->29-1151-HowToBecomeOne-2]] > [[Next >->29-1151-HowToBecomeOne-4]] > [[Close->29-1151-Detailed]]

admission to an accredited nurse anesthetist program. ### Licenses, Certifications, and Registrations States' requirements for APRNs vary. In general, APRNs must have a registered nursing license, complete an accredited graduate-level program, pass a national certification exam, and have an APRN license. Details are available from each state's board of nursing. Information on state licensing board requirements is available from CareerOneStop. To become licensed and use an APRN title, most states require national certification. In addition, APRN positions may require cardiopulmonary > [[< Previous->29-1151-HowToBecomeOne-3]] > [[Next >->29-1151-HowToBecomeOne-5]] > [[Close->29-1151-Detailed]]

resuscitation (CPR), basic life support (BLS), or advanced cardiac life support (ACLS) certification. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Advanced practice registered nurses have to be able to communicate with patients and other healthcare professionals to ensure the appropriate course of action. Critical-thinking skills. APRNs must be able > [[< Previous->29-1151-HowToBecomeOne-4]] > [[Next >->29-1151-HowToBecomeOne-6]] > [[Close->29-1151-Detailed]]

to assess changes in a patient's health, quickly determine the most appropriate course of action, and decide if a consultation with another healthcare professional is needed. Compassion. APRNs should be caring and sympathetic when treating patients. Detail oriented. APRNs need to be thorough in providing treatments and medications that affect their patients' health. During an evaluation, they must notice even small changes in a patient's condition. Interpersonal skills. APRNs must work with patients and families as well as with other healthcare providers and staff. They work as part of a > [[< Previous->29-1151-HowToBecomeOne-5]] > [[Next >->29-1151-HowToBecomeOne-7]] > [[Close->29-1151-Detailed]]

team to determine and execute healthcare options for the patients they treat. Leadership skills. APRNs often work in positions of seniority. They must effectively direct and sometimes manage other nurses on staff when providing patient care. Resourcefulness. APRNs should know where to find the answers that they need. ### Advancement Some APRNs take on managerial or administrative roles; others go into academia. APRNs who earn a doctoral degree may conduct independent research or work on an interprofessional research team. > [[< Previous->29-1151-HowToBecomeOne-6]] > [[Close->29-1151-Detailed]]

# Pay The median annual wage for nurse anesthetists, nurse midwives, and nurse practitioners was $132,050 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $98,520, and the highest 10 percent earned more than $217,270. Median annual wages for nurse anesthetists, nurse midwives, and nurse practitioners in May 2024 were as follows: In May 2024, the median annual wages for nurse anesthetists, nurse midwives, and nurse practitioners in the top industries in which they worked > [[Next >->29-1151-Pay-2]] > [[Close->29-1151-Detailed]]

were as follows: Most advanced practice registered nurses (APRNs) work full time. In physicians' offices, APRNs typically work during normal business hours. In hospitals and other healthcare facilities, they may work in shifts - including nights, weekends, and holidays - to provide round-the-clock patient care. Some APRNs, especially those who work in critical care or those who deliver babies, also may need to be on call. > [[< Previous->29-1151-Pay-1]] > [[Close->29-1151-Detailed]]

# Job Outlook Overall employment of nurse anesthetists, nurse midwives, and nurse practitioners is projected to grow 35 percent from 2024 to 2034, much faster than the average for all occupations. About 32,700 openings for nurse anesthetists, nurse midwives, and nurse practitioners are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth will occur because of an increase in the demand for healthcare services. > [[Next >->29-1151-JobOutlook-2]] > [[Close->29-1151-Detailed]]

Several factors will contribute to this demand; the most important contributors include the aging population and growing prevalence of chronic disease. Advanced practice registered nurses (APRNs) perform many of the same services as physicians. APRNs will increasingly be used in team-based models of care, particularly in hospitals, offices of physicians, clinics, and other ambulatory care settings, where they will be needed to provide preventive, primary, and acute care. APRNs will also be needed to care for the large older adult population. As people age, they tend to experience ailments > [[< Previous->29-1151-JobOutlook-1]] > [[Next >->29-1151-JobOutlook-3]] > [[Close->29-1151-Detailed]]

and complex conditions that require medical care. APRNs will be needed to keep these patients healthy and to treat the growing number of patients with chronic and acute conditions. As states change their laws governing APRN practice authority, APRNs are being allowed to perform more services. APRNs also are being recognized more widely by the public as a source for primary healthcare. ### > [[< Previous->29-1151-JobOutlook-2]] > [[Close->29-1151-Detailed]]

- Diagnose various health problems - Analyze test results or changes in a patient's condition and alter treatment plans, as needed - Give patients medicines and treatments - Evaluate a patient's response to medicines and treatments - Consult with doctors and other healthcare professionals, as needed - Counsel and teach patients and their families how to stay healthy or manage their illnesses or injuries > [[< Previous->29-1161-WhatTheyDo-1]] > [[Next >->29-1161-WhatTheyDo-3]] > [[Close->29-1161-Detailed]]

- Conduct research APRNs work independently or in collaboration with physicians. In most states, they can prescribe medications, order medical tests, and diagnose health problems. APRNs may provide primary and preventive care and may specialize in care for certain groups of people, such as children, pregnant women, or patients with mental health disorders. APRNs have some of the same duties as registered nurses, including gathering information about a patient's condition and taking action to treat or manage the patient's health. However, APRNs are trained to do other tasks, including > [[< Previous->29-1161-WhatTheyDo-2]] > [[Next >->29-1161-WhatTheyDo-4]] > [[Close->29-1161-Detailed]]

ordering and evaluating test results, referring patients to specialists, and diagnosing and treating ailments. APRNs focus on patient-centered care, which means understanding a patient's concerns and lifestyle before choosing a course of action. Some APRNs also conduct research or teach staff about new policies or procedures. Others may provide consultation services based on a specific field of knowledge, such as oncology, which is the study of cancer. The following are types of APRNs: Nurse anesthetists (CRNAs) administer anesthesia and provide care before, during, and after surgical, > [[< Previous->29-1161-WhatTheyDo-3]] > [[Next >->29-1161-WhatTheyDo-5]] > [[Close->29-1161-Detailed]]

therapeutic, diagnostic, and obstetrical procedures. They also provide pain management and some emergency services. Before a procedure begins, nurse anesthetists discuss with a patient any medications the patient is taking as well as any allergies or illnesses the patient may have, so that anesthesia can be safely administered. Nurse anesthetists then give a patient general anesthesia to put the patient to sleep so they feel no pain during surgery or administer a regional or local anesthesia to numb an area of the body. During the procedure, they monitor the patient's vital signs and adjust > [[< Previous->29-1161-WhatTheyDo-4]] > [[Next >->29-1161-WhatTheyDo-6]] > [[Close->29-1161-Detailed]]

the anesthesia as necessary. Nurse midwives (CNMs) provide care to women, including gynecological exams, family planning services, and prenatal care. They deliver babies, manage emergency situations during labor, repair lacerations, and may provide surgical assistance to physicians during cesarean births. Nurse midwives may act as primary maternity care providers for women. They also provide wellness care, educating their patients on how to lead healthy lives by discussing topics such as nutrition and disease prevention. Nurse midwives also provide care to their patients' partners for sexual > [[< Previous->29-1161-WhatTheyDo-5]] > [[Next >->29-1161-WhatTheyDo-7]] > [[Close->29-1161-Detailed]]

or reproductive health issues. Nurse practitioners (NPs) serve as primary and specialty care providers, delivering advanced nursing services to patients and their families. They assess patients, determine how to improve or manage a patient's health, and discuss ways to integrate health promotion strategies into a patient's life. Nurse practitioners typically care for a certain population of people. For instance, NPs may work in adult and geriatric health, pediatric health, or psychiatric and mental health. Although the scope of their duties varies by state, many nurse practitioners work > [[< Previous->29-1161-WhatTheyDo-6]] > [[Next >->29-1161-WhatTheyDo-8]] > [[Close->29-1161-Detailed]]

# How to Become a Nurse Anesthetist, Nurse Midwife, or Nurse Practitioner Nurse anesthetists, nurse midwives, and nurse practitioners, also referred to as advanced practice registered nurses (APRNs), must have at least a master's degree in their specialty role. APRNs also must be licensed registered nurses in their state, pass a national certification exam, and have a state APRN license. ### Education Nurse anesthetists, nurse midwives, and nurse practitioners typically need at least a master's degree in an advanced practice nursing field. Accredited healthcare and related programs in these specialties typically include classroom education and clinical experience. > [[Next >->29-1161-HowToBecomeOne-2]] > [[Close->29-1161-Detailed]]

Courses in subjects such as advanced health assessment, pathophysiology, and pharmacology are common as well as coursework specific to the chosen APRN role. An APRN must have a registered nursing (RN) license before pursuing education in one of the advanced practice roles, and a strong background in science is helpful. Most APRN programs prefer candidates who have a bachelor's degree in nursing. However, some schools offer bridge programs for registered nurses with an associate's degree or diploma in nursing. Graduate-level programs are also available for individuals who did not obtain a > [[< Previous->29-1161-HowToBecomeOne-1]] > [[Next >->29-1161-HowToBecomeOne-3]] > [[Close->29-1161-Detailed]]

bachelor's degree in nursing but in a related health science field. These programs prepare the student for the RN licensure exam in addition to offering the APRN curriculum. Although a master's degree is the most common form of entry-level education, APRNs may choose to earn a Doctor of Nursing Practice (DNP) or a Ph.D. The specific educational requirements and qualifications for each of the roles are available on professional organizations' websites. Prospective nurse anesthetists must have 1 year of experience working as registered nurse in a critical care setting as a prerequisite for > [[< Previous->29-1161-HowToBecomeOne-2]] > [[Next >->29-1161-HowToBecomeOne-4]] > [[Close->29-1161-Detailed]]

admission to an accredited nurse anesthetist program. ### Licenses, Certifications, and Registrations States' requirements for APRNs vary. In general, APRNs must have a registered nursing license, complete an accredited graduate-level program, pass a national certification exam, and have an APRN license. Details are available from each state's board of nursing. Information on state licensing board requirements is available from CareerOneStop. To become licensed and use an APRN title, most states require national certification. In addition, APRN positions may require cardiopulmonary > [[< Previous->29-1161-HowToBecomeOne-3]] > [[Next >->29-1161-HowToBecomeOne-5]] > [[Close->29-1161-Detailed]]

resuscitation (CPR), basic life support (BLS), or advanced cardiac life support (ACLS) certification. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Advanced practice registered nurses have to be able to communicate with patients and other healthcare professionals to ensure the appropriate course of action. Critical-thinking skills. APRNs must be able > [[< Previous->29-1161-HowToBecomeOne-4]] > [[Next >->29-1161-HowToBecomeOne-6]] > [[Close->29-1161-Detailed]]

to assess changes in a patient's health, quickly determine the most appropriate course of action, and decide if a consultation with another healthcare professional is needed. Compassion. APRNs should be caring and sympathetic when treating patients. Detail oriented. APRNs need to be thorough in providing treatments and medications that affect their patients' health. During an evaluation, they must notice even small changes in a patient's condition. Interpersonal skills. APRNs must work with patients and families as well as with other healthcare providers and staff. They work as part of a > [[< Previous->29-1161-HowToBecomeOne-5]] > [[Next >->29-1161-HowToBecomeOne-7]] > [[Close->29-1161-Detailed]]

team to determine and execute healthcare options for the patients they treat. Leadership skills. APRNs often work in positions of seniority. They must effectively direct and sometimes manage other nurses on staff when providing patient care. Resourcefulness. APRNs should know where to find the answers that they need. ### Advancement Some APRNs take on managerial or administrative roles; others go into academia. APRNs who earn a doctoral degree may conduct independent research or work on an interprofessional research team. > [[< Previous->29-1161-HowToBecomeOne-6]] > [[Close->29-1161-Detailed]]

Several factors will contribute to this demand; the most important contributors include the aging population and growing prevalence of chronic disease. Advanced practice registered nurses (APRNs) perform many of the same services as physicians. APRNs will increasingly be used in team-based models of care, particularly in hospitals, offices of physicians, clinics, and other ambulatory care settings, where they will be needed to provide preventive, primary, and acute care. APRNs will also be needed to care for the large older adult population. As people age, they tend to experience ailments > [[< Previous->29-1161-JobOutlook-1]] > [[Next >->29-1161-JobOutlook-3]] > [[Close->29-1161-Detailed]]

# What Technical Writers Do Technical writers, also called technical communicators, prepare instruction manuals, how-to guides, journal articles, and other supporting documents to communicate complex and technical information more easily. They also develop, gather, and disseminate technical information through an organization's communications channels. ### Duties Technical writers typically do the following: - Determine the needs of users of technical documentation - Study product samples and talk with product designers and developers - Work with technical staff to make products and instructions easier to use > [[Next >->27-3042-WhatTheyDo-2]] > [[Close->27-3042-Detailed]]

- Write or revise supporting content for products - Edit material prepared by other writers or staff - Incorporate animation, graphs, illustrations, or photographs to increase users' understanding of the material - Select appropriate medium, such as manuals or videos, for message or audience - Standardize content across platforms and media > [[< Previous->27-3042-WhatTheyDo-1]] > [[Next >->27-3042-WhatTheyDo-3]] > [[Close->27-3042-Detailed]]

- Collect user feedback to update and improve content Technical writers create paper-based and digital operating instructions, how-to manuals, assembly instructions, and "frequently asked questions" pages to help technical support staff, consumers, and other users within a company or an industry. After a product is released, technical writers also may work with product liability specialists and customer-service managers to improve the end-user experience through product design changes. Technical writers often work with computer hardware engineers, computer support specialists, and software > [[< Previous->27-3042-WhatTheyDo-2]] > [[Next >->27-3042-WhatTheyDo-4]] > [[Close->27-3042-Detailed]]

developers to manage the flow of information among project workgroups during development and testing. Therefore, technical writers must be able to understand and discuss complex information with people of diverse occupational backgrounds. Technical writers may serve on teams that conduct usability studies to improve product design. Technical writers may research topics through visits to libraries and websites, discussions with technical specialists, and observation. Technical writers are also responsible for managing the consistency of technical content and its use across departments > [[< Previous->27-3042-WhatTheyDo-3]] > [[Next >->27-3042-WhatTheyDo-5]] > [[Close->27-3042-Detailed]]

including product development, manufacturing, marketing, and customer relations. Some technical writers help write grant proposals for research scientists and institutions. Increasingly, technical information is delivered online and through social media. Technical writers use the interactive technologies of the Web and social media to blend text, graphics, multidimensional images, sound, and video. > [[< Previous->27-3042-WhatTheyDo-4]] > [[Close->27-3042-Detailed]]

# Work Environment ### Work Environment Most technical writers work full time. Although technical writers work in a variety of industries, they are concentrated in the computer and management, scientific, and technical industries. > [[Close->27-3042-Detailed]]

# How to Become a Technical Writer Technical writers typically need a bachelor's degree to enter the occupation. In addition, knowledge of or experience with a technical subject, such as science or engineering, is beneficial. ### Education Employers generally prefer candidates who have a bachelor's degree in English, communications, journalism, or a related field. Technical writing jobs may require candidates to have knowledge of a technical field, such as engineering or computer and information technology. ### Work Experience in a Related Occupation Some technical writers begin their careers as specialists or research > [[Next >->27-3042-HowToBecomeOne-2]] > [[Close->27-3042-Detailed]]

assistants in a technical field. They eventually develop technical communication skills and assume primary responsibilities for technical writing. In small firms, entry-level technical writers may work on projects right away; in large companies, beginning technical writers may shadow experienced writers and interact with specialists before being assigned projects. ### Training Many technical writers need short-term on-the-job training to adapt their narrative style to a descriptive style of writing. ### Licenses, Certifications, and Registrations Some associations offer certification for > [[< Previous->27-3042-HowToBecomeOne-1]] > [[Next >->27-3042-HowToBecomeOne-3]] > [[Close->27-3042-Detailed]]

technical writers. Although not mandatory, these credentials demonstrate competence and professionalism, making candidates more attractive to employers. A professional credential also may increase a technical writer's opportunities for advancement. Information on certifications is available from CareerOneStop. ### Advancement Prospects for advancement generally include working on projects that are more complex and leading or training junior staff. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more > [[< Previous->27-3042-HowToBecomeOne-2]] > [[Next >->27-3042-HowToBecomeOne-4]] > [[Close->27-3042-Detailed]]

information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. Technical writers must be able to simplify complex, technical information for colleagues and consumers who have nontechnical backgrounds. Detail oriented. Technical writers create instructions for others to follow. As a result, they must be precise about every step. Imagination. Technical writers must think about a procedure or product as if they are someone who does not have technical knowledge. Teamwork. Technical writers must be able to work well with other writers, designers, editors, > [[< Previous->27-3042-HowToBecomeOne-3]] > [[Next >->27-3042-HowToBecomeOne-5]] > [[Close->27-3042-Detailed]]

illustrators, and the technical workers whose procedure or product they are explaining. Technical skills. Technical writers must be able to understand complex information. Technical writers may benefit from a background in fields such as engineering or science. Writing skills. Technical communicators must have excellent writing skills to be able to explain technical information clearly. > [[< Previous->27-3042-HowToBecomeOne-4]] > [[Close->27-3042-Detailed]]

# Pay The median annual wage for technical writers was $91,670 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $54,400, and the highest 10 percent earned more than $130,430. In May 2024, the median annual wages for technical writers in the top industries in which they worked were as follows: Technical writers may be expected to work evenings and weekends to meet deadlines. Most work full time. > [[Close->27-3042-Detailed]]

# Job Outlook Employment of technical writers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 4,500 openings for technical writers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As product innovation continues, technical writers are expected to be needed to convert complex information into a format that nontechnical users of these products understand. The continuing > [[Next >->27-3042-JobOutlook-2]] > [[Close->27-3042-Detailed]]

expansion of scientific and technical products and growth in digital product support needs is projected to drive employment demand for these writers. However, employment growth may be slowed by artificial intelligence (AI) tools that allow these workers to be more productive. > [[< Previous->27-3042-JobOutlook-1]] > [[Close->27-3042-Detailed]]

- Diagnose various health problems - Analyze test results or changes in a patient's condition and alter treatment plans, as needed - Give patients medicines and treatments - Evaluate a patient's response to medicines and treatments - Consult with doctors and other healthcare professionals, as needed - Counsel and teach patients and their families how to stay healthy or manage their illnesses or injuries > [[< Previous->29-1171-WhatTheyDo-1]] > [[Next >->29-1171-WhatTheyDo-3]] > [[Close->29-1171-Detailed]]

- Conduct research APRNs work independently or in collaboration with physicians. In most states, they can prescribe medications, order medical tests, and diagnose health problems. APRNs may provide primary and preventive care and may specialize in care for certain groups of people, such as children, pregnant women, or patients with mental health disorders. APRNs have some of the same duties as registered nurses, including gathering information about a patient's condition and taking action to treat or manage the patient's health. However, APRNs are trained to do other tasks, including > [[< Previous->29-1171-WhatTheyDo-2]] > [[Next >->29-1171-WhatTheyDo-4]] > [[Close->29-1171-Detailed]]

ordering and evaluating test results, referring patients to specialists, and diagnosing and treating ailments. APRNs focus on patient-centered care, which means understanding a patient's concerns and lifestyle before choosing a course of action. Some APRNs also conduct research or teach staff about new policies or procedures. Others may provide consultation services based on a specific field of knowledge, such as oncology, which is the study of cancer. The following are types of APRNs: Nurse anesthetists (CRNAs) administer anesthesia and provide care before, during, and after surgical, > [[< Previous->29-1171-WhatTheyDo-3]] > [[Next >->29-1171-WhatTheyDo-5]] > [[Close->29-1171-Detailed]]

therapeutic, diagnostic, and obstetrical procedures. They also provide pain management and some emergency services. Before a procedure begins, nurse anesthetists discuss with a patient any medications the patient is taking as well as any allergies or illnesses the patient may have, so that anesthesia can be safely administered. Nurse anesthetists then give a patient general anesthesia to put the patient to sleep so they feel no pain during surgery or administer a regional or local anesthesia to numb an area of the body. During the procedure, they monitor the patient's vital signs and adjust > [[< Previous->29-1171-WhatTheyDo-4]] > [[Next >->29-1171-WhatTheyDo-6]] > [[Close->29-1171-Detailed]]

the anesthesia as necessary. Nurse midwives (CNMs) provide care to women, including gynecological exams, family planning services, and prenatal care. They deliver babies, manage emergency situations during labor, repair lacerations, and may provide surgical assistance to physicians during cesarean births. Nurse midwives may act as primary maternity care providers for women. They also provide wellness care, educating their patients on how to lead healthy lives by discussing topics such as nutrition and disease prevention. Nurse midwives also provide care to their patients' partners for sexual > [[< Previous->29-1171-WhatTheyDo-5]] > [[Next >->29-1171-WhatTheyDo-7]] > [[Close->29-1171-Detailed]]

or reproductive health issues. Nurse practitioners (NPs) serve as primary and specialty care providers, delivering advanced nursing services to patients and their families. They assess patients, determine how to improve or manage a patient's health, and discuss ways to integrate health promotion strategies into a patient's life. Nurse practitioners typically care for a certain population of people. For instance, NPs may work in adult and geriatric health, pediatric health, or psychiatric and mental health. Although the scope of their duties varies by state, many nurse practitioners work > [[< Previous->29-1171-WhatTheyDo-6]] > [[Next >->29-1171-WhatTheyDo-8]] > [[Close->29-1171-Detailed]]

# How to Become a Nurse Anesthetist, Nurse Midwife, or Nurse Practitioner Nurse anesthetists, nurse midwives, and nurse practitioners, also referred to as advanced practice registered nurses (APRNs), must have at least a master's degree in their specialty role. APRNs also must be licensed registered nurses in their state, pass a national certification exam, and have a state APRN license. ### Education Nurse anesthetists, nurse midwives, and nurse practitioners typically need at least a master's degree in an advanced practice nursing field. Accredited healthcare and related programs in these specialties typically include classroom education and clinical experience. > [[Next >->29-1171-HowToBecomeOne-2]] > [[Close->29-1171-Detailed]]

Courses in subjects such as advanced health assessment, pathophysiology, and pharmacology are common as well as coursework specific to the chosen APRN role. An APRN must have a registered nursing (RN) license before pursuing education in one of the advanced practice roles, and a strong background in science is helpful. Most APRN programs prefer candidates who have a bachelor's degree in nursing. However, some schools offer bridge programs for registered nurses with an associate's degree or diploma in nursing. Graduate-level programs are also available for individuals who did not obtain a > [[< Previous->29-1171-HowToBecomeOne-1]] > [[Next >->29-1171-HowToBecomeOne-3]] > [[Close->29-1171-Detailed]]

bachelor's degree in nursing but in a related health science field. These programs prepare the student for the RN licensure exam in addition to offering the APRN curriculum. Although a master's degree is the most common form of entry-level education, APRNs may choose to earn a Doctor of Nursing Practice (DNP) or a Ph.D. The specific educational requirements and qualifications for each of the roles are available on professional organizations' websites. Prospective nurse anesthetists must have 1 year of experience working as registered nurse in a critical care setting as a prerequisite for > [[< Previous->29-1171-HowToBecomeOne-2]] > [[Next >->29-1171-HowToBecomeOne-4]] > [[Close->29-1171-Detailed]]

admission to an accredited nurse anesthetist program. ### Licenses, Certifications, and Registrations States' requirements for APRNs vary. In general, APRNs must have a registered nursing license, complete an accredited graduate-level program, pass a national certification exam, and have an APRN license. Details are available from each state's board of nursing. Information on state licensing board requirements is available from CareerOneStop. To become licensed and use an APRN title, most states require national certification. In addition, APRN positions may require cardiopulmonary > [[< Previous->29-1171-HowToBecomeOne-3]] > [[Next >->29-1171-HowToBecomeOne-5]] > [[Close->29-1171-Detailed]]

resuscitation (CPR), basic life support (BLS), or advanced cardiac life support (ACLS) certification. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Advanced practice registered nurses have to be able to communicate with patients and other healthcare professionals to ensure the appropriate course of action. Critical-thinking skills. APRNs must be able > [[< Previous->29-1171-HowToBecomeOne-4]] > [[Next >->29-1171-HowToBecomeOne-6]] > [[Close->29-1171-Detailed]]

to assess changes in a patient's health, quickly determine the most appropriate course of action, and decide if a consultation with another healthcare professional is needed. Compassion. APRNs should be caring and sympathetic when treating patients. Detail oriented. APRNs need to be thorough in providing treatments and medications that affect their patients' health. During an evaluation, they must notice even small changes in a patient's condition. Interpersonal skills. APRNs must work with patients and families as well as with other healthcare providers and staff. They work as part of a > [[< Previous->29-1171-HowToBecomeOne-5]] > [[Next >->29-1171-HowToBecomeOne-7]] > [[Close->29-1171-Detailed]]

team to determine and execute healthcare options for the patients they treat. Leadership skills. APRNs often work in positions of seniority. They must effectively direct and sometimes manage other nurses on staff when providing patient care. Resourcefulness. APRNs should know where to find the answers that they need. ### Advancement Some APRNs take on managerial or administrative roles; others go into academia. APRNs who earn a doctoral degree may conduct independent research or work on an interprofessional research team. > [[< Previous->29-1171-HowToBecomeOne-6]] > [[Close->29-1171-Detailed]]

Several factors will contribute to this demand; the most important contributors include the aging population and growing prevalence of chronic disease. Advanced practice registered nurses (APRNs) perform many of the same services as physicians. APRNs will increasingly be used in team-based models of care, particularly in hospitals, offices of physicians, clinics, and other ambulatory care settings, where they will be needed to provide preventive, primary, and acute care. APRNs will also be needed to care for the large older adult population. As people age, they tend to experience ailments > [[< Previous->29-1171-JobOutlook-1]] > [[Next >->29-1171-JobOutlook-3]] > [[Close->29-1171-Detailed]]

# What Writers and Authors Do Writers and authors develop content for various types of media, including advertisements; blogs; books; magazines; and movie, play, and television scripts. ### Duties Writers and authors typically do the following: - Choose subjects that interests readers - Write fiction or nonfiction scripts, biographies, and other formats - Conduct research to get factual information and authentic detail - Write advertising copy for newspapers, magazines, broadcasts, and the Internet - Present drafts to editors and clients for feedback > [[Next >->27-3043-WhatTheyDo-2]] > [[Close->27-3043-Detailed]]

- Work with editors and clients to shape material for publishing Writers must establish their credibility with editors and readers through clean prose, strong research, and the use of sources and citations. Writers and authors select the material they want to use and then convey the information to readers. With help from editors, they may revise or rewrite sections, searching for the clearest language and phrasing. Some writers and authors are self-employed or freelancers. They sell their written content to book and magazine publishers; news organizations; advertising agencies; and movie, > [[< Previous->27-3043-WhatTheyDo-1]] > [[Next >->27-3043-WhatTheyDo-3]] > [[Close->27-3043-Detailed]]

theater, and television producers. They may be hired to complete specific short-term or recurring assignments, such as writing a newspaper column, contributing to a series of articles in a magazine, or producing an organization's newsletter. A number of writers produce material that is published only online, such as for digital news organizations or blogs. The following are examples of types of writers and authors: Biographers write a thorough account of a person's life. They gather information from interviews and research about the person to accurately describe important life > [[< Previous->27-3043-WhatTheyDo-2]] > [[Next >->27-3043-WhatTheyDo-4]] > [[Close->27-3043-Detailed]]

events. Bloggers write posts to a Web log (blog) that may pertain to any topic or a specific field, such as fashion, news, or sports. Content writers write about any topic of interest, unlike writers who usually specialize in a given field. Copywriters prepare advertisements to promote the sale of a good or service. They often work with a client to produce written content, such as an advertising slogan. Novelists write books of fiction, creating characters and plots that may be imaginary or based on real events. Playwrights write scripts for theatrical productions. They come up with a > [[< Previous->27-3043-WhatTheyDo-3]] > [[Next >->27-3043-WhatTheyDo-5]] > [[Close->27-3043-Detailed]]

concept, write lines for actors to say, produce stage direction for actors to follow, and suggest ideas for theatrical set design. Screenwriters create scripts for movies and television. They may produce original stories, characters, and dialogue, or adapt a book into a movie or television script. Speechwriters compose orations for business leaders, politicians, and others who must speak in front of an audience. Because speeches are often delivered live, speechwriters must think about audience reaction and rhetorical effect. > [[< Previous->27-3043-WhatTheyDo-4]] > [[Close->27-3043-Detailed]]

# Work Environment ### Work Environment Writers and authors may work anywhere they have access to a computer. Many writers and authors are self-employed. > [[Close->27-3043-Detailed]]

# How to Become a Writer or Author A college degree in English, communications, or journalism is generally required for a salaried position as a writer or author. Experience gained through internships or any writing that improves skill, such as blogging, is beneficial. ### Education Writers and authors typically need a bachelor's degree in English or a related field, such as communications or journalism. ### Other Work Experience Writers and authors can get job experience by working for high school and college newspapers, magazines, radio and television stations, advertising and publishing companies, or nonprofit > [[Next >->27-3043-HowToBecomeOne-2]] > [[Close->27-3043-Detailed]]

organizations. College theater programs offer playwrights an opportunity to have their work performed. Many magazines and newspapers also have internships for students. Interns may write stories, conduct research and interviews, and gain related experience. Employers may prefer candidates who are able to create a visual story using tables, charts, infographics, and maps. Knowledge of computer software and editing tools that combine text with graphics, audio, video, and animation may be helpful. In addition, anyone with Internet access can start a blog and gain writing experience. Some of > [[< Previous->27-3043-HowToBecomeOne-1]] > [[Next >->27-3043-HowToBecomeOne-3]] > [[Close->27-3043-Detailed]]

this writing may lead to paid assignments regardless of education. Writers or authors can come from different backgrounds and experiences. ### Training Writers and authors typically gain writing experience through on-the-job training. They may practice and work with more experienced writers and editors before their writing is ready for publication. Writers may need formal training or experience related to a particular topic that they want to write about. ### Advancement Writers and authors can get a start by putting their name on their work when writing for small businesses, local > [[< Previous->27-3043-HowToBecomeOne-2]] > [[Next >->27-3043-HowToBecomeOne-4]] > [[Close->27-3043-Detailed]]

newspapers, advertising agencies, and nonprofit organizations. However, opportunities for advancement within these organizations may be limited. Writers and authors may advance their careers by building a reputation, taking on complex writing assignments, and getting published in prestigious markets and publications. Having published work that has been well received and consistently meeting deadlines are important for advancement. Many editors begin work as writers. Those who are particularly skilled at identifying stories, correcting writing style, and interacting with writers may be > [[< Previous->27-3043-HowToBecomeOne-3]] > [[Next >->27-3043-HowToBecomeOne-5]] > [[Close->27-3043-Detailed]]

interested in editing jobs. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Adaptability. Writers and authors need to be able to adapt to updates in software platforms and programs, including various content management systems (CMS). Creativity. Writers and authors must be able to develop interesting plots, characters, or ideas for new stories. Critical-thinking skills. Writers and authors must be adept at understanding new concepts > [[< Previous->27-3043-HowToBecomeOne-4]] > [[Next >->27-3043-HowToBecomeOne-6]] > [[Close->27-3043-Detailed]]

that they convey through writing. Determination. Writers and authors must have drive and persevere to meet deadlines. Persuasion. Writers, especially those in advertising, must be able to convince others to feel a certain way about a good or service. Social perceptiveness. Writers and authors must understand how readers react to ideas to connect with their audience. Writing skills. Writers and authors must be able to write clearly and effectively to convey feeling and emotion and to communicate with readers. > [[< Previous->27-3043-HowToBecomeOne-5]] > [[Close->27-3043-Detailed]]

# Pay The median annual wage for writers and authors was $72,270 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $41,080, and the highest 10 percent earned more than $133,680. In May 2024, the median annual wages for writers and authors in the top industries in which they worked were as follows: Some writers and authors work part time. Most keep regular office hours, either to stay in contact with sources and editors or to set up a writing routine, but many set their > [[Next >->27-3043-Pay-2]] > [[Close->27-3043-Detailed]]

own hours. Others may need to work evenings and weekends to produce something acceptable for an editor or client. Self-employed or freelance writers and authors may face the pressures of juggling multiple projects or continually looking for new work. > [[< Previous->27-3043-Pay-1]] > [[Close->27-3043-Detailed]]

# Job Outlook Employment of writers and authors is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 13,400 openings for writers and authors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As traditional print publications lose ground to other media forms, writers and authors are shifting their focus to online media, which is projected to result in some employment growth > [[Next >->27-3043-JobOutlook-2]] > [[Close->27-3043-Detailed]]

for these workers. In addition, the continued rise in self-publishing may lead to increased employment of writers and authors. > [[< Previous->27-3043-JobOutlook-1]] > [[Close->27-3043-Detailed]]

# What Nursing Assistants and Orderlies Do Nursing assistants, sometimes called nursing aides, provide basic care and help patients with activities of daily living. Orderlies transport patients and clean treatment areas. ### Duties Nursing assistants and orderlies work as part of a healthcare team under the supervision of licensed practical or licensed vocational nurses and registered nurses. Nursing assistants provide basic care and help with activities of daily living. They typically do the following: - Clean and bathe patients - Help patients use the toilet and dress > [[Next >->31-1131-WhatTheyDo-2]] > [[Close->31-1131-Detailed]]

- Turn, reposition, and transfer patients between beds and wheelchairs - Listen to and record patients' health concerns and report that information to nurses - Measure patients' vital signs, such as blood pressure and temperature > [[< Previous->31-1131-WhatTheyDo-1]] > [[Next >->31-1131-WhatTheyDo-3]] > [[Close->31-1131-Detailed]]

- Serve meals and help patients eat Depending on their training level and the state in which they work, nursing assistants also may dispense medication. Nursing assistants are often the principal caregivers in nursing and residential care facilities. Nursing assistants often develop relationships with their patients because some patients stay in these facilities for months or years. Orderlies typically do the following: - Help patients to move around the facility, such as by pushing their wheelchairs - Clean equipment and facilities - Change linens - Stock supplies > [[< Previous->31-1131-WhatTheyDo-2]] > [[Close->31-1131-Detailed]]

# Work Environment ### Work Environment Most nursing assistants and orderlies work in nursing and residential care facilities and in hospitals. They are physically active and may need to help lift or move patients. > [[Close->31-1131-Detailed]]

# How to Become a Nursing Assistant or Orderly Nursing assistants typically must complete a state-approved education program and pass their state's competency exam. Orderlies typically have at least a high school diploma or equivalent. ### Education and Training Nursing assistants often need to complete a state-approved education program that includes both instruction on the principles of nursing and supervised clinical work. These programs are available in high schools, community colleges, vocational and technical schools, hospitals, and nursing homes. In addition, nursing assistants typically complete a brief period of on-the-job > [[Next >->31-1131-HowToBecomeOne-2]] > [[Close->31-1131-Detailed]]

training to learn about their specific employer's policies and procedures. Orderlies typically have at least a high school diploma or equivalent and receive a short period of on-the-job training. ### Licenses, Certifications, and Registrations Specific requirements for nursing assistants vary by state. Nursing assistants often need a state-issued license or certification. After completing an approved education program, nursing assistants often must pass a competency exam, which allows them to use state-specific titles. In some states, a nursing assistant is called a Certified Nursing > [[< Previous->31-1131-HowToBecomeOne-1]] > [[Next >->31-1131-HowToBecomeOne-3]] > [[Close->31-1131-Detailed]]

Assistant (CNA), but titles vary by state. Nursing assistants who have passed the competency exam are placed on a state registry. They must be on the state registry to work in a nursing home. Some states have other requirements as well, such as continuing education and a criminal background check. Check with state certifying agencies for more information. In some states, nursing assistants may earn additional credentials, such as Certified Medication Assistant (CMA). As a CMA, they may dispense medications. Orderlies do not need a license; however, jobs might require certification in > [[< Previous->31-1131-HowToBecomeOne-2]] > [[Next >->31-1131-HowToBecomeOne-4]] > [[Close->31-1131-Detailed]]

cardiopulmonary resuscitation (CPR) or basic life support (BLS). ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Nursing assistants and orderlies must listen and respond to patients' concerns. They also need to share information with other healthcare workers. Compassion. Nursing assistants and orderlies help and care for people who are sick, injured, or need aid for other reasons. They need an empathetic attitude > [[< Previous->31-1131-HowToBecomeOne-3]] > [[Next >->31-1131-HowToBecomeOne-5]] > [[Close->31-1131-Detailed]]

to do their work. Patience. The routine tasks of cleaning, feeding, and bathing patients may be stressful. Nursing assistants and orderlies must be able to complete these tasks with professionalism. Physical stamina. Nursing assistants and orderlies spend much of their time on their feet. They must be able to perform tasks such as lifting or moving patients. > [[< Previous->31-1131-HowToBecomeOne-4]] > [[Close->31-1131-Detailed]]

# Pay The median annual wage for nursing assistants was $39,530 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $31,390, and the highest 10 percent earned more than $50,140. The median annual wage for orderlies was $37,700 in May 2024. The lowest 10 percent earned less than $31,610, and the highest 10 percent earned more than $49,570. In May 2024, the median annual wages for nursing assistants in the top industries in which they worked were as follows: In May 2024, > [[Next >->31-1131-Pay-2]] > [[Close->31-1131-Detailed]]

the median annual wages for orderlies in the top industries in which they worked were as follows: Although most nursing assistants and orderlies work full time, some work part time. Because nursing and residential care facilities and hospitals provide care at all hours, nursing aides and orderlies may need to work nights, weekends, and holidays. > [[< Previous->31-1131-Pay-1]] > [[Close->31-1131-Detailed]]

# Job Outlook Overall employment of nursing assistants and orderlies is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 211,800 openings for nursing assistants and orderlies are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As the population ages, nursing assistants and orderlies will be needed to help care for an increasing number of older people who have chronic or > [[Next >->31-1131-JobOutlook-2]] > [[Close->31-1131-Detailed]]

progressive diseases, such as heart disease and diabetes. Demand for nursing assistants may be constrained by financial pressures on nursing homes, which might lead some facilities to close or reduce staff. However, increased opportunities are expected in home- and community-based settings as patient preferences and shifts in policy generate demand for care in these settings. > [[< Previous->31-1131-JobOutlook-1]] > [[Close->31-1131-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1218-WhatTheyDo-1]] > [[Next >->29-1218-WhatTheyDo-3]] > [[Close->29-1218-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1218-WhatTheyDo-2]] > [[Next >->29-1218-WhatTheyDo-4]] > [[Close->29-1218-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1218-WhatTheyDo-3]] > [[Next >->29-1218-WhatTheyDo-5]] > [[Close->29-1218-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1218-WhatTheyDo-4]] > [[Next >->29-1218-WhatTheyDo-6]] > [[Close->29-1218-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1218-WhatTheyDo-5]] > [[Next >->29-1218-WhatTheyDo-7]] > [[Close->29-1218-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1218-WhatTheyDo-6]] > [[Next >->29-1218-WhatTheyDo-8]] > [[Close->29-1218-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1218-WhatTheyDo-7]] > [[Next >->29-1218-WhatTheyDo-9]] > [[Close->29-1218-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1218-WhatTheyDo-8]] > [[Next >->29-1218-WhatTheyDo-10]] > [[Close->29-1218-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1218-WhatTheyDo-9]] > [[Next >->29-1218-WhatTheyDo-11]] > [[Close->29-1218-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1218-WhatTheyDo-10]] > [[Next >->29-1218-WhatTheyDo-12]] > [[Close->29-1218-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1218-WhatTheyDo-11]] > [[Next >->29-1218-WhatTheyDo-13]] > [[Close->29-1218-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1218-WhatTheyDo-12]] > [[Next >->29-1218-WhatTheyDo-14]] > [[Close->29-1218-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1218-WhatTheyDo-13]] > [[Next >->29-1218-WhatTheyDo-15]] > [[Close->29-1218-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1218-WhatTheyDo-14]] > [[Close->29-1218-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1218-HowToBecomeOne-1]] > [[Next >->29-1218-HowToBecomeOne-3]] > [[Close->29-1218-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1218-HowToBecomeOne-2]] > [[Next >->29-1218-HowToBecomeOne-4]] > [[Close->29-1218-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1218-HowToBecomeOne-3]] > [[Next >->29-1218-HowToBecomeOne-5]] > [[Close->29-1218-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1218-HowToBecomeOne-4]] > [[Next >->29-1218-HowToBecomeOne-6]] > [[Close->29-1218-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1218-HowToBecomeOne-5]] > [[Next >->29-1218-HowToBecomeOne-7]] > [[Close->29-1218-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1218-HowToBecomeOne-6]] > [[Next >->29-1218-HowToBecomeOne-8]] > [[Close->29-1218-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1218-HowToBecomeOne-7]] > [[Next >->29-1218-HowToBecomeOne-9]] > [[Close->29-1218-Detailed]]

# What Occupational Therapists Do Occupational therapists evaluate and treat people who have injuries, illnesses, or disabilities. They help clients meet goals to develop, recover, improve, and maintain skills needed for daily living and working. ### Duties Occupational therapists typically do the following: - Evaluate clients' conditions by reviewing their medical history, interviewing them, and observing them perform various tasks - Develop and implement treatment plans that have specific activities to help clients work toward their goals > [[Next >->29-1122-WhatTheyDo-2]] > [[Close->29-1122-Detailed]]

- Help clients relearn and perform daily living tasks, such as teaching a person who has had a stroke how to get dressed - Demonstrate exercises - for example, stretching the joints for arthritis relief - to help relieve clients' pain - Evaluate a client's home, school, or workplace to identify potential accessibility improvements, such as labeling kitchen cabinets for an older person with poor memory - Educate a client's family about how to accommodate and care for them > [[< Previous->29-1122-WhatTheyDo-1]] > [[Next >->29-1122-WhatTheyDo-3]] > [[Close->29-1122-Detailed]]

- Recommend special equipment, such as mobility aids and eating aids, and instruct clients and families on how to use it > [[< Previous->29-1122-WhatTheyDo-2]] > [[Next >->29-1122-WhatTheyDo-4]] > [[Close->29-1122-Detailed]]

- Assess and record clients' activities and progress for client evaluations, billing, and other purposes Occupational therapists work with people who have permanent disabilities, such as cerebral palsy, and may need help with daily tasks. They recommend options and show clients how to use appropriate adaptive equipment, such as leg braces, wheelchairs, and eating aids. These devices help clients live their lives more independently. Some occupational therapists work with children in inpatient, outpatient, or educational settings. They may provide early intervention therapy to infants and > [[< Previous->29-1122-WhatTheyDo-3]] > [[Next >->29-1122-WhatTheyDo-5]] > [[Close->29-1122-Detailed]]

toddlers or work with school-aged children to encourage engagement, such as participating in academic activities. Therapists who work with older adults help clients live independently and improve their quality of life. They assess clients' abilities and environment and make recommendations to improve the clients' everyday lives. For example, therapists may identify potential fall hazards in a client's home and recommend their removal or help clients attend social outings. Occupational therapists help clients create functional work environments. They evaluate the workspace, recommend > [[< Previous->29-1122-WhatTheyDo-4]] > [[Next >->29-1122-WhatTheyDo-6]] > [[Close->29-1122-Detailed]]

modifications, and meet with the client's employer to collaborate on changes to the client's work environment or schedule. Occupational therapists also may work in mental health settings, where they help clients who have developmental disabilities or mental health conditions. Therapists assist and educate clients on improving skills such as managing time, using public transportation, and doing household chores. In addition, therapists may work with individuals who have problems related to drug or alcohol abuse, depression, or trauma. Some occupational therapists, such as those employed in > [[< Previous->29-1122-WhatTheyDo-5]] > [[Next >->29-1122-WhatTheyDo-7]] > [[Close->29-1122-Detailed]]

hospitals, work as part of a healthcare team along with doctors, registered nurses, and other types of therapists, including physical therapists. They may work with patients who have chronic conditions, such as diabetes or arthritis, or help rehabilitate a patient recovering from a stroke or spinal cord injury. Occupational therapists also oversee the work of occupational therapy assistants and aides. > [[< Previous->29-1122-WhatTheyDo-6]] > [[Close->29-1122-Detailed]]

# Work Environment ### Work Environment Occupational therapists work in a variety of settings, such as hospitals, schools, and outpatient clinics. They stand for long periods and may need to lift or move clients. > [[Close->29-1122-Detailed]]

# How to Become an Occupational Therapist To enter the occupation, occupational therapists typically need a master's degree in occupational therapy. All states require occupational therapists to be licensed. ### Education Occupational therapists typically need a master's degree in occupational therapy to enter the occupation. Admission to graduate programs in occupational therapy requires a bachelor's degree, although it may not need to be in a particular subject. However, master's degree programs frequently require applicants to have completed coursework in biology, psychology, and other sciences. Some programs also require > [[Next >->29-1122-HowToBecomeOne-2]] > [[Close->29-1122-Detailed]]

applicants to have volunteered or worked in an occupational therapy setting. To learn about specific requirements, applicants should contact the program in which they are interested in enrolling. Master's degree programs usually take 2 to 3 years to complete and typically include courses such as kinesiology, neuroscience, and anatomy. Additionally, these programs require a specified number of hours of supervised fieldwork during which prospective occupational therapists gain clinical experience. Some schools offer a dual-degree program in which the student earns a bachelor's degree and a > [[< Previous->29-1122-HowToBecomeOne-1]] > [[Next >->29-1122-HowToBecomeOne-3]] > [[Close->29-1122-Detailed]]

master's degree upon completion. ### Licenses, Certifications, and Registrations All states require occupational therapists to be licensed. Licensing requirements vary by state, but at a minimum, candidates must pass a qualifying exam. To sit for the exam, candidates must have earned a degree from an accredited occupational therapy program that includes fieldwork. Therapists must pass the qualifying exam to use the title "Occupational Therapist Registered" (OTR). They also must complete a specified number of hours of continuing education to maintain state licensure and certification. Some > [[< Previous->29-1122-HowToBecomeOne-2]] > [[Next >->29-1122-HowToBecomeOne-4]] > [[Close->29-1122-Detailed]]

employers require candidates to have cardiopulmonary resuscitation (CPR) or basic life support (BLS) certification. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Adaptability. Occupational therapists must be accommodating when working with clients. They must be able to change treatment plans based on clients' needs. Communication skills. Occupational therapists must listen > [[< Previous->29-1122-HowToBecomeOne-3]] > [[Next >->29-1122-HowToBecomeOne-5]] > [[Close->29-1122-Detailed]]

closely to clients. They also must be able to explain treatment plans and goals to clients, clients' families, and other members of the healthcare team. Compassion. Occupational therapists work with patients who may struggle with life's daily activities. Because of this, they must be empathetic and sensitive to a client's needs and concerns. Interpersonal skills. Occupational therapists spend much of their time interacting with clients and explaining treatment. They must be able to develop a rapport with clients. Patience. Occupational therapists work with clients who have problems with > [[< Previous->29-1122-HowToBecomeOne-4]] > [[Next >->29-1122-HowToBecomeOne-6]] > [[Close->29-1122-Detailed]]

everyday activities. Therapists must remain calm in order to provide quality care. > [[< Previous->29-1122-HowToBecomeOne-5]] > [[Close->29-1122-Detailed]]

# Pay The median annual wage for occupational therapists was $98,340 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $67,090, and the highest 10 percent earned more than $129,830. In May 2024, the median annual wages for occupational therapists in the top industries in which they worked were as follows: Most occupational therapists work full time. They may work nights or weekends, as needed, to accommodate clients' schedules. > [[Close->29-1122-Detailed]]

# Job Outlook Employment of occupational therapists is projected to grow 14 percent from 2024 to 2034, much faster than the average for all occupations. About 10,200 openings for occupational therapists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for occupational therapists is expected to rise as the size of the older adult population grows. Older adults are more likely than younger people to experience > [[Next >->29-1122-JobOutlook-2]] > [[Close->29-1122-Detailed]]

disabilities and limitations in doing everyday tasks. Therefore, more occupational therapists will be needed to help these clients maintain their independence and the ability to perform daily activities. In addition, occupational therapy will continue to be an important part of treatment for people with various conditions and disabilities, such as Alzheimer's disease, cerebral palsy, stroke, or the loss of a limb. Occupational therapy also will continue to be used to treat children and young adults with developmental disorders, such as autism spectrum disorder. > [[< Previous->29-1122-JobOutlook-1]] > [[Close->29-1122-Detailed]]

# What Occupational Therapy Assistants and Aides Do Occupational therapy assistants help occupational therapists provide treatments and procedures to clients. Occupational therapy aides do select or routine tasks, such as preparing treatment rooms, under the direction of occupational therapists or occupational therapy assistants. ### Duties Occupational therapy assistants typically do the following: - Guide clients in therapeutic activities, such as exercises to improve motor skills and functional abilities > [[Next >->31-2012-WhatTheyDo-2]] > [[Close->31-2012-Detailed]]

- Lead children who have disabilities in play activities that promote coordination, socialization, and meeting developmental milestones - Teach clients new ways of accomplishing everyday tasks - Instruct clients in the use of special equipment - for example, showing a client with Parkinson's disease how to use adaptive devices to simplify meal preparation - Record clients' progress, report to occupational therapists, and do other administrative tasks Occupational therapy aides typically do the following: - Prepare treatment areas, such as by setting up therapy equipment > [[< Previous->31-2012-WhatTheyDo-1]] > [[Next >->31-2012-WhatTheyDo-3]] > [[Close->31-2012-Detailed]]

- Escort clients to and from treatment areas - Clean treatment areas and equipment - Help clients complete paperwork, such as forms for billing and insurance > [[< Previous->31-2012-WhatTheyDo-2]] > [[Next >->31-2012-WhatTheyDo-4]] > [[Close->31-2012-Detailed]]

- Do clerical tasks, including scheduling appointments and answering telephones Occupational therapy assistants work with occupational therapists to help clients develop, improve, and maintain everyday skills. For example, they may teach clients to move from a bed into a wheelchair or to complete self-care activities, such as bathing and getting dressed. In addition, an occupational therapy assistant might help injured clients return to the workforce by teaching them to compensate for lost motor skills. Occupational therapy assistants also may work with people who have disabilities, helping > [[< Previous->31-2012-WhatTheyDo-3]] > [[Next >->31-2012-WhatTheyDo-5]] > [[Close->31-2012-Detailed]]

them learn socialization, money management, or other skills they need to be successful and independent at school, work, or home. Occupational therapy assistants are part of an interdisciplinary team that includes occupational therapists and other healthcare specialists. These assistants help to coordinate client care by monitoring activities to make sure that clients do them correctly, recording client progress, and providing feedback. They also collaborate with occupational therapists so that the therapist can modify the client's plan as needed. Occupational therapy aides usually prepare > [[< Previous->31-2012-WhatTheyDo-4]] > [[Next >->31-2012-WhatTheyDo-6]] > [[Close->31-2012-Detailed]]

materials and assemble equipment used during treatment. They may greet clients and assist clients in moving to and from treatment areas. They may take and record client vital signs prior to a therapy session. They may communicate patient status and symptoms to occupational therapists and occupational therapy assistants. Occupational therapy aides also may assist an occupational therapist or occupational therapy assistant by retrieving or removing therapy equipment. After a therapy session, aides clean the treatment area and equipment, put away equipment, and gather laundry. Occupational > [[< Previous->31-2012-WhatTheyDo-5]] > [[Next >->31-2012-WhatTheyDo-7]] > [[Close->31-2012-Detailed]]

therapy aides may help clients complete insurance forms and other paperwork. They also are responsible for a range of clerical tasks, such as scheduling appointments, answering the telephone, and monitoring inventory. > [[< Previous->31-2012-WhatTheyDo-6]] > [[Close->31-2012-Detailed]]

# Work Environment ### Work Environment Occupational therapy assistants and aides work primarily in occupational therapists' offices, in hospitals, and in nursing care facilities. Occupational therapy assistants and aides spend much of their time standing while setting up equipment and, in the case of assistants, providing therapy to clients. > [[Close->31-2012-Detailed]]

# How to Become an Occupational Therapy Assistant or Aide Occupational therapy assistants typically need an associate's degree from an accredited occupational therapy assistant program. Occupational therapy assistants usually need a state-issued license. Occupational therapy aides typically need a high school diploma or equivalent and are trained on the job. ### Education and Training Occupational therapy assistants typically need an associate's degree from an accredited program, although some bachelor's degree programs also are available. Associate's degree programs generally require 2 years of full-time study and include coursework in subjects > [[Next >->31-2012-HowToBecomeOne-2]] > [[Close->31-2012-Detailed]]

such as anatomy, psychology, and kinesiology. In addition to taking coursework, occupational therapy assistants must complete several months of fieldwork to gain hands-on work experience. Occupational therapy aides typically need a high school diploma or equivalent. They are trained on the job under the supervision of experienced assistants or aides. Training may last several days or a few weeks and covers a number of topics, including therapy equipment setup and infection control procedures. ### Licenses, Certifications, and Registrations Occupational therapy assistants usually need a > [[< Previous->31-2012-HowToBecomeOne-1]] > [[Next >->31-2012-HowToBecomeOne-3]] > [[Close->31-2012-Detailed]]

state-issued license. Licensure requires completing an accredited occupational therapy assistant education program, fieldwork, and passing an exam. Some states have additional requirements, such as a background check. Information on state licensing board requirements is available from CareerOneStop. Occupational therapy assistants must pass the exam to use the title "Certified Occupational Therapy Assistant" (COTA). They also need continuing education to maintain their certification. Other credentials for occupational therapy assistants are available. Optional certifications may demonstrate > [[< Previous->31-2012-HowToBecomeOne-2]] > [[Next >->31-2012-HowToBecomeOne-4]] > [[Close->31-2012-Detailed]]

that an assistant has particular knowledge, skills, or abilities in a specialized area of practice, such as low vision. Occupational therapy aides typically are not regulated by state law. Both occupational therapy assistants and aides may need certifications in cardiopulmonary resuscitation (CPR) and basic life support (BLS). Information on certifications is available from CareerOneStop. ### Advancement With additional education and licensure, occupational therapy aides may advance to become occupational therapy assistants or occupational therapists. Occupational therapy assistants may > [[< Previous->31-2012-HowToBecomeOne-3]] > [[Next >->31-2012-HowToBecomeOne-5]] > [[Close->31-2012-Detailed]]

advance by gaining additional education and becoming occupational therapists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Adaptability. Occupational therapy assistants must be flexible when treating clients. Because not every type of therapy helps clients achieve their goals, assistants may need to work creatively with occupational therapists in their approach. Compassion. Occupational therapy assistants and aides frequently help > [[< Previous->31-2012-HowToBecomeOne-4]] > [[Next >->31-2012-HowToBecomeOne-6]] > [[Close->31-2012-Detailed]]

clients who feel frustrated by their challenges. Assistants and aides should be encouraging and empathetic in working with these clients. Detail oriented. Occupational therapy assistants and aides must be precise in following the occupational therapist's instructions, both written and spoken. They also must be attentive in recording client progress or completing paperwork. Interpersonal skills. Occupational therapy assistants and aides should be friendly and courteous in their interactions with clients. They also must be professional and able to work collaboratively as part of an > [[< Previous->31-2012-HowToBecomeOne-5]] > [[Next >->31-2012-HowToBecomeOne-7]] > [[Close->31-2012-Detailed]]

interdisciplinary team. Physical stamina. Occupational assistants and aides spend long periods of time standing. Frequent kneeling and stooping also are part of the job. Physical strength. Occupational assistants and aides must be moderately strong to do tasks requiring physical exertion, such as lifting and moving clients. > [[< Previous->31-2012-HowToBecomeOne-6]] > [[Close->31-2012-Detailed]]

# Pay The median annual wage for occupational therapy aides was $37,370 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $27,970, and the highest 10 percent earned more than $65,580. The median annual wage for occupational therapy assistants was $68,340 in May 2024. The lowest 10 percent earned less than $49,070, and the highest 10 percent earned more than $86,930. In May 2024, the median annual wages for occupational therapy aides in the top industries in which they > [[Next >->31-2012-Pay-2]] > [[Close->31-2012-Detailed]]

worked were as follows: In May 2024, the median annual wages for occupational therapy assistants in the top industries in which they worked were as follows: Most occupational therapy assistants and aides work full time, but part-time work is common. Their schedules may include work in the evenings or on weekends to accommodate clients' schedules. > [[< Previous->31-2012-Pay-1]] > [[Close->31-2012-Detailed]]

# Job Outlook Overall employment of occupational therapy assistants and aides is projected to grow 18 percent from 2024 to 2034, much faster than the average for all occupations. About 7,900 openings for occupational therapy assistants and aides are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for occupational therapy is likely to grow over the decade in response to the healthcare needs of an aging population. Older > [[Next >->31-2012-JobOutlook-2]] > [[Close->31-2012-Detailed]]

adults are more prone than young people to conditions and ailments, such as arthritis and strokes, that may affect the ability to do everyday activities. Occupational therapy assistants and aides will be needed to help occupational therapists in caring for these patients. Healthcare providers, especially those specializing in long-term care, will continue to employ occupational therapy assistants to reduce the cost of occupational therapy services. However, restrictions in insurance reimbursement for services provided by occupational therapy aides may constrain demand for this occupation. > [[< Previous->31-2012-JobOutlook-1]] > [[Close->31-2012-Detailed]]

- Lead children who have disabilities in play activities that promote coordination, socialization, and meeting developmental milestones - Teach clients new ways of accomplishing everyday tasks - Instruct clients in the use of special equipment - for example, showing a client with Parkinson's disease how to use adaptive devices to simplify meal preparation - Record clients' progress, report to occupational therapists, and do other administrative tasks Occupational therapy aides typically do the following: - Prepare treatment areas, such as by setting up therapy equipment > [[< Previous->31-2011-WhatTheyDo-1]] > [[Next >->31-2011-WhatTheyDo-3]] > [[Close->31-2011-Detailed]]

- Escort clients to and from treatment areas - Clean treatment areas and equipment - Help clients complete paperwork, such as forms for billing and insurance > [[< Previous->31-2011-WhatTheyDo-2]] > [[Next >->31-2011-WhatTheyDo-4]] > [[Close->31-2011-Detailed]]

- Do clerical tasks, including scheduling appointments and answering telephones Occupational therapy assistants work with occupational therapists to help clients develop, improve, and maintain everyday skills. For example, they may teach clients to move from a bed into a wheelchair or to complete self-care activities, such as bathing and getting dressed. In addition, an occupational therapy assistant might help injured clients return to the workforce by teaching them to compensate for lost motor skills. Occupational therapy assistants also may work with people who have disabilities, helping > [[< Previous->31-2011-WhatTheyDo-3]] > [[Next >->31-2011-WhatTheyDo-5]] > [[Close->31-2011-Detailed]]

them learn socialization, money management, or other skills they need to be successful and independent at school, work, or home. Occupational therapy assistants are part of an interdisciplinary team that includes occupational therapists and other healthcare specialists. These assistants help to coordinate client care by monitoring activities to make sure that clients do them correctly, recording client progress, and providing feedback. They also collaborate with occupational therapists so that the therapist can modify the client's plan as needed. Occupational therapy aides usually prepare > [[< Previous->31-2011-WhatTheyDo-4]] > [[Next >->31-2011-WhatTheyDo-6]] > [[Close->31-2011-Detailed]]

materials and assemble equipment used during treatment. They may greet clients and assist clients in moving to and from treatment areas. They may take and record client vital signs prior to a therapy session. They may communicate patient status and symptoms to occupational therapists and occupational therapy assistants. Occupational therapy aides also may assist an occupational therapist or occupational therapy assistant by retrieving or removing therapy equipment. After a therapy session, aides clean the treatment area and equipment, put away equipment, and gather laundry. Occupational > [[< Previous->31-2011-WhatTheyDo-5]] > [[Next >->31-2011-WhatTheyDo-7]] > [[Close->31-2011-Detailed]]

such as anatomy, psychology, and kinesiology. In addition to taking coursework, occupational therapy assistants must complete several months of fieldwork to gain hands-on work experience. Occupational therapy aides typically need a high school diploma or equivalent. They are trained on the job under the supervision of experienced assistants or aides. Training may last several days or a few weeks and covers a number of topics, including therapy equipment setup and infection control procedures. ### Licenses, Certifications, and Registrations Occupational therapy assistants usually need a > [[< Previous->31-2011-HowToBecomeOne-1]] > [[Next >->31-2011-HowToBecomeOne-3]] > [[Close->31-2011-Detailed]]

state-issued license. Licensure requires completing an accredited occupational therapy assistant education program, fieldwork, and passing an exam. Some states have additional requirements, such as a background check. Information on state licensing board requirements is available from CareerOneStop. Occupational therapy assistants must pass the exam to use the title "Certified Occupational Therapy Assistant" (COTA). They also need continuing education to maintain their certification. Other credentials for occupational therapy assistants are available. Optional certifications may demonstrate > [[< Previous->31-2011-HowToBecomeOne-2]] > [[Next >->31-2011-HowToBecomeOne-4]] > [[Close->31-2011-Detailed]]

that an assistant has particular knowledge, skills, or abilities in a specialized area of practice, such as low vision. Occupational therapy aides typically are not regulated by state law. Both occupational therapy assistants and aides may need certifications in cardiopulmonary resuscitation (CPR) and basic life support (BLS). Information on certifications is available from CareerOneStop. ### Advancement With additional education and licensure, occupational therapy aides may advance to become occupational therapy assistants or occupational therapists. Occupational therapy assistants may > [[< Previous->31-2011-HowToBecomeOne-3]] > [[Next >->31-2011-HowToBecomeOne-5]] > [[Close->31-2011-Detailed]]

advance by gaining additional education and becoming occupational therapists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Adaptability. Occupational therapy assistants must be flexible when treating clients. Because not every type of therapy helps clients achieve their goals, assistants may need to work creatively with occupational therapists in their approach. Compassion. Occupational therapy assistants and aides frequently help > [[< Previous->31-2011-HowToBecomeOne-4]] > [[Next >->31-2011-HowToBecomeOne-6]] > [[Close->31-2011-Detailed]]

clients who feel frustrated by their challenges. Assistants and aides should be encouraging and empathetic in working with these clients. Detail oriented. Occupational therapy assistants and aides must be precise in following the occupational therapist's instructions, both written and spoken. They also must be attentive in recording client progress or completing paperwork. Interpersonal skills. Occupational therapy assistants and aides should be friendly and courteous in their interactions with clients. They also must be professional and able to work collaboratively as part of an > [[< Previous->31-2011-HowToBecomeOne-5]] > [[Next >->31-2011-HowToBecomeOne-7]] > [[Close->31-2011-Detailed]]

- Synchronize sounds and dialogue with action taking place on television or in movie productions - Convert video and audio records to digital formats for editing on computers - Install audio, video, and lighting equipment in hotels, offices, and schools - Report any problems that arise with complex equipment and make routine repairs > [[< Previous->27-4014-WhatTheyDo-1]] > [[Next >->27-4014-WhatTheyDo-3]] > [[Close->27-4014-Detailed]]

- Keep records of recordings and equipment used These workers may be called broadcast or sound engineering technicians, operators, or engineers. They set up and operate audio and video equipment, and the kind of equipment they use may depend on the particular type of technician or industry. At smaller radio and television stations, broadcast, sound, and video technicians may have more responsibilities. At larger stations, they may do more specialized work, although their job assignments may vary from day to day. Broadcast, sound, and video technicians share many responsibilities, but their > [[< Previous->27-4014-WhatTheyDo-2]] > [[Next >->27-4014-WhatTheyDo-4]] > [[Close->27-4014-Detailed]]

duties may vary with their specific area of focus. The following are examples of types of broadcast, sound, and video technicians: Audio and video technicians, also known as audio-visual technicians, set up, maintain, and dismantle audio and video equipment. They also connect wires and cables and set up and operate sound and mixing boards and related electronic equipment. Audio and video technicians work with microphones, speakers, video screens, projectors, video monitors, and recording equipment. The equipment they operate is used for live or recorded events such as meetings, concerts, > [[< Previous->27-4014-WhatTheyDo-3]] > [[Next >->27-4014-WhatTheyDo-5]] > [[Close->27-4014-Detailed]]

sporting events, podcasts, and news conferences. Broadcast technicians, also known as broadcast engineers, set up, operate, and maintain equipment that regulates the signal strength, clarity, and ranges of sounds and colors for radio or television broadcasts. They operate transmitters, either in studios or on location in the field, to broadcast radio or television programs. Broadcast technicians also use computer programs to edit audio and video recordings. Lighting technicians set up, maintain, and dismantle light fixtures, lighting controls, and associated electrical and rigging equipment > [[< Previous->27-4014-WhatTheyDo-4]] > [[Next >->27-4014-WhatTheyDo-6]] > [[Close->27-4014-Detailed]]

equipment and related technologies. Postsecondary programs for audio and video, lighting, and sound engineering technicians may take several months to years to complete. These programs, which may lead to either a nondegree award or a college degree, often provide hands-on experience with the equipment used in many entry-level positions. Broadcast technicians typically need an associate's degree. In addition to courses in math and science, coursework for prospective broadcast technicians should emphasize practical skills such as video editing and production management. Although typically > [[< Previous->27-4014-HowToBecomeOne-1]] > [[Next >->27-4014-HowToBecomeOne-3]] > [[Close->27-4014-Detailed]]

not required, a bachelor's degree in fine and performing arts or a related field, such as communications technology, may be helpful. ### Training Because technology is constantly improving, technicians often enroll in continuing education courses and receive on-the-job training to become skilled in new equipment and hardware. On-the-job training includes setting up cables or automation systems, testing electrical equipment, learning the codes and standards of the industry, and following safety procedures. Newly hired workers may be trained in a variety of ways, depending on the types of > [[< Previous->27-4014-HowToBecomeOne-2]] > [[Next >->27-4014-HowToBecomeOne-4]] > [[Close->27-4014-Detailed]]

products and services the employer provides. In addition, new workers' level of education may also dictate how much training they need. ### Licenses, Certifications, and Registrations Although it is not required by most employers, voluntary certification may offer advantages in getting a job as a broadcast or sound engineering technician. Certification tells employers that the technician meets certain industry standards and has kept up to date with new technologies. Most of these certifications require passing an exam. Information on certifications is available from CareerOneStop. ### Other > [[< Previous->27-4014-HowToBecomeOne-3]] > [[Next >->27-4014-HowToBecomeOne-5]] > [[Close->27-4014-Detailed]]

Experience Gaining practical experience in a high school or college audiovisual department also helps to prepare for work as an audio and video equipment technician. ### Advancement Although many broadcast, sound, and video technicians work first in small markets or at small stations in big markets, they often transfer to larger, better paying radio or television stations after gaining experience and skills. Few large stations hire someone without previous experience, and they value specialized skills. Experienced workers with strong technical skills may become supervisory broadcast > [[< Previous->27-4014-HowToBecomeOne-4]] > [[Next >->27-4014-HowToBecomeOne-6]] > [[Close->27-4014-Detailed]]

technicians or chief broadcast engineers. To become chief broadcast engineer at large television stations, technicians typically need a bachelor's degree in engineering or computer science. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Technicians need to communicate with supervisors and coworkers to ensure that clients' needs are met and that equipment is set up properly before broadcasts, live performances, and > [[< Previous->27-4014-HowToBecomeOne-5]] > [[Next >->27-4014-HowToBecomeOne-7]] > [[Close->27-4014-Detailed]]

presentations. Computer skills. Technicians use computer systems to program equipment and edit audio and video recordings. Manual dexterity. Some technicians set up audio and video equipment and cables, a job that requires a steady hand and good hand-eye coordination. Others adjust small knobs, dials, and sliders during radio and television broadcasts and live performances. Problem-solving skills. Technicians need to recognize equipment problems and propose possible solutions to them. Employers typically desire applicants with a variety of skills, such as setting up equipment, maintaining > [[< Previous->27-4014-HowToBecomeOne-6]] > [[Next >->27-4014-HowToBecomeOne-8]] > [[Close->27-4014-Detailed]]

the equipment, and troubleshooting and solving any problems that arise. > [[< Previous->27-4014-HowToBecomeOne-7]] > [[Close->27-4014-Detailed]]

audio and video budgets so they can use video conferencing to reduce travel costs and communicate worldwide with other offices and clients. In addition, an increase in the use of digital signs should lead to higher demand for audio and video technicians. Motion picture and sound recording industries will continue to need broadcast, lighting, and sound engineering technicians to improve the quality of shows and movies. However, advances in technology, including artificial intelligence (AI), will allow fewer technicians to set up and operate broadcast, lighting, and sound systems, which is > [[< Previous->27-4014-JobOutlook-1]] > [[Next >->27-4014-JobOutlook-3]] > [[Close->27-4014-Detailed]]

expected to reduce demand for these workers. > [[< Previous->27-4014-JobOutlook-2]] > [[Close->27-4014-Detailed]]

- Synchronize sounds and dialogue with action taking place on television or in movie productions - Convert video and audio records to digital formats for editing on computers - Install audio, video, and lighting equipment in hotels, offices, and schools - Report any problems that arise with complex equipment and make routine repairs > [[< Previous->27-4015-WhatTheyDo-1]] > [[Next >->27-4015-WhatTheyDo-3]] > [[Close->27-4015-Detailed]]

- Keep records of recordings and equipment used These workers may be called broadcast or sound engineering technicians, operators, or engineers. They set up and operate audio and video equipment, and the kind of equipment they use may depend on the particular type of technician or industry. At smaller radio and television stations, broadcast, sound, and video technicians may have more responsibilities. At larger stations, they may do more specialized work, although their job assignments may vary from day to day. Broadcast, sound, and video technicians share many responsibilities, but their > [[< Previous->27-4015-WhatTheyDo-2]] > [[Next >->27-4015-WhatTheyDo-4]] > [[Close->27-4015-Detailed]]

duties may vary with their specific area of focus. The following are examples of types of broadcast, sound, and video technicians: Audio and video technicians, also known as audio-visual technicians, set up, maintain, and dismantle audio and video equipment. They also connect wires and cables and set up and operate sound and mixing boards and related electronic equipment. Audio and video technicians work with microphones, speakers, video screens, projectors, video monitors, and recording equipment. The equipment they operate is used for live or recorded events such as meetings, concerts, > [[< Previous->27-4015-WhatTheyDo-3]] > [[Next >->27-4015-WhatTheyDo-5]] > [[Close->27-4015-Detailed]]

sporting events, podcasts, and news conferences. Broadcast technicians, also known as broadcast engineers, set up, operate, and maintain equipment that regulates the signal strength, clarity, and ranges of sounds and colors for radio or television broadcasts. They operate transmitters, either in studios or on location in the field, to broadcast radio or television programs. Broadcast technicians also use computer programs to edit audio and video recordings. Lighting technicians set up, maintain, and dismantle light fixtures, lighting controls, and associated electrical and rigging equipment > [[< Previous->27-4015-WhatTheyDo-4]] > [[Next >->27-4015-WhatTheyDo-6]] > [[Close->27-4015-Detailed]]

equipment and related technologies. Postsecondary programs for audio and video, lighting, and sound engineering technicians may take several months to years to complete. These programs, which may lead to either a nondegree award or a college degree, often provide hands-on experience with the equipment used in many entry-level positions. Broadcast technicians typically need an associate's degree. In addition to courses in math and science, coursework for prospective broadcast technicians should emphasize practical skills such as video editing and production management. Although typically > [[< Previous->27-4015-HowToBecomeOne-1]] > [[Next >->27-4015-HowToBecomeOne-3]] > [[Close->27-4015-Detailed]]

not required, a bachelor's degree in fine and performing arts or a related field, such as communications technology, may be helpful. ### Training Because technology is constantly improving, technicians often enroll in continuing education courses and receive on-the-job training to become skilled in new equipment and hardware. On-the-job training includes setting up cables or automation systems, testing electrical equipment, learning the codes and standards of the industry, and following safety procedures. Newly hired workers may be trained in a variety of ways, depending on the types of > [[< Previous->27-4015-HowToBecomeOne-2]] > [[Next >->27-4015-HowToBecomeOne-4]] > [[Close->27-4015-Detailed]]

products and services the employer provides. In addition, new workers' level of education may also dictate how much training they need. ### Licenses, Certifications, and Registrations Although it is not required by most employers, voluntary certification may offer advantages in getting a job as a broadcast or sound engineering technician. Certification tells employers that the technician meets certain industry standards and has kept up to date with new technologies. Most of these certifications require passing an exam. Information on certifications is available from CareerOneStop. ### Other > [[< Previous->27-4015-HowToBecomeOne-3]] > [[Next >->27-4015-HowToBecomeOne-5]] > [[Close->27-4015-Detailed]]

Experience Gaining practical experience in a high school or college audiovisual department also helps to prepare for work as an audio and video equipment technician. ### Advancement Although many broadcast, sound, and video technicians work first in small markets or at small stations in big markets, they often transfer to larger, better paying radio or television stations after gaining experience and skills. Few large stations hire someone without previous experience, and they value specialized skills. Experienced workers with strong technical skills may become supervisory broadcast > [[< Previous->27-4015-HowToBecomeOne-4]] > [[Next >->27-4015-HowToBecomeOne-6]] > [[Close->27-4015-Detailed]]

technicians or chief broadcast engineers. To become chief broadcast engineer at large television stations, technicians typically need a bachelor's degree in engineering or computer science. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Technicians need to communicate with supervisors and coworkers to ensure that clients' needs are met and that equipment is set up properly before broadcasts, live performances, and > [[< Previous->27-4015-HowToBecomeOne-5]] > [[Next >->27-4015-HowToBecomeOne-7]] > [[Close->27-4015-Detailed]]

presentations. Computer skills. Technicians use computer systems to program equipment and edit audio and video recordings. Manual dexterity. Some technicians set up audio and video equipment and cables, a job that requires a steady hand and good hand-eye coordination. Others adjust small knobs, dials, and sliders during radio and television broadcasts and live performances. Problem-solving skills. Technicians need to recognize equipment problems and propose possible solutions to them. Employers typically desire applicants with a variety of skills, such as setting up equipment, maintaining > [[< Previous->27-4015-HowToBecomeOne-6]] > [[Next >->27-4015-HowToBecomeOne-8]] > [[Close->27-4015-Detailed]]

the equipment, and troubleshooting and solving any problems that arise. > [[< Previous->27-4015-HowToBecomeOne-7]] > [[Close->27-4015-Detailed]]

audio and video budgets so they can use video conferencing to reduce travel costs and communicate worldwide with other offices and clients. In addition, an increase in the use of digital signs should lead to higher demand for audio and video technicians. Motion picture and sound recording industries will continue to need broadcast, lighting, and sound engineering technicians to improve the quality of shows and movies. However, advances in technology, including artificial intelligence (AI), will allow fewer technicians to set up and operate broadcast, lighting, and sound systems, which is > [[< Previous->27-4015-JobOutlook-1]] > [[Next >->27-4015-JobOutlook-3]] > [[Close->27-4015-Detailed]]

expected to reduce demand for these workers. > [[< Previous->27-4015-JobOutlook-2]] > [[Close->27-4015-Detailed]]

# What Photographers Do Photographers use their technical expertise and creativity to produce and preserve images of people, landscapes, merchandise, or other subjects. ### Duties Photographers typically do the following: - Market or advertise services to attract clients - Analyze and plan the composition of photographs - Use various photographic techniques and lighting equipment - Capture subjects in professional-quality photographs - Enhance the subject's appearance with natural or artificial light - Use photo-enhancing software - Maintain a digital portfolio to demonstrate their work > [[Next >->27-4021-WhatTheyDo-2]] > [[Close->27-4021-Detailed]]

- Archive and manage imagery Many photographers use digital cameras, although some also may use traditional film cameras. Digital cameras capture images electronically, so the photographer can edit the image on a computer. Once the raw image has been transferred to a computer, photographers use image processing software to crop or modify the image and enhance it through color correction and other specialized effects. Photographers who work for commercial clients often present photographs in a digital format to the client. Wedding and portrait photographers also may provide framing services > [[< Previous->27-4021-WhatTheyDo-1]] > [[Next >->27-4021-WhatTheyDo-3]] > [[Close->27-4021-Detailed]]

and present the photographs they capture in albums. Many photographers are self-employed. Photographers who own and operate their own business have additional responsibilities. They must advertise, schedule appointments, set up and adjust equipment, buy supplies, keep records, charge customers, pay bills, and - if they have employees > [[< Previous->27-4021-WhatTheyDo-2]] > [[Next >->27-4021-WhatTheyDo-4]] > [[Close->27-4021-Detailed]]

- hire, train, and direct their workers. In addition, some photographers teach photography classes or conduct workshops in schools or in their own studios. The following are examples of types of photographers: Aerial photographers capture images from overhead. They may travel in planes or helicopters or use drones to take photographs of buildings, landscapes, scenery, or events. Commercial and industrial photographers take pictures of subjects such as buildings, models, merchandise, artifacts, and landscapes. They usually go on location to take pictures for magazine covers, engineering > [[< Previous->27-4021-WhatTheyDo-3]] > [[Next >->27-4021-WhatTheyDo-5]] > [[Close->27-4021-Detailed]]

projects, or other purposes. Fine arts photographers sell their photographs as artwork. In addition to their knowledge of techniques such as lighting and the use of lenses, fine arts photographers use their artistic talent to express emotions and ideas through the images they capture. News photographers, also called photojournalists, photograph people, places, and events for newspapers, television, and other media outlets. In addition to taking still photos, photojournalists often work with digital video. Portrait photographers take pictures of individuals or groups of people and may work > [[< Previous->27-4021-WhatTheyDo-4]] > [[Next >->27-4021-WhatTheyDo-6]] > [[Close->27-4021-Detailed]]

in studios. Photographers who specialize in weddings, religious ceremonies, or school photographs usually work on location. > [[< Previous->27-4021-WhatTheyDo-5]] > [[Close->27-4021-Detailed]]

# Work Environment ### Work Environment Many photographers are self-employed. They work in varied settings, including in studios and on location. Travel may be required. Part-time work is common, and work schedules may vary. > [[Close->27-4021-Detailed]]

# How to Become a Photographer Photographers typically need a high school diploma to enter the occupation. Many photographers take classes or earn a certificate or degree in photography or a related field to improve their skills. ### Education Postsecondary education is not always required for photographers. However, many photographers take classes or earn a certificate or degree to improve their skills. Many universities, community colleges, vocational–technical institutes, and private trade and technical schools offer classes in photography. The subject matter in basic photography courses includes how to use > [[Next >->27-4021-HowToBecomeOne-2]] > [[Close->27-4021-Detailed]]

various photography equipment, processes, and techniques. Art school training in photographic design and composition also may be useful. Some employers may require or prefer that candidates have a bachelor's degree in photography, photojournalism, or a related fine arts field. Business, marketing, and accounting classes may be helpful for self-employed photographers. ### Training Photographers' skill or ability for taking good photos is typically cultivated over years of practice. Photographers often start working as an assistant to a professional photographer, learning on the job. This > [[< Previous->27-4021-HowToBecomeOne-1]] > [[Next >->27-4021-HowToBecomeOne-3]] > [[Close->27-4021-Detailed]]

work provides an opportunity to gain experience, build the photographers' portfolios, and gain exposure to prospective clients. In addition, photographers must learn to use photo-editing software. For many artists, including photographers, developing a portfolio - a collection of their work that demonstrates their styles and abilities > [[< Previous->27-4021-HowToBecomeOne-2]] > [[Next >->27-4021-HowToBecomeOne-4]] > [[Close->27-4021-Detailed]]

- is essential. Art directors, clients, and others may review portfolios when deciding whether to hire a particular photographer. ### Licenses, Certifications, and Registrations Photographers who commercially operate drones, commonly known as unmanned aerial vehicles, must obtain certification from the Federal Aviation Administration (FAA). For specific guidelines and information, visit the FAA website's section on unmanned aircraft systems. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, > [[< Previous->27-4021-HowToBecomeOne-3]] > [[Next >->27-4021-HowToBecomeOne-5]] > [[Close->27-4021-Detailed]]

visit the Employment Projections (EP) skills data page. Artistic ability. Photographers capture their subjects in images, and they must evaluate the artistic quality of a photograph. Photographers need the ability to use colors, shadows, shades, light, and distance to compose aesthetically pleasing photographs. Business skills. Photographers must plan marketing or advertising strategies, reach out to prospective clients, and anticipate seasonal employment. Computer skills. Most photographers do their own postproduction work and must be adept at using photo-editing software. They also use > [[< Previous->27-4021-HowToBecomeOne-4]] > [[Next >->27-4021-HowToBecomeOne-6]] > [[Close->27-4021-Detailed]]

computers to maintain a digital portfolio. Customer-service skills. Photographers must understand the types of shots their clients want and agree on suitable alternatives for ideas that may be unworkable. Detail-oriented skills. Photographers must focus on details, especially in postproduction. In addition, photographers accumulate many photographs and must maintain them in an orderly fashion. Interpersonal skills. Photographers must communicate and be flexible when working with clients in order to achieve the desired composition in a photograph. > [[< Previous->27-4021-HowToBecomeOne-5]] > [[Close->27-4021-Detailed]]

# Pay The median hourly wage for photographers was $20.44 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $14.23, and the highest 10 percent earned more than $45.56. In May 2024, the median hourly wages for photographers in the top industries in which they worked were as follows: Part-time work is common, and work schedules may vary, including evenings and weekends. Hours often are flexible so that photographers can meet with current and potential clients or visit the > [[Next >->27-4021-Pay-2]] > [[Close->27-4021-Detailed]]

sites where they will work. For certain types of photographers, workloads may fluctuate with the season. For example, wedding photographers are typically busiest in the summer and fall. > [[< Previous->27-4021-Pay-1]] > [[Close->27-4021-Detailed]]

# Job Outlook Employment of photographers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 12,700 openings for photographers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment of self-employed photographers is projected to grow as the number of amateur photographers and hobbyists entering the occupation increases. Demand for portrait photographers will remain as > [[Next >->27-4021-JobOutlook-2]] > [[Close->27-4021-Detailed]]

people continue to want new portraits. Corporations also will continue to require commercial photographers' services to develop compelling advertisements to sell products. However, the ease and quality of photos taken by smartphones may reduce the need for professional photographers. In addition, stock photographic services available online give individuals and businesses access to photographs for a fee or subscription, possibly dampening demand for these workers. > [[< Previous->27-4021-JobOutlook-1]] > [[Close->27-4021-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1241-WhatTheyDo-1]] > [[Next >->29-1241-WhatTheyDo-3]] > [[Close->29-1241-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1241-WhatTheyDo-2]] > [[Next >->29-1241-WhatTheyDo-4]] > [[Close->29-1241-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1241-WhatTheyDo-3]] > [[Next >->29-1241-WhatTheyDo-5]] > [[Close->29-1241-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1241-WhatTheyDo-4]] > [[Next >->29-1241-WhatTheyDo-6]] > [[Close->29-1241-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1241-WhatTheyDo-5]] > [[Next >->29-1241-WhatTheyDo-7]] > [[Close->29-1241-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1241-WhatTheyDo-6]] > [[Next >->29-1241-WhatTheyDo-8]] > [[Close->29-1241-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1241-WhatTheyDo-7]] > [[Next >->29-1241-WhatTheyDo-9]] > [[Close->29-1241-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1241-WhatTheyDo-8]] > [[Next >->29-1241-WhatTheyDo-10]] > [[Close->29-1241-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1241-WhatTheyDo-9]] > [[Next >->29-1241-WhatTheyDo-11]] > [[Close->29-1241-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1241-WhatTheyDo-10]] > [[Next >->29-1241-WhatTheyDo-12]] > [[Close->29-1241-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1241-WhatTheyDo-11]] > [[Next >->29-1241-WhatTheyDo-13]] > [[Close->29-1241-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1241-WhatTheyDo-12]] > [[Next >->29-1241-WhatTheyDo-14]] > [[Close->29-1241-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1241-WhatTheyDo-13]] > [[Next >->29-1241-WhatTheyDo-15]] > [[Close->29-1241-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1241-WhatTheyDo-14]] > [[Close->29-1241-Detailed]]

# How to Become a Physician or Surgeon Physicians and surgeons typically need a bachelor's degree as well as a degree from a medical school, which takes an additional 4 years to complete. Depending on their specialty, they also need 3 to 9 years in internship and residency programs. Subspecialization includes additional training in a fellowship of 1 to 3 years. ### Education In addition to requiring a bachelor's degree, physicians and surgeons typically need either a Medical Doctor (M.D.) or a Doctor of Osteopathic Medicine (D.O.) degree. No specific undergraduate degree is required to enter an M.D. or D.O. program, but > [[Next >->29-1241-HowToBecomeOne-2]] > [[Close->29-1241-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1241-HowToBecomeOne-1]] > [[Next >->29-1241-HowToBecomeOne-3]] > [[Close->29-1241-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1241-HowToBecomeOne-2]] > [[Next >->29-1241-HowToBecomeOne-4]] > [[Close->29-1241-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1241-HowToBecomeOne-3]] > [[Next >->29-1241-HowToBecomeOne-5]] > [[Close->29-1241-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1241-HowToBecomeOne-4]] > [[Next >->29-1241-HowToBecomeOne-6]] > [[Close->29-1241-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1241-HowToBecomeOne-5]] > [[Next >->29-1241-HowToBecomeOne-7]] > [[Close->29-1241-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1241-HowToBecomeOne-6]] > [[Next >->29-1241-HowToBecomeOne-8]] > [[Close->29-1241-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1241-HowToBecomeOne-7]] > [[Next >->29-1241-HowToBecomeOne-9]] > [[Close->29-1241-Detailed]]

or ignore medical treatment. Physical stamina. Physicians and surgeons may spend many hours on their feet, including walking between patient visits or procedures. Surgeons may spend a great deal of time bending over patients during surgery. Problem-solving skills. Physicians and surgeons need to evaluate patients' symptoms to determine appropriate treatment. In some situations, such as emergencies, they may need to analyze and resolve crises quickly. > [[< Previous->29-1241-HowToBecomeOne-8]] > [[Close->29-1241-Detailed]]

# What Opticians Do Opticians fit customers for eyeglasses and contact lenses and help them select which frames and lenses to buy. ### Duties Opticians typically do the following: - Receive customers' prescriptions for eyeglasses or contact lenses - Measure customers' eyes and faces, such as the distance between their pupils - Help customers choose eyeglass frames and lens treatments that best fit their vision needs and lifestyle - Create work orders for the optical laboratory - Adjust, repair, and replace eyewear - Assist customers with inserting and removing contact lenses > [[Next >->29-2081-WhatTheyDo-2]] > [[Close->29-2081-Detailed]]

- Educate customers about caring for eyewear Opticians review prescriptions that customers receive from optometrists and ophthalmologists. These prescriptions have information about the eyeglasses and contact lenses customers need. Opticians also help customers select eyewear based on the customer's prescription, lifestyle, and other factors. The optician measures the customer's face and head using a variety of computerized or manual tools, such as a pupillary distance ruler, to ensure the eyewear will fit properly. After finalizing a customer's selections, the optician creates a work order > [[< Previous->29-2081-WhatTheyDo-1]] > [[Next >->29-2081-WhatTheyDo-3]] > [[Close->29-2081-Detailed]]

for an ophthalmic laboratory technician. Work orders provide specifications on how lenses need to be cut and fabricated. Some opticians cut lenses and insert the lenses into frames themselves. Opticians also assist customers with details related to the finished product, such as adjusting eyeglasses for precise fit and ensuring proper insertion or removal of contact lenses. Other duties may include setting up, organizing, and cleaning product displays. In addition, opticians often have administrative tasks, such as maintaining sales records, interpreting customers' prescriptions, preparing > [[< Previous->29-2081-WhatTheyDo-2]] > [[Next >->29-2081-WhatTheyDo-4]] > [[Close->29-2081-Detailed]]

invoices, and ordering and maintaining inventory. > [[< Previous->29-2081-WhatTheyDo-3]] > [[Close->29-2081-Detailed]]

# Work Environment ### Work Environment Opticians work in a variety of settings. Some work in offices of optometrists or ophthalmologists. Others work in stores that sell eyeglasses, contact lenses, visual aids, and other optical goods. > [[Close->29-2081-Detailed]]

# How to Become an Optician Opticians typically need a high school diploma or the equivalent and receive on-the-job training. Some states require opticians to be licensed, which may include completing an associate's degree or a certificate in ophthalmic dispensing or a related field. ### Education and Training Opticians typically need at least a high school diploma to enter the occupation. High school students interested in becoming an optician should take classes in math and sciences. Some opticians complete a postsecondary education program at a community college or technical school. These programs award a 2-year > [[Next >->29-2081-HowToBecomeOne-2]] > [[Close->29-2081-Detailed]]

associate's degree or a 1-year certificate. Education programs typically include both classroom instruction and clinical experience. Coursework includes topics such as optics, eye physiology, and lens dispensing. Clinical work, which is supervised by an optician, provides students with hands-on experience assisting customers. Opticians who do not complete a postsecondary education program may enter the occupation through an apprenticeship or on-the-job training. Under the supervision of an experienced optician, apprentices and trainees learn skills such as measuring the distance between a > [[< Previous->29-2081-HowToBecomeOne-1]] > [[Next >->29-2081-HowToBecomeOne-3]] > [[Close->29-2081-Detailed]]

customer's pupils and adjusting frames. ### Licenses, Certifications, and Registrations Some states require opticians to be licensed. In addition to passing one or more exams, licensure usually requires completing an approved educational program or completing an apprenticeship or other supervised work experience. For more information, contact the opticianry licensing board in your state. Information on state licensing board requirements is available from CareerOneStop. Employers may require or prefer to hire candidates who have certification in eyeglass dispensing and contact lens > [[< Previous->29-2081-HowToBecomeOne-2]] > [[Next >->29-2081-HowToBecomeOne-4]] > [[Close->29-2081-Detailed]]

dispensing. Both specialties require passing a separate examination. Many state licensing boards require a passing score on qualifying exams for licensure. Other states require opticians to pass state-specific examinations. Information on certifications is available from CareerOneStop. Maintaining certification requires completing a specified number of continuing education credits. Some states require continuing education to maintain licensure. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, > [[< Previous->29-2081-HowToBecomeOne-3]] > [[Next >->29-2081-HowToBecomeOne-5]] > [[Close->29-2081-Detailed]]

visit the Employment Projections (EP) skills data page. Business skills. Opticians may be responsible for operating an optical store. They should have some knowledge of sales and inventory management. Communication skills. Opticians must be able to clearly explain options for frames and lenses. They also need to provide instruction about caring for eyewear in ways that customers understand. Customer-service skills. Opticians must be knowledgeable about the products they sell. When interacting with customers, they should be friendly, patient, and helpful. Decision-making skills. Opticians > [[< Previous->29-2081-HowToBecomeOne-4]] > [[Next >->29-2081-HowToBecomeOne-6]] > [[Close->29-2081-Detailed]]

must decide which materials and designs are most appropriate for each customer's preferences and lifestyle. They also determine what adjustments, if any, need to be made to eyeglasses and lenses. Detail oriented. Opticians must be precise when taking customers' measurements and recording lens type, product number, and other information for work orders. They also must maintain customer files in an orderly manner. Dexterity. Opticians frequently use special tools, such as pliers and pupilometers, to adjust and repair eyeglasses. They must have good hand-eye coordination to work accurately. > [[< Previous->29-2081-HowToBecomeOne-5]] > [[Close->29-2081-Detailed]]

# Pay The median annual wage for opticians was $46,560 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,470, and the highest 10 percent earned more than $73,240. In May 2024, the median annual wages for opticians in the top industries in which they worked were as follows: Most opticians work full time, but part-time work is common. They may work evenings and weekends. > [[Close->29-2081-Detailed]]

# Job Outlook Employment of opticians is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 6,800 openings for opticians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Greater demand for eye-care services is expected because of growth in the number of older people, who usually have more eye problems than younger people. The increasing prevalence of chronic diseases also > [[Next >->29-2081-JobOutlook-2]] > [[Close->29-2081-Detailed]]

may increase demand for opticianry services because some diseases, such as diabetes, cause vision problems. In addition, opticians will be needed to fill prescriptions for corrective eyewear for people who have eye refraction problems such as myopia and astigmatism. However, growing consumer interest in purchasing eyewear online may temper employment demand somewhat. > [[< Previous->29-2081-JobOutlook-1]] > [[Close->29-2081-Detailed]]

# What Optometrists Do Optometrists diagnose, manage, and treat conditions and diseases of the human eye and visual system, including examining eyes and prescribing corrective lenses. ### Duties Optometrists typically do the following: - Perform vision tests and analyze results - Diagnose vision problems, such as nearsightedness or farsightedness, and eye diseases, such as glaucoma - Prescribe eyeglasses, contact lenses, and other visual aids - As permitted by state law, perform minor surgical procedures and prescribe medications to correct or treat visual or eye issues > [[Next >->29-1041-WhatTheyDo-2]] > [[Close->29-1041-Detailed]]

- Provide treatments such as vision therapy or low-vision rehabilitation - Provide pre- and postoperative care to patients undergoing eye surgery - Evaluate patients for the presence of other diseases and conditions, such as diabetes or high blood pressure, and refer patients to other healthcare providers as needed > [[< Previous->29-1041-WhatTheyDo-1]] > [[Next >->29-1041-WhatTheyDo-3]] > [[Close->29-1041-Detailed]]

- Promote eye and general health by counseling patients Optometrists are doctors who focus on eyes and vision. Their tasks range from offering preventive care through routine checkups to providing referrals to other specialists for treatment of health conditions, such as autoimmune diseases, that may lead to serious eye problems. Some optometrists provide specialized care in addition to general eye care. For example, some optometrists focus on treating patients who have partial sight, a condition known as low vision. Others may specialize in treating a certain population, such as infants > [[< Previous->29-1041-WhatTheyDo-2]] > [[Next >->29-1041-WhatTheyDo-4]] > [[Close->29-1041-Detailed]]

and children. Optometrists promote eye health by counseling patients on how general health can affect eyesight. For example, they may counsel patients on how quitting smoking lowers the risk of developing cataracts. All states allow optometrists to prescribe medication, but states vary in the type of medication they allow optometrists to prescribe. States also vary in whether optometrists may perform surgery or other procedures, such as providing vaccinations. Optometrists should not be confused with ophthalmologists or opticians. Ophthalmologists are physicians who, like optometrists, > [[< Previous->29-1041-WhatTheyDo-3]] > [[Next >->29-1041-WhatTheyDo-5]] > [[Close->29-1041-Detailed]]

treat eye diseases, perform eye exams, and prescribe eyeglasses and contact lenses. However, ophthalmologists perform a wider range of surgeries than optometrists do. For more information about ophthalmologists, see the physicians and surgeons profile. Opticians fit and adjust eyeglasses and, in some states, fill contact lens prescriptions that an optometrist or ophthalmologist has written. For more information, see the opticians profile. > [[< Previous->29-1041-WhatTheyDo-4]] > [[Close->29-1041-Detailed]]

# Work Environment ### Work Environment Most optometrists work in offices or in optical goods stores. Optometrists usually work full time, but part-time work is common. Schedules may vary to include evenings and weekends. > [[Close->29-1041-Detailed]]

# How to Become an Optometrist Optometrists typically need a Doctor of Optometry (O.D.) degree. O.D. programs take 4 years to complete, and applicants typically have bachelor's degree before entering a program. Every state requires optometrists to be licensed. ### Education Optometrists typically need a Doctor of Optometry (O.D.) degree from an accredited program. Applicants to these graduate programs must have completed at least 3 years of undergraduate education. However, applicants to O.D. programs typically have a bachelor's degree in a field such as biology or physical science. Programs that do not require a specific > [[Next >->29-1041-HowToBecomeOne-2]] > [[Close->29-1041-Detailed]]

field of degree for admissions might require that applicants have completed courses in subjects such as chemistry, physics, and calculus. Applicants to O.D. programs also must take an entrance exam which covers four subject areas: natural sciences, reading comprehension, physics, and quantitative reasoning. O.D. programs take 4 years to complete. They include both academic coursework and supervised clinical experience. Coursework includes anatomy, visual science, and the diagnosis and treatment of diseases and disorders of the visual system. During clinical training, students gain > [[< Previous->29-1041-HowToBecomeOne-1]] > [[Next >->29-1041-HowToBecomeOne-3]] > [[Close->29-1041-Detailed]]

experience treating patients in a variety of settings, such as hospitals and private practice. After finishing an O.D. degree, optometrists may choose to get 1 year of advanced clinical training in the area in which they wish to specialize. Areas of specialization include primary care, cornea and contact lenses, and ocular disease. ### Licenses, Certifications, and Registrations All states require optometrists to be licensed. Prospective optometrist must have an O.D. degree from an accredited optometry school and must complete all sections of a qualifying exam. Some states require > [[< Previous->29-1041-HowToBecomeOne-2]] > [[Next >->29-1041-HowToBecomeOne-4]] > [[Close->29-1041-Detailed]]

candidates to pass an additional exam, such as on clinical skills or on laws relating to optometry. Information on state licensing board requirements is available from CareerOneStop. All states require optometrists to take continuing education classes and to renew their license periodically. For more information, contact the licensing board for the state in which you plan to practice. Optometrists may obtain an optional credential to become board certified. This certification requires passing an examination. Information on certifications is available from CareerOneStop. ### Important > [[< Previous->29-1041-HowToBecomeOne-3]] > [[Next >->29-1041-HowToBecomeOne-5]] > [[Close->29-1041-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Decision-making skills. Optometrists must evaluate the results of diagnostic tests and decide on the best course of treatment for a patient. Communication skills. Optometrists must explain diagnosis, treatment, and eye care in a way that patients can understand. Compassion. Optometrists treat a variety of patients, including those who are frustrated by visual problems. They must be understanding of and > [[< Previous->29-1041-HowToBecomeOne-4]] > [[Next >->29-1041-HowToBecomeOne-6]] > [[Close->29-1041-Detailed]]

sympathetic to their patients' concerns. Detail oriented. Optometrists must take care to provide appropriate treatment, including accurate prescriptions. They also must monitor and record specific information related to patient care. > [[< Previous->29-1041-HowToBecomeOne-5]] > [[Close->29-1041-Detailed]]

# Pay The median annual wage for optometrists was $134,830 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $70,060, and the highest 10 percent earned more than $203,210. In May 2024, the median annual wages for optometrists in the top industries in which they worked were as follows: Most optometrists work full time, but part-time work is common. Schedules may vary to include evenings and weekends. > [[Close->29-1041-Detailed]]

# Job Outlook Employment of optometrists is projected to grow 8 percent from 2024 to 2034, much faster than the average for all occupations. About 2,400 openings for optometrists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Because vision problems tend to occur more frequently later in life, an aging population will lead to demand for optometrists. As people age, they become more susceptible to developing diseases that > [[Next >->29-1041-JobOutlook-2]] > [[Close->29-1041-Detailed]]

impair vision, such as cataracts and macular degeneration, and will therefore need vision care. The increasing prevalence of refractive errors, particularly myopia, among the general population is another key source of demand for optometrists as they will be needed to diagnose and treat these common eye problems. Moreover, the growing use of electronic devices has translated into an increasing number of individuals experiencing digital eye strain, which may lead to more demand for eye care services. Meanwhile, diabetes has been linked to increased rates of diabetic retinopathy, a condition > [[< Previous->29-1041-JobOutlook-1]] > [[Next >->29-1041-JobOutlook-3]] > [[Close->29-1041-Detailed]]

that affects the blood vessels in the eye and may lead to loss of vision. With diabetes on the rise, optometrists will be needed to monitor, treat, and refer these patients. > [[< Previous->29-1041-JobOutlook-2]] > [[Close->29-1041-Detailed]]

- Examine x rays of teeth, gums, the jaw, and nearby areas in order to diagnose problems - Make models and measurements for dental appliances, such as dentures > [[< Previous->29-1022-WhatTheyDo-1]] > [[Next >->29-1022-WhatTheyDo-3]] > [[Close->29-1022-Detailed]]

- Teach patients about diets, flossing, the use of fluoride, and other aspects of dental care Dentists use a variety of equipment, including x-ray machines, drills, mouth mirrors, probes, forceps, brushes, and scalpels. They also use lasers, digital scanners, and other technologies. In addition, dentists in private practice oversee a variety of administrative tasks, including bookkeeping and buying equipment and supplies. They employ and supervise dental hygienists, dental assistants, dental laboratory technicians, and receptionists. Most dentists are general practitioners and handle a > [[< Previous->29-1022-WhatTheyDo-2]] > [[Next >->29-1022-WhatTheyDo-4]] > [[Close->29-1022-Detailed]]

variety of dental needs. Other dentists practice in a specialty area, such as one of the following: Dental anesthesiologists administer drugs (anesthetics) to reduce or eliminate pain during a dental procedure, monitor sedated patients to keep them safe, and help patients manage pain afterward. Dental public health specialists promote good dental health and the prevention of dental diseases in specific communities. Endodontists perform root canal therapy, removing the nerves and blood supply from injured or infected teeth. Oral and maxillofacial radiologists diagnose diseases in the head > [[< Previous->29-1022-WhatTheyDo-3]] > [[Next >->29-1022-WhatTheyDo-5]] > [[Close->29-1022-Detailed]]

and neck through the use of imaging technologies. Oral and maxillofacial surgeons operate on the mouth, jaws, teeth, gums, neck, and head, performing procedures such as surgically repairing a cleft lip and palate or removing impacted teeth. Oral pathologists diagnose conditions in the mouth, such as bumps or ulcers, and oral diseases, such as cancer. Orthodontists straighten teeth by applying pressure to the teeth with braces or other appliances. Pediatric dentists focus on dentistry for children and special-needs patients. Periodontists treat the gums and bones supporting the > [[< Previous->29-1022-WhatTheyDo-4]] > [[Next >->29-1022-WhatTheyDo-6]] > [[Close->29-1022-Detailed]]

courses, such as biology or chemistry. Although no specific undergraduate major is required, programs may prefer applicants who have a bachelor's degree in a science, such as biology. Applicants to dental schools usually take an entrance exam. Dental schools use this test along with other factors, such as grade point average, interviews, and recommendations, to admit students into their programs. Dental school programs typically include coursework in subjects such as local anesthesia, anatomy, periodontics (the study of oral disease and health), and radiology. All programs at dental schools > [[< Previous->29-1022-HowToBecomeOne-1]] > [[Next >->29-1022-HowToBecomeOne-3]] > [[Close->29-1022-Detailed]]

include clinical experience in which students work directly with patients under the supervision of a licensed dentist. As early as high school, students interested in becoming dentists can take courses in subjects such as biology, chemistry, and math. ### Training All dental specialties require dentists to complete additional training before practicing that specialty. This training is usually a 2 > [[< Previous->29-1022-HowToBecomeOne-2]] > [[Next >->29-1022-HowToBecomeOne-4]] > [[Close->29-1022-Detailed]]

- to 4-year residency in an accredited program related to the specialty, which often culminates in a postdoctoral certificate or master's degree. Oral and maxillofacial surgery programs typically take 4 to 6 years and may result in candidates earning a joint Medical Doctor (M.D.) degree. General dentists do not need additional training after dental school. Dentists who want to teach or do research full time may need advanced dental training, such as in a postdoctoral program in general dentistry. ### Licenses, Certifications, and Registrations Dentists must be licensed in the state in > [[< Previous->29-1022-HowToBecomeOne-3]] > [[Next >->29-1022-HowToBecomeOne-5]] > [[Close->29-1022-Detailed]]

which they work. All states require dentists to be licensed; requirements vary by state. Most states require a dentist to have a DDS or DMD degree from an accredited dental program, pass the written exam, and pass a state or regional clinical examination. In addition, a dentist who wants to practice in a dental specialty must have a license in that specialty. Licensure requires the completion of a residency after dental school and, in some cases, the completion of a special state exam. Information on state licensing board requirements is available from CareerOneStop. ### Important > [[< Previous->29-1022-HowToBecomeOne-4]] > [[Next >->29-1022-HowToBecomeOne-6]] > [[Close->29-1022-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Dentists must communicate effectively with patients, dental hygienists, dental assistants, and receptionists. Detail oriented. Dentists must pay attention to the shape and color of teeth and to the space between them. For example, they may need to closely match a false tooth with a patient's other teeth. Dexterity. Dentists must be good with their hands. They must work carefully > [[< Previous->29-1022-HowToBecomeOne-5]] > [[Next >->29-1022-HowToBecomeOne-7]] > [[Close->29-1022-Detailed]]

- Turn, reposition, and transfer patients between beds and wheelchairs - Listen to and record patients' health concerns and report that information to nurses - Measure patients' vital signs, such as blood pressure and temperature > [[< Previous->31-1132-WhatTheyDo-1]] > [[Next >->31-1132-WhatTheyDo-3]] > [[Close->31-1132-Detailed]]

training to learn about their specific employer's policies and procedures. Orderlies typically have at least a high school diploma or equivalent and receive a short period of on-the-job training. ### Licenses, Certifications, and Registrations Specific requirements for nursing assistants vary by state. Nursing assistants often need a state-issued license or certification. After completing an approved education program, nursing assistants often must pass a competency exam, which allows them to use state-specific titles. In some states, a nursing assistant is called a Certified Nursing > [[< Previous->31-1132-HowToBecomeOne-1]] > [[Next >->31-1132-HowToBecomeOne-3]] > [[Close->31-1132-Detailed]]

Assistant (CNA), but titles vary by state. Nursing assistants who have passed the competency exam are placed on a state registry. They must be on the state registry to work in a nursing home. Some states have other requirements as well, such as continuing education and a criminal background check. Check with state certifying agencies for more information. In some states, nursing assistants may earn additional credentials, such as Certified Medication Assistant (CMA). As a CMA, they may dispense medications. Orderlies do not need a license; however, jobs might require certification in > [[< Previous->31-1132-HowToBecomeOne-2]] > [[Next >->31-1132-HowToBecomeOne-4]] > [[Close->31-1132-Detailed]]

cardiopulmonary resuscitation (CPR) or basic life support (BLS). ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Nursing assistants and orderlies must listen and respond to patients' concerns. They also need to share information with other healthcare workers. Compassion. Nursing assistants and orderlies help and care for people who are sick, injured, or need aid for other reasons. They need an empathetic attitude > [[< Previous->31-1132-HowToBecomeOne-3]] > [[Next >->31-1132-HowToBecomeOne-5]] > [[Close->31-1132-Detailed]]

- Examine x rays of teeth, gums, the jaw, and nearby areas in order to diagnose problems - Make models and measurements for dental appliances, such as dentures > [[< Previous->29-1023-WhatTheyDo-1]] > [[Next >->29-1023-WhatTheyDo-3]] > [[Close->29-1023-Detailed]]

- Teach patients about diets, flossing, the use of fluoride, and other aspects of dental care Dentists use a variety of equipment, including x-ray machines, drills, mouth mirrors, probes, forceps, brushes, and scalpels. They also use lasers, digital scanners, and other technologies. In addition, dentists in private practice oversee a variety of administrative tasks, including bookkeeping and buying equipment and supplies. They employ and supervise dental hygienists, dental assistants, dental laboratory technicians, and receptionists. Most dentists are general practitioners and handle a > [[< Previous->29-1023-WhatTheyDo-2]] > [[Next >->29-1023-WhatTheyDo-4]] > [[Close->29-1023-Detailed]]

variety of dental needs. Other dentists practice in a specialty area, such as one of the following: Dental anesthesiologists administer drugs (anesthetics) to reduce or eliminate pain during a dental procedure, monitor sedated patients to keep them safe, and help patients manage pain afterward. Dental public health specialists promote good dental health and the prevention of dental diseases in specific communities. Endodontists perform root canal therapy, removing the nerves and blood supply from injured or infected teeth. Oral and maxillofacial radiologists diagnose diseases in the head > [[< Previous->29-1023-WhatTheyDo-3]] > [[Next >->29-1023-WhatTheyDo-5]] > [[Close->29-1023-Detailed]]

and neck through the use of imaging technologies. Oral and maxillofacial surgeons operate on the mouth, jaws, teeth, gums, neck, and head, performing procedures such as surgically repairing a cleft lip and palate or removing impacted teeth. Oral pathologists diagnose conditions in the mouth, such as bumps or ulcers, and oral diseases, such as cancer. Orthodontists straighten teeth by applying pressure to the teeth with braces or other appliances. Pediatric dentists focus on dentistry for children and special-needs patients. Periodontists treat the gums and bones supporting the > [[< Previous->29-1023-WhatTheyDo-4]] > [[Next >->29-1023-WhatTheyDo-6]] > [[Close->29-1023-Detailed]]

courses, such as biology or chemistry. Although no specific undergraduate major is required, programs may prefer applicants who have a bachelor's degree in a science, such as biology. Applicants to dental schools usually take an entrance exam. Dental schools use this test along with other factors, such as grade point average, interviews, and recommendations, to admit students into their programs. Dental school programs typically include coursework in subjects such as local anesthesia, anatomy, periodontics (the study of oral disease and health), and radiology. All programs at dental schools > [[< Previous->29-1023-HowToBecomeOne-1]] > [[Next >->29-1023-HowToBecomeOne-3]] > [[Close->29-1023-Detailed]]

include clinical experience in which students work directly with patients under the supervision of a licensed dentist. As early as high school, students interested in becoming dentists can take courses in subjects such as biology, chemistry, and math. ### Training All dental specialties require dentists to complete additional training before practicing that specialty. This training is usually a 2 > [[< Previous->29-1023-HowToBecomeOne-2]] > [[Next >->29-1023-HowToBecomeOne-4]] > [[Close->29-1023-Detailed]]

- to 4-year residency in an accredited program related to the specialty, which often culminates in a postdoctoral certificate or master's degree. Oral and maxillofacial surgery programs typically take 4 to 6 years and may result in candidates earning a joint Medical Doctor (M.D.) degree. General dentists do not need additional training after dental school. Dentists who want to teach or do research full time may need advanced dental training, such as in a postdoctoral program in general dentistry. ### Licenses, Certifications, and Registrations Dentists must be licensed in the state in > [[< Previous->29-1023-HowToBecomeOne-3]] > [[Next >->29-1023-HowToBecomeOne-5]] > [[Close->29-1023-Detailed]]

which they work. All states require dentists to be licensed; requirements vary by state. Most states require a dentist to have a DDS or DMD degree from an accredited dental program, pass the written exam, and pass a state or regional clinical examination. In addition, a dentist who wants to practice in a dental specialty must have a license in that specialty. Licensure requires the completion of a residency after dental school and, in some cases, the completion of a special state exam. Information on state licensing board requirements is available from CareerOneStop. ### Important > [[< Previous->29-1023-HowToBecomeOne-4]] > [[Next >->29-1023-HowToBecomeOne-6]] > [[Close->29-1023-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Dentists must communicate effectively with patients, dental hygienists, dental assistants, and receptionists. Detail oriented. Dentists must pay attention to the shape and color of teeth and to the space between them. For example, they may need to closely match a false tooth with a patient's other teeth. Dexterity. Dentists must be good with their hands. They must work carefully > [[< Previous->29-1023-HowToBecomeOne-5]] > [[Next >->29-1023-HowToBecomeOne-7]] > [[Close->29-1023-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1242-WhatTheyDo-1]] > [[Next >->29-1242-WhatTheyDo-3]] > [[Close->29-1242-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1242-WhatTheyDo-2]] > [[Next >->29-1242-WhatTheyDo-4]] > [[Close->29-1242-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1242-WhatTheyDo-3]] > [[Next >->29-1242-WhatTheyDo-5]] > [[Close->29-1242-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1242-WhatTheyDo-4]] > [[Next >->29-1242-WhatTheyDo-6]] > [[Close->29-1242-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1242-WhatTheyDo-5]] > [[Next >->29-1242-WhatTheyDo-7]] > [[Close->29-1242-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1242-WhatTheyDo-6]] > [[Next >->29-1242-WhatTheyDo-8]] > [[Close->29-1242-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1242-WhatTheyDo-7]] > [[Next >->29-1242-WhatTheyDo-9]] > [[Close->29-1242-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1242-WhatTheyDo-8]] > [[Next >->29-1242-WhatTheyDo-10]] > [[Close->29-1242-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1242-WhatTheyDo-9]] > [[Next >->29-1242-WhatTheyDo-11]] > [[Close->29-1242-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1242-WhatTheyDo-10]] > [[Next >->29-1242-WhatTheyDo-12]] > [[Close->29-1242-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1242-WhatTheyDo-11]] > [[Next >->29-1242-WhatTheyDo-13]] > [[Close->29-1242-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1242-WhatTheyDo-12]] > [[Next >->29-1242-WhatTheyDo-14]] > [[Close->29-1242-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1242-WhatTheyDo-13]] > [[Next >->29-1242-WhatTheyDo-15]] > [[Close->29-1242-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1242-WhatTheyDo-14]] > [[Close->29-1242-Detailed]]

# How to Become a Physician or Surgeon Physicians and surgeons typically need a bachelor's degree as well as a degree from a medical school, which takes an additional 4 years to complete. Depending on their specialty, they also need 3 to 9 years in internship and residency programs. Subspecialization includes additional training in a fellowship of 1 to 3 years. ### Education In addition to requiring a bachelor's degree, physicians and surgeons typically need either a Medical Doctor (M.D.) or a Doctor of Osteopathic Medicine (D.O.) degree. No specific undergraduate degree is required to enter an M.D. or D.O. program, but > [[Next >->29-1242-HowToBecomeOne-2]] > [[Close->29-1242-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1242-HowToBecomeOne-1]] > [[Next >->29-1242-HowToBecomeOne-3]] > [[Close->29-1242-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1242-HowToBecomeOne-2]] > [[Next >->29-1242-HowToBecomeOne-4]] > [[Close->29-1242-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1242-HowToBecomeOne-3]] > [[Next >->29-1242-HowToBecomeOne-5]] > [[Close->29-1242-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1242-HowToBecomeOne-4]] > [[Next >->29-1242-HowToBecomeOne-6]] > [[Close->29-1242-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1242-HowToBecomeOne-5]] > [[Next >->29-1242-HowToBecomeOne-7]] > [[Close->29-1242-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1242-HowToBecomeOne-6]] > [[Next >->29-1242-HowToBecomeOne-8]] > [[Close->29-1242-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1242-HowToBecomeOne-7]] > [[Next >->29-1242-HowToBecomeOne-9]] > [[Close->29-1242-Detailed]]

or ignore medical treatment. Physical stamina. Physicians and surgeons may spend many hours on their feet, including walking between patient visits or procedures. Surgeons may spend a great deal of time bending over patients during surgery. Problem-solving skills. Physicians and surgeons need to evaluate patients' symptoms to determine appropriate treatment. In some situations, such as emergencies, they may need to analyze and resolve crises quickly. > [[< Previous->29-1242-HowToBecomeOne-8]] > [[Close->29-1242-Detailed]]

# What Orthotists and Prosthetists Do Orthotists and prosthetists measure, design, fit, and adapt musculoskeletal devices for patients who have disabling conditions. These devices include artificial limbs and orthopedic braces. ### Duties Orthotists and prosthetists typically do the following: - Evaluate and interview patients to determine their needs - Take measurements or impressions, as needed, for fitting the patient with a brace or artificial limb - Select materials to be used for the device - Design and fabricate medical supportive devices based on physicians' prescriptions > [[Next >->29-2091-WhatTheyDo-2]] > [[Close->29-2091-Detailed]]

- Instruct patients and their families in the use and care of patients' devices - Adjust, repair, or replace patients' devices > [[< Previous->29-2091-WhatTheyDo-1]] > [[Next >->29-2091-WhatTheyDo-3]] > [[Close->29-2091-Detailed]]

- Document care and interactions with patients These workers may specialize in either orthotics or prosthetics, or they may do both. Orthotists work with patients who need medical devices, such as braces and splints, that provide support to a body part. Prosthetists work with patients who need artificial limbs or other body parts. Orthotists and prosthetists customize the fit of their patients' medical devices to support individual needs. For example, an orthotist addressing a knee injury may measure the joint's circumference and design a stabilizing brace made of materials such as metal, > [[< Previous->29-2091-WhatTheyDo-2]] > [[Next >->29-2091-WhatTheyDo-4]] > [[Close->29-2091-Detailed]]

elastic, and carbon fiber. A prosthetist might take a mold of a patient's arm at the point of amputation to design and fit an artificial limb out of durable plastic and other materials. Some orthotists and prosthetists construct the devices they design for their patients. Other orthotists and prosthetists supervise the construction of the orthotic or prosthetic devices by medical appliance technicians. > [[< Previous->29-2091-WhatTheyDo-3]] > [[Close->29-2091-Detailed]]

# Work Environment ### Work Environment Orthotists and prosthetists usually work in healthcare settings and in laboratories. Most work full time. > [[Close->29-2091-Detailed]]

# How to Become an Orthotist and Prosthetist Orthotists and prosthetists typically need to complete a master's degree program and residency to enter the occupation. Some states require these workers to be licensed. ### Education To enter the occupation, orthotists and prosthetists typically need a master's degree in orthotics and prosthetics from a program accredited by a professional organization. Master's degree programs, which typically require a bachelor's degree to enter, take about 2 years to complete. Master's degree programs include academic coursework and supervised clinical experience. Applicants to these programs may need > [[Next >->29-2091-HowToBecomeOne-2]] > [[Close->29-2091-Detailed]]

to have completed undergraduate coursework in sciences, mathematics, and other subjects. Graduate-level coursework includes topics such as patient assessment, spinal orthotics, and limb prosthetics. In clinical training, students gain experience by working in settings such as hospitals or orthotics and prosthetics clinics. ### Training Following graduation from a master's degree program, candidates typically complete a residency that has been accredited by a professional organization. Residency programs in either orthotics or prosthetics typically last about 1 year, although they may take > [[< Previous->29-2091-HowToBecomeOne-1]] > [[Next >->29-2091-HowToBecomeOne-3]] > [[Close->29-2091-Detailed]]

longer for candidates who want to specialize in both disciplines. ### Licenses, Certifications, and Registrations Some states require orthotists and prosthetists to be licensed. Requirements vary; contact your state's licensing board for more information. Information on state licensing board requirements is available from CareerOneStop. Employers usually prefer to hire candidates with certification that indicates their competency in the occupation. Certification typically requires that candidates meet education requirements to sit for exams and complete continuing education requirements to > [[< Previous->29-2091-HowToBecomeOne-2]] > [[Next >->29-2091-HowToBecomeOne-4]] > [[Close->29-2091-Detailed]]

maintain it. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Compassion. Orthotists and prosthetists work with patients who may have experienced injury or illness. They must be understanding and sympathetic in their interactions with these patients. Communication skills. Orthotists and prosthetists must be able to explain to patients how to use and care for their medical > [[< Previous->29-2091-HowToBecomeOne-3]] > [[Next >->29-2091-HowToBecomeOne-5]] > [[Close->29-2091-Detailed]]

devices. They also must communicate details about the devices with other healthcare workers, including physicians and surgeons, physical therapists, and medical appliance technicians. Detail oriented. Orthotists and prosthetists must be precise when taking and recording measurements to ensure that devices fit properly. Dexterity. Orthotists and prosthetists must be adept at working with their hands to fit, construct, and adapt devices that have intricate mechanical parts. Interpersonal skills. Orthotists and prosthetists meet with patients and their families. They also collaborate on > [[< Previous->29-2091-HowToBecomeOne-4]] > [[Next >->29-2091-HowToBecomeOne-6]] > [[Close->29-2091-Detailed]]

patient care with other members of the healthcare team. Physical stamina. Orthotists and prosthetists may spend a lot of time bending or crouching to examine or measure patients. Problem-solving skills. Orthotists and prosthetists evaluate their patients' needs to find creative solutions for rehabilitation. > [[< Previous->29-2091-HowToBecomeOne-5]] > [[Close->29-2091-Detailed]]

# Pay The median annual wage for orthotists and prosthetists was $78,310 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $46,220, and the highest 10 percent earned more than $118,730. In May 2024, the median annual wages for orthotists and prosthetists in the top industries in which they worked were as follows: Most orthotists and prosthetists work full time. > [[Close->29-2091-Detailed]]

# Job Outlook Employment of orthotists and prosthetists is projected to grow 13 percent from 2024 to 2034, much faster than the average for all occupations. About 900 openings for orthotists and prosthetists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for orthotists and prosthetists is projected to rise due to the aging population, the growing prevalence of obesity and diabetes, and the continued occurrence of > [[Next >->29-2091-JobOutlook-2]] > [[Close->29-2091-Detailed]]

trauma events. The growing size of the older population and the consequent rise in age-related health issues, such as osteoarthritis and injuries from falls, will increase the need for devices that help improve bodily function and relieve pain. In addition, rising obesity rates will place greater demand on orthoses to alleviate foot and heel pain, and prosthetic care will be needed to address amputations and other complications from diabetes. Trauma event survivors, such as those who have experienced industrial or car accidents, will need orthotic and prosthetic care to regain or improve > [[< Previous->29-2091-JobOutlook-1]] > [[Next >->29-2091-JobOutlook-3]] > [[Close->29-2091-Detailed]]

mobility. > [[< Previous->29-2091-JobOutlook-2]] > [[Close->29-2091-Detailed]]

- Examine x rays of teeth, gums, the jaw, and nearby areas in order to diagnose problems - Make models and measurements for dental appliances, such as dentures > [[< Previous->29-1024-WhatTheyDo-1]] > [[Next >->29-1024-WhatTheyDo-3]] > [[Close->29-1024-Detailed]]

- Teach patients about diets, flossing, the use of fluoride, and other aspects of dental care Dentists use a variety of equipment, including x-ray machines, drills, mouth mirrors, probes, forceps, brushes, and scalpels. They also use lasers, digital scanners, and other technologies. In addition, dentists in private practice oversee a variety of administrative tasks, including bookkeeping and buying equipment and supplies. They employ and supervise dental hygienists, dental assistants, dental laboratory technicians, and receptionists. Most dentists are general practitioners and handle a > [[< Previous->29-1024-WhatTheyDo-2]] > [[Next >->29-1024-WhatTheyDo-4]] > [[Close->29-1024-Detailed]]

variety of dental needs. Other dentists practice in a specialty area, such as one of the following: Dental anesthesiologists administer drugs (anesthetics) to reduce or eliminate pain during a dental procedure, monitor sedated patients to keep them safe, and help patients manage pain afterward. Dental public health specialists promote good dental health and the prevention of dental diseases in specific communities. Endodontists perform root canal therapy, removing the nerves and blood supply from injured or infected teeth. Oral and maxillofacial radiologists diagnose diseases in the head > [[< Previous->29-1024-WhatTheyDo-3]] > [[Next >->29-1024-WhatTheyDo-5]] > [[Close->29-1024-Detailed]]

and neck through the use of imaging technologies. Oral and maxillofacial surgeons operate on the mouth, jaws, teeth, gums, neck, and head, performing procedures such as surgically repairing a cleft lip and palate or removing impacted teeth. Oral pathologists diagnose conditions in the mouth, such as bumps or ulcers, and oral diseases, such as cancer. Orthodontists straighten teeth by applying pressure to the teeth with braces or other appliances. Pediatric dentists focus on dentistry for children and special-needs patients. Periodontists treat the gums and bones supporting the > [[< Previous->29-1024-WhatTheyDo-4]] > [[Next >->29-1024-WhatTheyDo-6]] > [[Close->29-1024-Detailed]]

courses, such as biology or chemistry. Although no specific undergraduate major is required, programs may prefer applicants who have a bachelor's degree in a science, such as biology. Applicants to dental schools usually take an entrance exam. Dental schools use this test along with other factors, such as grade point average, interviews, and recommendations, to admit students into their programs. Dental school programs typically include coursework in subjects such as local anesthesia, anatomy, periodontics (the study of oral disease and health), and radiology. All programs at dental schools > [[< Previous->29-1024-HowToBecomeOne-1]] > [[Next >->29-1024-HowToBecomeOne-3]] > [[Close->29-1024-Detailed]]

include clinical experience in which students work directly with patients under the supervision of a licensed dentist. As early as high school, students interested in becoming dentists can take courses in subjects such as biology, chemistry, and math. ### Training All dental specialties require dentists to complete additional training before practicing that specialty. This training is usually a 2 > [[< Previous->29-1024-HowToBecomeOne-2]] > [[Next >->29-1024-HowToBecomeOne-4]] > [[Close->29-1024-Detailed]]

- to 4-year residency in an accredited program related to the specialty, which often culminates in a postdoctoral certificate or master's degree. Oral and maxillofacial surgery programs typically take 4 to 6 years and may result in candidates earning a joint Medical Doctor (M.D.) degree. General dentists do not need additional training after dental school. Dentists who want to teach or do research full time may need advanced dental training, such as in a postdoctoral program in general dentistry. ### Licenses, Certifications, and Registrations Dentists must be licensed in the state in > [[< Previous->29-1024-HowToBecomeOne-3]] > [[Next >->29-1024-HowToBecomeOne-5]] > [[Close->29-1024-Detailed]]

which they work. All states require dentists to be licensed; requirements vary by state. Most states require a dentist to have a DDS or DMD degree from an accredited dental program, pass the written exam, and pass a state or regional clinical examination. In addition, a dentist who wants to practice in a dental specialty must have a license in that specialty. Licensure requires the completion of a residency after dental school and, in some cases, the completion of a special state exam. Information on state licensing board requirements is available from CareerOneStop. ### Important > [[< Previous->29-1024-HowToBecomeOne-4]] > [[Next >->29-1024-HowToBecomeOne-6]] > [[Close->29-1024-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Dentists must communicate effectively with patients, dental hygienists, dental assistants, and receptionists. Detail oriented. Dentists must pay attention to the shape and color of teeth and to the space between them. For example, they may need to closely match a false tooth with a patient's other teeth. Dexterity. Dentists must be good with their hands. They must work carefully > [[< Previous->29-1024-HowToBecomeOne-5]] > [[Next >->29-1024-HowToBecomeOne-7]] > [[Close->29-1024-Detailed]]

- Examine x rays of teeth, gums, the jaw, and nearby areas in order to diagnose problems - Make models and measurements for dental appliances, such as dentures > [[< Previous->29-1029-WhatTheyDo-1]] > [[Next >->29-1029-WhatTheyDo-3]] > [[Close->29-1029-Detailed]]

- Teach patients about diets, flossing, the use of fluoride, and other aspects of dental care Dentists use a variety of equipment, including x-ray machines, drills, mouth mirrors, probes, forceps, brushes, and scalpels. They also use lasers, digital scanners, and other technologies. In addition, dentists in private practice oversee a variety of administrative tasks, including bookkeeping and buying equipment and supplies. They employ and supervise dental hygienists, dental assistants, dental laboratory technicians, and receptionists. Most dentists are general practitioners and handle a > [[< Previous->29-1029-WhatTheyDo-2]] > [[Next >->29-1029-WhatTheyDo-4]] > [[Close->29-1029-Detailed]]

variety of dental needs. Other dentists practice in a specialty area, such as one of the following: Dental anesthesiologists administer drugs (anesthetics) to reduce or eliminate pain during a dental procedure, monitor sedated patients to keep them safe, and help patients manage pain afterward. Dental public health specialists promote good dental health and the prevention of dental diseases in specific communities. Endodontists perform root canal therapy, removing the nerves and blood supply from injured or infected teeth. Oral and maxillofacial radiologists diagnose diseases in the head > [[< Previous->29-1029-WhatTheyDo-3]] > [[Next >->29-1029-WhatTheyDo-5]] > [[Close->29-1029-Detailed]]

and neck through the use of imaging technologies. Oral and maxillofacial surgeons operate on the mouth, jaws, teeth, gums, neck, and head, performing procedures such as surgically repairing a cleft lip and palate or removing impacted teeth. Oral pathologists diagnose conditions in the mouth, such as bumps or ulcers, and oral diseases, such as cancer. Orthodontists straighten teeth by applying pressure to the teeth with braces or other appliances. Pediatric dentists focus on dentistry for children and special-needs patients. Periodontists treat the gums and bones supporting the > [[< Previous->29-1029-WhatTheyDo-4]] > [[Next >->29-1029-WhatTheyDo-6]] > [[Close->29-1029-Detailed]]

courses, such as biology or chemistry. Although no specific undergraduate major is required, programs may prefer applicants who have a bachelor's degree in a science, such as biology. Applicants to dental schools usually take an entrance exam. Dental schools use this test along with other factors, such as grade point average, interviews, and recommendations, to admit students into their programs. Dental school programs typically include coursework in subjects such as local anesthesia, anatomy, periodontics (the study of oral disease and health), and radiology. All programs at dental schools > [[< Previous->29-1029-HowToBecomeOne-1]] > [[Next >->29-1029-HowToBecomeOne-3]] > [[Close->29-1029-Detailed]]

include clinical experience in which students work directly with patients under the supervision of a licensed dentist. As early as high school, students interested in becoming dentists can take courses in subjects such as biology, chemistry, and math. ### Training All dental specialties require dentists to complete additional training before practicing that specialty. This training is usually a 2 > [[< Previous->29-1029-HowToBecomeOne-2]] > [[Next >->29-1029-HowToBecomeOne-4]] > [[Close->29-1029-Detailed]]

- to 4-year residency in an accredited program related to the specialty, which often culminates in a postdoctoral certificate or master's degree. Oral and maxillofacial surgery programs typically take 4 to 6 years and may result in candidates earning a joint Medical Doctor (M.D.) degree. General dentists do not need additional training after dental school. Dentists who want to teach or do research full time may need advanced dental training, such as in a postdoctoral program in general dentistry. ### Licenses, Certifications, and Registrations Dentists must be licensed in the state in > [[< Previous->29-1029-HowToBecomeOne-3]] > [[Next >->29-1029-HowToBecomeOne-5]] > [[Close->29-1029-Detailed]]

which they work. All states require dentists to be licensed; requirements vary by state. Most states require a dentist to have a DDS or DMD degree from an accredited dental program, pass the written exam, and pass a state or regional clinical examination. In addition, a dentist who wants to practice in a dental specialty must have a license in that specialty. Licensure requires the completion of a residency after dental school and, in some cases, the completion of a special state exam. Information on state licensing board requirements is available from CareerOneStop. ### Important > [[< Previous->29-1029-HowToBecomeOne-4]] > [[Next >->29-1029-HowToBecomeOne-6]] > [[Close->29-1029-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Dentists must communicate effectively with patients, dental hygienists, dental assistants, and receptionists. Detail oriented. Dentists must pay attention to the shape and color of teeth and to the space between them. For example, they may need to closely match a false tooth with a patient's other teeth. Dexterity. Dentists must be good with their hands. They must work carefully > [[< Previous->29-1029-HowToBecomeOne-5]] > [[Next >->29-1029-HowToBecomeOne-7]] > [[Close->29-1029-Detailed]]

- Prepare patients for and safely transport them to the emergency department of a hospital or other healthcare facility - Document and report observations and any treatment provided, to physicians, nurses, or other healthcare staff > [[< Previous->29-2043-WhatTheyDo-1]] > [[Next >->29-2043-WhatTheyDo-3]] > [[Close->29-2043-Detailed]]

- Inventory and replace medical supplies and clean equipment after use When transporting a patient in an ambulance, one EMT or paramedic may drive the ambulance while another monitors the patient's vital signs and provides emergency medical care. Some paramedics work as part of a helicopter's or an airplane's flight crew to transport critically ill or injured patients to a hospital. In addition to transporting patients from the scene of an emergency, EMTs and paramedics transfer patients from one medical facility to another. Some patients may need to be transferred to a hospital that > [[< Previous->29-2043-WhatTheyDo-2]] > [[Next >->29-2043-WhatTheyDo-4]] > [[Close->29-2043-Detailed]]

specializes in treating their particular injury or illness or to a facility that provides long-term care, such as a nursing home. EMTs and paramedics must decontaminate the interior of an ambulance after treating a patient who has a contagious disease. They also may need to report the case to the proper authorities. The specific responsibilities of EMTs and paramedics depend on their level of certification and the state in which they work. EMTs and paramedics sometimes begin with emergency medical responder (EMR) certification and advance to other levels of certification as they gain > [[< Previous->29-2043-WhatTheyDo-3]] > [[Next >->29-2043-WhatTheyDo-5]] > [[Close->29-2043-Detailed]]

competency. The following are some of the duties at each of these EMT or paramedic certification levels. An EMT, also known as an EMT-Basic, cares for patients at the scene of an incident and while taking patients by ambulance to a hospital. An EMT has the skills to assess a patient's condition and to manage emergencies such as those related to respiratory, cardiac, or trauma incidents. An Advanced EMT, also known as an EMT-Intermediate, has completed both requirements for the EMT-Basic level and instruction that allows them to perform more advanced medical procedures, such as administering > [[< Previous->29-2043-WhatTheyDo-4]] > [[Next >->29-2043-WhatTheyDo-6]] > [[Close->29-2043-Detailed]]

intravenous fluids and some medications. Paramedics provide more extensive prehospital care than do EMTs. In addition to doing the tasks of EMTs, they are able to administer a wider range of medications, such as through intravenous methods. Paramedics also perform advanced airflow management and interpret electrocardiograms (EKGs) - which monitor heart function > [[< Previous->29-2043-WhatTheyDo-5]] > [[Next >->29-2043-WhatTheyDo-7]] > [[Close->29-2043-Detailed]]

applicants usually need a high school diploma or equivalent and certification in CPR and basic life support (BLS). However, program entry requirements vary by state. Most EMT programs lead to a nondegree award. They vary in length but typically take less than 1 year for EMT-Basic certification and up to 2 years for EMT-Intermediate certification. Programs are offered by technical institutes, community colleges, universities, and facilities that specialize in emergency care training. Some instruction may take place in a hospital or ambulance setting. EMT-Basic programs cover topics such as > [[< Previous->29-2043-HowToBecomeOne-1]] > [[Next >->29-2043-HowToBecomeOne-3]] > [[Close->29-2043-Detailed]]

assessing patients' conditions, handling emergencies, and using field equipment. Programs that do not require BLS and CPR certification prior to admission include instruction that leads to those certifications as part of the program. EMT-Intermediate programs require additional instruction for advanced skills, such as using complex airway devices, intravenous fluids, and some medications. Paramedic postsecondary programs require applicants to have EMT-Intermediate certification. Most programs at community colleges typically lead to a nondegree award or an associate's degree. Some programs > [[< Previous->29-2043-HowToBecomeOne-2]] > [[Next >->29-2043-HowToBecomeOne-4]] > [[Close->29-2043-Detailed]]

are offered by 4-year universities and lead to a bachelor's degree. Paramedic programs include courses such as anatomy and physiology, EKG interpretation, and maintaining airflow. They typically include supervised field experience. ### Licenses, Certifications, and Registrations All states require EMTs and paramedics to be licensed; requirements vary by state. Most states require candidates to be certified, but others require passage of an equivalent state exam. States also may have other requirements for licensing, such as a minimum age and passing a background check. Information on state > [[< Previous->29-2043-HowToBecomeOne-3]] > [[Next >->29-2043-HowToBecomeOne-5]] > [[Close->29-2043-Detailed]]

licensing board requirements is available from CareerOneStop. Employers typically require job candidates to have a driver's license and may prefer that they have ambulance driver certification. Information on certifications is available from CareerOneStop. ### Other Work Experience Paramedics typically need work experience as an EMT prior to entering a paramedic education program. Working as a volunteer EMT or paramedic may be helpful in getting experience for employment in these occupations. ### Advancement With additional education, paramedics may transfer into other healthcare > [[< Previous->29-2043-HowToBecomeOne-4]] > [[Next >->29-2043-HowToBecomeOne-6]] > [[Close->29-2043-Detailed]]

occupations. For example, paramedic-to-RN programs offer an accelerated pathway to becoming a registered nurse. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. EMTs and paramedics must listen to patients describe their injuries and illnesses and to dispatchers and others conveying information. They also need to provide clear instruction and explain procedures. Compassion. EMTs and paramedics must be able to provide > [[< Previous->29-2043-HowToBecomeOne-5]] > [[Next >->29-2043-HowToBecomeOne-7]] > [[Close->29-2043-Detailed]]

# What Pharmacists Do Pharmacists dispense prescription medications and provide information to patients about the drugs and their use. They also advise physicians and other healthcare workers on the selection, dosage, interactions, and side effects of medications to treat health problems. They may help patients with their overall health through activities such as providing immunizations. ### Duties Pharmacists typically do the following: - Fill prescriptions to the proper amount based on physicians' instructions > [[Next >->29-1051-WhatTheyDo-2]] > [[Close->29-1051-Detailed]]

- Check patients' allergies, medical conditions, and other drugs they are taking to ensure that the newly prescribed medication does not cause adverse reaction - Instruct patients on proper use, side effects, and storage of prescribed medicine - Administer vaccinations, such as flu shots - Advise patients about general health topics, such as exercise and managing stress, and on other issues, such as what equipment or supplies would be best to treat a health problem - Work with insurance companies to resolve billing issues > [[< Previous->29-1051-WhatTheyDo-1]] > [[Next >->29-1051-WhatTheyDo-3]] > [[Close->29-1051-Detailed]]

- Supervise the work of pharmacy technicians and pharmacists in training (interns) - Maintain patient and pharmacy records > [[< Previous->29-1051-WhatTheyDo-2]] > [[Next >->29-1051-WhatTheyDo-4]] > [[Close->29-1051-Detailed]]

- Educate other healthcare workers about proper medication therapies for patients Pharmacists verify instructions from physicians to fill and dispense prescription medications. For many drugs, pharmacists use standard dosages from pharmaceutical companies. However, pharmacists also may create customized medications by mixing ingredients themselves, a process known as compounding. Pharmacists usually have a variety of other duties. In addition to answering patients' questions about their prescriptions, for example, pharmacists may advise about or assist with topics of general health or the > [[< Previous->29-1051-WhatTheyDo-3]] > [[Next >->29-1051-WhatTheyDo-5]] > [[Close->29-1051-Detailed]]

use of over-the-counter medications. Pharmacists also may have administrative responsibilities, including keeping records and managing inventory. The following are examples of types of pharmacists: Community pharmacists work in retail settings such as chain drug stores or independently owned pharmacies. They dispense medications to patients and answer any questions that patients may have about prescriptions, over-the-counter medications, or health concerns. They also may provide some primary care services such as giving flu shots and performing health screenings. Clinical pharmacists work > [[< Previous->29-1051-WhatTheyDo-4]] > [[Next >->29-1051-WhatTheyDo-6]] > [[Close->29-1051-Detailed]]

in hospitals, clinics, and other healthcare settings where they provide direct patient care. They may go on rounds in a hospital with a physician or healthcare team. Additionally, they recommend medications to patients and oversee the dosage and timing of the delivery of those medications. They also evaluate the effectiveness of drugs and a patient's progress. Clinical pharmacists may conduct certain medical tests and offer advice to patients. For example, pharmacists may earn credentials to work in a diabetes clinic, where they counsel patients on how and when to take medications, suggest > [[< Previous->29-1051-WhatTheyDo-5]] > [[Next >->29-1051-WhatTheyDo-7]] > [[Close->29-1051-Detailed]]

healthy food choices, and monitor patients' blood sugar. Consultant pharmacists advise healthcare facilities or insurance providers on patient medication use. They may give advice directly to patients, such as helping seniors manage their prescriptions. Consultant pharmacists also advise facilities on improving services to ensure compliance with state and federal regulations. Pharmaceutical industry pharmacists work in areas such as marketing, sales, or research and development. Their work includes designing or conducting clinical trials of new drugs. They may also help to establish safety > [[< Previous->29-1051-WhatTheyDo-6]] > [[Next >->29-1051-WhatTheyDo-8]] > [[Close->29-1051-Detailed]]

regulations and ensure quality control for drugs. > [[< Previous->29-1051-WhatTheyDo-7]] > [[Close->29-1051-Detailed]]

# Work Environment ### Work Environment Pharmacists work in pharmacies, including those in drug, general merchandise, and grocery stores. They also work in hospitals and other healthcare facilities that are open 24 hours. Most pharmacists work full time, and some work nights, weekends, and holidays. > [[Close->29-1051-Detailed]]

# How to Become a Pharmacist Pharmacists typically need a Doctor of Pharmacy (Pharm.D.) degree from an accredited pharmacy program. Every state requires pharmacists to be licensed. ### Education Pharmacists typically need a Doctor of Pharmacy (Pharm.D.) degree from an accredited pharmacy program. Admission requirements vary; however, Pharm.D. programs typically require applicants to have at least 2 years of prerequisite undergraduate courses in subjects such as anatomy and physiology, physics, and statistics. Some Pharm.D. programs require or prefer that applicants have a bachelor's degree in biology, a healthcare and > [[Next >->29-1051-HowToBecomeOne-2]] > [[Close->29-1051-Detailed]]

related, or a physical science field, such as chemistry. Pharm.D. programs usually take 4 years to finish, although some programs offer a 3-year option. Others admit high school graduates into a 6-year program. Pharm.D. programs include courses in sciences, pharmacology, and pharmacy law. Students also complete supervised work experiences, sometimes referred to as internships, in settings such as hospitals and retail pharmacies. Some pharmacy programs offer a dual-degree option. These programs allow students to get another graduate degree, such as a master's degree in business > [[< Previous->29-1051-HowToBecomeOne-1]] > [[Next >->29-1051-HowToBecomeOne-3]] > [[Close->29-1051-Detailed]]

administration (MBA) or a master's degree in public health (MPH), along with their Pharm.D. degree. ### Training Following graduation from a Pharm.D. program, pharmacists seeking a clinical or other advanced position may opt to complete a residency or fellowship. These program typically last 1 to 2 years and provide additional training and research opportunities. Pharmacists who choose a 2-year residency program train in a specialty area such as cardiology, internal medicine, or pediatric care. ### Licenses, Certifications, and Registrations All states require pharmacists to be licensed, > [[< Previous->29-1051-HowToBecomeOne-2]] > [[Next >->29-1051-HowToBecomeOne-4]] > [[Close->29-1051-Detailed]]

although licensure requirements vary. After completing their degree, prospective pharmacists typically must pass two exams to get a license. Applicants also must complete a state-specified number of hours as an intern. To maintain licensure, pharmacists must complete continuing education. Information on state licensing board requirements is available from CareerOneStop. In most states, pharmacists must be certified to administer vaccinations. Pharmacists may choose to earn a certification to show advanced knowledge in a specific field. For example, a pharmacist may earn certification in a > [[< Previous->29-1051-HowToBecomeOne-3]] > [[Next >->29-1051-HowToBecomeOne-5]] > [[Close->29-1051-Detailed]]

specialty area, such as emergency care or oncology. Certifications from professional organizations generally require applicants to have work experience and pass an exam. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Pharmacists must evaluate the contents and side effects of prescribed medication to ensure that the patient may safely take > [[< Previous->29-1051-HowToBecomeOne-4]] > [[Next >->29-1051-HowToBecomeOne-6]] > [[Close->29-1051-Detailed]]

it. Communication skills. Pharmacists frequently must explain to patients about how to take medication and what its potential side effects are. They also may need to convey information to pharmacy technicians, interns, and other healthcare staff. Compassion. Pharmacists often work with people who have health issues. They must be sympathetic to patients' problems and needs. Detail oriented. Pharmacists are responsible for accurately providing the appropriate medication for each patient. Interpersonal skills. Pharmacists spend much of their time interacting with patients and as part of a > [[< Previous->29-1051-HowToBecomeOne-5]] > [[Next >->29-1051-HowToBecomeOne-7]] > [[Close->29-1051-Detailed]]

healthcare team coordinating patient care. Managerial skills. Pharmacists, particularly those who run a retail pharmacy, must have good leadership skills. These skills include ability to oversee inventory and direct staff. > [[< Previous->29-1051-HowToBecomeOne-6]] > [[Close->29-1051-Detailed]]

# Pay The median annual wage for pharmacists was $137,480 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $86,930, and the highest 10 percent earned more than $172,040. In May 2024, the median annual wages for pharmacists in the top industries in which they worked were as follows: Most pharmacists work full time. In hospitals and other facilities that are open 24 hours, pharmacists may work nights, weekends, and holidays. > [[Close->29-1051-Detailed]]

# Job Outlook Employment of pharmacists is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 14,200 openings for pharmacists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand is projected to increase for pharmacists in some healthcare settings, such as in hospitals and clinics. As the roles of pharmacists expand beyond traditional drug-dispensing duties, these workers > [[Next >->29-1051-JobOutlook-2]] > [[Close->29-1051-Detailed]]

increasingly will be integrated into healthcare teams to provide medication management and other patient care services in these facilities. Meanwhile, many pharmacists work in retail pharmacies, which include independent and chain drug stores as well as supermarket and mass merchandiser pharmacies. Demand for pharmacists is expected to be limited in these settings as the industry consolidates and more people fill their prescriptions online or by mail. > [[< Previous->29-1051-JobOutlook-1]] > [[Close->29-1051-Detailed]]

# What Physician Assistants Do Physician assistants, also known as PAs, examine, diagnose, and treat patients under the supervision of a physician. ### Duties Physician assistants typically do the following: - Obtain and review patients' medical histories - Examine patients - Order and interpret diagnostic tests, such as x rays or blood tests - Diagnose a patient's injury or illness - Provide treatment, such as setting broken bones, stitching wounds, and immunizing patients - Educate and counsel patients and their families on a variety of issues, such as treatment and self-care for asthma - Prescribe medication > [[Next >->29-1071-WhatTheyDo-2]] > [[Close->29-1071-Detailed]]

- Assess and record a patient's progress > [[< Previous->29-1071-WhatTheyDo-1]] > [[Next >->29-1071-WhatTheyDo-3]] > [[Close->29-1071-Detailed]]

- Research the latest treatments to ensure quality of patient care Physician assistants are on teams with physicians or surgeons and other healthcare workers. The amount of collaboration and the extent to which they must be supervised by physicians or surgeons differ by state. Physician assistants work in a variety of healthcare specialties, including primary care and family medicine, emergency medicine, and psychiatry. The work of physician assistants depends, in large part, on their specialty or the type of medical practice in which they work. For example, a physician assistant working in > [[< Previous->29-1071-WhatTheyDo-2]] > [[Next >->29-1071-WhatTheyDo-4]] > [[Close->29-1071-Detailed]]

surgery may close incisions and provide care before, during, and after an operation. A physician assistant working in pediatrics may examine a child and give routine vaccinations. In some areas, especially rural and medically underserved communities, physician assistants may be the primary care providers at clinics where a physician is present only 1 or 2 days per week. In these locations, physician assistants collaborate with the physician as needed and as required by law. Some physician assistants make house calls or visit nursing homes to treat patients. Physician assistants differ from > [[< Previous->29-1071-WhatTheyDo-3]] > [[Next >->29-1071-WhatTheyDo-5]] > [[Close->29-1071-Detailed]]

nurse practitioners in their training and the level of care they provide; for example, nurse practitioners cannot provide surgical care, whereas physician assistants can. They also differ from medical assistants, who do routine clinical and clerical tasks but do not practice medicine. > [[< Previous->29-1071-WhatTheyDo-4]] > [[Close->29-1071-Detailed]]

# Work Environment ### Work Environment Physician assistants work in physicians' offices, hospitals, outpatient clinics, and other healthcare settings. Most work full time. > [[Close->29-1071-Detailed]]

# How to Become a Physician Assistant Physician assistants typically need a master's degree from an accredited educational program. Applicants to these programs typically have a bachelor's degree and experience caring directly for patients. All states require physician assistants to be licensed. ### Education Applicants to physician assistant education programs typically have a bachelor's degree and some experience with patient care. Although programs vary, most require applicants to have taken undergraduate coursework with a focus in science. Bachelor's degrees are often in healthcare or a related field, such as biology. > [[Next >->29-1071-HowToBecomeOne-2]] > [[Close->29-1071-Detailed]]

Programs also may require that applicants have experience as a medical assistant, EMT or paramedic, or another occupation that involves patient care. Physician assistant education programs usually take at least 2 years of postbaccalaureate study. Physician assistant education includes classroom and laboratory instruction in subjects such as human anatomy, clinical medicine, and pharmacology. The programs also include supervised clinical training in several specialties, such as family medicine, internal medicine, and emergency medicine. ### Licenses, Certifications, and Registrations All > [[< Previous->29-1071-HowToBecomeOne-1]] > [[Next >->29-1071-HowToBecomeOne-3]] > [[Close->29-1071-Detailed]]

states and the District of Columbia require physician assistants to be licensed. To become licensed, candidates must pass a qualifying exam. A physician assistant who passes the exam may use the credential "Physician Assistant-Certified (PA-C)." Information on state licensing board requirements is available from CareerOneStop. To maintain their PA-C certification, physician assistants must complete continuing education and pass a recertification exam within a specified number of years. In most states, laws require physician assistants to hold an agreement with a supervising physician. > [[< Previous->29-1071-HowToBecomeOne-2]] > [[Next >->29-1071-HowToBecomeOne-4]] > [[Close->29-1071-Detailed]]

Although the physician does not need to be onsite at all times, collaboration between physicians and physician assistants is required for practice. Physician assistant positions may require basic life support (BLS) certification. Information on certifications is available from CareerOneStop. ### Advancement Some physician assistants pursue additional education in a specialty. Postgraduate programs are available in specialties such as emergency medicine and psychiatry. To enter one of these programs, a physician assistant must be a graduate of an accredited program and have their PA-C. > [[< Previous->29-1071-HowToBecomeOne-3]] > [[Next >->29-1071-HowToBecomeOne-5]] > [[Close->29-1071-Detailed]]

Additional certification in specialty areas is also available. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Physician assistants must explain complex medical issues in a way that patients can understand. Compassion. Physician assistants deal with patients who are sick or injured and who may be in extreme pain or distress. They must be sympathetic toward and understanding of patients and their families. Detail > [[< Previous->29-1071-HowToBecomeOne-4]] > [[Next >->29-1071-HowToBecomeOne-6]] > [[Close->29-1071-Detailed]]

oriented. Physician assistants should be observant and have a strong ability to focus when evaluating and treating patients. Emotional stability. Physician assistants, particularly those working in surgery or emergency medicine, should work well under pressure. They must remain calm in stressful situations in order to provide quality care. Interpersonal skills. Physician assistants must work well as part of a team of other healthcare professionals to ensure proper patient care. Problem-solving skills. Physician assistants need to evaluate patients' symptoms and administer the appropriate > [[< Previous->29-1071-HowToBecomeOne-5]] > [[Next >->29-1071-HowToBecomeOne-7]] > [[Close->29-1071-Detailed]]

treatments. They must be diligent when investigating complicated medical issues so they can determine the best course of treatment for each patient. > [[< Previous->29-1071-HowToBecomeOne-6]] > [[Close->29-1071-Detailed]]

# Pay The median annual wage for physician assistants was $133,260 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $95,240, and the highest 10 percent earned more than $182,200. In May 2024, the median annual wages for physician assistants in the top industries in which they worked were as follows: Most physician assistants work full time. Work schedules vary and may include nights, weekends, or holidays. Physician assistants also may be on call, meaning that they must > [[Next >->29-1071-Pay-2]] > [[Close->29-1071-Detailed]]

be ready to respond to a work request with little notice. > [[< Previous->29-1071-Pay-1]] > [[Close->29-1071-Detailed]]

# Job Outlook Employment of physician assistants is projected to grow 20 percent from 2024 to 2034, much faster than the average for all occupations. About 12,000 openings for physician assistants are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment A rise in the number of older people, who are more likely than young people to require medical care, and of patients with chronic diseases, such as diabetes, will increase > [[Next >->29-1071-JobOutlook-2]] > [[Close->29-1071-Detailed]]

healthcare demand. These increases, in turn, drive the need for healthcare providers such as physician assistants (PAs), who can provide many of the same services as physicians. PAs are expected to continue to expand their role in providing healthcare services. This is largely because they can be trained more quickly than physicians, and team-based healthcare provision models will continue to evolve and become more common. > [[< Previous->29-1071-JobOutlook-1]] > [[Close->29-1071-Detailed]]

# What Podiatrists Do Podiatrists diagnose illnesses, treat injuries, and perform surgery for people with foot, ankle, and lower leg problems. ### Duties Podiatrists typically do the following: - Diagnose and assess patients' conditions by reviewing medical histories, performing physical exams, and reviewing x rays and medical laboratory tests. - Provide nonsurgical treatment for foot, ankle, and lower leg ailments, such as prescribing special shoe inserts (orthotics) to improve a patient's mobility > [[Next >->29-1081-WhatTheyDo-2]] > [[Close->29-1081-Detailed]]

- Perform foot and ankle surgeries, such as removing bone spurs, repairing fractures, and correcting other foot and ankle problems - Advise and instruct patients about foot and ankle care and wellness - Prescribe medications - Refer patients to other physicians or specialists if they detect other health problems, such as diabetes or vascular disease > [[< Previous->29-1081-WhatTheyDo-1]] > [[Next >->29-1081-WhatTheyDo-3]] > [[Close->29-1081-Detailed]]

- Conduct research, read journals, and attend conferences to keep up with advances in podiatric medicine and surgery Podiatrists treat a variety of foot and ankle ailments, including calluses, ingrown toenails, heel spurs, arthritis, and arch problems. They also treat foot and leg problems associated with diabetes, obesity, and other health conditions. Some podiatrists spend most of their time performing surgery, such as foot and ankle reconstruction. Others may choose a specialty such as sports medicine, pediatrics, or diabetic foot care. Podiatrists who own their practice may spend time > [[< Previous->29-1081-WhatTheyDo-2]] > [[Next >->29-1081-WhatTheyDo-4]] > [[Close->29-1081-Detailed]]

on business-related activities, such as hiring employees and managing inventory. > [[< Previous->29-1081-WhatTheyDo-3]] > [[Close->29-1081-Detailed]]

# Work Environment ### Work Environment Podiatrists usually work in offices of podiatry, other medical offices, or hospitals. Most work full time, and some need to be on call for emergencies. > [[Close->29-1081-Detailed]]

# How to Become a Podiatrist Podiatrists must earn a Doctor of Podiatric Medicine (DPM) degree and complete a 3-year residency program. Every state requires podiatrists to be licensed. ### Education Podiatrists must have a Doctor of Podiatric Medicine (DPM) degree from an accredited college of podiatric medicine. A DPM degree program takes 4 years to complete. Admission to podiatric medicine programs requires at least 3 years of undergraduate education, but nearly all prospective students have a bachelor's degree in healthcare, biology, or physical science. Although programs might not specify the undergraduate degree > [[Next >->29-1081-HowToBecomeOne-2]] > [[Close->29-1081-Detailed]]

required for admission, applicants must have completed courses in laboratory sciences such as biology, chemistry, and physics, as well as general coursework in subjects such as English. Applicants to DPM schools usually submit scores from the Medical College Admission Test (MCAT) and letters of recommendation. They also may indicate that they shadowed a podiatrist. Courses for a DPM degree are similar to those for other medical degrees. They include anatomy, physiology, pharmacology, and pathology. Podiatric medical students gain supervised experience by completing clinical rotations while > [[< Previous->29-1081-HowToBecomeOne-1]] > [[Next >->29-1081-HowToBecomeOne-3]] > [[Close->29-1081-Detailed]]

in school. ### Training After earning a DPM, podiatrists must apply to and complete a podiatric medicine and surgery residency (PMSR) program. Residency programs, which last several years, take place in hospitals and allow podiatrists to gain experience providing medical and surgical care to patients. Podiatrists may complete additional training in specific fellowship areas, such as podiatric wound care, diabetic foot care, or limb preservation. ### Licenses, Certifications, and Registrations Podiatrists in every state must be licensed. Podiatrists must pay a fee and pass all parts of a > [[< Previous->29-1081-HowToBecomeOne-2]] > [[Next >->29-1081-HowToBecomeOne-4]] > [[Close->29-1081-Detailed]]

qualifying exam. Some states have additional requirements. Information on state licensing board requirements is available from CareerOneStop. Many podiatrists choose to become board certified. Certification generally requires a combination of work experience and passing an exam. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Podiatrists must be able to > [[< Previous->29-1081-HowToBecomeOne-3]] > [[Next >->29-1081-HowToBecomeOne-5]] > [[Close->29-1081-Detailed]]

listen and convey information to patients, such as about the diagnosis and ways to improve their condition. Compassion. Because podiatrists provide care for patients who may be in pain, they must treat patients with understanding. Critical-thinking skills. Podiatrists must be analytical to correctly diagnose a patient and determine the best course of treatment. Detail oriented. When diagnosing a problem, podiatrists must pay attention to details, such as those about the patient's medical history and current conditions. Interpersonal skills. Podiatrists spend much of their time interacting > [[< Previous->29-1081-HowToBecomeOne-4]] > [[Next >->29-1081-HowToBecomeOne-6]] > [[Close->29-1081-Detailed]]

with patients and also must work well as part of a medical team coordinating patient care. > [[< Previous->29-1081-HowToBecomeOne-5]] > [[Close->29-1081-Detailed]]

# Pay The median annual wage for podiatrists was $152,800 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $57,500, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for podiatrists in the top industries in which they worked were as follows: Most podiatrists work full time, and some work more than 40 hours per week. Work schedules may vary and include evenings or weekends to accommodate patients. Some podiatrists, such as those > [[Next >->29-1081-Pay-2]] > [[Close->29-1081-Detailed]]

who work in urgent-care facilities, may need to be on call for emergencies. Self-employed podiatrists or those who own their practice may have flexibility in setting their own hours. > [[< Previous->29-1081-Pay-1]] > [[Close->29-1081-Detailed]]

# Job Outlook Employment of podiatrists is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 300 openings for podiatrists are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The U.S. population continues to age and to see an increasing prevalence of chronic diseases, such as diabetes and obesity. As a result, people will continue to have mobility and foot-related problems, and > [[Next >->29-1081-JobOutlook-2]] > [[Close->29-1081-Detailed]]

podiatrists will be needed to treat many of these conditions. However, demand for podiatrists is expected to be limited because many patients may acquire services from a non-podiatrist physician or other appropriate caregiver. > [[< Previous->29-1081-JobOutlook-1]] > [[Close->29-1081-Detailed]]

# What Physical Therapists Do Physical therapists help injured or ill people improve movement and manage pain. They are often an important part of preventive care, rehabilitation, and treatment for patients with chronic conditions, illnesses, or injuries. ### Duties Physical therapists typically do the following: - Review patients' medical history and referrals or notes from doctors, surgeons, or other healthcare workers - Diagnose patients' functions and movements by observing them stand or walk and by listening to their concerns > [[Next >->29-1123-WhatTheyDo-2]] > [[Close->29-1123-Detailed]]

- Develop individualized plans of care for patients, outlining the patients' goals and the expected outcomes of the plans - Use exercises, stretching maneuvers, hands-on therapy, and equipment to ease patients' pain, help them increase their mobility, prevent further pain or injury, and facilitate health and wellness - Evaluate and record a patients' progress, modifying the plan of care and trying new treatments as needed > [[< Previous->29-1123-WhatTheyDo-1]] > [[Next >->29-1123-WhatTheyDo-3]] > [[Close->29-1123-Detailed]]

- Educate patients and their families about what to expect from the recovery process and how to cope with challenges throughout the process Physical therapists, sometimes called PTs, care for people of all ages who have functional problems resulting from back and neck injuries; sprains, strains, and fractures; arthritis; amputations; neurological disorders, such as stroke or cerebral palsy; injuries related to work and sports; and other conditions. Physical therapists use a variety of techniques to care for their patients. These techniques include exercises; training in functional movement, > [[< Previous->29-1123-WhatTheyDo-2]] > [[Next >->29-1123-WhatTheyDo-4]] > [[Close->29-1123-Detailed]]

which may include the use of equipment such as canes, crutches, wheelchairs, and walkers; and special movements of joints, muscles, and other soft tissue to improve mobility and decrease pain. The work of physical therapists varies by type of patient. For example, a patient working to recover mobility lost after a stroke needs care different from that of a patient recovering from a sports injury. Some physical therapists specialize in one type of care, such as orthopedics or geriatrics. Many physical therapists also help patients maintain or improve mobility by developing fitness and > [[< Previous->29-1123-WhatTheyDo-3]] > [[Next >->29-1123-WhatTheyDo-5]] > [[Close->29-1123-Detailed]]

wellness programs that encourage healthy, active lifestyles. Physical therapists work as part of a healthcare team, overseeing the work of physical therapist assistants and aides and consulting with physicians and surgeons and other specialists. > [[< Previous->29-1123-WhatTheyDo-4]] > [[Close->29-1123-Detailed]]

# Work Environment ### Work Environment Physical therapists typically work in private offices and clinics, hospitals, patients' homes, and nursing homes. They spend much of their time on their feet, actively working with patients. > [[Close->29-1123-Detailed]]

# How to Become a Physical Therapist Physical therapists entering the occupation need a Doctor of Physical Therapy (DPT) degree. All states require physical therapists to be licensed. ### Education Physical therapists need a Doctor of Physical Therapy (DPT) degree from an accredited program. DPT programs typically last 3 years. Physical therapy programs typically require a bachelor's degree, which may be in recreation and fitness or healthcare and related fields, and prerequisite courses such as anatomy, chemistry, and physics. Physical therapist programs often include courses in biomechanics, neuroscience, and pharmacology. > [[Next >->29-1123-HowToBecomeOne-2]] > [[Close->29-1123-Detailed]]

Physical therapist students also complete clinical work, during which they gain supervised experience in areas such as acute care and orthopedic care. Physical therapists may apply to a clinical residency program after graduation. Residencies typically last about 1 year and provide additional training and experience in specialty areas of care. Physical therapists who have completed a residency program may choose to specialize further by participating in a fellowship in an advanced clinical area. ### Licenses, Certifications, and Registrations All states require physical therapists to be > [[< Previous->29-1123-HowToBecomeOne-1]] > [[Next >->29-1123-HowToBecomeOne-3]] > [[Close->29-1123-Detailed]]

licensed, which includes passing a qualifying exam. Other requirements vary by state. For example, some states also require a law exam and a criminal background check. Continuing education is typically required for physical therapists to keep their license. Check with your state board for specific licensing requirements. Information on state licensing board requirements is available from CareerOneStop. After gaining work experience, some physical therapists choose to become a board-certified specialist. Certification is available in clinical specialty areas of physical therapy, such as > [[< Previous->29-1123-HowToBecomeOne-2]] > [[Next >->29-1123-HowToBecomeOne-4]] > [[Close->29-1123-Detailed]]

orthopedics, sports, and geriatrics. Board specialist certification requires passing an exam and completing clinical work in the specialty area. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Physical therapists must clearly explain treatment programs, motivate patients, and listen to patients' concerns in order to provide effective > [[< Previous->29-1123-HowToBecomeOne-3]] > [[Next >->29-1123-HowToBecomeOne-5]] > [[Close->29-1123-Detailed]]

therapy. Compassion. Physical therapists spend a lot of time interacting with patients, so they should have a desire to help people. They work with people who are in pain and must have empathy for their patients. Detail oriented. Like other healthcare providers, physical therapists should have strong analytic and observational skills to diagnose a patient's problem, evaluate treatments, and provide safe, effective care. Dexterity. Physical therapists must use their hands to provide manual therapy and therapeutic exercises. They should feel comfortable massaging and otherwise physically > [[< Previous->29-1123-HowToBecomeOne-4]] > [[Next >->29-1123-HowToBecomeOne-6]] > [[Close->29-1123-Detailed]]

assisting patients. Physical stamina. Physical therapists spend much of their time on their feet, moving to demonstrate proper techniques and to help patients perform exercises. They should enjoy physical activity. Resourcefulness. Physical therapists customize treatment plans for patients. They must be flexible and adapt plans of care to meet the needs of each patient. Time-management skills. Physical therapists typically treat several patients each day. They must be able to provide appropriate care to patients as well as complete administrative tasks, such as documenting patient > [[< Previous->29-1123-HowToBecomeOne-5]] > [[Next >->29-1123-HowToBecomeOne-7]] > [[Close->29-1123-Detailed]]

progress. > [[< Previous->29-1123-HowToBecomeOne-6]] > [[Close->29-1123-Detailed]]

# Pay The median annual wage for physical therapists was $101,020 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $74,420, and the highest 10 percent earned more than $132,500. In May 2024, the median annual wages for physical therapists in the top industries in which they worked were as follows: Most physical therapists work full time. Although most therapists work during normal business hours, some work evenings or weekends. > [[Close->29-1123-Detailed]]

# Job Outlook Employment of physical therapists is projected to grow 11 percent from 2024 to 2034, much faster than the average for all occupations. About 13,200 openings for physical therapists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for physical therapy will come, in large part, from the growing size of the older adult population. Older people are more likely to experience heart attacks, strokes, and > [[Next >->29-1123-JobOutlook-2]] > [[Close->29-1123-Detailed]]

mobility-related disabilities and injuries that require physical therapy as part of their rehabilitation. In addition, a number of chronic conditions, such as diabetes, obesity, and musculoskeletal disorders (such as back pain and arthritis) have become prevalent. More physical therapists will be needed to help people with these conditions maintain their mobility and manage symptoms. A greater emphasis on nonopioid approaches to manage pain also is expected to support employment growth. > [[< Previous->29-1123-JobOutlook-1]] > [[Close->29-1123-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1243-WhatTheyDo-1]] > [[Next >->29-1243-WhatTheyDo-3]] > [[Close->29-1243-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1243-WhatTheyDo-2]] > [[Next >->29-1243-WhatTheyDo-4]] > [[Close->29-1243-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1243-WhatTheyDo-3]] > [[Next >->29-1243-WhatTheyDo-5]] > [[Close->29-1243-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1243-WhatTheyDo-4]] > [[Next >->29-1243-WhatTheyDo-6]] > [[Close->29-1243-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1243-WhatTheyDo-5]] > [[Next >->29-1243-WhatTheyDo-7]] > [[Close->29-1243-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1243-WhatTheyDo-6]] > [[Next >->29-1243-WhatTheyDo-8]] > [[Close->29-1243-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1243-WhatTheyDo-7]] > [[Next >->29-1243-WhatTheyDo-9]] > [[Close->29-1243-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1243-WhatTheyDo-8]] > [[Next >->29-1243-WhatTheyDo-10]] > [[Close->29-1243-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1243-WhatTheyDo-9]] > [[Next >->29-1243-WhatTheyDo-11]] > [[Close->29-1243-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1243-WhatTheyDo-10]] > [[Next >->29-1243-WhatTheyDo-12]] > [[Close->29-1243-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1243-WhatTheyDo-11]] > [[Next >->29-1243-WhatTheyDo-13]] > [[Close->29-1243-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1243-WhatTheyDo-12]] > [[Next >->29-1243-WhatTheyDo-14]] > [[Close->29-1243-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1243-WhatTheyDo-13]] > [[Next >->29-1243-WhatTheyDo-15]] > [[Close->29-1243-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1243-WhatTheyDo-14]] > [[Close->29-1243-Detailed]]

# How to Become a Physician or Surgeon Physicians and surgeons typically need a bachelor's degree as well as a degree from a medical school, which takes an additional 4 years to complete. Depending on their specialty, they also need 3 to 9 years in internship and residency programs. Subspecialization includes additional training in a fellowship of 1 to 3 years. ### Education In addition to requiring a bachelor's degree, physicians and surgeons typically need either a Medical Doctor (M.D.) or a Doctor of Osteopathic Medicine (D.O.) degree. No specific undergraduate degree is required to enter an M.D. or D.O. program, but > [[Next >->29-1243-HowToBecomeOne-2]] > [[Close->29-1243-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1243-HowToBecomeOne-1]] > [[Next >->29-1243-HowToBecomeOne-3]] > [[Close->29-1243-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1243-HowToBecomeOne-2]] > [[Next >->29-1243-HowToBecomeOne-4]] > [[Close->29-1243-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1243-HowToBecomeOne-3]] > [[Next >->29-1243-HowToBecomeOne-5]] > [[Close->29-1243-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1243-HowToBecomeOne-4]] > [[Next >->29-1243-HowToBecomeOne-6]] > [[Close->29-1243-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1243-HowToBecomeOne-5]] > [[Next >->29-1243-HowToBecomeOne-7]] > [[Close->29-1243-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1243-HowToBecomeOne-6]] > [[Next >->29-1243-HowToBecomeOne-8]] > [[Close->29-1243-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1243-HowToBecomeOne-7]] > [[Next >->29-1243-HowToBecomeOne-9]] > [[Close->29-1243-Detailed]]

or ignore medical treatment. Physical stamina. Physicians and surgeons may spend many hours on their feet, including walking between patient visits or procedures. Surgeons may spend a great deal of time bending over patients during surgery. Problem-solving skills. Physicians and surgeons need to evaluate patients' symptoms to determine appropriate treatment. In some situations, such as emergencies, they may need to analyze and resolve crises quickly. > [[< Previous->29-1243-HowToBecomeOne-8]] > [[Close->29-1243-Detailed]]

# What Radiation Therapists Do Radiation therapists administer doses of radiation to patients who have cancer or other serious diseases. ### Duties Radiation therapists typically do the following: - Explain treatment plans to the patient and answer questions about treatment - Protect the patients and themselves from improper exposure to radiation - Determine the location of tumors to ensure correct positioning of patients for administering each treatment - Calibrate and operate the machine to treat the patient with radiation - Monitor the patient to check for unusual reactions to the treatment > [[Next >->29-1124-WhatTheyDo-2]] > [[Close->29-1124-Detailed]]

- Keep detailed records of treatment Radiation therapists operate machines, such as linear accelerators, to deliver concentrated radiation therapy to the region of a patient's tumor. Radiation treatment may shrink or eliminate cancers and tumors. Radiation therapists are part of the oncology teams that treat patients with cancer. They often work with the following specialists: - Medical dosimetrists calculate the correct dose of radiation for cancer treatment > [[< Previous->29-1124-WhatTheyDo-1]] > [[Next >->29-1124-WhatTheyDo-3]] > [[Close->29-1124-Detailed]]

- Medical physicists help in planning radiation treatments, develop better and safer radiation therapies, and check that radiation output is accurate - Oncology nurses specialize in caring for patients with cancer - Radiation oncologists are physicians who specialize in radiation therapy > [[< Previous->29-1124-WhatTheyDo-2]] > [[Close->29-1124-Detailed]]

# Work Environment ### Work Environment Radiation therapists work in hospitals, offices of physicians, and outpatient centers. Most radiation therapists work full time. > [[Close->29-1124-Detailed]]

# How to Become a Radiation Therapist Radiation therapists typically need an associate's or bachelor's degree in radiation therapy. Most states require radiation therapists to be licensed or certified, which often includes passing a national certification exam. ### Education Employers usually prefer to hire applicants who have an associate's degree or a bachelor's degree in a healthcare and related field, such as radiation therapy, or in science technologies or biology. However, candidates may qualify for some positions by completing a certificate program. Radiation therapy programs include courses in radiation therapy > [[Next >->29-1124-HowToBecomeOne-2]] > [[Close->29-1124-Detailed]]

procedures and the scientific theories behind them. These programs often include experience in a clinical setting and courses such as human anatomy and physiology, physics, and algebra. ### Licenses, Certifications, and Registrations In most states, radiation therapists must be licensed or certified. Requirements vary by state but may include graduating from an accredited radiation therapy program and passing an exam or earning certification from a professional organization. To become certified, an applicant typically must earn an associate's or higher degree from an approved radiation > [[< Previous->29-1124-HowToBecomeOne-1]] > [[Next >->29-1124-HowToBecomeOne-3]] > [[Close->29-1124-Detailed]]

therapy program, adhere to ethical standards, and pass the certification exam. The exam covers topics such as radiation protection, treatment planning, and patient care and education. Many jobs also require cardiopulmonary resuscitation (CPR) or basic life support (BLS) certification. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Compassion. Radiation therapists work with > [[< Previous->29-1124-HowToBecomeOne-2]] > [[Next >->29-1124-HowToBecomeOne-4]] > [[Close->29-1124-Detailed]]

patients who are suffering from cancer or another serious disease. They must display empathy while helping patients through the experience. Detail oriented. Radiation therapists must follow precise instructions and input exact measurements to make sure the patient is exposed to the correct amount of radiation. Interpersonal skills. Radiation therapists work closely with patients over multiple weeks and must be able to explain the treatment. Radiation therapists also must work well with other members of the oncology team to effectively coordinate care. Technical skills. Radiation therapists > [[< Previous->29-1124-HowToBecomeOne-3]] > [[Next >->29-1124-HowToBecomeOne-5]] > [[Close->29-1124-Detailed]]

work with computers and large pieces of technological equipment, so they must be comfortable operating those devices. ### Advancement With additional education and certification, therapists may become medical dosimetrists. Dosimetrists are responsible for calculating the correct dose of radiation that is used in the treatment of cancer patients. > [[< Previous->29-1124-HowToBecomeOne-4]] > [[Close->29-1124-Detailed]]

# Pay The median annual wage for radiation therapists was $101,990 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $77,860, and the highest 10 percent earned more than $141,550. In May 2024, the median annual wages for radiation therapists in the top industries in which they worked were as follows: Most radiation therapists work full time. They have a regular work schedule because radiation therapy procedures are usually planned in advance. > [[Close->29-1124-Detailed]]

# Job Outlook Employment of radiation therapists is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 900 openings for radiation therapists are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Radiotherapy plays a central role in cancer treatment, as a substantial proportion of cancer patients require radiation at some point during their care. Because the incidence of cancer > [[Next >->29-1124-JobOutlook-2]] > [[Close->29-1124-Detailed]]

increases as people age, a rise in the number of older people is likely to increase demand for radiation therapists. However, growing adoption of more efficient radiotherapy techniques, which allow patients to finish their treatment in fewer visits, may limit employment demand. > [[< Previous->29-1124-JobOutlook-1]] > [[Close->29-1124-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1221-WhatTheyDo-1]] > [[Next >->29-1221-WhatTheyDo-3]] > [[Close->29-1221-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1221-WhatTheyDo-2]] > [[Next >->29-1221-WhatTheyDo-4]] > [[Close->29-1221-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1221-WhatTheyDo-3]] > [[Next >->29-1221-WhatTheyDo-5]] > [[Close->29-1221-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1221-WhatTheyDo-4]] > [[Next >->29-1221-WhatTheyDo-6]] > [[Close->29-1221-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1221-WhatTheyDo-5]] > [[Next >->29-1221-WhatTheyDo-7]] > [[Close->29-1221-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1221-WhatTheyDo-6]] > [[Next >->29-1221-WhatTheyDo-8]] > [[Close->29-1221-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1221-WhatTheyDo-7]] > [[Next >->29-1221-WhatTheyDo-9]] > [[Close->29-1221-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1221-WhatTheyDo-8]] > [[Next >->29-1221-WhatTheyDo-10]] > [[Close->29-1221-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1221-WhatTheyDo-9]] > [[Next >->29-1221-WhatTheyDo-11]] > [[Close->29-1221-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1221-WhatTheyDo-10]] > [[Next >->29-1221-WhatTheyDo-12]] > [[Close->29-1221-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1221-WhatTheyDo-11]] > [[Next >->29-1221-WhatTheyDo-13]] > [[Close->29-1221-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1221-WhatTheyDo-12]] > [[Next >->29-1221-WhatTheyDo-14]] > [[Close->29-1221-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1221-WhatTheyDo-13]] > [[Next >->29-1221-WhatTheyDo-15]] > [[Close->29-1221-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1221-WhatTheyDo-14]] > [[Close->29-1221-Detailed]]

# How to Become a Physician or Surgeon Physicians and surgeons typically need a bachelor's degree as well as a degree from a medical school, which takes an additional 4 years to complete. Depending on their specialty, they also need 3 to 9 years in internship and residency programs. Subspecialization includes additional training in a fellowship of 1 to 3 years. ### Education In addition to requiring a bachelor's degree, physicians and surgeons typically need either a Medical Doctor (M.D.) or a Doctor of Osteopathic Medicine (D.O.) degree. No specific undergraduate degree is required to enter an M.D. or D.O. program, but > [[Next >->29-1221-HowToBecomeOne-2]] > [[Close->29-1221-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1221-HowToBecomeOne-1]] > [[Next >->29-1221-HowToBecomeOne-3]] > [[Close->29-1221-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1221-HowToBecomeOne-2]] > [[Next >->29-1221-HowToBecomeOne-4]] > [[Close->29-1221-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1221-HowToBecomeOne-3]] > [[Next >->29-1221-HowToBecomeOne-5]] > [[Close->29-1221-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1221-HowToBecomeOne-4]] > [[Next >->29-1221-HowToBecomeOne-6]] > [[Close->29-1221-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1221-HowToBecomeOne-5]] > [[Next >->29-1221-HowToBecomeOne-7]] > [[Close->29-1221-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1221-HowToBecomeOne-6]] > [[Next >->29-1221-HowToBecomeOne-8]] > [[Close->29-1221-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1221-HowToBecomeOne-7]] > [[Next >->29-1221-HowToBecomeOne-9]] > [[Close->29-1221-Detailed]]

or ignore medical treatment. Physical stamina. Physicians and surgeons may spend many hours on their feet, including walking between patient visits or procedures. Surgeons may spend a great deal of time bending over patients during surgery. Problem-solving skills. Physicians and surgeons need to evaluate patients' symptoms to determine appropriate treatment. In some situations, such as emergencies, they may need to analyze and resolve crises quickly. > [[< Previous->29-1221-HowToBecomeOne-8]] > [[Close->29-1221-Detailed]]

# What Recreational Therapists Do Recreational therapists plan, direct, and coordinate recreation-based medical treatment programs to help maintain or improve patients' physical, social, and emotional well-being. These therapists use a variety of techniques, including art expression; drama, music, and dance; sports and games; aquatics; and community outings. ### Duties Recreational therapists typically do the following: - Assess patients' needs through observation, medical records, tests, and discussions with other healthcare workers and patients and their families > [[Next >->29-1125-WhatTheyDo-2]] > [[Close->29-1125-Detailed]]

- Develop and implement treatment plans that meet patients' goals and interests - Engage patients in therapeutic activities, such as exercise, games, and community outings - Help patients learn social skills needed to become or remain independent - Help patients to reduce and cope with stress, anxiety, or depression > [[< Previous->29-1125-WhatTheyDo-1]] > [[Next >->29-1125-WhatTheyDo-3]] > [[Close->29-1125-Detailed]]

- Document and analyze a patient's progress to ensure that their goals are met and to modify treatment as needed Recreational therapists use recreation-based medical treatment to help people reduce depression, stress, and anxiety; recover basic physical and mental abilities; build confidence; and socialize effectively. Recreational therapists are trained to use interventions to help patients of all ages. For example, they may help people with physical disabilities by teaching them adaptive sports. Therapists also may inform people about how to use community resources and participate in > [[< Previous->29-1125-WhatTheyDo-2]] > [[Next >->29-1125-WhatTheyDo-4]] > [[Close->29-1125-Detailed]]

recreational activities. These therapists also help people improve their mental health. They may provide interventions to help patients develop social and coping skills for managing their depression or anxiety. Therapists may work with physicians or surgeons, registered nurses, psychologists, social workers, physical therapists, teachers, or occupational therapists. Recreational therapists are different from recreation workers, who organize recreational activities primarily for enjoyment. > [[< Previous->29-1125-WhatTheyDo-3]] > [[Close->29-1125-Detailed]]

# Work Environment ### Work Environment Recreational therapists work in a variety of settings, including hospitals, nursing homes, and government parks and recreation departments. Most work full time. > [[Close->29-1125-Detailed]]

# How to Become a Recreational Therapist Recreational therapists typically need a bachelor's degree to enter the occupation. Employers may require or prefer therapists to be certified. ### Education Recreational therapists typically need a bachelor's degree in a healthcare field, such as recreational therapy, or in recreation and fitness. Recreational therapy programs include courses in physiology, human anatomy, and psychology. Bachelor's degree programs usually include an internship. ### Licenses, Certifications, and Registrations Employers may require or prefer recreational therapists to be certified. Candidates may qualify > [[Next >->29-1125-HowToBecomeOne-2]] > [[Close->29-1125-Detailed]]

for certification in more than one way. For example, one option requires a bachelor's degree in recreational therapy, completing a supervised internship, and passing an exam. Another option also requires passing an exam but allows candidates with a bachelor's degree in an unrelated subject to qualify with a combination of education and work experience. In order to maintain certification, therapists must either pass an exam or complete work experience and continuing education requirements after a specified number of years. Therapists also may earn certificates from other organizations to show > [[< Previous->29-1125-HowToBecomeOne-1]] > [[Next >->29-1125-HowToBecomeOne-3]] > [[Close->29-1125-Detailed]]

proficiency in specific therapy techniques, such as aquatic therapy or aromatherapy. Some employers prefer to hire recreational therapists who have basic life support (BLS) or cardiopulmonary resuscitation (CPR) certification. Information on certifications is available from CareerOneStop. A small number of states require recreational therapists to be licensed or certified. For specific requirements, contact a state's licensing board. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the > [[< Previous->29-1125-HowToBecomeOne-2]] > [[Next >->29-1125-HowToBecomeOne-4]] > [[Close->29-1125-Detailed]]

Employment Projections (EP) skills data page. Communication skills. Recreational therapists need to give clear instructions during activities or for healthy coping techniques. They also must write clearly in documenting patient progress. Compassion. Recreational therapists may deal with people who are in pain, so they should be empathetic when providing support to patients and their families. Leadership skills. Recreational therapists must be engaging and able to motivate patients to participate in a variety of therapeutic activities. Listening skills. Recreational therapists must pay > [[< Previous->29-1125-HowToBecomeOne-3]] > [[Next >->29-1125-HowToBecomeOne-5]] > [[Close->29-1125-Detailed]]

attention to patients' concerns in order to determine an appropriate course of treatment. Patience. Recreational therapists may work with patients who require more time and special attention than do others. Resourcefulness. Recreational therapists must be both creative and flexible when customizing treatment plans and adapting activities or programs to meet patients' needs. > [[< Previous->29-1125-HowToBecomeOne-4]] > [[Close->29-1125-Detailed]]

# Pay The median annual wage for recreational therapists was $60,280 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,520, and the highest 10 percent earned more than $96,600. In May 2024, the median annual wages for recreational therapists in the top industries in which they worked were as follows: Most recreational therapists work full time. Some recreational therapists work evenings and weekends to meet the needs of their patients. > [[Close->29-1125-Detailed]]

# Job Outlook Employment of recreational therapists is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 1,300 openings for recreational therapists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for recreational therapists is expected to increase in some industries. For example, psychiatric facilities use recreational therapy as a key component of treatment for > [[Next >->29-1125-JobOutlook-2]] > [[Close->29-1125-Detailed]]

people struggling with mental illness or addiction. Recreational therapists will be needed to help these patients regain their physical and mental health and to support them in their recovery. In addition, as large numbers of the U.S. population move into older age groups, more people will need recreational therapists to help them maintain and improve their functional abilities. Therapists also will be needed to help healthy seniors remain social, active, and independent in their communities as they age. However, funding challenges around the provision of recreational therapy services in > [[< Previous->29-1125-JobOutlook-1]] > [[Next >->29-1125-JobOutlook-3]] > [[Close->29-1125-Detailed]]

some settings, such as nursing homes, may dampen demand for the occupation. > [[< Previous->29-1125-JobOutlook-2]] > [[Close->29-1125-Detailed]]

# What Respiratory Therapists Do Respiratory therapists care for patients who have trouble breathing - for example, because of conditions such as asthma or chronic obstructive pulmonary disease (COPD). Their patients range from premature infants with undeveloped lungs to older adults whose lungs are diseased. ### Duties Respiratory therapists typically do the following: - Interview and examine patients with breathing or cardiopulmonary disorders - Consult with physicians about patients' conditions and developing treatment plans - Perform diagnostic tests - Treat patients using a variety of methods > [[Next >->29-1126-WhatTheyDo-2]] > [[Close->29-1126-Detailed]]

- Monitor and record patients' progress > [[< Previous->29-1126-WhatTheyDo-1]] > [[Next >->29-1126-WhatTheyDo-3]] > [[Close->29-1126-Detailed]]

- Teach patients how to take medications and use equipment Respiratory therapists work closely with registered nurses, physicians and surgeons, and medical assistants. They use various tests to evaluate patients. For example, respiratory therapists administer pulmonary function tests to assess lung capacity by having patients breathe into an instrument that measures the volume and flow of oxygen when they inhale and exhale. Therapists also may take blood samples and use a blood gas analyzer to test oxygen and carbon dioxide levels. Respiratory therapists also perform treatment to clear > [[< Previous->29-1126-WhatTheyDo-2]] > [[Next >->29-1126-WhatTheyDo-4]] > [[Close->29-1126-Detailed]]

airways for improved breathing. For example, therapists may do chest physiotherapy to remove mucus from the lungs by tapping the patient's chest and encouraging him or her to cough. Respiratory therapists in emergency settings may connect patients who cannot breathe on their own to ventilators that deliver oxygen to the lungs. They set up and monitor the equipment to ensure that the patient is receiving the correct amount of oxygen at the correct rate. Respiratory therapists who work in home care teach patients and their families to use ventilators and other life-support systems. During > [[< Previous->29-1126-WhatTheyDo-3]] > [[Next >->29-1126-WhatTheyDo-5]] > [[Close->29-1126-Detailed]]

these visits, they may inspect and clean equipment, check the home for environmental hazards, and ensure that patients know how to use their medications. Therapists also make emergency home visits when necessary. In some medical facilities, respiratory therapists are involved in related areas, such as diagnosing breathing problems for people with sleep apnea and counseling people on how to stop smoking. > [[< Previous->29-1126-WhatTheyDo-4]] > [[Close->29-1126-Detailed]]

# Work Environment ### Work Environment Most respiratory therapists work full time. Because they may work in medical facilities that are always open, such as hospitals, they may have shifts that include nights, weekends, or holidays. > [[Close->29-1126-Detailed]]

# How to Become a Respiratory Therapist Respiratory therapists typically need an associate's degree in respiratory therapy. Some employers prefer to hire candidates who have a bachelor's degree. Respiratory therapists must be licensed in all states except Alaska; requirements vary by state. ### Education Respiratory therapists typically need at least an associate's degree in respiratory therapy from an accredited program. Employers may prefer that applicants have a bachelor's degree. Some programs require applicants to fulfill prerequisites. High school students interested in applying to respiratory therapy programs should take > [[Next >->29-1126-HowToBecomeOne-2]] > [[Close->29-1126-Detailed]]

courses in biology, algebra, chemistry, and physics. In addition to respiratory therapy programs offered by colleges and vocational–technical institutes, an accredited program in the Armed Forces leads to an associate's degree. Respiratory therapy programs typically include courses in human anatomy and physiology, and therapeutic and diagnostic procedures and tests. These programs also have clinical components that allow students to gain supervised, practical experience in treating patients. ### Licenses, Certifications, and Registrations Respiratory therapists are required to be > [[< Previous->29-1126-HowToBecomeOne-1]] > [[Next >->29-1126-HowToBecomeOne-3]] > [[Close->29-1126-Detailed]]

licensed in all states except Alaska, where national certification is recommended. Licensure requirements vary but usually include passing a state or professional certification exam. For specific requirements, contact a state's health board. Information on state licensing board requirements is available from CareerOneStop. There are two main levels of certification: Certified Respiratory Therapist (CRT) and Registered Respiratory Therapist (RRT). Candidates typically sit for the CRT exam. After successful completion, CRTs may take an additional exam to earn RRT certification. Some employers > [[< Previous->29-1126-HowToBecomeOne-2]] > [[Next >->29-1126-HowToBecomeOne-4]] > [[Close->29-1126-Detailed]]

require that candidates earn RRT certification before being hired or within a specified amount of time on the job. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Compassion. Respiratory therapists should be able to provide emotional support to patients undergoing treatment. They must be sympathetic to a patient's needs. Detail oriented. Respiratory therapists must stay > [[< Previous->29-1126-HowToBecomeOne-3]] > [[Next >->29-1126-HowToBecomeOne-5]] > [[Close->29-1126-Detailed]]

focused to ensure that a patient receives appropriate treatments and medications. They must be meticulous about monitoring patients and recording information related to their care. Interpersonal skills. Respiratory therapists interact and build relationships with patients. They often work as part of a team and must be able to take direction from others, such as a supervising physician. Patience. Respiratory therapists may work for long periods with patients who need special attention. Problem-solving skills. Respiratory therapists must evaluate patients' symptoms, consult with other > [[< Previous->29-1126-HowToBecomeOne-4]] > [[Next >->29-1126-HowToBecomeOne-6]] > [[Close->29-1126-Detailed]]

healthcare professionals, and recommend and administer the appropriate treatments. > [[< Previous->29-1126-HowToBecomeOne-5]] > [[Close->29-1126-Detailed]]

# Pay The median annual wage for respiratory therapists was $80,450 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $61,900, and the highest 10 percent earned more than $108,820. In May 2024, the median annual wages for respiratory therapists in the top industries in which they worked were as follows: Most respiratory therapists work full time. Because they may work in medical facilities that are always open, such as hospitals, they may have shifts that include nights, > [[Next >->29-1126-Pay-2]] > [[Close->29-1126-Detailed]]

weekends, or holidays. > [[< Previous->29-1126-Pay-1]] > [[Close->29-1126-Detailed]]

# Job Outlook Employment of respiratory therapists is projected to grow 12 percent from 2024 to 2034, much faster than the average for all occupations. About 8,800 openings for respiratory therapists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Growth in the older adult population will lead to an increased prevalence of respiratory conditions such as pneumonia, chronic obstructive pulmonary disease (COPD), and other > [[Next >->29-1126-JobOutlook-2]] > [[Close->29-1126-Detailed]]

disorders that restrict lung function. This, in turn, will lead to increased demand for respiratory therapy services and treatments, mostly in hospitals. In addition, a growing emphasis on reducing readmissions to hospitals and on providing patient care in outpatient facilities may result in more demand for respiratory therapists in health clinics and in doctors' offices. Other respiratory conditions that affect people of all ages, such as problems due to smoking and air pollution or those arising from emergencies, will continue to create demand for respiratory therapists. > [[< Previous->29-1126-JobOutlook-1]] > [[Close->29-1126-Detailed]]

# What Speech-Language Pathologists Do Speech-language pathologists (sometimes called speech therapists) assess and treat people who have speech, language, voice, and fluency disorders. They also treat clients who have problems swallowing. ### Duties Speech-language pathologists typically do the following: - Evaluate levels of speech, language, or swallowing difficulty - Identify clients' goals for treatment - Create and carry out an individualized treatment plan that addresses specific functional needs - Teach clients how to make sounds, improve their voices, and maintain fluency > [[Next >->29-1127-WhatTheyDo-2]] > [[Close->29-1127-Detailed]]

- Help clients improve vocabulary and sentence structure - Work with clients to develop and strengthen the muscles used to swallow > [[< Previous->29-1127-WhatTheyDo-1]] > [[Next >->29-1127-WhatTheyDo-3]] > [[Close->29-1127-Detailed]]

- Counsel clients and their families on how to cope with communication and swallowing disorders Speech-language pathologists work with clients who have speech and language problems, including related cognitive or social communication problems. Clients may have difficulty speaking, such as being unable to speak or speaking too loudly or softly. They also may have problems with rhythm and fluency, such as stuttering. Speech-language pathologists also work with clients who have problems understanding language. Speech-language pathologists may select alternative communication systems and > [[< Previous->29-1127-WhatTheyDo-2]] > [[Next >->29-1127-WhatTheyDo-4]] > [[Close->29-1127-Detailed]]

instruct clients in their use. They also must record their evaluations and assessments, track treatment progress, and note any changes in a client's condition or treatment plan. Some speech-language pathologists specialize in working with specific age groups, such as children or older adults. Others focus on treatment programs for specific communication or swallowing problems that result from developmental delays or from medical causes, such as a stroke or a cleft palate. Still others research topics related to speech and language issues. Speech-language pathologists work with physicians > [[< Previous->29-1127-WhatTheyDo-3]] > [[Next >->29-1127-WhatTheyDo-5]] > [[Close->29-1127-Detailed]]

and surgeons, social workers, psychologists, occupational therapists, physical therapists, respiratory therapists, audiologists, and other healthcare workers. In schools, they evaluate students for speech and language disorders and work with teachers, other school personnel, and parents to develop and carry out individual or group programs, provide counseling, and support classroom activities. For more information on teachers, see the profiles on preschool teachers, kindergarten and elementary school teachers, middle school teachers, high school teachers, and special education teachers. > [[< Previous->29-1127-WhatTheyDo-4]] > [[Close->29-1127-Detailed]]

# Work Environment ### Work Environment Some speech-language pathologists work in schools. Others work in private practice or in hospitals or nursing and residential care facilities. Most speech-language pathologists are full time, but part-time work is common. > [[Close->29-1127-Detailed]]

# How to Become a Speech-Language Pathologist Speech-language pathologists typically need at least a master's degree in speech-language pathology. All states require that speech-language pathologists be licensed. Requirements for licensure vary by state. ### Education Speech-language pathologists typically need at least a master's degree in speech-language pathology. These programs usually take 2 years of postbaccalaureate study. Although master's degree programs may not require a particular bachelor's degree for admission, they frequently require applicants to have completed coursework in biology, social science, or certain healthcare > [[Next >->29-1127-HowToBecomeOne-2]] > [[Close->29-1127-Detailed]]

and related fields. Requirements vary by program. Graduate programs often include courses in speech and language development, age-specific speech disorders, alternative and augmentative communication, and swallowing disorders. These programs also include supervised clinical experience. Graduation from an accredited program is required for certification and, often, for state licensure. ### Licenses, Certifications, and Registrations All states require speech-language pathologists to be licensed. Licensure typically requires at least a master's degree from an accredited program, supervised > [[< Previous->29-1127-HowToBecomeOne-1]] > [[Next >->29-1127-HowToBecomeOne-3]] > [[Close->29-1127-Detailed]]

clinical experience gained both during and after completing the program, and passing an exam. For specific requirements, contact your state's medical or health licensure board. Information on state licensing board requirements is available from CareerOneStop. Certification typically satisfies some or all of the requirements for state licensure and may be required by some employers. To become certified, candidates must graduate from an accredited program, pass an exam, and complete a fellowship that lasts several months and is supervised by a certified speech-language pathologist. To maintain > [[< Previous->29-1127-HowToBecomeOne-2]] > [[Next >->29-1127-HowToBecomeOne-4]] > [[Close->29-1127-Detailed]]

the credential, speech-language pathologists must complete a specified number of hours of continuing education. Speech-language pathologists who work in schools may need a teaching certification. For specific requirements, contact your state's department of education or the school district or private institution in which you are interested. Speech language pathologists may choose to earn specialty certifications in child language, fluency, or swallowing. Candidates who are certified, meet work experience requirements, complete continuing education hours, and pass a specialty certification > [[< Previous->29-1127-HowToBecomeOne-3]] > [[Next >->29-1127-HowToBecomeOne-5]] > [[Close->29-1127-Detailed]]

exam may use the title Board Certified Specialist. Some employers prefer to hire candidates with cardiopulmonary resuscitation (CPR) or basic life support (BLS) certification. Information on certifications is available from CareerOneStop. ### Training Candidates may gain hands-on experience through supervised clinical work, which is typically referred to as a fellowship. Prospective speech-language pathologists train under the supervision of a certified speech-language pathologist to refine their skills after the completion of the graduate degree. ### Important Qualities The following are > [[< Previous->29-1127-HowToBecomeOne-4]] > [[Next >->29-1127-HowToBecomeOne-6]] > [[Close->29-1127-Detailed]]

examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Speech-language pathologists must select appropriate diagnostic tools and evaluate results to identify goals and develop a treatment plan. Communication skills. Speech-language pathologists need to explain test results, diagnoses, and proposed treatments in a way that individuals and their families can understand. They also must be clear and concise in written reports. Compassion. Speech-language pathologists > [[< Previous->29-1127-HowToBecomeOne-5]] > [[Next >->29-1127-HowToBecomeOne-7]] > [[Close->29-1127-Detailed]]

may work with people who are frustrated by their communication difficulties. They must understand and be supportive of these clients and their families. Critical-thinking skills. Speech-language pathologists must be deliberate in making assessments to create treatment plans tailored to individual needs. Detail oriented. Speech-language pathologists must comprehensive notes on clients' progress to ensure that they continue receiving proper treatment. Listening skills. Speech-language pathologists must pay attention to hear the clients' communication difficulties and determine a course of > [[< Previous->29-1127-HowToBecomeOne-6]] > [[Next >->29-1127-HowToBecomeOne-8]] > [[Close->29-1127-Detailed]]

action. > [[< Previous->29-1127-HowToBecomeOne-7]] > [[Close->29-1127-Detailed]]

# Pay The median annual wage for speech-language pathologists was $95,410 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $60,480, and the highest 10 percent earned more than $132,850. In May 2024, the median annual wages for speech-language pathologists in the top industries in which they worked were as follows: Most speech-language pathologists are full time, but part-time work is common. Those working for schools may have a 2-month break during the summer and a > [[Next >->29-1127-Pay-2]] > [[Close->29-1127-Detailed]]

shorter midwinter break. > [[< Previous->29-1127-Pay-1]] > [[Close->29-1127-Detailed]]

# Job Outlook Employment of speech-language pathologists is projected to grow 15 percent from 2024 to 2034, much faster than the average for all occupations. About 13,300 openings for speech-language pathologists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As the population ages, there will be more instances of health conditions such as strokes or dementia, which can cause speech or language impairments. > [[Next >->29-1127-JobOutlook-2]] > [[Close->29-1127-Detailed]]

Speech-language pathologists will be needed to treat the increased number of speech and language disorders in the older population. Increased awareness of speech and language disorders, such as stuttering, in younger children should lead to a need for more speech-language pathologists who specialize in treating that age group. Also, an increasing number of speech-language pathologists will be needed to work with children with autism spectrum disorder to improve their ability to communicate and socialize effectively. > [[< Previous->29-1127-JobOutlook-1]] > [[Close->29-1127-Detailed]]

# What Pest Control Workers Do Pest control workers remove unwanted pests, such as roaches, rodents, ants, and termites, that infest buildings and surrounding areas. ### Duties Pest control workers typically do the following: - Inspect buildings and premises for signs of pests or infestation - Determine the type of treatment needed to eliminate pests - Measure the dimensions of the area needing treatment - Estimate the cost of their services - Use baits and set traps to remove, control, or eliminate pests - Apply pesticides in and around buildings and other structures - Design and carry out pest management plans > [[Next >->37-2021-WhatTheyDo-2]] > [[Close->37-2021-Detailed]]

- Drive trucks equipped with power spraying equipment > [[< Previous->37-2021-WhatTheyDo-1]] > [[Next >->37-2021-WhatTheyDo-3]] > [[Close->37-2021-Detailed]]

- Create barriers to prevent pests from entering a building Unwanted pests that infest buildings and surrounding areas are a nuisance and may pose health and safety risks to occupants. Pest control workers control, manage, and remove these creatures from apartments, homes, offices, and other structures in a way that does not harm inhabitants and maintains the structural integrity of buildings. To design and carry out integrated pest management plans, pest control workers must know the identity and biology of a wide range of pests. They also must know the best ways to control and remove the > [[< Previous->37-2021-WhatTheyDo-2]] > [[Next >->37-2021-WhatTheyDo-4]] > [[Close->37-2021-Detailed]]

pests. Although certain rodents and insects, such as mice and termites, are among the most common pests, some pest control workers also remove birds, squirrels, and other wildlife from homes and buildings. Pest control workers' position titles and job duties often vary by state. The following are examples of types of pest control workers: Pest control technicians are usually entry-level workers who identify potential and actual pest problems, conduct inspections, and design control strategies. They work directly with customers and use a limited range of pesticides. Applicators use a wide > [[< Previous->37-2021-WhatTheyDo-3]] > [[Next >->37-2021-WhatTheyDo-5]] > [[Close->37-2021-Detailed]]

range of pesticides and may specialize in an area of pest control: - Termite control workers may use chemicals or baiting techniques and modify structures to eliminate termites and prevent future infestations. Some also repair structural damage caused by termites and build barriers to separate pests from their food source. > [[< Previous->37-2021-WhatTheyDo-4]] > [[Next >->37-2021-WhatTheyDo-6]] > [[Close->37-2021-Detailed]]

- Fumigators use gases, called fumigants, to treat specific kinds of pests or large-scale infestations. Fumigators seal all or part of an infested building before using hoses to fill the structure with fumigants. They post warning signs to keep people from going into the fumigated area and monitor it closely to detect and stop leaks. > [[< Previous->37-2021-WhatTheyDo-5]] > [[Close->37-2021-Detailed]]

# Work Environment ### Work Environment Pest control workers often kneel, bend, and crawl in tight spaces to inspect sites. Because there are health risks associated with pesticide use, workers are trained in pesticide safety and typically wear protective gear, which may include gloves, goggles, and respirators. Most pest control workers are employed full time. Working evenings and weekends is common. > [[Close->37-2021-Detailed]]

# How to Become a Pest Control Worker Pest control workers typically need a high school diploma and receive on-the-job training. State laws require pest control workers to be licensed. Many pest control companies require that employees have a driver's license and a good driving record. ### Education Pest control workers typically need high school diploma or equivalent to enter the occupation. Employers may consider experienced candidates for some pest control jobs. ### Training Most pest control workers begin as technicians, typically receiving on-the-job training. They often study specialties such as rodent control, termite > [[Next >->37-2021-HowToBecomeOne-2]] > [[Close->37-2021-Detailed]]

control, and fumigation. Technicians also must complete general training in pesticide use and safety. Pest control training can usually be completed in less than 3 months. After completing training, workers are qualified to provide pest control services. Because pest control methods change, workers often attend continuing education classes. ### Licenses, Certifications, and Registrations Most states require pest control workers to be licensed. Licensure requirements vary by state, but workers usually must complete training and pass an exam. Some states have additional requirements, such as > [[< Previous->37-2021-HowToBecomeOne-1]] > [[Next >->37-2021-HowToBecomeOne-3]] > [[Close->37-2021-Detailed]]

having a high school diploma or equivalent. States may have additional requirements for applicators. Check with your state regulatory agency for more information. ### Advancement Pest control workers typically advance as they gain experience. For example, applicators who have several years of experience may become supervisors. Some workers start their own pest management business. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->37-2021-HowToBecomeOne-2]] > [[Next >->37-2021-HowToBecomeOne-4]] > [[Close->37-2021-Detailed]]

page. Bookkeeping skills. Pest control workers must keep accurate records of the hours they work, chemicals they use, and payments they collect. Self-employed workers, in particular, need these skills in order to run their business. Customer-service skills. Pest control workers should be friendly and polite when they interact with customers at their homes or businesses. Detail oriented. Because pest control workers apply potentially toxic chemicals, they must be able to follow instructions precisely to prevent harm to residents, pets, the environment, and themselves. Physical stamina. > [[< Previous->37-2021-HowToBecomeOne-3]] > [[Next >->37-2021-HowToBecomeOne-5]] > [[Close->37-2021-Detailed]]

Pest control workers may spend hours standing, bending, kneeling, or crawling. They also must be able to withstand uncomfortable conditions, such as summer heat in attics and winter cold in crawl spaces. > [[< Previous->37-2021-HowToBecomeOne-4]] > [[Close->37-2021-Detailed]]

# Pay The median annual wage for pest control workers was $44,730 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $32,460, and the highest 10 percent earned more than $61,410. In May 2024, the median annual wages for pest control workers in the top industries in which they worked were as follows: Most pest control workers are employed full time. Working evenings and weekends is common. Some work more than 40 hours per week. > [[Close->37-2021-Detailed]]

# Job Outlook Employment of pest control workers is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 13,400 openings for pest control workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The growing number of invasive insect species is expected to create demand for pest control services. Although some people may choose to control pests themselves, many prefer to hire > [[Next >->37-2021-JobOutlook-2]] > [[Close->37-2021-Detailed]]

professional pest control services. > [[< Previous->37-2021-JobOutlook-1]] > [[Close->37-2021-Detailed]]

- Monitor and maintain plant health Grounds maintenance workers do a variety of tasks to achieve pleasant and functional environments. They care for outdoor grounds of businesses, homes, parks, and other spaces and for indoor plants in hotels, malls, botanical gardens, and other commercial and public facilities. They generally work under the direction of a landscaping, lawn service, or groundskeeping supervisor. Depending on their specific tasks, grounds maintenance workers may use a variety of handheld tools (such as such as garden shears, spray applicators, and shovels) and power > [[< Previous->37-3012-WhatTheyDo-1]] > [[Next >->37-3012-WhatTheyDo-3]] > [[Close->37-3012-Detailed]]

equipment (including lawnmowers, chain saws, and backhoes). The following are examples of types of grounds maintenance workers: Landscaping workers plant flowers, shrubs, trees, and other vegetation to create new outdoor spaces or to upgrade existing ones. They also trim, fertilize, mulch, and water plants. Some grade and install lawns or construct hardscapes such as walkways, patios, and decks. Others help install lighting or sprinkler systems. Landscaping workers attend to a variety of commercial and residential settings, such as apartment buildings, homes, hotels and motels, office > [[< Previous->37-3012-WhatTheyDo-2]] > [[Next >->37-3012-WhatTheyDo-4]] > [[Close->37-3012-Detailed]]

buildings, and shopping malls. Groundskeeping workers, also called groundskeepers, focus on property upkeep. Their duties include maintaining plants and trees, raking and mulching leaves, and laying sod. They also care for ornamental features, such as fountains, planters, and benches; clear snow and debris from walkways and parking lots; and tend to groundskeeping equipment. They work on many of the same settings that landscaping workers do, as well as on athletic fields, cemeteries, and other lands that need maintenance. Groundskeeping workers who care for athletic fields keep natural and > [[< Previous->37-3012-WhatTheyDo-3]] > [[Next >->37-3012-WhatTheyDo-5]] > [[Close->37-3012-Detailed]]

artificial turf in top condition, mark boundaries, and may paint turf with team logos and names before events. They regularly mow, water, fertilize, and aerate natural fields and ensure that the underlying soil drains properly. They also vacuum and disinfect artificial turf to prevent growth of harmful bacteria and replace worn turf or cushioning periodically. In parks and recreation facilities, groundskeepers care for lawns, trees, and shrubs. They also maintain playgrounds; clean buildings and inspect, repair, and paint them as needed; and keep parking lots, picnic areas, and other spaces > [[< Previous->37-3012-WhatTheyDo-4]] > [[Next >->37-3012-WhatTheyDo-6]] > [[Close->37-3012-Detailed]]

free of litter. They may erect and dismantle snow fences and maintain swimming pools. Some groundskeepers specialize in caring for cemeteries and memorial gardens. They dig graves to specified depths. They mow grass regularly, apply fertilizers and other chemicals, prune shrubs and trees, plant flowers, and remove debris from graves. Greenskeepers maintain golf courses. Although similar overall to that of groundskeepers, their work on turf maintenance may be more complex. They also periodically relocate holes on putting greens and maintain canopies, benches, and tee markers along the > [[< Previous->37-3012-WhatTheyDo-5]] > [[Next >->37-3012-WhatTheyDo-7]] > [[Close->37-3012-Detailed]]

course. Pesticide handlers, sprayers, and applicators apply herbicides, fungicides, and insecticides to plants or soil to prevent or control weeds, insects, and diseases. They inspect lawns for problems and apply chemical or other treatments to stimulate growth and prevent or control threats to cultivated plants. Tree trimmers and pruners, also called arborists, cut away dead or excess branches from trees or shrubs to clear utility lines, roads, sidewalks, and other areas. Some specialize in diagnosing and treating tree diseases. Others specialize in pruning, trimming, and shaping > [[< Previous->37-3012-WhatTheyDo-6]] > [[Next >->37-3012-WhatTheyDo-8]] > [[Close->37-3012-Detailed]]

ornamental trees and shrubs. > [[< Previous->37-3012-WhatTheyDo-7]] > [[Close->37-3012-Detailed]]

workers who apply pesticides. Licensing for workers who handle fertilizers varies by state. Obtaining a license usually involves passing a test on the proper use and disposal of insecticides, herbicides, and fungicides. Check with your state's licensing official for more information. Although professional certification is not required, it demonstrates competency and reliability for prospective clients and employers. Information on certifications is available from CareerOneStop. ### Training Grounds maintenance workers typically need 1 month or less of on-the-job training to learn the skills > [[< Previous->37-3012-HowToBecomeOne-1]] > [[Next >->37-3012-HowToBecomeOne-3]] > [[Close->37-3012-Detailed]]

they need, including how to plant and maintain areas and how to use mowers, trimmers, leaf blowers, small tractors, and other equipment. Pesticide sprayers, handlers, and applicators may need additional training that lasts up to 1 year. Large institutional employers such as golf courses, university campuses, and municipalities may supplement on-the-job training with instruction in horticulture, arboriculture, urban forestry, insect and disease diagnosis, tree climbing, or small-engine repair. ### Advancement Grounds maintenance workers who have other qualifications, such as formal education > [[< Previous->37-3012-HowToBecomeOne-2]] > [[Next >->37-3012-HowToBecomeOne-4]] > [[Close->37-3012-Detailed]]

or several years of related experience, may become crew leaders or advance into other supervisory positions. Some workers use their experience to start their own business, such as a landscaping company. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Tree trimmers and pruners and other grounds maintenance workers must be comfortable working high off the ground when cutting tree limbs and > [[< Previous->37-3012-HowToBecomeOne-3]] > [[Next >->37-3012-HowToBecomeOne-5]] > [[Close->37-3012-Detailed]]

branches. Communication skills. Grounds maintenance workers must be able to convey information and instructions to clients, customers, and supervisors. Dexterity. Grounds maintenance workers must have good eye, foot, and hand coordination when using dangerous or heavy equipment such as backhoes, mowers, and tractors. Physical stamina. Grounds maintenance workers must be able to do strenuous labor for long periods of time, occasionally in extreme heat or cold. Physical strength. These workers may need to be able to lift heavy equipment or supplies. Self-motivated. Because they often work > [[< Previous->37-3012-HowToBecomeOne-4]] > [[Next >->37-3012-HowToBecomeOne-6]] > [[Close->37-3012-Detailed]]

# What Veterinarians Do Veterinarians care for the health of animals and work to protect public health. They diagnose, treat, and research medical conditions and diseases of pets, livestock, and other animals. ### Duties Veterinarians typically do the following: - Examine animals to assess their health and diagnose problems - Treat and dress wounds - Perform surgery on animals - Test for and vaccinate against diseases - Operate medical equipment, such as x-ray machines - Advise animal owners about general care, medical conditions, and treatments - Prescribe medication > [[Next >->29-1131-WhatTheyDo-2]] > [[Close->29-1131-Detailed]]

- Euthanize animals Veterinarians treat the injuries and illnesses of pets and other animals with a variety of medical equipment, including surgical tools and x-ray and ultrasound machines. They provide treatment for animals that is similar to the services a physician provides to humans. The following are examples of types of veterinarians: Companion animal veterinarians treat pets and generally work in private clinics and hospitals. They most often care for cats and dogs, but they also treat other pets, such as birds, ferrets, and rabbits. These veterinarians diagnose and provide > [[< Previous->29-1131-WhatTheyDo-1]] > [[Next >->29-1131-WhatTheyDo-3]] > [[Close->29-1131-Detailed]]

treatment for animal health problems; consult with animal owners about preventive healthcare; and carry out medical and surgical procedures, such as vaccinations, dental work, and setting fractures. Food animal veterinarians work with farm animals such as pigs, cattle, and sheep, which are raised to be food sources. They spend their time visiting farms and ranches to treat ill and injured animals and to test for and vaccinate against disease. They may advise farm owners or managers about feeding, housing, and general health practices. Food safety and inspection veterinarians inspect and > [[< Previous->29-1131-WhatTheyDo-2]] > [[Next >->29-1131-WhatTheyDo-4]] > [[Close->29-1131-Detailed]]

test livestock and animal products for major animal diseases. They also provide vaccines to treat animals, enhance animal welfare, conduct research to improve animal health, and enforce government food safety regulations. They design and administer animal and public health programs to prevent and control diseases transmissible among animals and between animals and people. > [[< Previous->29-1131-WhatTheyDo-3]] > [[Close->29-1131-Detailed]]

# Work Environment ### Work Environment Most veterinarians work in private clinics and hospitals. Others travel to farms or work in settings such as laboratories, classrooms, or zoos. > [[Close->29-1131-Detailed]]

# How to Become a Veterinarian Veterinarians must have a Doctor of Veterinary Medicine degree from an accredited veterinary college, as well as a state license. ### Education Veterinarians must complete a Doctor of Veterinary Medicine (DVM or VMD) degree at an accredited college of veterinary medicine. A veterinary medicine program generally takes 4 years to complete and includes classroom, laboratory, and clinical components. Admission to veterinary programs is competitive. Applicants to veterinary school typically have a bachelor's degree in a field such as biology. Veterinary medical colleges typically require > [[Next >->29-1131-HowToBecomeOne-2]] > [[Close->29-1131-Detailed]]

applicants to have taken many science classes, including biology, chemistry, and animal science. Most programs also require math, humanities, and social science courses. Some veterinary medical colleges prefer candidates who have studied agriculture or have experience working with animals on a farm, at a stable, or in an animal shelter. In veterinary medicine programs, students take courses on animal anatomy and physiology, as well as disease prevention, diagnosis, and treatment. Most programs include 3 years of classroom, laboratory, and clinical work. Students typically spend the final > [[< Previous->29-1131-HowToBecomeOne-1]] > [[Next >->29-1131-HowToBecomeOne-3]] > [[Close->29-1131-Detailed]]

year of the 4-year program doing clinical rotations in a veterinary medical center or hospital. ### Licenses, Certifications, and Registrations Veterinarians must be licensed in order to practice in the United States. Licensing requirements vary by state, but prospective veterinarians in all states must complete an accredited veterinary program and pass a qualifying exam. In addition to passing the national exam, most states require that veterinarians pass a state licensing exam. However, veterinarians employed by state or federal government may not need a state license, because government > [[< Previous->29-1131-HowToBecomeOne-2]] > [[Next >->29-1131-HowToBecomeOne-4]] > [[Close->29-1131-Detailed]]

agencies differ in what they require. Each state's exam covers its laws and regulations. Few states accept licenses from other states, so veterinarians usually must take exams for the states in which they want to be licensed. Information on state licensing board requirements is available from CareerOneStop. Although certification is not mandatory, it allows workers to demonstrate competency in animal husbandry, health and welfare, and facility administration. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that > [[< Previous->29-1131-HowToBecomeOne-3]] > [[Next >->29-1131-HowToBecomeOne-5]] > [[Close->29-1131-Detailed]]

are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Strong communication skills are essential for veterinarians, who must be able to discuss their recommendations and explain treatment options to animal owners and give instructions to their staff. Compassion. Veterinarians must be compassionate when working with animals and their owners. They must treat animals with kindness and respect, and they must be sensitive when dealing with the animal owners. Decision-making skills. > [[< Previous->29-1131-HowToBecomeOne-4]] > [[Next >->29-1131-HowToBecomeOne-6]] > [[Close->29-1131-Detailed]]

Veterinarians must decide the correct method for treating the injuries and illnesses of animals. Manual dexterity. Veterinarians must control their hand movements and be precise when treating injuries and performing surgery. Problem-solving skills. Veterinarians need strong problem-solving skills because they must figure out what is ailing animals. Those who test animals to determine the effects of drug therapies also need excellent diagnostic skills. > [[< Previous->29-1131-HowToBecomeOne-5]] > [[Close->29-1131-Detailed]]

# Pay The median annual wage for veterinarians was $125,510 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $70,350, and the highest 10 percent earned more than $212,890. In May 2024, the median annual wages for veterinarians in the top industries in which they worked were as follows: Most veterinarians work full time, often working more than 40 hours per week. Some work nights or weekends, and they may have to respond to emergencies outside of scheduled work hours. > [[Close->29-1131-Detailed]]

# Job Outlook Employment of veterinarians is projected to grow 10 percent from 2024 to 2034, much faster than the average for all occupations. About 3,000 openings for veterinarians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Increases in consumers' pet-related spending, expanding treatment options, and a growing, aging pet population are expected to drive employment growth of veterinarians. Veterinary medicine has > [[Next >->29-1131-JobOutlook-2]] > [[Close->29-1131-Detailed]]

advanced considerably. Today's veterinarians are able to offer many services that are comparable to healthcare for humans, including more complicated procedures such as cancer treatments and kidney transplants. > [[< Previous->29-1131-JobOutlook-1]] > [[Close->29-1131-Detailed]]

# What Registered Nurses Do Registered nurses (RNs) provide and coordinate patient care, educate patients and the public about various health conditions, and provide advice and emotional support to patients and their families. ### Duties Registered nurses typically do the following: - Assess patients' conditions - Record patients' medical histories and symptoms - Observe patients and record the observations - Administer patients' medicines and treatments - Set up plans for patients' care or contribute information to existing plans - Consult and collaborate with doctors and other healthcare professionals > [[Next >->29-1141-WhatTheyDo-2]] > [[Close->29-1141-Detailed]]

- Operate and monitor medical equipment - Help perform diagnostic tests and analyze the results - Teach patients and their families how to manage illnesses or injuries > [[< Previous->29-1141-WhatTheyDo-1]] > [[Next >->29-1141-WhatTheyDo-3]] > [[Close->29-1141-Detailed]]

- Explain what to do at home after treatment Most registered nurses work as part of a team with physicians and other healthcare specialists. Some registered nurses oversee licensed practical nurses, nursing assistants, and home health aides. Registered nurses' duties and titles often depend on where they work and the patients they work with. For example, an oncology nurse works with cancer patients and a geriatric nurse works with elderly patients. Some registered nurses combine one or more areas of practice. For example, a pediatric oncology nurse works with children and teens who have > [[< Previous->29-1141-WhatTheyDo-2]] > [[Next >->29-1141-WhatTheyDo-4]] > [[Close->29-1141-Detailed]]

cancer. Many possibilities exist for working with specific patient groups. The following list includes some examples: Addiction nurses care for patients who need help to overcome addictions to alcohol, drugs, and other substances. Cardiovascular nurses care for patients who have heart disease or heart conditions and people who have had heart surgery. Critical care nurses work in intensive-care units in hospitals, providing care to patients with serious, complex, and acute illnesses and injuries that need close monitoring and treatment. Genetics nurses provide screening, counseling, and > [[< Previous->29-1141-WhatTheyDo-3]] > [[Next >->29-1141-WhatTheyDo-5]] > [[Close->29-1141-Detailed]]

treatment for patients with genetic disorders, such as cystic fibrosis. Neonatal nurses take care of newborn babies who have health issues. Nephrology nurses care for patients who have kidney-related health issues stemming from diabetes, high blood pressure, substance abuse, or other causes. Public health nurses promote public health by educating people on warning signs and symptoms of disease or managing chronic health conditions. They may also run health screenings, immunization clinics, blood drives, or other community outreach programs. Rehabilitation nurses care for patients who have > [[< Previous->29-1141-WhatTheyDo-4]] > [[Next >->29-1141-WhatTheyDo-6]] > [[Close->29-1141-Detailed]]

temporary or permanent disabilities or have chronic illnesses. Some nurses do not work directly with patients, but they must still have an active registered nurse license. For example, they may work as nurse educators, healthcare consultants, or hospital administrators. Clinical nurse specialists (CNSs) are a type of advanced practice registered nurse (APRN). They provide direct patient care in one of many nursing specialties, such as psychiatric-mental health or pediatrics. CNSs also provide indirect care by working with other nurses and medical staff to improve the quality of care that > [[< Previous->29-1141-WhatTheyDo-5]] > [[Next >->29-1141-WhatTheyDo-7]] > [[Close->29-1141-Detailed]]

patients receive. They often serve in leadership roles and may educate and advise other nursing staff. CNSs also may conduct research and may advocate for certain policies. > [[< Previous->29-1141-WhatTheyDo-6]] > [[Close->29-1141-Detailed]]

# Work Environment ### Work Environment Registered nurses work in hospitals, physicians' offices, home healthcare services, and nursing care facilities. Others work in outpatient clinics and schools. > [[Close->29-1141-Detailed]]

# How to Become a Registered Nurse Registered nurses usually take one of three education paths: a bachelor's degree in nursing, an associate's degree in nursing, or a diploma from an approved nursing program. Registered nurses must be licensed. ### Education Nursing education programs usually include courses in anatomy, physiology, microbiology psychology, and social and behavioral sciences. Bachelor of science in nursing (BSN) degree programs, like programs in some other healthcare and related fields, typically take 4 years to complete; associate's degree in nursing (ADN) and associate of science in nursing (ASN) degrees > [[Next >->29-1141-HowToBecomeOne-2]] > [[Close->29-1141-Detailed]]

also typically take 4 years to complete. Diploma programs, usually offered by hospitals or medical centers, typically take 2 to 3 years to complete. There are far fewer diploma programs than there are BSN, ADN, and ASN programs. All programs include supervised clinical experience. In addition to science courses, bachelor's degree programs usually include education in communication, leadership, and critical thinking. A bachelor's or higher degree is often necessary for administrative positions, research, consulting, and teaching. Generally, licensed graduates of any of the three types of > [[< Previous->29-1141-HowToBecomeOne-1]] > [[Next >->29-1141-HowToBecomeOne-3]] > [[Close->29-1141-Detailed]]

education programs (bachelor's, associate's, or diploma) qualify for entry-level positions as a staff nurse. However, employers - particularly those in hospitals > [[< Previous->29-1141-HowToBecomeOne-2]] > [[Next >->29-1141-HowToBecomeOne-4]] > [[Close->29-1141-Detailed]]

- may require a bachelor's degree. Registered nurses with an ADN, ASN, or diploma may go back to school to earn a bachelor's degree through an RN-to-BSN program. There are also master's degree programs in nursing, combined bachelor's and master's programs, and accelerated programs for those who wish to enter the field of nursing and already hold a bachelor's degree in another field. Some employers offer tuition reimbursement. Clinical nurse specialists (CNSs) must earn a master's degree in nursing and typically already have 1 year or more of work experience as an RN or in a related field. > [[< Previous->29-1141-HowToBecomeOne-3]] > [[Next >->29-1141-HowToBecomeOne-5]] > [[Close->29-1141-Detailed]]

CNSs who conduct research typically need a doctoral degree. ### Licenses, Certifications, and Registrations Registered nurses must have a nursing license issued by the state in which they work. To become licensed, nurses must graduate from an approved nursing program and pass a qualifying exam. Other requirements for licensing, such as passing a criminal background check, vary by state. Each state's board of nursing provides specific requirements. Information on state licensing board requirements is available from CareerOneStop. Nurses may become certified through professional associations > [[< Previous->29-1141-HowToBecomeOne-4]] > [[Next >->29-1141-HowToBecomeOne-6]] > [[Close->29-1141-Detailed]]

in specific areas, such as ambulatory care, gerontology, or pediatrics. Although certification is usually voluntary, it demonstrates adherence to a specific level of competency, and some employers require it. In addition, registered nursing positions may require cardiopulmonary resuscitation (CPR), basic life support (BLS), or advanced cardiac life support (ACLS) certification. Information on certifications is available from CareerOneStop. CNSs must satisfy additional state licensing requirements, such as earning specialty certifications. Contact state boards of nursing for specific > [[< Previous->29-1141-HowToBecomeOne-5]] > [[Next >->29-1141-HowToBecomeOne-7]] > [[Close->29-1141-Detailed]]

requirements. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. Registered nurses must assess changes in the health status of patients, such as determining when to take corrective action. Communication skills. Registered nurses must be able to communicate effectively with patients in order to understand their concerns and evaluate their health conditions. Nurses need to clearly explain instructions, such as how > [[< Previous->29-1141-HowToBecomeOne-6]] > [[Next >->29-1141-HowToBecomeOne-8]] > [[Close->29-1141-Detailed]]

to take medication. They must work in teams with other health professionals and communicate patients' needs. Compassion. Registered nurses should be caring and empathetic when working with patients. Detail oriented. Registered nurses must be precise because they must ensure that patients get the correct treatments and medicines at the right time. Emotional stability. Registered nurses need emotional resilience and the ability to cope with human suffering, emergencies, and other stressors. Organizational skills. Nurses often work with multiple patients who have a variety of health needs. > [[< Previous->29-1141-HowToBecomeOne-7]] > [[Next >->29-1141-HowToBecomeOne-9]] > [[Close->29-1141-Detailed]]

The ability to coordinate numerous treatment plans and records is critical to ensure that each patient receives appropriate care. Physical stamina. Nurses should be comfortable performing physical tasks, such as lifting patients. They may be on their feet for most of their shift. ### Advancement Most registered nurses begin as staff nurses in hospitals or community health settings. With experience, good performance, and continuing education, they can move to other settings or be promoted to positions with more responsibility. In management, nurses may advance from assistant clinical nurse > [[< Previous->29-1141-HowToBecomeOne-8]] > [[Next >->29-1141-HowToBecomeOne-10]] > [[Close->29-1141-Detailed]]

manager, charge nurse, or head nurse to more senior-level administrative roles, such as assistant director or director of nursing, vice president of nursing, or chief nursing officer. Increasingly, management-level nursing positions require a graduate degree in nursing or health services administration. Administrative positions require leadership skills, communication ability, negotiation skills, and good judgment. Some nurses move into the business side of healthcare. Their nursing expertise and experience on a healthcare team equip them to manage ambulatory, acute, home-based, and chronic > [[< Previous->29-1141-HowToBecomeOne-9]] > [[Next >->29-1141-HowToBecomeOne-11]] > [[Close->29-1141-Detailed]]

care businesses. Employers - including hospitals, insurance companies, pharmaceutical manufacturers, and managed care organizations > [[< Previous->29-1141-HowToBecomeOne-10]] > [[Next >->29-1141-HowToBecomeOne-12]] > [[Close->29-1141-Detailed]]

- need registered nurses for jobs in health planning and development, marketing, consulting, policy development, and quality assurance. Some RNs may become nurse anesthetists, nurse midwives, or nurse practitioners, which, along with clinical nurse specialists, are types of advanced practice registered nurses (APRNs). APRNs need a master's degree but many have a doctoral degree. APRNs may provide primary and specialty care, and in many states they may prescribe medications. Other nurses work as postsecondary teachers or researchers in colleges and universities, which typically requires a > [[< Previous->29-1141-HowToBecomeOne-11]] > [[Next >->29-1141-HowToBecomeOne-13]] > [[Close->29-1141-Detailed]]

Ph.D. > [[< Previous->29-1141-HowToBecomeOne-12]] > [[Close->29-1141-Detailed]]

# Pay The median annual wage for registered nurses was $93,600 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $66,030, and the highest 10 percent earned more than $135,320. In May 2024, the median annual wages for registered nurses in the top industries in which they worked were as follows: Nurses who work in hospitals and nursing care facilities usually work in shifts to provide round-the-clock coverage. They may work nights, weekends, and holidays. They may be on > [[Next >->29-1141-Pay-2]] > [[Close->29-1141-Detailed]]

call, which means that they are on duty and must be available to work on short notice. Nurses who work in offices, schools, and other places that do not provide 24-hour care are more likely to have regular business hours. > [[< Previous->29-1141-Pay-1]] > [[Close->29-1141-Detailed]]

# Job Outlook Employment of registered nurses is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 189,100 openings for registered nurses are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for healthcare services will increase because of the large number of older people, who typically have more medical problems than younger people. Registered nurses also will be needed to > [[Next >->29-1141-JobOutlook-2]] > [[Close->29-1141-Detailed]]

educate and care for patients with chronic conditions, such as diabetes and obesity. Job growth is expected across most types of healthcare settings, including hospitals and outpatient care centers that provide same-day services, such as chemotherapy, rehabilitation, and surgery. In addition, because many older people prefer to be treated at home or in residential care facilities, registered nurses will be in demand in those settings. > [[< Previous->29-1141-JobOutlook-1]] > [[Close->29-1141-Detailed]]

# What Pharmacy Technicians Do Pharmacy technicians help pharmacists dispense prescription medication to customers or health professionals. They mainly work in retail pharmacies and hospitals. ### Duties Pharmacy technicians typically do the following: - Collect information needed to fill a prescription from customers or health professionals - Measure amounts of medication for prescriptions - Package and label prescriptions - Organize inventory and alert pharmacists to any shortages of medications or supplies - Accept payment for prescriptions and process insurance claims > [[Next >->29-2052-WhatTheyDo-2]] > [[Close->29-2052-Detailed]]

- Enter customer or patient information, including any prescriptions taken, into a computer system - Answer phone calls from customers > [[< Previous->29-2052-WhatTheyDo-1]] > [[Next >->29-2052-WhatTheyDo-3]] > [[Close->29-2052-Detailed]]

- Arrange for customers to speak with pharmacists if customers have questions about medications or health matters Pharmacy technicians work under the supervision of pharmacists, who must review prescriptions before they are given to patients. In most states, technicians can compound or mix some medications and call physicians for prescription refill authorizations. Technicians also may need to operate automated dispensing equipment when filling prescription orders. Pharmacy technicians working in hospitals and other medical facilities prepare a greater variety of medications, such as > [[< Previous->29-2052-WhatTheyDo-2]] > [[Next >->29-2052-WhatTheyDo-4]] > [[Close->29-2052-Detailed]]

intravenous medications. They may make rounds in the hospital, giving medications to patients. > [[< Previous->29-2052-WhatTheyDo-3]] > [[Close->29-2052-Detailed]]

# Work Environment ### Work Environment Pharmacy technicians work in pharmacies, including those found in drug, general merchandise, and grocery stores, and in hospitals. Most work full time, but many work part time. > [[Close->29-2052-Detailed]]

# How to Become a Pharmacy Technician Pharmacy technicians usually need a high school diploma or equivalent and learn their duties through on-the-job training, or they may complete a postsecondary education program in pharmacy technology. Most states regulate pharmacy technicians, which is a process that may require passing an exam or completing a formal education or training program. ### Education and Training Pharmacy technicians usually need a high school diploma or equivalent and typically learn their duties through on-the-job training. The training periods vary in length and subject matter according to the employer's > [[Next >->29-2052-HowToBecomeOne-2]] > [[Close->29-2052-Detailed]]

requirements. Other pharmacy technicians enter the occupation after completing postsecondary education programs in pharmacy technology. These programs are usually offered by vocational schools or community colleges. Most programs award a certificate after 1 year or less, although some programs last longer and lead to an associate's degree. They cover a variety of subjects, such as arithmetic used in pharmacies, recordkeeping, ways of dispensing medications, and pharmacy law and ethics. Technicians also learn the names, uses, and doses of medications. Most programs also include clinical > [[< Previous->29-2052-HowToBecomeOne-1]] > [[Next >->29-2052-HowToBecomeOne-3]] > [[Close->29-2052-Detailed]]

experience opportunities, in which students gain hands-on experience in a pharmacy. ### Licenses, Certifications, and Registrations Most states regulate pharmacy technicians in some way. Consult state Boards of Pharmacy for particular regulations. Requirements for pharmacy technicians in the states that regulate them typically include some or all of the following: - High school diploma or GED - Formal education or training program - Exam - Fees - Continuing education > [[< Previous->29-2052-HowToBecomeOne-2]] > [[Next >->29-2052-HowToBecomeOne-4]] > [[Close->29-2052-Detailed]]

- Criminal background check Some states and employers require pharmacy technicians to be certified. Even where it is not required, certification may make it easier to get a job. Many employers of pharmacy technicians will pay for employees to take the certification exam. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Pharmacy technicians spend much > [[< Previous->29-2052-HowToBecomeOne-3]] > [[Next >->29-2052-HowToBecomeOne-5]] > [[Close->29-2052-Detailed]]

of their time interacting with customers, so being helpful and polite is required of pharmacy technicians in a retail setting. Detail oriented. Serious health problems can result from mistakes in filling prescriptions. Although the pharmacist is responsible for ensuring the safety of all medications dispensed, pharmacy technicians should pay attention to detail so that complications are avoided. Listening skills. Pharmacy technicians must communicate clearly with pharmacists and doctors when taking prescription orders. When speaking with customers, technicians must listen carefully to > [[< Previous->29-2052-HowToBecomeOne-4]] > [[Next >->29-2052-HowToBecomeOne-6]] > [[Close->29-2052-Detailed]]

understand customers' needs and determine if they need to speak with a pharmacist. Math skills. Pharmacy technicians need to have an understanding of the math concepts used in pharmacies when counting pills and compounding medications. Organizational skills. Working as a pharmacy technician involves balancing a variety of responsibilities. Pharmacy technicians need good organizational skills to complete the work delegated by pharmacists while at the same time providing service to customers or patients. > [[< Previous->29-2052-HowToBecomeOne-5]] > [[Close->29-2052-Detailed]]

# Pay The median annual wage for pharmacy technicians was $43,460 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $35,100, and the highest 10 percent earned more than $59,450. In May 2024, the median annual wages for pharmacy technicians in the top industries in which they worked were as follows: Most pharmacy technicians work full time. Pharmacies may be open at all hours. Therefore, pharmacy technicians may have to work nights or weekends. > [[Close->29-2052-Detailed]]

# Job Outlook Employment of pharmacy technicians is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 49,000 openings for pharmacy technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for pharmacy services is expected to increase because of the large number of older people, who typically use more prescription medicines than younger people. The growing prevalence > [[Next >->29-2052-JobOutlook-2]] > [[Close->29-2052-Detailed]]

of chronic diseases, such as diabetes and hypertension, in the general population also will lead to increased demand for prescription medications. In addition, pharmacy technicians will be needed to take on a greater role in pharmacy operations because pharmacists are increasingly performing more patient care activities. Technicians will need to perform tasks - such as collecting patient information, handling prescription transfers, and verifying the work of other technicians - that were previously done by pharmacists. > [[< Previous->29-2052-JobOutlook-1]] > [[Close->29-2052-Detailed]]

# What Phlebotomists Do Phlebotomists draw blood for purposes such as tests, research, or donations. They help patients or donors who are anxious before or have an adverse reaction after the blood draw. ### Duties Phlebotomists typically do the following: - Draw blood from patients or blood donors - Explain their work to help relax patients or donors who feel nervous about having blood drawn - Verify a patient's or donor's identity - Label the collected blood for testing or processing - Label sterile containers for other samples, such as urine, and instruct patients on proper collection procedures. > [[Next >->31-9097-WhatTheyDo-2]] > [[Close->31-9097-Detailed]]

- Enter sample information into a database - Assemble, maintain, and dispose of medical instruments such as needles, test tubes, and blood vials > [[< Previous->31-9097-WhatTheyDo-1]] > [[Next >->31-9097-WhatTheyDo-3]] > [[Close->31-9097-Detailed]]

- Keep work areas and equipment clean and sanitary Phlebotomists primarily draw blood, which is then used for different kinds of medical laboratory testing or for procedures, such as transfusions. In medical and diagnostic laboratories, patients sometimes interact only with the phlebotomist. In donation centers or locations that have blood drives, phlebotomists draw blood from donors. Because all blood looks the same, phlebotomists must carefully identify and label the blood they have collected and enter the information into a database. In addition to drawing blood, phlebotomists also may > [[< Previous->31-9097-WhatTheyDo-2]] > [[Next >->31-9097-WhatTheyDo-4]] > [[Close->31-9097-Detailed]]

collect urine or other samples. They instruct patients on procedures for proper collection and ensure that the sample is acceptable and clearly labeled in its container. Phlebotomists must keep their work area and instruments clean and sanitary to avoid causing infections or other complications. Some phlebotomists also ship or transport blood or other samples to different locations. > [[< Previous->31-9097-WhatTheyDo-3]] > [[Close->31-9097-Detailed]]

# Work Environment ### Work Environment Phlebotomists are employed in a variety of settings, including hospitals, medical and diagnostic laboratories, blood donor centers, and doctors' offices. > [[Close->31-9097-Detailed]]

# How to Become a Phlebotomist Phlebotomists typically enter the occupation with a certificate from a postsecondary phlebotomy program, but some qualify with a high school diploma and on-the-job training. Employers may prefer to hire candidates who have earned professional certification. ### Education and Training Phlebotomists typically enter the occupation with a postsecondary nondegree award from a phlebotomy program. These programs are available from community colleges, vocational schools, or technical schools and usually take less than 1 year to complete. They involve instruction in anatomy, physiology, and medical > [[Next >->31-9097-HowToBecomeOne-2]] > [[Close->31-9097-Detailed]]

terminology and laboratory work and lead to a certificate. Some employers hire candidates with a high school diploma and train them on the job. Whether through formal education or employer-provided training, the training that all phlebotomists receive includes instruction on how to identify, label, and track blood samples. ### Licenses, Certifications, and Registrations States may require that phlebotomists complete an accredited training program, have a license or certification, or meet other requirements. For specific requirements, contact your state licensing agency. Some employers > [[< Previous->31-9097-HowToBecomeOne-1]] > [[Next >->31-9097-HowToBecomeOne-3]] > [[Close->31-9097-Detailed]]

prefer to hire phlebotomists who have earned professional certification, such as those offered by professional organizations. Requirements vary by organization but may include education and clinical experience, passing an exam, and practical components, such as drawing blood. Phlebotomists also may need to have Basic Life Support certification. Those who transport samples may need a driver's license. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills > [[< Previous->31-9097-HowToBecomeOne-2]] > [[Next >->31-9097-HowToBecomeOne-4]] > [[Close->31-9097-Detailed]]

data page. Communication skills. Phlebotomists must be able to clearly explain procedures and provide instruction to patients. Compassion. Some patients become anxious about having blood drawn, so phlebotomists should be considerate in performing their duties. Detail oriented. Phlebotomists must draw the correct amount of blood for the tests ordered, carefully label the vials collected, and enter information into a database to avoid misplacing samples or injuring patients. Dexterity. Phlebotomists must be able to use their equipment efficiently to minimize patients' > [[< Previous->31-9097-HowToBecomeOne-3]] > [[Next >->31-9097-HowToBecomeOne-5]] > [[Close->31-9097-Detailed]]

discomfort. Interpersonal skills. Phlebotomists work with other members of the medical staff and must interact with them cooperatively. Physical stamina. Phlebotomists stand for long periods and are often on the move throughout the workday. > [[< Previous->31-9097-HowToBecomeOne-4]] > [[Close->31-9097-Detailed]]

# Pay The median annual wage for phlebotomists was $43,660 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,860, and the highest 10 percent earned more than $57,750. In May 2024, the median annual wages for phlebotomists in the top industries in which they worked were as follows: Most phlebotomists work full time. Phlebotomists who work in hospitals and labs may need to work nights, weekends, and holidays. > [[Close->31-9097-Detailed]]

# Job Outlook Employment of phlebotomists is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 18,400 openings for phlebotomists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The growing population, with its rising share of older people, will continue to increase demand for medical services, including blood testing. Blood analysis remains an essential part of medical care, > [[Next >->31-9097-JobOutlook-2]] > [[Close->31-9097-Detailed]]

as it is used to check for a wide range of issues. Therefore, demand for phlebotomists will remain high as doctors and other healthcare professionals require bloodwork for analysis and diagnosis. > [[< Previous->31-9097-JobOutlook-1]] > [[Close->31-9097-Detailed]]

# What Physical Therapist Assistants and Aides Do Physical therapist assistants, sometimes called PTAs, and physical therapist aides work under the direction and supervision of physical therapists. They help patients who are recovering from injuries and illnesses to regain movement and manage pain. Physical therapist assistants are involved in the direct care of patients. Physical therapist aides often have tasks that are indirectly related to patient care, such as cleaning and setting up the treatment area, moving patients, and doing clerical duties. ### Duties Physical therapist assistants typically do the following: > [[Next >->31-2022-WhatTheyDo-2]] > [[Close->31-2022-Detailed]]

- Observe patients before, during, and after therapy, noting the patient's status and reporting it to a physical therapist - Help patients do specific exercises as part of the plan of care - Treat patients using a variety of techniques, such as massage and stretching - Use devices and equipment, such as walkers, to help patients > [[< Previous->31-2022-WhatTheyDo-1]] > [[Next >->31-2022-WhatTheyDo-3]] > [[Close->31-2022-Detailed]]

- Educate patients and family members about what to do after treatment Under the direction and supervision of physical therapists, physical therapist assistants treat patients through exercise, massage, gait and balance training, and other therapeutic interventions. They record patients' progress and report the results of each treatment to the physical therapist. Physical therapist aides typically do the following: - Clean treatment areas and set up therapy equipment - Wash linens - Help patients move to or from a therapy area > [[< Previous->31-2022-WhatTheyDo-2]] > [[Next >->31-2022-WhatTheyDo-4]] > [[Close->31-2022-Detailed]]

- Do clerical tasks, such as answering phones and scheduling patients Physical therapist aides are supervised by physical therapists or physical therapist assistants. The tasks that physical therapist aides are allowed to do vary by state. They usually are responsible for keeping the treatment area clean and organized, preparing for each patient's therapy, and helping patients as needed in moving to or from a treatment area. In addition, aides do a variety of clerical tasks, such as ordering supplies, scheduling treatment sessions, and completing insurance forms. > [[< Previous->31-2022-WhatTheyDo-3]] > [[Close->31-2022-Detailed]]

# Work Environment ### Work Environment Most physical therapist assistants and aides work in physical therapists' offices or in hospitals. They are frequently on their feet as they set up equipment and help care for patients. > [[Close->31-2022-Detailed]]

# How to Become a Physical Therapist Assistant or Aide Physical therapist assistants entering the occupation typically need an associate's degree from an accredited program and a license or certification. Physical therapist aides usually need a high school diploma or equivalent and on-the-job training. ### Education and Training All states require physical therapist assistants to have an associate's degree from an accredited program. Programs typically last about 2 years and include coursework in subjects such as anatomy, physiology, and kinesiology. Assistants also gain hands-on experience during supervised clinical work. Physical therapist > [[Next >->31-2022-HowToBecomeOne-2]] > [[Close->31-2022-Detailed]]

aides typically need a high school diploma or equivalent. They also usually need on-the-job training that can last from about one week to one month. ### Licenses, Certifications, and Registrations All states require physical therapist assistants to be licensed or certified. Licensure typically requires graduation from an accredited physical therapist assistant program and passing a qualifying exam. Some states require that applicants pass an exam on the state's laws regulating the practice of physical therapy assistants, undergo a criminal background check, and be at least 18 years old. > [[< Previous->31-2022-HowToBecomeOne-1]] > [[Next >->31-2022-HowToBecomeOne-3]] > [[Close->31-2022-Detailed]]

Physical therapist assistants also may need to take continuing education courses to keep their license. Check with your state board for specific licensing requirements. Information on state licensing board requirements is available from CareerOneStop. Additionally, physical therapy assistants may earn certifications in cardiopulmonary resuscitation (CPR), basic life support (BLS), or other first-aid skills. Information on certifications is available from CareerOneStop. States do not require physical therapist aides to be licensed. ### Important Qualities The following are examples of > [[< Previous->31-2022-HowToBecomeOne-2]] > [[Next >->31-2022-HowToBecomeOne-4]] > [[Close->31-2022-Detailed]]

qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Compassion. Physical therapist assistants and aides should enjoy helping people. They work with people who are in pain and must have empathy to help their patients. Detail oriented. Physical therapist assistants and aides should be organized, keep accurate records, and follow written and verbal instructions carefully to ensure quality care. Dexterity. Physical therapist assistants should be comfortable using their hands to provide manual > [[< Previous->31-2022-HowToBecomeOne-3]] > [[Next >->31-2022-HowToBecomeOne-5]] > [[Close->31-2022-Detailed]]

therapy and therapeutic exercises. Aides should also be comfortable working with their hands to set up equipment and prepare treatment areas. Interpersonal skills. Physical therapist assistants and aides spend much of their time interacting with patients, their families, and other healthcare practitioners; therefore, they should be courteous and friendly. Physical stamina. Physical therapist assistants and aides are frequently on their feet and moving as they work with their patients. They must often kneel, stoop, bend, and stand for long periods. > [[< Previous->31-2022-HowToBecomeOne-4]] > [[Close->31-2022-Detailed]]

# Pay The median annual wage for physical therapist aides was $34,520 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $24,960, and the highest 10 percent earned more than $46,930. The median annual wage for physical therapist assistants was $65,510 in May 2024. The lowest 10 percent earned less than $46,020, and the highest 10 percent earned more than $87,630. In May 2024, the median annual wages for physical therapist aides in the top industries in which they worked > [[Next >->31-2022-Pay-2]] > [[Close->31-2022-Detailed]]

were as follows: In May 2024, the median annual wages for physical therapist assistants in the top industries in which they worked were as follows: Most physical therapist assistants and aides work full time, although part time work is common. Some work nights and weekends because many physical therapy offices and clinics have extended hours to accommodate patients' schedules. > [[< Previous->31-2022-Pay-1]] > [[Close->31-2022-Detailed]]

# Job Outlook Overall employment of physical therapist assistants and aides is projected to grow 16 percent from 2024 to 2034, much faster than the average for all occupations. About 26,400 openings for physical therapist assistants and aides are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for physical therapy is expected to increase in response to the health needs of an aging population. Older adults are more > [[Next >->31-2022-JobOutlook-2]] > [[Close->31-2022-Detailed]]

likely to experience heart attacks, strokes, and mobility-related disabilities and injuries, increasing the demand for physical therapy in rehabilitation. In addition, more physical therapist assistants and aides will be needed to help patients maintain their mobility and manage the effects of chronic conditions, such as diabetes and obesity. Healthcare providers, particularly those in outpatient and long-term care settings, are expected to rely on physical therapist assistants to reduce the cost of physical therapy services. This should contribute to employment growth of physical therapist > [[< Previous->31-2022-JobOutlook-1]] > [[Next >->31-2022-JobOutlook-3]] > [[Close->31-2022-Detailed]]

assistants. However, restrictions in insurance reimbursement for services provided by physical therapist aides may constrain demand for this occupation. > [[< Previous->31-2022-JobOutlook-2]] > [[Close->31-2022-Detailed]]

- Observe patients before, during, and after therapy, noting the patient's status and reporting it to a physical therapist - Help patients do specific exercises as part of the plan of care - Treat patients using a variety of techniques, such as massage and stretching - Use devices and equipment, such as walkers, to help patients > [[< Previous->31-2021-WhatTheyDo-1]] > [[Next >->31-2021-WhatTheyDo-3]] > [[Close->31-2021-Detailed]]

- Educate patients and family members about what to do after treatment Under the direction and supervision of physical therapists, physical therapist assistants treat patients through exercise, massage, gait and balance training, and other therapeutic interventions. They record patients' progress and report the results of each treatment to the physical therapist. Physical therapist aides typically do the following: - Clean treatment areas and set up therapy equipment - Wash linens - Help patients move to or from a therapy area > [[< Previous->31-2021-WhatTheyDo-2]] > [[Next >->31-2021-WhatTheyDo-4]] > [[Close->31-2021-Detailed]]

aides typically need a high school diploma or equivalent. They also usually need on-the-job training that can last from about one week to one month. ### Licenses, Certifications, and Registrations All states require physical therapist assistants to be licensed or certified. Licensure typically requires graduation from an accredited physical therapist assistant program and passing a qualifying exam. Some states require that applicants pass an exam on the state's laws regulating the practice of physical therapy assistants, undergo a criminal background check, and be at least 18 years old. > [[< Previous->31-2021-HowToBecomeOne-1]] > [[Next >->31-2021-HowToBecomeOne-3]] > [[Close->31-2021-Detailed]]

Physical therapist assistants also may need to take continuing education courses to keep their license. Check with your state board for specific licensing requirements. Information on state licensing board requirements is available from CareerOneStop. Additionally, physical therapy assistants may earn certifications in cardiopulmonary resuscitation (CPR), basic life support (BLS), or other first-aid skills. Information on certifications is available from CareerOneStop. States do not require physical therapist aides to be licensed. ### Important Qualities The following are examples of > [[< Previous->31-2021-HowToBecomeOne-2]] > [[Next >->31-2021-HowToBecomeOne-4]] > [[Close->31-2021-Detailed]]

qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Compassion. Physical therapist assistants and aides should enjoy helping people. They work with people who are in pain and must have empathy to help their patients. Detail oriented. Physical therapist assistants and aides should be organized, keep accurate records, and follow written and verbal instructions carefully to ensure quality care. Dexterity. Physical therapist assistants should be comfortable using their hands to provide manual > [[< Previous->31-2021-HowToBecomeOne-3]] > [[Next >->31-2021-HowToBecomeOne-5]] > [[Close->31-2021-Detailed]]

likely to experience heart attacks, strokes, and mobility-related disabilities and injuries, increasing the demand for physical therapy in rehabilitation. In addition, more physical therapist assistants and aides will be needed to help patients maintain their mobility and manage the effects of chronic conditions, such as diabetes and obesity. Healthcare providers, particularly those in outpatient and long-term care settings, are expected to rely on physical therapist assistants to reduce the cost of physical therapy services. This should contribute to employment growth of physical therapist > [[< Previous->31-2021-JobOutlook-1]] > [[Next >->31-2021-JobOutlook-3]] > [[Close->31-2021-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1222-WhatTheyDo-1]] > [[Next >->29-1222-WhatTheyDo-3]] > [[Close->29-1222-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1222-WhatTheyDo-2]] > [[Next >->29-1222-WhatTheyDo-4]] > [[Close->29-1222-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1222-WhatTheyDo-3]] > [[Next >->29-1222-WhatTheyDo-5]] > [[Close->29-1222-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1222-WhatTheyDo-4]] > [[Next >->29-1222-WhatTheyDo-6]] > [[Close->29-1222-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1222-WhatTheyDo-5]] > [[Next >->29-1222-WhatTheyDo-7]] > [[Close->29-1222-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1222-WhatTheyDo-6]] > [[Next >->29-1222-WhatTheyDo-8]] > [[Close->29-1222-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1222-WhatTheyDo-7]] > [[Next >->29-1222-WhatTheyDo-9]] > [[Close->29-1222-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1222-WhatTheyDo-8]] > [[Next >->29-1222-WhatTheyDo-10]] > [[Close->29-1222-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1222-WhatTheyDo-9]] > [[Next >->29-1222-WhatTheyDo-11]] > [[Close->29-1222-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1222-WhatTheyDo-10]] > [[Next >->29-1222-WhatTheyDo-12]] > [[Close->29-1222-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1222-WhatTheyDo-11]] > [[Next >->29-1222-WhatTheyDo-13]] > [[Close->29-1222-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1222-WhatTheyDo-12]] > [[Next >->29-1222-WhatTheyDo-14]] > [[Close->29-1222-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1222-WhatTheyDo-13]] > [[Next >->29-1222-WhatTheyDo-15]] > [[Close->29-1222-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1222-WhatTheyDo-14]] > [[Close->29-1222-Detailed]]

# How to Become a Physician or Surgeon Physicians and surgeons typically need a bachelor's degree as well as a degree from a medical school, which takes an additional 4 years to complete. Depending on their specialty, they also need 3 to 9 years in internship and residency programs. Subspecialization includes additional training in a fellowship of 1 to 3 years. ### Education In addition to requiring a bachelor's degree, physicians and surgeons typically need either a Medical Doctor (M.D.) or a Doctor of Osteopathic Medicine (D.O.) degree. No specific undergraduate degree is required to enter an M.D. or D.O. program, but > [[Next >->29-1222-HowToBecomeOne-2]] > [[Close->29-1222-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1222-HowToBecomeOne-1]] > [[Next >->29-1222-HowToBecomeOne-3]] > [[Close->29-1222-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1222-HowToBecomeOne-2]] > [[Next >->29-1222-HowToBecomeOne-4]] > [[Close->29-1222-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1222-HowToBecomeOne-3]] > [[Next >->29-1222-HowToBecomeOne-5]] > [[Close->29-1222-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1222-HowToBecomeOne-4]] > [[Next >->29-1222-HowToBecomeOne-6]] > [[Close->29-1222-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1222-HowToBecomeOne-5]] > [[Next >->29-1222-HowToBecomeOne-7]] > [[Close->29-1222-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1222-HowToBecomeOne-6]] > [[Next >->29-1222-HowToBecomeOne-8]] > [[Close->29-1222-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1222-HowToBecomeOne-7]] > [[Next >->29-1222-HowToBecomeOne-9]] > [[Close->29-1222-Detailed]]

or ignore medical treatment. Physical stamina. Physicians and surgeons may spend many hours on their feet, including walking between patient visits or procedures. Surgeons may spend a great deal of time bending over patients during surgery. Problem-solving skills. Physicians and surgeons need to evaluate patients' symptoms to determine appropriate treatment. In some situations, such as emergencies, they may need to analyze and resolve crises quickly. > [[< Previous->29-1222-HowToBecomeOne-8]] > [[Close->29-1222-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1212-WhatTheyDo-1]] > [[Next >->29-1212-WhatTheyDo-3]] > [[Close->29-1212-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1212-WhatTheyDo-2]] > [[Next >->29-1212-WhatTheyDo-4]] > [[Close->29-1212-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1212-WhatTheyDo-3]] > [[Next >->29-1212-WhatTheyDo-5]] > [[Close->29-1212-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1212-WhatTheyDo-4]] > [[Next >->29-1212-WhatTheyDo-6]] > [[Close->29-1212-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1212-WhatTheyDo-5]] > [[Next >->29-1212-WhatTheyDo-7]] > [[Close->29-1212-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1212-WhatTheyDo-6]] > [[Next >->29-1212-WhatTheyDo-8]] > [[Close->29-1212-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1212-WhatTheyDo-7]] > [[Next >->29-1212-WhatTheyDo-9]] > [[Close->29-1212-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1212-WhatTheyDo-8]] > [[Next >->29-1212-WhatTheyDo-10]] > [[Close->29-1212-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1212-WhatTheyDo-9]] > [[Next >->29-1212-WhatTheyDo-11]] > [[Close->29-1212-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1212-WhatTheyDo-10]] > [[Next >->29-1212-WhatTheyDo-12]] > [[Close->29-1212-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1212-WhatTheyDo-11]] > [[Next >->29-1212-WhatTheyDo-13]] > [[Close->29-1212-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1212-WhatTheyDo-12]] > [[Next >->29-1212-WhatTheyDo-14]] > [[Close->29-1212-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1212-WhatTheyDo-13]] > [[Next >->29-1212-WhatTheyDo-15]] > [[Close->29-1212-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1212-WhatTheyDo-14]] > [[Close->29-1212-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1212-HowToBecomeOne-1]] > [[Next >->29-1212-HowToBecomeOne-3]] > [[Close->29-1212-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1212-HowToBecomeOne-2]] > [[Next >->29-1212-HowToBecomeOne-4]] > [[Close->29-1212-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1212-HowToBecomeOne-3]] > [[Next >->29-1212-HowToBecomeOne-5]] > [[Close->29-1212-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1212-HowToBecomeOne-4]] > [[Next >->29-1212-HowToBecomeOne-6]] > [[Close->29-1212-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1212-HowToBecomeOne-5]] > [[Next >->29-1212-HowToBecomeOne-7]] > [[Close->29-1212-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1212-HowToBecomeOne-6]] > [[Next >->29-1212-HowToBecomeOne-8]] > [[Close->29-1212-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1212-HowToBecomeOne-7]] > [[Next >->29-1212-HowToBecomeOne-9]] > [[Close->29-1212-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1214-WhatTheyDo-1]] > [[Next >->29-1214-WhatTheyDo-3]] > [[Close->29-1214-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1214-WhatTheyDo-2]] > [[Next >->29-1214-WhatTheyDo-4]] > [[Close->29-1214-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1214-WhatTheyDo-3]] > [[Next >->29-1214-WhatTheyDo-5]] > [[Close->29-1214-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1214-WhatTheyDo-4]] > [[Next >->29-1214-WhatTheyDo-6]] > [[Close->29-1214-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1214-WhatTheyDo-5]] > [[Next >->29-1214-WhatTheyDo-7]] > [[Close->29-1214-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1214-WhatTheyDo-6]] > [[Next >->29-1214-WhatTheyDo-8]] > [[Close->29-1214-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1214-WhatTheyDo-7]] > [[Next >->29-1214-WhatTheyDo-9]] > [[Close->29-1214-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1214-WhatTheyDo-8]] > [[Next >->29-1214-WhatTheyDo-10]] > [[Close->29-1214-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1214-WhatTheyDo-9]] > [[Next >->29-1214-WhatTheyDo-11]] > [[Close->29-1214-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1214-WhatTheyDo-10]] > [[Next >->29-1214-WhatTheyDo-12]] > [[Close->29-1214-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1214-WhatTheyDo-11]] > [[Next >->29-1214-WhatTheyDo-13]] > [[Close->29-1214-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1214-WhatTheyDo-12]] > [[Next >->29-1214-WhatTheyDo-14]] > [[Close->29-1214-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1214-WhatTheyDo-13]] > [[Next >->29-1214-WhatTheyDo-15]] > [[Close->29-1214-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1214-WhatTheyDo-14]] > [[Close->29-1214-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1214-HowToBecomeOne-1]] > [[Next >->29-1214-HowToBecomeOne-3]] > [[Close->29-1214-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1214-HowToBecomeOne-2]] > [[Next >->29-1214-HowToBecomeOne-4]] > [[Close->29-1214-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1214-HowToBecomeOne-3]] > [[Next >->29-1214-HowToBecomeOne-5]] > [[Close->29-1214-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1214-HowToBecomeOne-4]] > [[Next >->29-1214-HowToBecomeOne-6]] > [[Close->29-1214-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1214-HowToBecomeOne-5]] > [[Next >->29-1214-HowToBecomeOne-7]] > [[Close->29-1214-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1214-HowToBecomeOne-6]] > [[Next >->29-1214-HowToBecomeOne-8]] > [[Close->29-1214-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1214-HowToBecomeOne-7]] > [[Next >->29-1214-HowToBecomeOne-9]] > [[Close->29-1214-Detailed]]

- Arrest people suspected of committing crimes - Collect and secure evidence from crime scenes - Observe the activities of suspects - Write detailed reports and fill out forms > [[< Previous->33-3051-WhatTheyDo-1]] > [[Next >->33-3051-WhatTheyDo-3]] > [[Close->33-3051-Detailed]]

- Prepare cases for legal proceedings and testify in court Job duties differ by employer and function, but police and detectives are required by law to write detailed reports and keep meticulous records. Most carry law enforcement equipment such as radios, handcuffs, and guns. The following are examples of types of police and detectives: Detectives and criminal investigators are uniformed or plainclothes officers who gather facts and collect evidence related to criminal cases. They conduct interviews, examine records, monitor suspects, and participate in raids and arrests. Detectives > [[< Previous->33-3051-WhatTheyDo-2]] > [[Next >->33-3051-WhatTheyDo-4]] > [[Close->33-3051-Detailed]]

typically investigate serious crimes, such as assaults, robberies, and homicides. In large police departments, detectives usually specialize in investigating one type of crime, such as homicide or fraud. They are typically assigned cases on a rotating basis and work on them until an arrest and trial are completed or until the case is dropped. Federal Bureau of Investigation (FBI) agents, sometimes called special agents, investigate and pursue criminal cases that violate federal law. FBI agents are responsible for crimes against public agencies, such as Medicare fraud, or that cross state > [[< Previous->33-3051-WhatTheyDo-3]] > [[Next >->33-3051-WhatTheyDo-5]] > [[Close->33-3051-Detailed]]

lines. In addition, federal agents may join or take over investigations of certain types of state cases, such as those related to prescription drugs or large sums of money. Fish and game wardens enforce fishing, hunting, and boating laws. They patrol fishing and hunting areas, conduct search and rescue operations, investigate complaints and accidents, and educate the public about laws pertaining to the outdoors. Federal fish and game wardens are often referred to as Federal Wildlife Officers. Police and sheriff's patrol officers are the most common type of police and detectives, and they > [[< Previous->33-3051-WhatTheyDo-4]] > [[Next >->33-3051-WhatTheyDo-6]] > [[Close->33-3051-Detailed]]

have general law enforcement duties. They wear uniforms that allow the public to easily recognize them as police officers. They have regular patrols and also respond to emergency and nonemergency calls. During patrols, officers observe people and activities to ensure order and safety. Some police officers work only on a specific type of crime, such as narcotics. Officers, especially those working in large departments, may work in special units, such as mounted (horseback), motorcycle, or special weapons and tactics (SWAT). Typically, officers must work as patrol officers for a certain number > [[< Previous->33-3051-WhatTheyDo-5]] > [[Next >->33-3051-WhatTheyDo-7]] > [[Close->33-3051-Detailed]]

# How to Become a Police Officer or Detective The education typically required to enter the occupation ranges from a high school diploma to a college degree. Most police and detectives must graduate from their agency's training academy before completing a period of on-the-job training. Other requirements vary, but candidates usually must be at least 21 years old and able to meet rigorous physical and personal qualifications. A felony conviction or drug use may disqualify a candidate. ### Education Police and detective applicants must have at least a high school diploma or equivalent, although some federal agencies and police departments > [[Next >->33-3051-HowToBecomeOne-2]] > [[Close->33-3051-Detailed]]

may require that applicants have completed college coursework or a college degree. Many community colleges and 4-year colleges and universities offer programs in law enforcement and criminal justice. Knowledge of a foreign language is an asset in many federal agencies and geographical regions. Fish and game wardens typically need a bachelor's degree; desirable fields of study include wildlife science, biology, or natural resources. Federal Wildlife Officers and some state-level fish and game wardens typically do not need a bachelor's degree. Federal agencies such as the Federal Bureau of > [[< Previous->33-3051-HowToBecomeOne-1]] > [[Next >->33-3051-HowToBecomeOne-3]] > [[Close->33-3051-Detailed]]

Investigation may require prospective detectives and investigators to have a bachelor's degree. Many applicants for entry-level police jobs have completed some college coursework, and a significant number are college graduates. Common fields of degree include security and protective service and social science. ### Training Candidates for law enforcement appointment usually attend a training academy before becoming an officer. Training includes classroom instruction in state and local laws and constitutional law, civil rights, and police ethics. Recruits also receive training and supervised > [[< Previous->33-3051-HowToBecomeOne-2]] > [[Next >->33-3051-HowToBecomeOne-4]] > [[Close->33-3051-Detailed]]

experience in subjects such as patrol, traffic control, firearm use, self-defense, first aid, and emergency response. Federal law enforcement agents undergo extensive training, usually at the U.S. Marine Corps base in Quantico, Virginia, or at a Federal Law Enforcement Training Center. ### Work Experience in a Related Occupation Because they need experience in law enforcement, detectives typically begin their careers as police officers. FBI special agent applicants must have at least 2 years of full-time work experience, or 1 year of experience plus an advanced degree (master's or > [[< Previous->33-3051-HowToBecomeOne-3]] > [[Next >->33-3051-HowToBecomeOne-5]] > [[Close->33-3051-Detailed]]

higher). ### Other Experience Some police departments have cadet programs for people interested in a career in law enforcement who do not yet meet age requirements for becoming an officer. These cadets do clerical work and attend classes until they reach the minimum age requirement and can apply for a position with the regular force. Military or police experience may be considered beneficial for prospective cadets. Cadet candidates usually must be at least 18 years old, have a driver's license, and meet specific physical qualifications. Applicants may have to pass physical exams of vision, > [[< Previous->33-3051-HowToBecomeOne-4]] > [[Next >->33-3051-HowToBecomeOne-6]] > [[Close->33-3051-Detailed]]

hearing, strength, and agility, as well as written exams. Candidates typically go through a series of interviews and may be asked to take polygraph (lie detector) and drug tests. A felony conviction may disqualify a candidate. Most states and local jurisdictions require candidates to be U.S. citizens, but some do not. Federal officers must be U.S. citizens. ### Advancement Police officers usually become eligible for promotion after a probationary period. Promotions to corporal, sergeant, lieutenant, and captain usually are made according to scores on a written examination and on-the-job > [[< Previous->33-3051-HowToBecomeOne-5]] > [[Next >->33-3051-HowToBecomeOne-7]] > [[Close->33-3051-Detailed]]

performance. In large departments, an officer may be promoted to detective or to specialize in one type of police work, such as working with juveniles. Along with exam and performance scores, a bachelor's degree may be required for advancement to positions of lieutenant or higher rank. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Police and detectives must be able to speak with people and to express details in > [[< Previous->33-3051-HowToBecomeOne-6]] > [[Next >->33-3051-HowToBecomeOne-8]] > [[Close->33-3051-Detailed]]

writing about an incident. Empathy. Police officers need to understand the perspectives of a variety of people in their jurisdiction and be willing to help the public. Good judgment. Police and detectives must be able to determine the best way to solve an array of problems. Leadership skills. Police officers must be comfortable with being a highly visible member of their community, as the public looks to them for help in emergencies. Perceptiveness. Officers, detectives, and fish and game wardens must be able to anticipate people's reactions and understand why they act a certain > [[< Previous->33-3051-HowToBecomeOne-7]] > [[Next >->33-3051-HowToBecomeOne-9]] > [[Close->33-3051-Detailed]]

way. Physical stamina. Officers and detectives must be in good physical shape, both to pass required tests for entry into the field and to keep up with the daily rigors of the job. Physical strength. Police officers must be strong enough to physically apprehend suspects and to assist people in precarious situations. > [[< Previous->33-3051-HowToBecomeOne-8]] > [[Close->33-3051-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1223-WhatTheyDo-1]] > [[Next >->29-1223-WhatTheyDo-3]] > [[Close->29-1223-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1223-WhatTheyDo-2]] > [[Next >->29-1223-WhatTheyDo-4]] > [[Close->29-1223-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1223-WhatTheyDo-3]] > [[Next >->29-1223-WhatTheyDo-5]] > [[Close->29-1223-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1223-WhatTheyDo-4]] > [[Next >->29-1223-WhatTheyDo-6]] > [[Close->29-1223-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1223-WhatTheyDo-5]] > [[Next >->29-1223-WhatTheyDo-7]] > [[Close->29-1223-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1223-WhatTheyDo-6]] > [[Next >->29-1223-WhatTheyDo-8]] > [[Close->29-1223-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1223-WhatTheyDo-7]] > [[Next >->29-1223-WhatTheyDo-9]] > [[Close->29-1223-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1223-WhatTheyDo-8]] > [[Next >->29-1223-WhatTheyDo-10]] > [[Close->29-1223-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1223-WhatTheyDo-9]] > [[Next >->29-1223-WhatTheyDo-11]] > [[Close->29-1223-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1223-WhatTheyDo-10]] > [[Next >->29-1223-WhatTheyDo-12]] > [[Close->29-1223-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1223-WhatTheyDo-11]] > [[Next >->29-1223-WhatTheyDo-13]] > [[Close->29-1223-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1223-WhatTheyDo-12]] > [[Next >->29-1223-WhatTheyDo-14]] > [[Close->29-1223-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1223-WhatTheyDo-13]] > [[Next >->29-1223-WhatTheyDo-15]] > [[Close->29-1223-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1223-WhatTheyDo-14]] > [[Close->29-1223-Detailed]]

# How to Become a Physician or Surgeon Physicians and surgeons typically need a bachelor's degree as well as a degree from a medical school, which takes an additional 4 years to complete. Depending on their specialty, they also need 3 to 9 years in internship and residency programs. Subspecialization includes additional training in a fellowship of 1 to 3 years. ### Education In addition to requiring a bachelor's degree, physicians and surgeons typically need either a Medical Doctor (M.D.) or a Doctor of Osteopathic Medicine (D.O.) degree. No specific undergraduate degree is required to enter an M.D. or D.O. program, but > [[Next >->29-1223-HowToBecomeOne-2]] > [[Close->29-1223-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1223-HowToBecomeOne-1]] > [[Next >->29-1223-HowToBecomeOne-3]] > [[Close->29-1223-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1223-HowToBecomeOne-2]] > [[Next >->29-1223-HowToBecomeOne-4]] > [[Close->29-1223-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1223-HowToBecomeOne-3]] > [[Next >->29-1223-HowToBecomeOne-5]] > [[Close->29-1223-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1223-HowToBecomeOne-4]] > [[Next >->29-1223-HowToBecomeOne-6]] > [[Close->29-1223-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1223-HowToBecomeOne-5]] > [[Next >->29-1223-HowToBecomeOne-7]] > [[Close->29-1223-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1223-HowToBecomeOne-6]] > [[Next >->29-1223-HowToBecomeOne-8]] > [[Close->29-1223-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1223-HowToBecomeOne-7]] > [[Next >->29-1223-HowToBecomeOne-9]] > [[Close->29-1223-Detailed]]

or ignore medical treatment. Physical stamina. Physicians and surgeons may spend many hours on their feet, including walking between patient visits or procedures. Surgeons may spend a great deal of time bending over patients during surgery. Problem-solving skills. Physicians and surgeons need to evaluate patients' symptoms to determine appropriate treatment. In some situations, such as emergencies, they may need to analyze and resolve crises quickly. > [[< Previous->29-1223-HowToBecomeOne-8]] > [[Close->29-1223-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1224-WhatTheyDo-1]] > [[Next >->29-1224-WhatTheyDo-3]] > [[Close->29-1224-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1224-WhatTheyDo-2]] > [[Next >->29-1224-WhatTheyDo-4]] > [[Close->29-1224-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1224-WhatTheyDo-3]] > [[Next >->29-1224-WhatTheyDo-5]] > [[Close->29-1224-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1224-WhatTheyDo-4]] > [[Next >->29-1224-WhatTheyDo-6]] > [[Close->29-1224-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1224-WhatTheyDo-5]] > [[Next >->29-1224-WhatTheyDo-7]] > [[Close->29-1224-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1224-WhatTheyDo-6]] > [[Next >->29-1224-WhatTheyDo-8]] > [[Close->29-1224-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1224-WhatTheyDo-7]] > [[Next >->29-1224-WhatTheyDo-9]] > [[Close->29-1224-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1224-WhatTheyDo-8]] > [[Next >->29-1224-WhatTheyDo-10]] > [[Close->29-1224-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1224-WhatTheyDo-9]] > [[Next >->29-1224-WhatTheyDo-11]] > [[Close->29-1224-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1224-WhatTheyDo-10]] > [[Next >->29-1224-WhatTheyDo-12]] > [[Close->29-1224-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1224-WhatTheyDo-11]] > [[Next >->29-1224-WhatTheyDo-13]] > [[Close->29-1224-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1224-WhatTheyDo-12]] > [[Next >->29-1224-WhatTheyDo-14]] > [[Close->29-1224-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1224-WhatTheyDo-13]] > [[Next >->29-1224-WhatTheyDo-15]] > [[Close->29-1224-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1224-WhatTheyDo-14]] > [[Close->29-1224-Detailed]]

# How to Become a Physician or Surgeon Physicians and surgeons typically need a bachelor's degree as well as a degree from a medical school, which takes an additional 4 years to complete. Depending on their specialty, they also need 3 to 9 years in internship and residency programs. Subspecialization includes additional training in a fellowship of 1 to 3 years. ### Education In addition to requiring a bachelor's degree, physicians and surgeons typically need either a Medical Doctor (M.D.) or a Doctor of Osteopathic Medicine (D.O.) degree. No specific undergraduate degree is required to enter an M.D. or D.O. program, but > [[Next >->29-1224-HowToBecomeOne-2]] > [[Close->29-1224-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1224-HowToBecomeOne-1]] > [[Next >->29-1224-HowToBecomeOne-3]] > [[Close->29-1224-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1224-HowToBecomeOne-2]] > [[Next >->29-1224-HowToBecomeOne-4]] > [[Close->29-1224-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1224-HowToBecomeOne-3]] > [[Next >->29-1224-HowToBecomeOne-5]] > [[Close->29-1224-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1224-HowToBecomeOne-4]] > [[Next >->29-1224-HowToBecomeOne-6]] > [[Close->29-1224-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1224-HowToBecomeOne-5]] > [[Next >->29-1224-HowToBecomeOne-7]] > [[Close->29-1224-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1224-HowToBecomeOne-6]] > [[Next >->29-1224-HowToBecomeOne-8]] > [[Close->29-1224-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1224-HowToBecomeOne-7]] > [[Next >->29-1224-HowToBecomeOne-9]] > [[Close->29-1224-Detailed]]

or ignore medical treatment. Physical stamina. Physicians and surgeons may spend many hours on their feet, including walking between patient visits or procedures. Surgeons may spend a great deal of time bending over patients during surgery. Problem-solving skills. Physicians and surgeons need to evaluate patients' symptoms to determine appropriate treatment. In some situations, such as emergencies, they may need to analyze and resolve crises quickly. > [[< Previous->29-1224-HowToBecomeOne-8]] > [[Close->29-1224-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1229-WhatTheyDo-1]] > [[Next >->29-1229-WhatTheyDo-3]] > [[Close->29-1229-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1229-WhatTheyDo-2]] > [[Next >->29-1229-WhatTheyDo-4]] > [[Close->29-1229-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1229-WhatTheyDo-3]] > [[Next >->29-1229-WhatTheyDo-5]] > [[Close->29-1229-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1229-WhatTheyDo-4]] > [[Next >->29-1229-WhatTheyDo-6]] > [[Close->29-1229-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1229-WhatTheyDo-5]] > [[Next >->29-1229-WhatTheyDo-7]] > [[Close->29-1229-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1229-WhatTheyDo-6]] > [[Next >->29-1229-WhatTheyDo-8]] > [[Close->29-1229-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1229-WhatTheyDo-7]] > [[Next >->29-1229-WhatTheyDo-9]] > [[Close->29-1229-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1229-WhatTheyDo-8]] > [[Next >->29-1229-WhatTheyDo-10]] > [[Close->29-1229-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1229-WhatTheyDo-9]] > [[Next >->29-1229-WhatTheyDo-11]] > [[Close->29-1229-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1229-WhatTheyDo-10]] > [[Next >->29-1229-WhatTheyDo-12]] > [[Close->29-1229-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1229-WhatTheyDo-11]] > [[Next >->29-1229-WhatTheyDo-13]] > [[Close->29-1229-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1229-WhatTheyDo-12]] > [[Next >->29-1229-WhatTheyDo-14]] > [[Close->29-1229-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1229-WhatTheyDo-13]] > [[Next >->29-1229-WhatTheyDo-15]] > [[Close->29-1229-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1229-WhatTheyDo-14]] > [[Close->29-1229-Detailed]]

# How to Become a Physician or Surgeon Physicians and surgeons typically need a bachelor's degree as well as a degree from a medical school, which takes an additional 4 years to complete. Depending on their specialty, they also need 3 to 9 years in internship and residency programs. Subspecialization includes additional training in a fellowship of 1 to 3 years. ### Education In addition to requiring a bachelor's degree, physicians and surgeons typically need either a Medical Doctor (M.D.) or a Doctor of Osteopathic Medicine (D.O.) degree. No specific undergraduate degree is required to enter an M.D. or D.O. program, but > [[Next >->29-1229-HowToBecomeOne-2]] > [[Close->29-1229-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1229-HowToBecomeOne-1]] > [[Next >->29-1229-HowToBecomeOne-3]] > [[Close->29-1229-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1229-HowToBecomeOne-2]] > [[Next >->29-1229-HowToBecomeOne-4]] > [[Close->29-1229-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1229-HowToBecomeOne-3]] > [[Next >->29-1229-HowToBecomeOne-5]] > [[Close->29-1229-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1229-HowToBecomeOne-4]] > [[Next >->29-1229-HowToBecomeOne-6]] > [[Close->29-1229-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1229-HowToBecomeOne-5]] > [[Next >->29-1229-HowToBecomeOne-7]] > [[Close->29-1229-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1229-HowToBecomeOne-6]] > [[Next >->29-1229-HowToBecomeOne-8]] > [[Close->29-1229-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1229-HowToBecomeOne-7]] > [[Next >->29-1229-HowToBecomeOne-9]] > [[Close->29-1229-Detailed]]

or ignore medical treatment. Physical stamina. Physicians and surgeons may spend many hours on their feet, including walking between patient visits or procedures. Surgeons may spend a great deal of time bending over patients during surgery. Problem-solving skills. Physicians and surgeons need to evaluate patients' symptoms to determine appropriate treatment. In some situations, such as emergencies, they may need to analyze and resolve crises quickly. > [[< Previous->29-1229-HowToBecomeOne-8]] > [[Close->29-1229-Detailed]]

treatment, including drugs and surgery, but D.O.s place additional emphasis on the body's musculoskeletal system, preventive medicine, and holistic (whole-person) patient care. D.O.s are most likely to be primary care physicians, although they work in all specialties. ### Duties Physicians and surgeons typically do the following: - Take a patient's medical history and perform a physical exam - Document and update charts and patient information to show findings and treatments - Order tests and consultations for other physicians or healthcare staff to perform > [[< Previous->29-1249-WhatTheyDo-1]] > [[Next >->29-1249-WhatTheyDo-3]] > [[Close->29-1249-Detailed]]

- Review test results to identify abnormal findings - Recommend, design, and implement a treatment plan - Address concerns or answer questions that patients have about their health and well-being > [[< Previous->29-1249-WhatTheyDo-2]] > [[Next >->29-1249-WhatTheyDo-4]] > [[Close->29-1249-Detailed]]

- Help patients take care of their health by discussing topics such as proper nutrition and hygiene Physicians and surgeons focus on a particular type of practice. Within their area of focus, they also may specialize or subspecialize. The following are examples of types of physicians and surgeons: Anesthesiologists focus on the care of surgical patients and on pain relief. They administer drugs (anesthetics) that reduce or eliminate the sensation of pain during an operation or another medical procedure. During surgery, they adjust the amount of anesthetic as needed and monitor the patient's > [[< Previous->29-1249-WhatTheyDo-3]] > [[Next >->29-1249-WhatTheyDo-5]] > [[Close->29-1249-Detailed]]

heart rate, body temperature, blood pressure, and breathing. They also provide pain relief for patients in intensive care, for women in labor, and for patients suffering from chronic pain. Cardiologists diagnose and treat diseases or conditions of the heart and blood vessels, such as valve problems, high blood pressure, and heart attacks. Cardiologists may work with adults or specialize in pediatrics (typically newborns through age 21). Although they treat many of the same disorders in either population, cardiologists in pediatric care focus on conditions that patients are born with rather > [[< Previous->29-1249-WhatTheyDo-4]] > [[Next >->29-1249-WhatTheyDo-6]] > [[Close->29-1249-Detailed]]

than on those that develop later in life. Dermatologists provide care for diseases relating to the skin, hair, and nails. They treat patients who may have melanoma or other skin cancers. They may offer both medical and surgical dermatology services. Emergency medicine physicians treat patients in urgent medical situations. These physicians evaluate, care for, and stabilize patients whose illness or injury requires immediate attention. Unlike many other physicians, who often choose to specialize, most emergency medical physicians are generalists. Family medicine physicians are generalists > [[< Previous->29-1249-WhatTheyDo-5]] > [[Next >->29-1249-WhatTheyDo-7]] > [[Close->29-1249-Detailed]]

who address health maintenance and assess and treat conditions that occur in everyday life. These conditions include sinus and respiratory infections, intestinal ailments, and broken bones. Family medicine physicians typically have regular, long-term patients, who may include all members of the same household. General internal medicine physicians diagnose and provide nonsurgical treatment for a range of problems that affect internal organs and systems such as the stomach, kidneys, liver, and digestive tract. Internists use a variety of diagnostic techniques to treat patients through > [[< Previous->29-1249-WhatTheyDo-6]] > [[Next >->29-1249-WhatTheyDo-8]] > [[Close->29-1249-Detailed]]

medication or hospitalization. Their patients are mostly adults. They may specialize, such as in gastroenterology or endocrinology. Neurologists diagnose and treat those with disorders of the brain and nervous system, such as Alzheimer's disease, amyotrophic lateral sclerosis (ALS), and epilepsy. These physicians may specialize in one or more conditions, or they may work as pediatric neurologists to diagnose and manage the care of children with autism, behavioral disorders, or other neurological conditions. Obstetricians and gynecologists (OB/GYNs) provide care and counsel to women > [[< Previous->29-1249-WhatTheyDo-7]] > [[Next >->29-1249-WhatTheyDo-9]] > [[Close->29-1249-Detailed]]

regarding pregnancy, childbirth, and the female reproductive system. They also diagnose and treat health issues specific to women, such as cervical cancer, ovarian cysts, and symptoms related to menopause. Ophthalmologists diagnose and treat conditions of the eye. Treatment may include surgery to correct vision problems or to prevent vision loss from glaucoma and other diseases. Ophthalmologists also may fit eyeglasses, prescribe contact lenses, and provide other vision services. Orthopedic surgeons diagnose and treat conditions of or injuries to the musculoskeletal system, which includes > [[< Previous->29-1249-WhatTheyDo-8]] > [[Next >->29-1249-WhatTheyDo-10]] > [[Close->29-1249-Detailed]]

bones, muscles, ligaments, and tendons. They may specialize in certain areas of the body, such as the foot and ankle, or in a particular type of practice, such as sports medicine. Pathologists test body tissue, fluids, and organs and review test results to diagnose diseases. These physicians may choose specializations that include clinical pathology, which focuses on laboratory analysis of bodily fluids, and anatomical pathology, which focuses on examinations of tissue and other samples acquired through autopsy or surgery. Pediatricians provide care for infants, children, teenagers, and > [[< Previous->29-1249-WhatTheyDo-9]] > [[Next >->29-1249-WhatTheyDo-11]] > [[Close->29-1249-Detailed]]

young adults. They specialize in diagnosing and treating problems specific to younger people. Most pediatricians administer vaccinations and treat common illnesses, minor injuries, and infectious diseases. Some pediatricians specialize in serious medical conditions that commonly affect younger patients, such as autoimmune disorders. Pediatric surgeons diagnose, treat, and manage a variety of disorders and diseases in fetuses, infants, children, and adolescents. These surgeons collaborate with physicians involved in a child's medical care > [[< Previous->29-1249-WhatTheyDo-10]] > [[Next >->29-1249-WhatTheyDo-12]] > [[Close->29-1249-Detailed]]

- including neonatologists, pediatricians, and family medicine physicians > [[< Previous->29-1249-WhatTheyDo-11]] > [[Next >->29-1249-WhatTheyDo-13]] > [[Close->29-1249-Detailed]]

- to determine the best treatment options for the child. Psychiatrists are primary mental health physicians. They diagnose and treat mental illnesses through a combination of personal counseling (psychotherapy), psychoanalysis, hospitalization, and medication. Psychotherapy involves psychiatrists helping their clients change behavioral patterns and explore past experiences. Psychoanalysis involves long-term psychotherapy and counseling. Psychiatrists may prescribe medications to correct chemical imbalances that cause some mental illnesses. Radiologists review and interpret x rays and other > [[< Previous->29-1249-WhatTheyDo-12]] > [[Next >->29-1249-WhatTheyDo-14]] > [[Close->29-1249-Detailed]]

medical images, such as ultrasounds, to diagnose injuries or diseases. They may specialize, such as in diagnostic radiology, which involves reviewing images and recommending treatment or additional testing, or in interventional radiology, which includes diagnosing patients and treating them with minimally invasive techniques. Physicians in healthcare establishments work daily with other healthcare staff, such as registered nurses, other physicians, medical assistants, and medical records and health information technicians. Some physicians choose to work in fields that do not involve patient > [[< Previous->29-1249-WhatTheyDo-13]] > [[Next >->29-1249-WhatTheyDo-15]] > [[Close->29-1249-Detailed]]

care, such as medical research or public policy. > [[< Previous->29-1249-WhatTheyDo-14]] > [[Close->29-1249-Detailed]]

# How to Become a Physician or Surgeon Physicians and surgeons typically need a bachelor's degree as well as a degree from a medical school, which takes an additional 4 years to complete. Depending on their specialty, they also need 3 to 9 years in internship and residency programs. Subspecialization includes additional training in a fellowship of 1 to 3 years. ### Education In addition to requiring a bachelor's degree, physicians and surgeons typically need either a Medical Doctor (M.D.) or a Doctor of Osteopathic Medicine (D.O.) degree. No specific undergraduate degree is required to enter an M.D. or D.O. program, but > [[Next >->29-1249-HowToBecomeOne-2]] > [[Close->29-1249-Detailed]]

applicants to medical school usually have studied subjects such as biology, physical science, or healthcare and related fields. Medical schools are highly competitive. Applicants usually must submit transcripts, scores from the Medical College Admission Test (MCAT), and letters of recommendation. Medical schools also consider an applicant's personality, leadership qualities, and participation in extracurricular activities. Most schools require applicants to interview with members of the admissions committee. Some medical schools offer combined undergraduate and medical school programs that > [[< Previous->29-1249-HowToBecomeOne-1]] > [[Next >->29-1249-HowToBecomeOne-3]] > [[Close->29-1249-Detailed]]

last 6 to 8 years. Schools may also offer combined graduate degrees, such as M.D.-Ph.D., M.D.-MBA, and M.D.-MPH. Students spend the first phase of medical school in classrooms, small groups, and laboratories, taking courses such as anatomy, biochemistry, pharmacology, psychology, medical ethics, and in the laws governing medicine. They also gain practical skills: learning to take medical histories, examine patients, and diagnose illnesses. During their second phase of medical school, students work with patients under the supervision of experienced physicians in hospitals and clinics. They > [[< Previous->29-1249-HowToBecomeOne-2]] > [[Next >->29-1249-HowToBecomeOne-4]] > [[Close->29-1249-Detailed]]

gain experience in diagnosing and treating illnesses through clerkships, or rotations, in a variety of areas, including internal medicine, pediatrics, and surgery. ### Training After medical school, almost all graduates enter a residency program in their specialty of interest. A residency usually takes place in a hospital or clinic and varies in duration, typically lasting from 3 to 9 years, depending on the specialty. Subspecialization, such as infectious diseases or hand surgery, includes additional training in a fellowship of 1 to 3 years. ### Licenses, Certifications, and > [[< Previous->29-1249-HowToBecomeOne-3]] > [[Next >->29-1249-HowToBecomeOne-5]] > [[Close->29-1249-Detailed]]

Registrations All states require physicians and surgeons to be licensed; requirements vary by state. To qualify for a license, candidates must graduate from an accredited medical school and complete residency training in their specialty. Information on state licensing board requirements is available from CareerOneStop. Licensure requirements include passing standardized national exams. For specific state information about licensing, contact your state's medical board. Board certification in a specialty is not required for physicians and surgeons; however, it may increase their employment > [[< Previous->29-1249-HowToBecomeOne-4]] > [[Next >->29-1249-HowToBecomeOne-6]] > [[Close->29-1249-Detailed]]

opportunities. M.D.s and D.O.s seeking board certification in a specialty may spend up to 9 years in residency training; the length of time varies with the specialty. To become board certified, candidates must complete a residency program and pass a specialty certification exam from a medical certifying board. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-1249-HowToBecomeOne-5]] > [[Next >->29-1249-HowToBecomeOne-7]] > [[Close->29-1249-Detailed]]

skills. Physicians and surgeons need to convey information effectively to their patients and to other healthcare workers. They also must be able to dictate or write reports that clearly describe a patient's medical condition or procedure outcome. Compassion. Patients who are sick or injured may be in extreme pain or distress. Physicians and surgeons must treat patients and their families with understanding. Detail oriented. To ensure that patients receive appropriate treatment, including medication, physicians and surgeons must be precise in monitoring them and recording information related > [[< Previous->29-1249-HowToBecomeOne-6]] > [[Next >->29-1249-HowToBecomeOne-8]] > [[Close->29-1249-Detailed]]

to their care. Dexterity. Physicians and surgeons must be agile and sure handed, especially when working with extremely sharp medical instruments. Leadership skills. Physicians and surgeons must coordinate with a team of other healthcare workers to manage patient care or direct medical procedures. Organizational skills. Good recordkeeping and other administrative skills are critical for physicians and surgeons in both medical and business settings. Patience. Physicians and surgeons must remain calm and tolerant when working with patients who need special attention, such as those who fear > [[< Previous->29-1249-HowToBecomeOne-7]] > [[Next >->29-1249-HowToBecomeOne-9]] > [[Close->29-1249-Detailed]]

or ignore medical treatment. Physical stamina. Physicians and surgeons may spend many hours on their feet, including walking between patient visits or procedures. Surgeons may spend a great deal of time bending over patients during surgery. Problem-solving skills. Physicians and surgeons need to evaluate patients' symptoms to determine appropriate treatment. In some situations, such as emergencies, they may need to analyze and resolve crises quickly. > [[< Previous->29-1249-HowToBecomeOne-8]] > [[Close->29-1249-Detailed]]

# What Private Detectives and Investigators Do Private detectives and investigators gather, analyze, and report information to clients regarding legal or personal matters. Their services include verifying people's backgrounds, finding missing persons, and investigating crimes. ### Duties Private detectives and investigators typically do the following: - Interview people to gather information - Search online, public, and court records for civil judgments, criminal history, and other evidence - Conduct surveillance - Write reports detailing investigation activities, observations, and findings > [[Next >->33-9021-WhatTheyDo-2]] > [[Close->33-9021-Detailed]]

- Share results of investigation findings with clients Private detectives and investigators offer many services for individuals, attorneys, and businesses. For example, they may perform background checks, investigate employees suspected of workplace theft, and prove or disprove infidelity in a divorce case. Some private detectives and investigators specialize in a type of investigation, such as missing persons. When conducting research, private detectives and investigators obtain and analyze information such as telephone numbers, social networks, online activities, and court records. They > [[< Previous->33-9021-WhatTheyDo-1]] > [[Next >->33-9021-WhatTheyDo-3]] > [[Close->33-9021-Detailed]]

may interview others to verify facts they discover. Private detectives and investigators also conduct surveillance when working on a case. They may keep watch through binoculars or take photographs, often from a hidden position, to gather information on people of interest. Private detectives and investigators must obey the law when conducting investigations. Because they lack police authority, they are held to the same standards of conduct as private citizens. As a result, these workers must have a thorough understanding of federal, state, and local laws, such as privacy laws, that may > [[< Previous->33-9021-WhatTheyDo-2]] > [[Next >->33-9021-WhatTheyDo-4]] > [[Close->33-9021-Detailed]]

affect their work. Lawful collection of evidence ensures its usability in court and protects detectives and investigators from prosecution. Skip tracers specialize in locating people whose whereabouts are unknown. For example, debt collectors may employ skip tracers to locate people who have unpaid bills. Store detectives, or loss prevention associates, typically work undercover to identify and prevent shoplifting or theft. These plainclothes detectives may pretend to be customers as they walk through the store observing other shoppers. Private detectives and investigators have duties that > [[< Previous->33-9021-WhatTheyDo-3]] > [[Next >->33-9021-WhatTheyDo-5]] > [[Close->33-9021-Detailed]]

may be similar to those of workers in other occupations. For example, insurance investigators evaluate claims in which an insurance company suspects fraudulent or criminal activity. Detectives and criminal investigators gather evidence related to illegal activity. Gambling surveillance officers and gambling investigators monitor casino operations for suspicious activity and ensure compliance with the law. > [[< Previous->33-9021-WhatTheyDo-4]] > [[Close->33-9021-Detailed]]

# Work Environment ### Work Environment Private detectives' and investigators' work settings may depend on their assignment or case. For example, they may spend time in offices to research cases, or they may work in the field while doing surveillance. Most work full time, and schedules may vary to include early mornings, nights, and weekends. > [[Close->33-9021-Detailed]]

# How to Become a Private Detective or Investigator Private detectives and investigators typically need at least a high school diploma or the equivalent and several years of work experience in a related occupation. Some employers prefer to hire candidates who have a college degree. Most states require private detectives and investigators to be licensed. ### Education Education requirements vary. Some employers require a high school diploma or the equivalent, while others require a bachelor's degree. Fields of study may include those that are closely related, such as security and protective service, or those that have wide applicability, such > [[Next >->33-9021-HowToBecomeOne-2]] > [[Close->33-9021-Detailed]]

as business. ### Work Experience in a Related Occupation Private detectives and investigators typically need related work experience. Examples include having worked in law enforcement, the military, or federal intelligence. Some private detectives and investigators enter the occupation after gaining experience in public sector jobs. Other private detectives and investigators may have worked in occupations such as bill and account collectors, claims adjusters, examiners, and investigators; paralegals; or security guards. ### Training Private detectives and investigators often learn through > [[< Previous->33-9021-HowToBecomeOne-1]] > [[Next >->33-9021-HowToBecomeOne-3]] > [[Close->33-9021-Detailed]]

on-the-job training, which may last several months or longer. Although private detectives and investigators learn how to gather information, additional training often depends on the position for which they are hired. For example, some learn to conduct remote surveillance, reconstruct accident scenes, or investigate fraud. Corporate investigators may receive formal training in business practices, management structure, and finance-related topics. ### Licenses, Certifications, and Registrations Most states require private detectives and investigators to be licensed. Check with your state and > [[< Previous->33-9021-HowToBecomeOne-2]] > [[Next >->33-9021-HowToBecomeOne-4]] > [[Close->33-9021-Detailed]]

locality for information about age, experience, and other requirements for licensing. Depending on the position, private detectives and investigators may need a driver's license. Some workers opt to earn professional certification, which demonstrates competence in a particular area of investigation work. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Attention to detail. Private detectives and investigators must stay alert and be > [[< Previous->33-9021-HowToBecomeOne-3]] > [[Next >->33-9021-HowToBecomeOne-5]] > [[Close->33-9021-Detailed]]

precise in noting information related to their investigations. Communication skills. Private detectives and investigators must listen carefully and ask appropriate questions when interviewing a person of interest. They also must write reports that clearly and comprehensively document activities and conclusions of their investigations. Decision-making skills. Private detectives and investigators must be able to think clearly and evaluate situations quickly, often based on limited information that they have at a given time. Inquisitiveness. Private detectives and investigators must be > [[< Previous->33-9021-HowToBecomeOne-4]] > [[Next >->33-9021-HowToBecomeOne-6]] > [[Close->33-9021-Detailed]]

tenacious in asking questions and searching for the truth. They must be persistent in pursuing leads and sometimes must anticipate what a person of interest will do next. Patience. Private detectives and investigators may spend long periods conducting surveillance while waiting for an event to occur. Investigations may be time consuming and may not provide a resolution quickly - or at all. Problem-solving skills. Private detectives and investigators must be methodical in their approach to overcoming obstacles while solving challenging cases. > [[< Previous->33-9021-HowToBecomeOne-5]] > [[Close->33-9021-Detailed]]

# Pay The median annual wage for private detectives and investigators was $52,370 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $37,250, and the highest 10 percent earned more than $98,770. In May 2024, the median annual wages for private detectives and investigators in the top industries in which they worked were as follows: Wage data do not cover self-employed workers or owners and partners of unincorporated businesses. Most private detectives and investigators > [[Next >->33-9021-Pay-2]] > [[Close->33-9021-Detailed]]

work full time. Their schedules may vary to include early mornings, nights, and weekends, especially when they conduct surveillance or contact people outside of normal business hours. > [[< Previous->33-9021-Pay-1]] > [[Close->33-9021-Detailed]]

# Job Outlook Employment of private detectives and investigators is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 3,900 openings for private detectives and investigators are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Continued lawsuits, fraud and other crimes, and interpersonal mistrust are expected to create demand for investigative services. In addition, background > [[Next >->33-9021-JobOutlook-2]] > [[Close->33-9021-Detailed]]

checks will continue to be a source of work for some investigators, as online investigations are not always sufficient. > [[< Previous->33-9021-JobOutlook-1]] > [[Close->33-9021-Detailed]]

- Position the patient and the equipment in order to get the correct image - Operate the computerized equipment to take the images - Work with physicians to evaluate the images and to determine whether additional images need to be taken > [[< Previous->29-2034-WhatTheyDo-1]] > [[Next >->29-2034-WhatTheyDo-3]] > [[Close->29-2034-Detailed]]

- Keep detailed patient records Radiologic technologists are trained in the use of different types of medical diagnostic equipment. They may choose to specialize, such as in x-ray, mammography, or computed tomography (CT) imaging. Some radiologic technologists provide a mixture for the patient to drink that allows soft tissue to be viewed on the images that the radiologist reviews. MRI technologists specialize in magnetic resonance imaging scanners. They inject patients with contrast media, such as a dye, so that the images will show up on the scanner. The scanners use magnetic fields in > [[< Previous->29-2034-WhatTheyDo-2]] > [[Next >->29-2034-WhatTheyDo-4]] > [[Close->29-2034-Detailed]]

degree is the education typically required for radiologic and MRI technologists. There also are postsecondary education programs that lead to graduate certificates or bachelor's degrees in healthcare and related fields and science technologies. Depending on the field of degree, education programs may include both academic study and clinical work. Coursework includes anatomy, pathology, patient care, radiation physics and protection, and image evaluation. Some states require candidates for licensure to complete an accredited program. ### Work Experience in a Related Occupation MRI > [[< Previous->29-2034-HowToBecomeOne-1]] > [[Next >->29-2034-HowToBecomeOne-3]] > [[Close->29-2034-Detailed]]

technologists typically need less than 5 years of experience in a related occupation, most often from working as a radiologic technologist. ### Licenses, Certifications, and Registrations Most states require radiologic technologists to be licensed or certified. Few states require licensure for MRI technologists. Requirements vary by state. To become licensed, technologists usually must graduate from an accredited program and either pass a certification exam from the state or obtain certification from a credentialing organization. Technologists may be certified in multiple specialties. For > [[< Previous->29-2034-HowToBecomeOne-2]] > [[Next >->29-2034-HowToBecomeOne-4]] > [[Close->29-2034-Detailed]]

specific licensure requirements for radiologic technologists and MRI technologists, contact the state's health board. Employers typically require or prefer prospective technologists to be certified even if the state does not require it. Employers also may require or prefer that prospective technologists have certification in cardiopulmonary resuscitation (CPR) or basic life support (BLS). Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more > [[< Previous->29-2034-HowToBecomeOne-3]] > [[Next >->29-2034-HowToBecomeOne-5]] > [[Close->29-2034-Detailed]]

information, visit the Employment Projections (EP) skills data page. Detail oriented. Radiologic and MRI technologists must follow instructions exactly to get the images needed for diagnoses. Interpersonal skills. Radiologic and MRI technologists work closely with patients who may be stressed or in pain. They must put patients at ease to get usable images. Math skills. Radiologic and MRI technologists may need to calculate the proper amount of radiation or magnetic resonance emitted in imaging procedures. Physical stamina. Radiologic and MRI technologists often work on their feet for long > [[< Previous->29-2034-HowToBecomeOne-4]] > [[Next >->29-2034-HowToBecomeOne-6]] > [[Close->29-2034-Detailed]]

diagnostic procedures. More radiologic and MRI technologists will be needed to perform the imaging exams that are essential for making diagnoses and creating treatment plans. Falls and associated injuries, such as broken bones or head trauma, are common in older people and require x rays or computed tomography (CT) scans to assess the extent of harm. In addition, MRI scans are useful for imaging various types of cancers, including of the brain, spine, and liver. As the number of falls and cancer cases rises, these technologists and technicians will be needed to operate the equipment that > [[< Previous->29-2034-JobOutlook-1]] > [[Next >->29-2034-JobOutlook-3]] > [[Close->29-2034-Detailed]]

helps detect, assess, and diagnose these injuries and diseases. > [[< Previous->29-2034-JobOutlook-2]] > [[Close->29-2034-Detailed]]

# What Medical Dosimetrists Do Medical dosimetrists calculate doses of radiation and design and oversee treatment plans for patients with cancer and other serious diseases. ### Duties Medical dosimetrists typically do the following: - Review a patient's documents, such as their CT and MRI scans - Calculate the proper dose of radiation to be administered to a patient - Consult with other members of the radiation oncology team and design the radiation-delivery plan for patients - May assist in designing molds, casts, and other immobilization devices to position patients during treatment > [[Next >->29-2036-WhatTheyDo-2]] > [[Close->29-2036-Detailed]]

- Document treatment provided to a patient > [[< Previous->29-2036-WhatTheyDo-1]] > [[Next >->29-2036-WhatTheyDo-3]] > [[Close->29-2036-Detailed]]

- Perform quality assurance checks of treatment equipment Medical dosimetrists develop and manage the radiation plans for patients receiving treatment for cancer or other diseases. They may begin by reviewing patient records, such as computer tomography (CT) and magnetic resonance imaging (MRI) scans. Then, based on a dosage range prescribed by the physician, medical dosimetrists calculate the exact dose and angle of radiation to be administered. They make these calculations both manually and with computers. Medical dosimetrists' calculations may vary based on the type of radiation > [[< Previous->29-2036-WhatTheyDo-2]] > [[Next >->29-2036-WhatTheyDo-4]] > [[Close->29-2036-Detailed]]

treatment a physician prescribes. For example, external beam radiation angled at a tumor from outside the body may be administered at a higher dose than brachytherapy, which involves placing a radioactive device near the tumor inside the body. In addition to overseeing radiation treatment, medical dosimetrists' other responsibilities include helping to design immobilization devices that ensure patients remain motionless during procedures. They also keep records of each patient's treatment, load or receive shipments, use radiation monitoring devices to measure radioactivity levels in > [[< Previous->29-2036-WhatTheyDo-3]] > [[Next >->29-2036-WhatTheyDo-5]] > [[Close->29-2036-Detailed]]

patients, and calibrate equipment to ensure accuracy. Dosimetrists are part of a radiation oncology team that usually includes medical physicists, oncology nurses, radiation oncologists and other physicians, and radiation therapists. > [[< Previous->29-2036-WhatTheyDo-4]] > [[Close->29-2036-Detailed]]

# Work Environment ### Work Environment Most medical dosimetrists work in healthcare settings, such as hospitals and physicians' offices. They may spend much of their time working at a computer. > [[Close->29-2036-Detailed]]

# How to Become a Medical Dosimetrist To enter the occupation, medical dosimetrists typically need a bachelor's degree and must complete an accredited medical dosimetry program. Employers usually require workers to have certification. ### Education Medical dosimetrists typically need a bachelor's degree in medical dosimetry or a related field, such as biology or physical science. Prospective dosimetrists whose degree is not in medical dosimetry may complete a certificate or master's degree program in medical dosimetry. Admission to medical dosimetry programs is often competitive. Applicants may be required to be a registered > [[Next >->29-2036-HowToBecomeOne-2]] > [[Close->29-2036-Detailed]]

radiation therapist or have a bachelor's degree that includes coursework in specific subjects, such as biology, medical terminology, and calculus. Medical dosimetry programs include courses such as physics, anatomy, and radiology. Programs also include supervised clinical experience in which students work onsite with practicing dosimetrists. ### Licenses, Certifications, and Registrations Employers usually prefer to hire medical dosimetrists who have earned the Certified Medical Dosimetrist (CMD) credential. Certification requires that candidates have a bachelor's degree, graduate from an > [[< Previous->29-2036-HowToBecomeOne-1]] > [[Next >->29-2036-HowToBecomeOne-3]] > [[Close->29-2036-Detailed]]

accredited medical dosimetry program, and pass an exam. Maintaining certification requires completion of a specified number of hours of continuing education. Information on certifications is available from CareerOneStop. ### Work Experience in a Related Occupation Some medical dosimetrists work as radiation therapists before earning the credentials to become dosimetrists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->29-2036-HowToBecomeOne-2]] > [[Next >->29-2036-HowToBecomeOne-4]] > [[Close->29-2036-Detailed]]

skills. To ensure proper treatment, medical dosimetrists must convey important information about a patient's radiation dosage both orally and in writing. Critical-thinking skills. Medical dosimetrists analyze a patient's needs and health-related data, along with other factors, to determine treatment plans. Detail oriented. Medical dosimetrists must be precise when calculating the amount and location of radiation that a patient will receive. Interpersonal skills. Medical dosimetrists collaborate with other members of the radiation oncology team throughout a patient's treatment. Math > [[< Previous->29-2036-HowToBecomeOne-3]] > [[Next >->29-2036-HowToBecomeOne-5]] > [[Close->29-2036-Detailed]]

skills. Medical dosimetrists need a strong background in mathematics in order to calculate and verify the proper doses of radiation. Technical skills. Medical dosimetrists use computers and must be comfortable working with a variety of specialized medical equipment. > [[< Previous->29-2036-HowToBecomeOne-4]] > [[Close->29-2036-Detailed]]

# Pay The median annual wage for medical dosimetrists was $138,110 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $103,760, and the highest 10 percent earned more than $176,360. In May 2024, the median annual wages for medical dosimetrists in the top industries in which they worked were as follows: Most medical dosimetrists work full time. They usually have a regular work schedule because radiation therapy procedures are often planned in advance. > [[Close->29-2036-Detailed]]

# Job Outlook Employment of medical dosimetrists is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 200 openings for medical dosimetrists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As adults get older, their likelihood of being diagnosed with cancer rises. The expected increase in the number of older people will therefore increase the demand for cancer care. > [[Next >->29-2036-JobOutlook-2]] > [[Close->29-2036-Detailed]]

Because radiotherapy plays a vital role in treating this disease, medical dosimetrists will be needed to help develop treatment plans for patients. > [[< Previous->29-2036-JobOutlook-1]] > [[Close->29-2036-Detailed]]

# What Psychiatric Technicians and Aides Do Psychiatric technicians and aides care for people who have mental or emotional conditions or developmental disabilities. Technicians typically monitor patients' conditions and provide therapeutic care, such as overseeing their medications. Aides help patients in their daily activities and ensure a safe and clean environment. ### Duties Psychiatric technicians, sometimes called mental health technicians, typically do the following: - Listen to patients' concerns, observe their behavior, and record their condition - Report changes in patient health or behavior to medical staff > [[Next >->31-1133-WhatTheyDo-2]] > [[Close->31-1133-Detailed]]

- Lead patients in therapeutic and recreational activities - Provide medications and other treatments to patients, following instructions from doctors and other medical professionals - Help with patient intake and discharge - Monitor patients' vital signs, such as their blood pressure and body temperature - Help patients with daily living activities, including eating and bathing - Restrain patients who are or may become physically violent Psychiatric aides typically do the following: - Monitor patients' behavior and location in a mental healthcare facility > [[< Previous->31-1133-WhatTheyDo-1]] > [[Next >->31-1133-WhatTheyDo-3]] > [[Close->31-1133-Detailed]]

- Escort patients within a facility - Help patients with daily living activities, such as bathing and dressing - Serve meals and help patients eat - Keep facilities clean by doing tasks such as changing bed linens - Participate in or accompany patients to group activities, such as recreational sports or field trips > [[< Previous->31-1133-WhatTheyDo-2]] > [[Next >->31-1133-WhatTheyDo-4]] > [[Close->31-1133-Detailed]]

- Restrain patients who are or may become physically violent Some psychiatric technicians and aides provide care to patients who have severe developmental disabilities or mental health issues. Others work with patients undergoing rehabilitation for drug and alcohol addiction. Their work varies based on the types of patients they work with. Psychiatric technicians and aides work as part of a medical team under the direction of physicians or registered nurses. Other team members may include psychiatrists, psychologists, social workers, counselors, and therapists. For more information about > [[< Previous->31-1133-WhatTheyDo-3]] > [[Next >->31-1133-WhatTheyDo-5]] > [[Close->31-1133-Detailed]]

the counselors and therapists they may work with, see the profiles on substance abuse, behavioral disorder, and mental health counselors, rehabilitation counselors, and marriage and family therapists. > [[< Previous->31-1133-WhatTheyDo-4]] > [[Close->31-1133-Detailed]]

# Work Environment ### Work Environment Psychiatric technicians and aides work primarily in healthcare settings, such as psychiatric hospitals and residential mental health facilities. The work may be physically demanding, and technicians and aides risk injury on the job. Most are full time, but part-time work is common; schedules may include nights, weekends, or holidays in facilities that are open 24 hours. > [[Close->31-1133-Detailed]]

# How to Become a Psychiatric Technician or Aide To enter the occupation, psychiatric technicians typically need a postsecondary certificate, and aides need at least a high school diploma or equivalent. Some states require technicians to be licensed. Both technicians and aides get on-the-job training. ### Education Psychiatric technicians typically need a postsecondary certificate for psychiatric technicians, behavioral health technicians, or similar titles. Programs for these certificates or associate's degrees, available at community colleges and technical schools, train students in basic nursing skills. They include courses in > [[Next >->31-1133-HowToBecomeOne-2]] > [[Close->31-1133-Detailed]]

psychology, anatomy, and pharmacology and also may include supervised clinical work experience. Some employers prefer to hire candidates who have a bachelor's degree. Psychiatric aides typically need a high school diploma or equivalent. ### Training Psychiatric technicians and aides may have a short period of on-the-job training. This training may include working with patients while under the supervision of an experienced technician or aide. ### Other Experience Employers may prefer that psychiatric technicians and aides have experience in a related occupation, such as having worked with > [[< Previous->31-1133-HowToBecomeOne-1]] > [[Next >->31-1133-HowToBecomeOne-3]] > [[Close->31-1133-Detailed]]

people who have developmental disabilities or mental health conditions. Technician experience also may include a clinical component, which they can gain in occupations such as nursing assistant or licensed practical or licensed vocational nurse. ### Licenses, Certifications, and Registrations Some states require psychiatric technicians to have a license. Requirements may include completing an accredited education program and passing an exam. Contact your state licensing board for additional information. Information on state licensing board requirements is available from > [[< Previous->31-1133-HowToBecomeOne-2]] > [[Next >->31-1133-HowToBecomeOne-4]] > [[Close->31-1133-Detailed]]

CareerOneStop. Psychiatric technicians may choose to earn optional certification. Requirements vary based on education and work experience. Employers may require candidates to have certification in cardiopulmonary resuscitation (CPR) or basic life support (BLS). Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Compassion. Psychiatric technicians and aides spend much of their > [[< Previous->31-1133-HowToBecomeOne-3]] > [[Next >->31-1133-HowToBecomeOne-5]] > [[Close->31-1133-Detailed]]

time interacting with patients who have mental, emotional, or developmental conditions. They must be caring and understanding of their patients. Interpersonal skills. Psychiatric technicians and aides may want to develop a rapport with patients in order to properly care for them. They also must be able to work well as part of a medical team. Observational skills. Psychiatric technicians and aides must watch patients closely and be sensitive to changes in behavior. For their safety and that of their patients, they must recognize signs of discomfort or trouble among patients. Patience. > [[< Previous->31-1133-HowToBecomeOne-4]] > [[Next >->31-1133-HowToBecomeOne-6]] > [[Close->31-1133-Detailed]]

Working with people who have mental, emotional, or developmental conditions may be challenging. Psychiatric technicians and aides must be able to stay calm in stressful situations. Physical stamina. Psychiatric technicians and aides must lift, move, and sometimes restrain patients. They also spend much of their time standing. > [[< Previous->31-1133-HowToBecomeOne-5]] > [[Close->31-1133-Detailed]]

# Pay The median annual wage for psychiatric aides was $41,590 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $30,920, and the highest 10 percent earned more than $58,530. The median annual wage for psychiatric technicians was $42,590 in May 2024. The lowest 10 percent earned less than $32,980, and the highest 10 percent earned more than $60,150. In May 2024, the median annual wages for psychiatric aides in the top industries in which they worked were as follows: In > [[Next >->31-1133-Pay-2]] > [[Close->31-1133-Detailed]]

May 2024, the median annual wages for psychiatric technicians in the top industries in which they worked were as follows: Most psychiatric technicians and aides work full time, but part-time work is common. Because hospitals and residential facilities operate 24 hours a day, psychiatric technicians and aides may work nights, weekends, and holidays. > [[< Previous->31-1133-Pay-1]] > [[Close->31-1133-Detailed]]

# Job Outlook Overall employment of psychiatric technicians and aides is projected to grow 16 percent from 2024 to 2034, much faster than the average for all occupations. About 21,200 openings for psychiatric technicians and aides are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of psychiatric technicians and aides varies by occupation (see table). Because psychiatric technicians are directly involved > [[Next >->31-1133-JobOutlook-2]] > [[Close->31-1133-Detailed]]

with day-to-day patient care, they will increasingly be needed to treat the growing number of people who have mental illness or substance use disorders. Demand for psychiatric aides is expected to be limited as organizations increasingly rely on psychiatric technicians to provide care. > [[< Previous->31-1133-JobOutlook-1]] > [[Close->31-1133-Detailed]]

# What Psychiatric Technicians and Aides Do Psychiatric technicians and aides care for people who have mental or emotional conditions or developmental disabilities. Technicians typically monitor patients' conditions and provide therapeutic care, such as overseeing their medications. Aides help patients in their daily activities and ensure a safe and clean environment. ### Duties Psychiatric technicians, sometimes called mental health technicians, typically do the following: - Listen to patients' concerns, observe their behavior, and record their condition - Report changes in patient health or behavior to medical staff > [[Next >->29-2053-WhatTheyDo-2]] > [[Close->29-2053-Detailed]]

- Lead patients in therapeutic and recreational activities - Provide medications and other treatments to patients, following instructions from doctors and other medical professionals - Help with patient intake and discharge - Monitor patients' vital signs, such as their blood pressure and body temperature - Help patients with daily living activities, including eating and bathing - Restrain patients who are or may become physically violent Psychiatric aides typically do the following: - Monitor patients' behavior and location in a mental healthcare facility > [[< Previous->29-2053-WhatTheyDo-1]] > [[Next >->29-2053-WhatTheyDo-3]] > [[Close->29-2053-Detailed]]

- Escort patients within a facility - Help patients with daily living activities, such as bathing and dressing - Serve meals and help patients eat - Keep facilities clean by doing tasks such as changing bed linens - Participate in or accompany patients to group activities, such as recreational sports or field trips > [[< Previous->29-2053-WhatTheyDo-2]] > [[Next >->29-2053-WhatTheyDo-4]] > [[Close->29-2053-Detailed]]

- Restrain patients who are or may become physically violent Some psychiatric technicians and aides provide care to patients who have severe developmental disabilities or mental health issues. Others work with patients undergoing rehabilitation for drug and alcohol addiction. Their work varies based on the types of patients they work with. Psychiatric technicians and aides work as part of a medical team under the direction of physicians or registered nurses. Other team members may include psychiatrists, psychologists, social workers, counselors, and therapists. For more information about > [[< Previous->29-2053-WhatTheyDo-3]] > [[Next >->29-2053-WhatTheyDo-5]] > [[Close->29-2053-Detailed]]

the counselors and therapists they may work with, see the profiles on substance abuse, behavioral disorder, and mental health counselors, rehabilitation counselors, and marriage and family therapists. > [[< Previous->29-2053-WhatTheyDo-4]] > [[Close->29-2053-Detailed]]

# How to Become a Psychiatric Technician or Aide To enter the occupation, psychiatric technicians typically need a postsecondary certificate, and aides need at least a high school diploma or equivalent. Some states require technicians to be licensed. Both technicians and aides get on-the-job training. ### Education Psychiatric technicians typically need a postsecondary certificate for psychiatric technicians, behavioral health technicians, or similar titles. Programs for these certificates or associate's degrees, available at community colleges and technical schools, train students in basic nursing skills. They include courses in > [[Next >->29-2053-HowToBecomeOne-2]] > [[Close->29-2053-Detailed]]

psychology, anatomy, and pharmacology and also may include supervised clinical work experience. Some employers prefer to hire candidates who have a bachelor's degree. Psychiatric aides typically need a high school diploma or equivalent. ### Training Psychiatric technicians and aides may have a short period of on-the-job training. This training may include working with patients while under the supervision of an experienced technician or aide. ### Other Experience Employers may prefer that psychiatric technicians and aides have experience in a related occupation, such as having worked with > [[< Previous->29-2053-HowToBecomeOne-1]] > [[Next >->29-2053-HowToBecomeOne-3]] > [[Close->29-2053-Detailed]]

people who have developmental disabilities or mental health conditions. Technician experience also may include a clinical component, which they can gain in occupations such as nursing assistant or licensed practical or licensed vocational nurse. ### Licenses, Certifications, and Registrations Some states require psychiatric technicians to have a license. Requirements may include completing an accredited education program and passing an exam. Contact your state licensing board for additional information. Information on state licensing board requirements is available from > [[< Previous->29-2053-HowToBecomeOne-2]] > [[Next >->29-2053-HowToBecomeOne-4]] > [[Close->29-2053-Detailed]]

CareerOneStop. Psychiatric technicians may choose to earn optional certification. Requirements vary based on education and work experience. Employers may require candidates to have certification in cardiopulmonary resuscitation (CPR) or basic life support (BLS). Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Compassion. Psychiatric technicians and aides spend much of their > [[< Previous->29-2053-HowToBecomeOne-3]] > [[Next >->29-2053-HowToBecomeOne-5]] > [[Close->29-2053-Detailed]]

time interacting with patients who have mental, emotional, or developmental conditions. They must be caring and understanding of their patients. Interpersonal skills. Psychiatric technicians and aides may want to develop a rapport with patients in order to properly care for them. They also must be able to work well as part of a medical team. Observational skills. Psychiatric technicians and aides must watch patients closely and be sensitive to changes in behavior. For their safety and that of their patients, they must recognize signs of discomfort or trouble among patients. Patience. > [[< Previous->29-2053-HowToBecomeOne-4]] > [[Next >->29-2053-HowToBecomeOne-6]] > [[Close->29-2053-Detailed]]

Working with people who have mental, emotional, or developmental conditions may be challenging. Psychiatric technicians and aides must be able to stay calm in stressful situations. Physical stamina. Psychiatric technicians and aides must lift, move, and sometimes restrain patients. They also spend much of their time standing. > [[< Previous->29-2053-HowToBecomeOne-5]] > [[Close->29-2053-Detailed]]

# Job Outlook Overall employment of psychiatric technicians and aides is projected to grow 16 percent from 2024 to 2034, much faster than the average for all occupations. About 21,200 openings for psychiatric technicians and aides are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of psychiatric technicians and aides varies by occupation (see table). Because psychiatric technicians are directly involved > [[Next >->29-2053-JobOutlook-2]] > [[Close->29-2053-Detailed]]

with day-to-day patient care, they will increasingly be needed to treat the growing number of people who have mental illness or substance use disorders. Demand for psychiatric aides is expected to be limited as organizations increasingly rely on psychiatric technicians to provide care. > [[< Previous->29-2053-JobOutlook-1]] > [[Close->29-2053-Detailed]]

# What Surgical Assistants and Technologists Do Surgical assistants and technologists help with surgical operations. Surgical assistants, also called surgical first assistants, help surgeons with tasks such as making incisions, placing clamps, and closing surgical sites. Surgical technologists, also called operating room technicians, prepare operating rooms, arrange equipment, and help doctors and first assistants during surgeries. ### Duties Surgical technologists typically do the following: - Prepare operating rooms for surgery - Sterilize equipment and make sure that there are adequate supplies for surgery > [[Next >->29-2055-WhatTheyDo-2]] > [[Close->29-2055-Detailed]]

- Ready patients for surgery, such as by washing and disinfecting incision sites - Help surgeons during surgery by passing them instruments and other sterile supplies - Count supplies, such as surgical instruments, to ensure that no foreign objects are retained in patients > [[< Previous->29-2055-WhatTheyDo-1]] > [[Next >->29-2055-WhatTheyDo-3]] > [[Close->29-2055-Detailed]]

- Maintain a sterile environment to prevent patient infection Before an operation, surgical technologists prepare the operating room by setting up surgical instruments and equipment. They prepare sterile solutions and medications used in surgery and check that all surgical equipment is working properly. Surgical technologists also bring patients to the operating room and get them ready for surgery by positioning them on the table, covering them with sterile drapes, and washing and disinfecting incision sites. And they help the surgical team put on sterile gowns. During an operation, > [[< Previous->29-2055-WhatTheyDo-2]] > [[Next >->29-2055-WhatTheyDo-4]] > [[Close->29-2055-Detailed]]

surgical technologists pass the sterile instruments and supplies to surgeons and first assistants. They might hold retractors, hold internal organs in place during the procedure, or set up robotic surgical equipment. Technologists also may handle specimens taken for laboratory analysis. After the operation is complete, surgical technologists may apply bandages and other dressings to the incision site. They may also transfer patients to recovery rooms and restock operating rooms after a procedure. Surgical assistants have a hands-on role, directly assisting surgeons during a procedure. For > [[< Previous->29-2055-WhatTheyDo-3]] > [[Next >->29-2055-WhatTheyDo-5]] > [[Close->29-2055-Detailed]]

example, they may help to suction the incision site or suture a wound. Surgical assistants and technologists work as members of a healthcare team alongside physicians and surgeons, registered nurses, and other healthcare workers. > [[< Previous->29-2055-WhatTheyDo-4]] > [[Close->29-2055-Detailed]]

# Work Environment ### Work Environment Most surgical assistants and technologists work in hospitals. They spend much of their time on their feet. > [[Close->29-2055-Detailed]]

# How to Become a Surgical Assistant or Technologist Surgical assistants and technologists typically need a certificate or an associate's degree. Employers may require or prefer that workers have certification. Some states regulate these workers. ### Education Surgical assistants and technologists typically need a certificate or associate's degree from an accredited program. Many community colleges and vocational schools, as well as some universities and hospitals, offer accredited surgical technology or surgical assisting programs. Surgical assistants may complete a formal education program in surgical assisting. Others may work as surgical > [[Next >->29-2055-HowToBecomeOne-2]] > [[Close->29-2055-Detailed]]

technologists and receive additional on-the-job training to become first assistants. Surgical technology education includes courses such as anatomy, microbiology, and physiology. These workers also learn about the care and safety of patients, sterilization techniques, how to set up technical or robotic equipment, and preventing and controlling infections. In addition to classroom study, students gain hands-on experience in supervised clinical settings. ### Licenses, Certifications, and Registrations Certification may be beneficial for finding a job, and some employers may require it. > [[< Previous->29-2055-HowToBecomeOne-1]] > [[Next >->29-2055-HowToBecomeOne-3]] > [[Close->29-2055-Detailed]]

Surgical assistants and technologists may earn certification through credentialing organizations. Certification typically requires completing an accredited formal education program or military training program and passing an exam. In addition, many jobs require that surgical assistants and technologists become certified in CPR or basic life support (BLS), or both. Information on certifications is available from CareerOneStop. Some states have regulations governing the work of surgical assistants and technologists. For more information, contact your state licensing agency. ### Important > [[< Previous->29-2055-HowToBecomeOne-2]] > [[Next >->29-2055-HowToBecomeOne-4]] > [[Close->29-2055-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication. To prevent infections or other complications, surgical assistants and technologists must relay any issues that arise during surgery to the other members of the healthcare team. Detail oriented. Surgical assistants and technologists must pay close attention to their work. For example, surgical technologists need to provide the correct sterile equipment for surgeons during an > [[< Previous->29-2055-HowToBecomeOne-3]] > [[Next >->29-2055-HowToBecomeOne-5]] > [[Close->29-2055-Detailed]]

operation. Dexterity. Surgical assistants and technologists should be comfortable working with their hands. They must provide needed equipment quickly. Integrity. Because they are trusted to help during surgical procedures, surgical assistants and technologists must be ethical and honest. Listening skills. Responding to requests from surgeons and others on the surgical team requires the ability to listen to and understand spoken directions. Physical stamina. Surgical assistants and technologists should be comfortable standing for extended periods. Stress-management skills. Working in an > [[< Previous->29-2055-HowToBecomeOne-4]] > [[Next >->29-2055-HowToBecomeOne-6]] > [[Close->29-2055-Detailed]]

operating room can be stressful. Surgical assistants and technologists should work well under pressure. ### Advancement Surgical assistants and technologists may choose to advance to other healthcare occupations, such as registered nurse. Advancement to other healthcare occupations usually requires additional education, training, and/or certifications or licenses. A technologist may also choose to become a postsecondary teacher of health specialties. > [[< Previous->29-2055-HowToBecomeOne-5]] > [[Close->29-2055-Detailed]]

# Pay The median annual wage for surgical assistants was $60,290 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,540, and the highest 10 percent earned more than $102,390. The median annual wage for surgical technologists was $62,830 in May 2024. The lowest 10 percent earned less than $43,290, and the highest 10 percent earned more than $90,700. In May 2024, the median annual wages for surgical assistants in the top industries in which they worked were as > [[Next >->29-2055-Pay-2]] > [[Close->29-2055-Detailed]]

follows: In May 2024, the median annual wages for surgical technologists in the top industries in which they worked were as follows: Most surgical assistants and technologists work full time. Surgical assistants and technologists employed in hospitals may work or be on call during nights, weekends, and holidays. They may also be required to work shifts lasting longer than 8 hours. > [[< Previous->29-2055-Pay-1]] > [[Close->29-2055-Detailed]]

# Job Outlook Overall employment of surgical assistants and technologists is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 8,700 openings for surgical assistants and technologists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The aging population is expected to increase the demand for surgical procedures, which should result in a greater need for surgical assistants and > [[Next >->29-2055-JobOutlook-2]] > [[Close->29-2055-Detailed]]

technologists. A rise in the number of surgeries among all age groups also is expected to support job growth. Heightened demand for these workers is expected in outpatient settings, such as ambulatory surgery centers. These facilities are seeing an increase in the number of surgeries because of advances in medical technology and changes in insurers' policies. > [[< Previous->29-2055-JobOutlook-1]] > [[Close->29-2055-Detailed]]

# What Veterinary Technologists and Technicians Do Veterinary technologists and technicians, supervised by licensed veterinarians, do medical tests that help diagnose animals' injuries and illnesses. ### Duties Veterinary technologists and technicians typically do the following: - Observe the behavior and condition of animals - Provide nursing care or emergency first aid to recovering or injured animals - Bathe animals, clip nails or claws, and brush or cut animals' hair - Restrain animals during exams or procedures - Administer anesthesia to animals and monitor their responses > [[Next >->29-2056-WhatTheyDo-2]] > [[Close->29-2056-Detailed]]

- Take x rays and collect and perform laboratory tests, such as urinalyses and blood counts - Prepare animals and instruments for surgery - Administer medications, vaccines, and treatments prescribed by a veterinarian > [[< Previous->29-2056-WhatTheyDo-1]] > [[Next >->29-2056-WhatTheyDo-3]] > [[Close->29-2056-Detailed]]

- Collect and record animals' case histories In addition to helping veterinarians during animal exams, veterinary technologists and technicians do a variety of clinical, care, and laboratory tasks. Veterinary technologists and technicians who work in research-related jobs ensure that animals are handled carefully and are treated humanely. They may help veterinarians or scientists on research projects in areas such as biomedical research, disaster preparedness, and food safety. Typically working with small-animal practitioners who care for cats and dogs, veterinary technologists and > [[< Previous->29-2056-WhatTheyDo-2]] > [[Next >->29-2056-WhatTheyDo-4]] > [[Close->29-2056-Detailed]]

technicians also may have tasks that involve mice, cattle, or other animals. Veterinary technologists and technicians may specialize in a particular discipline, such as dentistry, anesthesia, emergency and critical care, and zoological medicine. Veterinary technologists typically work in more advanced research-related jobs, usually under the guidance of a scientist or veterinarian. Some technologists work in private clinical practices. Working primarily in a laboratory setting, they may administer medications; prepare tissue samples for examination; or record an animal's genealogy, weight, > [[< Previous->29-2056-WhatTheyDo-3]] > [[Next >->29-2056-WhatTheyDo-5]] > [[Close->29-2056-Detailed]]

diet, and signs of pain. Veterinary technicians generally work in private clinical practices under the guidance of a licensed veterinarian. Technicians may do laboratory tests, such as a urinalysis, and help veterinarians conduct a variety of other diagnostic tests. Although they do some of their work in a laboratory, technicians also talk with animal owners. For example, they explain a pet's condition or how to administer medication prescribed by a veterinarian. > [[< Previous->29-2056-WhatTheyDo-4]] > [[Close->29-2056-Detailed]]

# Work Environment ### Work Environment Veterinary technologists and technicians work in private clinics, laboratories, and animal hospitals. Their jobs may be physically or emotionally demanding. Many work evenings, weekends, or holidays. > [[Close->29-2056-Detailed]]

# How to Become a Veterinary Technologist or Technician Veterinary technologists and technicians must complete a postsecondary program in veterinary technology. Technologists usually need a 4-year bachelor's degree, and technicians need a 2-year associate's degree. Typically, both technologists and technicians must pass a credentialing exam to become registered, licensed, or certified, depending on the requirements of the state in which they work. ### Education Veterinary technologists usually have a 4-year bachelor's degree in veterinary technology. Veterinary technicians usually have a 2-year associate's degree in a veterinary technology > [[Next >->29-2056-HowToBecomeOne-2]] > [[Close->29-2056-Detailed]]

program. Most of these programs offer a 2-year associate's degree for veterinary technicians; others offer a 4-year bachelor's degree for veterinary technologists. People interested in becoming a veterinary technologist or technician can prepare by taking biology and other science courses in high school. ### Licenses, Certifications, and Registrations Although each state regulates veterinary technologists and technicians differently, most states require technologists and technicians to pass an exam. Information on certifications is available from CareerOneStop. ### Important Qualities The > [[< Previous->29-2056-HowToBecomeOne-1]] > [[Next >->29-2056-HowToBecomeOne-3]] > [[Close->29-2056-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Veterinary technologists and technicians communicate with supervisors, other staff, and animal owners. A growing number of technicians counsel pet owners on animal behavior and nutrition. Compassion. Veterinary technologists and technicians must treat animals with kindness and must be sensitive when dealing with the owners of sick pets. Detail oriented. Veterinary technologists and technicians > [[< Previous->29-2056-HowToBecomeOne-2]] > [[Next >->29-2056-HowToBecomeOne-4]] > [[Close->29-2056-Detailed]]

must pay attention to detail. They must be precise when recording information, performing diagnostic tests, and administering medication. Manual dexterity. Veterinary technologists and technicians must handle animals, medical instruments, and laboratory equipment with care. They need a steady hand for intricate tasks such as doing dental work, giving anesthesia, and taking x rays. Physical strength. Veterinary technologists and technicians need to be able to manage and lift animals. > [[< Previous->29-2056-HowToBecomeOne-3]] > [[Close->29-2056-Detailed]]

# Pay The median annual wage for veterinary technologists and technicians was $45,980 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $32,120, and the highest 10 percent earned more than $60,880. In May 2024, the median annual wages for veterinary technologists and technicians in the top industries in which they worked were as follows: Veterinary technologists and technicians working in research positions often earn more than those in other fields. Veterinary > [[Next >->29-2056-Pay-2]] > [[Close->29-2056-Detailed]]

technologists and technicians may have to work evenings, weekends, or holidays. > [[< Previous->29-2056-Pay-1]] > [[Close->29-2056-Detailed]]

# Job Outlook Employment of veterinary technologists and technicians is projected to grow 9 percent from 2024 to 2034, much faster than the average for all occupations. About 14,300 openings for veterinary technologists and technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As the number of households with pets and spending on pets continue to rise, strong demand is expected for veterinary technologists and > [[Next >->29-2056-JobOutlook-2]] > [[Close->29-2056-Detailed]]

technicians. Increased treatment options is also projected to contribute to rising demand for these workers over the projections decade. > [[< Previous->29-2056-JobOutlook-1]] > [[Close->29-2056-Detailed]]

# What Health Information Technologists and Medical Registrars Do Health information technologists and medical registrars advise organizations on computerized healthcare systems and analyze clinical data. ### Duties Health information technologists and medical registrars typically do the following: - Help to determine requirements for computerized healthcare systems - Evaluate and support implementation of health information systems - Organize and update information in clinical databases or registries - Compile data and generate reports, such as for disease registry or treatment - Track patient outcomes for quality assessment > [[Next >->29-9021-WhatTheyDo-2]] > [[Close->29-9021-Detailed]]

- Validate the integrity of patient data > [[< Previous->29-9021-WhatTheyDo-1]] > [[Next >->29-9021-WhatTheyDo-3]] > [[Close->29-9021-Detailed]]

- Ensure privacy, security, and confidentiality of patients' health information Health information technologists and medical registrars help to design and develop electronic healthcare systems. They abstract, collect, and analyze clinical data related to medical treatment, followup, and results. Their work supports the delivery and improvement of patient care. Health information technologists apply their knowledge of information technology (IT) and healthcare concepts in a variety of ways. Some specialize in the electronic health records systems used for storing and retrieving patient data, > [[< Previous->29-9021-WhatTheyDo-2]] > [[Next >->29-9021-WhatTheyDo-4]] > [[Close->29-9021-Detailed]]

which may include implementing the systems and educating staff on their use. Others analyze healthcare data for a range of purposes, such as for research or to evaluate programs and services. Medical registrars create and maintain databases of information, such as those used to track a particular disease or condition. For example, cancer registrars collect and analyze information for facility, regional, and national databases of cancer patients. They review patients' records and pathology reports to verify completeness and accuracy; assign classification codes to represent the diagnosis and > [[< Previous->29-9021-WhatTheyDo-3]] > [[Next >->29-9021-WhatTheyDo-5]] > [[Close->29-9021-Detailed]]

treatment of cancers and benign tumors; and track treatment, survival, and recovery. For information about workers who compile, process, and maintain patient files, see the profile for medical records specialists. > [[< Previous->29-9021-WhatTheyDo-4]] > [[Close->29-9021-Detailed]]

# Work Environment ### Work Environment Health information technologists and medical registrars usually work in an office setting and may spend many hours at a computer. Most work full time. > [[Close->29-9021-Detailed]]

# How to Become a Health Information Technologist or Medical Registrar Education requirements for health information technologists and medical registrars vary. Some workers typically need an associate's degree; others may need a bachelor's or higher degree. Certification may be required or preferred. ### Education Health information technologists and medical registrars typically need at least an associate's degree to enter the occupation. Some positions require a bachelor's or master's degree. High school students interested in becoming a health information technologist or medical registrar may benefit from taking classes that include anatomy and physiology, > [[Next >->29-9021-HowToBecomeOne-2]] > [[Close->29-9021-Detailed]]

biology, computer science, and math. A degree may be in health information management or another healthcare and related field or in nonmedical subjects, such as computer and information technology. Programs may include courses in medical terminology, health data requirements, medical ethics, and classification and coding systems. ### Licenses, Certifications, and Registrations Employers may prefer to hire health information technologists and medical registrars who have certification, or they may expect applicants to earn certification after being hired. Credentials for a variety of > [[< Previous->29-9021-HowToBecomeOne-1]] > [[Next >->29-9021-HowToBecomeOne-3]] > [[Close->29-9021-Detailed]]

specializations are available from professional organizations. Individuals may hold multiple certifications. Certification often requires completion of a formal education program and experience, along with passing an exam. Information on certifications is available from CareerOneStop. ### Advancement Health information technologists and medical registrars sometimes advance to become medical and health services managers. Employers may require that workers seeking to advance have a higher level certification or a bachelor's or master's degree in health information management or a related > [[< Previous->29-9021-HowToBecomeOne-2]] > [[Next >->29-9021-HowToBecomeOne-4]] > [[Close->29-9021-Detailed]]

field. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Health information technologists and medical registrars must be able to interpret data and use their findings to suggest improvements. Detail oriented. To ensure accuracy, health information technologists and medical registrars need to be precise when working with clinical data. Integrity. Health information technologists and medical registrars must exercise > [[< Previous->29-9021-HowToBecomeOne-3]] > [[Next >->29-9021-HowToBecomeOne-5]] > [[Close->29-9021-Detailed]]

discretion and act ethically when working with patient data to protect patient confidentiality, as required by law. Interpersonal skills. Health information technologists and medical registrars must collaborate with other members of the healthcare team. Problem-solving skills. These workers must be able to identify and address issues related to the use of healthcare information systems. > [[< Previous->29-9021-HowToBecomeOne-4]] > [[Close->29-9021-Detailed]]

# Pay The median annual wage for health information technologists and medical registrars was $67,310 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,120, and the highest 10 percent earned more than $112,130. In May 2024, the median annual wages for health information technologists and medical registrars in the top industries in which they worked were as follows: Most health information technologists and medical registrars work full time. > [[Close->29-9021-Detailed]]

# Job Outlook Employment of health information technologists and medical registrars is projected to grow 15 percent from 2024 to 2034, much faster than the average for all occupations. About 3,200 openings for health information technologists and medical registrars are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The volume of electronic health information generated by healthcare providers and patients continues to grow. As > [[Next >->29-9021-JobOutlook-2]] > [[Close->29-9021-Detailed]]

a result, more health information technologists will be needed to analyze these vast quantities of data and offer insight to help make informed decisions. Similarly, the increasing availability of medical data will contribute to more demand for medical registrars to update clinical registries, abstract relevant details, and convert data into meaningful information. Organizations will continue to rely on these workers for insight into improving the quality of care, to control costs, and for other purposes. > [[< Previous->29-9021-JobOutlook-1]] > [[Close->29-9021-Detailed]]

- Ready patients for surgery, such as by washing and disinfecting incision sites - Help surgeons during surgery by passing them instruments and other sterile supplies - Count supplies, such as surgical instruments, to ensure that no foreign objects are retained in patients > [[< Previous->29-9093-WhatTheyDo-1]] > [[Next >->29-9093-WhatTheyDo-3]] > [[Close->29-9093-Detailed]]

- Maintain a sterile environment to prevent patient infection Before an operation, surgical technologists prepare the operating room by setting up surgical instruments and equipment. They prepare sterile solutions and medications used in surgery and check that all surgical equipment is working properly. Surgical technologists also bring patients to the operating room and get them ready for surgery by positioning them on the table, covering them with sterile drapes, and washing and disinfecting incision sites. And they help the surgical team put on sterile gowns. During an operation, > [[< Previous->29-9093-WhatTheyDo-2]] > [[Next >->29-9093-WhatTheyDo-4]] > [[Close->29-9093-Detailed]]

surgical technologists pass the sterile instruments and supplies to surgeons and first assistants. They might hold retractors, hold internal organs in place during the procedure, or set up robotic surgical equipment. Technologists also may handle specimens taken for laboratory analysis. After the operation is complete, surgical technologists may apply bandages and other dressings to the incision site. They may also transfer patients to recovery rooms and restock operating rooms after a procedure. Surgical assistants have a hands-on role, directly assisting surgeons during a procedure. For > [[< Previous->29-9093-WhatTheyDo-3]] > [[Next >->29-9093-WhatTheyDo-5]] > [[Close->29-9093-Detailed]]

# Work Environment ### Work Environment Most surgical assistants and technologists work in hospitals. They spend much of their time on their feet. > [[Close->29-9093-Detailed]]

# How to Become a Surgical Assistant or Technologist Surgical assistants and technologists typically need a certificate or an associate's degree. Employers may require or prefer that workers have certification. Some states regulate these workers. ### Education Surgical assistants and technologists typically need a certificate or associate's degree from an accredited program. Many community colleges and vocational schools, as well as some universities and hospitals, offer accredited surgical technology or surgical assisting programs. Surgical assistants may complete a formal education program in surgical assisting. Others may work as surgical > [[Next >->29-9093-HowToBecomeOne-2]] > [[Close->29-9093-Detailed]]

technologists and receive additional on-the-job training to become first assistants. Surgical technology education includes courses such as anatomy, microbiology, and physiology. These workers also learn about the care and safety of patients, sterilization techniques, how to set up technical or robotic equipment, and preventing and controlling infections. In addition to classroom study, students gain hands-on experience in supervised clinical settings. ### Licenses, Certifications, and Registrations Certification may be beneficial for finding a job, and some employers may require it. > [[< Previous->29-9093-HowToBecomeOne-1]] > [[Next >->29-9093-HowToBecomeOne-3]] > [[Close->29-9093-Detailed]]

Surgical assistants and technologists may earn certification through credentialing organizations. Certification typically requires completing an accredited formal education program or military training program and passing an exam. In addition, many jobs require that surgical assistants and technologists become certified in CPR or basic life support (BLS), or both. Information on certifications is available from CareerOneStop. Some states have regulations governing the work of surgical assistants and technologists. For more information, contact your state licensing agency. ### Important > [[< Previous->29-9093-HowToBecomeOne-2]] > [[Next >->29-9093-HowToBecomeOne-4]] > [[Close->29-9093-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication. To prevent infections or other complications, surgical assistants and technologists must relay any issues that arise during surgery to the other members of the healthcare team. Detail oriented. Surgical assistants and technologists must pay close attention to their work. For example, surgical technologists need to provide the correct sterile equipment for surgeons during an > [[< Previous->29-9093-HowToBecomeOne-3]] > [[Next >->29-9093-HowToBecomeOne-5]] > [[Close->29-9093-Detailed]]

operation. Dexterity. Surgical assistants and technologists should be comfortable working with their hands. They must provide needed equipment quickly. Integrity. Because they are trusted to help during surgical procedures, surgical assistants and technologists must be ethical and honest. Listening skills. Responding to requests from surgeons and others on the surgical team requires the ability to listen to and understand spoken directions. Physical stamina. Surgical assistants and technologists should be comfortable standing for extended periods. Stress-management skills. Working in an > [[< Previous->29-9093-HowToBecomeOne-4]] > [[Next >->29-9093-HowToBecomeOne-6]] > [[Close->29-9093-Detailed]]

operating room can be stressful. Surgical assistants and technologists should work well under pressure. ### Advancement Surgical assistants and technologists may choose to advance to other healthcare occupations, such as registered nurse. Advancement to other healthcare occupations usually requires additional education, training, and/or certifications or licenses. A technologist may also choose to become a postsecondary teacher of health specialties. > [[< Previous->29-9093-HowToBecomeOne-5]] > [[Close->29-9093-Detailed]]

# What Veterinary Assistants and Laboratory Animal Caretakers Do Veterinary assistants and laboratory animal caretakers handle routine animal care and help scientists, veterinarians, and veterinary technologists and technicians with their daily tasks. ### Duties Veterinary assistants and laboratory animal caretakers typically do the following: - Feed, bathe, and exercise animals - Clean and disinfect cages, kennels, and examination and operating rooms - Restrain animals during examination and laboratory procedures - Maintain and sterilize surgical instruments and equipment - Monitor and care for animals after surgery > [[Next >->31-9096-WhatTheyDo-2]] > [[Close->31-9096-Detailed]]

- Help provide emergency first aid to sick and injured animals - Give medication or immunizations that veterinarians prescribe > [[< Previous->31-9096-WhatTheyDo-1]] > [[Next >->31-9096-WhatTheyDo-3]] > [[Close->31-9096-Detailed]]

- Assist in collecting blood, urine, and tissue samples Veterinary assistants and laboratory animal caretakers also provide nursing care before surgery and other medical procedures. They may prepare equipment and pass surgical instruments and materials to veterinarians during surgery. They also move animals during testing and other procedures. Veterinary assistants typically help veterinarians and veterinary technologists and technicians treat injuries and illnesses of animals. Laboratory animal caretakers' daily tasks include feeding animals, cleaning kennels, and monitoring animals. > [[< Previous->31-9096-WhatTheyDo-2]] > [[Close->31-9096-Detailed]]

# Work Environment ### Work Environment Veterinary assistants and laboratory animal caretakers work mainly in clinics, animal hospitals, and research laboratories. Their work may be physically and emotionally demanding. > [[Close->31-9096-Detailed]]

# How to Become a Veterinary Assistant or Laboratory Animal Caretaker Most veterinary assistants and laboratory animal caretakers have a high school diploma or equivalent and learn the occupation on the job. Experience working with or being around animals may be helpful for jobseekers. ### Education Most workers entering the occupation have a high school diploma or equivalent. ### Training Most veterinary assistants and laboratory animal caretakers receive short-term on-the-job training. ### Licenses, Certifications, and Registrations Although certification is not mandatory, it allows workers to demonstrate competency in animal husbandry, health and welfare, > [[Next >->31-9096-HowToBecomeOne-2]] > [[Close->31-9096-Detailed]]

and facility administration. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Veterinary assistants and laboratory animal caretakers communicate with pet owners, veterinarians, veterinary technologists and technicians, and other assistants. They need to be able to explain instructions, procedures, and other information clearly and > [[< Previous->31-9096-HowToBecomeOne-1]] > [[Next >->31-9096-HowToBecomeOne-3]] > [[Close->31-9096-Detailed]]

effectively. Compassion. Veterinary assistants and laboratory animal caretakers must treat animals with kindness and show compassion to both the animals and their owners. Detail oriented. Veterinary assistants and laboratory animal caretakers must follow instructions exactly as directed. For example, they must be precise when sterilizing surgical equipment, monitoring animals, and giving medication. Manual dexterity. Veterinary assistants and laboratory animal caretakers must be adept in both handling animals and using medical instruments and laboratory equipment. Physical strength. > [[< Previous->31-9096-HowToBecomeOne-2]] > [[Next >->31-9096-HowToBecomeOne-4]] > [[Close->31-9096-Detailed]]

Veterinary assistants and laboratory animal caretakers must be strong enough to handle, move, and restrain animals. > [[< Previous->31-9096-HowToBecomeOne-3]] > [[Close->31-9096-Detailed]]

# Pay The median annual wage for veterinary assistants and laboratory animal caretakers was $37,320 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $29,160, and the highest 10 percent earned more than $48,150. In May 2024, the median annual wages for veterinary assistants and laboratory animal caretakers in the top industries in which they worked were as follows: Some veterinary assistants and laboratory animal caretakers work part time. Veterinary assistants and > [[Next >->31-9096-Pay-2]] > [[Close->31-9096-Detailed]]

laboratory animal caretakers may work nights, weekends, or holidays. > [[< Previous->31-9096-Pay-1]] > [[Close->31-9096-Detailed]]

# Job Outlook Employment of veterinary assistants and laboratory animal caretakers is projected to grow 9 percent from 2024 to 2034, much faster than the average for all occupations. About 22,200 openings for veterinary assistants and laboratory animal caretakers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Increases in consumers' pet-related spending are expected to drive employment in the veterinary services industry, > [[Next >->31-9096-JobOutlook-2]] > [[Close->31-9096-Detailed]]

which employs most veterinary assistants and laboratory animal caretakers. In clinics and other veterinary service establishments, assistants help veterinarians and veterinary technicians and technologists with various procedures. Demand for veterinary assistants is projected to be strong as the demand for these procedures increases. Also, laboratory animals will continue to be needed as part of the scientific research process to help ensure the safety and efficacy of new medical, surgical, and pharmacological techniques. This is expected to create demand for laboratory animal caretakers. > [[< Previous->31-9096-JobOutlook-1]] > [[Close->31-9096-Detailed]]

- Write reports on what they observed while on duty Guards and officers must stay alert, watching for anything unusual. In an emergency, they are required to contact police, fire, or ambulance services. Some security guards carry firearms. Security guards work wherever people and assets need to be protected. Responsibilities vary by employer. In offices and factories, for example, security guards protect workers and equipment and check the credentials of people and vehicles entering and leaving the premises. In retail stores, guards protect people, merchandise, money, and equipment. They > [[< Previous->33-9032-WhatTheyDo-1]] > [[Next >->33-9032-WhatTheyDo-3]] > [[Close->33-9032-Detailed]]

may work with undercover store detectives to prevent theft by customers and employees, detain shoplifting suspects until the police arrive, and patrol parking lots. Gambling surveillance officers work in freestanding casinos and other facilities that have designated areas for gambling, such as hotels, video gaming terminals, and riverboats. They typically work from an observation room within the gaming facility. Security guards, also called security officers, protect property, enforce rules on the property, and deter criminal activity. Some guards are assigned a stationary position from > [[< Previous->33-9032-WhatTheyDo-2]] > [[Next >->33-9032-WhatTheyDo-4]] > [[Close->33-9032-Detailed]]

occupation. However, some security guards and gambling surveillance officers study in degree fields such as security and protective service or social science. ### Training Although most employers provide instruction for newly hired security guards and surveillance officers, the amount of training varies. Most security guards learn their job in a few weeks, but gambling surveillance officers and investigators may need several months. Employer-provided training typically covers emergency procedures, crime prevention, and proper communication. Many states recommend that security guards receive > [[< Previous->33-9032-HowToBecomeOne-1]] > [[Next >->33-9032-HowToBecomeOne-3]] > [[Close->33-9032-Detailed]]

about 8 hours of pre-assignment training, 8 to 16 hours of on-the-job training, and 8 hours of annual training. Instruction may include protection, public relations, report writing, deterring crises, first aid, and other specialized training related to the security guard's assignment. Training is more rigorous for armed guards because they require weapons training. Armed guards may be tested periodically in the use of firearms. Gambling surveillance officers and investigators receive training in topics such as the rules of casino games, gaming regulations, identifying cheating techniques, > [[< Previous->33-9032-HowToBecomeOne-2]] > [[Next >->33-9032-HowToBecomeOne-4]] > [[Close->33-9032-Detailed]]

and the proper use of video and radio equipment. Drug testing may be required both as a condition of employment and randomly during employment. ### Work experience in a related occupation To enter the occupation, gambling surveillance officers and investigators typically need work experience in casinos or with video monitoring technology. Candidates sometimes gain video monitoring experience by working as a security guard. ### Licenses, Certifications, and Registrations Most states require that security guards be licensed by the state in which they work. Although licensing requirements > [[< Previous->33-9032-HowToBecomeOne-3]] > [[Next >->33-9032-HowToBecomeOne-5]] > [[Close->33-9032-Detailed]]

vary by state, basic qualifications for candidates are as follows: - Be at least 18 years old - Pass a background check > [[< Previous->33-9032-HowToBecomeOne-4]] > [[Next >->33-9032-HowToBecomeOne-6]] > [[Close->33-9032-Detailed]]

- Complete training Guards who carry weapons usually must be licensed by the appropriate government authority. Positions for armed guards have more stringent background checks and entry requirements than do those for unarmed guards. Most states require rigorous hiring and screening programs, including background, criminal record, and fingerprint checks, for armed guards. Some states and gaming facilities require a minimum age of 21 to work in a casino. Some jobs may also require a driver's license. ### Important Qualities The following are examples of qualities that are important for > [[< Previous->33-9032-HowToBecomeOne-5]] > [[Next >->33-9032-HowToBecomeOne-7]] > [[Close->33-9032-Detailed]]

these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Security guards and surveillance officers must communicate effectively with others, even in stressful situations. Interpersonal skills. Security guards often regularly interact with the public; in addition, they must be able to handle and deescalate confrontational situations. Observation skills. Security guards and surveillance officers must be alert and aware of their surroundings, and be able to quickly recognize anything out of the > [[< Previous->33-9032-HowToBecomeOne-6]] > [[Next >->33-9032-HowToBecomeOne-8]] > [[Close->33-9032-Detailed]]

- Arrest people suspected of committing crimes - Collect and secure evidence from crime scenes - Observe the activities of suspects - Write detailed reports and fill out forms > [[< Previous->33-3052-WhatTheyDo-1]] > [[Next >->33-3052-WhatTheyDo-3]] > [[Close->33-3052-Detailed]]

- Prepare cases for legal proceedings and testify in court Job duties differ by employer and function, but police and detectives are required by law to write detailed reports and keep meticulous records. Most carry law enforcement equipment such as radios, handcuffs, and guns. The following are examples of types of police and detectives: Detectives and criminal investigators are uniformed or plainclothes officers who gather facts and collect evidence related to criminal cases. They conduct interviews, examine records, monitor suspects, and participate in raids and arrests. Detectives > [[< Previous->33-3052-WhatTheyDo-2]] > [[Next >->33-3052-WhatTheyDo-4]] > [[Close->33-3052-Detailed]]

typically investigate serious crimes, such as assaults, robberies, and homicides. In large police departments, detectives usually specialize in investigating one type of crime, such as homicide or fraud. They are typically assigned cases on a rotating basis and work on them until an arrest and trial are completed or until the case is dropped. Federal Bureau of Investigation (FBI) agents, sometimes called special agents, investigate and pursue criminal cases that violate federal law. FBI agents are responsible for crimes against public agencies, such as Medicare fraud, or that cross state > [[< Previous->33-3052-WhatTheyDo-3]] > [[Next >->33-3052-WhatTheyDo-5]] > [[Close->33-3052-Detailed]]

lines. In addition, federal agents may join or take over investigations of certain types of state cases, such as those related to prescription drugs or large sums of money. Fish and game wardens enforce fishing, hunting, and boating laws. They patrol fishing and hunting areas, conduct search and rescue operations, investigate complaints and accidents, and educate the public about laws pertaining to the outdoors. Federal fish and game wardens are often referred to as Federal Wildlife Officers. Police and sheriff's patrol officers are the most common type of police and detectives, and they > [[< Previous->33-3052-WhatTheyDo-4]] > [[Next >->33-3052-WhatTheyDo-6]] > [[Close->33-3052-Detailed]]

have general law enforcement duties. They wear uniforms that allow the public to easily recognize them as police officers. They have regular patrols and also respond to emergency and nonemergency calls. During patrols, officers observe people and activities to ensure order and safety. Some police officers work only on a specific type of crime, such as narcotics. Officers, especially those working in large departments, may work in special units, such as mounted (horseback), motorcycle, or special weapons and tactics (SWAT). Typically, officers must work as patrol officers for a certain number > [[< Previous->33-3052-WhatTheyDo-5]] > [[Next >->33-3052-WhatTheyDo-7]] > [[Close->33-3052-Detailed]]

# How to Become a Police Officer or Detective The education typically required to enter the occupation ranges from a high school diploma to a college degree. Most police and detectives must graduate from their agency's training academy before completing a period of on-the-job training. Other requirements vary, but candidates usually must be at least 21 years old and able to meet rigorous physical and personal qualifications. A felony conviction or drug use may disqualify a candidate. ### Education Police and detective applicants must have at least a high school diploma or equivalent, although some federal agencies and police departments > [[Next >->33-3052-HowToBecomeOne-2]] > [[Close->33-3052-Detailed]]

may require that applicants have completed college coursework or a college degree. Many community colleges and 4-year colleges and universities offer programs in law enforcement and criminal justice. Knowledge of a foreign language is an asset in many federal agencies and geographical regions. Fish and game wardens typically need a bachelor's degree; desirable fields of study include wildlife science, biology, or natural resources. Federal Wildlife Officers and some state-level fish and game wardens typically do not need a bachelor's degree. Federal agencies such as the Federal Bureau of > [[< Previous->33-3052-HowToBecomeOne-1]] > [[Next >->33-3052-HowToBecomeOne-3]] > [[Close->33-3052-Detailed]]

Investigation may require prospective detectives and investigators to have a bachelor's degree. Many applicants for entry-level police jobs have completed some college coursework, and a significant number are college graduates. Common fields of degree include security and protective service and social science. ### Training Candidates for law enforcement appointment usually attend a training academy before becoming an officer. Training includes classroom instruction in state and local laws and constitutional law, civil rights, and police ethics. Recruits also receive training and supervised > [[< Previous->33-3052-HowToBecomeOne-2]] > [[Next >->33-3052-HowToBecomeOne-4]] > [[Close->33-3052-Detailed]]

experience in subjects such as patrol, traffic control, firearm use, self-defense, first aid, and emergency response. Federal law enforcement agents undergo extensive training, usually at the U.S. Marine Corps base in Quantico, Virginia, or at a Federal Law Enforcement Training Center. ### Work Experience in a Related Occupation Because they need experience in law enforcement, detectives typically begin their careers as police officers. FBI special agent applicants must have at least 2 years of full-time work experience, or 1 year of experience plus an advanced degree (master's or > [[< Previous->33-3052-HowToBecomeOne-3]] > [[Next >->33-3052-HowToBecomeOne-5]] > [[Close->33-3052-Detailed]]

higher). ### Other Experience Some police departments have cadet programs for people interested in a career in law enforcement who do not yet meet age requirements for becoming an officer. These cadets do clerical work and attend classes until they reach the minimum age requirement and can apply for a position with the regular force. Military or police experience may be considered beneficial for prospective cadets. Cadet candidates usually must be at least 18 years old, have a driver's license, and meet specific physical qualifications. Applicants may have to pass physical exams of vision, > [[< Previous->33-3052-HowToBecomeOne-4]] > [[Next >->33-3052-HowToBecomeOne-6]] > [[Close->33-3052-Detailed]]

hearing, strength, and agility, as well as written exams. Candidates typically go through a series of interviews and may be asked to take polygraph (lie detector) and drug tests. A felony conviction may disqualify a candidate. Most states and local jurisdictions require candidates to be U.S. citizens, but some do not. Federal officers must be U.S. citizens. ### Advancement Police officers usually become eligible for promotion after a probationary period. Promotions to corporal, sergeant, lieutenant, and captain usually are made according to scores on a written examination and on-the-job > [[< Previous->33-3052-HowToBecomeOne-5]] > [[Next >->33-3052-HowToBecomeOne-7]] > [[Close->33-3052-Detailed]]

performance. In large departments, an officer may be promoted to detective or to specialize in one type of police work, such as working with juveniles. Along with exam and performance scores, a bachelor's degree may be required for advancement to positions of lieutenant or higher rank. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Police and detectives must be able to speak with people and to express details in > [[< Previous->33-3052-HowToBecomeOne-6]] > [[Next >->33-3052-HowToBecomeOne-8]] > [[Close->33-3052-Detailed]]

writing about an incident. Empathy. Police officers need to understand the perspectives of a variety of people in their jurisdiction and be willing to help the public. Good judgment. Police and detectives must be able to determine the best way to solve an array of problems. Leadership skills. Police officers must be comfortable with being a highly visible member of their community, as the public looks to them for help in emergencies. Perceptiveness. Officers, detectives, and fish and game wardens must be able to anticipate people's reactions and understand why they act a certain > [[< Previous->33-3052-HowToBecomeOne-7]] > [[Next >->33-3052-HowToBecomeOne-9]] > [[Close->33-3052-Detailed]]

way. Physical stamina. Officers and detectives must be in good physical shape, both to pass required tests for entry into the field and to keep up with the daily rigors of the job. Physical strength. Police officers must be strong enough to physically apprehend suspects and to assist people in precarious situations. > [[< Previous->33-3052-HowToBecomeOne-8]] > [[Close->33-3052-Detailed]]

- Cook, handle, and store food or ingredients Cooks usually work under the direction of chefs, head cooks, or food service managers. Large restaurants and food service establishments often have multiple menus and large kitchen staffs. Teams of restaurant cooks, sometimes called assistant cooks or line cooks, work at assigned stations equipped with the stoves, grills, pans, and ingredients they need to prepare food. Job titles often reflect the principal ingredient cooks prepare or the type of cooking they do, such as fry cook or grill cook. Cooks use a variety of kitchen equipment, > [[< Previous->35-2019-WhatTheyDo-1]] > [[Next >->35-2019-WhatTheyDo-3]] > [[Close->35-2019-Detailed]]

including broilers, grills, slicers, grinders, and blenders. Cooks' responsibilities vary depending on the type of food service establishment, the size of the facility, and the level of service offered. However, in all establishments, they follow sanitation procedures when handling food. For example, they store food and ingredients at the correct temperatures to prevent bacterial growth. The following are examples of types of cooks: Fast food cooks prepare a limited selection of menu items in fast-food restaurants. They cook and package food, such as hamburgers and fried chicken, to be > [[< Previous->35-2019-WhatTheyDo-2]] > [[Next >->35-2019-WhatTheyDo-4]] > [[Close->35-2019-Detailed]]

kept warm until served. For more information about workers who prepare and serve items in fast-food restaurants, see the profiles on food preparation workers and food and beverage serving and related workers. Institution and cafeteria cooks work in the kitchens of schools, cafeterias, businesses, hospitals, and other establishments. They typically prepare a large quantity of entrees, vegetables, and desserts according to preset menus. However, they sometimes customize meals, such as for diners' dietary considerations. Private household cooks, sometimes called personal chefs, plan and > [[< Previous->35-2019-WhatTheyDo-3]] > [[Next >->35-2019-WhatTheyDo-5]] > [[Close->35-2019-Detailed]]

prepare meals in private homes, according to the client's tastes and dietary needs. They pick up groceries and supplies, clean the kitchen, and wash dishes and utensils. They also may cater parties, holiday meals, luncheons, and other events. Private household cooks typically work full-time for one client, although many are self-employed or employed by an agency, regularly preparing meals for multiple clients. Restaurant cooks prepare a variety of dishes, usually by individual order, in eating establishments. Some restaurant cooks order supplies and help maintain the stock room. Short order > [[< Previous->35-2019-WhatTheyDo-4]] > [[Next >->35-2019-WhatTheyDo-6]] > [[Close->35-2019-Detailed]]

years, and applicants may be required to have a high school diploma or equivalent. Depending on the type and length of the program, graduates generally qualify for entry-level positions as a restaurant cook. ### Training Cooks typically learn their skills on the job. The length of on-the-job training varies for different types of cooks. Trainees generally first learn kitchen basics and workplace safety and then learn how to handle and cook food. Some cooks learn through an apprenticeship program. Culinary institutes, industry associations, and trade unions may sponsor such programs for > [[< Previous->35-2019-HowToBecomeOne-1]] > [[Next >->35-2019-HowToBecomeOne-3]] > [[Close->35-2019-Detailed]]

cooks. Apprentices complete courses in food sanitation and safety, basic knife skills, and equipment operation. They also learn practical cooking skills under the supervision of an experienced chef. The length of apprenticeship programs vary but typically last about 1 year. Minimum qualifications for entering an apprenticeship program typically include being at least 17 years old and having a high school diploma or equivalent. Some hotels and restaurants offer their own training programs. ### Licenses, Certifications, and Registrations Many states do not require certification for cooks. > [[< Previous->35-2019-HowToBecomeOne-2]] > [[Next >->35-2019-HowToBecomeOne-4]] > [[Close->35-2019-Detailed]]

Some states and localities require cooks to have a food handler's certification. For more information, contact your state or local licensing board. Other types of professional certification may lead to higher level or higher paying positions. Information on these certifications is available from CareerOneStop. ### Work Experience in a Related Occupation Many cooks, particularly those who work in restaurants and private households, learn their skills through work-related experience. Starting as a kitchen helper or food preparation worker allows cooks to learn basic skills, which may lead to > [[< Previous->35-2019-HowToBecomeOne-3]] > [[Next >->35-2019-HowToBecomeOne-5]] > [[Close->35-2019-Detailed]]

opportunities to gain experience in assistant cook or line cook positions. Some work under the guidance of more experienced cooks. ### Advancement Advancement opportunities for cooks often depend on training, work experience, and the ability to prepare complex dishes. Those interested in advancing should learn new cooking skills and take on increasing responsibility, such as supervising kitchen staff in the absence of a chef. Some cooks train or supervise kitchen staff, and some become head cooks, chefs, or food service managers. ### Important Qualities The following are examples of > [[< Previous->35-2019-HowToBecomeOne-4]] > [[Next >->35-2019-HowToBecomeOne-6]] > [[Close->35-2019-Detailed]]

qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Attention to detail. Cooks need to listen carefully to orders and follow recipes to prepare dishes correctly. Dexterity. Cooks should have excellent hand–eye coordination. For example, they need to use proper knife techniques for cutting, chopping, and dicing. Physical stamina. Cooks spend a lot of time standing in one place, cooking food over hot stoves, and cleaning work areas. Sense of taste and smell. Cooks must have a keen sense > [[< Previous->35-2019-HowToBecomeOne-5]] > [[Next >->35-2019-HowToBecomeOne-7]] > [[Close->35-2019-Detailed]]

of taste and smell to prepare meals that customers enjoy. > [[< Previous->35-2019-HowToBecomeOne-6]] > [[Close->35-2019-Detailed]]

eat out, buy takeout meals, or have food delivered. New restaurants, cafeterias, and catering services are expected to open, requiring more cooks to prepare meals for this increased consumer demand. In addition, consumers continue to prefer healthy foods in restaurants, grocery stores, and other dining venues. To prepare high-quality meals at these places, many managers and chefs will require experienced cooks. Employment of some cooks is projected to decline, however. For example, reduced demand for fast food cooks is expected because of automated systems, employment of workers who both > [[< Previous->35-2019-JobOutlook-1]] > [[Next >->35-2019-JobOutlook-3]] > [[Close->35-2019-Detailed]]

prepare and serve food, and other efforts to streamline operations. > [[< Previous->35-2019-JobOutlook-2]] > [[Close->35-2019-Detailed]]

# What Waiters and Waitresses Do Waiters and waitresses take orders and serve food and beverages to customers in dining establishments. ### Duties Waiters and waitresses typically do the following: - Greet customers, explain daily specials, and answer questions related to the menu - Take orders from customers for food and beverages - Relay food and beverage orders to the kitchen, such as via a point-of-sale system - Prepare certain menu items, such as assembling garnishes or brewing coffee - Carry trays of food or drinks from the kitchen to the dining tables > [[Next >->35-3031-WhatTheyDo-2]] > [[Close->35-3031-Detailed]]

- Check on customers to confirm satisfaction and assist with other requests - Clear tables after customers finish dining, or as needed - Prepare customers' itemized checks, take payment, and return change > [[< Previous->35-3031-WhatTheyDo-1]] > [[Next >->35-3031-WhatTheyDo-3]] > [[Close->35-3031-Detailed]]

- Set up dining areas and stock service areas Waiters and waitresses, also called servers, ensure that customers have a satisfying dining experience. Specific duties vary with the establishment in which they work. Before and between waiting on customers, servers usually prepare tables and work stations. Tasks may include refilling containers, such as napkin holders, salt and pepper shakers, and condiment dispensers; keeping tables from becoming overcrowded; and tidying the serving area and dining room. Servers also may prepare some foods and nonalcoholic drinks, such as assembling salads, > [[< Previous->35-3031-WhatTheyDo-2]] > [[Next >->35-3031-WhatTheyDo-4]] > [[Close->35-3031-Detailed]]

brewing coffee, and portioning desserts. In fine-dining restaurants, they may set tables with linens, eating utensils, and glassware. Food service duties include taking customers' orders, placing those orders with the kitchen, and delivering food and drinks to the table. Servers attend to customers throughout the meal and collect payment at the end. In restaurants that do not employ bus staff, servers often are responsible for cleaning tables after customers finish dining. In establishments that sell alcohol, servers verify that customers meet the age requirement for its purchase. Servers > [[< Previous->35-3031-WhatTheyDo-3]] > [[Next >->35-3031-WhatTheyDo-5]] > [[Close->35-3031-Detailed]]

may meet with managers and chefs before each shift to discuss topics such as the menu or specials, ingredients for potential food allergies, and coordination between the kitchen and dining room. They may have cleaning duties, such as vacuuming carpet and emptying trash, at the end of the shift. > [[< Previous->35-3031-WhatTheyDo-4]] > [[Close->35-3031-Detailed]]

# Work Environment ### Work Environment Waiters and waitresses work in restaurants, bars, hotels, and other food-serving and drinking establishments. Part-time work is common, and schedules may vary to include early mornings, late evenings, weekends, and holidays. > [[Close->35-3031-Detailed]]

# How to Become a Waiter or Waitress Waiters and waitresses typically do not need formal education or related work experience to enter the occupation. They typically learn through on-the-job training that lasts 1 month or less. Most states require workers who serve alcoholic beverages to be at least 18 years old, but some states require servers to be older. Waiters and waitresses who serve alcohol must be familiar with state and local laws concerning the sale of alcoholic beverages. ### Education Typically, no formal education is required to become a waiter or waitress. However, some employers require or prefer that workers > [[Next >->35-3031-HowToBecomeOne-2]] > [[Close->35-3031-Detailed]]

have a high school diploma. ### Training Waiters and waitresses typically learn through short-term on-the-job-training, usually lasting from several days to a few weeks. Trainees typically work with an experienced waiter or waitress, who teaches them basic serving techniques. On-the-job training helps new workers learn serving techniques and use of the restaurant's order-placement, payment, and other systems. Training also prepares waiters and waitresses to properly handle difficult situations and unpleasant or unruly customers. Training for waiters and waitresses in establishments that > [[< Previous->35-3031-HowToBecomeOne-1]] > [[Next >->35-3031-HowToBecomeOne-3]] > [[Close->35-3031-Detailed]]

serve alcohol typically involves learning state and local laws concerning the sale of alcoholic beverages. Some states, counties, and cities mandate the training, which typically lasts a few hours and may be offered online or in-house. Some states require that servers take training related to the safe handling of food. ### Advancement Waiters and waitresses who have experience may advance to work in fine-dining restaurants. Advancement may offer improved conditions, such as preferred schedules or higher tips. ### Important Qualities The following are examples of qualities that are > [[< Previous->35-3031-HowToBecomeOne-2]] > [[Next >->35-3031-HowToBecomeOne-4]] > [[Close->35-3031-Detailed]]

important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Waiters and waitresses must listen to customers, ask questions as needed, and relay information to the kitchen staff so that orders are prepared to the customers' satisfaction. Customer-service skills. Waiters and waitresses are frontline workers for their restaurant. They should be friendly and polite and be able to develop a rapport with customers. Detail oriented. Waiters and waitresses must record customers' orders accurately. They > [[< Previous->35-3031-HowToBecomeOne-3]] > [[Next >->35-3031-HowToBecomeOne-5]] > [[Close->35-3031-Detailed]]

should be able to recall the details of each order and match the food or drink orders to the correct customers. Physical stamina. Waiters and waitresses spend most of their work hours standing or walking and carrying trays, dishes, and drinks. Physical strength. Waiters and waitresses need to be able to lift and carry trays of food or other items. > [[< Previous->35-3031-HowToBecomeOne-4]] > [[Close->35-3031-Detailed]]

# Pay The median hourly wage for waiters and waitresses was $16.23 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $8.89, and the highest 10 percent earned more than $30.06. In May 2024, the median hourly wages for waiters and waitresses in the top industries in which they worked were as follows: These wage data include tips. Tipped employees earn at least the federal minimum wage, which may be paid as a combination of direct wages and tips, depending on the state. The > [[Next >->35-3031-Pay-2]] > [[Close->35-3031-Detailed]]

Wage and Hour Division of the U.S. Department of Labor maintains a website listing minimum wages for tipped employees, by state, although some localities have enacted minimum wages higher than their state requires. Part-time work is common for waiters and waitresses. Schedules may vary to include early mornings, late evenings, weekends, and holidays. In establishments that offer seasonal employment, waiters and waitresses may be employed for only a few months each year. > [[< Previous->35-3031-Pay-1]] > [[Close->35-3031-Detailed]]

# Job Outlook Employment of waiters and waitresses is projected to grow 1 percent from 2024 to 2034, decline. About 456,700 openings for waiters and waitresses are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Many establishments will continue to use waiters and waitresses to serve food and beverages and to provide customer service. However, reduced need for these workers is expected due to increases in the use of > [[Next >->35-3031-JobOutlook-2]] > [[Close->35-3031-Detailed]]

self-service technology, such as kiosks that allow customers to order and pay for food, and in carryout. > [[< Previous->35-3031-JobOutlook-1]] > [[Close->35-3031-Detailed]]

- Monitor and maintain plant health Grounds maintenance workers do a variety of tasks to achieve pleasant and functional environments. They care for outdoor grounds of businesses, homes, parks, and other spaces and for indoor plants in hotels, malls, botanical gardens, and other commercial and public facilities. They generally work under the direction of a landscaping, lawn service, or groundskeeping supervisor. Depending on their specific tasks, grounds maintenance workers may use a variety of handheld tools (such as such as garden shears, spray applicators, and shovels) and power > [[< Previous->37-3013-WhatTheyDo-1]] > [[Next >->37-3013-WhatTheyDo-3]] > [[Close->37-3013-Detailed]]

equipment (including lawnmowers, chain saws, and backhoes). The following are examples of types of grounds maintenance workers: Landscaping workers plant flowers, shrubs, trees, and other vegetation to create new outdoor spaces or to upgrade existing ones. They also trim, fertilize, mulch, and water plants. Some grade and install lawns or construct hardscapes such as walkways, patios, and decks. Others help install lighting or sprinkler systems. Landscaping workers attend to a variety of commercial and residential settings, such as apartment buildings, homes, hotels and motels, office > [[< Previous->37-3013-WhatTheyDo-2]] > [[Next >->37-3013-WhatTheyDo-4]] > [[Close->37-3013-Detailed]]

buildings, and shopping malls. Groundskeeping workers, also called groundskeepers, focus on property upkeep. Their duties include maintaining plants and trees, raking and mulching leaves, and laying sod. They also care for ornamental features, such as fountains, planters, and benches; clear snow and debris from walkways and parking lots; and tend to groundskeeping equipment. They work on many of the same settings that landscaping workers do, as well as on athletic fields, cemeteries, and other lands that need maintenance. Groundskeeping workers who care for athletic fields keep natural and > [[< Previous->37-3013-WhatTheyDo-3]] > [[Next >->37-3013-WhatTheyDo-5]] > [[Close->37-3013-Detailed]]

artificial turf in top condition, mark boundaries, and may paint turf with team logos and names before events. They regularly mow, water, fertilize, and aerate natural fields and ensure that the underlying soil drains properly. They also vacuum and disinfect artificial turf to prevent growth of harmful bacteria and replace worn turf or cushioning periodically. In parks and recreation facilities, groundskeepers care for lawns, trees, and shrubs. They also maintain playgrounds; clean buildings and inspect, repair, and paint them as needed; and keep parking lots, picnic areas, and other spaces > [[< Previous->37-3013-WhatTheyDo-4]] > [[Next >->37-3013-WhatTheyDo-6]] > [[Close->37-3013-Detailed]]

free of litter. They may erect and dismantle snow fences and maintain swimming pools. Some groundskeepers specialize in caring for cemeteries and memorial gardens. They dig graves to specified depths. They mow grass regularly, apply fertilizers and other chemicals, prune shrubs and trees, plant flowers, and remove debris from graves. Greenskeepers maintain golf courses. Although similar overall to that of groundskeepers, their work on turf maintenance may be more complex. They also periodically relocate holes on putting greens and maintain canopies, benches, and tee markers along the > [[< Previous->37-3013-WhatTheyDo-5]] > [[Next >->37-3013-WhatTheyDo-7]] > [[Close->37-3013-Detailed]]

course. Pesticide handlers, sprayers, and applicators apply herbicides, fungicides, and insecticides to plants or soil to prevent or control weeds, insects, and diseases. They inspect lawns for problems and apply chemical or other treatments to stimulate growth and prevent or control threats to cultivated plants. Tree trimmers and pruners, also called arborists, cut away dead or excess branches from trees or shrubs to clear utility lines, roads, sidewalks, and other areas. Some specialize in diagnosing and treating tree diseases. Others specialize in pruning, trimming, and shaping > [[< Previous->37-3013-WhatTheyDo-6]] > [[Next >->37-3013-WhatTheyDo-8]] > [[Close->37-3013-Detailed]]

ornamental trees and shrubs. > [[< Previous->37-3013-WhatTheyDo-7]] > [[Close->37-3013-Detailed]]

workers who apply pesticides. Licensing for workers who handle fertilizers varies by state. Obtaining a license usually involves passing a test on the proper use and disposal of insecticides, herbicides, and fungicides. Check with your state's licensing official for more information. Although professional certification is not required, it demonstrates competency and reliability for prospective clients and employers. Information on certifications is available from CareerOneStop. ### Training Grounds maintenance workers typically need 1 month or less of on-the-job training to learn the skills > [[< Previous->37-3013-HowToBecomeOne-1]] > [[Next >->37-3013-HowToBecomeOne-3]] > [[Close->37-3013-Detailed]]

they need, including how to plant and maintain areas and how to use mowers, trimmers, leaf blowers, small tractors, and other equipment. Pesticide sprayers, handlers, and applicators may need additional training that lasts up to 1 year. Large institutional employers such as golf courses, university campuses, and municipalities may supplement on-the-job training with instruction in horticulture, arboriculture, urban forestry, insect and disease diagnosis, tree climbing, or small-engine repair. ### Advancement Grounds maintenance workers who have other qualifications, such as formal education > [[< Previous->37-3013-HowToBecomeOne-2]] > [[Next >->37-3013-HowToBecomeOne-4]] > [[Close->37-3013-Detailed]]

or several years of related experience, may become crew leaders or advance into other supervisory positions. Some workers use their experience to start their own business, such as a landscaping company. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Tree trimmers and pruners and other grounds maintenance workers must be comfortable working high off the ground when cutting tree limbs and > [[< Previous->37-3013-HowToBecomeOne-3]] > [[Next >->37-3013-HowToBecomeOne-5]] > [[Close->37-3013-Detailed]]

branches. Communication skills. Grounds maintenance workers must be able to convey information and instructions to clients, customers, and supervisors. Dexterity. Grounds maintenance workers must have good eye, foot, and hand coordination when using dangerous or heavy equipment such as backhoes, mowers, and tractors. Physical stamina. Grounds maintenance workers must be able to do strenuous labor for long periods of time, occasionally in extreme heat or cold. Physical strength. These workers may need to be able to lift heavy equipment or supplies. Self-motivated. Because they often work > [[< Previous->37-3013-HowToBecomeOne-4]] > [[Next >->37-3013-HowToBecomeOne-6]] > [[Close->37-3013-Detailed]]

- Monitor and maintain plant health Grounds maintenance workers do a variety of tasks to achieve pleasant and functional environments. They care for outdoor grounds of businesses, homes, parks, and other spaces and for indoor plants in hotels, malls, botanical gardens, and other commercial and public facilities. They generally work under the direction of a landscaping, lawn service, or groundskeeping supervisor. Depending on their specific tasks, grounds maintenance workers may use a variety of handheld tools (such as such as garden shears, spray applicators, and shovels) and power > [[< Previous->37-3019-WhatTheyDo-1]] > [[Next >->37-3019-WhatTheyDo-3]] > [[Close->37-3019-Detailed]]

equipment (including lawnmowers, chain saws, and backhoes). The following are examples of types of grounds maintenance workers: Landscaping workers plant flowers, shrubs, trees, and other vegetation to create new outdoor spaces or to upgrade existing ones. They also trim, fertilize, mulch, and water plants. Some grade and install lawns or construct hardscapes such as walkways, patios, and decks. Others help install lighting or sprinkler systems. Landscaping workers attend to a variety of commercial and residential settings, such as apartment buildings, homes, hotels and motels, office > [[< Previous->37-3019-WhatTheyDo-2]] > [[Next >->37-3019-WhatTheyDo-4]] > [[Close->37-3019-Detailed]]

buildings, and shopping malls. Groundskeeping workers, also called groundskeepers, focus on property upkeep. Their duties include maintaining plants and trees, raking and mulching leaves, and laying sod. They also care for ornamental features, such as fountains, planters, and benches; clear snow and debris from walkways and parking lots; and tend to groundskeeping equipment. They work on many of the same settings that landscaping workers do, as well as on athletic fields, cemeteries, and other lands that need maintenance. Groundskeeping workers who care for athletic fields keep natural and > [[< Previous->37-3019-WhatTheyDo-3]] > [[Next >->37-3019-WhatTheyDo-5]] > [[Close->37-3019-Detailed]]

artificial turf in top condition, mark boundaries, and may paint turf with team logos and names before events. They regularly mow, water, fertilize, and aerate natural fields and ensure that the underlying soil drains properly. They also vacuum and disinfect artificial turf to prevent growth of harmful bacteria and replace worn turf or cushioning periodically. In parks and recreation facilities, groundskeepers care for lawns, trees, and shrubs. They also maintain playgrounds; clean buildings and inspect, repair, and paint them as needed; and keep parking lots, picnic areas, and other spaces > [[< Previous->37-3019-WhatTheyDo-4]] > [[Next >->37-3019-WhatTheyDo-6]] > [[Close->37-3019-Detailed]]

free of litter. They may erect and dismantle snow fences and maintain swimming pools. Some groundskeepers specialize in caring for cemeteries and memorial gardens. They dig graves to specified depths. They mow grass regularly, apply fertilizers and other chemicals, prune shrubs and trees, plant flowers, and remove debris from graves. Greenskeepers maintain golf courses. Although similar overall to that of groundskeepers, their work on turf maintenance may be more complex. They also periodically relocate holes on putting greens and maintain canopies, benches, and tee markers along the > [[< Previous->37-3019-WhatTheyDo-5]] > [[Next >->37-3019-WhatTheyDo-7]] > [[Close->37-3019-Detailed]]

course. Pesticide handlers, sprayers, and applicators apply herbicides, fungicides, and insecticides to plants or soil to prevent or control weeds, insects, and diseases. They inspect lawns for problems and apply chemical or other treatments to stimulate growth and prevent or control threats to cultivated plants. Tree trimmers and pruners, also called arborists, cut away dead or excess branches from trees or shrubs to clear utility lines, roads, sidewalks, and other areas. Some specialize in diagnosing and treating tree diseases. Others specialize in pruning, trimming, and shaping > [[< Previous->37-3019-WhatTheyDo-6]] > [[Next >->37-3019-WhatTheyDo-8]] > [[Close->37-3019-Detailed]]

ornamental trees and shrubs. > [[< Previous->37-3019-WhatTheyDo-7]] > [[Close->37-3019-Detailed]]

workers who apply pesticides. Licensing for workers who handle fertilizers varies by state. Obtaining a license usually involves passing a test on the proper use and disposal of insecticides, herbicides, and fungicides. Check with your state's licensing official for more information. Although professional certification is not required, it demonstrates competency and reliability for prospective clients and employers. Information on certifications is available from CareerOneStop. ### Training Grounds maintenance workers typically need 1 month or less of on-the-job training to learn the skills > [[< Previous->37-3019-HowToBecomeOne-1]] > [[Next >->37-3019-HowToBecomeOne-3]] > [[Close->37-3019-Detailed]]

they need, including how to plant and maintain areas and how to use mowers, trimmers, leaf blowers, small tractors, and other equipment. Pesticide sprayers, handlers, and applicators may need additional training that lasts up to 1 year. Large institutional employers such as golf courses, university campuses, and municipalities may supplement on-the-job training with instruction in horticulture, arboriculture, urban forestry, insect and disease diagnosis, tree climbing, or small-engine repair. ### Advancement Grounds maintenance workers who have other qualifications, such as formal education > [[< Previous->37-3019-HowToBecomeOne-2]] > [[Next >->37-3019-HowToBecomeOne-4]] > [[Close->37-3019-Detailed]]

or several years of related experience, may become crew leaders or advance into other supervisory positions. Some workers use their experience to start their own business, such as a landscaping company. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Tree trimmers and pruners and other grounds maintenance workers must be comfortable working high off the ground when cutting tree limbs and > [[< Previous->37-3019-HowToBecomeOne-3]] > [[Next >->37-3019-HowToBecomeOne-5]] > [[Close->37-3019-Detailed]]

branches. Communication skills. Grounds maintenance workers must be able to convey information and instructions to clients, customers, and supervisors. Dexterity. Grounds maintenance workers must have good eye, foot, and hand coordination when using dangerous or heavy equipment such as backhoes, mowers, and tractors. Physical stamina. Grounds maintenance workers must be able to do strenuous labor for long periods of time, occasionally in extreme heat or cold. Physical strength. These workers may need to be able to lift heavy equipment or supplies. Self-motivated. Because they often work > [[< Previous->37-3019-HowToBecomeOne-4]] > [[Next >->37-3019-HowToBecomeOne-6]] > [[Close->37-3019-Detailed]]

# What Gambling Services Workers Do Gambling services workers serve customers in gambling establishments, such as casinos or racetracks. Some workers tend slot machines or deal cards. Others take bets or pay out winnings. Still others supervise or manage gambling workers and operations. ### Duties Gambling services workers typically do the following: - Interact with customers and make sure that they have a pleasant experience - Monitor customers for violations of gambling rules or the establishment's policies - Inform their supervisor or a security employee of any irregularities they see > [[Next >->39-3019-WhatTheyDo-2]] > [[Close->39-3019-Detailed]]

- Enforce safety rules and report hazards > [[< Previous->39-3019-WhatTheyDo-1]] > [[Next >->39-3019-WhatTheyDo-3]] > [[Close->39-3019-Detailed]]

- Explain to customers how to play the games The following are examples of types of gambling services workers: First-line supervisors of gambling services workers directly monitor and coordinate the activities of workers in assigned gambling areas. They move within their assigned areas make sure that everything is running smoothly and that all areas are properly staffed. Table games supervisors (also called floor supervisors) oversee gambling dealers, table games, and players. Slot supervisors oversee activities of the slot department. Gambling and sports book writers and runners handle > [[< Previous->39-3019-WhatTheyDo-2]] > [[Next >->39-3019-WhatTheyDo-4]] > [[Close->39-3019-Detailed]]

bets on sporting events and take and record bets for customers. In addition, they help run games such as bingo and keno. They verify tickets and pay out winning tickets, and some runners collect winning tickets from customers. Gambling dealers operate table games such as blackjack, craps, and roulette. They control the pace and action of the game, announcing each player's move to the rest of the table and letting players know when it is their turn. They inspect cards or dice, pay off winning bets, and collect on winning bets. Dealers are often required to work at least two games, usually > [[< Previous->39-3019-WhatTheyDo-3]] > [[Next >->39-3019-WhatTheyDo-5]] > [[Close->39-3019-Detailed]]

blackjack or craps. Gambling managers, who also may be casino managers, plan, coordinate, or direct operations in a gambling establishment. They may create house rules, such as for betting limits, and address customer complaints about service. Gambling managers also hire and train new employees. For information on gambling cage workers, see the profile on financial clerks. For information on gambling surveillance officers and gambling investigators, see the profile on security guards and gambling surveillance officers. > [[< Previous->39-3019-WhatTheyDo-4]] > [[Close->39-3019-Detailed]]

# How to Become a Gambling Services Worker Gambling jobs typically require a high school diploma or equivalent to enter. Some employers require gambling managers to have a college degree. ### Education Gambling dealers, gambling supervisors, and gambling and sports book writers and runners typically need a high school diploma or equivalent. Educational requirements for gambling managers differ by establishment. Some require a high school diploma or equivalent, while others require gambling managers to have some college or a degree. Those who pursue a degree may choose to study casino management, hotel management, or hospitality, in > [[Next >->39-3019-HowToBecomeOne-2]] > [[Close->39-3019-Detailed]]

addition to taking courses in business. ### Training Individual casinos or other gambling establishments have their own training requirements. New gambling dealers may be sent to gambling school for a few weeks to learn a table game, such as blackjack or craps. These schools teach the game's rules and procedures, as well as state and local laws and regulations related to it. Although gambling school is primarily for new employees, some experienced dealers go to gambling school if they want to be trained in a new game. Completing gambling school before being hired may increase a prospective > [[< Previous->39-3019-HowToBecomeOne-1]] > [[Next >->39-3019-HowToBecomeOne-3]] > [[Close->39-3019-Detailed]]

dealer's chances of being hired, but it does not guarantee a job. Employers usually audition prospective dealers for open positions to assess their personal qualities. Gambling and sports book writers and runners usually do not have to go to gambling school. They typically are trained in less than 1 month. The employer provides instruction on state and local laws and regulations related to the game, as well the particulars of their job, such as keno calling. ### Licenses, Certifications, and Registrations Gambling services workers must be licensed by a state regulatory agency, such as a > [[< Previous->39-3019-HowToBecomeOne-2]] > [[Next >->39-3019-HowToBecomeOne-4]] > [[Close->39-3019-Detailed]]

state casino control board or gambling commission. Licensing requirements for supervisory or managerial positions may differ from those for gambling dealers, gambling and sports book writers and runners, and all other gambling workers. However, all candidates for a license must provide photo identification and pay a fee. Typically, they also must pass an extensive background check and drug test. Failure to pass the background check may prevent candidates from getting a job or a gambling license. Age requirements also vary by state. For specific licensing requirements, visit the state's > [[< Previous->39-3019-HowToBecomeOne-3]] > [[Next >->39-3019-HowToBecomeOne-5]] > [[Close->39-3019-Detailed]]

gambling commission website. ### Work Experience in a Related Occupation Gambling supervisors and gambling managers usually have several years of experience working in a casino or other gambling establishment. Gambling managers often have experience as a dealer or in the customer outreach department. Slot supervisors and table games supervisors usually have experience working in the activities of their respective areas. Some also have worked in entry-level marketing or customer-service positions. ### Advancement Often, gambling managers are promoted from positions as slot supervisors or > [[< Previous->39-3019-HowToBecomeOne-4]] > [[Next >->39-3019-HowToBecomeOne-6]] > [[Close->39-3019-Detailed]]

table games supervisors. They also may be moved from a management job in another part of the establishment, such as hospitality, after learning about the establishment's operations through an internship or on-the-job training. Gambling dealers may advance to become gambling supervisors and, eventually, managers. A slot supervisor or table games supervisor may also advance to become a gambling manager. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills > [[< Previous->39-3019-HowToBecomeOne-5]] > [[Next >->39-3019-HowToBecomeOne-7]] > [[Close->39-3019-Detailed]]

data page. Communication skills. Gambling services workers must explain the rules of the game to customers and answer their questions. Misunderstandings can cost a customer money and damage the establishment's reputation. Customer-service skills. Gambling jobs involve interaction with customers. The success or failure of a gambling establishment depends on how customers view the experience, making customer service important for all of these occupations. Leadership skills. Gambling managers and supervisors oversee other gambling services workers and must guide them in doing their jobs and > [[< Previous->39-3019-HowToBecomeOne-6]] > [[Next >->39-3019-HowToBecomeOne-8]] > [[Close->39-3019-Detailed]]

developing their skills. Math skills. Because they may deal with large amounts of money, gambling services workers must be good at math. Organizational skills. Gambling managers and supervisors should have an orderly system in place to handle administrative and other tasks for overseeing gambling services workers. Patience. All gambling services workers must stay composed when they encounter a customer who becomes upset or breaks a rule. They also must stay calm when dealing with equipment failures or malfunctions. > [[< Previous->39-3019-HowToBecomeOne-7]] > [[Close->39-3019-Detailed]]

work nights, weekends, and holidays, which are typically the busiest times for casinos. Most work full time, although part-time work is common. > [[< Previous->39-3019-Pay-1]] > [[Close->39-3019-Detailed]]

# Job Outlook Overall employment of gambling services workers is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 21,800 openings for gambling services workers are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Projected employment of gambling services workers varies by occupation (see table). The growth of online gambling may limit employment for some of these workers, including gambling and > [[Next >->39-3019-JobOutlook-2]] > [[Close->39-3019-Detailed]]

sports book writers and runners. Although some online gambling is linked to physical locations, online-only gambling sites do not require the same mix of employees. In addition, online betting is a largely automated process, and therefore fewer workers are needed to facilitate online wagers than in-person betting. Demand for some gambling services workers is expected to be driven by the increasing popularity of gambling establishments. Additionally, the few states currently without commercial gambling establishments may allow new casinos to be built over the next decade in an effort to bring > [[< Previous->39-3019-JobOutlook-1]] > [[Next >->39-3019-JobOutlook-3]] > [[Close->39-3019-Detailed]]

in more tax revenue. However, if more states approve expansions in the number of physical and online gambling establishments, the competition for customers will increase. Establishments that fail to keep or attract customers may close, thereby negating some of the jobs created. > [[< Previous->39-3019-JobOutlook-2]] > [[Close->39-3019-Detailed]]

# What Funeral Service Workers Do Funeral service workers organize and manage the details of a ceremony honoring a deceased person. ### Duties Funeral service workers typically do the following: - Offer counsel and comfort to families and friends of the deceased - Provide information on funeral service options - Arrange for removal of the deceased's body - Prepare the remains (the deceased's body) for the funeral > [[Next >->39-4031-WhatTheyDo-2]] > [[Close->39-4031-Detailed]]

- File death certificates and other legal documents with appropriate authorities Funeral service workers help to determine the locations, dates, and times of visitations (wakes), funerals or memorial services, burials, and cremations. They handle other details as well, such as helping the family decide whether the body should be buried, entombed, or cremated. This decision is critical because funeral practices vary among cultures and religions. Most funeral service workers attend to the administrative aspects of a person's death, including submitting papers to state officials to receive a > [[< Previous->39-4031-WhatTheyDo-1]] > [[Next >->39-4031-WhatTheyDo-3]] > [[Close->39-4031-Detailed]]

death certificate. They also may help resolve insurance claims, apply for funeral benefits, or notify the Social Security Administration or the U.S. Department of Veterans Affairs of the death. Many funeral service workers help clients who wish to plan their own funerals in advance, to ensure that their needs are met and to ease the planning burden on surviving family members. Funeral service workers also may provide information and resources, such as support groups, to help grieving friends and family. The following are examples of types of funeral service workers: Funeral home managers > [[< Previous->39-4031-WhatTheyDo-2]] > [[Next >->39-4031-WhatTheyDo-4]] > [[Close->39-4031-Detailed]]

oversee the general operations of a funeral home business. They perform a variety of duties, such as planning and allocating the resources of the funeral home, managing staff, and handling marketing and public relations. Morticians and funeral arrangers (also known as funeral directors or, historically, undertakers) plan the details of a funeral. They often prepare obituaries and arrange for pallbearers and clergy services. If a burial is chosen, they schedule the opening and closing of a grave with a representative of the cemetery. If cremation is chosen, they coordinate the process with > [[< Previous->39-4031-WhatTheyDo-3]] > [[Next >->39-4031-WhatTheyDo-5]] > [[Close->39-4031-Detailed]]

the crematory. (Data covering workers who perform cremations are provided in a separate occupation not covered in detail: crematory operators.) Morticians and funeral arrangers also prepare the sites of all services and provide transportation for the deceased and mourners. In addition, they arrange the shipment of bodies out of state or out of country for final disposition. (Data covering workers who may assist with these tasks are provided in a separate occupation not covered in detail: funeral attendant.) Finally, these workers handle administrative duties. For example, they often apply > [[< Previous->39-4031-WhatTheyDo-4]] > [[Next >->39-4031-WhatTheyDo-6]] > [[Close->39-4031-Detailed]]

for the transfer of any pensions, insurance policies, or annuities on behalf of survivors. Many morticians and funeral arrangers embalm bodies. Embalming is a cosmetic and temporary preservative process through which the body is prepared for a viewing by family and friends of the deceased. (Data covering those who specialize in this work are provided in a separate occupation not covered in detail: embalmers.) > [[< Previous->39-4031-WhatTheyDo-5]] > [[Close->39-4031-Detailed]]

# How to Become a Funeral Service Worker An associate's degree in a funeral service or mortuary science education program is the education typically required to become a funeral service worker. Most employers require applicants to be 21 years old, have at least 2 years of formal postsecondary education, have supervised training, and pass a state licensing exam. ### Education An associate's degree in a funeral service or mortuary science education program is typically required for all funeral service workers to enter the occupation. Courses usually cover topics such as ethics, grief counseling, funeral service, and business law. > [[Next >->39-4031-HowToBecomeOne-2]] > [[Close->39-4031-Detailed]]

Accredited programs also include courses in embalming and restorative techniques. Most accredited funeral service and mortuary science programs offer a 2-year associate's degree at community colleges. Some programs offer a bachelor's degree. Although an associate's degree is typically required, some employers prefer applicants to have a bachelor's degree. Common fields of degree include mortuary science, psychology, and business. High school students can prepare to become a funeral service worker by taking classes in biology, chemistry, business, and public speaking. Students may gain > [[< Previous->39-4031-HowToBecomeOne-1]] > [[Next >->39-4031-HowToBecomeOne-3]] > [[Close->39-4031-Detailed]]

relevant experience working part-time or summer jobs in a funeral home. ### Training Those studying to be morticians and funeral arrangers must complete training, usually lasting 1 to 3 years, under the direction of a licensed funeral director or manager. The training, sometimes called an internship or an apprenticeship, may be completed before, during, or after graduating from a funeral service or mortuary science program and passing a national board exam. ### Licenses, Certifications, and Registrations Most states and Washington, DC, require workers to be licensed. An exception is > [[< Previous->39-4031-HowToBecomeOne-2]] > [[Next >->39-4031-HowToBecomeOne-4]] > [[Close->39-4031-Detailed]]

Colorado, which offers a voluntary certification program. Although licensing laws and examinations vary by state, most applicants must meet the following criteria: - Be 21 years old - Complete an accredited funeral service or mortuary science education program - Pass a state and/or national board exam > [[< Previous->39-4031-HowToBecomeOne-3]] > [[Next >->39-4031-HowToBecomeOne-5]] > [[Close->39-4031-Detailed]]

- Serve an internship lasting 1 to 3 years Working in multiple states requires multiple licenses. For specific requirements, contact each applicable state licensing board. Most states require funeral directors to earn continuing education credits to keep their licenses. Information on state licensing board requirements is available from CareerOneStop. Many states require certification for those who will perform cremations. For specific requirements, contact your state board or the relevant professional organizations. Information on certifications is available from CareerOneStop. ### Work > [[< Previous->39-4031-HowToBecomeOne-4]] > [[Next >->39-4031-HowToBecomeOne-6]] > [[Close->39-4031-Detailed]]

Experience in a Related Occupation Funeral home managers typically have multiple years of experience working as a funeral director or mortician before becoming managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business skills. Knowledge of financial statements and the ability to run a funeral home efficiently and profitably are important for funeral directors and managers. Compassion. Death is a delicate and emotional matter. > [[< Previous->39-4031-HowToBecomeOne-5]] > [[Next >->39-4031-HowToBecomeOne-7]] > [[Close->39-4031-Detailed]]

Funeral service workers must be able to treat clients with care and sympathy in their time of loss. Interpersonal skills. Funeral service workers should have good interpersonal skills. When speaking with families, for example, they must be tactful and able to explain and discuss all matters about services provided. Time-management skills. Funeral service workers must be able to handle numerous tasks for multiple customers, often over a short timeframe. > [[< Previous->39-4031-HowToBecomeOne-6]] > [[Close->39-4031-Detailed]]

# Job Outlook Overall employment of funeral service workers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 5,800 openings for funeral service workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Funeral service workers will be needed to assist the growing number of people prearranging end-of-life services. This demand will be constrained by consumers > [[Next >->39-4031-JobOutlook-2]] > [[Close->39-4031-Detailed]]

increasingly preferring cremation, which costs less and requires fewer workers than do traditional funeral arrangements. However, since most cremations still involve a memorial service or funeral, funeral home managers are expected to be needed to guide families and loved ones through the death care process and to plan end-of-life events. ### > [[< Previous->39-4031-JobOutlook-1]] > [[Close->39-4031-Detailed]]

# What Barbers, Hairstylists, and Cosmetologists Do Barbers, hairstylists, and cosmetologists provide haircutting, hairstyling, and other services related to personal appearance. ### Duties Barbers, hairstylists, and cosmetologists typically do the following: - Inspect and analyze hair, scalp, and skin to recommend services or treatment - Discuss hairstyle options - Shampoo, color, lighten, and condition hair - Chemically change hair texture - Cut, dry, and style hair - Trim facial hair - Receive payments from client > [[Next >->39-5011-WhatTheyDo-2]] > [[Close->39-5011-Detailed]]

- Clean and disinfect all tools and work areas Barbers, hairstylists, and cosmetologists provide hair and other services to enhance clients' appearance. Common tools may include combs and hairbrushes, clippers and scissors, straight razors, blow dryers, and curling and flat irons. They also may keep records of products used and services provided to clients, such as hair color, hair treatment, and clipper setting. Those who operate their own barbershop or salon have managerial duties that may include hiring, supervising, and firing workers. They also may keep business and inventory records, > [[< Previous->39-5011-WhatTheyDo-1]] > [[Next >->39-5011-WhatTheyDo-3]] > [[Close->39-5011-Detailed]]

order supplies, and arrange for advertising. Barbers shampoo, cut, and style hair, mostly for male clients. They also may fit hairpieces, provide facials, trim beards and mustaches, and offer facial and head shaving. Depending on the state in which they work, some barbers are licensed to bleach, color, and highlight hair and to offer permanent-wave services. Hairstylists and cosmetologists offer a wide range of hair services, such as shampooing, cutting, coloring, and styling. They often provide consultation and advise clients on how to care for their hair at home. Some also clean and style > [[< Previous->39-5011-WhatTheyDo-2]] > [[Next >->39-5011-WhatTheyDo-4]] > [[Close->39-5011-Detailed]]

wigs and hairpieces. Hairstylists and cosmetologists also provide facial and scalp treatments, makeup analysis, and skincare and nail services. In addition, some recommend hair care or skincare products. For more information about workers who specialize in skincare treatment or in fingernail and toenail services, see the profiles for skincare specialists or manicurists and pedicurists, respectively. > [[< Previous->39-5011-WhatTheyDo-3]] > [[Close->39-5011-Detailed]]

# Work Environment ### Work Environment Barbers, hairstylists, and cosmetologists work mostly in barbershops or salons. Most are full time, although part-time work is common. Work schedules may vary and often include evenings and weekends. > [[Close->39-5011-Detailed]]

# How to Become a Barber, Hairstylist, or Cosmetologist All states require barbers, hairstylists, and cosmetologists to be licensed. To qualify for a license, candidates typically must graduate from a state-approved barber or cosmetology program and pass an exam. ### Education Barbers, hairstylists, and cosmetologists usually must complete a state-approved barber or cosmetology program. Admission to these programs varies by state, with some requiring a high school diploma or equivalent. Programs typically involve a mix of classroom studies and hands-on training and lead to a certificate or other postsecondary nondegree award. Some states require > [[Next >->39-5011-HowToBecomeOne-2]] > [[Close->39-5011-Detailed]]

health and safety training as part of these programs. Workers may continue to take advanced courses in hairstyling or in other personal appearance services throughout their careers to keep up with the latest trends. Those who want to open their own business also may benefit from taking courses in sales and marketing. ### Licenses, Certifications, and Registrations Barbers, hairstylists, and cosmetologists must obtain a license in order to work. Qualifications for a license vary by state. Generally, a person must meet state-specified minimum age requirements, have a high school diploma or > [[< Previous->39-5011-HowToBecomeOne-1]] > [[Next >->39-5011-HowToBecomeOne-3]] > [[Close->39-5011-Detailed]]

equivalent, and have graduated from a state-licensed barber or cosmetology school. After completing a state-approved training program, graduates take a state licensing exam that includes a written test and, in some cases, a practical test of styling skills or an oral exam. In many states, cosmetology training may be credited toward a barbering license or vice versa, and a few states combine the two licenses. A fee usually is required to apply for a license, and continuing education units (CEUs) may be required with periodic license renewals. State reciprocity agreements may allow licensed > [[< Previous->39-5011-HowToBecomeOne-2]] > [[Next >->39-5011-HowToBecomeOne-4]] > [[Close->39-5011-Detailed]]

barbers and cosmetologists to get a license in another state without needing additional formal training or state board testing. Contact your state licensing agency for details. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Creativity. Barbers, hairstylists, and cosmetologists must keep up with the latest trends and be ready to try new hairstyles for their clients. Customer-service skills. Workers must be friendly, pleasant, and able > [[< Previous->39-5011-HowToBecomeOne-3]] > [[Next >->39-5011-HowToBecomeOne-5]] > [[Close->39-5011-Detailed]]

to interact with clients to build and retain clientele. Listening skills. Barbers, hairstylists, and cosmetologists must be attentive when clients describe what they want to ensure satisfaction with the result. Physical stamina. Barbers, hairstylists, and cosmetologists must be able to stand for long periods. Tidiness. Workers must keep their work area clean and sanitary for the health and safety of their clients. They also must keep a neat personal appearance so that clients feel comfortable and want to return. Time-management skills. Barbers, hairstylists, and cosmetologists need to > [[< Previous->39-5011-HowToBecomeOne-4]] > [[Next >->39-5011-HowToBecomeOne-6]] > [[Close->39-5011-Detailed]]

manage their time efficiently when scheduling appointments and providing services. Clients who receive timely hair care are more likely to return, and some services, such as hair coloring, require precise timing. > [[< Previous->39-5011-HowToBecomeOne-5]] > [[Close->39-5011-Detailed]]

# Pay The median hourly wage for barbers was $18.73 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $13.35, and the highest 10 percent earned more than $37.71. The median hourly wage for hairdressers, hairstylists, and cosmetologists was $16.95 in May 2024. The lowest 10 percent earned less than $11.82, and the highest 10 percent earned more than $33.76. In May 2024, the median hourly wages for barbers in the top industries in which they worked were as follows: In > [[Next >->39-5011-Pay-2]] > [[Close->39-5011-Detailed]]

May 2024, the median hourly wages for hairdressers, hairstylists, and cosmetologists in the top industries in which they worked were as follows: Barbers, hairstylists, and cosmetologists may receive tips from customers. These tips are included in the wage data shown. Most barbers, hairstylists, and cosmetologists work full time, although part-time work is common. Work schedules may vary and often include evenings and weekends > [[< Previous->39-5011-Pay-1]] > [[Next >->39-5011-Pay-3]] > [[Close->39-5011-Detailed]]

- times when beauty salons and barbershops may be busiest. Those who are self-employed and operate their own barbershop or salon may have long workdays, but they usually determine their own schedules. > [[< Previous->39-5011-Pay-2]] > [[Close->39-5011-Detailed]]

# Job Outlook Overall employment of barbers, hairstylists, and cosmetologists is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 84,200 openings for barbers, hairstylists, and cosmetologists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The need for barbers and hairdressers will stem primarily from demand for basic hair care services. In addition, an increased demand for > [[Next >->39-5011-JobOutlook-2]] > [[Close->39-5011-Detailed]]

hair coloring, hair straightening, and other advanced hair treatments is expected to continue over the projections decade. Hairdressers, hairstylists, and cosmetologists will continue to compete with providers of specialized services, such as nail and skin care. Consumers often choose manicurists and pedicurists and skincare specialists for these services, rather than to visit hairdressers, hairstylists, and cosmetologists for them. Still, employment is expected to grow to meet increased demand for personal appearance services. > [[< Previous->39-5011-JobOutlook-1]] > [[Close->39-5011-Detailed]]

- Clean and disinfect all tools and work areas Barbers, hairstylists, and cosmetologists provide hair and other services to enhance clients' appearance. Common tools may include combs and hairbrushes, clippers and scissors, straight razors, blow dryers, and curling and flat irons. They also may keep records of products used and services provided to clients, such as hair color, hair treatment, and clipper setting. Those who operate their own barbershop or salon have managerial duties that may include hiring, supervising, and firing workers. They also may keep business and inventory records, > [[< Previous->39-5012-WhatTheyDo-1]] > [[Next >->39-5012-WhatTheyDo-3]] > [[Close->39-5012-Detailed]]

order supplies, and arrange for advertising. Barbers shampoo, cut, and style hair, mostly for male clients. They also may fit hairpieces, provide facials, trim beards and mustaches, and offer facial and head shaving. Depending on the state in which they work, some barbers are licensed to bleach, color, and highlight hair and to offer permanent-wave services. Hairstylists and cosmetologists offer a wide range of hair services, such as shampooing, cutting, coloring, and styling. They often provide consultation and advise clients on how to care for their hair at home. Some also clean and style > [[< Previous->39-5012-WhatTheyDo-2]] > [[Next >->39-5012-WhatTheyDo-4]] > [[Close->39-5012-Detailed]]

health and safety training as part of these programs. Workers may continue to take advanced courses in hairstyling or in other personal appearance services throughout their careers to keep up with the latest trends. Those who want to open their own business also may benefit from taking courses in sales and marketing. ### Licenses, Certifications, and Registrations Barbers, hairstylists, and cosmetologists must obtain a license in order to work. Qualifications for a license vary by state. Generally, a person must meet state-specified minimum age requirements, have a high school diploma or > [[< Previous->39-5012-HowToBecomeOne-1]] > [[Next >->39-5012-HowToBecomeOne-3]] > [[Close->39-5012-Detailed]]

equivalent, and have graduated from a state-licensed barber or cosmetology school. After completing a state-approved training program, graduates take a state licensing exam that includes a written test and, in some cases, a practical test of styling skills or an oral exam. In many states, cosmetology training may be credited toward a barbering license or vice versa, and a few states combine the two licenses. A fee usually is required to apply for a license, and continuing education units (CEUs) may be required with periodic license renewals. State reciprocity agreements may allow licensed > [[< Previous->39-5012-HowToBecomeOne-2]] > [[Next >->39-5012-HowToBecomeOne-4]] > [[Close->39-5012-Detailed]]

barbers and cosmetologists to get a license in another state without needing additional formal training or state board testing. Contact your state licensing agency for details. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Creativity. Barbers, hairstylists, and cosmetologists must keep up with the latest trends and be ready to try new hairstyles for their clients. Customer-service skills. Workers must be friendly, pleasant, and able > [[< Previous->39-5012-HowToBecomeOne-3]] > [[Next >->39-5012-HowToBecomeOne-5]] > [[Close->39-5012-Detailed]]

to interact with clients to build and retain clientele. Listening skills. Barbers, hairstylists, and cosmetologists must be attentive when clients describe what they want to ensure satisfaction with the result. Physical stamina. Barbers, hairstylists, and cosmetologists must be able to stand for long periods. Tidiness. Workers must keep their work area clean and sanitary for the health and safety of their clients. They also must keep a neat personal appearance so that clients feel comfortable and want to return. Time-management skills. Barbers, hairstylists, and cosmetologists need to > [[< Previous->39-5012-HowToBecomeOne-4]] > [[Next >->39-5012-HowToBecomeOne-6]] > [[Close->39-5012-Detailed]]

May 2024, the median hourly wages for hairdressers, hairstylists, and cosmetologists in the top industries in which they worked were as follows: Barbers, hairstylists, and cosmetologists may receive tips from customers. These tips are included in the wage data shown. Most barbers, hairstylists, and cosmetologists work full time, although part-time work is common. Work schedules may vary and often include evenings and weekends > [[< Previous->39-5012-Pay-1]] > [[Next >->39-5012-Pay-3]] > [[Close->39-5012-Detailed]]

# What Manicurists and Pedicurists Do Manicurists and pedicurists clean, shape, and beautify fingernails and toenails. ### Duties Manicurists and pedicurists typically do the following: - Discuss nail treatments and services available - Remove clients' nail polish, if any - Clean, trim, and file nails - Soften calluses and remove rough skin - Massage and moisturize hands (for a manicure) and feet (for a pedicure) - Polish or buff nails - Apply or remove artificial nails and nail art - Advise clients about nail and skin care for hands and feet > [[Next >->39-5092-WhatTheyDo-2]] > [[Close->39-5092-Detailed]]

- Clean and disinfect their work area and tools Manicurists and pedicurists, sometimes called nail technicians, work exclusively on the hands and feet to groom fingernails and toenails. A typical service involves soaking the clients' hands or feet to soften the skin in order to remove dead skin cells and artificial nails. Manicurists and pedicurists apply lotion to the hands and feet to moisturize the skin. They also may shape and apply polish to natural fingernails or toenails or apply and decorate artificial fingernails. Manicurists and pedicurists use equipment that includes nail > [[< Previous->39-5092-WhatTheyDo-1]] > [[Next >->39-5092-WhatTheyDo-3]] > [[Close->39-5092-Detailed]]

clippers, nail files, and cuticle tools. They must be focused while they perform their duties, because most of the tools they use are sharp. They keep their tools clean and sanitary and follow health regulations to protect consumer safety. Some manicurists and pedicurists operate their own nail salon, which requires performing business tasks such as keeping inventory and ordering supplies. They also hire and supervise workers and may sell nail care products, such as nail polish and hand or foot cream. > [[< Previous->39-5092-WhatTheyDo-2]] > [[Close->39-5092-Detailed]]

# Work Environment ### Work Environment Manicurists and pedicurists usually work in a nail salon, spa, or hair salon. Most manicurists and pedicurists work full time, although part-time work is common. Work schedules may vary and often include evenings and weekends. > [[Close->39-5092-Detailed]]

# How to Become a Manicurist or Pedicurist Manicurists and pedicurists must complete a state-approved cosmetology or nail technician program and then pass a state exam for licensure. ### Education Manicurists and pedicurists must complete a state-approved cosmetology or nail technician program. These programs usually involve classroom and hands-on training. For a list of approved programs, contact your state licensing agency. ### Licenses, Certifications, and Registrations State licensing requirements vary but usually include completing a state-approved cosmetology or nail technician program and passing a state exam. Applicants also > [[Next >->39-5092-HowToBecomeOne-2]] > [[Close->39-5092-Detailed]]

may need to be at least 16 or 18 years old and have a high school diploma or the equivalent. Check with your state licensing agency for details. Under state reciprocity agreements, licensed manicurists and pedicurists may be able to get a license in another state without needing to complete an additional program or to pass that state's exam. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business skills. Manicurists and pedicurist who > [[< Previous->39-5092-HowToBecomeOne-1]] > [[Next >->39-5092-HowToBecomeOne-3]] > [[Close->39-5092-Detailed]]

run their own nail salon must understand business principles. For example, they should be skilled at administrative tasks, such as accounting, and be able to manage a salon and its personnel efficiently and profitably. Creativity. Manicurists and pedicurists must be able to neatly finish small, intricate nail designs, as well as to suggest designs and match them to individual tastes. Customer-service skills. Manicurists and pedicurists must have good listening and interpersonal skills to meet clients' needs. Interacting with clients while doing a manicure or pedicure encourages repeat > [[< Previous->39-5092-HowToBecomeOne-2]] > [[Next >->39-5092-HowToBecomeOne-4]] > [[Close->39-5092-Detailed]]

business. Dexterity. A steady hand is essential in achieving precise nail design. In addition, because manicurists and pedicurists often use sharp tools, they must have good finger dexterity. > [[< Previous->39-5092-HowToBecomeOne-3]] > [[Close->39-5092-Detailed]]

# Pay The median hourly wage for manicurists and pedicurists was $16.66 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $13.42, and the highest 10 percent earned more than $23.07. In May 2024, the median hourly wages for manicurists and pedicurists in the top industries in which they worked were as follows: Most manicurists and pedicurists work full time, although part-time work is common. Schedules may vary and often include evenings and weekends. Some manicurists and > [[Next >->39-5092-Pay-2]] > [[Close->39-5092-Detailed]]

pedicurists work more than 40 hours per week. Self-employed workers often set their own schedules. > [[< Previous->39-5092-Pay-1]] > [[Close->39-5092-Detailed]]

# Job Outlook Employment of manicurists and pedicurists is projected to grow 7 percent from 2024 to 2034, much faster than the average for all occupations. About 24,800 openings for manicurists and pedicurists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The projected increase in employment reflects demand for nail services, such as mini-sessions (quick manicures at a low cost) and mobile manicures and pedicures (nail > [[Next >->39-5092-JobOutlook-2]] > [[Close->39-5092-Detailed]]

services offered outside of the salon). The desire among many women and a growing number of men to lead a healthier lifestyle through better grooming and wellness is expected to result in higher employment for manicurists and pedicurists. Considered a low-cost luxury service, manicures and pedicures will continue to be in demand by individuals at all income levels. > [[< Previous->39-5092-JobOutlook-1]] > [[Close->39-5092-Detailed]]

# What Skincare Specialists Do Skincare specialists, also known as estheticians, provide cleansing and other face and body treatments to enhance a person's appearance. ### Duties Skincare specialists typically do the following: - Disinfect equipment and clean work areas before and after procedures - Evaluate clients' skin condition and appearance - Discuss available treatments and determine which products will improve clients' skin quality - Remove unwanted hair, using wax, lasers, or other approved treatments - Clean the skin before applying makeup > [[Next >->39-5094-WhatTheyDo-2]] > [[Close->39-5094-Detailed]]

- Recommend skincare products, such as cleansers, creams, or lotions - Teach and advise clients on how to apply makeup and how to care for their skin > [[< Previous->39-5094-WhatTheyDo-1]] > [[Next >->39-5094-WhatTheyDo-3]] > [[Close->39-5094-Detailed]]

- Refer clients to another skincare specialist, such as a dermatologist, for serious skin problems Skincare specialists give facials, full-body treatments, and head and neck massages to improve the health and appearance of the skin. Some provide other skincare treatments to remove dead or dry skin, such as masks, peels, and scrubs. They also may provide eyelash services, makeup application, and hair removal. In addition, these specialists create daily skincare routines for clients based on skin analysis and help them understand which products will work best for them. Those who operate > [[< Previous->39-5094-WhatTheyDo-2]] > [[Next >->39-5094-WhatTheyDo-4]] > [[Close->39-5094-Detailed]]

their own salons have managerial duties that include hiring, firing, and supervising workers, as well as keeping business and inventory records, ordering supplies, and arranging for advertising. > [[< Previous->39-5094-WhatTheyDo-3]] > [[Close->39-5094-Detailed]]

# Work Environment ### Work Environment Skincare specialists usually work in salons and beauty and health spas, and some are self-employed. Part-time work is common, and work schedules may vary and include evenings and weekends. > [[Close->39-5094-Detailed]]

# How to Become a Skincare Specialist Skincare specialists must complete a state-approved cosmetology or esthetician program and then pass a state exam for licensure. ### Education To enter the occupation, skincare specialists typically must complete a state-approved cosmetology or esthetician program. Although some high schools may offer vocational training, most people receive their training from a postsecondary vocational school. ### Licenses, Certifications, and Registrations After completing an approved cosmetology or esthetician program, skincare specialists take a written and practical exam to get a state license. > [[Next >->39-5094-HowToBecomeOne-2]] > [[Close->39-5094-Detailed]]

Licensing requirements vary by state, so those interested should contact their state board. Many states offer continuing education seminars and programs designed to keep skincare specialists current on new techniques and products. Post-licensing training is also available through manufacturers, associations, and at trade shows. State reciprocity agreements may allow licensed skincare specialists to get a license in another state without needing additional formal training or state board testing. Contact your state licensing agency for details. Information on state licensing board > [[< Previous->39-5094-HowToBecomeOne-1]] > [[Next >->39-5094-HowToBecomeOne-3]] > [[Close->39-5094-Detailed]]

requirements is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business skills. Skincare specialists who run their own salon must understand business principles, such as accounting, to manage a salon efficiently and profitably. Customer-service skills. Skincare specialists should be friendly and courteous to their clients to encourage repeat business. Initiative. Self-employed skincare specialists > [[< Previous->39-5094-HowToBecomeOne-2]] > [[Next >->39-5094-HowToBecomeOne-4]] > [[Close->39-5094-Detailed]]

generate their own business opportunities and must be proactive in finding new clients. Physical stamina. Skincare specialists spend most of their day standing. Tidiness. Workers must keep their work area clean and sanitary for the health and safety of their clients. They also must keep a neat personal appearance to increase the likelihood that clients will return. Time-management skills. Skincare specialists need to manage their time efficiently for scheduling appointments and providing services. > [[< Previous->39-5094-HowToBecomeOne-3]] > [[Close->39-5094-Detailed]]

# Pay The median hourly wage for skincare specialists was $19.98 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $13.06, and the highest 10 percent earned more than $37.18. In May 2024, the median hourly wages for skincare specialists in the top industries in which they worked were as follows: Part-time work is common for skincare specialists. Work schedules may vary and include evenings and weekends. > [[Close->39-5094-Detailed]]

# Job Outlook Employment of skincare specialists is projected to grow 7 percent from 2024 to 2034, much faster than the average for all occupations. About 14,500 openings for skincare specialists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The projected increase in employment reflects demand for services being offered, such as mini-sessions (quick facials at a lower cost) and mobile facials (making house calls) > [[Next >->39-5094-JobOutlook-2]] > [[Close->39-5094-Detailed]]

directly from skincare specialists rather than hairdressers, hairstylists, and cosmetologists. Employment growth also should result from the desire among many women and a growing number of men who seek out skincare services to reduce the effects of aging, to look good on social media platforms, and to lead a healthier lifestyle through better grooming. > [[< Previous->39-5094-JobOutlook-1]] > [[Close->39-5094-Detailed]]

# What Concierges Do Concierges help people at hotels, apartments, or office buildings with a variety of personal services. They may take messages, arrange for transportation, give advice on local restaurants and activities, provide business services, or monitor requests for housekeeping or maintenance. ### Duties Concierges typically do the following: - Greet visitors, residents, and others who enter the building - Answer phones and respond to emails - Make reservations, such as for dinner or spa treatments - Obtain tickets to special events > [[Next >->39-6012-WhatTheyDo-2]] > [[Close->39-6012-Detailed]]

- Provide information about local attractions, such as shopping, dining, nightlife, or recreational destinations - Make travel arrangements for sightseeing or other tours - Receive and distribute packages and mail - Provide other business services, such as sending or receiving faxes or ordering supplies - Help with special requests for services such as childcare, doctors, or florists - Pick up and deliver items or run errands > [[< Previous->39-6012-WhatTheyDo-1]] > [[Next >->39-6012-WhatTheyDo-3]] > [[Close->39-6012-Detailed]]

- Plan special events, parties, or meetings Concierges welcome people when they arrive at an establishment. They create a friendly and positive environment and help to ensure a pleasant experience. They offer information, support, and personalized services, such as providing directions or organizing activities or events. The following are examples of types of concierges: Corporate concierges work in office buildings. They help employees and others with a range of services such as scheduling appointments or arranging transportation. Hotel concierges provide services to hotel and resort > [[< Previous->39-6012-WhatTheyDo-2]] > [[Next >->39-6012-WhatTheyDo-4]] > [[Close->39-6012-Detailed]]

guests to help improve their stay. For example, they might offer local dining recommendations or help to book tourist attractions. Residential concierges work in places such as apartment buildings, condominiums, and senior living communities. They might respond to residents' concerns, arrange for needed assistance or repairs, or help to organize community events. > [[< Previous->39-6012-WhatTheyDo-3]] > [[Close->39-6012-Detailed]]

# Work Environment ### Work Environment Concierges usually work indoors at a front desk or other location where they have frequent contact with others. Most work full time. They may work shifts that include evenings, weekends, and holidays. > [[Close->39-6012-Detailed]]

# How to Become a Concierge Concierges typically need a high school diploma or equivalent to enter the occupation. Once hired, workers typically receive on-the-job training to attain competency. ### Education A high school diploma or equivalent is typically required for entry-level concierge positions. High school students interested in becoming a concierge may benefit from taking classes or participating in internships or jobs related to hospitality or customer service. Some prospective workers might choose to take college courses or earn an associate's degree in hospitality management or a related field. ### > [[Next >->39-6012-HowToBecomeOne-2]] > [[Close->39-6012-Detailed]]

Training After they are hired, concierges typically receive on-the-job training. During this time, new concierges may work with more experienced concierges to learn the tasks required of their position. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Concierges interact with people every day. They must be able to clearly convey information and ideas in a way that others understand. Customer-service skills. > [[< Previous->39-6012-HowToBecomeOne-1]] > [[Next >->39-6012-HowToBecomeOne-3]] > [[Close->39-6012-Detailed]]

Concierges regularly provide information and assistance to others. It is important that they remain calm and professional, especially when dealing with difficult people or situations. Interpersonal skills. A major part of a concierge's job is making others feel comfortable. Concierges must establish trust with clients and respond well to their questions and concerns. Organizational skills. Concierges are often in charge of managing several tasks at the same time, which requires excellent skills in coordinating arrangements. Problem-solving skills. Concierges must be able to anticipate and > [[< Previous->39-6012-HowToBecomeOne-2]] > [[Next >->39-6012-HowToBecomeOne-4]] > [[Close->39-6012-Detailed]]

address complaints, issues, or needs of their clients, customers, and guests. > [[< Previous->39-6012-HowToBecomeOne-3]] > [[Close->39-6012-Detailed]]

# Pay The median annual wage for concierges was $37,320 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $30,770, and the highest 10 percent earned more than $58,050. In May 2024, the median annual wages for concierges in the top industries in which they worked were as follows: Most concierges work full time. They may work shifts that include evenings, weekends, and holidays. > [[Close->39-6012-Detailed]]

# Job Outlook Employment of concierges is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 6,800 openings for concierges are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Growth in this occupation is expected to be driven by demand for concierge services in apartment buildings and senior living communities. These facilities are expected to offer a variety of services to > [[Next >->39-6012-JobOutlook-2]] > [[Close->39-6012-Detailed]]

attract new residents and maintain existing residents. Conversely, employment of concierges in hotels is expected to decline as concierge services are automated by apps and consolidated into front desk positions. > [[< Previous->39-6012-JobOutlook-1]] > [[Close->39-6012-Detailed]]

# What Childcare Workers Do Childcare workers attend to children's needs while helping to foster early development. They may help younger children prepare for kindergarten or assist older children with homework. ### Duties Childcare workers typically do the following: - Supervise and monitor the safety of children - Prepare and organize mealtimes and snacks for children - Help children keep good hygiene - Change the diapers of infants and toddlers - Organize activities or implement a curriculum that allows children to learn about the world and explore their interests > [[Next >->39-9011-WhatTheyDo-2]] > [[Close->39-9011-Detailed]]

- Develop schedules and routines to ensure that children have enough physical activity, rest, and playtime - Watch for signs of emotional or developmental problems in children and bring potential problems to the attention of parents or guardians > [[< Previous->39-9011-WhatTheyDo-1]] > [[Next >->39-9011-WhatTheyDo-3]] > [[Close->39-9011-Detailed]]

- Keep records of children's progress, routines, and interests Childcare workers read and play with babies and toddlers to introduce basic concepts. For example, they teach them how to share and take turns by playing games with other children. Childcare workers help preschool-age children prepare for kindergarten. Young children learn from playing, questioning, and experimenting. Childcare workers use play and other instructional techniques to help children's development. For example, they may use storytelling and rhyming games to teach language and vocabulary. They may help improve > [[< Previous->39-9011-WhatTheyDo-2]] > [[Next >->39-9011-WhatTheyDo-4]] > [[Close->39-9011-Detailed]]

children's social skills by having them work together to build something in a sandbox. Or they may teach about numbers by having children count when building with blocks. They also involve children in creative activities, such as art, dance, and music. Childcare workers may also watch school-age children before and after school. They often help these children with their homework and may take them to afterschool activities, such as sports practices and club meetings. During the summer, when children are out of school, childcare workers may watch older children as well as younger ones while > [[< Previous->39-9011-WhatTheyDo-3]] > [[Next >->39-9011-WhatTheyDo-5]] > [[Close->39-9011-Detailed]]

the parents are at work. The following are examples of types of childcare workers: Childcare center workers work in facilities that include programs offering Head Start and Early Head Start. They often take a team-based approach and may work with preschool teachers and teacher assistants to teach children through a structured curriculum. They prepare daily and long-term schedules of activities to stimulate and educate the children in their care. They also monitor and keep records of the children's progress. Family childcare providers run a business out of their own homes to care for > [[< Previous->39-9011-WhatTheyDo-4]] > [[Next >->39-9011-WhatTheyDo-6]] > [[Close->39-9011-Detailed]]

children during standard working hours. They need to ensure that their homes and all staff they employ meet the regulations for family childcare providers. They also prepare contracts that set rates of pay, when payment can be expected, and the number of hours children can be in care. Furthermore, they establish policies such as whether sick children can be in their care, who can pick children up, and how behavioral issues will be dealt with. Family childcare providers may market their services to prospective families. Nannies work in the homes of the families whose children they care for. > [[< Previous->39-9011-WhatTheyDo-5]] > [[Next >->39-9011-WhatTheyDo-7]] > [[Close->39-9011-Detailed]]

Most often, they work full time for one family. They may be responsible for driving children to school, appointments, or afterschool activities. Some live in the homes of the families employing them. > [[< Previous->39-9011-WhatTheyDo-6]] > [[Close->39-9011-Detailed]]

# Work Environment ### Work Environment Childcare workers typically work in childcare centers, their own home, or private households. Part-time work and irregular hours are common. > [[Close->39-9011-Detailed]]

# How to Become a Childcare Worker Education and training requirements vary by setting, state, and employer. They range from no formal education to a certification in early childhood education. ### Education Childcare workers' education requirements vary. Some states require these workers to have a high school diploma or equivalent, but others do not have any education requirements for entry-level positions. Employers often prefer to hire workers who have at least a high school diploma. However, workers with postsecondary education or an early childhood education credential may qualify for higher level positions. Although it > [[Next >->39-9011-HowToBecomeOne-2]] > [[Close->39-9011-Detailed]]

is not required, bachelor's degree study in fields such as education, psychology, or family and consumer sciences may be helpful. Childcare workers in Head Start and Early Head Start programs must meet specific education and certification requirements, which vary by work setting and job title. States do not regulate educational requirements for nannies. However, some employers may prefer to hire workers with at least some formal instruction in childhood education or a related field, particularly when they will be hired as full-time nannies. ### Licenses, Certifications, and > [[< Previous->39-9011-HowToBecomeOne-1]] > [[Next >->39-9011-HowToBecomeOne-3]] > [[Close->39-9011-Detailed]]

Registrations Many states require childcare centers, including those in private homes, to be licensed. To qualify for licensure, staff often must pass a background check, have a complete record of immunizations, and meet a minimum training requirement. Some states require staff to have certifications in cardiopulmonary resuscitation (CPR) and first aid. Some states and employers require childcare workers to have a nationally recognized credential. Most often, states require the Child Development Associate (CDA) credential. Obtaining the CDA credential requires coursework, experience in the > [[< Previous->39-9011-HowToBecomeOne-2]] > [[Next >->39-9011-HowToBecomeOne-4]] > [[Close->39-9011-Detailed]]

field, and a period during which the applicant is observed while working with children. The CDA credential must be renewed every 3 years. Other organizations may also offer optional accreditation. Information on certifications is available from CareerOneStop. ### Training Many states and employers require providers to complete some training before beginning work. Also, many states require staff in childcare centers to complete a minimum number of training hours annually. Training may include information about topics such as safe sleep practices for infants. ### Advancement With a couple of > [[< Previous->39-9011-HowToBecomeOne-3]] > [[Next >->39-9011-HowToBecomeOne-5]] > [[Close->39-9011-Detailed]]

years of experience and a bachelor's degree, childcare workers may advance to become a preschool or childcare center director. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Childcare workers need good speaking skills to provide direction or information effectively and good listening skills to understand parents' instructions. Decision-making skills. Good judgment is necessary for childcare workers so they can > [[< Previous->39-9011-HowToBecomeOne-4]] > [[Next >->39-9011-HowToBecomeOne-6]] > [[Close->39-9011-Detailed]]

respond to emergencies or difficult situations. Interpersonal skills. Childcare workers need to work well with people in order to develop good relationships with parents, children, and colleagues. Patience. Childcare workers need to be able to respond calmly to overwhelming and difficult situations. Physical stamina. Working with children can be physically demanding, so childcare workers should have a lot of energy. > [[< Previous->39-9011-HowToBecomeOne-5]] > [[Close->39-9011-Detailed]]

# Pay The median hourly wage for childcare workers was $15.41 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $11.01, and the highest 10 percent earned more than $21.42. In May 2024, the median hourly wages for childcare workers in the top industries in which they worked were as follows: Pay varies with the worker's education level and work setting. Those in formal childcare settings and those with more education usually earn higher wages. Pay for self-employed workers > [[Next >->39-9011-Pay-2]] > [[Close->39-9011-Detailed]]

is based on the number of hours they work and the number and ages of children in their care. Childcare workers' schedules vary, and part-time work is common. Childcare centers usually are open year round, with long hours so that parents or guardians can drop off and pick up their children before and after work. Some centers employ full-time and part-time staff with staggered shifts to cover the entire day. Family childcare providers may work long or irregular hours to fit parents' work schedules. In some cases, these childcare providers may offer evening and overnight care to meet the > [[< Previous->39-9011-Pay-1]] > [[Next >->39-9011-Pay-3]] > [[Close->39-9011-Detailed]]

needs of families. After the children go home, childcare providers often have more responsibilities, such as shopping for food or supplies, keeping records, and cleaning. Nannies work either full or part time. Full-time nannies may work more than 40 hours a week to cover parents' commuting time to and from work. > [[< Previous->39-9011-Pay-2]] > [[Close->39-9011-Detailed]]

# Job Outlook Employment of childcare workers is projected to grow 3 percent from 2024 to 2034, decline. About 160,200 openings for childcare workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Parents or guardians who work will continue to need the assistance of childcare workers. However, slowing birth rates will result in fewer young children requiring childcare. In addition, the increasing cost of childcare is > [[Next >->39-9011-JobOutlook-2]] > [[Close->39-9011-Detailed]]

expected to limit demand for these workers. > [[< Previous->39-9011-JobOutlook-1]] > [[Close->39-9011-Detailed]]

# What Fitness Trainers and Instructors Do Fitness trainers and instructors lead, instruct, and motivate individuals or groups in exercise activities, including cardiovascular workouts (for the heart and blood circulation), strength training, and stretching. They work with people of all ages and skill levels. ### Duties Fitness trainers and instructors typically do the following: - Demonstrate or explain how to perform various exercises and routines to minimize injuries and improve fitness - Watch clients do exercises to ensure that they are using correct technique > [[Next >->39-9031-WhatTheyDo-2]] > [[Close->39-9031-Detailed]]

- Provide options during workouts to help clients feel successful - Monitor clients' progress and adapt programs as needed - Explain and enforce safety rules and regulations on sports, recreational activities, and the use of exercise equipment - Give clients information or resources about topics such as nutrition and lifestyle > [[< Previous->39-9031-WhatTheyDo-1]] > [[Next >->39-9031-WhatTheyDo-3]] > [[Close->39-9031-Detailed]]

- Give emergency first aid if needed Fitness trainers and instructors work with individual clients or prepare or choreograph their own group classes. They may do a variety of tasks in addition to their fitness duties, such as managing the front desk, signing up new members, giving tours of the facility, or supervising the weight-training and cardiovascular equipment areas. Fitness trainers and instructors also may promote their facilities and instruction through social media, by writing newsletters or blog posts, or by creating posters and flyers. Exercise trainers, also known as personal > [[< Previous->39-9031-WhatTheyDo-2]] > [[Next >->39-9031-WhatTheyDo-4]] > [[Close->39-9031-Detailed]]

fitness trainers, work with individual clients or small groups. They may train in a gym or in clients' homes. They evaluate their clients' current fitness level, personal goals, and skills. Then, they develop personalized training programs for their clients to follow and monitor the clients' progress. In gyms or other fitness facilities, these workers often sell training sessions to members. Group fitness instructors organize and lead group exercise classes, which may include cardiovascular exercises, muscle strengthening, or stretching. Some instructors create a routine or select exercises > [[< Previous->39-9031-WhatTheyDo-3]] > [[Next >->39-9031-WhatTheyDo-5]] > [[Close->39-9031-Detailed]]

for participants to follow, and they then choose music that is appropriate to the movement. Others teach prechoreographed routines that were created by fitness companies or organizations. They may lead classes that use specific exercise equipment, such as stationary bicycles; teach a specific conditioning method, such as yoga; or instruct specific age groups, such as seniors or youths. For information about workers who develop fitness programs to help people recover from illness or injury, see the profile on exercise physiologists. > [[< Previous->39-9031-WhatTheyDo-4]] > [[Close->39-9031-Detailed]]

# Work Environment ### Work Environment Fitness trainers and instructors work in facilities such as recreation centers, health clubs, and yoga studios. Many work variable or part-time schedules that may include nights, weekends, or holidays. > [[Close->39-9031-Detailed]]

# How to Become a Fitness Trainer or Instructor The education and training required for fitness trainers and instructors varies by specialty. Employers usually prefer to hire those with certification, but requirements vary by facility. ### Education Fitness trainers and instructors typically need a high school diploma to enter the occupation. Employers may prefer to hire fitness workers, particularly personal trainers, who have an associate's or bachelor's degree in a field such as recreation and fitness or healthcare and related studies. Programs in exercise science, kinesiology, physical education, or related majors often include > [[Next >->39-9031-HowToBecomeOne-2]] > [[Close->39-9031-Detailed]]

courses in nutrition, exercise techniques, biology, and anatomy. Personal trainers also may learn how to develop fitness programs for clients of all ages. ### Licenses, Certifications, and Registrations Most fitness trainers or instructors have certification related to the area of fitness in which they specialize. Personal trainers usually must be certified before they begin working with clients or with members of a gym or health club. Group fitness instructors may begin work without certification, but employers often encourage or require them to get their credentials. Most fitness > [[< Previous->39-9031-HowToBecomeOne-1]] > [[Next >->39-9031-HowToBecomeOne-3]] > [[Close->39-9031-Detailed]]

instructors receive certification for their preferred type of training, such as yoga, kickboxing, or strength training. Many organizations offer certification. In addition, some private companies offer certification in the types of classes they offer. Certification exams that have a written portion measure candidates' knowledge of human physiology, understanding of proper exercise techniques, and ability to assess clients' fitness levels and develop appropriate exercise programs. Certification also may require the candidate to teach a class for a live or video skills demonstration, which is > [[< Previous->39-9031-HowToBecomeOne-2]] > [[Next >->39-9031-HowToBecomeOne-4]] > [[Close->39-9031-Detailed]]

then assessed by the certifying organization. Most trainers or instructors also need certification in cardiopulmonary resuscitation (CPR) and first aid, as well as in use of automated external defibrillators (AED). Information on certifications is available from CareerOneStop. ### Training After becoming a certified personal trainer, new trainers may be required to work alongside an experienced trainer before they are allowed to train clients alone. Training for fitness instructors varies greatly. Some fitness instructors require 200 and 500 hours of training, depending on the > [[< Previous->39-9031-HowToBecomeOne-3]] > [[Next >->39-9031-HowToBecomeOne-5]] > [[Close->39-9031-Detailed]]

credential. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Fitness trainers and instructors must be able to clearly explain exercises that they demonstrate to clients. Customer-service skills. Many fitness trainers and instructors sell their services, motivating clients to hire them as personal trainers or to sign up for the classes they lead. Fitness trainers and instructors must therefore be encouraging, > [[< Previous->39-9031-HowToBecomeOne-4]] > [[Next >->39-9031-HowToBecomeOne-6]] > [[Close->39-9031-Detailed]]

friendly, and polite to maintain relationships with their clients. Listening skills. Fitness trainers and instructors must listen carefully to what clients tell them in order to determine the clients' fitness levels and desired fitness goals. Motivational skills. To keep clients coming back for more classes or to continue personal training, fitness trainers and instructors must keep their clients motivated. Physical fitness. Fitness trainers and instructors must be able to lead classes and to demonstrate exercises to participants or their clients. Problem-solving skills. Fitness trainers > [[< Previous->39-9031-HowToBecomeOne-5]] > [[Next >->39-9031-HowToBecomeOne-7]] > [[Close->39-9031-Detailed]]

and instructors must evaluate members' or client's fitness levels and create appropriate fitness plans to meet their needs. ### Advancement Fitness trainers and instructors who are interested in management may need a bachelor's degree in exercise science, physical education, kinesiology, or a related subject. Employers often require that trainers or instructors have experience in order to advance to a management position, such as the fitness director who oversees scheduling, workout incentive programs, and selecting exercise equipment in a health club or fitness center. Personal trainers > [[< Previous->39-9031-HowToBecomeOne-6]] > [[Next >->39-9031-HowToBecomeOne-8]] > [[Close->39-9031-Detailed]]

may advance to a head trainer position and become responsible for hiring and overseeing the personal training staff or for bringing in new personal training clients. Fitness trainers and instructors also may go into business for themselves or open their own fitness centers. > [[< Previous->39-9031-HowToBecomeOne-7]] > [[Close->39-9031-Detailed]]

# Pay The median annual wage for fitness trainers and instructors was $46,180 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $27,580, and the highest 10 percent earned more than $82,050. In May 2024, the median annual wages for fitness trainers and instructors in the top industries in which they worked were as follows: Many fitness trainers and instructors work variable or part-time schedules that may include nights, weekends, or holidays. Some travel to different gyms > [[Next >->39-9031-Pay-2]] > [[Close->39-9031-Detailed]]

or to clients' homes to teach classes or conduct personal training sessions. Exercise trainers and group fitness instructors sometimes hold jobs in other fields and conduct training sessions or teach fitness classes at times that accommodate their work schedules. > [[< Previous->39-9031-Pay-1]] > [[Close->39-9031-Detailed]]

# Job Outlook Employment of fitness trainers and instructors is projected to grow 12 percent from 2024 to 2034, much faster than the average for all occupations. About 74,200 openings for fitness trainers and instructors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Strong demand for exercise trainers and group fitness instructors is expected to continue due to widespread participation in a variety of fitness classes and > [[Next >->39-9031-JobOutlook-2]] > [[Close->39-9031-Detailed]]

sizable membership at gyms and recreation centers or studios. As employers continue to recognize the benefits of health and fitness programs for their employees, incentives to join gyms or other types of health clubs are expected to increase the need for fitness trainers and instructors. For example, some organizations may open their own exercise facilities onsite to promote employee wellness. Other employment growth is projected to come from the continuing emphasis on exercise to combat obesity and encourage healthier lifestyles for people of all ages. As the share of older Americans > [[< Previous->39-9031-JobOutlook-1]] > [[Next >->39-9031-JobOutlook-3]] > [[Close->39-9031-Detailed]]

grows, more people will likely seek to remain active to help prevent common injuries and illnesses associated with aging. Participation in yoga and Pilates is expected to continue to increase, driven partly by older adults who want low-impact forms of exercise and relief from arthritis and other ailments. > [[< Previous->39-9031-JobOutlook-2]] > [[Close->39-9031-Detailed]]

# What Recreation Workers Do Recreation workers organize, conduct, and promote a variety of group activities for leisure and other purposes. Activities may include arts and crafts, sports, or music. ### Duties Recreation workers typically do the following: - Organize, conduct, and promote recreational activities - Explain the rules of activities and instruct participants at a variety of skill levels - Modify activities to suit the needs of specific participants, such as seniors - Explain safety procedures to reduce and prevent injuries - Administer basic first aid as needed > [[Next >->39-9032-WhatTheyDo-2]] > [[Close->39-9032-Detailed]]

- Perform administrative tasks, such as helping participants complete paperwork Duties of recreation workers vary by job title, level of training, and other factors. For example, camp counselors work directly with youths in overnight or day camps and guide participants in activities and interactions with others. Recreation workers may specialize in a particular activity, such as swimming, drama, or arts and crafts. They also may organize and promote a number of recreation programs for one or more facilities. Some recreation workers assist others at every phase, such as by setting up > [[< Previous->39-9032-WhatTheyDo-1]] > [[Next >->39-9032-WhatTheyDo-3]] > [[Close->39-9032-Detailed]]

equipment, helping participants during activities, and cleaning and maintaining the equipment or facility. In addition, recreation workers sometimes have office duties. For example, they may assist participants in completing forms or create calendars and newsletters to promote certain activities or programs. Workers in similar occupations may focus on recreation with a different purpose. For example, entertainment and recreation managers plan and direct activities and operations related to fitness and leisure. Recreational therapists use medical-based activities to treat people with > [[< Previous->39-9032-WhatTheyDo-2]] > [[Next >->39-9032-WhatTheyDo-4]] > [[Close->39-9032-Detailed]]

disabilities, injuries, or illnesses. Self-enrichment teachers instruct participants in activities for personal improvement or recreation. > [[< Previous->39-9032-WhatTheyDo-3]] > [[Close->39-9032-Detailed]]

# Work Environment ### Work Environment Recreation workers are employed in a variety of settings, including recreation centers, parks, and summer camps. Most work full time, but many work part-time, irregular, or seasonal hours. > [[Close->39-9032-Detailed]]

# How to Become a Recreation Worker Recreation workers typically need at least a high school diploma or the equivalent, although requirements may vary by type of job. Once hired, these workers typically need a short period of on-the-job training. ### Education and Training Recreation workers typically need at least a high school diploma or equivalent to enter the occupation. Requirements vary based on the type of position. For some jobs, such as organizing after-school programs at a community center, candidates may qualify with a high school diploma and receive training of a month or less after they are hired. For other > [[Next >->39-9032-HowToBecomeOne-2]] > [[Close->39-9032-Detailed]]

positions, such as coordinating activities at a residential care facility, employers may prefer to hire candidates who have a bachelor's degree in recreation and fitness or a related field. ### Licenses, Certifications, and Registrations Some employers require recreation workers to have certifications such as cardiopulmonary resuscitation (CPR) or first aid. Employers also may require recreation workers to have a valid driver's license and to pass a background check. Optional certification for recreation workers is offered by professional organizations. Eligibility varies based on education > [[< Previous->39-9032-HowToBecomeOne-1]] > [[Next >->39-9032-HowToBecomeOne-3]] > [[Close->39-9032-Detailed]]

and work experience. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Recreation workers must be able to give clear instructions, often to large groups. Flexibility. Recreation workers must be able to adapt plans and activities to suit changing conditions and participants' needs. Interpersonal skills. Recreation workers must be compatible with different > [[< Previous->39-9032-HowToBecomeOne-2]] > [[Next >->39-9032-HowToBecomeOne-4]] > [[Close->39-9032-Detailed]]

types of people, sometimes within a single group. Leadership skills. Recreation workers should be able to coordinate both large and small groups, as well as groups of varying ages and abilities. Motivational skills. Recreation workers should be able to inspire participants so that they enjoy activities. > [[< Previous->39-9032-HowToBecomeOne-3]] > [[Close->39-9032-Detailed]]

# Pay The median annual wage for recreation workers was $35,380 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $25,640, and the highest 10 percent earned more than $49,460. In May 2024, the median annual wages for recreation workers in the top industries in which they worked were as follows: Most recreation workers are full time, but many work part-time, irregular, or seasonal hours. For example, camp counselors may work primarily in the evening or on weekends, or they > [[Next >->39-9032-Pay-2]] > [[Close->39-9032-Detailed]]

may be employed only during the summer. > [[< Previous->39-9032-Pay-1]] > [[Close->39-9032-Detailed]]

# Job Outlook Employment of recreation workers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 68,100 openings for recreation workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment An increased emphasis on the importance of lifelong well-being is expected to create demand for recreation workers in a variety of settings, including fitness and recreational sports > [[Next >->39-9032-JobOutlook-2]] > [[Close->39-9032-Detailed]]

centers, country clubs, and other organizations. Parks and recreation departments may contract out the services of activity specialists. In addition, there is projected to be more demand for recreation workers to work with older clients, especially in continuing care retirement communities and assisted living facilities. > [[< Previous->39-9032-JobOutlook-1]] > [[Close->39-9032-Detailed]]

# What Cashiers Do Cashiers process payments and disburse money in retail settings using cash registers, point-of-sale systems, or related equipment. ### Duties Cashiers typically do the following: - Greet customers - Scan customers' purchases - Process payment from customers and give change and receipts - Bag or wrap customers' purchases - Process returns and exchanges of merchandise - Answer customers' questions and provide information about store policies - Help customers sign up for store rewards, credit cards, or other programs > [[Next >->41-2011-WhatTheyDo-2]] > [[Close->41-2011-Detailed]]

- Count the money in their register at the beginning and end of each shift or tally transaction receipts from point-of-sale systems Cashiers are responsible for processing sales transactions in retail stores, which also may include overseeing self-checkout stands. When selling age-restricted products, such as alcohol or tobacco, cashiers must verify the age of the purchasing customer. In addition, cashiers may have duties related to customer assistance or store upkeep. For example, they may need to retrieve customers' orders for in-store pickup or to stock shelves. They are usually required > [[< Previous->41-2011-WhatTheyDo-1]] > [[Next >->41-2011-WhatTheyDo-3]] > [[Close->41-2011-Detailed]]

to keep their workspace neat and may have to do light custodial tasks, such as mopping floors or taking out the trash. > [[< Previous->41-2011-WhatTheyDo-2]] > [[Close->41-2011-Detailed]]

# Work Environment ### Work Environment Most cashiers work in establishments such as grocery stores, gasoline stations, and restaurants. Work schedules may vary to include evenings, weekends and holidays. Part-time work is common. > [[Close->41-2011-Detailed]]

# How to Become a Cashier Cashiers typically have no formal education requirement to enter the occupation. They are trained on the job. ### Education Although jobs for cashiers typically have no specific education requirements, employers may prefer to hire candidates who have a high school diploma or the equivalent. Cashiers should have a basic knowledge of mathematics, because they may need to count money, make change, or tally receipts from a cash register or point-of-sale system. ### Training Cashiers receive on-the-job training, which may last up to a few weeks. An experienced worker typically helps new cashiers > [[Next >->41-2011-HowToBecomeOne-2]] > [[Close->41-2011-Detailed]]

learn how to operate equipment such as scanners or registers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Cashiers must pay attention to customers' questions and explain pricing, promotions, and store policies. Customer-service skills. Cashiers must be courteous and friendly when helping customers. Dexterity. Cashiers use their hands to scan purchases and to operate registers, point-of-sale systems, or other > [[< Previous->41-2011-HowToBecomeOne-1]] > [[Next >->41-2011-HowToBecomeOne-3]] > [[Close->41-2011-Detailed]]

equipment. Near vision. Cashiers need to see well enough to scan items, handle cash, and process transactions accurately. Physical stamina. Cashiers may need to stand for long periods. > [[< Previous->41-2011-HowToBecomeOne-2]] > [[Close->41-2011-Detailed]]

# Pay The median hourly wage for cashiers was $14.99 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $11.09, and the highest 10 percent earned more than $18.37. In May 2024, the median hourly wages for cashiers in the top industries in which they worked were as follows: Cashiers' work schedules may vary to include early mornings, late evenings, weekends, and holidays. In establishments that stay open 24 hours a day, such as gas stations, they may need to work overnight. > [[Next >->41-2011-Pay-2]] > [[Close->41-2011-Detailed]]

Cashiers may pick up additional shifts in certain stores during holidays or other peak sales periods. Part-time work is common. > [[< Previous->41-2011-Pay-1]] > [[Close->41-2011-Detailed]]

# Job Outlook Employment of cashiers is projected to grow 10 percent from 2024 to 2034, decline. About 542,600 openings for cashiers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Although retail sales are expected to increase over the projections decade, employment of cashiers is expected to decline because of advances in technology, such as the use of self-service checkout stands in retail stores and increasing online > [[Next >->41-2011-JobOutlook-2]] > [[Close->41-2011-Detailed]]

sales. > [[< Previous->41-2011-JobOutlook-1]] > [[Close->41-2011-Detailed]]

# What Retail Sales Workers Do Retail sales workers sell merchandise, such as furniture, motor vehicles, appliances, or apparel, to customers. They also sell spare and replacement parts and equipment. ### Duties Retail sales workers typically do the following: - Greet customers and offer them assistance - Recommend products based on customers' wants and needs - Explain the use and benefit of products to customers - Answer customers' questions - Show how products work, if applicable - Add up customers' total purchases and process payment > [[Next >->41-2022-WhatTheyDo-2]] > [[Close->41-2022-Detailed]]

- Inform customers about current sales, promotions, and policies about payments and exchanges Retail sales workers help customers find and select items to buy; they also process payment for the sale. They may be responsible for operating a cash register or point-of-sale system and for cash, receipts, and totals related to payment transactions. In addition, retail sales workers may help with tasks such as stocking shelves or racks, arranging for delivery of purchases, and tracking inventory. They also need to maintain a tidy and organized work area. For some retail sales jobs, particularly > [[< Previous->41-2022-WhatTheyDo-1]] > [[Next >->41-2022-WhatTheyDo-3]] > [[Close->41-2022-Detailed]]

those involving expensive and complex items, retail sales workers need special knowledge or skills. For example, those who sell cars or car parts must be able to explain the features of various models, manufacturers' specifications, and details of associated warranties. Retail sales workers also must recognize security risks and understand their organization's procedures for handling theft, which may include notifying security guards or calling police. The following are examples of types of retail sales workers: Parts salespersons sell spare and replacement parts and equipment, especially > [[< Previous->41-2022-WhatTheyDo-2]] > [[Next >->41-2022-WhatTheyDo-4]] > [[Close->41-2022-Detailed]]

car parts. Most work in either automotive parts stores or automobile dealerships. Retail salespersons work in stores where they sell goods such as cars, clothing, furniture, and many other types of merchandise. For information about other workers who process payments and disburse money in retail settings, see the cashiers profile. > [[< Previous->41-2022-WhatTheyDo-3]] > [[Close->41-2022-Detailed]]

# Work Environment ### Work Environment Retail sales workers usually work in clean, well-lit stores. Most are employed full time. Schedules may vary, with evening and weekend work required in some jobs. > [[Close->41-2022-Detailed]]

# How to Become a Retail Sales Worker Retail sales workers typically do not need formal education to enter the occupation. However, some employers prefer to hire candidates who have a high school diploma or the equivalent. Most retail sales workers learn on the job. ### Education Although retail or parts sales positions usually have no formal education requirement, some employers prefer to hire candidates who have a high school diploma or the equivalent. ### Training Most retail sales workers receive on-the-job training, which usually lasts a few days to a few months. An experienced employee often trains newly hired workers, > [[Next >->41-2022-HowToBecomeOne-2]] > [[Close->41-2022-Detailed]]

but some training programs are more formal and may be conducted over several days. Training topics usually include customer service, security, store policies and procedures, and cash register or point-of-sale system operation. Depending on the product they are selling, employees may receive additional specialized training. For example, salespersons working in automotive sales get instruction on the types of vehicles for sale, sales promotions, and financing options. Similarly, those who sell auto parts may be instructed on the technical functions of various parts, in addition to sales > [[< Previous->41-2022-HowToBecomeOne-1]] > [[Next >->41-2022-HowToBecomeOne-3]] > [[Close->41-2022-Detailed]]

technique. ### Licenses, Certifications, and Registrations Some states require licensure for selected retail sales occupations, such as car salespersons. Aspiring salespersons may be required to pass an exam, complete a background check, or meet other conditions for employment. Requirements vary by state. Contact individual state licensing agencies for more information. ### Advancement Retail sales workers may advance to supervisory or managerial positions. Some employers prefer that candidates for managerial positions have a bachelor's degree. As sales workers gain experience and > [[< Previous->41-2022-HowToBecomeOne-2]] > [[Next >->41-2022-HowToBecomeOne-4]] > [[Close->41-2022-Detailed]]

seniority, they often have greater responsibility and may be given a choice of departments in which to work. Such opportunities often mean moving to positions with higher potential earnings and commissions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Retail sales workers must be responsive to customers and be friendly and outgoing. They should explain product options and make appropriate recommendations to > [[< Previous->41-2022-HowToBecomeOne-3]] > [[Next >->41-2022-HowToBecomeOne-5]] > [[Close->41-2022-Detailed]]

customers. Interpersonal skills. Retail sales workers have frequent interaction with customers. Engaging with and relating to people may increase customer loyalty. Math skills. Retail sales workers must be able to calculate price totals, discounts, and change owed to customers. Persistence. A large number of attempted sales may not be successful, so sales workers should not be discouraged easily. Persuasion. Retail sales workers must be persuasive when interacting with customers. They must clearly and effectively explain the benefits of the merchandise. > [[< Previous->41-2022-HowToBecomeOne-4]] > [[Close->41-2022-Detailed]]

# Pay The median hourly wage for parts salespersons was $18.00 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $13.35, and the highest 10 percent earned more than $29.69. The median hourly wage for retail salespersons was $16.62 in May 2024. The lowest 10 percent earned less than $12.31, and the highest 10 percent earned more than $23.05. In May 2024, the median hourly wages for parts salespersons in the top industries in which they worked were as follows: In May > [[Next >->41-2022-Pay-2]] > [[Close->41-2022-Detailed]]

2024, the median hourly wages for retail salespersons in the top industries in which they worked were as follows: Wage data are from nonfarm establishments. The data exclude self-employed workers and owners and partners in unincorporated businesses. Tips, sales commissions, and bonuses for meeting production targets are included in wages; premium pay, such as overtime and shift differentials, is not. Many sales workers are employed full time. Schedules may vary to include evenings and weekends. Workers sometimes pick up additional shifts or part-time employment, particularly during holidays > [[< Previous->41-2022-Pay-1]] > [[Next >->41-2022-Pay-3]] > [[Close->41-2022-Detailed]]

and other peak sales periods. > [[< Previous->41-2022-Pay-2]] > [[Close->41-2022-Detailed]]

# Job Outlook Overall employment of retail sales workers is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 586,000 openings for retail sales workers are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment The increase in online sales is expected to continue over the projections decade, limiting growth in the number of physical retail stores and reducing demand for retail sales > [[Next >->41-2022-JobOutlook-2]] > [[Close->41-2022-Detailed]]

workers. Competition from e-commerce is expected to reduce demand for retail salespersons. However, because retail salespersons provide a versatile range of customer service tasks, and because many consumers are still expected to visit physical stores, retail salespersons should continue to be needed to help customers and to complete sales. Demand for car parts and parts salespersons is expected to continue as many older cars require repairs. > [[< Previous->41-2022-JobOutlook-1]] > [[Close->41-2022-Detailed]]

- Inform customers about current sales, promotions, and policies about payments and exchanges Retail sales workers help customers find and select items to buy; they also process payment for the sale. They may be responsible for operating a cash register or point-of-sale system and for cash, receipts, and totals related to payment transactions. In addition, retail sales workers may help with tasks such as stocking shelves or racks, arranging for delivery of purchases, and tracking inventory. They also need to maintain a tidy and organized work area. For some retail sales jobs, particularly > [[< Previous->41-2031-WhatTheyDo-1]] > [[Next >->41-2031-WhatTheyDo-3]] > [[Close->41-2031-Detailed]]

those involving expensive and complex items, retail sales workers need special knowledge or skills. For example, those who sell cars or car parts must be able to explain the features of various models, manufacturers' specifications, and details of associated warranties. Retail sales workers also must recognize security risks and understand their organization's procedures for handling theft, which may include notifying security guards or calling police. The following are examples of types of retail sales workers: Parts salespersons sell spare and replacement parts and equipment, especially > [[< Previous->41-2031-WhatTheyDo-2]] > [[Next >->41-2031-WhatTheyDo-4]] > [[Close->41-2031-Detailed]]

# How to Become a Retail Sales Worker Retail sales workers typically do not need formal education to enter the occupation. However, some employers prefer to hire candidates who have a high school diploma or the equivalent. Most retail sales workers learn on the job. ### Education Although retail or parts sales positions usually have no formal education requirement, some employers prefer to hire candidates who have a high school diploma or the equivalent. ### Training Most retail sales workers receive on-the-job training, which usually lasts a few days to a few months. An experienced employee often trains newly hired workers, > [[Next >->41-2031-HowToBecomeOne-2]] > [[Close->41-2031-Detailed]]

but some training programs are more formal and may be conducted over several days. Training topics usually include customer service, security, store policies and procedures, and cash register or point-of-sale system operation. Depending on the product they are selling, employees may receive additional specialized training. For example, salespersons working in automotive sales get instruction on the types of vehicles for sale, sales promotions, and financing options. Similarly, those who sell auto parts may be instructed on the technical functions of various parts, in addition to sales > [[< Previous->41-2031-HowToBecomeOne-1]] > [[Next >->41-2031-HowToBecomeOne-3]] > [[Close->41-2031-Detailed]]

technique. ### Licenses, Certifications, and Registrations Some states require licensure for selected retail sales occupations, such as car salespersons. Aspiring salespersons may be required to pass an exam, complete a background check, or meet other conditions for employment. Requirements vary by state. Contact individual state licensing agencies for more information. ### Advancement Retail sales workers may advance to supervisory or managerial positions. Some employers prefer that candidates for managerial positions have a bachelor's degree. As sales workers gain experience and > [[< Previous->41-2031-HowToBecomeOne-2]] > [[Next >->41-2031-HowToBecomeOne-4]] > [[Close->41-2031-Detailed]]

seniority, they often have greater responsibility and may be given a choice of departments in which to work. Such opportunities often mean moving to positions with higher potential earnings and commissions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Retail sales workers must be responsive to customers and be friendly and outgoing. They should explain product options and make appropriate recommendations to > [[< Previous->41-2031-HowToBecomeOne-3]] > [[Next >->41-2031-HowToBecomeOne-5]] > [[Close->41-2031-Detailed]]

customers. Interpersonal skills. Retail sales workers have frequent interaction with customers. Engaging with and relating to people may increase customer loyalty. Math skills. Retail sales workers must be able to calculate price totals, discounts, and change owed to customers. Persistence. A large number of attempted sales may not be successful, so sales workers should not be discouraged easily. Persuasion. Retail sales workers must be persuasive when interacting with customers. They must clearly and effectively explain the benefits of the merchandise. > [[< Previous->41-2031-HowToBecomeOne-4]] > [[Close->41-2031-Detailed]]

2024, the median hourly wages for retail salespersons in the top industries in which they worked were as follows: Wage data are from nonfarm establishments. The data exclude self-employed workers and owners and partners in unincorporated businesses. Tips, sales commissions, and bonuses for meeting production targets are included in wages; premium pay, such as overtime and shift differentials, is not. Many sales workers are employed full time. Schedules may vary to include evenings and weekends. Workers sometimes pick up additional shifts or part-time employment, particularly during holidays > [[< Previous->41-2031-Pay-1]] > [[Next >->41-2031-Pay-3]] > [[Close->41-2031-Detailed]]

and other peak sales periods. > [[< Previous->41-2031-Pay-2]] > [[Close->41-2031-Detailed]]

# What Advertising Sales Agents Do Advertising sales agents, also called advertising sales representatives, sell advertising space to businesses and individuals. They contact potential clients, make sales presentations, and maintain client accounts. ### Duties Advertising sales agents typically do the following: - Locate and contact potential clients to offer their firm's advertising services - Explain to clients how specific types of advertising will help promote their products or services effectively - Provide clients with estimates of the costs of advertising products or services > [[Next >->41-3011-WhatTheyDo-2]] > [[Close->41-3011-Detailed]]

- Process all correspondence and paperwork related to accounts - Prepare and deliver sales presentations to new and existing clients - Inform clients of available options for advertising art, formats, or features and provide samples of previous work for other clients - Deliver advertising or illustration proofs to clients for approval - Prepare promotional plans, sales literature, media kits, and sales contracts > [[< Previous->41-3011-WhatTheyDo-1]] > [[Next >->41-3011-WhatTheyDo-3]] > [[Close->41-3011-Detailed]]

- Recommend appropriate sizes and formats for advertising Advertising sales agents connect clients with promotional services across various media platforms, including print, radio, television, online, and social media. They meet with clients to discuss available options. They also identify and target new clients, such as by calling prospects and attempting to sell a media firm's advertising space or time. A critical part of building relationships with clients is learning about their needs. Before the first meeting with a client, a sales agent gathers background information on the client, > [[< Previous->41-3011-WhatTheyDo-2]] > [[Next >->41-3011-WhatTheyDo-4]] > [[Close->41-3011-Detailed]]

their products or services, and the geographic area of the target market. The sales agent then meets with the client to explain how specific types of advertising will help promote the client's products or services effectively. If the client wishes to proceed, the agent prepares and presents a proposal that includes an overview of advertising media, sample advertisements, and cost estimates. In addition to maintaining sales and overseeing their accounts, advertising sales agents analyze sales statistics and prepare reports about clients' accounts. They keep up to date on industry trends by > [[< Previous->41-3011-WhatTheyDo-3]] > [[Next >->41-3011-WhatTheyDo-5]] > [[Close->41-3011-Detailed]]

reading about both current and new products, and they monitor the sales, prices, and products of their competitors. In many firms, the advertising sales agent drafts contracts, which specify the cost and the advertising work to be done. Agents also may continue to help the client, answering questions or addressing problems the client may have with the proposal. Sometimes, these workers are responsible for developing sales tools, promotional plans, and media kits, all of which they use to help make a sale. In other cases, firms may have a marketing team that sales agents work with to develop > [[< Previous->41-3011-WhatTheyDo-4]] > [[Next >->41-3011-WhatTheyDo-6]] > [[Close->41-3011-Detailed]]

these sales tools. > [[< Previous->41-3011-WhatTheyDo-5]] > [[Close->41-3011-Detailed]]

# Work Environment ### Work Environment Advertising sales agents work under pressure to meet sales quotas. They may travel to visit current and prospective clients. Most work full time. > [[Close->41-3011-Detailed]]

# How to Become an Advertising Sales Agent Advertising sales agents typically need at least a high school diploma to enter the occupation, although some employers require or prefer that candidates have a bachelor's degree. Once hired, these workers typically receive training on the job. Sales and communication skills are essential. ### Education A high school diploma is typically required for entry-level advertising sales positions. However, some employers prefer or require a college degree. Courses in marketing, communications, business, and advertising are helpful. ### Training Advertising sales agents usually receive training on > [[Next >->41-3011-HowToBecomeOne-2]] > [[Close->41-3011-Detailed]]

the job. For example, a newly hired sales agent might work alongside an experienced sales agent who coaches and observes them as they make sales calls and contact clients. Employers also may provide formal training sessions, such as for agents who sell to a specialized market segment. ### Advancement Agents with leadership experience and a strong sales record may advance to supervisory and managerial positions, such as sales manager, account executive, and vice president of sales. Successful advertising sales agents also may advance to positions in other areas, such as corporate sales. ### > [[< Previous->41-3011-HowToBecomeOne-1]] > [[Next >->41-3011-HowToBecomeOne-3]] > [[Close->41-3011-Detailed]]

Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Advertising sales agents must be persuasive during sales calls. In addition, they should listen to the client's desires and concerns so they are able to recommend an appropriate advertising package. Customer-service skills. Advertising sales agents must be responsive to clients' needs and concerns. Initiative. Advertising sales agents must actively seek new clients, keep > [[< Previous->41-3011-HowToBecomeOne-2]] > [[Next >->41-3011-HowToBecomeOne-4]] > [[Close->41-3011-Detailed]]

in touch with current clients, and expand their client base, in order to meet sales quotas. Interpersonal skills. Advertising sales agents must be able to establish a good rapport with both prospective and existing clients. Organizational skills. Agents work with many clients, each of whom may be at a different stage in the sales process. Agents must be well organized to keep track of their clients and potential clients. Self-confidence. Advertising sales agents should be confident when calling potential clients (making cold calls). Because potential clients are often unwilling to commit > [[< Previous->41-3011-HowToBecomeOne-3]] > [[Next >->41-3011-HowToBecomeOne-5]] > [[Close->41-3011-Detailed]]

on a first call, agents frequently must continue making sales calls, even if rejected at first. > [[< Previous->41-3011-HowToBecomeOne-4]] > [[Close->41-3011-Detailed]]

# Pay The median annual wage for advertising sales agents was $61,460 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $33,480, and the highest 10 percent earned more than $133,540. In May 2024, the median annual wages for advertising sales agents in the top industries in which they worked were as follows: Performance-based pay, including bonuses and commissions, can make up a large portion of an advertising sales agent's earnings. Most employers pay some combination of > [[Next >->41-3011-Pay-2]] > [[Close->41-3011-Detailed]]

salaries, commissions, and bonuses. Commissions usually are based on individual sales numbers. Bonuses may depend on individual performance, the performance of all sales workers in a group, or the performance of the entire firm. Most advertising sales agents work full time. Note: Wage data are from nonfarm establishments. The data exclude self-employed workers and owners and partners in unincorporated businesses. Tips, sales commissions, and bonuses for meeting production targets are included in wages; premium pay, such as overtime and shift differentials, is not. > [[< Previous->41-3011-Pay-1]] > [[Close->41-3011-Detailed]]

# Job Outlook Employment of advertising sales agents is projected to grow 6 percent from 2024 to 2034, decline. About 9,300 openings for advertising sales agents are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Newspapers and magazines are expected to continue to experience circulation declines. With the shift towards digital advertising and the decline in the number of consumers viewing advertisements in print media, fewer > [[Next >->41-3011-JobOutlook-2]] > [[Close->41-3011-Detailed]]

advertising sales agents are expected to be needed. Advertising will continue to grow in digital media, including online video ads, search engine ads, and other digital ads intended for cell phones or tablet-style computers. Although advertising sales agents are still needed in digital media, the ability to automate digital ad placement and the use of ad blockers by digital users may limit employment demand for advertising sales agents along these channels. > [[< Previous->41-3011-JobOutlook-1]] > [[Close->41-3011-Detailed]]

# What Insurance Sales Agents Do Insurance sales agents contact potential customers and sell one or more types of insurance. These agents explain various insurance policies and help clients choose the plans that suit them. ### Duties Insurance sales agents typically do the following: - Contact potential clients to expand their own customer base - Interview prospective clients to get information about their financial situation and discuss existing coverage - Explain the features of various insurance policies - Analyze clients' current policies and suggest additions or other changes > [[Next >->41-3021-WhatTheyDo-2]] > [[Close->41-3021-Detailed]]

- Customize insurance programs to suit individual clients - Handle policy sales and renewals - Assist clients with the insurance claims process > [[< Previous->41-3021-WhatTheyDo-1]] > [[Next >->41-3021-WhatTheyDo-3]] > [[Close->41-3021-Detailed]]

- Maintain client records Insurance sales agents commonly sell one or more types of insurance, such as property and casualty, life, health, and long-term care. Property and casualty insurance agents sell policies that protect people and businesses from financial loss resulting from automobile accidents or from fire, theft, and other events that damage property. For businesses, property and casualty insurance also covers claims related to workers' compensation, product liability, and medical malpractice. Life insurance agents specialize in selling policies that pay beneficiaries when a > [[< Previous->41-3021-WhatTheyDo-2]] > [[Next >->41-3021-WhatTheyDo-4]] > [[Close->41-3021-Detailed]]

policyholder dies. Life insurance agents also sell annuities, which require the policyholder to make a single deposit or a series of payments in exchange for regular disbursements over time. Health and long-term care insurance agents sell policies that cover some or all of the costs of medical care and of assisted-living services for older adults. They also may sell insurance for dental care and for short > [[< Previous->41-3021-WhatTheyDo-3]] > [[Next >->41-3021-WhatTheyDo-5]] > [[Close->41-3021-Detailed]]

- and long-term disability. Agents may specialize in selling any one of these products or function as generalists providing multiple products. In addition to offering insurance, these agents may become licensed to sell mutual funds, variable annuities, and other securities. This practice is most common with life insurance agents who already sell annuities, but many property and casualty agents also sell financial products. Many agents market their services to create or expand their own client base. For example, they may make sales calls to people who are not current clients, often through > [[< Previous->41-3021-WhatTheyDo-4]] > [[Next >->41-3021-WhatTheyDo-6]] > [[Close->41-3021-Detailed]]

referrals from current clients. Insurance agents may work for either a single company or several companies. Captive agents are insurance sales agents who work exclusively for one company. They sell policies provided only by the company that employs them. Independent insurance agents may sell the policies of several companies to match their clients' needs with the company that offers the best rate and coverage. Insurance brokers work for insurance brokerage firms. They represent their clients, rather than insurers, and may offer advice about competing companies' rates, coverage, and > [[< Previous->41-3021-WhatTheyDo-5]] > [[Next >->41-3021-WhatTheyDo-7]] > [[Close->41-3021-Detailed]]

reputation. Like agents, brokers may be either captive or independent; however, because independent brokers are not associated with insurance companies, they must involve an insurer or insurance agent to complete a sale. > [[< Previous->41-3021-WhatTheyDo-6]] > [[Close->41-3021-Detailed]]

# Work Environment ### Work Environment Most insurance sales agents work in office settings, although they may spend time traveling to meet with clients. > [[Close->41-3021-Detailed]]

# How to Become an Insurance Sales Agent Insurance sales agents typically need a high school diploma to enter the occupation. However, employers may prefer to hire candidates who have a bachelor's degree. Agents must be licensed in the states where they work. ### Education A high school diploma is typically required for insurance sales agents. However, some employers prefer to hire candidates who have a bachelor's degree in a field such as business. ### Training Insurance sales agents learn many of their duties on the job, such as by shadowing an experienced agent. New agents learn about insurance products, the sales process, and > [[Next >->41-3021-HowToBecomeOne-2]] > [[Close->41-3021-Detailed]]

how to interact with clients. Employers often expect agents to stay abreast of changes in tax laws, government benefits programs, and other state and federal regulations that may affect clients' insurance needs and the way in which agents conduct business. Agents may take continuing education to meet employer expectations. ### Licenses, Certifications, and Registrations Insurance sales agents must have a license in the states where they work. Separate licenses are required for agents to sell life and health insurance and property and casualty insurance. In most states, licenses are issued > [[< Previous->41-3021-HowToBecomeOne-1]] > [[Next >->41-3021-HowToBecomeOne-3]] > [[Close->41-3021-Detailed]]

only to applicants who complete specified courses and who pass state exams covering insurance fundamentals and state insurance laws. Most state licensing authorities also require agents to take continuing education courses focusing on topics such as insurance laws, consumer protection, ethics, and the technical details of various insurance policies. Some insurance sales agents also sell securities and other financial products. To do so, they must become licensed by the Financial Industry Regulatory Authority (FINRA). FINRA's Series 6 exam is for agents who want to sell financial products, > [[< Previous->41-3021-HowToBecomeOne-2]] > [[Next >->41-3021-HowToBecomeOne-4]] > [[Close->41-3021-Detailed]]

such as municipal fund securities, mutual funds, and variable annuities. Its Series 7 exam is the main FINRA series license, which qualifies agents as general securities sales representatives. A number of organizations offer certifications that show an agent's expertise in insurance specialties. These certifications are not required for employment, but they may give job candidates an advantage over other applicants. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment > [[< Previous->41-3021-HowToBecomeOne-3]] > [[Next >->41-3021-HowToBecomeOne-5]] > [[Close->41-3021-Detailed]]

Projections (EP) skills data page. Analytical skills. Insurance sales agents must evaluate the needs of each client to determine the appropriate insurance policy. Communication skills. Insurance sales agents must listen to clients and be able to clearly explain suitable policies. Initiative. Insurance sales agents need to actively seek out new clients in order to increase business. Interpersonal skills. Insurance sales agents must be able to establish trust in networking for prospective clients and in interactions with existing clients, including to handle claims. Self-confidence. > [[< Previous->41-3021-HowToBecomeOne-4]] > [[Next >->41-3021-HowToBecomeOne-6]] > [[Close->41-3021-Detailed]]

Insurance sales agents should be confident when contacting prospective clients. They must be persuasive and able to maintain composure if rejected. > [[< Previous->41-3021-HowToBecomeOne-5]] > [[Close->41-3021-Detailed]]

# Pay The median annual wage for insurance sales agents was $60,370 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,390, and the highest 10 percent earned more than $135,660. In May 2024, the median annual wages for insurance sales agents in the top industries in which they worked were as follows: Wage data are from nonfarm establishments. The data exclude self-employed workers and owners and partners in unincorporated businesses. Tips, sales commissions, and > [[Next >->41-3021-Pay-2]] > [[Close->41-3021-Detailed]]

bonuses for meeting production targets are included in wages; premium pay, such as overtime and shift differentials, is not. Independent agents may be paid by commission only. Sales workers who are employees of an agency or an insurance carrier may be paid in one of three ways: salary only, salary plus commission, or salary plus bonus. In general, commissions are the most common form of compensation, especially for experienced agents. The amount of the commission depends on the type and amount of insurance sold and on whether the transaction is a new policy or a renewal. When agents meet > [[< Previous->41-3021-Pay-1]] > [[Next >->41-3021-Pay-3]] > [[Close->41-3021-Detailed]]

their sales goals or when an agency meets its profit goals, agents usually get bonuses. Some agents involved with financial planning receive a fee for their services rather than a commission. Most insurance sales agents work full time. > [[< Previous->41-3021-Pay-2]] > [[Close->41-3021-Detailed]]

# Job Outlook Employment of insurance sales agents is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 47,000 openings for insurance sales agents are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Because the profitability of insurance companies depends on a steady stream of new customers, the demand for insurance sales agents is expected to continue. Employment growth > [[Next >->41-3021-JobOutlook-2]] > [[Close->41-3021-Detailed]]

will likely be strongest for independent sales agents as insurance companies rely more on brokerages and less on captive agents in an effort to control costs. Many clients do their own research and purchase insurance online, which reduces demand for an insurance sales agent's services. However, agents will still be needed to help clients understand their options and choose a policy that is right for them. Many customers lack the time or expertise to study the different types of insurance to decide what they need and so they will continue to rely on advice from insurance sales agents. > [[< Previous->41-3021-JobOutlook-1]] > [[Close->41-3021-Detailed]]

# What Securities, Commodities, and Financial Services Sales Agents Do Securities, commodities, and financial services sales agents connect buyers and sellers in financial markets. They sell securities to individuals, advise companies in search of investors, and conduct trades. ### Duties Securities, commodities, and financial services sales agents typically do the following: - Contact prospective clients to present information and explain available services - Offer advice on the purchase or sale of particular securities - Buy and sell securities, such as stocks and bonds - Buy and sell commodities, such as corn, oil, and gold > [[Next >->41-3031-WhatTheyDo-2]] > [[Close->41-3031-Detailed]]

- Monitor financial markets and the performance of individual securities - Analyze company finances to provide recommendations for public offerings, mergers, and acquisitions > [[< Previous->41-3031-WhatTheyDo-1]] > [[Next >->41-3031-WhatTheyDo-3]] > [[Close->41-3031-Detailed]]

- Evaluate cost and revenue of agreements Securities, commodities, and financial services sales agents deal with a wide range of products and clients. Agents spend much of the day interacting with people, whether selling stock to an individual or discussing the status of a merger deal with a company executive. The work is usually stressful because agents deal with large amounts of money and have time constraints. A security or commodity can be traded in two ways: electronically or in an auction-style setting on the floor of an exchange market. Markets such as the National Association of > [[< Previous->41-3031-WhatTheyDo-2]] > [[Next >->41-3031-WhatTheyDo-4]] > [[Close->41-3031-Detailed]]

Securities Dealers Automated Quotation system (NASDAQ) use vast computer networks rather than human traders to match buyers and sellers. Others, such as the New York Stock Exchange (NYSE), rely on floor brokers to complete transactions. The following are examples of types of securities, commodities, and financial services sales agents: Brokers sell securities and commodities directly to individual clients. They advise people on appropriate investments based on the client's needs and financial ability. The people they advise may have very different levels of expertise in financial > [[< Previous->41-3031-WhatTheyDo-3]] > [[Next >->41-3031-WhatTheyDo-5]] > [[Close->41-3031-Detailed]]

matters. Finding clients is a large part of a broker's job. They must create their own client base by calling from a list of potential clients. Some agents network by joining social groups, and others may rely on referrals from satisfied clients. Investment bankers connect businesses that need money to finance their operations or expansion plans with investors who are interested in providing that funding. This process is called underwriting, and it is the main function of investment banks. The banks first sell their advisory services to help companies issue new stocks or bonds, and then the > [[< Previous->41-3031-WhatTheyDo-4]] > [[Next >->41-3031-WhatTheyDo-6]] > [[Close->41-3031-Detailed]]

banks sell the issued securities to investors. Some of the most important services that investment bankers provide are initial public offerings (IPOs), and mergers and acquisitions. An IPO is the process by which a company becomes open for public investment by issuing its first stock. Investment bankers must estimate how much the company is worth and ensure that it meets the legal requirements to become publicly traded. Investment bankers also connect companies in mergers (when two companies join together) and acquisitions (when one company buys another). Investment bankers provide advice > [[< Previous->41-3031-WhatTheyDo-5]] > [[Next >->41-3031-WhatTheyDo-7]] > [[Close->41-3031-Detailed]]

throughout the process to ensure that the transaction goes smoothly. Investment banking sales agents and traders carry out buy and sell orders for stocks, bonds, and commodities from clients and make trades on behalf of the firm itself. Investment banks primarily employ these workers, although some work for commercial banks, hedge funds, and private equity groups. Because markets fluctuate so much, trading is a split-second decisionmaking process. Slight changes in the price of a trade can greatly affect its profitability, making the trader's decision extremely important. Floor brokers work > [[< Previous->41-3031-WhatTheyDo-6]] > [[Next >->41-3031-WhatTheyDo-8]] > [[Close->41-3031-Detailed]]

directly on the floor - a large room where trading is done > [[< Previous->41-3031-WhatTheyDo-7]] > [[Next >->41-3031-WhatTheyDo-9]] > [[Close->41-3031-Detailed]]

- of a securities or commodities exchange. After a trader places an order for a security, floor brokers negotiate the price, make the sale, and forward the purchase price to the trader. Financial services sales agents consult on a wide variety of banking, securities, insurance, and related services to individuals and businesses, often catering the services to meet the client's financial needs. They contact potential clients to explain their services, which may include the handling of checking accounts, loans, certificates of deposit, individual retirement accounts, credit cards, and estate > [[< Previous->41-3031-WhatTheyDo-8]] > [[Next >->41-3031-WhatTheyDo-10]] > [[Close->41-3031-Detailed]]

and retirement planning. > [[< Previous->41-3031-WhatTheyDo-9]] > [[Close->41-3031-Detailed]]

# Work Environment ### Work Environment Securities, commodities, and financial services sales agents work in high-stress environments and often work more than 40 hours per week. > [[Close->41-3031-Detailed]]

# How to Become a Securities, Commodities, or Financial Services Sales Agent Securities, commodities, and financial services sales agents typically need a bachelor's degree for entry-level jobs. A master's degree in business administration (MBA) is useful for advancement. ### Education Securities, commodities, and financial services sales agents typically need a bachelor's degree to enter the occupation. A common field of degree is business, which usually includes coursework in topics such as finance, accounting, and economics. Summer internships often provide useful experience, and employers may prefer to hire candidates who have worked as interns. Numerous agents > [[Next >->41-3031-HowToBecomeOne-2]] > [[Close->41-3031-Detailed]]

eventually get a master's degree in business administration (MBA), which is often a requirement for high-level positions in the securities industry. Because the MBA exposes students to real-world business practices, it can be a major asset for jobseekers. Employers often reward MBA holders with higher level positions, better compensation, and large signing bonuses. ### Training Most employers provide intensive on-the-job training, teaching employees the specifics of the job, such as the products and services offered. Trainees in large firms may receive technical instruction in securities > [[< Previous->41-3031-HowToBecomeOne-1]] > [[Next >->41-3031-HowToBecomeOne-3]] > [[Close->41-3031-Detailed]]

analysis and selling strategies. Firms often rotate their trainees among various departments to give them a broad understanding of the securities business. Securities, commodities, and financial services sales agents must keep up with new products and services and other developments. They attend conferences and training seminars regularly. ### Licenses, Certifications, and Registrations Brokers and investment bankers must register as representatives of their firm with the Financial Industry Regulatory Authority (FINRA). To obtain the license, potential agents must pass a series of > [[< Previous->41-3031-HowToBecomeOne-2]] > [[Next >->41-3031-HowToBecomeOne-4]] > [[Close->41-3031-Detailed]]

exams. Many other licenses are available, each of which gives the holder the right to sell different investment products and services. Traders and some other sales representatives also need licenses, although these vary by firm and specialization. Financial services sales agents may need to be licensed, especially if they sell securities or insurance. Most firms offer training to help their employees pass the licensing exams. Agents who are registered with FINRA must attend continuing education classes to keep their licenses. Courses consist of computer-based training on legal requirements > [[< Previous->41-3031-HowToBecomeOne-3]] > [[Next >->41-3031-HowToBecomeOne-5]] > [[Close->41-3031-Detailed]]

or new financial products or services. Although not always required, certification enhances professional standing and may be recommended by employers. Information on certifications is available from CareerOneStop. ### Advancement Securities, commodities, and financial services sales agents usually advance to senior positions in a firm by accumulating a greater number of accounts. Although beginners often service the accounts of individual investors, they may eventually service large institutional accounts, such as those of banks and retirement funds. Getting an MBA may also help advancement > [[< Previous->41-3031-HowToBecomeOne-4]] > [[Next >->41-3031-HowToBecomeOne-6]] > [[Close->41-3031-Detailed]]

opportunities. After taking a series of tests, some brokers become portfolio managers and have greater authority to make investment decisions regarding an account. Some experienced sales agents become branch office managers and supervise other sales agents while continuing to provide services for their own clients. A few agents advance to top management positions or become partners in their firms. Many investment banks use an "up or out" policy, in which entry-level investment bankers are either promoted or terminated after 2 or 3 years. Investment banks use this policy to ensure that > [[< Previous->41-3031-HowToBecomeOne-5]] > [[Next >->41-3031-HowToBecomeOne-7]] > [[Close->41-3031-Detailed]]

entry-level positions are not occupied long term, allowing the bank to bring in new workers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. To judge the profitability of potential deals, securities, commodities, and financial services sales agents must have strong analytical skills. This includes computer programming skills which they use to analyze financial products. Customer-service skills. Securities, > [[< Previous->41-3031-HowToBecomeOne-6]] > [[Next >->41-3031-HowToBecomeOne-8]] > [[Close->41-3031-Detailed]]

commodities, and financial services sales agents must be persuasive and make clients feel comfortable with the agent's recommendations. Decision-making skills. Investment banking traders must make split-second decisions, with large sums of money at stake. Detail oriented. Investment bankers must pay close attention to the details of initial public offerings and mergers and acquisitions because small changes can have large consequences. Initiative. Securities, commodities, and financial services sales agents must create their own client base by making "cold" sales calls to people to whom > [[< Previous->41-3031-HowToBecomeOne-7]] > [[Next >->41-3031-HowToBecomeOne-9]] > [[Close->41-3031-Detailed]]

they have not been referred and to people not expecting the call. Math skills. Securities, commodities, and financial services sales agents need to be familiar with mathematical tools, including investment formulas. > [[< Previous->41-3031-HowToBecomeOne-8]] > [[Close->41-3031-Detailed]]

# Pay The median annual wage for securities, commodities, and financial services sales agents was $78,140 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $47,080, and the highest 10 percent earned more than $215,210. In May 2024, the median annual wages for securities, commodities, and financial services sales agents in the top industries in which they worked were as follows: Many securities and commodities brokers earn a commission based on the monetary value of the > [[Next >->41-3031-Pay-2]] > [[Close->41-3031-Detailed]]

products they sell. Most firms pay brokers a minimum salary in addition to commissions. Trainee brokers usually earn a salary until they develop a client base. The salary gradually decreases in favor of commissions as the broker gains clients. Investment bankers in corporate finance and mergers and acquisitions generally earn a base salary with the opportunity to earn a substantial bonus. At higher levels, bonuses far exceed base salary. Securities, commodities, and financial services sales agents usually work full time and some work more than 40 hours per week. In addition, they may work > [[< Previous->41-3031-Pay-1]] > [[Next >->41-3031-Pay-3]] > [[Close->41-3031-Detailed]]

evenings and weekends because many of their clients work during the day. > [[< Previous->41-3031-Pay-2]] > [[Close->41-3031-Detailed]]

# Job Outlook Employment of securities, commodities, and financial services sales agents is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 38,100 openings for securities, commodities, and financial services sales agents are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Services that investment bankers provide, such as helping with initial public offerings and mergers > [[Next >->41-3031-JobOutlook-2]] > [[Close->41-3031-Detailed]]

and acquisitions, will continue to be in demand as the economy grows. The United States remains an international financial center, meaning that the economic growth of countries around the world will contribute to employment growth in the U.S. financial industry. An aging population and the decline of traditional pensions may boost demand for these workers, as individuals approaching retirement seek brokers to facilitate securities purchases. However, automated trading systems have reduced demand for securities traders. Because simpler stock purchases can be made online without a broker, > [[< Previous->41-3031-JobOutlook-1]] > [[Next >->41-3031-JobOutlook-3]] > [[Close->41-3031-Detailed]]

financial firms will focus on hiring sales agents with specialized areas of expertise and strong customer-service skills. > [[< Previous->41-3031-JobOutlook-2]] > [[Close->41-3031-Detailed]]

# What Travel Agents Do Travel agents sell transportation, lodging, and admission to entertainment activities to individuals and groups planning trips. They offer advice on destinations, plan trip itineraries, and make travel arrangements for clients. ### Duties Travel agents typically do the following: - Arrange travel for business and vacation clients - Determine clients' needs and preferences, such as schedules and costs - Plan and arrange tour packages, excursions, and day trips - Find fare and schedule information - Calculate total travel costs > [[Next >->41-3041-WhatTheyDo-2]] > [[Close->41-3041-Detailed]]

- Book reservations for travel, hotels, rental cars, and special events, such as tours and excursions - Describe trips to clients and advise about local customs and attractions - Give details on required documents, such as passports and visas, and on complying with cross-border entry requirements, such as health and safety protocols > [[< Previous->41-3041-WhatTheyDo-1]] > [[Next >->41-3041-WhatTheyDo-3]] > [[Close->41-3041-Detailed]]

- Make alternative booking arrangements if changes arise before or during the trip Travel agents sort through vast amounts of information to find and arrange the best trip options for travelers. In addition, resorts and specialty groups use travel agents to promote vacation packages to their clients. Travel agents may visit destinations to get firsthand experience so that they can make recommendations to clients. They visit hotels, resorts, and restaurants to evaluate the comfort, cleanliness, and quality of establishments. Self-employed travel agents may have additional responsibilities > [[< Previous->41-3041-WhatTheyDo-2]] > [[Next >->41-3041-WhatTheyDo-4]] > [[Close->41-3041-Detailed]]

related to running their business, such as recordkeeping, managing staff, and marketing. However, travel agents most of their time talking with clients, promoting tours, and contacting airlines and hotels to make travel accommodations. The following are examples of types of travel agents: Leisure travel agents sell vacation packages to the public. They are responsible for arranging trip itineraries based on clients' interests and budget. Leisure travel agents often focus on a specific geographic area or type of travel, such as adventure tours. Some cater to a specific group, such as > [[< Previous->41-3041-WhatTheyDo-3]] > [[Next >->41-3041-WhatTheyDo-5]] > [[Close->41-3041-Detailed]]

students or single people. Corporate travel agents, also called travel coordinators, primarily make travel arrangements for businesses. They book transportation and accommodations for an organization's employees who are traveling to conduct business or attend conferences. > [[< Previous->41-3041-WhatTheyDo-4]] > [[Close->41-3041-Detailed]]

# Work Environment ### Work Environment Travel agents typically spend much of their day sitting, working on the phone and on the computer. Most travel agents work for travel agencies; many are self-employed. > [[Close->41-3041-Detailed]]

# How to Become a Travel Agent A high school diploma typically is required to become a travel agent. However, employers may prefer to hire candidates who have sales experience or relevant certification or education. Communication and customer service skills are essential. ### Education Travel agents typically need at least a high school diploma to enter the occupation, but employers may prefer to hire candidates who have a college degree or who have taken courses related to the travel industry. Community colleges, vocational schools, and industry associations may offer technical training, certificates, or continuing > [[Next >->41-3041-HowToBecomeOne-2]] > [[Close->41-3041-Detailed]]

education in professional travel planning. In addition, some 4-year colleges offer degrees in travel and tourism. Courses usually focus on reservations systems, marketing, and regulations regarding international travel. ### Training Employers in the travel industry typically provide on-the-job training that lasts at least 1 month. This training covers topics such as how to operate computer systems that are used in the industry. For example, a travel agent could be trained to work with a reservation system used by several airlines. ### Licenses, Certifications, and Registrations Some states > [[< Previous->41-3041-HowToBecomeOne-1]] > [[Next >->41-3041-HowToBecomeOne-3]] > [[Close->41-3041-Detailed]]

require travel agents to have a business license, to register with the state, or to meet other conditions. Requirements vary by state. Contact individual state licensing agencies for more information. Although not required, some travel agents may choose to earn professional credentials. Information on certifications is available from CareerOneStop. ### Other Experience Some agencies prefer to hire travel agents who have extensive traveling experience. These agencies especially prefer travel agents who focus on particular destinations or types of travelers, such as groups with a special > [[< Previous->41-3041-HowToBecomeOne-2]] > [[Next >->41-3041-HowToBecomeOne-4]] > [[Close->41-3041-Detailed]]

interest or corporate travelers. Agencies also may prefer to hire travel agents who have sales experience. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Travel agents must listen to clients' travel needs and offer travel advice and information that meet those needs. Customer-service skills. Travel agents must be able to interact with clients and respond to questions and complaints in a friendly, professional > [[< Previous->41-3041-HowToBecomeOne-3]] > [[Next >->41-3041-HowToBecomeOne-5]] > [[Close->41-3041-Detailed]]

manner. Detail oriented. Travel agents must ensure that the reservations they make are for the dates, times, and locations that match travelers' schedules. Organizational skills. Travel agents often work on itineraries for many clients at once. Ability to keep information in order and to ensure that bills and receipts are processed in a timely manner is essential. Sales skills. Travel agents must be able to persuade clients to buy transportation, lodging, or tours. > [[< Previous->41-3041-HowToBecomeOne-4]] > [[Close->41-3041-Detailed]]

# Pay The median annual wage for travel agents was $48,450 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $33,280, and the highest 10 percent earned more than $74,160. In May 2024, the median annual wages for travel agents in the top industries in which they worked were as follows: These wage data include money earned from commissions. Earnings for many travel agents depend on commissions and service fees. Most travel agents work full time, although part-time work is > [[Next >->41-3041-Pay-2]] > [[Close->41-3041-Detailed]]

common. Some work additional hours during peak travel times or when they must accommodate clients' schedule changes and last-minute needs. > [[< Previous->41-3041-Pay-1]] > [[Close->41-3041-Detailed]]

# Job Outlook Employment of travel agents is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 7,100 openings for travel agents are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand is projected to grow gradually for travel agents' expertise in recommending options to clients seeking personalized travel experiences. People are expected to continue relying on travel agents > [[Next >->41-3041-JobOutlook-2]] > [[Close->41-3041-Detailed]]

for their advice on popular or unique destinations and for their ability to handle travel issues. However, the ability of travelers to use online resources to research vacations and book their own trips may limit demand for travel agents. > [[< Previous->41-3041-JobOutlook-1]] > [[Close->41-3041-Detailed]]

# What Wholesale and Manufacturing Sales Representatives Do Wholesale and manufacturing sales representatives sell goods for wholesalers or manufacturers to businesses, government agencies, and other organizations. They contact customers, explain the features of the products they are selling, negotiate prices, and answer any questions that their customers may have about the products. ### Duties Wholesale and manufacturing sales representatives typically do the following: - Identify prospective customers by using business directories, following leads from existing clients, and attending trade shows and conferences > [[Next >->41-4011-WhatTheyDo-2]] > [[Close->41-4011-Detailed]]

- Contact new and existing customers to discuss their needs and explain how specific products and services can meet these needs - Help customers select products to meet customers' needs, product specifications, and regulations - Emphasize product features that will meet customers' needs, and exhibit the capabilities and limitations of their products - Answer customers' questions about the prices, availability, and uses of the products they are selling - Negotiate prices and terms of sales and service agreements - Prepare sales contracts and submit orders for processing > [[< Previous->41-4011-WhatTheyDo-1]] > [[Next >->41-4011-WhatTheyDo-3]] > [[Close->41-4011-Detailed]]

- Collaborate with colleagues to exchange information, such as information on selling strategies and marketing information - Follow up with customers to make sure that they are satisfied with their purchases and to answer any questions or concerns they might have Wholesale and manufacturing sales representatives - sometimes called manufacturers' representatives or manufacturers' agents > [[< Previous->41-4011-WhatTheyDo-2]] > [[Next >->41-4011-WhatTheyDo-4]] > [[Close->41-4011-Detailed]]

- generally work for manufacturers or wholesalers. Some work for a single organization, while others represent several companies and sell a range of products. Unlike retail sales workers, who sell goods directly to consumers, wholesale and manufacturing sales representatives deal with businesses, government agencies, and other organizations. Some wholesale and manufacturing sales representatives work with nonscientific products, such as food, office supplies, and clothing. Other representatives specialize in technical and scientific products, ranging from agricultural and mechanical > [[< Previous->41-4011-WhatTheyDo-3]] > [[Next >->41-4011-WhatTheyDo-5]] > [[Close->41-4011-Detailed]]

equipment to computer and pharmaceutical goods. Wholesale and manufacturing sales representatives who lack expertise about a given product frequently team with a technical expert. In this arrangement, the technical expert - sometimes a sales engineer > [[< Previous->41-4011-WhatTheyDo-4]] > [[Next >->41-4011-WhatTheyDo-6]] > [[Close->41-4011-Detailed]]

- attends the sales presentation to explain the product and answer questions or concerns. The sales representative makes the initial contact with customers, introduces the company's product, and obtains final agreement from the potential buyer. By working with a technical expert, the representative is able to spend more time maintaining and soliciting accounts and less time seeking technical knowledge. After the sale, representatives may make followup visits to ensure that equipment is functioning properly and may even help train customers' employees to operate and maintain new > [[< Previous->41-4011-WhatTheyDo-5]] > [[Next >->41-4011-WhatTheyDo-7]] > [[Close->41-4011-Detailed]]

equipment. Those selling consumer goods often suggest how and where merchandise should be displayed. When working with retailers, they may help arrange promotional programs, store displays, and advertising. In addition to selling products, wholesale and manufacturing sales representatives analyze sales statistics, prepare reports, and handle administrative duties such as filing expense accounts, scheduling appointments, and making travel plans. Staying up to date on new products and the changing needs of customers is important. Sales representatives accomplish this aim in a variety of > [[< Previous->41-4011-WhatTheyDo-6]] > [[Next >->41-4011-WhatTheyDo-8]] > [[Close->41-4011-Detailed]]

ways, including attending trade shows at which new products and technologies are showcased. They attend conferences and conventions to meet other sales representatives and clients and to discuss new product developments. They also read about new and existing products and monitor the sales, prices, and products of their competitors. The following are examples of types of wholesale and manufacturing sales representatives: Inside sales representatives work mostly in offices while making sales. Frequently, they are responsible for getting new clients by "cold-calling" various organizations, > [[< Previous->41-4011-WhatTheyDo-7]] > [[Next >->41-4011-WhatTheyDo-9]] > [[Close->41-4011-Detailed]]

meaning that they call potential customers who are not expecting to be contacted. That way, a representative can establish an initial contact. They also take incoming calls from customers who are interested in their product, and they process paperwork to complete the sale. Outside sales representatives spend much of their time traveling to and visiting with current clients and prospective buyers. During a sales call, they discuss the client's needs and suggest how they can meet those needs with merchandise or services. They may show samples or catalogs that describe items their company > [[< Previous->41-4011-WhatTheyDo-8]] > [[Next >->41-4011-WhatTheyDo-10]] > [[Close->41-4011-Detailed]]

provides, and they may inform customers about the prices and availability of the products they are selling and the ways in which their products can save money and boost productivity. > [[< Previous->41-4011-WhatTheyDo-9]] > [[Close->41-4011-Detailed]]

# Work Environment ### Work Environment Wholesale and manufacturing sales representatives work under pressure because their income and job security depend on the amount of merchandise they sell. Some sales representatives travel frequently. > [[Close->41-4011-Detailed]]

# How to Become a Wholesale or Manufacturing Sales Representative Educational requirements vary with the type of product sold. If the products are not scientific or technical, a high school diploma is generally enough for entry into the occupation. If the products are scientific or technical, sales representatives typically need at least a bachelor's degree. ### Education A high school diploma is typically sufficient for many positions, primarily those selling nontechnical or nonscientific products. However, representatives selling scientific and technical products usually must have a bachelor's degree. Scientific and technical products include > [[Next >->41-4011-HowToBecomeOne-2]] > [[Close->41-4011-Detailed]]

pharmaceuticals, medical instruments, and industrial equipment. A field of degree related to the product sold, such as agriculture or biology, is sometimes required. Many sales representatives attend seminars in sales techniques or take courses in marketing, economics, communication, or even a foreign language to improve their ability to make sales. ### Training Many companies have formal training programs for beginning wholesale and manufacturing sales representatives. These programs may last up to 1 year. In some, trainees rotate among jobs in plants and offices in order to learn all > [[< Previous->41-4011-HowToBecomeOne-1]] > [[Next >->41-4011-HowToBecomeOne-3]] > [[Close->41-4011-Detailed]]

phases of producing, installing, and distributing the product. In others, trainees receive formal technical instruction at the plant, followed by on-the-job training under the supervision of a field sales manager. New employees may be trained by going along with experienced workers on their sales calls. As they gain familiarity with the firm's products and clients, the new workers gain more responsibility until they eventually get their own territory. ### Licenses, Certifications, and Registrations Although not required, some wholesale and manufacturing sales representatives choose to earn > [[< Previous->41-4011-HowToBecomeOne-2]] > [[Next >->41-4011-HowToBecomeOne-4]] > [[Close->41-4011-Detailed]]

professional certification. Information on certifications is available from CareerOneStop. ### Advancement Frequently, promotion takes the form of an assignment to a larger account or territory, for which commissions are likely to be greater. Those who have good sales records and leadership ability may advance to higher level positions, such as sales manager, sales supervisor, district manager, or vice president of sales. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment > [[< Previous->41-4011-HowToBecomeOne-3]] > [[Next >->41-4011-HowToBecomeOne-5]] > [[Close->41-4011-Detailed]]

Projections (EP) skills data page. Customer-service skills. Wholesale and manufacturing sales representatives must be able to listen to the customer's needs and concerns before and after the sale. Interpersonal skills. Wholesale and manufacturing sales representatives must be able to work well with many types of people. They must be able to build good relationships with clients and with other members of the sales team. Physical stamina. Wholesale and manufacturing sales representatives are often on their feet for a long time and may carry heavy sample products. Self-confidence. Wholesale > [[< Previous->41-4011-HowToBecomeOne-4]] > [[Next >->41-4011-HowToBecomeOne-6]] > [[Close->41-4011-Detailed]]

and manufacturing sales representatives must be confident and persuasive when making sales presentations. In addition, making a call to a potential customer who is not expecting to be contacted, or "cold-calling," requires confidence and composure. > [[< Previous->41-4011-HowToBecomeOne-5]] > [[Close->41-4011-Detailed]]

# Pay The median annual wage for sales representatives, wholesale and manufacturing, except technical and scientific products was $66,780 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $37,860, and the highest 10 percent earned more than $134,470. The median annual wage for sales representatives, wholesale and manufacturing, technical and scientific products was $100,070 in May 2024. The lowest 10 percent earned less than $48,840, and the highest 10 percent earned > [[Next >->41-4011-Pay-2]] > [[Close->41-4011-Detailed]]

more than $194,890. In May 2024, the median annual wages for sales representatives, wholesale and manufacturing, except technical and scientific products in the top industries in which they worked were as follows: In May 2024, the median annual wages for sales representatives, wholesale and manufacturing, technical and scientific products in the top industries in which they worked were as follows: Compensation for representatives varies considerably with the type of firm and the product sold. Most employers use a combination of salary and commissions or salary plus bonuses. Commissions > [[< Previous->41-4011-Pay-1]] > [[Next >->41-4011-Pay-3]] > [[Close->41-4011-Detailed]]

usually are based on a percentage of sales. Bonuses may depend on the individual's performance, on the performance of all sales workers in the group or district, or on the company's performance. Most wholesale and manufacturing sales representatives work full time and many work more than 40 hours per week. > [[< Previous->41-4011-Pay-2]] > [[Close->41-4011-Detailed]]

# Job Outlook Overall employment of wholesale and manufacturing sales representatives is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 142,100 openings for wholesale and manufacturing sales representatives are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of wholesale and manufacturing sales representatives varies by occupation (see table). A rising > [[Next >->41-4011-JobOutlook-2]] > [[Close->41-4011-Detailed]]

total volume of sales, as well as a wider range of products and technologies, will create demand for sales representatives. Wholesale sales are increasingly being conducted online. These online sales are mostly expected to complement, rather than replace, face-to-face selling. Advances in artificial intelligence (AI) and integration with automation technologies, such as chat bots, may limit employment growth for sales representatives. > [[< Previous->41-4011-JobOutlook-1]] > [[Close->41-4011-Detailed]]

- Contact new and existing customers to discuss their needs and explain how specific products and services can meet these needs - Help customers select products to meet customers' needs, product specifications, and regulations - Emphasize product features that will meet customers' needs, and exhibit the capabilities and limitations of their products - Answer customers' questions about the prices, availability, and uses of the products they are selling - Negotiate prices and terms of sales and service agreements - Prepare sales contracts and submit orders for processing > [[< Previous->41-4012-WhatTheyDo-1]] > [[Next >->41-4012-WhatTheyDo-3]] > [[Close->41-4012-Detailed]]

- Collaborate with colleagues to exchange information, such as information on selling strategies and marketing information - Follow up with customers to make sure that they are satisfied with their purchases and to answer any questions or concerns they might have Wholesale and manufacturing sales representatives - sometimes called manufacturers' representatives or manufacturers' agents > [[< Previous->41-4012-WhatTheyDo-2]] > [[Next >->41-4012-WhatTheyDo-4]] > [[Close->41-4012-Detailed]]

- generally work for manufacturers or wholesalers. Some work for a single organization, while others represent several companies and sell a range of products. Unlike retail sales workers, who sell goods directly to consumers, wholesale and manufacturing sales representatives deal with businesses, government agencies, and other organizations. Some wholesale and manufacturing sales representatives work with nonscientific products, such as food, office supplies, and clothing. Other representatives specialize in technical and scientific products, ranging from agricultural and mechanical > [[< Previous->41-4012-WhatTheyDo-3]] > [[Next >->41-4012-WhatTheyDo-5]] > [[Close->41-4012-Detailed]]

equipment to computer and pharmaceutical goods. Wholesale and manufacturing sales representatives who lack expertise about a given product frequently team with a technical expert. In this arrangement, the technical expert - sometimes a sales engineer > [[< Previous->41-4012-WhatTheyDo-4]] > [[Next >->41-4012-WhatTheyDo-6]] > [[Close->41-4012-Detailed]]

- attends the sales presentation to explain the product and answer questions or concerns. The sales representative makes the initial contact with customers, introduces the company's product, and obtains final agreement from the potential buyer. By working with a technical expert, the representative is able to spend more time maintaining and soliciting accounts and less time seeking technical knowledge. After the sale, representatives may make followup visits to ensure that equipment is functioning properly and may even help train customers' employees to operate and maintain new > [[< Previous->41-4012-WhatTheyDo-5]] > [[Next >->41-4012-WhatTheyDo-7]] > [[Close->41-4012-Detailed]]

equipment. Those selling consumer goods often suggest how and where merchandise should be displayed. When working with retailers, they may help arrange promotional programs, store displays, and advertising. In addition to selling products, wholesale and manufacturing sales representatives analyze sales statistics, prepare reports, and handle administrative duties such as filing expense accounts, scheduling appointments, and making travel plans. Staying up to date on new products and the changing needs of customers is important. Sales representatives accomplish this aim in a variety of > [[< Previous->41-4012-WhatTheyDo-6]] > [[Next >->41-4012-WhatTheyDo-8]] > [[Close->41-4012-Detailed]]

ways, including attending trade shows at which new products and technologies are showcased. They attend conferences and conventions to meet other sales representatives and clients and to discuss new product developments. They also read about new and existing products and monitor the sales, prices, and products of their competitors. The following are examples of types of wholesale and manufacturing sales representatives: Inside sales representatives work mostly in offices while making sales. Frequently, they are responsible for getting new clients by "cold-calling" various organizations, > [[< Previous->41-4012-WhatTheyDo-7]] > [[Next >->41-4012-WhatTheyDo-9]] > [[Close->41-4012-Detailed]]

meaning that they call potential customers who are not expecting to be contacted. That way, a representative can establish an initial contact. They also take incoming calls from customers who are interested in their product, and they process paperwork to complete the sale. Outside sales representatives spend much of their time traveling to and visiting with current clients and prospective buyers. During a sales call, they discuss the client's needs and suggest how they can meet those needs with merchandise or services. They may show samples or catalogs that describe items their company > [[< Previous->41-4012-WhatTheyDo-8]] > [[Next >->41-4012-WhatTheyDo-10]] > [[Close->41-4012-Detailed]]

pharmaceuticals, medical instruments, and industrial equipment. A field of degree related to the product sold, such as agriculture or biology, is sometimes required. Many sales representatives attend seminars in sales techniques or take courses in marketing, economics, communication, or even a foreign language to improve their ability to make sales. ### Training Many companies have formal training programs for beginning wholesale and manufacturing sales representatives. These programs may last up to 1 year. In some, trainees rotate among jobs in plants and offices in order to learn all > [[< Previous->41-4012-HowToBecomeOne-1]] > [[Next >->41-4012-HowToBecomeOne-3]] > [[Close->41-4012-Detailed]]

phases of producing, installing, and distributing the product. In others, trainees receive formal technical instruction at the plant, followed by on-the-job training under the supervision of a field sales manager. New employees may be trained by going along with experienced workers on their sales calls. As they gain familiarity with the firm's products and clients, the new workers gain more responsibility until they eventually get their own territory. ### Licenses, Certifications, and Registrations Although not required, some wholesale and manufacturing sales representatives choose to earn > [[< Previous->41-4012-HowToBecomeOne-2]] > [[Next >->41-4012-HowToBecomeOne-4]] > [[Close->41-4012-Detailed]]

professional certification. Information on certifications is available from CareerOneStop. ### Advancement Frequently, promotion takes the form of an assignment to a larger account or territory, for which commissions are likely to be greater. Those who have good sales records and leadership ability may advance to higher level positions, such as sales manager, sales supervisor, district manager, or vice president of sales. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment > [[< Previous->41-4012-HowToBecomeOne-3]] > [[Next >->41-4012-HowToBecomeOne-5]] > [[Close->41-4012-Detailed]]

Projections (EP) skills data page. Customer-service skills. Wholesale and manufacturing sales representatives must be able to listen to the customer's needs and concerns before and after the sale. Interpersonal skills. Wholesale and manufacturing sales representatives must be able to work well with many types of people. They must be able to build good relationships with clients and with other members of the sales team. Physical stamina. Wholesale and manufacturing sales representatives are often on their feet for a long time and may carry heavy sample products. Self-confidence. Wholesale > [[< Previous->41-4012-HowToBecomeOne-4]] > [[Next >->41-4012-HowToBecomeOne-6]] > [[Close->41-4012-Detailed]]

more than $194,890. In May 2024, the median annual wages for sales representatives, wholesale and manufacturing, except technical and scientific products in the top industries in which they worked were as follows: In May 2024, the median annual wages for sales representatives, wholesale and manufacturing, technical and scientific products in the top industries in which they worked were as follows: Compensation for representatives varies considerably with the type of firm and the product sold. Most employers use a combination of salary and commissions or salary plus bonuses. Commissions > [[< Previous->41-4012-Pay-1]] > [[Next >->41-4012-Pay-3]] > [[Close->41-4012-Detailed]]

# What Models Do Models pose for artists, photographers, or customers to help advertise a variety of products, including clothing, cosmetics, food, and appliances. Models also work as a fit or fitting model, enabling the manufacturer or fashion designer to achieve the best fit for new styles. ### Duties Models typically do the following: - Display clothing and merchandise in print and online advertisements - Promote products and services in television commercials - Wear designers' clothing for runway fashion shows - Represent companies and brands at conventions, trade shows, and other events > [[Next >->41-9012-WhatTheyDo-2]] > [[Close->41-9012-Detailed]]

- Pose for photos, paintings, or sculptures - Work closely with photographers, hair and clothing stylists, makeup artists, and clients to produce a desired look - Create and maintain a portfolio of their work - Travel to meet and interview with potential clients - Conduct research on the product being promoted - for example, the designer or type of clothing fabric > [[< Previous->41-9012-WhatTheyDo-1]] > [[Next >->41-9012-WhatTheyDo-3]] > [[Close->41-9012-Detailed]]

- Answer questions from consumers about the products Almost all models sign with modeling agencies. Agencies represent and promote a model to clients in return for a portion of the model's earnings. Models typically apply for a position with an agency by submitting their photographs through its website or by attending open casting calls and meeting with agents directly. Models must research an agency before signing, in order to ensure that the agency has a good reputation in the modeling industry. Some freelance models do not sign with agencies. Instead, they market themselves to > [[< Previous->41-9012-WhatTheyDo-2]] > [[Next >->41-9012-WhatTheyDo-4]] > [[Close->41-9012-Detailed]]

potential clients and apply for modeling jobs directly. However, because most clients prefer to work with agents, it is difficult for new models to pursue a freelance career. Models must put together and maintain up-to-date portfolios and composite cards. A portfolio is a collection of a model's previous work. A composite card contains the best photographs from a model's portfolio, along with his or her body measurements. Both portfolios and composite cards are typically taken to all casting calls and client auditions. Because advertisers often need to target specific segments of the > [[< Previous->41-9012-WhatTheyDo-3]] > [[Next >->41-9012-WhatTheyDo-5]] > [[Close->41-9012-Detailed]]

population, models may specialize in a certain area. For example, petite and plus-size fashions are modeled by women whose sizes are respectively smaller and larger than that worn by the typical model. Models who are disabled may be used to model fashions or products for consumers with disabilities. "Parts" models have a body part, such as a hand or foot, particularly well suited to model products such as nail polish or shoes. Models appear in different types of media to promote a product or service. Models advertise products and merchandise in magazine or newspaper advertisements, > [[< Previous->41-9012-WhatTheyDo-4]] > [[Next >->41-9012-WhatTheyDo-6]] > [[Close->41-9012-Detailed]]

department store catalogs, or television commercials. Increasingly, models are appearing in online ads or on retail websites. Models also pose for sketch artists, painters, and sculptors. Models often participate in photo shoots and pose for photographers to show off the features of clothing and other products. Models change their posture and facial expressions to capture the look the client wants. The photographer usually takes many pictures of the model in different poses and expressions during the photo shoot. Models also display clothes and merchandise live in different situations. At > [[< Previous->41-9012-WhatTheyDo-5]] > [[Next >->41-9012-WhatTheyDo-7]] > [[Close->41-9012-Detailed]]

fashion shows, models stand, turn, and walk to show off clothing to an audience of photographers, journalists, designers, and garment buyers. Other clients may require models to interact directly with customers. In retail establishments and department stores, models display clothing directly to shoppers and describe the features and prices of the merchandise. At trade shows or conventions, models show off a business' products and provide information to consumers. These models may work alongside demonstrators and product promoters to help advertise and sell merchandise. Models often prepare > [[< Previous->41-9012-WhatTheyDo-6]] > [[Next >->41-9012-WhatTheyDo-8]] > [[Close->41-9012-Detailed]]

for photo shoots or fashion shows by having their hair and makeup done by professionals in those industries. The hairstylists and makeup artists may touch up the model's hair and makeup and change the model's look throughout the event. However, models are sometimes responsible for applying their own makeup and bringing their own clothing. > [[< Previous->41-9012-WhatTheyDo-7]] > [[Close->41-9012-Detailed]]

# Work Environment ### Work Environment Models work in a variety of conditions, from comfortable indoor studios and runway fashion shows to outdoors in all weather conditions. Most models work part time and have unpredictable work schedules. Many also experience periods of unemployment. > [[Close->41-9012-Detailed]]

# How to Become a Model No formal education credential is required to become a model. Specific requirements depend on the client, with different jobs requiring different physical characteristics. However, most models must be within certain ranges for height, weight, and clothing size. ### Education There are no formal educational credentials required to become a model. Most modeling agencies allow applicants to email photos directly to the agency. The agency will then contact and interview prospective models who show potential. Many agencies also have "open calls," whereby aspiring models can walk into an agency > [[Next >->41-9012-HowToBecomeOne-2]] > [[Close->41-9012-Detailed]]

during a specified time and meet directly with agents and clients. Some aspiring models may attend modeling schools that provide training in posing, walking, applying makeup, and other basic tasks. Although some models are discovered when agents scout for "fresh faces" at modeling schools, attending such schools does not necessarily lead to job opportunities. ### Advancement Models advance by working more regularly and being selected for assignments that offer higher pay. They may appear in magazines, print advertising campaigns, commercials, or runway shows that have higher profiles and > [[< Previous->41-9012-HowToBecomeOne-1]] > [[Next >->41-9012-HowToBecomeOne-3]] > [[Close->41-9012-Detailed]]

provide more widespread exposure. Because advancement depends on a model's previous work, maintaining a good portfolio of high-quality, up-to-date photographs is important in getting assignments. In addition, actively participating in social media and building a large number of followers increases exposure. A model's selection of an agency is also important for advancement: the better the reputation and skill of the agency, the more assignments a model is likely to get. ### Important Qualities Specific requirements depend on the client, but most models must be within certain ranges for > [[< Previous->41-9012-HowToBecomeOne-2]] > [[Next >->41-9012-HowToBecomeOne-4]] > [[Close->41-9012-Detailed]]

height, weight, and clothing size. Requirements may change slightly over time as perceptions of physical beauty change. The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Discipline. A model's career depends on the person's maintaining his or her physical characteristics. Models must control their diet, exercise regularly, and get enough sleep to stay healthy and photogenic. Haircuts, pedicures, and manicures are necessary work-related expenses. Interpersonal > [[< Previous->41-9012-HowToBecomeOne-3]] > [[Next >->41-9012-HowToBecomeOne-5]] > [[Close->41-9012-Detailed]]

skills. Models must interact with a large number of people, such as agents, photographers, and customers. It is important to be polite, professional, prompt, and respectful. Listening skills. Models must take direction from photographers and clients during photo shoots and commercials. Organizational skills. Models must manage their portfolios and their work and travel schedules. Persistence. Competition for jobs is strong, and most clients have specific needs for each job, so patience and persistence are essential. Photogenic. Models spend most of their time being photographed. They must > [[< Previous->41-9012-HowToBecomeOne-4]] > [[Next >->41-9012-HowToBecomeOne-6]] > [[Close->41-9012-Detailed]]

be comfortable in front of a camera in order for photographers to capture the desired look. Style. Models must have a basic knowledge of hair styling, makeup, and clothing. For photographic and runway work, models must move gracefully and confidently. > [[< Previous->41-9012-HowToBecomeOne-5]] > [[Close->41-9012-Detailed]]

# Pay The median hourly wage for models was $43.26 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $18.27, and the highest 10 percent earned more than $59.80. In May 2024, the median hourly wages for models in the top industries in which they worked were as follows: Models' schedules can be demanding and stressful. Many models work part time and have unpredictable work schedules. They must be ready to work for a show or attend a photo shoot on short notice. The number > [[Next >->41-9012-Pay-2]] > [[Close->41-9012-Detailed]]

of hours worked varies with the job. Many models experience periods of unemployment. > [[< Previous->41-9012-Pay-1]] > [[Close->41-9012-Detailed]]

# Job Outlook Employment of models is projected to grow 1 percent from 2024 to 2034, decline. About 1,200 openings for models are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Less expensive digital and social media options are allowing companies to promote their products and brands directly to consumers, which may moderate employment demand for models. Technology, including artificial intelligence (AI) that allows companies > [[Next >->41-9012-JobOutlook-2]] > [[Close->41-9012-Detailed]]

to reuse images of products and models, may also limit demand for these workers. However, demand for models to appear in digital advertisements may lead to some employment opportunities for these workers. > [[< Previous->41-9012-JobOutlook-1]] > [[Close->41-9012-Detailed]]

# What Real Estate Brokers and Sales Agents Do Real estate brokers and sales agents help clients buy, sell, and rent properties. Although brokers and agents do similar work, brokers are licensed to manage their own real estate businesses. Sales agents must work with a real estate broker. ### Duties Real estate brokers and sales agents typically do the following: - Solicit potential clients to buy, sell, and rent properties - Advise clients on prices, mortgages, market conditions, and related information - Compare properties to determine a competitive market price > [[Next >->41-9021-WhatTheyDo-2]] > [[Close->41-9021-Detailed]]

- Generate lists of properties for sale or rent, including details such as location and features - Promote properties through advertisements, open houses, and listing services - Take prospective buyers or renters to see properties - Present purchase offers to sellers for consideration - Mediate negotiations between buyer and seller - Ensure that terms of purchase contracts are met > [[< Previous->41-9021-WhatTheyDo-1]] > [[Next >->41-9021-WhatTheyDo-3]] > [[Close->41-9021-Detailed]]

- Prepare documents, such as closing statements, purchase agreements, and leases Because of the complexity of buying or selling a residential or commercial property, people often seek help from real estate brokers and sales agents. Most real estate brokers and sales agents sell residential property. Others sell commercial property, and a small number sell industrial, agricultural, or other types of real estate. Real estate brokers and sales agents also may list and show commercial and residential properties for rent. They help clients seeking to rent a property find a property that best > [[< Previous->41-9021-WhatTheyDo-2]] > [[Next >->41-9021-WhatTheyDo-4]] > [[Close->41-9021-Detailed]]

suits their needs. Brokers and agents may represent either the buyer or the seller in a transaction. Buyers' brokers and agents meet with clients to determine what they are looking for in a property and how much they can afford. Sellers' brokers and agents meet with clients to help them decide how much to ask for and to assure them that the agent or broker can find them a qualified buyer. Real estate brokers and sales agents must be knowledgeable about the real estate market in their area. To match properties to clients' needs, they should be familiar with local communities, including > [[< Previous->41-9021-WhatTheyDo-3]] > [[Next >->41-9021-WhatTheyDo-5]] > [[Close->41-9021-Detailed]]

knowing the crime information and the proximity to schools and shopping. Brokers and agents also must stay current on financing options; government programs; types of available mortgages; and real estate, zoning, and fair housing laws. Some brokers and agents become active in community organizations and local real estate organizations to broaden their contacts and increase their sales. The following are examples of types of real estate brokers and sales agents: Real estate brokers are licensed to manage their own businesses. As independent businesspeople, brokers often sell real estate > [[< Previous->41-9021-WhatTheyDo-4]] > [[Next >->41-9021-WhatTheyDo-6]] > [[Close->41-9021-Detailed]]

owned by others. In addition to helping clients buy and sell properties, they may help rent or manage properties for a fee. Many operate a real estate office, handling business details and overseeing the work of sales agents. Real estate sales agents must work with a broker. Sales agents often work for brokers on a contract basis, earning a portion of the commission from each property they sell. > [[< Previous->41-9021-WhatTheyDo-5]] > [[Close->41-9021-Detailed]]

# Work Environment ### Work Environment Most real estate brokers and sales agents are self-employed. Although they often work irregular hours, many are able to set their own schedules. > [[Close->41-9021-Detailed]]

# How to Become a Real Estate Broker or Sales Agent Real estate brokers and sales agents typically need a high school diploma or equivalent to enter the occupation. They also must complete a number of real estate courses and pass a licensing exam. States typically require licensed agents to have experience before obtaining a broker's license. ### Education In addition to having a high school diploma, real estate brokers and sales agents must complete some real estate courses to be eligible for licensure. Although most brokers and agents must take state-accredited prelicensing courses to become licensed, some states waive this requirement if > [[Next >->41-9021-HowToBecomeOne-2]] > [[Close->41-9021-Detailed]]

the candidate has taken college courses in real estate. Some community colleges and 4-year universities offer courses, degree programs, or certificate programs in real estate. These postsecondary credentials typically are not required, but many real estate brokers and sales agents have a bachelor's degree. Courses in finance, business administration, economics, and law also may be useful. Prospective brokers who plan to open their own company may find it helpful to take business courses, such as marketing and accounting. In addition to offering prelicensing courses, many real estate > [[< Previous->41-9021-HowToBecomeOne-1]] > [[Next >->41-9021-HowToBecomeOne-3]] > [[Close->41-9021-Detailed]]

associations have courses and professional development programs for both beginners and experienced agents. These courses cover a variety of topics, such as real estate fundamentals, real estate law, and mortgage financing. ### Licenses, Certifications, and Registrations All states require real estate brokers and sales agents to be licensed. Minimum requirements for candidate licensure vary by state but typically include being at least age 18, having a high school diploma or equivalent, completing prelicensing courses, and passing an exam. Some states have additional requirements, such as > [[< Previous->41-9021-HowToBecomeOne-2]] > [[Next >->41-9021-HowToBecomeOne-4]] > [[Close->41-9021-Detailed]]

passing a background check. Licenses typically are not transferable between states. However, some states have reciprocity agreements that streamline the process for brokers and agents licensed in one state to get a license in another state. For a broker's license, states typically require that candidates have a specified number of years of experience as a licensed sales agent and take additional formal training. In some states, a bachelor's degree may be substituted for some experience or training requirements. State licenses typically must be renewed every 2 to 4 years. In most states, > [[< Previous->41-9021-HowToBecomeOne-3]] > [[Next >->41-9021-HowToBecomeOne-5]] > [[Close->41-9021-Detailed]]

brokers and agents must complete continuing education courses to renew their license. Prospective brokers and agents should verify requirements with the real estate licensing commission of the state in which they wish to work. ### Work Experience in a Related Occupation Most states require that candidates for a broker's license have experience working as a licensed real estate sales agent. Requirements vary by state, but most require at least 2 years of experience. ### Training Real estate sales agents improve their skills through practice and repetition. Training varies depending on the > [[< Previous->41-9021-HowToBecomeOne-4]] > [[Next >->41-9021-HowToBecomeOne-6]] > [[Close->41-9021-Detailed]]

real estate company. Some provide formal training, while others allow their agents to enter the field immediately after obtaining their license. In some states, agents must be sponsored by a broker while they are working to get their license. Because of the sales environment and the complexity of real estate deals, new agents may observe and work closely with more senior agents. Larger real estate companies may provide formal classroom training for new agents as a way to gain knowledge and experience, while others provide training to employees studying for their real estate licensing > [[< Previous->41-9021-HowToBecomeOne-5]] > [[Next >->41-9021-HowToBecomeOne-7]] > [[Close->41-9021-Detailed]]

exam. The length of training also may vary, depending on the number of real estate transactions in which the agent takes part. Agents involved in a large number of home sales may have a shorter period of on-the-job training than agents involved in few transactions. ### Advancement Sales agents may advance by getting a broker's license. Brokers may open their own business or work as associate brokers to manage an independent office within a real estate company. Their responsibilities might include hiring, training, and assisting sales agents. ### Important Qualities The following are > [[< Previous->41-9021-HowToBecomeOne-6]] > [[Next >->41-9021-HowToBecomeOne-8]] > [[Close->41-9021-Detailed]]

examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business skills. Because most real estate brokers and sales agents are self-employed, they must be able to manage every aspect of their business, including billing and advertising. Interpersonal skills. Real estate brokers and sales agents spend much of their time interacting with others, such as clients and contractors. They must be pleasant, respectful, and dependable. Organizational skills. Real estate brokers and sales agents > [[< Previous->41-9021-HowToBecomeOne-7]] > [[Next >->41-9021-HowToBecomeOne-9]] > [[Close->41-9021-Detailed]]

must be able to manage their own time for planning and prioritizing their work. Problem-solving skills. Real estate brokers and sales agents must be able to address concerns relating to a property. They also mediate negotiations between a seller and a buyer. Self-motivated. Because they often have little or no supervision, real estate brokers and sales agents must be able to work independently. > [[< Previous->41-9021-HowToBecomeOne-8]] > [[Close->41-9021-Detailed]]

# Pay The median annual wage for real estate brokers was $72,280 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,920, and the highest 10 percent earned more than $166,730. The median annual wage for real estate sales agents was $56,320 in May 2024. The lowest 10 percent earned less than $31,940, and the highest 10 percent earned more than $125,140. In May 2024, the median annual wages for real estate brokers in the top industries in which they worked were as > [[Next >->41-9021-Pay-2]] > [[Close->41-9021-Detailed]]

follows: In May 2024, the median annual wages for real estate sales agents in the top industries in which they worked were as follows: Brokers and sales agents earn most of their income from commissions on sales. The commission varies by the type of property and its value. Commissions often are divided among the buying agent, selling agent, brokers, and firms. An agent's income often depends on economic conditions, the agent's individual motivation, and the types of property available. Income usually increases as agents become more experienced at sales. Earnings may be irregular, > [[< Previous->41-9021-Pay-1]] > [[Next >->41-9021-Pay-3]] > [[Close->41-9021-Detailed]]

especially for beginners, and agents sometimes go weeks or months without a sale. Most real estate brokers and sales agents work full time, and some work more than 40 hours per week. Work schedules may vary and often include evenings and weekends to accommodate clients' schedules. Many brokers and sales agents spend a significant amount of time networking and attending community events to meet potential clients. Although they frequently work irregular hours, many are able to set their own schedules. Some brokers and sales agents work part time. > [[< Previous->41-9021-Pay-2]] > [[Close->41-9021-Detailed]]

# Job Outlook Overall employment of real estate brokers and sales agents is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 46,300 openings for real estate brokers and sales agents are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment There will be a continued demand for real estate brokers and sales agents because people turn to these workers when looking for a new home, > [[Next >->41-9021-JobOutlook-2]] > [[Close->41-9021-Detailed]]

relocating, or purchasing property for a business, among other reasons. Employment is projected to grow along with the real estate market. Tighter credit regulations and increasing real estate prices may force some people to continue renting as opposed to entering the housing market, which may result in fewer new jobs for real estate brokers and sales agents. The real estate market is highly sensitive to fluctuations in the economy, and projected employment of real estate brokers and agents varies accordingly. In periods of economic growth or stability, employment should grow to accommodate > [[< Previous->41-9021-JobOutlook-1]] > [[Next >->41-9021-JobOutlook-3]] > [[Close->41-9021-Detailed]]

people looking to buy homes and commercial or retail space. Alternatively, during periods of declining economic activity or rising interest rates, the amount of work for brokers and agents often slows and employment may decline. > [[< Previous->41-9021-JobOutlook-2]] > [[Close->41-9021-Detailed]]

- Generate lists of properties for sale or rent, including details such as location and features - Promote properties through advertisements, open houses, and listing services - Take prospective buyers or renters to see properties - Present purchase offers to sellers for consideration - Mediate negotiations between buyer and seller - Ensure that terms of purchase contracts are met > [[< Previous->41-9022-WhatTheyDo-1]] > [[Next >->41-9022-WhatTheyDo-3]] > [[Close->41-9022-Detailed]]

- Prepare documents, such as closing statements, purchase agreements, and leases Because of the complexity of buying or selling a residential or commercial property, people often seek help from real estate brokers and sales agents. Most real estate brokers and sales agents sell residential property. Others sell commercial property, and a small number sell industrial, agricultural, or other types of real estate. Real estate brokers and sales agents also may list and show commercial and residential properties for rent. They help clients seeking to rent a property find a property that best > [[< Previous->41-9022-WhatTheyDo-2]] > [[Next >->41-9022-WhatTheyDo-4]] > [[Close->41-9022-Detailed]]

suits their needs. Brokers and agents may represent either the buyer or the seller in a transaction. Buyers' brokers and agents meet with clients to determine what they are looking for in a property and how much they can afford. Sellers' brokers and agents meet with clients to help them decide how much to ask for and to assure them that the agent or broker can find them a qualified buyer. Real estate brokers and sales agents must be knowledgeable about the real estate market in their area. To match properties to clients' needs, they should be familiar with local communities, including > [[< Previous->41-9022-WhatTheyDo-3]] > [[Next >->41-9022-WhatTheyDo-5]] > [[Close->41-9022-Detailed]]

knowing the crime information and the proximity to schools and shopping. Brokers and agents also must stay current on financing options; government programs; types of available mortgages; and real estate, zoning, and fair housing laws. Some brokers and agents become active in community organizations and local real estate organizations to broaden their contacts and increase their sales. The following are examples of types of real estate brokers and sales agents: Real estate brokers are licensed to manage their own businesses. As independent businesspeople, brokers often sell real estate > [[< Previous->41-9022-WhatTheyDo-4]] > [[Next >->41-9022-WhatTheyDo-6]] > [[Close->41-9022-Detailed]]

the candidate has taken college courses in real estate. Some community colleges and 4-year universities offer courses, degree programs, or certificate programs in real estate. These postsecondary credentials typically are not required, but many real estate brokers and sales agents have a bachelor's degree. Courses in finance, business administration, economics, and law also may be useful. Prospective brokers who plan to open their own company may find it helpful to take business courses, such as marketing and accounting. In addition to offering prelicensing courses, many real estate > [[< Previous->41-9022-HowToBecomeOne-1]] > [[Next >->41-9022-HowToBecomeOne-3]] > [[Close->41-9022-Detailed]]

associations have courses and professional development programs for both beginners and experienced agents. These courses cover a variety of topics, such as real estate fundamentals, real estate law, and mortgage financing. ### Licenses, Certifications, and Registrations All states require real estate brokers and sales agents to be licensed. Minimum requirements for candidate licensure vary by state but typically include being at least age 18, having a high school diploma or equivalent, completing prelicensing courses, and passing an exam. Some states have additional requirements, such as > [[< Previous->41-9022-HowToBecomeOne-2]] > [[Next >->41-9022-HowToBecomeOne-4]] > [[Close->41-9022-Detailed]]

passing a background check. Licenses typically are not transferable between states. However, some states have reciprocity agreements that streamline the process for brokers and agents licensed in one state to get a license in another state. For a broker's license, states typically require that candidates have a specified number of years of experience as a licensed sales agent and take additional formal training. In some states, a bachelor's degree may be substituted for some experience or training requirements. State licenses typically must be renewed every 2 to 4 years. In most states, > [[< Previous->41-9022-HowToBecomeOne-3]] > [[Next >->41-9022-HowToBecomeOne-5]] > [[Close->41-9022-Detailed]]

brokers and agents must complete continuing education courses to renew their license. Prospective brokers and agents should verify requirements with the real estate licensing commission of the state in which they wish to work. ### Work Experience in a Related Occupation Most states require that candidates for a broker's license have experience working as a licensed real estate sales agent. Requirements vary by state, but most require at least 2 years of experience. ### Training Real estate sales agents improve their skills through practice and repetition. Training varies depending on the > [[< Previous->41-9022-HowToBecomeOne-4]] > [[Next >->41-9022-HowToBecomeOne-6]] > [[Close->41-9022-Detailed]]

real estate company. Some provide formal training, while others allow their agents to enter the field immediately after obtaining their license. In some states, agents must be sponsored by a broker while they are working to get their license. Because of the sales environment and the complexity of real estate deals, new agents may observe and work closely with more senior agents. Larger real estate companies may provide formal classroom training for new agents as a way to gain knowledge and experience, while others provide training to employees studying for their real estate licensing > [[< Previous->41-9022-HowToBecomeOne-5]] > [[Next >->41-9022-HowToBecomeOne-7]] > [[Close->41-9022-Detailed]]

exam. The length of training also may vary, depending on the number of real estate transactions in which the agent takes part. Agents involved in a large number of home sales may have a shorter period of on-the-job training than agents involved in few transactions. ### Advancement Sales agents may advance by getting a broker's license. Brokers may open their own business or work as associate brokers to manage an independent office within a real estate company. Their responsibilities might include hiring, training, and assisting sales agents. ### Important Qualities The following are > [[< Previous->41-9022-HowToBecomeOne-6]] > [[Next >->41-9022-HowToBecomeOne-8]] > [[Close->41-9022-Detailed]]

examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Business skills. Because most real estate brokers and sales agents are self-employed, they must be able to manage every aspect of their business, including billing and advertising. Interpersonal skills. Real estate brokers and sales agents spend much of their time interacting with others, such as clients and contractors. They must be pleasant, respectful, and dependable. Organizational skills. Real estate brokers and sales agents > [[< Previous->41-9022-HowToBecomeOne-7]] > [[Next >->41-9022-HowToBecomeOne-9]] > [[Close->41-9022-Detailed]]

follows: In May 2024, the median annual wages for real estate sales agents in the top industries in which they worked were as follows: Brokers and sales agents earn most of their income from commissions on sales. The commission varies by the type of property and its value. Commissions often are divided among the buying agent, selling agent, brokers, and firms. An agent's income often depends on economic conditions, the agent's individual motivation, and the types of property available. Income usually increases as agents become more experienced at sales. Earnings may be irregular, > [[< Previous->41-9022-Pay-1]] > [[Next >->41-9022-Pay-3]] > [[Close->41-9022-Detailed]]

relocating, or purchasing property for a business, among other reasons. Employment is projected to grow along with the real estate market. Tighter credit regulations and increasing real estate prices may force some people to continue renting as opposed to entering the housing market, which may result in fewer new jobs for real estate brokers and sales agents. The real estate market is highly sensitive to fluctuations in the economy, and projected employment of real estate brokers and agents varies accordingly. In periods of economic growth or stability, employment should grow to accommodate > [[< Previous->41-9022-JobOutlook-1]] > [[Next >->41-9022-JobOutlook-3]] > [[Close->41-9022-Detailed]]

# What Sales Engineers Do Sales engineers sell business products or services, such as software or support, that require technical expertise. ### Duties Sales engineers typically do the following: - Prepare and deliver presentations explaining technical products to existing and prospective customers - Talk with customers, the sales team, and engineers to determine product needs and system requirements - Provide customers with product sales support - Work with sales teams to secure and renew orders - Arrange for installation of products and delivery of services > [[Next >->41-9031-WhatTheyDo-2]] > [[Close->41-9031-Detailed]]

- Plan and modify products or services to meet customer needs - Provide support to help customers troubleshoot problems > [[< Previous->41-9031-WhatTheyDo-1]] > [[Next >->41-9031-WhatTheyDo-3]] > [[Close->41-9031-Detailed]]

- Recommend improved products or services to customers, showing how changes will lower costs or increase production Sales engineers use their technical skills to explain scientific and technological products to potential customers. Many of their duties are similar to those of other salespersons. They must interest the customer in buying their products, such as by giving a presentation to explain the technical aspects of a product and how it will solve a specific customer problem. They then negotiate a price and complete the sale. Sales engineers also use their expertise to provide technical > [[< Previous->41-9031-WhatTheyDo-2]] > [[Next >->41-9031-WhatTheyDo-4]] > [[Close->41-9031-Detailed]]

support or other services to customers. They may offer services as part of the product purchase or as a separate benefit. For example, sales engineers may offer technical support on the use, operation, or maintenance of equipment. Some sales engineers team with other salespersons, including wholesale and manufacturing sales representatives, who focus on marketing and selling a product. This approach lets sales engineer concentrate on the technical aspects of the product as needed, such as for tailoring equipment to a customer's needs. Sales engineers may have other tasks related to sales, > [[< Previous->41-9031-WhatTheyDo-3]] > [[Next >->41-9031-WhatTheyDo-5]] > [[Close->41-9031-Detailed]]

such as market research. They also may ask for technical requirements from customers and modify products or services to meet those needs. Some sales engineers work with research and development (R&D) departments to help identify and develop new products. > [[< Previous->41-9031-WhatTheyDo-4]] > [[Close->41-9031-Detailed]]

# Work Environment ### Work Environment Sales engineers typically work in an office setting and often travel to meet with customers. Most sales engineers work full time. > [[Close->41-9031-Detailed]]

# How to Become a Sales Engineer To enter the occupation, sales engineers typically need a bachelor's degree. They combine technical knowledge of the products or services they sell with strong interpersonal skills. ### Education Sales engineers typically need a bachelor's degree in engineering or a related field, such as business. However, candidates who do not have a degree sometimes meet qualifications if they have sales experience and technical experience or training. College engineering programs generally include courses in mathematics and the physical sciences. Taking other courses, such as marketing and > [[Next >->41-9031-HowToBecomeOne-2]] > [[Close->41-9031-Detailed]]

communications, also may be helpful. College students may have an opportunity to participate in cooperative education programs or internships. Through partnership with local businesses, these programs allow students to gain practical experience while they complete their education. ### Training Newly hired sales engineers typically need on-the-job training before they work independently. Training covers general sales techniques and specific details about the product. Sales training may involve teaming with a sales mentor who is familiar with the employer's business practices, customers, and > [[< Previous->41-9031-HowToBecomeOne-1]] > [[Next >->41-9031-HowToBecomeOne-3]] > [[Close->41-9031-Detailed]]

products. Training also may include partnering with an experienced salesperson to observe customer interaction and sales technique. ### Other Experience Some employers prefer to hire candidates who have experience in sales or in a related technical field, such as engineering or information technology. For example, sales engineers who sell software may have worked previously as a software developer or computer systems analyst. ### Advancement Promotions for sales engineers may include opportunities such as earning a higher commission rate, assignment of a larger sales territory, or elevation > [[< Previous->41-9031-HowToBecomeOne-2]] > [[Next >->41-9031-HowToBecomeOne-4]] > [[Close->41-9031-Detailed]]

to a position as a supervisor or sales manager. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Sales engineers must be able to evaluate the products they sell to determine how they suit their customers' needs. Business skills. Sales engineers should understand their customers to market products and customize services for them. Initiative. Sales engineers need to actively seek out new customers or offer additional > [[< Previous->41-9031-HowToBecomeOne-3]] > [[Next >->41-9031-HowToBecomeOne-5]] > [[Close->41-9031-Detailed]]

products and services to existing customers to increase business. Interpersonal skills. Sales engineers must be able to build relationships with customers and communicate effectively with other members of the sales team. Organizational skills. Sales engineers must have strong organizational skills to manage multiple projects and customers. Persuasion. Sales engineers must be able to convince their customers about the benefits of the product or service they are selling. > [[< Previous->41-9031-HowToBecomeOne-4]] > [[Close->41-9031-Detailed]]

# Pay The median annual wage for sales engineers was $121,520 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $70,580, and the highest 10 percent earned more than $202,670. In May 2024, the median annual wages for sales engineers in the top industries in which they worked were as follows: Wage data are from nonfarm establishments. The data exclude self-employed workers and owners and partners in unincorporated businesses. Tips, sales commissions, and bonuses for meeting > [[Next >->41-9031-Pay-2]] > [[Close->41-9031-Detailed]]

production targets are included in wages; premium pay, such as overtime and shift differentials, is not. Compensation methods for sales engineers may vary with the type of organization and the product sold. Employers usually pay sales engineers using a combination of salary and commissions or salary plus bonuses. In general, commissions are a percentage of the type and amount of the good or service sold. Bonuses may depend on the performance of an individual, of all sales workers in the group or district, or of the organization. Most sales engineers work full time and some work more than 40 > [[< Previous->41-9031-Pay-1]] > [[Next >->41-9031-Pay-3]] > [[Close->41-9031-Detailed]]

hours per week. > [[< Previous->41-9031-Pay-2]] > [[Close->41-9031-Detailed]]

# Job Outlook Employment of sales engineers is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 5,000 openings for sales engineers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Sales engineers are expected to be in demand to help promote an increasing number of technologically sophisticated products and services. Employment growth is likely to be strong for sales > [[Next >->41-9031-JobOutlook-2]] > [[Close->41-9031-Detailed]]

engineers selling computer software and hardware. Strong industry growth is expected in computer systems design and related services, contributing to employment growth in the occupation. > [[< Previous->41-9031-JobOutlook-1]] > [[Close->41-9031-Detailed]]

# What Bill and Account Collectors Do Bill and account collectors try to recover payment on overdue bills. They negotiate repayment plans and help people find solutions to make it easier to pay their overdue bills. ### Duties Bill and account collectors typically do the following: - Find consumers and businesses who have overdue bills - Track down people who have an out-of-date address by using online, postal, credit bureau, and personal sources - a process known as "skip tracing" - Inform people that they have an overdue bill and try to negotiate a payment - Explain the terms of sale or contract, when necessary > [[Next >->43-3011-WhatTheyDo-2]] > [[Close->43-3011-Detailed]]

- Learn the reasons for the overdue bills, which can help with the negotiations > [[< Previous->43-3011-WhatTheyDo-1]] > [[Next >->43-3011-WhatTheyDo-3]] > [[Close->43-3011-Detailed]]

- Offer credit advice or refer people to a debt counselor, when appropriate Bill and account collectors generally contact people directly to notify them of unpaid bills. They update contact information and record past collection attempts. Keeping these records can help collectors with future negotiations. The main job of bill and account collectors is to help negotiate a solution that is acceptable to the debtor and maximizes payment to the creditor. After the two parties agree on a repayment plan, the collector regularly checks to ensure that the debtor pays on time. If the debtor does not > [[< Previous->43-3011-WhatTheyDo-2]] > [[Next >->43-3011-WhatTheyDo-4]] > [[Close->43-3011-Detailed]]

pay, the collector submits a statement to the creditor, who may take legal action. In extreme cases, this legal action includes repossessing goods or disconnecting service. Collectors must follow federal and state laws that govern debt collection. These laws require that collectors make sure they are talking with the debtor before announcing that the purpose of the call is to collect a debt. A collector also must give a statement, called "mini-Miranda," which informs the account holder that they are speaking with a bill or debt collector. Specific rules may vary by industry. Collectors > [[< Previous->43-3011-WhatTheyDo-3]] > [[Next >->43-3011-WhatTheyDo-5]] > [[Close->43-3011-Detailed]]

usually have goals they are expected to meet. Typically, these include a daily quota of calls and success rates. > [[< Previous->43-3011-WhatTheyDo-4]] > [[Close->43-3011-Detailed]]

# Work Environment ### Work Environment Many bill and account collectors work in a call center for a third-party collection agency rather than for the original creditor. Most work full time. > [[Close->43-3011-Detailed]]

# How to Become a Bill and Account Collector Bill and account collectors typically need at least a high school diploma to enter the occupation, and they receive training on the job. ### Education Most bill and account collectors are required to have a high school diploma, although some employers prefer applicants who have taken some college courses. Communications, accounting, and basic computer courses are examples of classes that are helpful for entering this occupation. ### Training Bill and account collectors typically receive training after being hired. This on-the-job training includes instruction on computer software, federal > [[Next >->43-3011-HowToBecomeOne-2]] > [[Close->43-3011-Detailed]]

debt-collection laws (in the Fair Debt Collection Practices Act), and state debt-collection regulations. Collectors also may be trained in negotiation techniques. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Collectors must be able to explain repayment options and ensure that people fully understand what is being said. Customer-service skills. Bill and account collectors must be patient and empathetic when > [[< Previous->43-3011-HowToBecomeOne-1]] > [[Next >->43-3011-HowToBecomeOne-3]] > [[Close->43-3011-Detailed]]

talking to people about their overdue bills. Detail oriented. These workers must follow specific debt-collection rules, and they must be precise when keeping records of their collection attempts. Listening skills. Collectors must pay attention to what debtors say when trying to negotiate a repayment plan. Learning about a debtor's situation and how they fell into debt can help collectors suggest solutions. Negotiating skills. The main aspects of a collector's job are reconciling the differences between two parties (the debtor and the creditor) and offering a solution that is acceptable to > [[< Previous->43-3011-HowToBecomeOne-2]] > [[Next >->43-3011-HowToBecomeOne-4]] > [[Close->43-3011-Detailed]]

both parties. > [[< Previous->43-3011-HowToBecomeOne-3]] > [[Close->43-3011-Detailed]]

# Pay The median annual wage for bill and account collectors was $46,040 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $33,960, and the highest 10 percent earned more than $65,830. In May 2024, the median annual wages for bill and account collectors in the top industries in which they worked were as follows: Most bill and account collectors work full time. Some work shifts that include weekends or evenings. > [[Close->43-3011-Detailed]]

# Job Outlook Employment of bill and account collectors is projected to grow 10 percent from 2024 to 2034, decline. About 13,700 openings for bill and account collectors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Continued use of enhanced software and automated calling systems is expected to increase productivity and allow collectors to handle more accounts. This technology will allow more collections work to be done > [[Next >->43-3011-JobOutlook-2]] > [[Close->43-3011-Detailed]]

with fewer employees. However, the need to collect various types of debt, including student, credit card, and mortgage debt, should create some demand for bill and account collectors. > [[< Previous->43-3011-JobOutlook-1]] > [[Close->43-3011-Detailed]]

# What Financial Clerks Do Financial clerks do administrative work for many types of organizations. They keep records, help customers, and carry out transactions that involve money. ### Duties Financial clerks typically do the following: - Keep and update financial records - Calculate bills and charges - Offer customer assistance > [[Next >->43-3021-WhatTheyDo-2]] > [[Close->43-3021-Detailed]]

- Carry out financial transactions Financial clerks' job duties vary by specialty and by setting. The following are examples of types of financial clerks: Billing and posting clerks calculate charges and generate bills, which they then prepare to send to customers. They review documents such as purchase orders, sales tickets, charge slips, and hospital records to calculate fees or charges due. They also contact customers to get or give account information. Brokerage clerks help with tasks associated with securities such as stocks, bonds, commodities, and other kinds of investments. Their > [[< Previous->43-3021-WhatTheyDo-1]] > [[Next >->43-3021-WhatTheyDo-3]] > [[Close->43-3021-Detailed]]

duties include writing orders for stock purchases and sales, calculating transfer taxes, verifying stock transactions, accepting and delivering securities, distributing dividends, and recording daily transactions and holdings. Credit authorizers, checkers, and clerks review the credit history, and get the information needed to determine the creditworthiness, of individuals or businesses applying for credit. Credit authorizers check customers' credit records and payment histories to decide, based on predetermined standards, whether to approve new credit. Credit checkers contact credit > [[< Previous->43-3021-WhatTheyDo-2]] > [[Next >->43-3021-WhatTheyDo-4]] > [[Close->43-3021-Detailed]]

departments of business and service establishments for information about applicants' credit standing. Gambling cage workers work in casinos and other gambling establishments. The "cage" in which they work is the central depository for money and gambling chips. Gambling cage workers sell gambling chips, tokens, or tickets to patrons. They count funds and reconcile daily summaries of transactions to balance books. Insurance claims and policy processing clerks process applications for insurance policies. They also handle customers' requests to change or cancel their existing policies. Their > [[< Previous->43-3021-WhatTheyDo-3]] > [[Next >->43-3021-WhatTheyDo-5]] > [[Close->43-3021-Detailed]]

duties include interviewing clients and reviewing insurance applications to make sure that all questions have been answered. They also inform insurance agents and accounting departments of policy cancellations or changes. Loan interviewers, also called loan processors or loan clerks, interview applicants and others to get and verify personal and financial information needed to complete loan applications. They also prepare the documents that go to the appraiser and are issued at the closing of a loan. New accounts clerks interview people who want to open accounts in financial institutions. > [[< Previous->43-3021-WhatTheyDo-4]] > [[Next >->43-3021-WhatTheyDo-6]] > [[Close->43-3021-Detailed]]

They explain the account services available to prospective customers and help them fill out applications. They also investigate and correct errors in accounts. Payroll and timekeeping clerks compile and post employee time and payroll data. They verify and record attendance, hours worked, and pay adjustments. They make sure that employees are paid on time and that their paychecks are correct. Procurement clerks compile requests for materials, prepare purchase orders, keep track of purchases and supplies, and handle questions about orders. They respond to questions from customers and > [[< Previous->43-3021-WhatTheyDo-5]] > [[Next >->43-3021-WhatTheyDo-7]] > [[Close->43-3021-Detailed]]

suppliers about the status of orders. Procurement clerks handle requests to change or cancel orders. They make sure that purchases arrive on schedule and that the items meet the buyer's specifications. > [[< Previous->43-3021-WhatTheyDo-6]] > [[Close->43-3021-Detailed]]

# Work Environment ### Work Environment Financial clerks usually work in offices, including bank branches, medical practices, and government agencies. Most work full time. > [[Close->43-3021-Detailed]]

# How to Become a Financial Clerk A high school diploma or equivalent is typically required for most financial clerk jobs. These workers typically learn their duties through on-the-job training. ### Education Financial clerks typically need a high school diploma or equivalent to enter the occupation. Employers of brokerage clerks may prefer candidates who have taken some college courses in business or economics and, in some cases, have a 2 > [[Next >->43-3021-HowToBecomeOne-2]] > [[Close->43-3021-Detailed]]

- or 4-year college degree. ### Training Most financial clerks learn how to do their job duties through on-the-job training. Some formal technical training also may be necessary; for example, gambling cage workers may need training in specific gambling regulations and procedures. ### Advancement Financial clerks may advance to related occupations in finance. For example, a loan interviewer or clerk may become a loan officer, and a brokerage clerk may become a securities, commodities, and financial services sales agent, after obtaining the required education and license. ### Important > [[< Previous->43-3021-HowToBecomeOne-1]] > [[Next >->43-3021-HowToBecomeOne-3]] > [[Close->43-3021-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Financial clerks should be able to explain policies and procedures to colleagues and customers. Math skills. The job duties of financial clerks includes calculating charges and updating financial records. Organizational skills. Financial clerks must be able to arrange files so they can find them quickly and efficiently. > [[< Previous->43-3021-HowToBecomeOne-2]] > [[Close->43-3021-Detailed]]

# Pay The median annual wage for financial clerks was $48,650 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,200, and the highest 10 percent earned more than $71,330. Median annual wages for financial clerks in May 2024 were as follows: In May 2024, the median annual wages for financial clerks in the top industries in which they worked were as follows: Most financial clerks work full time. > [[Close->43-3021-Detailed]]

# Job Outlook Overall employment of financial clerks is projected to grow 5 percent from 2024 to 2034, decline. About 102,200 openings for financial clerks are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The availability of online tools, which allow financial customers to perform many tasks themselves, is expected to reduce demand for occupations such as new accounts clerks; procurement clerks; and credit authorizers, > [[Next >->43-3021-JobOutlook-2]] > [[Close->43-3021-Detailed]]

checkers, and clerks. Similarly, productivity-enhancing technology is expected to limit demand for other clerks, such as payroll and timekeeping clerks, loan interviewers and clerks, brokerage clerks, and insurance claims and policy processing clerks. Employment of gambling cage workers is expected to be impacted by the adoption of technology in payout processing and online gambling, which limits the need for cage workers. Employment of billing and posting clerks is expected to rise in fast-growing healthcare industries; however, automated invoice processing software will increase the > [[< Previous->43-3021-JobOutlook-1]] > [[Next >->43-3021-JobOutlook-3]] > [[Close->43-3021-Detailed]]

productivity of these workers and reduce overall employment growth. > [[< Previous->43-3021-JobOutlook-2]] > [[Close->43-3021-Detailed]]

# What Bookkeeping, Accounting, and Auditing Clerks Do Bookkeeping, accounting, and auditing clerks compute, classify, and record data to help organizations keep complete and accurate financial records. ### Duties Bookkeeping, accounting, and auditing clerks typically do the following: - Use bookkeeping software, spreadsheets, and databases - Enter (post) financial transactions into the appropriate computer software - Receive and record cash, checks, and vouchers - Put costs (debits) and income (credits) into the software, assigning each to an appropriate account > [[Next >->43-3031-WhatTheyDo-2]] > [[Close->43-3031-Detailed]]

- Produce reports, such as balance sheets (costs compared with income), income statements, and totals by account - Check for accuracy in figures, postings, and reports > [[< Previous->43-3031-WhatTheyDo-1]] > [[Next >->43-3031-WhatTheyDo-3]] > [[Close->43-3031-Detailed]]

- Reconcile or note and report any differences they find in the records Workers in this occupation engage in a wide range of tasks. Some are full-charge bookkeeping clerks who maintain an entire organization's books. Others are accounting clerks who handle specific tasks. The records that bookkeeping, accounting, and auditing clerks work with include expenditures (money spent) and receipts (money that comes in). They also work with accounts payable (bills to be paid) and receivable (invoices, or what other people owe the organization), and they may produce profit and loss statements > [[< Previous->43-3031-WhatTheyDo-2]] > [[Next >->43-3031-WhatTheyDo-4]] > [[Close->43-3031-Detailed]]

(reports that show the organization's financial health). These clerks use basic mathematics, such as addition and subtraction, throughout the day. Bookkeeping, accounting, and auditing clerks use specialized computer accounting software, spreadsheets, and databases to enter information from receipts or bills. They must be comfortable using computers to record and calculate data. These workers also may take on additional tasks, such as payroll, billing, purchasing, and keeping track of overdue bills. Many of these functions require clerks to communicate with clients. Bookkeeping clerks, > [[< Previous->43-3031-WhatTheyDo-3]] > [[Next >->43-3031-WhatTheyDo-5]] > [[Close->43-3031-Detailed]]

also known as bookkeepers, often are responsible for some or all of an organization's accounts, known as the general ledger. They record all transactions and post debits and credits. They also produce financial statements and other reports for supervisors and managers. Bookkeepers prepare bank deposits by compiling data from cashiers, verifying receipts, and sending cash, checks, or other forms of payment to the bank. In addition, they may handle payroll, make purchases, prepare invoices, and keep track of overdue accounts. Accounting clerks typically work for larger companies and have > [[< Previous->43-3031-WhatTheyDo-4]] > [[Next >->43-3031-WhatTheyDo-6]] > [[Close->43-3031-Detailed]]

more specialized tasks. Their titles, such as accounts payable clerk or accounts receivable clerk, often reflect the type of accounting they do. The responsibilities of accounting clerks frequently vary by level of experience. Entry-level accounting clerks may post details of transactions, including date, type, and amount; add up accounts; and determine interest charges. They may also monitor loans and accounts to ensure that payments are up to date. More advanced accounting clerks may add and balance billing vouchers, ensure that account data are complete and accurate, and code documents > [[< Previous->43-3031-WhatTheyDo-5]] > [[Next >->43-3031-WhatTheyDo-7]] > [[Close->43-3031-Detailed]]

according to an organization's procedures. Auditing clerks check figures, postings, and documents to ensure that they are mathematically accurate and properly coded. For small errors, such as those in transcriptions, they may make corrections themselves. For major discrepancies, they typically notify senior staff, including accountants and auditors. > [[< Previous->43-3031-WhatTheyDo-6]] > [[Close->43-3031-Detailed]]

# Work Environment ### Work Environment Bookkeeping, accounting, and auditing clerks usually work in an office setting. Most work full time. > [[Close->43-3031-Detailed]]

# How to Become a Bookkeeping, Accounting, or Auditing Clerk Entry requirements vary for bookkeeping, accounting, and auditing clerks. Some employers require or prefer that workers have taken college courses or have a degree in accounting or a related field. Others may hire workers who have a high school diploma. These workers also learn some of their skills on the job. ### Education Employers generally prefer to hire candidates who have a high school diploma and have completed college courses in related subjects, such as accounting. Some candidates choose to get a bachelor's degree in a field such as business. ### Training Bookkeeping, accounting, > [[Next >->43-3031-HowToBecomeOne-2]] > [[Close->43-3031-Detailed]]

and auditing clerks typically receive training on the job. For example, they might work alongside an experienced clerk to learn how to do their tasks. They also may receive formal training, such as that related to specialized computer software. ### Licenses, Certifications, and Registrations Although not usually required, some bookkeeping, accounting, and auditing clerks may choose to earn professional certification, which can help to demonstrate competency in their field. Information on certifications is available from CareerOneStop. ### Advancement With appropriate experience and > [[< Previous->43-3031-HowToBecomeOne-1]] > [[Next >->43-3031-HowToBecomeOne-3]] > [[Close->43-3031-Detailed]]

additional education, some bookkeeping, accounting, and auditing clerks may become accountants or auditors. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Bookkeeping, accounting, and auditing clerks must be able to evaluate financial records and identify issues. Computer skills. Bookkeeping, accounting, and auditing clerks need to be comfortable using computer spreadsheets and bookkeeping software. Detail oriented. > [[< Previous->43-3031-HowToBecomeOne-2]] > [[Next >->43-3031-HowToBecomeOne-4]] > [[Close->43-3031-Detailed]]

Bookkeeping, accounting, and auditing clerks are responsible for producing accurate financial records, which requires them to pay close attention in order to recognize and avoid making errors. Integrity. Bookkeeping, accounting, and auditing clerks have control of an organization's financial documentation, which they must use properly and keep confidential. It is vital that they keep records transparent and guard against misusing an organization's funds. Math skills. Bookkeeping, accounting, and auditing clerks deal with numbers daily and should be comfortable with basic arithmetic. > [[< Previous->43-3031-HowToBecomeOne-3]] > [[Close->43-3031-Detailed]]

# Pay The median annual wage for bookkeeping, accounting, and auditing clerks was $49,210 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,600, and the highest 10 percent earned more than $72,660. In May 2024, the median annual wages for bookkeeping, accounting, and auditing clerks in the top industries in which they worked were as follows: Most bookkeeping, accounting, and auditing clerks work full time. They may work extra hours to meet deadlines at the end of the > [[Next >->43-3031-Pay-2]] > [[Close->43-3031-Detailed]]

fiscal year, during tax time, or when monthly or yearly accounting audits are performed. > [[< Previous->43-3031-Pay-1]] > [[Close->43-3031-Detailed]]

# Job Outlook Employment of bookkeeping, accounting, and auditing clerks is projected to grow 6 percent from 2024 to 2034, decline. About 170,000 openings for bookkeeping, accounting, and auditing clerks are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Technological change is expected to reduce demand for these workers. Software innovations have automated many of the tasks performed by bookkeeping, accounting, and auditing > [[Next >->43-3031-JobOutlook-2]] > [[Close->43-3031-Detailed]]

clerks. As a result, the same amount of work can be done with fewer employees, which is expected to lead to job losses over the projections decade. With more automation of routine tasks, bookkeeping, accounting, and auditing clerks are expected to take on a more analytical and advisory role over the decade. For example, rather than entering data by hand, these workers may focus on analyzing their clients' books and pointing out potential areas for efficiency gains. > [[< Previous->43-3031-JobOutlook-1]] > [[Close->43-3031-Detailed]]

- Carry out financial transactions Financial clerks' job duties vary by specialty and by setting. The following are examples of types of financial clerks: Billing and posting clerks calculate charges and generate bills, which they then prepare to send to customers. They review documents such as purchase orders, sales tickets, charge slips, and hospital records to calculate fees or charges due. They also contact customers to get or give account information. Brokerage clerks help with tasks associated with securities such as stocks, bonds, commodities, and other kinds of investments. Their > [[< Previous->43-3041-WhatTheyDo-1]] > [[Next >->43-3041-WhatTheyDo-3]] > [[Close->43-3041-Detailed]]

duties include writing orders for stock purchases and sales, calculating transfer taxes, verifying stock transactions, accepting and delivering securities, distributing dividends, and recording daily transactions and holdings. Credit authorizers, checkers, and clerks review the credit history, and get the information needed to determine the creditworthiness, of individuals or businesses applying for credit. Credit authorizers check customers' credit records and payment histories to decide, based on predetermined standards, whether to approve new credit. Credit checkers contact credit > [[< Previous->43-3041-WhatTheyDo-2]] > [[Next >->43-3041-WhatTheyDo-4]] > [[Close->43-3041-Detailed]]

departments of business and service establishments for information about applicants' credit standing. Gambling cage workers work in casinos and other gambling establishments. The "cage" in which they work is the central depository for money and gambling chips. Gambling cage workers sell gambling chips, tokens, or tickets to patrons. They count funds and reconcile daily summaries of transactions to balance books. Insurance claims and policy processing clerks process applications for insurance policies. They also handle customers' requests to change or cancel their existing policies. Their > [[< Previous->43-3041-WhatTheyDo-3]] > [[Next >->43-3041-WhatTheyDo-5]] > [[Close->43-3041-Detailed]]

duties include interviewing clients and reviewing insurance applications to make sure that all questions have been answered. They also inform insurance agents and accounting departments of policy cancellations or changes. Loan interviewers, also called loan processors or loan clerks, interview applicants and others to get and verify personal and financial information needed to complete loan applications. They also prepare the documents that go to the appraiser and are issued at the closing of a loan. New accounts clerks interview people who want to open accounts in financial institutions. > [[< Previous->43-3041-WhatTheyDo-4]] > [[Next >->43-3041-WhatTheyDo-6]] > [[Close->43-3041-Detailed]]

They explain the account services available to prospective customers and help them fill out applications. They also investigate and correct errors in accounts. Payroll and timekeeping clerks compile and post employee time and payroll data. They verify and record attendance, hours worked, and pay adjustments. They make sure that employees are paid on time and that their paychecks are correct. Procurement clerks compile requests for materials, prepare purchase orders, keep track of purchases and supplies, and handle questions about orders. They respond to questions from customers and > [[< Previous->43-3041-WhatTheyDo-5]] > [[Next >->43-3041-WhatTheyDo-7]] > [[Close->43-3041-Detailed]]

# How to Become a Financial Clerk A high school diploma or equivalent is typically required for most financial clerk jobs. These workers typically learn their duties through on-the-job training. ### Education Financial clerks typically need a high school diploma or equivalent to enter the occupation. Employers of brokerage clerks may prefer candidates who have taken some college courses in business or economics and, in some cases, have a 2 > [[Next >->43-3041-HowToBecomeOne-2]] > [[Close->43-3041-Detailed]]

- or 4-year college degree. ### Training Most financial clerks learn how to do their job duties through on-the-job training. Some formal technical training also may be necessary; for example, gambling cage workers may need training in specific gambling regulations and procedures. ### Advancement Financial clerks may advance to related occupations in finance. For example, a loan interviewer or clerk may become a loan officer, and a brokerage clerk may become a securities, commodities, and financial services sales agent, after obtaining the required education and license. ### Important > [[< Previous->43-3041-HowToBecomeOne-1]] > [[Next >->43-3041-HowToBecomeOne-3]] > [[Close->43-3041-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Financial clerks should be able to explain policies and procedures to colleagues and customers. Math skills. The job duties of financial clerks includes calculating charges and updating financial records. Organizational skills. Financial clerks must be able to arrange files so they can find them quickly and efficiently. > [[< Previous->43-3041-HowToBecomeOne-2]] > [[Close->43-3041-Detailed]]

checkers, and clerks. Similarly, productivity-enhancing technology is expected to limit demand for other clerks, such as payroll and timekeeping clerks, loan interviewers and clerks, brokerage clerks, and insurance claims and policy processing clerks. Employment of gambling cage workers is expected to be impacted by the adoption of technology in payout processing and online gambling, which limits the need for cage workers. Employment of billing and posting clerks is expected to rise in fast-growing healthcare industries; however, automated invoice processing software will increase the > [[< Previous->43-3041-JobOutlook-1]] > [[Next >->43-3041-JobOutlook-3]] > [[Close->43-3041-Detailed]]

productivity of these workers and reduce overall employment growth. > [[< Previous->43-3041-JobOutlook-2]] > [[Close->43-3041-Detailed]]

- Carry out financial transactions Financial clerks' job duties vary by specialty and by setting. The following are examples of types of financial clerks: Billing and posting clerks calculate charges and generate bills, which they then prepare to send to customers. They review documents such as purchase orders, sales tickets, charge slips, and hospital records to calculate fees or charges due. They also contact customers to get or give account information. Brokerage clerks help with tasks associated with securities such as stocks, bonds, commodities, and other kinds of investments. Their > [[< Previous->43-3051-WhatTheyDo-1]] > [[Next >->43-3051-WhatTheyDo-3]] > [[Close->43-3051-Detailed]]

duties include writing orders for stock purchases and sales, calculating transfer taxes, verifying stock transactions, accepting and delivering securities, distributing dividends, and recording daily transactions and holdings. Credit authorizers, checkers, and clerks review the credit history, and get the information needed to determine the creditworthiness, of individuals or businesses applying for credit. Credit authorizers check customers' credit records and payment histories to decide, based on predetermined standards, whether to approve new credit. Credit checkers contact credit > [[< Previous->43-3051-WhatTheyDo-2]] > [[Next >->43-3051-WhatTheyDo-4]] > [[Close->43-3051-Detailed]]

departments of business and service establishments for information about applicants' credit standing. Gambling cage workers work in casinos and other gambling establishments. The "cage" in which they work is the central depository for money and gambling chips. Gambling cage workers sell gambling chips, tokens, or tickets to patrons. They count funds and reconcile daily summaries of transactions to balance books. Insurance claims and policy processing clerks process applications for insurance policies. They also handle customers' requests to change or cancel their existing policies. Their > [[< Previous->43-3051-WhatTheyDo-3]] > [[Next >->43-3051-WhatTheyDo-5]] > [[Close->43-3051-Detailed]]

duties include interviewing clients and reviewing insurance applications to make sure that all questions have been answered. They also inform insurance agents and accounting departments of policy cancellations or changes. Loan interviewers, also called loan processors or loan clerks, interview applicants and others to get and verify personal and financial information needed to complete loan applications. They also prepare the documents that go to the appraiser and are issued at the closing of a loan. New accounts clerks interview people who want to open accounts in financial institutions. > [[< Previous->43-3051-WhatTheyDo-4]] > [[Next >->43-3051-WhatTheyDo-6]] > [[Close->43-3051-Detailed]]

They explain the account services available to prospective customers and help them fill out applications. They also investigate and correct errors in accounts. Payroll and timekeeping clerks compile and post employee time and payroll data. They verify and record attendance, hours worked, and pay adjustments. They make sure that employees are paid on time and that their paychecks are correct. Procurement clerks compile requests for materials, prepare purchase orders, keep track of purchases and supplies, and handle questions about orders. They respond to questions from customers and > [[< Previous->43-3051-WhatTheyDo-5]] > [[Next >->43-3051-WhatTheyDo-7]] > [[Close->43-3051-Detailed]]

# How to Become a Financial Clerk A high school diploma or equivalent is typically required for most financial clerk jobs. These workers typically learn their duties through on-the-job training. ### Education Financial clerks typically need a high school diploma or equivalent to enter the occupation. Employers of brokerage clerks may prefer candidates who have taken some college courses in business or economics and, in some cases, have a 2 > [[Next >->43-3051-HowToBecomeOne-2]] > [[Close->43-3051-Detailed]]

- or 4-year college degree. ### Training Most financial clerks learn how to do their job duties through on-the-job training. Some formal technical training also may be necessary; for example, gambling cage workers may need training in specific gambling regulations and procedures. ### Advancement Financial clerks may advance to related occupations in finance. For example, a loan interviewer or clerk may become a loan officer, and a brokerage clerk may become a securities, commodities, and financial services sales agent, after obtaining the required education and license. ### Important > [[< Previous->43-3051-HowToBecomeOne-1]] > [[Next >->43-3051-HowToBecomeOne-3]] > [[Close->43-3051-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Financial clerks should be able to explain policies and procedures to colleagues and customers. Math skills. The job duties of financial clerks includes calculating charges and updating financial records. Organizational skills. Financial clerks must be able to arrange files so they can find them quickly and efficiently. > [[< Previous->43-3051-HowToBecomeOne-2]] > [[Close->43-3051-Detailed]]

checkers, and clerks. Similarly, productivity-enhancing technology is expected to limit demand for other clerks, such as payroll and timekeeping clerks, loan interviewers and clerks, brokerage clerks, and insurance claims and policy processing clerks. Employment of gambling cage workers is expected to be impacted by the adoption of technology in payout processing and online gambling, which limits the need for cage workers. Employment of billing and posting clerks is expected to rise in fast-growing healthcare industries; however, automated invoice processing software will increase the > [[< Previous->43-3051-JobOutlook-1]] > [[Next >->43-3051-JobOutlook-3]] > [[Close->43-3051-Detailed]]

productivity of these workers and reduce overall employment growth. > [[< Previous->43-3051-JobOutlook-2]] > [[Close->43-3051-Detailed]]

- Carry out financial transactions Financial clerks' job duties vary by specialty and by setting. The following are examples of types of financial clerks: Billing and posting clerks calculate charges and generate bills, which they then prepare to send to customers. They review documents such as purchase orders, sales tickets, charge slips, and hospital records to calculate fees or charges due. They also contact customers to get or give account information. Brokerage clerks help with tasks associated with securities such as stocks, bonds, commodities, and other kinds of investments. Their > [[< Previous->43-3061-WhatTheyDo-1]] > [[Next >->43-3061-WhatTheyDo-3]] > [[Close->43-3061-Detailed]]

duties include writing orders for stock purchases and sales, calculating transfer taxes, verifying stock transactions, accepting and delivering securities, distributing dividends, and recording daily transactions and holdings. Credit authorizers, checkers, and clerks review the credit history, and get the information needed to determine the creditworthiness, of individuals or businesses applying for credit. Credit authorizers check customers' credit records and payment histories to decide, based on predetermined standards, whether to approve new credit. Credit checkers contact credit > [[< Previous->43-3061-WhatTheyDo-2]] > [[Next >->43-3061-WhatTheyDo-4]] > [[Close->43-3061-Detailed]]

departments of business and service establishments for information about applicants' credit standing. Gambling cage workers work in casinos and other gambling establishments. The "cage" in which they work is the central depository for money and gambling chips. Gambling cage workers sell gambling chips, tokens, or tickets to patrons. They count funds and reconcile daily summaries of transactions to balance books. Insurance claims and policy processing clerks process applications for insurance policies. They also handle customers' requests to change or cancel their existing policies. Their > [[< Previous->43-3061-WhatTheyDo-3]] > [[Next >->43-3061-WhatTheyDo-5]] > [[Close->43-3061-Detailed]]

duties include interviewing clients and reviewing insurance applications to make sure that all questions have been answered. They also inform insurance agents and accounting departments of policy cancellations or changes. Loan interviewers, also called loan processors or loan clerks, interview applicants and others to get and verify personal and financial information needed to complete loan applications. They also prepare the documents that go to the appraiser and are issued at the closing of a loan. New accounts clerks interview people who want to open accounts in financial institutions. > [[< Previous->43-3061-WhatTheyDo-4]] > [[Next >->43-3061-WhatTheyDo-6]] > [[Close->43-3061-Detailed]]

They explain the account services available to prospective customers and help them fill out applications. They also investigate and correct errors in accounts. Payroll and timekeeping clerks compile and post employee time and payroll data. They verify and record attendance, hours worked, and pay adjustments. They make sure that employees are paid on time and that their paychecks are correct. Procurement clerks compile requests for materials, prepare purchase orders, keep track of purchases and supplies, and handle questions about orders. They respond to questions from customers and > [[< Previous->43-3061-WhatTheyDo-5]] > [[Next >->43-3061-WhatTheyDo-7]] > [[Close->43-3061-Detailed]]

# How to Become a Financial Clerk A high school diploma or equivalent is typically required for most financial clerk jobs. These workers typically learn their duties through on-the-job training. ### Education Financial clerks typically need a high school diploma or equivalent to enter the occupation. Employers of brokerage clerks may prefer candidates who have taken some college courses in business or economics and, in some cases, have a 2 > [[Next >->43-3061-HowToBecomeOne-2]] > [[Close->43-3061-Detailed]]

- or 4-year college degree. ### Training Most financial clerks learn how to do their job duties through on-the-job training. Some formal technical training also may be necessary; for example, gambling cage workers may need training in specific gambling regulations and procedures. ### Advancement Financial clerks may advance to related occupations in finance. For example, a loan interviewer or clerk may become a loan officer, and a brokerage clerk may become a securities, commodities, and financial services sales agent, after obtaining the required education and license. ### Important > [[< Previous->43-3061-HowToBecomeOne-1]] > [[Next >->43-3061-HowToBecomeOne-3]] > [[Close->43-3061-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Financial clerks should be able to explain policies and procedures to colleagues and customers. Math skills. The job duties of financial clerks includes calculating charges and updating financial records. Organizational skills. Financial clerks must be able to arrange files so they can find them quickly and efficiently. > [[< Previous->43-3061-HowToBecomeOne-2]] > [[Close->43-3061-Detailed]]

checkers, and clerks. Similarly, productivity-enhancing technology is expected to limit demand for other clerks, such as payroll and timekeeping clerks, loan interviewers and clerks, brokerage clerks, and insurance claims and policy processing clerks. Employment of gambling cage workers is expected to be impacted by the adoption of technology in payout processing and online gambling, which limits the need for cage workers. Employment of billing and posting clerks is expected to rise in fast-growing healthcare industries; however, automated invoice processing software will increase the > [[< Previous->43-3061-JobOutlook-1]] > [[Next >->43-3061-JobOutlook-3]] > [[Close->43-3061-Detailed]]

productivity of these workers and reduce overall employment growth. > [[< Previous->43-3061-JobOutlook-2]] > [[Close->43-3061-Detailed]]

# What Tellers Do Tellers process routine transactions, such as cashing checks and depositing money, at a bank or credit union. ### Duties Tellers typically do the following: - Count the cash in their drawer at the start of their shift - Accept checks, cash, and other forms of payment from customers - Answer questions from customers about their accounts - Prepare specialized types of funds, such as money orders, savings bonds, and traveler's checks - Exchange dollars for foreign currency - Order bank cards and checks for customers - Record all transactions electronically throughout their shift > [[Next >->43-3071-WhatTheyDo-2]] > [[Close->43-3071-Detailed]]

- Count the cash in their drawer at the end of their shift and make sure the amounts balance Tellers are responsible for the safe and accurate handling of the money they process. When cashing a check, they verify the customer's identity and make sure that the account has enough money to cover the transaction. When counting cash, tellers must be careful not to make errors. Tellers also may recommend the bank's products or services, such as certificates of deposit (CDs) or loans, based on a customer's interest or financial information. If the customer is interested in any products or > [[< Previous->43-3071-WhatTheyDo-1]] > [[Next >->43-3071-WhatTheyDo-3]] > [[Close->43-3071-Detailed]]

services, tellers refer the customer to the appropriate personnel. Head tellers manage teller operations. In addition to doing the same tasks as those done by other tellers, they have some managerial duties, such as setting work schedules or helping other tellers. Because of their experience, head tellers may deal with difficult problems, such as errors in customer accounts. Head tellers also go to the vault (where larger amounts of money are kept) and ensure that other tellers have enough cash to cover their shift. > [[< Previous->43-3071-WhatTheyDo-2]] > [[Close->43-3071-Detailed]]

# Work Environment ### Work Environment Tellers usually work in branches of banks or credit unions. Most work full time. > [[Close->43-3071-Detailed]]

# How to Become a Teller To enter the occupation, tellers typically need a high school diploma; they also may need to pass a background check. Once hired, they receive training on the job. ### Education Tellers usually need a high school diploma or the equivalent. Some tellers take college courses or have a college degree, but this is not typically required for a job applicant to be hired. ### Training New tellers usually receive on-the-job training after they are hired. Normally, a head teller or another experienced teller trains them. During this training, tellers learn how to balance cash drawers and verify > [[Next >->43-3071-HowToBecomeOne-2]] > [[Close->43-3071-Detailed]]

signatures. They also learn the computer software that their employer uses and the financial products and services the bank or credit union offers. ### Advancement Experienced tellers may advance to become head tellers or move to other supervisory or managerial positions. Some tellers advance to other occupations, such as loan officer. They can also move to sales positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication > [[< Previous->43-3071-HowToBecomeOne-1]] > [[Next >->43-3071-HowToBecomeOne-3]] > [[Close->43-3071-Detailed]]

skills. Tellers must be able to understand customers' needs and to explain product or service options available. Customer-service skills. Tellers spend their day interacting with bank customers. They must be friendly, helpful, and patient. Detail oriented. Tellers must be careful to avoid making errors when dealing with money. Integrity. Tellers have access to customers' financial information, which they must keep confidential. They also must follow procedures to help safeguard financial assets and accounts. Interpersonal skills. Tellers should be able to create positive interactions with > [[< Previous->43-3071-HowToBecomeOne-2]] > [[Next >->43-3071-HowToBecomeOne-4]] > [[Close->43-3071-Detailed]]

customers. Math skills. Because they count and handle large amounts of money, tellers must be good at arithmetic. > [[< Previous->43-3071-HowToBecomeOne-3]] > [[Close->43-3071-Detailed]]

# Pay The median annual wage for tellers was $39,340 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $31,270, and the highest 10 percent earned more than $48,270. In May 2024, the median annual wages for tellers in the top industries in which they worked were as follows: Most tellers work full time during regular business hours. Some work schedules that include evenings or weekends. > [[Close->43-3071-Detailed]]

# Job Outlook Employment of tellers is projected to grow 13 percent from 2024 to 2034, decline. About 29,800 openings for tellers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Historically, job growth for tellers was driven by the expansion of bank branches, where most tellers work. However, the number of bank branches has been in decline due to technological change. As more people use online banking tools, such as > [[Next >->43-3071-JobOutlook-2]] > [[Close->43-3071-Detailed]]

mobile check deposits, fewer bank customers will visit the teller window. This should result in decreased demand for tellers. In addition, automation is expected to lead to fewer tellers per bank branch. For example, video kiosks that allow customers to interact with tellers through webcams at ATMs will allow tellers to service a greater number of customers from one location, reducing the number of tellers needed for each bank. "Enhanced ATMs" are another form of automation technology. These machines are expected to perform an increasing range of customer service and clerical tasks > [[< Previous->43-3071-JobOutlook-1]] > [[Next >->43-3071-JobOutlook-3]] > [[Close->43-3071-Detailed]]

currently done by tellers, such as issuing debit cards or detecting counterfeit currency. The use of these machines will improve teller productivity and allow workers to focus on only the most complex customer service tasks, which in turn is expected to lower demand for these workers. > [[< Previous->43-3071-JobOutlook-2]] > [[Close->43-3071-Detailed]]

- Carry out financial transactions Financial clerks' job duties vary by specialty and by setting. The following are examples of types of financial clerks: Billing and posting clerks calculate charges and generate bills, which they then prepare to send to customers. They review documents such as purchase orders, sales tickets, charge slips, and hospital records to calculate fees or charges due. They also contact customers to get or give account information. Brokerage clerks help with tasks associated with securities such as stocks, bonds, commodities, and other kinds of investments. Their > [[< Previous->43-4011-WhatTheyDo-1]] > [[Next >->43-4011-WhatTheyDo-3]] > [[Close->43-4011-Detailed]]

duties include writing orders for stock purchases and sales, calculating transfer taxes, verifying stock transactions, accepting and delivering securities, distributing dividends, and recording daily transactions and holdings. Credit authorizers, checkers, and clerks review the credit history, and get the information needed to determine the creditworthiness, of individuals or businesses applying for credit. Credit authorizers check customers' credit records and payment histories to decide, based on predetermined standards, whether to approve new credit. Credit checkers contact credit > [[< Previous->43-4011-WhatTheyDo-2]] > [[Next >->43-4011-WhatTheyDo-4]] > [[Close->43-4011-Detailed]]

departments of business and service establishments for information about applicants' credit standing. Gambling cage workers work in casinos and other gambling establishments. The "cage" in which they work is the central depository for money and gambling chips. Gambling cage workers sell gambling chips, tokens, or tickets to patrons. They count funds and reconcile daily summaries of transactions to balance books. Insurance claims and policy processing clerks process applications for insurance policies. They also handle customers' requests to change or cancel their existing policies. Their > [[< Previous->43-4011-WhatTheyDo-3]] > [[Next >->43-4011-WhatTheyDo-5]] > [[Close->43-4011-Detailed]]

duties include interviewing clients and reviewing insurance applications to make sure that all questions have been answered. They also inform insurance agents and accounting departments of policy cancellations or changes. Loan interviewers, also called loan processors or loan clerks, interview applicants and others to get and verify personal and financial information needed to complete loan applications. They also prepare the documents that go to the appraiser and are issued at the closing of a loan. New accounts clerks interview people who want to open accounts in financial institutions. > [[< Previous->43-4011-WhatTheyDo-4]] > [[Next >->43-4011-WhatTheyDo-6]] > [[Close->43-4011-Detailed]]

They explain the account services available to prospective customers and help them fill out applications. They also investigate and correct errors in accounts. Payroll and timekeeping clerks compile and post employee time and payroll data. They verify and record attendance, hours worked, and pay adjustments. They make sure that employees are paid on time and that their paychecks are correct. Procurement clerks compile requests for materials, prepare purchase orders, keep track of purchases and supplies, and handle questions about orders. They respond to questions from customers and > [[< Previous->43-4011-WhatTheyDo-5]] > [[Next >->43-4011-WhatTheyDo-7]] > [[Close->43-4011-Detailed]]

# How to Become a Financial Clerk A high school diploma or equivalent is typically required for most financial clerk jobs. These workers typically learn their duties through on-the-job training. ### Education Financial clerks typically need a high school diploma or equivalent to enter the occupation. Employers of brokerage clerks may prefer candidates who have taken some college courses in business or economics and, in some cases, have a 2 > [[Next >->43-4011-HowToBecomeOne-2]] > [[Close->43-4011-Detailed]]

- or 4-year college degree. ### Training Most financial clerks learn how to do their job duties through on-the-job training. Some formal technical training also may be necessary; for example, gambling cage workers may need training in specific gambling regulations and procedures. ### Advancement Financial clerks may advance to related occupations in finance. For example, a loan interviewer or clerk may become a loan officer, and a brokerage clerk may become a securities, commodities, and financial services sales agent, after obtaining the required education and license. ### Important > [[< Previous->43-4011-HowToBecomeOne-1]] > [[Next >->43-4011-HowToBecomeOne-3]] > [[Close->43-4011-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Financial clerks should be able to explain policies and procedures to colleagues and customers. Math skills. The job duties of financial clerks includes calculating charges and updating financial records. Organizational skills. Financial clerks must be able to arrange files so they can find them quickly and efficiently. > [[< Previous->43-4011-HowToBecomeOne-2]] > [[Close->43-4011-Detailed]]

checkers, and clerks. Similarly, productivity-enhancing technology is expected to limit demand for other clerks, such as payroll and timekeeping clerks, loan interviewers and clerks, brokerage clerks, and insurance claims and policy processing clerks. Employment of gambling cage workers is expected to be impacted by the adoption of technology in payout processing and online gambling, which limits the need for cage workers. Employment of billing and posting clerks is expected to rise in fast-growing healthcare industries; however, automated invoice processing software will increase the > [[< Previous->43-4011-JobOutlook-1]] > [[Next >->43-4011-JobOutlook-3]] > [[Close->43-4011-Detailed]]

productivity of these workers and reduce overall employment growth. > [[< Previous->43-4011-JobOutlook-2]] > [[Close->43-4011-Detailed]]

# What Information Clerks Do Information clerks do routine clerical tasks such as maintaining records, collecting data, and providing information to customers. ### Duties Information clerks typically do the following: - Prepare routine reports, claims, bills, or orders - Collect and record data from customers, staff, and the public - Answer questions from customers and the public about products or services > [[Next >->43-4021-WhatTheyDo-2]] > [[Close->43-4021-Detailed]]

- File and maintain paper or electronic records Information clerks do routine clerical tasks in an organization, business, or government. They use telephones, computers, and other office equipment, such as scanners and shredders. The following are examples of types of information clerks: Correspondence clerks respond to inquiries from the public or customers. They prepare standard responses to requests for merchandise, damage claims, delinquent accounts, incorrect billings, or complaints about unsatisfactory service. They may also check the organization's records and type response letters > [[< Previous->43-4021-WhatTheyDo-1]] > [[Next >->43-4021-WhatTheyDo-3]] > [[Close->43-4021-Detailed]]

for their supervisors to sign. Court clerks organize and maintain records for courts of law. They prepare the calendar of cases, also known as the docket, and inform attorneys and witnesses about upcoming court appearances. Court clerks also receive, file, and send court documents. Eligibility interviewers ask questions both in person and over the phone to determine whether applicants qualify for government assistance and benefits. They provide information about programs and may refer applicants to other agencies for assistance. File clerks maintain electronic or paper records. They enter > [[< Previous->43-4021-WhatTheyDo-2]] > [[Next >->43-4021-WhatTheyDo-4]] > [[Close->43-4021-Detailed]]

and retrieve data, organize records, and file documents. In organizations with electronic filing systems, file clerks scan and upload documents. Hotel, motel, and resort desk clerks, also called front desk clerks, provide customer service to guests at the establishment's front desk. They check guests in and out, assign rooms, and process payments. They also keep occupancy records; take, confirm, or change room reservations; and provide information about the hotel's policies and services. In addition, front desk clerks answer phone calls, take and deliver messages for guests, and handle > [[< Previous->43-4021-WhatTheyDo-3]] > [[Next >->43-4021-WhatTheyDo-5]] > [[Close->43-4021-Detailed]]

guests' requests and complaints. Human resources assistants provide administrative support to human resources managers. They maintain personnel records on employees, including their addresses, employment history, and performance evaluations. They may post information about job openings and compile candidates' résumé for review. Interviewers ask questions over the phone, in person, through mail, or online. They use the information to complete forms, applications, or questionnaires for market research surveys, census forms, and medical histories. Interviewers typically follow > [[< Previous->43-4021-WhatTheyDo-4]] > [[Next >->43-4021-WhatTheyDo-6]] > [[Close->43-4021-Detailed]]

set procedures and questionnaires to get specific information. License clerks process applications for licenses and permits, including administering tests and collecting fees. They determine whether applicants are qualified to receive a particular license or must submit additional documentation. They also maintain records of applications received and licenses issued. Municipal clerks provide administrative support for town or city governments by maintaining government records. They record, file, and distribute minutes of town or city council meetings to local officials and staff and help > [[< Previous->43-4021-WhatTheyDo-5]] > [[Next >->43-4021-WhatTheyDo-7]] > [[Close->43-4021-Detailed]]

prepare for elections. They may also answer information requests from local, state, and federal officials and the public. Order clerks receive requests from customers and process their payments, which may involve entering the customer address and payment method into the order-entry system. They also answer questions about prices and shipping. Reservation and transportation ticket agents and travel clerks take and confirm passengers' bookings for hotels and transportation. They also sell and issue tickets and answer questions about itineraries, rates, and tours. Ticket agents who work at > [[< Previous->43-4021-WhatTheyDo-6]] > [[Next >->43-4021-WhatTheyDo-8]] > [[Close->43-4021-Detailed]]

airports and railroads also check bags and issue boarding passes to passengers. > [[< Previous->43-4021-WhatTheyDo-7]] > [[Close->43-4021-Detailed]]

# Work Environment ### Work Environment Although information clerks are employed in nearly every industry, many work in government agencies, hotels, and healthcare facilities. Most information clerks work full time. > [[Close->43-4021-Detailed]]

# How to Become an Information Clerk Information clerks typically need a high school diploma and learn their skills on the job. ### Education Although candidates for most of these positions usually qualify with a high school diploma, human resources assistants generally need an associate's degree. Regardless of whether they pursue a degree, courses in word processing and spreadsheet applications are particularly helpful. ### Training Most information clerks receive short-term on-the-job training, usually lasting a few weeks. Training typically covers clerical procedures and the use of computer applications. Those employed in > [[Next >->43-4021-HowToBecomeOne-2]] > [[Close->43-4021-Detailed]]

government receive training that may last several months and includes learning about government programs and regulations. ### Advancement Some information clerks may advance to other administrative positions with more responsibilities, such as secretaries and administrative assistants. With completion of a bachelor's degree, some human resources assistants may become human resources specialists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->43-4021-HowToBecomeOne-1]] > [[Next >->43-4021-HowToBecomeOne-3]] > [[Close->43-4021-Detailed]]

page. Communication skills. Information clerks must be able to explain policies and procedures clearly to customers and the public. Integrity. Information clerks, particularly human resources assistants, have access to confidential information. They must be trusted to adhere to the applicable confidentiality and privacy rules governing the dissemination of this information. Interpersonal skills. Information clerks who work with the public and customers must understand and communicate information effectively to establish positive relationships. Organizational skills. Information clerks > [[< Previous->43-4021-HowToBecomeOne-2]] > [[Next >->43-4021-HowToBecomeOne-4]] > [[Close->43-4021-Detailed]]

must be able to retrieve files and other important information quickly and efficiently. > [[< Previous->43-4021-HowToBecomeOne-3]] > [[Close->43-4021-Detailed]]

# Pay The median annual wage for information clerks was $43,730 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $29,990, and the highest 10 percent earned more than $65,420. Median annual wages for information clerks in May 2024 were as follows: In May 2024, the median annual wages for information clerks in the top industries in which they worked were as follows: Most information clerks work full time. However, part-time work is common for hotel clerks and file > [[Next >->43-4021-Pay-2]] > [[Close->43-4021-Detailed]]

clerks. Clerks who work in lodging and transportation establishments that are open around the clock may work evenings, weekends, and holidays. > [[< Previous->43-4021-Pay-1]] > [[Close->43-4021-Detailed]]

# Job Outlook Overall employment of information clerks is projected to grow 3 percent from 2024 to 2034, decline. About 149,200 openings for information clerks are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of information clerks varies by occupation (see table). The increased use of online ordering and self-service systems will limit demand for some of these workers, such as order clerks and human > [[Next >->43-4021-JobOutlook-2]] > [[Close->43-4021-Detailed]]

resources assistants. Local governments will continue to need court, municipal, and license clerks to do tasks such as prepare case dockets, draft agendas, and issue permits. Eligibility interviewers will continue to be needed to determine whether government assistance, such as unemployment or Social Security benefits, is appropriate for people applying for it. However, the use of electronic data collection and document submission will limit demand for many other interviewers and clerks. Demand for leisure and business travel will buoy employment for reservation and transportation ticket > [[< Previous->43-4021-JobOutlook-1]] > [[Next >->43-4021-JobOutlook-3]] > [[Close->43-4021-Detailed]]

agents and travel clerks, as well as for hotel, motel, and resort desk clerks. > [[< Previous->43-4021-JobOutlook-2]] > [[Close->43-4021-Detailed]]

- File and maintain paper or electronic records Information clerks do routine clerical tasks in an organization, business, or government. They use telephones, computers, and other office equipment, such as scanners and shredders. The following are examples of types of information clerks: Correspondence clerks respond to inquiries from the public or customers. They prepare standard responses to requests for merchandise, damage claims, delinquent accounts, incorrect billings, or complaints about unsatisfactory service. They may also check the organization's records and type response letters > [[< Previous->43-4031-WhatTheyDo-1]] > [[Next >->43-4031-WhatTheyDo-3]] > [[Close->43-4031-Detailed]]

for their supervisors to sign. Court clerks organize and maintain records for courts of law. They prepare the calendar of cases, also known as the docket, and inform attorneys and witnesses about upcoming court appearances. Court clerks also receive, file, and send court documents. Eligibility interviewers ask questions both in person and over the phone to determine whether applicants qualify for government assistance and benefits. They provide information about programs and may refer applicants to other agencies for assistance. File clerks maintain electronic or paper records. They enter > [[< Previous->43-4031-WhatTheyDo-2]] > [[Next >->43-4031-WhatTheyDo-4]] > [[Close->43-4031-Detailed]]

and retrieve data, organize records, and file documents. In organizations with electronic filing systems, file clerks scan and upload documents. Hotel, motel, and resort desk clerks, also called front desk clerks, provide customer service to guests at the establishment's front desk. They check guests in and out, assign rooms, and process payments. They also keep occupancy records; take, confirm, or change room reservations; and provide information about the hotel's policies and services. In addition, front desk clerks answer phone calls, take and deliver messages for guests, and handle > [[< Previous->43-4031-WhatTheyDo-3]] > [[Next >->43-4031-WhatTheyDo-5]] > [[Close->43-4031-Detailed]]

guests' requests and complaints. Human resources assistants provide administrative support to human resources managers. They maintain personnel records on employees, including their addresses, employment history, and performance evaluations. They may post information about job openings and compile candidates' résumé for review. Interviewers ask questions over the phone, in person, through mail, or online. They use the information to complete forms, applications, or questionnaires for market research surveys, census forms, and medical histories. Interviewers typically follow > [[< Previous->43-4031-WhatTheyDo-4]] > [[Next >->43-4031-WhatTheyDo-6]] > [[Close->43-4031-Detailed]]

set procedures and questionnaires to get specific information. License clerks process applications for licenses and permits, including administering tests and collecting fees. They determine whether applicants are qualified to receive a particular license or must submit additional documentation. They also maintain records of applications received and licenses issued. Municipal clerks provide administrative support for town or city governments by maintaining government records. They record, file, and distribute minutes of town or city council meetings to local officials and staff and help > [[< Previous->43-4031-WhatTheyDo-5]] > [[Next >->43-4031-WhatTheyDo-7]] > [[Close->43-4031-Detailed]]

prepare for elections. They may also answer information requests from local, state, and federal officials and the public. Order clerks receive requests from customers and process their payments, which may involve entering the customer address and payment method into the order-entry system. They also answer questions about prices and shipping. Reservation and transportation ticket agents and travel clerks take and confirm passengers' bookings for hotels and transportation. They also sell and issue tickets and answer questions about itineraries, rates, and tours. Ticket agents who work at > [[< Previous->43-4031-WhatTheyDo-6]] > [[Next >->43-4031-WhatTheyDo-8]] > [[Close->43-4031-Detailed]]

airports and railroads also check bags and issue boarding passes to passengers. > [[< Previous->43-4031-WhatTheyDo-7]] > [[Close->43-4031-Detailed]]

# How to Become an Information Clerk Information clerks typically need a high school diploma and learn their skills on the job. ### Education Although candidates for most of these positions usually qualify with a high school diploma, human resources assistants generally need an associate's degree. Regardless of whether they pursue a degree, courses in word processing and spreadsheet applications are particularly helpful. ### Training Most information clerks receive short-term on-the-job training, usually lasting a few weeks. Training typically covers clerical procedures and the use of computer applications. Those employed in > [[Next >->43-4031-HowToBecomeOne-2]] > [[Close->43-4031-Detailed]]

government receive training that may last several months and includes learning about government programs and regulations. ### Advancement Some information clerks may advance to other administrative positions with more responsibilities, such as secretaries and administrative assistants. With completion of a bachelor's degree, some human resources assistants may become human resources specialists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->43-4031-HowToBecomeOne-1]] > [[Next >->43-4031-HowToBecomeOne-3]] > [[Close->43-4031-Detailed]]

page. Communication skills. Information clerks must be able to explain policies and procedures clearly to customers and the public. Integrity. Information clerks, particularly human resources assistants, have access to confidential information. They must be trusted to adhere to the applicable confidentiality and privacy rules governing the dissemination of this information. Interpersonal skills. Information clerks who work with the public and customers must understand and communicate information effectively to establish positive relationships. Organizational skills. Information clerks > [[< Previous->43-4031-HowToBecomeOne-2]] > [[Next >->43-4031-HowToBecomeOne-4]] > [[Close->43-4031-Detailed]]

must be able to retrieve files and other important information quickly and efficiently. > [[< Previous->43-4031-HowToBecomeOne-3]] > [[Close->43-4031-Detailed]]

clerks. Clerks who work in lodging and transportation establishments that are open around the clock may work evenings, weekends, and holidays. > [[< Previous->43-4031-Pay-1]] > [[Close->43-4031-Detailed]]

resources assistants. Local governments will continue to need court, municipal, and license clerks to do tasks such as prepare case dockets, draft agendas, and issue permits. Eligibility interviewers will continue to be needed to determine whether government assistance, such as unemployment or Social Security benefits, is appropriate for people applying for it. However, the use of electronic data collection and document submission will limit demand for many other interviewers and clerks. Demand for leisure and business travel will buoy employment for reservation and transportation ticket > [[< Previous->43-4031-JobOutlook-1]] > [[Next >->43-4031-JobOutlook-3]] > [[Close->43-4031-Detailed]]

agents and travel clerks, as well as for hotel, motel, and resort desk clerks. > [[< Previous->43-4031-JobOutlook-2]] > [[Close->43-4031-Detailed]]

- Carry out financial transactions Financial clerks' job duties vary by specialty and by setting. The following are examples of types of financial clerks: Billing and posting clerks calculate charges and generate bills, which they then prepare to send to customers. They review documents such as purchase orders, sales tickets, charge slips, and hospital records to calculate fees or charges due. They also contact customers to get or give account information. Brokerage clerks help with tasks associated with securities such as stocks, bonds, commodities, and other kinds of investments. Their > [[< Previous->43-4041-WhatTheyDo-1]] > [[Next >->43-4041-WhatTheyDo-3]] > [[Close->43-4041-Detailed]]

duties include writing orders for stock purchases and sales, calculating transfer taxes, verifying stock transactions, accepting and delivering securities, distributing dividends, and recording daily transactions and holdings. Credit authorizers, checkers, and clerks review the credit history, and get the information needed to determine the creditworthiness, of individuals or businesses applying for credit. Credit authorizers check customers' credit records and payment histories to decide, based on predetermined standards, whether to approve new credit. Credit checkers contact credit > [[< Previous->43-4041-WhatTheyDo-2]] > [[Next >->43-4041-WhatTheyDo-4]] > [[Close->43-4041-Detailed]]

departments of business and service establishments for information about applicants' credit standing. Gambling cage workers work in casinos and other gambling establishments. The "cage" in which they work is the central depository for money and gambling chips. Gambling cage workers sell gambling chips, tokens, or tickets to patrons. They count funds and reconcile daily summaries of transactions to balance books. Insurance claims and policy processing clerks process applications for insurance policies. They also handle customers' requests to change or cancel their existing policies. Their > [[< Previous->43-4041-WhatTheyDo-3]] > [[Next >->43-4041-WhatTheyDo-5]] > [[Close->43-4041-Detailed]]

duties include interviewing clients and reviewing insurance applications to make sure that all questions have been answered. They also inform insurance agents and accounting departments of policy cancellations or changes. Loan interviewers, also called loan processors or loan clerks, interview applicants and others to get and verify personal and financial information needed to complete loan applications. They also prepare the documents that go to the appraiser and are issued at the closing of a loan. New accounts clerks interview people who want to open accounts in financial institutions. > [[< Previous->43-4041-WhatTheyDo-4]] > [[Next >->43-4041-WhatTheyDo-6]] > [[Close->43-4041-Detailed]]

They explain the account services available to prospective customers and help them fill out applications. They also investigate and correct errors in accounts. Payroll and timekeeping clerks compile and post employee time and payroll data. They verify and record attendance, hours worked, and pay adjustments. They make sure that employees are paid on time and that their paychecks are correct. Procurement clerks compile requests for materials, prepare purchase orders, keep track of purchases and supplies, and handle questions about orders. They respond to questions from customers and > [[< Previous->43-4041-WhatTheyDo-5]] > [[Next >->43-4041-WhatTheyDo-7]] > [[Close->43-4041-Detailed]]

# How to Become a Financial Clerk A high school diploma or equivalent is typically required for most financial clerk jobs. These workers typically learn their duties through on-the-job training. ### Education Financial clerks typically need a high school diploma or equivalent to enter the occupation. Employers of brokerage clerks may prefer candidates who have taken some college courses in business or economics and, in some cases, have a 2 > [[Next >->43-4041-HowToBecomeOne-2]] > [[Close->43-4041-Detailed]]

- or 4-year college degree. ### Training Most financial clerks learn how to do their job duties through on-the-job training. Some formal technical training also may be necessary; for example, gambling cage workers may need training in specific gambling regulations and procedures. ### Advancement Financial clerks may advance to related occupations in finance. For example, a loan interviewer or clerk may become a loan officer, and a brokerage clerk may become a securities, commodities, and financial services sales agent, after obtaining the required education and license. ### Important > [[< Previous->43-4041-HowToBecomeOne-1]] > [[Next >->43-4041-HowToBecomeOne-3]] > [[Close->43-4041-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Financial clerks should be able to explain policies and procedures to colleagues and customers. Math skills. The job duties of financial clerks includes calculating charges and updating financial records. Organizational skills. Financial clerks must be able to arrange files so they can find them quickly and efficiently. > [[< Previous->43-4041-HowToBecomeOne-2]] > [[Close->43-4041-Detailed]]

checkers, and clerks. Similarly, productivity-enhancing technology is expected to limit demand for other clerks, such as payroll and timekeeping clerks, loan interviewers and clerks, brokerage clerks, and insurance claims and policy processing clerks. Employment of gambling cage workers is expected to be impacted by the adoption of technology in payout processing and online gambling, which limits the need for cage workers. Employment of billing and posting clerks is expected to rise in fast-growing healthcare industries; however, automated invoice processing software will increase the > [[< Previous->43-4041-JobOutlook-1]] > [[Next >->43-4041-JobOutlook-3]] > [[Close->43-4041-Detailed]]

productivity of these workers and reduce overall employment growth. > [[< Previous->43-4041-JobOutlook-2]] > [[Close->43-4041-Detailed]]

# What Customer Service Representatives Do Customer service representatives work with customers to resolve complaints, process orders, and provide information about an organization's products and services. ### Duties Customer service representatives typically do the following: - Listen to customers' questions and concerns and provide answers or responses - Provide information about products and services - Take orders, calculate charges, and process billing or payments - Review customer accounts and make changes, if necessary - Handle returns or complaints - Record details of customer contacts and actions taken > [[Next >->43-4051-WhatTheyDo-2]] > [[Close->43-4051-Detailed]]

- Refer customers to supervisors or more experienced employees Customer service representatives answer questions or requests from customers or the public. They typically provide services by phone, but some also interact with customers face to face, by email or text, via live chat, and through social media. The specific duties of customer service representatives vary by industry. For example, representatives who work in banks may answer customers' questions about their accounts. Representatives who work for utility and telecommunications companies may help customers with service problems, > [[< Previous->43-4051-WhatTheyDo-1]] > [[Next >->43-4051-WhatTheyDo-3]] > [[Close->43-4051-Detailed]]

such as outages. Those who work in retail stores often handle returns, process refunds, and help customers locate items. Although selling a product or service is not their main job, representatives may help generate sales while providing information. Customer service representatives typically use a telephone, computer, and other office equipment. For example, representatives who work in call centers answer the phone and use computers to explore solutions for customers. > [[< Previous->43-4051-WhatTheyDo-2]] > [[Close->43-4051-Detailed]]

# Work Environment ### Work Environment Customer service representatives are employed in nearly every industry. Most work full time. > [[Close->43-4051-Detailed]]

# How to Become a Customer Service Representative Customer service representatives typically need a high school diploma or equivalent to enter the occupation and receive on-the-job training to learn the specific skills needed for the job. They should be good at communicating and interacting with people. ### Education Customer service representatives typically need a high school diploma or equivalent to enter the occupation. However, some of these workers have postsecondary education that may include a bachelor's degree in fields such as business, communications, and social science. ### Training Customer service representatives usually > [[Next >->43-4051-HowToBecomeOne-2]] > [[Close->43-4051-Detailed]]

receive short-term on-the-job training, which typically lasts 2 to 4 weeks. Those who work in finance and insurance may need several months of training to learn complicated financial regulations. General customer-service training may focus on procedures for answering questions, information about a company's products and services, and computer and telephone use. Trainees often receive guidance from an experienced worker for the first few weeks of employment. In certain industries, such as finance and insurance, customer service representatives must stay current with changing > [[< Previous->43-4051-HowToBecomeOne-1]] > [[Next >->43-4051-HowToBecomeOne-3]] > [[Close->43-4051-Detailed]]

regulations. ### Licenses, Certifications, and Registrations Customer service representatives who provide information about finance and insurance may need a state license. Although licensing requirements vary by state, they usually include passing an exam. Some employers and organizations provide training for these exams. ### Advancement With experience, customer service representatives may advance to supervisory roles. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment > [[< Previous->43-4051-HowToBecomeOne-2]] > [[Next >->43-4051-HowToBecomeOne-4]] > [[Close->43-4051-Detailed]]

Projections (EP) skills data page. Communication skills. Customer service representatives must be able to provide clear information in writing, by phone, or in person. Customer-service skills. Representatives help companies retain customers by professionally answering questions and helping to resolve complaints. Interpersonal skills. Representatives should be able to create positive interactions with customers. Listening skills. Representatives must listen carefully to ensure that they understand customers in order to assist them. Patience. Representatives should be patient and polite, > [[< Previous->43-4051-HowToBecomeOne-3]] > [[Next >->43-4051-HowToBecomeOne-5]] > [[Close->43-4051-Detailed]]

especially when interacting with dissatisfied customers. Problem-solving skills. Representatives must determine solutions to customers' problems. By doing so, representatives contribute to customer loyalty and retention. > [[< Previous->43-4051-HowToBecomeOne-4]] > [[Close->43-4051-Detailed]]

# Pay The median hourly wage for customer service representatives was $20.59 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $14.75, and the highest 10 percent earned more than $30.16. In May 2024, the median hourly wages for customer service representatives in the top industries in which they worked were as follows: Although most customer service representatives work full time, some work part time. Customer service representatives often need to work during busy times, > [[Next >->43-4051-Pay-2]] > [[Close->43-4051-Detailed]]

which may include evenings, weekends, and holidays. Jobs in call centers may require representatives to work shifts early in the morning or late at night because some call centers are open 24 hours a day. > [[< Previous->43-4051-Pay-1]] > [[Close->43-4051-Detailed]]

# Job Outlook Employment of customer service representatives is projected to grow 5 percent from 2024 to 2034, decline. About 341,700 openings for customer service representatives are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment There is expected to be less demand for customer service representatives, especially in retail trade, as their tasks continue to be automated. Self-service systems, social media, and mobile > [[Next >->43-4051-JobOutlook-2]] > [[Close->43-4051-Detailed]]

applications enable customers to do simple tasks without interacting with a representative. Advancements in technology will gradually allow these automated systems to do even more tasks. Some companies will continue to use in-house service centers to differentiate themselves from competitors, particularly for complex inquiries such as refunding accounts or confirming insurance coverage. > [[< Previous->43-4051-JobOutlook-1]] > [[Close->43-4051-Detailed]]

- File and maintain paper or electronic records Information clerks do routine clerical tasks in an organization, business, or government. They use telephones, computers, and other office equipment, such as scanners and shredders. The following are examples of types of information clerks: Correspondence clerks respond to inquiries from the public or customers. They prepare standard responses to requests for merchandise, damage claims, delinquent accounts, incorrect billings, or complaints about unsatisfactory service. They may also check the organization's records and type response letters > [[< Previous->43-4061-WhatTheyDo-1]] > [[Next >->43-4061-WhatTheyDo-3]] > [[Close->43-4061-Detailed]]

for their supervisors to sign. Court clerks organize and maintain records for courts of law. They prepare the calendar of cases, also known as the docket, and inform attorneys and witnesses about upcoming court appearances. Court clerks also receive, file, and send court documents. Eligibility interviewers ask questions both in person and over the phone to determine whether applicants qualify for government assistance and benefits. They provide information about programs and may refer applicants to other agencies for assistance. File clerks maintain electronic or paper records. They enter > [[< Previous->43-4061-WhatTheyDo-2]] > [[Next >->43-4061-WhatTheyDo-4]] > [[Close->43-4061-Detailed]]

and retrieve data, organize records, and file documents. In organizations with electronic filing systems, file clerks scan and upload documents. Hotel, motel, and resort desk clerks, also called front desk clerks, provide customer service to guests at the establishment's front desk. They check guests in and out, assign rooms, and process payments. They also keep occupancy records; take, confirm, or change room reservations; and provide information about the hotel's policies and services. In addition, front desk clerks answer phone calls, take and deliver messages for guests, and handle > [[< Previous->43-4061-WhatTheyDo-3]] > [[Next >->43-4061-WhatTheyDo-5]] > [[Close->43-4061-Detailed]]

guests' requests and complaints. Human resources assistants provide administrative support to human resources managers. They maintain personnel records on employees, including their addresses, employment history, and performance evaluations. They may post information about job openings and compile candidates' résumé for review. Interviewers ask questions over the phone, in person, through mail, or online. They use the information to complete forms, applications, or questionnaires for market research surveys, census forms, and medical histories. Interviewers typically follow > [[< Previous->43-4061-WhatTheyDo-4]] > [[Next >->43-4061-WhatTheyDo-6]] > [[Close->43-4061-Detailed]]

set procedures and questionnaires to get specific information. License clerks process applications for licenses and permits, including administering tests and collecting fees. They determine whether applicants are qualified to receive a particular license or must submit additional documentation. They also maintain records of applications received and licenses issued. Municipal clerks provide administrative support for town or city governments by maintaining government records. They record, file, and distribute minutes of town or city council meetings to local officials and staff and help > [[< Previous->43-4061-WhatTheyDo-5]] > [[Next >->43-4061-WhatTheyDo-7]] > [[Close->43-4061-Detailed]]

prepare for elections. They may also answer information requests from local, state, and federal officials and the public. Order clerks receive requests from customers and process their payments, which may involve entering the customer address and payment method into the order-entry system. They also answer questions about prices and shipping. Reservation and transportation ticket agents and travel clerks take and confirm passengers' bookings for hotels and transportation. They also sell and issue tickets and answer questions about itineraries, rates, and tours. Ticket agents who work at > [[< Previous->43-4061-WhatTheyDo-6]] > [[Next >->43-4061-WhatTheyDo-8]] > [[Close->43-4061-Detailed]]

airports and railroads also check bags and issue boarding passes to passengers. > [[< Previous->43-4061-WhatTheyDo-7]] > [[Close->43-4061-Detailed]]

# How to Become an Information Clerk Information clerks typically need a high school diploma and learn their skills on the job. ### Education Although candidates for most of these positions usually qualify with a high school diploma, human resources assistants generally need an associate's degree. Regardless of whether they pursue a degree, courses in word processing and spreadsheet applications are particularly helpful. ### Training Most information clerks receive short-term on-the-job training, usually lasting a few weeks. Training typically covers clerical procedures and the use of computer applications. Those employed in > [[Next >->43-4061-HowToBecomeOne-2]] > [[Close->43-4061-Detailed]]

government receive training that may last several months and includes learning about government programs and regulations. ### Advancement Some information clerks may advance to other administrative positions with more responsibilities, such as secretaries and administrative assistants. With completion of a bachelor's degree, some human resources assistants may become human resources specialists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->43-4061-HowToBecomeOne-1]] > [[Next >->43-4061-HowToBecomeOne-3]] > [[Close->43-4061-Detailed]]

page. Communication skills. Information clerks must be able to explain policies and procedures clearly to customers and the public. Integrity. Information clerks, particularly human resources assistants, have access to confidential information. They must be trusted to adhere to the applicable confidentiality and privacy rules governing the dissemination of this information. Interpersonal skills. Information clerks who work with the public and customers must understand and communicate information effectively to establish positive relationships. Organizational skills. Information clerks > [[< Previous->43-4061-HowToBecomeOne-2]] > [[Next >->43-4061-HowToBecomeOne-4]] > [[Close->43-4061-Detailed]]

must be able to retrieve files and other important information quickly and efficiently. > [[< Previous->43-4061-HowToBecomeOne-3]] > [[Close->43-4061-Detailed]]

clerks. Clerks who work in lodging and transportation establishments that are open around the clock may work evenings, weekends, and holidays. > [[< Previous->43-4061-Pay-1]] > [[Close->43-4061-Detailed]]

resources assistants. Local governments will continue to need court, municipal, and license clerks to do tasks such as prepare case dockets, draft agendas, and issue permits. Eligibility interviewers will continue to be needed to determine whether government assistance, such as unemployment or Social Security benefits, is appropriate for people applying for it. However, the use of electronic data collection and document submission will limit demand for many other interviewers and clerks. Demand for leisure and business travel will buoy employment for reservation and transportation ticket > [[< Previous->43-4061-JobOutlook-1]] > [[Next >->43-4061-JobOutlook-3]] > [[Close->43-4061-Detailed]]

agents and travel clerks, as well as for hotel, motel, and resort desk clerks. > [[< Previous->43-4061-JobOutlook-2]] > [[Close->43-4061-Detailed]]

- File and maintain paper or electronic records Information clerks do routine clerical tasks in an organization, business, or government. They use telephones, computers, and other office equipment, such as scanners and shredders. The following are examples of types of information clerks: Correspondence clerks respond to inquiries from the public or customers. They prepare standard responses to requests for merchandise, damage claims, delinquent accounts, incorrect billings, or complaints about unsatisfactory service. They may also check the organization's records and type response letters > [[< Previous->43-4071-WhatTheyDo-1]] > [[Next >->43-4071-WhatTheyDo-3]] > [[Close->43-4071-Detailed]]

for their supervisors to sign. Court clerks organize and maintain records for courts of law. They prepare the calendar of cases, also known as the docket, and inform attorneys and witnesses about upcoming court appearances. Court clerks also receive, file, and send court documents. Eligibility interviewers ask questions both in person and over the phone to determine whether applicants qualify for government assistance and benefits. They provide information about programs and may refer applicants to other agencies for assistance. File clerks maintain electronic or paper records. They enter > [[< Previous->43-4071-WhatTheyDo-2]] > [[Next >->43-4071-WhatTheyDo-4]] > [[Close->43-4071-Detailed]]

and retrieve data, organize records, and file documents. In organizations with electronic filing systems, file clerks scan and upload documents. Hotel, motel, and resort desk clerks, also called front desk clerks, provide customer service to guests at the establishment's front desk. They check guests in and out, assign rooms, and process payments. They also keep occupancy records; take, confirm, or change room reservations; and provide information about the hotel's policies and services. In addition, front desk clerks answer phone calls, take and deliver messages for guests, and handle > [[< Previous->43-4071-WhatTheyDo-3]] > [[Next >->43-4071-WhatTheyDo-5]] > [[Close->43-4071-Detailed]]

guests' requests and complaints. Human resources assistants provide administrative support to human resources managers. They maintain personnel records on employees, including their addresses, employment history, and performance evaluations. They may post information about job openings and compile candidates' résumé for review. Interviewers ask questions over the phone, in person, through mail, or online. They use the information to complete forms, applications, or questionnaires for market research surveys, census forms, and medical histories. Interviewers typically follow > [[< Previous->43-4071-WhatTheyDo-4]] > [[Next >->43-4071-WhatTheyDo-6]] > [[Close->43-4071-Detailed]]

set procedures and questionnaires to get specific information. License clerks process applications for licenses and permits, including administering tests and collecting fees. They determine whether applicants are qualified to receive a particular license or must submit additional documentation. They also maintain records of applications received and licenses issued. Municipal clerks provide administrative support for town or city governments by maintaining government records. They record, file, and distribute minutes of town or city council meetings to local officials and staff and help > [[< Previous->43-4071-WhatTheyDo-5]] > [[Next >->43-4071-WhatTheyDo-7]] > [[Close->43-4071-Detailed]]

prepare for elections. They may also answer information requests from local, state, and federal officials and the public. Order clerks receive requests from customers and process their payments, which may involve entering the customer address and payment method into the order-entry system. They also answer questions about prices and shipping. Reservation and transportation ticket agents and travel clerks take and confirm passengers' bookings for hotels and transportation. They also sell and issue tickets and answer questions about itineraries, rates, and tours. Ticket agents who work at > [[< Previous->43-4071-WhatTheyDo-6]] > [[Next >->43-4071-WhatTheyDo-8]] > [[Close->43-4071-Detailed]]

airports and railroads also check bags and issue boarding passes to passengers. > [[< Previous->43-4071-WhatTheyDo-7]] > [[Close->43-4071-Detailed]]

# How to Become an Information Clerk Information clerks typically need a high school diploma and learn their skills on the job. ### Education Although candidates for most of these positions usually qualify with a high school diploma, human resources assistants generally need an associate's degree. Regardless of whether they pursue a degree, courses in word processing and spreadsheet applications are particularly helpful. ### Training Most information clerks receive short-term on-the-job training, usually lasting a few weeks. Training typically covers clerical procedures and the use of computer applications. Those employed in > [[Next >->43-4071-HowToBecomeOne-2]] > [[Close->43-4071-Detailed]]

government receive training that may last several months and includes learning about government programs and regulations. ### Advancement Some information clerks may advance to other administrative positions with more responsibilities, such as secretaries and administrative assistants. With completion of a bachelor's degree, some human resources assistants may become human resources specialists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->43-4071-HowToBecomeOne-1]] > [[Next >->43-4071-HowToBecomeOne-3]] > [[Close->43-4071-Detailed]]

page. Communication skills. Information clerks must be able to explain policies and procedures clearly to customers and the public. Integrity. Information clerks, particularly human resources assistants, have access to confidential information. They must be trusted to adhere to the applicable confidentiality and privacy rules governing the dissemination of this information. Interpersonal skills. Information clerks who work with the public and customers must understand and communicate information effectively to establish positive relationships. Organizational skills. Information clerks > [[< Previous->43-4071-HowToBecomeOne-2]] > [[Next >->43-4071-HowToBecomeOne-4]] > [[Close->43-4071-Detailed]]

must be able to retrieve files and other important information quickly and efficiently. > [[< Previous->43-4071-HowToBecomeOne-3]] > [[Close->43-4071-Detailed]]

clerks. Clerks who work in lodging and transportation establishments that are open around the clock may work evenings, weekends, and holidays. > [[< Previous->43-4071-Pay-1]] > [[Close->43-4071-Detailed]]

resources assistants. Local governments will continue to need court, municipal, and license clerks to do tasks such as prepare case dockets, draft agendas, and issue permits. Eligibility interviewers will continue to be needed to determine whether government assistance, such as unemployment or Social Security benefits, is appropriate for people applying for it. However, the use of electronic data collection and document submission will limit demand for many other interviewers and clerks. Demand for leisure and business travel will buoy employment for reservation and transportation ticket > [[< Previous->43-4071-JobOutlook-1]] > [[Next >->43-4071-JobOutlook-3]] > [[Close->43-4071-Detailed]]

agents and travel clerks, as well as for hotel, motel, and resort desk clerks. > [[< Previous->43-4071-JobOutlook-2]] > [[Close->43-4071-Detailed]]

- File and maintain paper or electronic records Information clerks do routine clerical tasks in an organization, business, or government. They use telephones, computers, and other office equipment, such as scanners and shredders. The following are examples of types of information clerks: Correspondence clerks respond to inquiries from the public or customers. They prepare standard responses to requests for merchandise, damage claims, delinquent accounts, incorrect billings, or complaints about unsatisfactory service. They may also check the organization's records and type response letters > [[< Previous->43-4081-WhatTheyDo-1]] > [[Next >->43-4081-WhatTheyDo-3]] > [[Close->43-4081-Detailed]]

for their supervisors to sign. Court clerks organize and maintain records for courts of law. They prepare the calendar of cases, also known as the docket, and inform attorneys and witnesses about upcoming court appearances. Court clerks also receive, file, and send court documents. Eligibility interviewers ask questions both in person and over the phone to determine whether applicants qualify for government assistance and benefits. They provide information about programs and may refer applicants to other agencies for assistance. File clerks maintain electronic or paper records. They enter > [[< Previous->43-4081-WhatTheyDo-2]] > [[Next >->43-4081-WhatTheyDo-4]] > [[Close->43-4081-Detailed]]

and retrieve data, organize records, and file documents. In organizations with electronic filing systems, file clerks scan and upload documents. Hotel, motel, and resort desk clerks, also called front desk clerks, provide customer service to guests at the establishment's front desk. They check guests in and out, assign rooms, and process payments. They also keep occupancy records; take, confirm, or change room reservations; and provide information about the hotel's policies and services. In addition, front desk clerks answer phone calls, take and deliver messages for guests, and handle > [[< Previous->43-4081-WhatTheyDo-3]] > [[Next >->43-4081-WhatTheyDo-5]] > [[Close->43-4081-Detailed]]

guests' requests and complaints. Human resources assistants provide administrative support to human resources managers. They maintain personnel records on employees, including their addresses, employment history, and performance evaluations. They may post information about job openings and compile candidates' résumé for review. Interviewers ask questions over the phone, in person, through mail, or online. They use the information to complete forms, applications, or questionnaires for market research surveys, census forms, and medical histories. Interviewers typically follow > [[< Previous->43-4081-WhatTheyDo-4]] > [[Next >->43-4081-WhatTheyDo-6]] > [[Close->43-4081-Detailed]]

set procedures and questionnaires to get specific information. License clerks process applications for licenses and permits, including administering tests and collecting fees. They determine whether applicants are qualified to receive a particular license or must submit additional documentation. They also maintain records of applications received and licenses issued. Municipal clerks provide administrative support for town or city governments by maintaining government records. They record, file, and distribute minutes of town or city council meetings to local officials and staff and help > [[< Previous->43-4081-WhatTheyDo-5]] > [[Next >->43-4081-WhatTheyDo-7]] > [[Close->43-4081-Detailed]]

prepare for elections. They may also answer information requests from local, state, and federal officials and the public. Order clerks receive requests from customers and process their payments, which may involve entering the customer address and payment method into the order-entry system. They also answer questions about prices and shipping. Reservation and transportation ticket agents and travel clerks take and confirm passengers' bookings for hotels and transportation. They also sell and issue tickets and answer questions about itineraries, rates, and tours. Ticket agents who work at > [[< Previous->43-4081-WhatTheyDo-6]] > [[Next >->43-4081-WhatTheyDo-8]] > [[Close->43-4081-Detailed]]

airports and railroads also check bags and issue boarding passes to passengers. > [[< Previous->43-4081-WhatTheyDo-7]] > [[Close->43-4081-Detailed]]

# How to Become an Information Clerk Information clerks typically need a high school diploma and learn their skills on the job. ### Education Although candidates for most of these positions usually qualify with a high school diploma, human resources assistants generally need an associate's degree. Regardless of whether they pursue a degree, courses in word processing and spreadsheet applications are particularly helpful. ### Training Most information clerks receive short-term on-the-job training, usually lasting a few weeks. Training typically covers clerical procedures and the use of computer applications. Those employed in > [[Next >->43-4081-HowToBecomeOne-2]] > [[Close->43-4081-Detailed]]

government receive training that may last several months and includes learning about government programs and regulations. ### Advancement Some information clerks may advance to other administrative positions with more responsibilities, such as secretaries and administrative assistants. With completion of a bachelor's degree, some human resources assistants may become human resources specialists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->43-4081-HowToBecomeOne-1]] > [[Next >->43-4081-HowToBecomeOne-3]] > [[Close->43-4081-Detailed]]

page. Communication skills. Information clerks must be able to explain policies and procedures clearly to customers and the public. Integrity. Information clerks, particularly human resources assistants, have access to confidential information. They must be trusted to adhere to the applicable confidentiality and privacy rules governing the dissemination of this information. Interpersonal skills. Information clerks who work with the public and customers must understand and communicate information effectively to establish positive relationships. Organizational skills. Information clerks > [[< Previous->43-4081-HowToBecomeOne-2]] > [[Next >->43-4081-HowToBecomeOne-4]] > [[Close->43-4081-Detailed]]

must be able to retrieve files and other important information quickly and efficiently. > [[< Previous->43-4081-HowToBecomeOne-3]] > [[Close->43-4081-Detailed]]

clerks. Clerks who work in lodging and transportation establishments that are open around the clock may work evenings, weekends, and holidays. > [[< Previous->43-4081-Pay-1]] > [[Close->43-4081-Detailed]]

resources assistants. Local governments will continue to need court, municipal, and license clerks to do tasks such as prepare case dockets, draft agendas, and issue permits. Eligibility interviewers will continue to be needed to determine whether government assistance, such as unemployment or Social Security benefits, is appropriate for people applying for it. However, the use of electronic data collection and document submission will limit demand for many other interviewers and clerks. Demand for leisure and business travel will buoy employment for reservation and transportation ticket > [[< Previous->43-4081-JobOutlook-1]] > [[Next >->43-4081-JobOutlook-3]] > [[Close->43-4081-Detailed]]

agents and travel clerks, as well as for hotel, motel, and resort desk clerks. > [[< Previous->43-4081-JobOutlook-2]] > [[Close->43-4081-Detailed]]

- File and maintain paper or electronic records Information clerks do routine clerical tasks in an organization, business, or government. They use telephones, computers, and other office equipment, such as scanners and shredders. The following are examples of types of information clerks: Correspondence clerks respond to inquiries from the public or customers. They prepare standard responses to requests for merchandise, damage claims, delinquent accounts, incorrect billings, or complaints about unsatisfactory service. They may also check the organization's records and type response letters > [[< Previous->43-4111-WhatTheyDo-1]] > [[Next >->43-4111-WhatTheyDo-3]] > [[Close->43-4111-Detailed]]

for their supervisors to sign. Court clerks organize and maintain records for courts of law. They prepare the calendar of cases, also known as the docket, and inform attorneys and witnesses about upcoming court appearances. Court clerks also receive, file, and send court documents. Eligibility interviewers ask questions both in person and over the phone to determine whether applicants qualify for government assistance and benefits. They provide information about programs and may refer applicants to other agencies for assistance. File clerks maintain electronic or paper records. They enter > [[< Previous->43-4111-WhatTheyDo-2]] > [[Next >->43-4111-WhatTheyDo-4]] > [[Close->43-4111-Detailed]]

and retrieve data, organize records, and file documents. In organizations with electronic filing systems, file clerks scan and upload documents. Hotel, motel, and resort desk clerks, also called front desk clerks, provide customer service to guests at the establishment's front desk. They check guests in and out, assign rooms, and process payments. They also keep occupancy records; take, confirm, or change room reservations; and provide information about the hotel's policies and services. In addition, front desk clerks answer phone calls, take and deliver messages for guests, and handle > [[< Previous->43-4111-WhatTheyDo-3]] > [[Next >->43-4111-WhatTheyDo-5]] > [[Close->43-4111-Detailed]]

guests' requests and complaints. Human resources assistants provide administrative support to human resources managers. They maintain personnel records on employees, including their addresses, employment history, and performance evaluations. They may post information about job openings and compile candidates' résumé for review. Interviewers ask questions over the phone, in person, through mail, or online. They use the information to complete forms, applications, or questionnaires for market research surveys, census forms, and medical histories. Interviewers typically follow > [[< Previous->43-4111-WhatTheyDo-4]] > [[Next >->43-4111-WhatTheyDo-6]] > [[Close->43-4111-Detailed]]

set procedures and questionnaires to get specific information. License clerks process applications for licenses and permits, including administering tests and collecting fees. They determine whether applicants are qualified to receive a particular license or must submit additional documentation. They also maintain records of applications received and licenses issued. Municipal clerks provide administrative support for town or city governments by maintaining government records. They record, file, and distribute minutes of town or city council meetings to local officials and staff and help > [[< Previous->43-4111-WhatTheyDo-5]] > [[Next >->43-4111-WhatTheyDo-7]] > [[Close->43-4111-Detailed]]

prepare for elections. They may also answer information requests from local, state, and federal officials and the public. Order clerks receive requests from customers and process their payments, which may involve entering the customer address and payment method into the order-entry system. They also answer questions about prices and shipping. Reservation and transportation ticket agents and travel clerks take and confirm passengers' bookings for hotels and transportation. They also sell and issue tickets and answer questions about itineraries, rates, and tours. Ticket agents who work at > [[< Previous->43-4111-WhatTheyDo-6]] > [[Next >->43-4111-WhatTheyDo-8]] > [[Close->43-4111-Detailed]]

airports and railroads also check bags and issue boarding passes to passengers. > [[< Previous->43-4111-WhatTheyDo-7]] > [[Close->43-4111-Detailed]]

# How to Become an Information Clerk Information clerks typically need a high school diploma and learn their skills on the job. ### Education Although candidates for most of these positions usually qualify with a high school diploma, human resources assistants generally need an associate's degree. Regardless of whether they pursue a degree, courses in word processing and spreadsheet applications are particularly helpful. ### Training Most information clerks receive short-term on-the-job training, usually lasting a few weeks. Training typically covers clerical procedures and the use of computer applications. Those employed in > [[Next >->43-4111-HowToBecomeOne-2]] > [[Close->43-4111-Detailed]]

government receive training that may last several months and includes learning about government programs and regulations. ### Advancement Some information clerks may advance to other administrative positions with more responsibilities, such as secretaries and administrative assistants. With completion of a bachelor's degree, some human resources assistants may become human resources specialists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->43-4111-HowToBecomeOne-1]] > [[Next >->43-4111-HowToBecomeOne-3]] > [[Close->43-4111-Detailed]]

page. Communication skills. Information clerks must be able to explain policies and procedures clearly to customers and the public. Integrity. Information clerks, particularly human resources assistants, have access to confidential information. They must be trusted to adhere to the applicable confidentiality and privacy rules governing the dissemination of this information. Interpersonal skills. Information clerks who work with the public and customers must understand and communicate information effectively to establish positive relationships. Organizational skills. Information clerks > [[< Previous->43-4111-HowToBecomeOne-2]] > [[Next >->43-4111-HowToBecomeOne-4]] > [[Close->43-4111-Detailed]]

must be able to retrieve files and other important information quickly and efficiently. > [[< Previous->43-4111-HowToBecomeOne-3]] > [[Close->43-4111-Detailed]]

clerks. Clerks who work in lodging and transportation establishments that are open around the clock may work evenings, weekends, and holidays. > [[< Previous->43-4111-Pay-1]] > [[Close->43-4111-Detailed]]

resources assistants. Local governments will continue to need court, municipal, and license clerks to do tasks such as prepare case dockets, draft agendas, and issue permits. Eligibility interviewers will continue to be needed to determine whether government assistance, such as unemployment or Social Security benefits, is appropriate for people applying for it. However, the use of electronic data collection and document submission will limit demand for many other interviewers and clerks. Demand for leisure and business travel will buoy employment for reservation and transportation ticket > [[< Previous->43-4111-JobOutlook-1]] > [[Next >->43-4111-JobOutlook-3]] > [[Close->43-4111-Detailed]]

agents and travel clerks, as well as for hotel, motel, and resort desk clerks. > [[< Previous->43-4111-JobOutlook-2]] > [[Close->43-4111-Detailed]]

# What Library Technicians and Assistants Do Library technicians and assistants help librarians with all aspects of running a library. They assist patrons, organize library materials and information, and do clerical and administrative tasks. ### Duties Library technicians and assistants typically do the following: - Loan library materials to patrons and collect returned materials - Sort and reshelve returned books, periodicals, and other materials - Catalogue and maintain library materials - Handle interlibrary loans - Register new patrons and issue library cards - Answer routine reference questions from patrons > [[Next >->43-4121-WhatTheyDo-2]] > [[Close->43-4121-Detailed]]

- Teach patrons how to use library resources - Maintain computer databases used to locate library materials - Perform routine clerical tasks such as answering phones and organizing files > [[< Previous->43-4121-WhatTheyDo-1]] > [[Next >->43-4121-WhatTheyDo-3]] > [[Close->43-4121-Detailed]]

- Help plan and participate in special programs, such as used-book sales, story times, or outreach programs A librarian usually supervises library technicians and assistants. Both technicians and assistants help patrons find information and organize library materials. However, library technicians typically have more responsibilities than library assistants. Library technicians and assistants in small libraries have a broad range of duties. In large libraries, they tend to specialize in a particular area, such as user services or technical services. Those specializing in user services assist > [[< Previous->43-4121-WhatTheyDo-2]] > [[Next >->43-4121-WhatTheyDo-4]] > [[Close->43-4121-Detailed]]

library patrons with locating resources and information. Those specializing in technical services research, acquire, catalog, and process materials to be added to the library's collections. The following are examples of types of library technicians and assistants: Academic library technicians and assistants help students, faculties, and staff in colleges and universities access resources and information related to coursework or research projects. Some teach students how to access and use library resources. They may work at service desks for reserve materials, special collections, or > [[< Previous->43-4121-WhatTheyDo-3]] > [[Next >->43-4121-WhatTheyDo-5]] > [[Close->43-4121-Detailed]]

computer labs. Public library technicians and assistants work in community libraries to serve members of the public. They help patrons find books to read for pleasure, assist patrons with their research, or teach patrons how to access the library's resources. Some technicians in public libraries may help plan programs for users, such as story time for children or book clubs for teens or adults. School library technicians and assistants show students how to find and use library resources, maintain textbook collections, and help teachers develop curriculum materials. Special library > [[< Previous->43-4121-WhatTheyDo-4]] > [[Next >->43-4121-WhatTheyDo-6]] > [[Close->43-4121-Detailed]]

technicians and assistants work in settings other than school or public libraries, including government agencies, corporations, museums, law firms, and medical centers. They assist users, search library resources, compile bibliographies, and provide information on subjects of interest to the organization. > [[< Previous->43-4121-WhatTheyDo-5]] > [[Close->43-4121-Detailed]]

# How to Become a Library Technician or Assistant Library technicians typically need a postsecondary certificate. Library assistants typically need a high school diploma or its equivalent, combined with short-term on-the-job training. ### Education Library technicians typically need a postsecondary certificate in library technology, which may include coursework in acquisitions, cataloguing, circulation, reference, and automated library systems. Most library assistants typically need a high school diploma or equivalent. ### Training Library assistants usually receive short-term on-the-job training to learn about libraries and library > [[Next >->43-4121-HowToBecomeOne-2]] > [[Close->43-4121-Detailed]]

resources. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Library technicians and assistants must be able to answer patrons' questions clearly and explain use of library resources. Detail oriented. Library technicians and assistants must pay close attention to ensure that library materials and information are organized correctly and according to the library's organizational system. Interpersonal skills. Library > [[< Previous->43-4121-HowToBecomeOne-1]] > [[Next >->43-4121-HowToBecomeOne-3]] > [[Close->43-4121-Detailed]]

technicians and assistants need to work with library patrons, librarians, teachers, or researchers. Listening skills. Library technicians and assistants need to listen to patrons to help them with research topics or with finding materials. ### Advancement Library technicians and assistants may advance to become supervisors and oversee daily library operations. To become a librarian, technicians and assistants need to earn a master's degree in library science. > [[< Previous->43-4121-HowToBecomeOne-2]] > [[Close->43-4121-Detailed]]

# Job Outlook Overall employment of library technicians and assistants is projected to grow 7 percent from 2024 to 2034, decline. About 25,800 openings for library technicians and assistants are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Library use has decreased despite community efforts to rebrand libraries for a variety of services and activities. This decrease in use reduces the need for library workers to help > [[Next >->43-4121-JobOutlook-2]] > [[Close->43-4121-Detailed]]

patrons find information and to operate libraries. Additionally, budget constraints may limit the number of library technicians and assistants in local government and education services. > [[< Previous->43-4121-JobOutlook-1]] > [[Close->43-4121-Detailed]]

- Carry out financial transactions Financial clerks' job duties vary by specialty and by setting. The following are examples of types of financial clerks: Billing and posting clerks calculate charges and generate bills, which they then prepare to send to customers. They review documents such as purchase orders, sales tickets, charge slips, and hospital records to calculate fees or charges due. They also contact customers to get or give account information. Brokerage clerks help with tasks associated with securities such as stocks, bonds, commodities, and other kinds of investments. Their > [[< Previous->43-4131-WhatTheyDo-1]] > [[Next >->43-4131-WhatTheyDo-3]] > [[Close->43-4131-Detailed]]

duties include writing orders for stock purchases and sales, calculating transfer taxes, verifying stock transactions, accepting and delivering securities, distributing dividends, and recording daily transactions and holdings. Credit authorizers, checkers, and clerks review the credit history, and get the information needed to determine the creditworthiness, of individuals or businesses applying for credit. Credit authorizers check customers' credit records and payment histories to decide, based on predetermined standards, whether to approve new credit. Credit checkers contact credit > [[< Previous->43-4131-WhatTheyDo-2]] > [[Next >->43-4131-WhatTheyDo-4]] > [[Close->43-4131-Detailed]]

departments of business and service establishments for information about applicants' credit standing. Gambling cage workers work in casinos and other gambling establishments. The "cage" in which they work is the central depository for money and gambling chips. Gambling cage workers sell gambling chips, tokens, or tickets to patrons. They count funds and reconcile daily summaries of transactions to balance books. Insurance claims and policy processing clerks process applications for insurance policies. They also handle customers' requests to change or cancel their existing policies. Their > [[< Previous->43-4131-WhatTheyDo-3]] > [[Next >->43-4131-WhatTheyDo-5]] > [[Close->43-4131-Detailed]]

duties include interviewing clients and reviewing insurance applications to make sure that all questions have been answered. They also inform insurance agents and accounting departments of policy cancellations or changes. Loan interviewers, also called loan processors or loan clerks, interview applicants and others to get and verify personal and financial information needed to complete loan applications. They also prepare the documents that go to the appraiser and are issued at the closing of a loan. New accounts clerks interview people who want to open accounts in financial institutions. > [[< Previous->43-4131-WhatTheyDo-4]] > [[Next >->43-4131-WhatTheyDo-6]] > [[Close->43-4131-Detailed]]

They explain the account services available to prospective customers and help them fill out applications. They also investigate and correct errors in accounts. Payroll and timekeeping clerks compile and post employee time and payroll data. They verify and record attendance, hours worked, and pay adjustments. They make sure that employees are paid on time and that their paychecks are correct. Procurement clerks compile requests for materials, prepare purchase orders, keep track of purchases and supplies, and handle questions about orders. They respond to questions from customers and > [[< Previous->43-4131-WhatTheyDo-5]] > [[Next >->43-4131-WhatTheyDo-7]] > [[Close->43-4131-Detailed]]

# How to Become a Financial Clerk A high school diploma or equivalent is typically required for most financial clerk jobs. These workers typically learn their duties through on-the-job training. ### Education Financial clerks typically need a high school diploma or equivalent to enter the occupation. Employers of brokerage clerks may prefer candidates who have taken some college courses in business or economics and, in some cases, have a 2 > [[Next >->43-4131-HowToBecomeOne-2]] > [[Close->43-4131-Detailed]]

- or 4-year college degree. ### Training Most financial clerks learn how to do their job duties through on-the-job training. Some formal technical training also may be necessary; for example, gambling cage workers may need training in specific gambling regulations and procedures. ### Advancement Financial clerks may advance to related occupations in finance. For example, a loan interviewer or clerk may become a loan officer, and a brokerage clerk may become a securities, commodities, and financial services sales agent, after obtaining the required education and license. ### Important > [[< Previous->43-4131-HowToBecomeOne-1]] > [[Next >->43-4131-HowToBecomeOne-3]] > [[Close->43-4131-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Financial clerks should be able to explain policies and procedures to colleagues and customers. Math skills. The job duties of financial clerks includes calculating charges and updating financial records. Organizational skills. Financial clerks must be able to arrange files so they can find them quickly and efficiently. > [[< Previous->43-4131-HowToBecomeOne-2]] > [[Close->43-4131-Detailed]]

checkers, and clerks. Similarly, productivity-enhancing technology is expected to limit demand for other clerks, such as payroll and timekeeping clerks, loan interviewers and clerks, brokerage clerks, and insurance claims and policy processing clerks. Employment of gambling cage workers is expected to be impacted by the adoption of technology in payout processing and online gambling, which limits the need for cage workers. Employment of billing and posting clerks is expected to rise in fast-growing healthcare industries; however, automated invoice processing software will increase the > [[< Previous->43-4131-JobOutlook-1]] > [[Next >->43-4131-JobOutlook-3]] > [[Close->43-4131-Detailed]]

productivity of these workers and reduce overall employment growth. > [[< Previous->43-4131-JobOutlook-2]] > [[Close->43-4131-Detailed]]

- Carry out financial transactions Financial clerks' job duties vary by specialty and by setting. The following are examples of types of financial clerks: Billing and posting clerks calculate charges and generate bills, which they then prepare to send to customers. They review documents such as purchase orders, sales tickets, charge slips, and hospital records to calculate fees or charges due. They also contact customers to get or give account information. Brokerage clerks help with tasks associated with securities such as stocks, bonds, commodities, and other kinds of investments. Their > [[< Previous->43-4141-WhatTheyDo-1]] > [[Next >->43-4141-WhatTheyDo-3]] > [[Close->43-4141-Detailed]]

duties include writing orders for stock purchases and sales, calculating transfer taxes, verifying stock transactions, accepting and delivering securities, distributing dividends, and recording daily transactions and holdings. Credit authorizers, checkers, and clerks review the credit history, and get the information needed to determine the creditworthiness, of individuals or businesses applying for credit. Credit authorizers check customers' credit records and payment histories to decide, based on predetermined standards, whether to approve new credit. Credit checkers contact credit > [[< Previous->43-4141-WhatTheyDo-2]] > [[Next >->43-4141-WhatTheyDo-4]] > [[Close->43-4141-Detailed]]

departments of business and service establishments for information about applicants' credit standing. Gambling cage workers work in casinos and other gambling establishments. The "cage" in which they work is the central depository for money and gambling chips. Gambling cage workers sell gambling chips, tokens, or tickets to patrons. They count funds and reconcile daily summaries of transactions to balance books. Insurance claims and policy processing clerks process applications for insurance policies. They also handle customers' requests to change or cancel their existing policies. Their > [[< Previous->43-4141-WhatTheyDo-3]] > [[Next >->43-4141-WhatTheyDo-5]] > [[Close->43-4141-Detailed]]

duties include interviewing clients and reviewing insurance applications to make sure that all questions have been answered. They also inform insurance agents and accounting departments of policy cancellations or changes. Loan interviewers, also called loan processors or loan clerks, interview applicants and others to get and verify personal and financial information needed to complete loan applications. They also prepare the documents that go to the appraiser and are issued at the closing of a loan. New accounts clerks interview people who want to open accounts in financial institutions. > [[< Previous->43-4141-WhatTheyDo-4]] > [[Next >->43-4141-WhatTheyDo-6]] > [[Close->43-4141-Detailed]]

They explain the account services available to prospective customers and help them fill out applications. They also investigate and correct errors in accounts. Payroll and timekeeping clerks compile and post employee time and payroll data. They verify and record attendance, hours worked, and pay adjustments. They make sure that employees are paid on time and that their paychecks are correct. Procurement clerks compile requests for materials, prepare purchase orders, keep track of purchases and supplies, and handle questions about orders. They respond to questions from customers and > [[< Previous->43-4141-WhatTheyDo-5]] > [[Next >->43-4141-WhatTheyDo-7]] > [[Close->43-4141-Detailed]]

# How to Become a Financial Clerk A high school diploma or equivalent is typically required for most financial clerk jobs. These workers typically learn their duties through on-the-job training. ### Education Financial clerks typically need a high school diploma or equivalent to enter the occupation. Employers of brokerage clerks may prefer candidates who have taken some college courses in business or economics and, in some cases, have a 2 > [[Next >->43-4141-HowToBecomeOne-2]] > [[Close->43-4141-Detailed]]

- or 4-year college degree. ### Training Most financial clerks learn how to do their job duties through on-the-job training. Some formal technical training also may be necessary; for example, gambling cage workers may need training in specific gambling regulations and procedures. ### Advancement Financial clerks may advance to related occupations in finance. For example, a loan interviewer or clerk may become a loan officer, and a brokerage clerk may become a securities, commodities, and financial services sales agent, after obtaining the required education and license. ### Important > [[< Previous->43-4141-HowToBecomeOne-1]] > [[Next >->43-4141-HowToBecomeOne-3]] > [[Close->43-4141-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Financial clerks should be able to explain policies and procedures to colleagues and customers. Math skills. The job duties of financial clerks includes calculating charges and updating financial records. Organizational skills. Financial clerks must be able to arrange files so they can find them quickly and efficiently. > [[< Previous->43-4141-HowToBecomeOne-2]] > [[Close->43-4141-Detailed]]

checkers, and clerks. Similarly, productivity-enhancing technology is expected to limit demand for other clerks, such as payroll and timekeeping clerks, loan interviewers and clerks, brokerage clerks, and insurance claims and policy processing clerks. Employment of gambling cage workers is expected to be impacted by the adoption of technology in payout processing and online gambling, which limits the need for cage workers. Employment of billing and posting clerks is expected to rise in fast-growing healthcare industries; however, automated invoice processing software will increase the > [[< Previous->43-4141-JobOutlook-1]] > [[Next >->43-4141-JobOutlook-3]] > [[Close->43-4141-Detailed]]

productivity of these workers and reduce overall employment growth. > [[< Previous->43-4141-JobOutlook-2]] > [[Close->43-4141-Detailed]]

- File and maintain paper or electronic records Information clerks do routine clerical tasks in an organization, business, or government. They use telephones, computers, and other office equipment, such as scanners and shredders. The following are examples of types of information clerks: Correspondence clerks respond to inquiries from the public or customers. They prepare standard responses to requests for merchandise, damage claims, delinquent accounts, incorrect billings, or complaints about unsatisfactory service. They may also check the organization's records and type response letters > [[< Previous->43-4151-WhatTheyDo-1]] > [[Next >->43-4151-WhatTheyDo-3]] > [[Close->43-4151-Detailed]]

for their supervisors to sign. Court clerks organize and maintain records for courts of law. They prepare the calendar of cases, also known as the docket, and inform attorneys and witnesses about upcoming court appearances. Court clerks also receive, file, and send court documents. Eligibility interviewers ask questions both in person and over the phone to determine whether applicants qualify for government assistance and benefits. They provide information about programs and may refer applicants to other agencies for assistance. File clerks maintain electronic or paper records. They enter > [[< Previous->43-4151-WhatTheyDo-2]] > [[Next >->43-4151-WhatTheyDo-4]] > [[Close->43-4151-Detailed]]

and retrieve data, organize records, and file documents. In organizations with electronic filing systems, file clerks scan and upload documents. Hotel, motel, and resort desk clerks, also called front desk clerks, provide customer service to guests at the establishment's front desk. They check guests in and out, assign rooms, and process payments. They also keep occupancy records; take, confirm, or change room reservations; and provide information about the hotel's policies and services. In addition, front desk clerks answer phone calls, take and deliver messages for guests, and handle > [[< Previous->43-4151-WhatTheyDo-3]] > [[Next >->43-4151-WhatTheyDo-5]] > [[Close->43-4151-Detailed]]

guests' requests and complaints. Human resources assistants provide administrative support to human resources managers. They maintain personnel records on employees, including their addresses, employment history, and performance evaluations. They may post information about job openings and compile candidates' résumé for review. Interviewers ask questions over the phone, in person, through mail, or online. They use the information to complete forms, applications, or questionnaires for market research surveys, census forms, and medical histories. Interviewers typically follow > [[< Previous->43-4151-WhatTheyDo-4]] > [[Next >->43-4151-WhatTheyDo-6]] > [[Close->43-4151-Detailed]]

set procedures and questionnaires to get specific information. License clerks process applications for licenses and permits, including administering tests and collecting fees. They determine whether applicants are qualified to receive a particular license or must submit additional documentation. They also maintain records of applications received and licenses issued. Municipal clerks provide administrative support for town or city governments by maintaining government records. They record, file, and distribute minutes of town or city council meetings to local officials and staff and help > [[< Previous->43-4151-WhatTheyDo-5]] > [[Next >->43-4151-WhatTheyDo-7]] > [[Close->43-4151-Detailed]]

prepare for elections. They may also answer information requests from local, state, and federal officials and the public. Order clerks receive requests from customers and process their payments, which may involve entering the customer address and payment method into the order-entry system. They also answer questions about prices and shipping. Reservation and transportation ticket agents and travel clerks take and confirm passengers' bookings for hotels and transportation. They also sell and issue tickets and answer questions about itineraries, rates, and tours. Ticket agents who work at > [[< Previous->43-4151-WhatTheyDo-6]] > [[Next >->43-4151-WhatTheyDo-8]] > [[Close->43-4151-Detailed]]

airports and railroads also check bags and issue boarding passes to passengers. > [[< Previous->43-4151-WhatTheyDo-7]] > [[Close->43-4151-Detailed]]

# How to Become an Information Clerk Information clerks typically need a high school diploma and learn their skills on the job. ### Education Although candidates for most of these positions usually qualify with a high school diploma, human resources assistants generally need an associate's degree. Regardless of whether they pursue a degree, courses in word processing and spreadsheet applications are particularly helpful. ### Training Most information clerks receive short-term on-the-job training, usually lasting a few weeks. Training typically covers clerical procedures and the use of computer applications. Those employed in > [[Next >->43-4151-HowToBecomeOne-2]] > [[Close->43-4151-Detailed]]

government receive training that may last several months and includes learning about government programs and regulations. ### Advancement Some information clerks may advance to other administrative positions with more responsibilities, such as secretaries and administrative assistants. With completion of a bachelor's degree, some human resources assistants may become human resources specialists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->43-4151-HowToBecomeOne-1]] > [[Next >->43-4151-HowToBecomeOne-3]] > [[Close->43-4151-Detailed]]

page. Communication skills. Information clerks must be able to explain policies and procedures clearly to customers and the public. Integrity. Information clerks, particularly human resources assistants, have access to confidential information. They must be trusted to adhere to the applicable confidentiality and privacy rules governing the dissemination of this information. Interpersonal skills. Information clerks who work with the public and customers must understand and communicate information effectively to establish positive relationships. Organizational skills. Information clerks > [[< Previous->43-4151-HowToBecomeOne-2]] > [[Next >->43-4151-HowToBecomeOne-4]] > [[Close->43-4151-Detailed]]

must be able to retrieve files and other important information quickly and efficiently. > [[< Previous->43-4151-HowToBecomeOne-3]] > [[Close->43-4151-Detailed]]

clerks. Clerks who work in lodging and transportation establishments that are open around the clock may work evenings, weekends, and holidays. > [[< Previous->43-4151-Pay-1]] > [[Close->43-4151-Detailed]]

resources assistants. Local governments will continue to need court, municipal, and license clerks to do tasks such as prepare case dockets, draft agendas, and issue permits. Eligibility interviewers will continue to be needed to determine whether government assistance, such as unemployment or Social Security benefits, is appropriate for people applying for it. However, the use of electronic data collection and document submission will limit demand for many other interviewers and clerks. Demand for leisure and business travel will buoy employment for reservation and transportation ticket > [[< Previous->43-4151-JobOutlook-1]] > [[Next >->43-4151-JobOutlook-3]] > [[Close->43-4151-Detailed]]

agents and travel clerks, as well as for hotel, motel, and resort desk clerks. > [[< Previous->43-4151-JobOutlook-2]] > [[Close->43-4151-Detailed]]

- File and maintain paper or electronic records Information clerks do routine clerical tasks in an organization, business, or government. They use telephones, computers, and other office equipment, such as scanners and shredders. The following are examples of types of information clerks: Correspondence clerks respond to inquiries from the public or customers. They prepare standard responses to requests for merchandise, damage claims, delinquent accounts, incorrect billings, or complaints about unsatisfactory service. They may also check the organization's records and type response letters > [[< Previous->43-4161-WhatTheyDo-1]] > [[Next >->43-4161-WhatTheyDo-3]] > [[Close->43-4161-Detailed]]

for their supervisors to sign. Court clerks organize and maintain records for courts of law. They prepare the calendar of cases, also known as the docket, and inform attorneys and witnesses about upcoming court appearances. Court clerks also receive, file, and send court documents. Eligibility interviewers ask questions both in person and over the phone to determine whether applicants qualify for government assistance and benefits. They provide information about programs and may refer applicants to other agencies for assistance. File clerks maintain electronic or paper records. They enter > [[< Previous->43-4161-WhatTheyDo-2]] > [[Next >->43-4161-WhatTheyDo-4]] > [[Close->43-4161-Detailed]]

and retrieve data, organize records, and file documents. In organizations with electronic filing systems, file clerks scan and upload documents. Hotel, motel, and resort desk clerks, also called front desk clerks, provide customer service to guests at the establishment's front desk. They check guests in and out, assign rooms, and process payments. They also keep occupancy records; take, confirm, or change room reservations; and provide information about the hotel's policies and services. In addition, front desk clerks answer phone calls, take and deliver messages for guests, and handle > [[< Previous->43-4161-WhatTheyDo-3]] > [[Next >->43-4161-WhatTheyDo-5]] > [[Close->43-4161-Detailed]]

guests' requests and complaints. Human resources assistants provide administrative support to human resources managers. They maintain personnel records on employees, including their addresses, employment history, and performance evaluations. They may post information about job openings and compile candidates' résumé for review. Interviewers ask questions over the phone, in person, through mail, or online. They use the information to complete forms, applications, or questionnaires for market research surveys, census forms, and medical histories. Interviewers typically follow > [[< Previous->43-4161-WhatTheyDo-4]] > [[Next >->43-4161-WhatTheyDo-6]] > [[Close->43-4161-Detailed]]

set procedures and questionnaires to get specific information. License clerks process applications for licenses and permits, including administering tests and collecting fees. They determine whether applicants are qualified to receive a particular license or must submit additional documentation. They also maintain records of applications received and licenses issued. Municipal clerks provide administrative support for town or city governments by maintaining government records. They record, file, and distribute minutes of town or city council meetings to local officials and staff and help > [[< Previous->43-4161-WhatTheyDo-5]] > [[Next >->43-4161-WhatTheyDo-7]] > [[Close->43-4161-Detailed]]

prepare for elections. They may also answer information requests from local, state, and federal officials and the public. Order clerks receive requests from customers and process their payments, which may involve entering the customer address and payment method into the order-entry system. They also answer questions about prices and shipping. Reservation and transportation ticket agents and travel clerks take and confirm passengers' bookings for hotels and transportation. They also sell and issue tickets and answer questions about itineraries, rates, and tours. Ticket agents who work at > [[< Previous->43-4161-WhatTheyDo-6]] > [[Next >->43-4161-WhatTheyDo-8]] > [[Close->43-4161-Detailed]]

airports and railroads also check bags and issue boarding passes to passengers. > [[< Previous->43-4161-WhatTheyDo-7]] > [[Close->43-4161-Detailed]]

# How to Become an Information Clerk Information clerks typically need a high school diploma and learn their skills on the job. ### Education Although candidates for most of these positions usually qualify with a high school diploma, human resources assistants generally need an associate's degree. Regardless of whether they pursue a degree, courses in word processing and spreadsheet applications are particularly helpful. ### Training Most information clerks receive short-term on-the-job training, usually lasting a few weeks. Training typically covers clerical procedures and the use of computer applications. Those employed in > [[Next >->43-4161-HowToBecomeOne-2]] > [[Close->43-4161-Detailed]]

government receive training that may last several months and includes learning about government programs and regulations. ### Advancement Some information clerks may advance to other administrative positions with more responsibilities, such as secretaries and administrative assistants. With completion of a bachelor's degree, some human resources assistants may become human resources specialists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->43-4161-HowToBecomeOne-1]] > [[Next >->43-4161-HowToBecomeOne-3]] > [[Close->43-4161-Detailed]]

page. Communication skills. Information clerks must be able to explain policies and procedures clearly to customers and the public. Integrity. Information clerks, particularly human resources assistants, have access to confidential information. They must be trusted to adhere to the applicable confidentiality and privacy rules governing the dissemination of this information. Interpersonal skills. Information clerks who work with the public and customers must understand and communicate information effectively to establish positive relationships. Organizational skills. Information clerks > [[< Previous->43-4161-HowToBecomeOne-2]] > [[Next >->43-4161-HowToBecomeOne-4]] > [[Close->43-4161-Detailed]]

must be able to retrieve files and other important information quickly and efficiently. > [[< Previous->43-4161-HowToBecomeOne-3]] > [[Close->43-4161-Detailed]]

clerks. Clerks who work in lodging and transportation establishments that are open around the clock may work evenings, weekends, and holidays. > [[< Previous->43-4161-Pay-1]] > [[Close->43-4161-Detailed]]

resources assistants. Local governments will continue to need court, municipal, and license clerks to do tasks such as prepare case dockets, draft agendas, and issue permits. Eligibility interviewers will continue to be needed to determine whether government assistance, such as unemployment or Social Security benefits, is appropriate for people applying for it. However, the use of electronic data collection and document submission will limit demand for many other interviewers and clerks. Demand for leisure and business travel will buoy employment for reservation and transportation ticket > [[< Previous->43-4161-JobOutlook-1]] > [[Next >->43-4161-JobOutlook-3]] > [[Close->43-4161-Detailed]]

agents and travel clerks, as well as for hotel, motel, and resort desk clerks. > [[< Previous->43-4161-JobOutlook-2]] > [[Close->43-4161-Detailed]]

# What Receptionists Do Receptionists do administrative tasks, such as answering phones, greeting visitors, and providing general information about their organization. ### Duties Receptionists typically do the following: - Answer the telephone and take messages or forward calls - Schedule and confirm appointments and maintain calendars - Greet customers, clients, and other visitors - Check in visitors and direct or escort them to their destinations - Inform other employees of visitors' arrivals or cancellations - Enter customer information into the organization's database > [[Next >->43-4171-WhatTheyDo-2]] > [[Close->43-4171-Detailed]]

- Copy, file, and maintain paper or electronic documents > [[< Previous->43-4171-WhatTheyDo-1]] > [[Next >->43-4171-WhatTheyDo-3]] > [[Close->43-4171-Detailed]]

- Handle incoming and outgoing correspondence Receptionists are often the first employee of an organization to have contact with a customer or client. They are responsible for making a good first impression for the organization. Receptionists' specific responsibilities vary by employer. For example, receptionists in hospitals and doctors' offices may collect patients' personal information and direct patients to the waiting room. Some handle billing and insurance payments. In large corporations and government offices, receptionists may have a security role. For example, they may control > [[< Previous->43-4171-WhatTheyDo-2]] > [[Next >->43-4171-WhatTheyDo-4]] > [[Close->43-4171-Detailed]]

access to the organization by issuing visitor passes and escorting visitors to their destination. Receptionists use telephones, computers, and other office equipment, such as shredders and printers. > [[< Previous->43-4171-WhatTheyDo-3]] > [[Close->43-4171-Detailed]]

# Work Environment ### Work Environment Receptionists are employed in nearly every industry. > [[Close->43-4171-Detailed]]

# How to Become a Receptionist Although hiring requirements vary by industry and employer, receptionists typically need a high school diploma or equivalent and good communication skills. ### Education Receptionists typically need a high school diploma or equivalent, and employers may prefer to hire candidates who have experience with certain computer software. Proficiency in word processing and spreadsheet applications may be particularly helpful. ### Training Most receptionists receive short-term on-the-job training, usually lasting a few days up to a month. Training typically covers procedures for greeting visitors, > [[Next >->43-4171-HowToBecomeOne-2]] > [[Close->43-4171-Detailed]]

answering the telephone, and using the computer. ### Advancement Receptionists may advance to other administrative occupations with more responsibilities, such as secretaries and administrative assistants. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Receptionists must speak and write clearly when providing information and corresponding with customers. Computer skills. Receptionists should be adept at using > [[< Previous->43-4171-HowToBecomeOne-1]] > [[Next >->43-4171-HowToBecomeOne-3]] > [[Close->43-4171-Detailed]]

computers. Customer-service skills. Receptionists represent the organization, so they should be courteous, professional, and helpful to customers and the public. Integrity. Receptionists may handle confidential data, especially in medical and legal offices. They must be trustworthy and protect clients' privacy. Interpersonal skills. Receptionists should be comfortable interacting with people in different types of situations. Organizational skills. Receptionists take messages, schedule appointments, and maintain employee files. They need good organizational skills to manage their diverse > [[< Previous->43-4171-HowToBecomeOne-2]] > [[Next >->43-4171-HowToBecomeOne-4]] > [[Close->43-4171-Detailed]]

responsibilities. > [[< Previous->43-4171-HowToBecomeOne-3]] > [[Close->43-4171-Detailed]]

# Pay The median hourly wage for receptionists was $17.90 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $13.60, and the highest 10 percent earned more than $23.49. In May 2024, the median hourly wages for receptionists in the top industries in which they worked were as follows: Most receptionists work full time. Receptionists who work in hospitals and nursing homes may work evenings and weekends. > [[Close->43-4171-Detailed]]

# Job Outlook Employment of receptionists is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 128,500 openings for receptionists are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Employment of receptionists is expected to be constrained as organizations continue to automate or consolidate administrative functions. For example, many organizations use computer software, websites, mobile > [[Next >->43-4171-JobOutlook-2]] > [[Close->43-4171-Detailed]]

applications, or other technology to interact with the public or customers. > [[< Previous->43-4171-JobOutlook-1]] > [[Close->43-4171-Detailed]]

- File and maintain paper or electronic records Information clerks do routine clerical tasks in an organization, business, or government. They use telephones, computers, and other office equipment, such as scanners and shredders. The following are examples of types of information clerks: Correspondence clerks respond to inquiries from the public or customers. They prepare standard responses to requests for merchandise, damage claims, delinquent accounts, incorrect billings, or complaints about unsatisfactory service. They may also check the organization's records and type response letters > [[< Previous->43-4181-WhatTheyDo-1]] > [[Next >->43-4181-WhatTheyDo-3]] > [[Close->43-4181-Detailed]]

for their supervisors to sign. Court clerks organize and maintain records for courts of law. They prepare the calendar of cases, also known as the docket, and inform attorneys and witnesses about upcoming court appearances. Court clerks also receive, file, and send court documents. Eligibility interviewers ask questions both in person and over the phone to determine whether applicants qualify for government assistance and benefits. They provide information about programs and may refer applicants to other agencies for assistance. File clerks maintain electronic or paper records. They enter > [[< Previous->43-4181-WhatTheyDo-2]] > [[Next >->43-4181-WhatTheyDo-4]] > [[Close->43-4181-Detailed]]

and retrieve data, organize records, and file documents. In organizations with electronic filing systems, file clerks scan and upload documents. Hotel, motel, and resort desk clerks, also called front desk clerks, provide customer service to guests at the establishment's front desk. They check guests in and out, assign rooms, and process payments. They also keep occupancy records; take, confirm, or change room reservations; and provide information about the hotel's policies and services. In addition, front desk clerks answer phone calls, take and deliver messages for guests, and handle > [[< Previous->43-4181-WhatTheyDo-3]] > [[Next >->43-4181-WhatTheyDo-5]] > [[Close->43-4181-Detailed]]

guests' requests and complaints. Human resources assistants provide administrative support to human resources managers. They maintain personnel records on employees, including their addresses, employment history, and performance evaluations. They may post information about job openings and compile candidates' résumé for review. Interviewers ask questions over the phone, in person, through mail, or online. They use the information to complete forms, applications, or questionnaires for market research surveys, census forms, and medical histories. Interviewers typically follow > [[< Previous->43-4181-WhatTheyDo-4]] > [[Next >->43-4181-WhatTheyDo-6]] > [[Close->43-4181-Detailed]]

set procedures and questionnaires to get specific information. License clerks process applications for licenses and permits, including administering tests and collecting fees. They determine whether applicants are qualified to receive a particular license or must submit additional documentation. They also maintain records of applications received and licenses issued. Municipal clerks provide administrative support for town or city governments by maintaining government records. They record, file, and distribute minutes of town or city council meetings to local officials and staff and help > [[< Previous->43-4181-WhatTheyDo-5]] > [[Next >->43-4181-WhatTheyDo-7]] > [[Close->43-4181-Detailed]]

prepare for elections. They may also answer information requests from local, state, and federal officials and the public. Order clerks receive requests from customers and process their payments, which may involve entering the customer address and payment method into the order-entry system. They also answer questions about prices and shipping. Reservation and transportation ticket agents and travel clerks take and confirm passengers' bookings for hotels and transportation. They also sell and issue tickets and answer questions about itineraries, rates, and tours. Ticket agents who work at > [[< Previous->43-4181-WhatTheyDo-6]] > [[Next >->43-4181-WhatTheyDo-8]] > [[Close->43-4181-Detailed]]

airports and railroads also check bags and issue boarding passes to passengers. > [[< Previous->43-4181-WhatTheyDo-7]] > [[Close->43-4181-Detailed]]

# How to Become an Information Clerk Information clerks typically need a high school diploma and learn their skills on the job. ### Education Although candidates for most of these positions usually qualify with a high school diploma, human resources assistants generally need an associate's degree. Regardless of whether they pursue a degree, courses in word processing and spreadsheet applications are particularly helpful. ### Training Most information clerks receive short-term on-the-job training, usually lasting a few weeks. Training typically covers clerical procedures and the use of computer applications. Those employed in > [[Next >->43-4181-HowToBecomeOne-2]] > [[Close->43-4181-Detailed]]

government receive training that may last several months and includes learning about government programs and regulations. ### Advancement Some information clerks may advance to other administrative positions with more responsibilities, such as secretaries and administrative assistants. With completion of a bachelor's degree, some human resources assistants may become human resources specialists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->43-4181-HowToBecomeOne-1]] > [[Next >->43-4181-HowToBecomeOne-3]] > [[Close->43-4181-Detailed]]

page. Communication skills. Information clerks must be able to explain policies and procedures clearly to customers and the public. Integrity. Information clerks, particularly human resources assistants, have access to confidential information. They must be trusted to adhere to the applicable confidentiality and privacy rules governing the dissemination of this information. Interpersonal skills. Information clerks who work with the public and customers must understand and communicate information effectively to establish positive relationships. Organizational skills. Information clerks > [[< Previous->43-4181-HowToBecomeOne-2]] > [[Next >->43-4181-HowToBecomeOne-4]] > [[Close->43-4181-Detailed]]

must be able to retrieve files and other important information quickly and efficiently. > [[< Previous->43-4181-HowToBecomeOne-3]] > [[Close->43-4181-Detailed]]

clerks. Clerks who work in lodging and transportation establishments that are open around the clock may work evenings, weekends, and holidays. > [[< Previous->43-4181-Pay-1]] > [[Close->43-4181-Detailed]]

resources assistants. Local governments will continue to need court, municipal, and license clerks to do tasks such as prepare case dockets, draft agendas, and issue permits. Eligibility interviewers will continue to be needed to determine whether government assistance, such as unemployment or Social Security benefits, is appropriate for people applying for it. However, the use of electronic data collection and document submission will limit demand for many other interviewers and clerks. Demand for leisure and business travel will buoy employment for reservation and transportation ticket > [[< Previous->43-4181-JobOutlook-1]] > [[Next >->43-4181-JobOutlook-3]] > [[Close->43-4181-Detailed]]

agents and travel clerks, as well as for hotel, motel, and resort desk clerks. > [[< Previous->43-4181-JobOutlook-2]] > [[Close->43-4181-Detailed]]

- File and maintain paper or electronic records Information clerks do routine clerical tasks in an organization, business, or government. They use telephones, computers, and other office equipment, such as scanners and shredders. The following are examples of types of information clerks: Correspondence clerks respond to inquiries from the public or customers. They prepare standard responses to requests for merchandise, damage claims, delinquent accounts, incorrect billings, or complaints about unsatisfactory service. They may also check the organization's records and type response letters > [[< Previous->43-4199-WhatTheyDo-1]] > [[Next >->43-4199-WhatTheyDo-3]] > [[Close->43-4199-Detailed]]

for their supervisors to sign. Court clerks organize and maintain records for courts of law. They prepare the calendar of cases, also known as the docket, and inform attorneys and witnesses about upcoming court appearances. Court clerks also receive, file, and send court documents. Eligibility interviewers ask questions both in person and over the phone to determine whether applicants qualify for government assistance and benefits. They provide information about programs and may refer applicants to other agencies for assistance. File clerks maintain electronic or paper records. They enter > [[< Previous->43-4199-WhatTheyDo-2]] > [[Next >->43-4199-WhatTheyDo-4]] > [[Close->43-4199-Detailed]]

and retrieve data, organize records, and file documents. In organizations with electronic filing systems, file clerks scan and upload documents. Hotel, motel, and resort desk clerks, also called front desk clerks, provide customer service to guests at the establishment's front desk. They check guests in and out, assign rooms, and process payments. They also keep occupancy records; take, confirm, or change room reservations; and provide information about the hotel's policies and services. In addition, front desk clerks answer phone calls, take and deliver messages for guests, and handle > [[< Previous->43-4199-WhatTheyDo-3]] > [[Next >->43-4199-WhatTheyDo-5]] > [[Close->43-4199-Detailed]]

guests' requests and complaints. Human resources assistants provide administrative support to human resources managers. They maintain personnel records on employees, including their addresses, employment history, and performance evaluations. They may post information about job openings and compile candidates' résumé for review. Interviewers ask questions over the phone, in person, through mail, or online. They use the information to complete forms, applications, or questionnaires for market research surveys, census forms, and medical histories. Interviewers typically follow > [[< Previous->43-4199-WhatTheyDo-4]] > [[Next >->43-4199-WhatTheyDo-6]] > [[Close->43-4199-Detailed]]

set procedures and questionnaires to get specific information. License clerks process applications for licenses and permits, including administering tests and collecting fees. They determine whether applicants are qualified to receive a particular license or must submit additional documentation. They also maintain records of applications received and licenses issued. Municipal clerks provide administrative support for town or city governments by maintaining government records. They record, file, and distribute minutes of town or city council meetings to local officials and staff and help > [[< Previous->43-4199-WhatTheyDo-5]] > [[Next >->43-4199-WhatTheyDo-7]] > [[Close->43-4199-Detailed]]

prepare for elections. They may also answer information requests from local, state, and federal officials and the public. Order clerks receive requests from customers and process their payments, which may involve entering the customer address and payment method into the order-entry system. They also answer questions about prices and shipping. Reservation and transportation ticket agents and travel clerks take and confirm passengers' bookings for hotels and transportation. They also sell and issue tickets and answer questions about itineraries, rates, and tours. Ticket agents who work at > [[< Previous->43-4199-WhatTheyDo-6]] > [[Next >->43-4199-WhatTheyDo-8]] > [[Close->43-4199-Detailed]]

airports and railroads also check bags and issue boarding passes to passengers. > [[< Previous->43-4199-WhatTheyDo-7]] > [[Close->43-4199-Detailed]]

# How to Become an Information Clerk Information clerks typically need a high school diploma and learn their skills on the job. ### Education Although candidates for most of these positions usually qualify with a high school diploma, human resources assistants generally need an associate's degree. Regardless of whether they pursue a degree, courses in word processing and spreadsheet applications are particularly helpful. ### Training Most information clerks receive short-term on-the-job training, usually lasting a few weeks. Training typically covers clerical procedures and the use of computer applications. Those employed in > [[Next >->43-4199-HowToBecomeOne-2]] > [[Close->43-4199-Detailed]]

government receive training that may last several months and includes learning about government programs and regulations. ### Advancement Some information clerks may advance to other administrative positions with more responsibilities, such as secretaries and administrative assistants. With completion of a bachelor's degree, some human resources assistants may become human resources specialists. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->43-4199-HowToBecomeOne-1]] > [[Next >->43-4199-HowToBecomeOne-3]] > [[Close->43-4199-Detailed]]

page. Communication skills. Information clerks must be able to explain policies and procedures clearly to customers and the public. Integrity. Information clerks, particularly human resources assistants, have access to confidential information. They must be trusted to adhere to the applicable confidentiality and privacy rules governing the dissemination of this information. Interpersonal skills. Information clerks who work with the public and customers must understand and communicate information effectively to establish positive relationships. Organizational skills. Information clerks > [[< Previous->43-4199-HowToBecomeOne-2]] > [[Next >->43-4199-HowToBecomeOne-4]] > [[Close->43-4199-Detailed]]

must be able to retrieve files and other important information quickly and efficiently. > [[< Previous->43-4199-HowToBecomeOne-3]] > [[Close->43-4199-Detailed]]

clerks. Clerks who work in lodging and transportation establishments that are open around the clock may work evenings, weekends, and holidays. > [[< Previous->43-4199-Pay-1]] > [[Close->43-4199-Detailed]]

resources assistants. Local governments will continue to need court, municipal, and license clerks to do tasks such as prepare case dockets, draft agendas, and issue permits. Eligibility interviewers will continue to be needed to determine whether government assistance, such as unemployment or Social Security benefits, is appropriate for people applying for it. However, the use of electronic data collection and document submission will limit demand for many other interviewers and clerks. Demand for leisure and business travel will buoy employment for reservation and transportation ticket > [[< Previous->43-4199-JobOutlook-1]] > [[Next >->43-4199-JobOutlook-3]] > [[Close->43-4199-Detailed]]

agents and travel clerks, as well as for hotel, motel, and resort desk clerks. > [[< Previous->43-4199-JobOutlook-2]] > [[Close->43-4199-Detailed]]

# What Public Safety Telecommunicators Do Public safety telecommunicators, including 911 operators and fire dispatchers, answer emergency and nonemergency calls and provide resources to assist those in need. ### Duties Public safety telecommunicators typically do the following: - Answer 9-1-1 emergency and nonemergency requests from different sources, such as phone calls, text messages, social media, and alarm systems - Determine the type of emergency and its location and decide the appropriate response based on agency procedures - Relay information to the appropriate first-responder agency > [[Next >->43-5031-WhatTheyDo-2]] > [[Close->43-5031-Detailed]]

- Coordinate the dispatch of emergency response personnel - Give instructions to the person in need before emergency services arrive - Monitor and track the status of police, fire, and ambulance units - Synchronize responses with other area communication centers > [[< Previous->43-5031-WhatTheyDo-1]] > [[Next >->43-5031-WhatTheyDo-3]] > [[Close->43-5031-Detailed]]

- Keep detailed records of calls Public safety telecommunicators answer requests from people who need help. Depending on the situation, these workers may contact police, firefighters, emergency services, or a combination of the three. Telecommunicators take both emergency and nonemergency requests. Public safety telecommunicators must stay calm while collecting vital information from callers to determine the severity and location of a situation. They also must select and clear a radio channel to establish a stable connection with the appropriate first-responder agency, such as the police or > [[< Previous->43-5031-WhatTheyDo-2]] > [[Next >->43-5031-WhatTheyDo-4]] > [[Close->43-5031-Detailed]]

fire department. Telecommunicators then monitor that channel to ensure that resources are provided safely and efficiently. Public safety telecommunicators use computers to log important facts, such as the nature of the incident and the caller's name. These computer systems screen calls to identify the delivery method, such as phone, text, or video. Telecommunicators then gather information about the location of the person in need. Public safety telecommunicators are trained to provide instruction over the phone. They often must guide callers on what to do before responders arrive. For > [[< Previous->43-5031-WhatTheyDo-3]] > [[Next >->43-5031-WhatTheyDo-5]] > [[Close->43-5031-Detailed]]

example, they might help the caller provide first aid at the scene until emergency medical services arrive. At other times, telecommunicators may advise callers on how to remain safe while waiting for assistance. > [[< Previous->43-5031-WhatTheyDo-4]] > [[Close->43-5031-Detailed]]

# Work Environment ### Work Environment Public safety telecommunicators work in emergency communication centers called public safety answering points (PSAPs). These workers usually have shifts that include evenings, weekends, and holidays to provide round-the-clock coverage. The pressure to respond quickly and calmly in alarming situations may be stressful. > [[Close->43-5031-Detailed]]

# How to Become a Public Safety Telecommunicator Public safety telecommunicators typically need a high school diploma to enter the occupation and then are trained on the job. Many states and localities require these workers to become certified. In addition, candidates usually must pass an exam and a typing test. In some instances, candidates may need to pass a background check, lie detector and drug tests, and tests for hearing and vision. The ability to communicate in another language, such as Spanish or American Sign Language, may be helpful. ### Education Public safety telecommunicators typically need a high school diploma to enter > [[Next >->43-5031-HowToBecomeOne-2]] > [[Close->43-5031-Detailed]]

the occupation. ### Training Public safety telecommunicators typically receive training on the job. Training requirements and length of training vary by state and locality. For example, some states require 40 or more hours of training, and others require continuing education every 2 to 3 years. Still other states do not mandate any specific training, leaving individual localities and agencies to structure their own requirements and conduct their own courses. Training programs typically involve an instructional course and may include on-the-job demonstrations. Training may be followed by a > [[< Previous->43-5031-HowToBecomeOne-1]] > [[Next >->43-5031-HowToBecomeOne-3]] > [[Close->43-5031-Detailed]]

probationary period of about 1 year. However, the period may vary by agency, as there is no national standard governing training or probation. Training covers a variety of topics, such as local geography, agency protocols, and standard procedures. Public safety telecommunicators learn how to use equipment such as computer-aided dispatch systems, which consist of several monitors that may display call information, maps, and video. They also may receive training to prepare for high-risk incidents, such as child abductions and suicidal callers. Some agencies have their own training programs > [[< Previous->43-5031-HowToBecomeOne-2]] > [[Next >->43-5031-HowToBecomeOne-4]] > [[Close->43-5031-Detailed]]

for public safety telecommunicators; others use training from separate associations. ### Licenses, Certifications, and Registrations Many states and localities require public safety telecommunicators to be certified. One certification is the Emergency Medical Dispatcher (EMD) certification, which enables dispatchers to give medical assistance over the phone. Public safety telecommunicators may choose to pursue additional certifications, which may help to demonstrate their leadership skills and knowledge. Information on certifications is available from CareerOneStop. ### > [[< Previous->43-5031-HowToBecomeOne-3]] > [[Next >->43-5031-HowToBecomeOne-5]] > [[Close->43-5031-Detailed]]

Advancement Training and additional certifications may help public safety telecommunicators become senior dispatchers or supervisors. Additional education and related work experience may be helpful in advancing to management-level positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to multitask. Public safety telecommunicators must stay calm in order to simultaneously answer calls, collect vital information, coordinate > [[< Previous->43-5031-HowToBecomeOne-4]] > [[Next >->43-5031-HowToBecomeOne-6]] > [[Close->43-5031-Detailed]]

responders, monitor multiple displays, and use a variety of equipment. Communication skills. Public safety telecommunicators work with law enforcement, emergency response teams, and civilians. They must be able to communicate the nature of an emergency effectively and to coordinate the appropriate response. Decision-making skills. When people call for help, public safety telecommunicators must be able to determine the response dictated by procedures and to work efficiently with the assisting emergency departments. Empathy. Public safety telecommunicators must be willing to help a range of > [[< Previous->43-5031-HowToBecomeOne-5]] > [[Next >->43-5031-HowToBecomeOne-7]] > [[Close->43-5031-Detailed]]

callers with varying needs. They must be calm, polite, and sympathetic, while also collecting relevant information quickly. Listening skills. Public safety telecommunicators must listen carefully to collect relevant details, even though some callers might have trouble speaking because of anxiety or stress. Typing skills. Public safety telecommunicators enter the details of calls into computers; typing speed and accuracy are essential when responding to emergencies. > [[< Previous->43-5031-HowToBecomeOne-6]] > [[Close->43-5031-Detailed]]

# Pay The median annual wage for public safety telecommunicators was $50,730 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $35,640, and the highest 10 percent earned more than $78,110. In May 2024, the median annual wages for public safety telecommunicators in the top industries in which they worked were as follows: Most public safety telecommunicators work full time, often in 8 > [[Next >->43-5031-Pay-2]] > [[Close->43-5031-Detailed]]

- to 12-hour shifts. Because emergencies happen at any time, public safety telecommunicators are needed to staff PSAPs around the clock. They may be required to work shifts that are outside standard business hours, such as evenings, weekends, and holidays. > [[< Previous->43-5031-Pay-1]] > [[Close->43-5031-Detailed]]

# Job Outlook Employment of public safety telecommunicators is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 10,700 openings for public safety telecommunicators are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Population growth and the commensurate increase in 9-1-1 call volume is expected to create demand for these workers. However, state and local government budget > [[Next >->43-5031-JobOutlook-2]] > [[Close->43-5031-Detailed]]

constraints may limit the number of public safety telecommunicators hired over the projections decade. > [[< Previous->43-5031-JobOutlook-1]] > [[Close->43-5031-Detailed]]

# What Postal Service Workers Do Postal service workers sell postage and related products and collect, sort, and deliver mail. ### Duties Postal service workers typically do the following: - Collect letters and parcels - Sort incoming letters and parcels - Sell stamps and other postal products - Get customer signatures for registered, certified, and insured mail - Operate various types of postal equipment > [[Next >->43-5051-WhatTheyDo-2]] > [[Close->43-5051-Detailed]]

- Distribute letters and parcels Postal service workers receive and process mail for delivery to homes, businesses, and post office boxes. Workers are classified based on the type of work they do. The following are examples of types of postal service workers: Postal service clerks, also called sales and services distribution associates, sell stamps, money orders, mailing envelopes and boxes, and other postal products in post offices. These workers register, certify, and insure mail, calculate and collect postage, and answer questions about postal matters. They also may help sort > [[< Previous->43-5051-WhatTheyDo-1]] > [[Next >->43-5051-WhatTheyDo-3]] > [[Close->43-5051-Detailed]]

mail. Postal service mail carriers deliver mail to homes and businesses in cities, towns, and rural areas. Most travel established routes, delivering and collecting mail. Mail carriers cover their routes by foot or vehicle or a combination of both. Some mail carriers collect money for postage due. Others, particularly in rural areas, sell postal products, such as stamps and money orders. Mail carriers also answer customers' questions about postal regulations and services and, upon request, provide change-of-address cards and other postal forms. Postal service mail sorters, processors, and > [[< Previous->43-5051-WhatTheyDo-2]] > [[Next >->43-5051-WhatTheyDo-4]] > [[Close->43-5051-Detailed]]

processing machine operators, also called mail handlers and processing clerks, prepare incoming and outgoing mail for distribution at post offices and mail processing centers. They load and unload postal trucks and move mail around processing centers. They also operate and adjust mail processing and sorting machinery. > [[< Previous->43-5051-WhatTheyDo-3]] > [[Close->43-5051-Detailed]]

# Work Environment ### Work Environment Postal service clerks and mail sorters, processors, and processing machine operators work indoors, typically in a post office. Mail carriers mostly work outdoors, delivering mail. > [[Close->43-5051-Detailed]]

# How to Become a Postal Service Worker To enter these occupations, postal service workers typically need no formal educational credential. However, job candidates must pass a written exam as part of the application process. The exam covers four areas: address cross comparison, forms completion, memory and coding, and personal characteristics and experience. For more information, contact the post office or mail processing center where you want to work. Postal service workers must meet certain employment qualifications. For example, they must be at least 18 years old, or 16 years old with a high school diploma; be a U.S. citizen or > [[Next >->43-5051-HowToBecomeOne-2]] > [[Close->43-5051-Detailed]]

permanent resident; and pass a criminal background check, a medical assessment, and a drug screening. They also may be asked to show that they can lift and handle heavy mail sacks. ### Education Although no formal educational credential is typically required to enter these occupations, most postal service workers have at least a high school diploma or the equivalent. ### Training Newly hired postal service workers receive on-the-job training that usually lasts a few weeks. Beginning carriers may work alongside an experienced carrier. ### Licenses, Certifications, and Registrations Postal > [[< Previous->43-5051-HowToBecomeOne-1]] > [[Next >->43-5051-HowToBecomeOne-3]] > [[Close->43-5051-Detailed]]

service workers who operate a motor vehicle need a driver's license. In addition, mail carriers must have a safe driving record and pass a road test before driving on the job. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Postal service workers, particularly clerks, regularly interact with customers. As a result, they must be courteous and tactful and provide good client service. Detail oriented. Postal > [[< Previous->43-5051-HowToBecomeOne-2]] > [[Next >->43-5051-HowToBecomeOne-4]] > [[Close->43-5051-Detailed]]

service workers must pay attention to detail to ensure accuracy in sorting and delivering mail. Physical stamina. Postal service workers may need to stand or walk for long periods. Physical strength. Postal service workers must be able to lift and carry heavy mail bags and parcels. Time-management skills. Postal service workers often need to prioritize and handle several tasks at once. Visual ability. To have a driver's license, postal service workers must be able to pass a state vision test. > [[< Previous->43-5051-HowToBecomeOne-3]] > [[Close->43-5051-Detailed]]

# Pay The median annual wage for postal service workers was $57,870 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $42,390, and the highest 10 percent earned more than $75,300. Median annual wages for postal service workers in May 2024 were as follows: In May 2024, the median annual wages for postal service workers in the top industries in which they worked were as follows: Most postal service workers work full time, and some work more than 40 hours per week. Because > [[Next >->43-5051-Pay-2]] > [[Close->43-5051-Detailed]]

mail usually is delivered 6 days a week, many postal service workers must work on Saturdays. Some also work on Sundays. > [[< Previous->43-5051-Pay-1]] > [[Close->43-5051-Detailed]]

# Job Outlook Overall employment of postal service workers is projected to grow 5 percent from 2024 to 2034, decline. About 34,500 openings for postal service workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The postal service likely will need fewer workers because new mail sorting technology can read text and automatically sort, forward, and process mail. The greater use of online services to pay bills and the > [[Next >->43-5051-JobOutlook-2]] > [[Close->43-5051-Detailed]]

increased use of online communications should also reduce the need for sorting and processing workers. Meanwhile, the amount of time carriers save on sorting letter mail and flat mail will allow them to increase the size of their routes, which should reduce the need to hire more carriers. In addition, the postal service is adopting more centralized mail delivery, such as the use of cluster mailboxes, to cut down on the number of door-to-door deliveries. > [[< Previous->43-5051-JobOutlook-1]] > [[Close->43-5051-Detailed]]

- Distribute letters and parcels Postal service workers receive and process mail for delivery to homes, businesses, and post office boxes. Workers are classified based on the type of work they do. The following are examples of types of postal service workers: Postal service clerks, also called sales and services distribution associates, sell stamps, money orders, mailing envelopes and boxes, and other postal products in post offices. These workers register, certify, and insure mail, calculate and collect postage, and answer questions about postal matters. They also may help sort > [[< Previous->43-5052-WhatTheyDo-1]] > [[Next >->43-5052-WhatTheyDo-3]] > [[Close->43-5052-Detailed]]

mail. Postal service mail carriers deliver mail to homes and businesses in cities, towns, and rural areas. Most travel established routes, delivering and collecting mail. Mail carriers cover their routes by foot or vehicle or a combination of both. Some mail carriers collect money for postage due. Others, particularly in rural areas, sell postal products, such as stamps and money orders. Mail carriers also answer customers' questions about postal regulations and services and, upon request, provide change-of-address cards and other postal forms. Postal service mail sorters, processors, and > [[< Previous->43-5052-WhatTheyDo-2]] > [[Next >->43-5052-WhatTheyDo-4]] > [[Close->43-5052-Detailed]]

permanent resident; and pass a criminal background check, a medical assessment, and a drug screening. They also may be asked to show that they can lift and handle heavy mail sacks. ### Education Although no formal educational credential is typically required to enter these occupations, most postal service workers have at least a high school diploma or the equivalent. ### Training Newly hired postal service workers receive on-the-job training that usually lasts a few weeks. Beginning carriers may work alongside an experienced carrier. ### Licenses, Certifications, and Registrations Postal > [[< Previous->43-5052-HowToBecomeOne-1]] > [[Next >->43-5052-HowToBecomeOne-3]] > [[Close->43-5052-Detailed]]

service workers who operate a motor vehicle need a driver's license. In addition, mail carriers must have a safe driving record and pass a road test before driving on the job. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Postal service workers, particularly clerks, regularly interact with customers. As a result, they must be courteous and tactful and provide good client service. Detail oriented. Postal > [[< Previous->43-5052-HowToBecomeOne-2]] > [[Next >->43-5052-HowToBecomeOne-4]] > [[Close->43-5052-Detailed]]

mail usually is delivered 6 days a week, many postal service workers must work on Saturdays. Some also work on Sundays. > [[< Previous->43-5052-Pay-1]] > [[Close->43-5052-Detailed]]

- Distribute letters and parcels Postal service workers receive and process mail for delivery to homes, businesses, and post office boxes. Workers are classified based on the type of work they do. The following are examples of types of postal service workers: Postal service clerks, also called sales and services distribution associates, sell stamps, money orders, mailing envelopes and boxes, and other postal products in post offices. These workers register, certify, and insure mail, calculate and collect postage, and answer questions about postal matters. They also may help sort > [[< Previous->43-5053-WhatTheyDo-1]] > [[Next >->43-5053-WhatTheyDo-3]] > [[Close->43-5053-Detailed]]

mail. Postal service mail carriers deliver mail to homes and businesses in cities, towns, and rural areas. Most travel established routes, delivering and collecting mail. Mail carriers cover their routes by foot or vehicle or a combination of both. Some mail carriers collect money for postage due. Others, particularly in rural areas, sell postal products, such as stamps and money orders. Mail carriers also answer customers' questions about postal regulations and services and, upon request, provide change-of-address cards and other postal forms. Postal service mail sorters, processors, and > [[< Previous->43-5053-WhatTheyDo-2]] > [[Next >->43-5053-WhatTheyDo-4]] > [[Close->43-5053-Detailed]]

permanent resident; and pass a criminal background check, a medical assessment, and a drug screening. They also may be asked to show that they can lift and handle heavy mail sacks. ### Education Although no formal educational credential is typically required to enter these occupations, most postal service workers have at least a high school diploma or the equivalent. ### Training Newly hired postal service workers receive on-the-job training that usually lasts a few weeks. Beginning carriers may work alongside an experienced carrier. ### Licenses, Certifications, and Registrations Postal > [[< Previous->43-5053-HowToBecomeOne-1]] > [[Next >->43-5053-HowToBecomeOne-3]] > [[Close->43-5053-Detailed]]

service workers who operate a motor vehicle need a driver's license. In addition, mail carriers must have a safe driving record and pass a road test before driving on the job. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Postal service workers, particularly clerks, regularly interact with customers. As a result, they must be courteous and tactful and provide good client service. Detail oriented. Postal > [[< Previous->43-5053-HowToBecomeOne-2]] > [[Next >->43-5053-HowToBecomeOne-4]] > [[Close->43-5053-Detailed]]

mail usually is delivered 6 days a week, many postal service workers must work on Saturdays. Some also work on Sundays. > [[< Previous->43-5053-Pay-1]] > [[Close->43-5053-Detailed]]

# What Material Recording Clerks Do Material recording clerks track product information in order to keep businesses and supply chains on schedule. They ensure proper scheduling, recordkeeping, and inventory control. ### Duties Material recording clerks typically do the following: - Keep records of items shipped, received, or transferred to another location - Compile reports on various changes in production or inventory - Organize the assembly, distribution, or delivery of goods to meet production schedules - Prepare materials for shipping by labeling or checking packages - Examine products for damage or defects > [[Next >->43-5061-WhatTheyDo-2]] > [[Close->43-5061-Detailed]]

- Check inventory records for accuracy Material recording clerks use computers or hand-held devices to keep track of inventory. Sensors and tags enable these electronic tools to automatically detect when and where products are moved, allowing clerks to keep updated reports without manually counting items. The following are examples of types of material recording clerks: Production, planning, and expediting clerks manage the flow of information, work, and materials within or among offices in a business. They compile reports on the progress of work and on any production problems that arise. > [[< Previous->43-5061-WhatTheyDo-1]] > [[Next >->43-5061-WhatTheyDo-3]] > [[Close->43-5061-Detailed]]

These clerks set workers' schedules, estimate costs, keep track of materials, and write special orders for new materials. They also do general office tasks, such as entering data or distributing mail. Expediting clerks maintain contact with vendors to ensure that supplies and equipment are shipped on time. Shipping, receiving, and inventory clerks keep track of and record outgoing and incoming shipments. Clerks may scan barcodes with handheld devices or use radio frequency identification (RFID) scanners to keep track of inventory. They check to see whether shipment orders were processed > [[< Previous->43-5061-WhatTheyDo-2]] > [[Next >->43-5061-WhatTheyDo-4]] > [[Close->43-5061-Detailed]]

correctly in their company's computer system. They also compute freight costs, prepare invoices, and write inventory reports. Some clerks move goods from the warehouse to the loading dock. Material and product inspecting clerks weigh, measure, check, sample, and keep records on materials, supplies, and equipment that enters a warehouse. They verify the quantity and quality of items they are assigned to examine, checking for defects and recording what they find. They use scales, counting devices, and calculators. Some decide what to do about a defective product, such as to scrap it or send it > [[< Previous->43-5061-WhatTheyDo-3]] > [[Next >->43-5061-WhatTheyDo-5]] > [[Close->43-5061-Detailed]]

back to the factory to be repaired. > [[< Previous->43-5061-WhatTheyDo-4]] > [[Close->43-5061-Detailed]]

# Work Environment ### Work Environment Most material recording clerks work full time. > [[Close->43-5061-Detailed]]

# How to Become a Material Recording Clerk Material recording clerks typically need a high school diploma or equivalent and are trained on the job. ### Education Material recording clerks typically need a high school diploma or equivalent. Some employers prefer to hire production, planning, and expediting clerks who have a college degree. ### Training Material recording clerks usually learn on the job. Training for most material recording clerks lasts up to 1 month. Production, planning, and expediting clerks may train for up to 6 months. Material recording clerks first may learn to count stock and mark inventory and then move on > [[Next >->43-5061-HowToBecomeOne-2]] > [[Close->43-5061-Detailed]]

to more difficult tasks, such as recordkeeping. Production clerks first typically learn how their company operates before they write production and work schedules. Workers learn safety rules as part of their training. Many of these rules are standardized through the Occupational Safety and Health Administration (OSHA). ### Advancement With additional training or education, material recording clerks may advance to other positions, such as purchasing agent, within their company. ### Important Qualities The following are examples of qualities that are important for these workers to perform > [[< Previous->43-5061-HowToBecomeOne-1]] > [[Next >->43-5061-HowToBecomeOne-3]] > [[Close->43-5061-Detailed]]

their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Material recording clerks are frequently in contact with suppliers, vendors, or managers and need to convey their company's needs effectively. Customer-service skills. Material recording clerks may interact with customers in order to respond to problems or complaints. Detail oriented. Material and product inspecting clerks must pay attention to detail when checking items for defects, some of which are small and difficult to spot. Math skills. Material recording clerks may need > [[< Previous->43-5061-HowToBecomeOne-2]] > [[Next >->43-5061-HowToBecomeOne-4]] > [[Close->43-5061-Detailed]]

to calculate shipping costs or take measurements. > [[< Previous->43-5061-HowToBecomeOne-3]] > [[Close->43-5061-Detailed]]

# Pay The median annual wage for material recording clerks was $46,120 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,270, and the highest 10 percent earned more than $71,520. Median annual wages for material recording clerks in May 2024 were as follows: In May 2024, the median annual wages for material recording clerks in the top industries in which they worked were as follows: Most material recording clerks work full time. Some work nights and weekends or > [[Next >->43-5061-Pay-2]] > [[Close->43-5061-Detailed]]

holidays. > [[< Previous->43-5061-Pay-1]] > [[Close->43-5061-Detailed]]

# Job Outlook Overall employment of material recording clerks is projected to grow 6 percent from 2024 to 2034, decline. About 108,700 openings for material recording clerks are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As e-commerce continues to grow, companies are expanding their use of automated storage and retrieval tools to meet rising demand for products and for faster delivery. These types of technologies, > [[Next >->43-5061-JobOutlook-2]] > [[Close->43-5061-Detailed]]

including radio frequency identification (RFID) tags and collaborative robots, will improve the efficiency of many warehouse operations, reducing demand for various material recording clerks. > [[< Previous->43-5061-JobOutlook-1]] > [[Close->43-5061-Detailed]]

- Check inventory records for accuracy Material recording clerks use computers or hand-held devices to keep track of inventory. Sensors and tags enable these electronic tools to automatically detect when and where products are moved, allowing clerks to keep updated reports without manually counting items. The following are examples of types of material recording clerks: Production, planning, and expediting clerks manage the flow of information, work, and materials within or among offices in a business. They compile reports on the progress of work and on any production problems that arise. > [[< Previous->43-5071-WhatTheyDo-1]] > [[Next >->43-5071-WhatTheyDo-3]] > [[Close->43-5071-Detailed]]

These clerks set workers' schedules, estimate costs, keep track of materials, and write special orders for new materials. They also do general office tasks, such as entering data or distributing mail. Expediting clerks maintain contact with vendors to ensure that supplies and equipment are shipped on time. Shipping, receiving, and inventory clerks keep track of and record outgoing and incoming shipments. Clerks may scan barcodes with handheld devices or use radio frequency identification (RFID) scanners to keep track of inventory. They check to see whether shipment orders were processed > [[< Previous->43-5071-WhatTheyDo-2]] > [[Next >->43-5071-WhatTheyDo-4]] > [[Close->43-5071-Detailed]]

correctly in their company's computer system. They also compute freight costs, prepare invoices, and write inventory reports. Some clerks move goods from the warehouse to the loading dock. Material and product inspecting clerks weigh, measure, check, sample, and keep records on materials, supplies, and equipment that enters a warehouse. They verify the quantity and quality of items they are assigned to examine, checking for defects and recording what they find. They use scales, counting devices, and calculators. Some decide what to do about a defective product, such as to scrap it or send it > [[< Previous->43-5071-WhatTheyDo-3]] > [[Next >->43-5071-WhatTheyDo-5]] > [[Close->43-5071-Detailed]]

back to the factory to be repaired. > [[< Previous->43-5071-WhatTheyDo-4]] > [[Close->43-5071-Detailed]]

# Work Environment ### Work Environment Most material recording clerks work full time. > [[Close->43-5071-Detailed]]

# How to Become a Material Recording Clerk Material recording clerks typically need a high school diploma or equivalent and are trained on the job. ### Education Material recording clerks typically need a high school diploma or equivalent. Some employers prefer to hire production, planning, and expediting clerks who have a college degree. ### Training Material recording clerks usually learn on the job. Training for most material recording clerks lasts up to 1 month. Production, planning, and expediting clerks may train for up to 6 months. Material recording clerks first may learn to count stock and mark inventory and then move on > [[Next >->43-5071-HowToBecomeOne-2]] > [[Close->43-5071-Detailed]]

to more difficult tasks, such as recordkeeping. Production clerks first typically learn how their company operates before they write production and work schedules. Workers learn safety rules as part of their training. Many of these rules are standardized through the Occupational Safety and Health Administration (OSHA). ### Advancement With additional training or education, material recording clerks may advance to other positions, such as purchasing agent, within their company. ### Important Qualities The following are examples of qualities that are important for these workers to perform > [[< Previous->43-5071-HowToBecomeOne-1]] > [[Next >->43-5071-HowToBecomeOne-3]] > [[Close->43-5071-Detailed]]

their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Material recording clerks are frequently in contact with suppliers, vendors, or managers and need to convey their company's needs effectively. Customer-service skills. Material recording clerks may interact with customers in order to respond to problems or complaints. Detail oriented. Material and product inspecting clerks must pay attention to detail when checking items for defects, some of which are small and difficult to spot. Math skills. Material recording clerks may need > [[< Previous->43-5071-HowToBecomeOne-2]] > [[Next >->43-5071-HowToBecomeOne-4]] > [[Close->43-5071-Detailed]]

to calculate shipping costs or take measurements. > [[< Previous->43-5071-HowToBecomeOne-3]] > [[Close->43-5071-Detailed]]

holidays. > [[< Previous->43-5071-Pay-1]] > [[Close->43-5071-Detailed]]

- Check inventory records for accuracy Material recording clerks use computers or hand-held devices to keep track of inventory. Sensors and tags enable these electronic tools to automatically detect when and where products are moved, allowing clerks to keep updated reports without manually counting items. The following are examples of types of material recording clerks: Production, planning, and expediting clerks manage the flow of information, work, and materials within or among offices in a business. They compile reports on the progress of work and on any production problems that arise. > [[< Previous->43-5111-WhatTheyDo-1]] > [[Next >->43-5111-WhatTheyDo-3]] > [[Close->43-5111-Detailed]]

These clerks set workers' schedules, estimate costs, keep track of materials, and write special orders for new materials. They also do general office tasks, such as entering data or distributing mail. Expediting clerks maintain contact with vendors to ensure that supplies and equipment are shipped on time. Shipping, receiving, and inventory clerks keep track of and record outgoing and incoming shipments. Clerks may scan barcodes with handheld devices or use radio frequency identification (RFID) scanners to keep track of inventory. They check to see whether shipment orders were processed > [[< Previous->43-5111-WhatTheyDo-2]] > [[Next >->43-5111-WhatTheyDo-4]] > [[Close->43-5111-Detailed]]

correctly in their company's computer system. They also compute freight costs, prepare invoices, and write inventory reports. Some clerks move goods from the warehouse to the loading dock. Material and product inspecting clerks weigh, measure, check, sample, and keep records on materials, supplies, and equipment that enters a warehouse. They verify the quantity and quality of items they are assigned to examine, checking for defects and recording what they find. They use scales, counting devices, and calculators. Some decide what to do about a defective product, such as to scrap it or send it > [[< Previous->43-5111-WhatTheyDo-3]] > [[Next >->43-5111-WhatTheyDo-5]] > [[Close->43-5111-Detailed]]

back to the factory to be repaired. > [[< Previous->43-5111-WhatTheyDo-4]] > [[Close->43-5111-Detailed]]

# Work Environment ### Work Environment Most material recording clerks work full time. > [[Close->43-5111-Detailed]]

# How to Become a Material Recording Clerk Material recording clerks typically need a high school diploma or equivalent and are trained on the job. ### Education Material recording clerks typically need a high school diploma or equivalent. Some employers prefer to hire production, planning, and expediting clerks who have a college degree. ### Training Material recording clerks usually learn on the job. Training for most material recording clerks lasts up to 1 month. Production, planning, and expediting clerks may train for up to 6 months. Material recording clerks first may learn to count stock and mark inventory and then move on > [[Next >->43-5111-HowToBecomeOne-2]] > [[Close->43-5111-Detailed]]

to more difficult tasks, such as recordkeeping. Production clerks first typically learn how their company operates before they write production and work schedules. Workers learn safety rules as part of their training. Many of these rules are standardized through the Occupational Safety and Health Administration (OSHA). ### Advancement With additional training or education, material recording clerks may advance to other positions, such as purchasing agent, within their company. ### Important Qualities The following are examples of qualities that are important for these workers to perform > [[< Previous->43-5111-HowToBecomeOne-1]] > [[Next >->43-5111-HowToBecomeOne-3]] > [[Close->43-5111-Detailed]]

their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Material recording clerks are frequently in contact with suppliers, vendors, or managers and need to convey their company's needs effectively. Customer-service skills. Material recording clerks may interact with customers in order to respond to problems or complaints. Detail oriented. Material and product inspecting clerks must pay attention to detail when checking items for defects, some of which are small and difficult to spot. Math skills. Material recording clerks may need > [[< Previous->43-5111-HowToBecomeOne-2]] > [[Next >->43-5111-HowToBecomeOne-4]] > [[Close->43-5111-Detailed]]

to calculate shipping costs or take measurements. > [[< Previous->43-5111-HowToBecomeOne-3]] > [[Close->43-5111-Detailed]]

holidays. > [[< Previous->43-5111-Pay-1]] > [[Close->43-5111-Detailed]]

# What Secretaries and Administrative Assistants Do Secretaries and administrative assistants do routine clerical and organizational tasks. They arrange files, prepare documents, schedule appointments, and support other staff. ### Duties Secretaries and administrative assistants typically do the following: - Answer telephones and take messages or transfer calls - Schedule appointments and update event calendars - Arrange staff meetings - Handle incoming and outgoing mail and faxes - Prepare memos, invoices, or reports - Edit documents - Maintain databases and filing systems > [[Next >->43-6011-WhatTheyDo-2]] > [[Close->43-6011-Detailed]]

- Perform basic bookkeeping Secretaries and administrative assistants help an organization run efficiently. They use computer software to create spreadsheets; manage databases; and prepare presentations, reports, and documents. They also may negotiate with vendors, buy supplies, and manage stockrooms or corporate libraries. Secretaries and administrative assistants also use videoconferencing and other office equipment. Specific job duties vary by experience, job title, and specialty. The following are examples of types of secretaries and administrative assistants: Executive secretaries > [[< Previous->43-6011-WhatTheyDo-1]] > [[Next >->43-6011-WhatTheyDo-3]] > [[Close->43-6011-Detailed]]

and executive administrative assistants provide high-level support for an office and for top executives of an organization. They often handle complex responsibilities, such as reviewing incoming documents, conducting research, and preparing reports. Some also supervise clerical staff. Legal secretaries and administrative assistants must have knowledge of legal terminology and procedures. They prepare summonses, complaints, motions, subpoenas, and other legal documents under the supervision of an attorney or a paralegal. They also review legal journals and help with legal research > [[< Previous->43-6011-WhatTheyDo-2]] > [[Next >->43-6011-WhatTheyDo-4]] > [[Close->43-6011-Detailed]]

- for example, by verifying quotes and citations in legal briefs. Medical secretaries and administrative assistants transcribe dictation and prepare reports or articles for physicians or medical scientists. They also take simple medical histories of patients, arrange for patients to be hospitalized, or process insurance payments. Medical secretaries and administrative assistants need to be familiar with medical terminology and codes, medical records, and hospital or laboratory procedures. Secretaries and administrative assistants, except legal, medical, and executive form the largest > [[< Previous->43-6011-WhatTheyDo-3]] > [[Next >->43-6011-WhatTheyDo-5]] > [[Close->43-6011-Detailed]]

subcategory of secretaries and administrative assistants. They handle administrative activities for offices in almost every sector of the economy, including schools, government, and private corporations. For example, secretaries in schools are often responsible for most of the communications among parents, students, the community, teachers, and school administrators. They schedule appointments, receive visitors, and keep track of student records. > [[< Previous->43-6011-WhatTheyDo-4]] > [[Close->43-6011-Detailed]]

# Work Environment ### Work Environment Although secretaries and administrative assistants work in nearly every industry, about half of all workers in the occupation are employed in healthcare; education; and professional, scientific, and technical services. Most work full time. > [[Close->43-6011-Detailed]]

# How to Become a Secretary or Administrative Assistant High school graduates who are comfortable using word processing and spreadsheet programs typically qualify for entry-level positions. Although workers typically learn their duties over several weeks on the job, legal and medical secretaries and administrative assistants may need additional training to learn industry-specific terminology. Executive secretaries and executive administrative assistants typically need several years of related work experience. ### Education Some community colleges and technical schools offer courses or programs in a variety of secretarial and administrative > [[Next >->43-6011-HowToBecomeOne-2]] > [[Close->43-6011-Detailed]]

assistance fields. For example, courses or programs in office procedures focus on working in a business setting; those in industry-specific terminology and practices prepare students for jobs as medical and legal secretaries. Temporary placement agencies also may provide training in word processing, spreadsheet, and database software. A bachelor's degree typically is not required to become a secretary or administrative assistant. However, some of these workers have a degree in a field such as business, education, or communications. Employers may prefer to hire candidates for executive > [[< Previous->43-6011-HowToBecomeOne-1]] > [[Next >->43-6011-HowToBecomeOne-3]] > [[Close->43-6011-Detailed]]

secretary and executive administrative assistant positions who have taken some college courses or have a bachelor's degree. ### Training Secretaries and administrative assistants typically learn their skills through on-the-job training that lasts a few weeks. During this time, they learn about administrative procedures, including how to prepare documents. Medical and legal secretaries and administrative assistants may train for several months as they learn industry-specific terminology and practices. ### Work Experience in a Related Occupation Executive secretaries and executive > [[< Previous->43-6011-HowToBecomeOne-2]] > [[Next >->43-6011-HowToBecomeOne-4]] > [[Close->43-6011-Detailed]]

administrative assistants typically need several years of work experience in other administrative positions, such as secretaries and general office clerks. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Decision-making skills. Secretaries and administrative assistants often prioritize tasks and make decisions on their employers' behalf, so good judgment is essential. Interpersonal skills. Secretaries and administrative assistants > [[< Previous->43-6011-HowToBecomeOne-3]] > [[Next >->43-6011-HowToBecomeOne-5]] > [[Close->43-6011-Detailed]]

interact with clients, customers, or staff. They should communicate effectively and be courteous when interacting with others. Organizational skills. Secretaries and administrative assistants keep files, folders, and schedules in order so that an office runs efficiently. Writing skills. Secretaries and administrative assistants write memos and emails when communicating with managers, employees, and customers. Therefore, they must have good grammar, ensure accuracy, and maintain a professional tone. > [[< Previous->43-6011-HowToBecomeOne-4]] > [[Close->43-6011-Detailed]]

# Pay The median annual wage for secretaries and administrative assistants was $47,460 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $33,840, and the highest 10 percent earned more than $76,550. Median annual wages for secretaries and administrative assistants in May 2024 were as follows: In May 2024, the median annual wages for secretaries and administrative assistants in the top industries in which they worked were as follows: Most secretaries and administrative > [[Next >->43-6011-Pay-2]] > [[Close->43-6011-Detailed]]

assistants work full time. > [[< Previous->43-6011-Pay-1]] > [[Close->43-6011-Detailed]]

# Job Outlook Overall employment of secretaries and administrative assistants is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 358,300 openings for secretaries and administrative assistants are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Projected employment of secretaries and administrative assistants varies by occupation (see table). Employment growth is projected for medical > [[Next >->43-6011-JobOutlook-2]] > [[Close->43-6011-Detailed]]

secretaries, primarily due to the growth of the healthcare industry. More medical secretaries will be needed to handle administrative tasks and to ensure that operations in healthcare facilities run smoothly. Employment is projected to decline or show little change for other secretaries and administrative assistants. Technology, including artificial intelligence (AI) systems and digital tools, enables staff in many organizations to prepare their own documents without the help of secretaries. Additionally, many executive secretaries and executive administrative assistants support more than > [[< Previous->43-6011-JobOutlook-1]] > [[Next >->43-6011-JobOutlook-3]] > [[Close->43-6011-Detailed]]

one manager in an organization, and many managers now do tasks that were previously done by these workers. > [[< Previous->43-6011-JobOutlook-2]] > [[Close->43-6011-Detailed]]

- Perform basic bookkeeping Secretaries and administrative assistants help an organization run efficiently. They use computer software to create spreadsheets; manage databases; and prepare presentations, reports, and documents. They also may negotiate with vendors, buy supplies, and manage stockrooms or corporate libraries. Secretaries and administrative assistants also use videoconferencing and other office equipment. Specific job duties vary by experience, job title, and specialty. The following are examples of types of secretaries and administrative assistants: Executive secretaries > [[< Previous->43-6012-WhatTheyDo-1]] > [[Next >->43-6012-WhatTheyDo-3]] > [[Close->43-6012-Detailed]]

and executive administrative assistants provide high-level support for an office and for top executives of an organization. They often handle complex responsibilities, such as reviewing incoming documents, conducting research, and preparing reports. Some also supervise clerical staff. Legal secretaries and administrative assistants must have knowledge of legal terminology and procedures. They prepare summonses, complaints, motions, subpoenas, and other legal documents under the supervision of an attorney or a paralegal. They also review legal journals and help with legal research > [[< Previous->43-6012-WhatTheyDo-2]] > [[Next >->43-6012-WhatTheyDo-4]] > [[Close->43-6012-Detailed]]

- for example, by verifying quotes and citations in legal briefs. Medical secretaries and administrative assistants transcribe dictation and prepare reports or articles for physicians or medical scientists. They also take simple medical histories of patients, arrange for patients to be hospitalized, or process insurance payments. Medical secretaries and administrative assistants need to be familiar with medical terminology and codes, medical records, and hospital or laboratory procedures. Secretaries and administrative assistants, except legal, medical, and executive form the largest > [[< Previous->43-6012-WhatTheyDo-3]] > [[Next >->43-6012-WhatTheyDo-5]] > [[Close->43-6012-Detailed]]

assistance fields. For example, courses or programs in office procedures focus on working in a business setting; those in industry-specific terminology and practices prepare students for jobs as medical and legal secretaries. Temporary placement agencies also may provide training in word processing, spreadsheet, and database software. A bachelor's degree typically is not required to become a secretary or administrative assistant. However, some of these workers have a degree in a field such as business, education, or communications. Employers may prefer to hire candidates for executive > [[< Previous->43-6012-HowToBecomeOne-1]] > [[Next >->43-6012-HowToBecomeOne-3]] > [[Close->43-6012-Detailed]]

secretary and executive administrative assistant positions who have taken some college courses or have a bachelor's degree. ### Training Secretaries and administrative assistants typically learn their skills through on-the-job training that lasts a few weeks. During this time, they learn about administrative procedures, including how to prepare documents. Medical and legal secretaries and administrative assistants may train for several months as they learn industry-specific terminology and practices. ### Work Experience in a Related Occupation Executive secretaries and executive > [[< Previous->43-6012-HowToBecomeOne-2]] > [[Next >->43-6012-HowToBecomeOne-4]] > [[Close->43-6012-Detailed]]

administrative assistants typically need several years of work experience in other administrative positions, such as secretaries and general office clerks. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Decision-making skills. Secretaries and administrative assistants often prioritize tasks and make decisions on their employers' behalf, so good judgment is essential. Interpersonal skills. Secretaries and administrative assistants > [[< Previous->43-6012-HowToBecomeOne-3]] > [[Next >->43-6012-HowToBecomeOne-5]] > [[Close->43-6012-Detailed]]

assistants work full time. > [[< Previous->43-6012-Pay-1]] > [[Close->43-6012-Detailed]]

secretaries, primarily due to the growth of the healthcare industry. More medical secretaries will be needed to handle administrative tasks and to ensure that operations in healthcare facilities run smoothly. Employment is projected to decline or show little change for other secretaries and administrative assistants. Technology, including artificial intelligence (AI) systems and digital tools, enables staff in many organizations to prepare their own documents without the help of secretaries. Additionally, many executive secretaries and executive administrative assistants support more than > [[< Previous->43-6012-JobOutlook-1]] > [[Next >->43-6012-JobOutlook-3]] > [[Close->43-6012-Detailed]]

one manager in an organization, and many managers now do tasks that were previously done by these workers. > [[< Previous->43-6012-JobOutlook-2]] > [[Close->43-6012-Detailed]]

- Perform basic bookkeeping Secretaries and administrative assistants help an organization run efficiently. They use computer software to create spreadsheets; manage databases; and prepare presentations, reports, and documents. They also may negotiate with vendors, buy supplies, and manage stockrooms or corporate libraries. Secretaries and administrative assistants also use videoconferencing and other office equipment. Specific job duties vary by experience, job title, and specialty. The following are examples of types of secretaries and administrative assistants: Executive secretaries > [[< Previous->43-6013-WhatTheyDo-1]] > [[Next >->43-6013-WhatTheyDo-3]] > [[Close->43-6013-Detailed]]

and executive administrative assistants provide high-level support for an office and for top executives of an organization. They often handle complex responsibilities, such as reviewing incoming documents, conducting research, and preparing reports. Some also supervise clerical staff. Legal secretaries and administrative assistants must have knowledge of legal terminology and procedures. They prepare summonses, complaints, motions, subpoenas, and other legal documents under the supervision of an attorney or a paralegal. They also review legal journals and help with legal research > [[< Previous->43-6013-WhatTheyDo-2]] > [[Next >->43-6013-WhatTheyDo-4]] > [[Close->43-6013-Detailed]]

- for example, by verifying quotes and citations in legal briefs. Medical secretaries and administrative assistants transcribe dictation and prepare reports or articles for physicians or medical scientists. They also take simple medical histories of patients, arrange for patients to be hospitalized, or process insurance payments. Medical secretaries and administrative assistants need to be familiar with medical terminology and codes, medical records, and hospital or laboratory procedures. Secretaries and administrative assistants, except legal, medical, and executive form the largest > [[< Previous->43-6013-WhatTheyDo-3]] > [[Next >->43-6013-WhatTheyDo-5]] > [[Close->43-6013-Detailed]]

assistance fields. For example, courses or programs in office procedures focus on working in a business setting; those in industry-specific terminology and practices prepare students for jobs as medical and legal secretaries. Temporary placement agencies also may provide training in word processing, spreadsheet, and database software. A bachelor's degree typically is not required to become a secretary or administrative assistant. However, some of these workers have a degree in a field such as business, education, or communications. Employers may prefer to hire candidates for executive > [[< Previous->43-6013-HowToBecomeOne-1]] > [[Next >->43-6013-HowToBecomeOne-3]] > [[Close->43-6013-Detailed]]

secretary and executive administrative assistant positions who have taken some college courses or have a bachelor's degree. ### Training Secretaries and administrative assistants typically learn their skills through on-the-job training that lasts a few weeks. During this time, they learn about administrative procedures, including how to prepare documents. Medical and legal secretaries and administrative assistants may train for several months as they learn industry-specific terminology and practices. ### Work Experience in a Related Occupation Executive secretaries and executive > [[< Previous->43-6013-HowToBecomeOne-2]] > [[Next >->43-6013-HowToBecomeOne-4]] > [[Close->43-6013-Detailed]]

administrative assistants typically need several years of work experience in other administrative positions, such as secretaries and general office clerks. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Decision-making skills. Secretaries and administrative assistants often prioritize tasks and make decisions on their employers' behalf, so good judgment is essential. Interpersonal skills. Secretaries and administrative assistants > [[< Previous->43-6013-HowToBecomeOne-3]] > [[Next >->43-6013-HowToBecomeOne-5]] > [[Close->43-6013-Detailed]]

assistants work full time. > [[< Previous->43-6013-Pay-1]] > [[Close->43-6013-Detailed]]

secretaries, primarily due to the growth of the healthcare industry. More medical secretaries will be needed to handle administrative tasks and to ensure that operations in healthcare facilities run smoothly. Employment is projected to decline or show little change for other secretaries and administrative assistants. Technology, including artificial intelligence (AI) systems and digital tools, enables staff in many organizations to prepare their own documents without the help of secretaries. Additionally, many executive secretaries and executive administrative assistants support more than > [[< Previous->43-6013-JobOutlook-1]] > [[Next >->43-6013-JobOutlook-3]] > [[Close->43-6013-Detailed]]

one manager in an organization, and many managers now do tasks that were previously done by these workers. > [[< Previous->43-6013-JobOutlook-2]] > [[Close->43-6013-Detailed]]

- Perform basic bookkeeping Secretaries and administrative assistants help an organization run efficiently. They use computer software to create spreadsheets; manage databases; and prepare presentations, reports, and documents. They also may negotiate with vendors, buy supplies, and manage stockrooms or corporate libraries. Secretaries and administrative assistants also use videoconferencing and other office equipment. Specific job duties vary by experience, job title, and specialty. The following are examples of types of secretaries and administrative assistants: Executive secretaries > [[< Previous->43-6014-WhatTheyDo-1]] > [[Next >->43-6014-WhatTheyDo-3]] > [[Close->43-6014-Detailed]]

and executive administrative assistants provide high-level support for an office and for top executives of an organization. They often handle complex responsibilities, such as reviewing incoming documents, conducting research, and preparing reports. Some also supervise clerical staff. Legal secretaries and administrative assistants must have knowledge of legal terminology and procedures. They prepare summonses, complaints, motions, subpoenas, and other legal documents under the supervision of an attorney or a paralegal. They also review legal journals and help with legal research > [[< Previous->43-6014-WhatTheyDo-2]] > [[Next >->43-6014-WhatTheyDo-4]] > [[Close->43-6014-Detailed]]

- for example, by verifying quotes and citations in legal briefs. Medical secretaries and administrative assistants transcribe dictation and prepare reports or articles for physicians or medical scientists. They also take simple medical histories of patients, arrange for patients to be hospitalized, or process insurance payments. Medical secretaries and administrative assistants need to be familiar with medical terminology and codes, medical records, and hospital or laboratory procedures. Secretaries and administrative assistants, except legal, medical, and executive form the largest > [[< Previous->43-6014-WhatTheyDo-3]] > [[Next >->43-6014-WhatTheyDo-5]] > [[Close->43-6014-Detailed]]

assistance fields. For example, courses or programs in office procedures focus on working in a business setting; those in industry-specific terminology and practices prepare students for jobs as medical and legal secretaries. Temporary placement agencies also may provide training in word processing, spreadsheet, and database software. A bachelor's degree typically is not required to become a secretary or administrative assistant. However, some of these workers have a degree in a field such as business, education, or communications. Employers may prefer to hire candidates for executive > [[< Previous->43-6014-HowToBecomeOne-1]] > [[Next >->43-6014-HowToBecomeOne-3]] > [[Close->43-6014-Detailed]]

secretary and executive administrative assistant positions who have taken some college courses or have a bachelor's degree. ### Training Secretaries and administrative assistants typically learn their skills through on-the-job training that lasts a few weeks. During this time, they learn about administrative procedures, including how to prepare documents. Medical and legal secretaries and administrative assistants may train for several months as they learn industry-specific terminology and practices. ### Work Experience in a Related Occupation Executive secretaries and executive > [[< Previous->43-6014-HowToBecomeOne-2]] > [[Next >->43-6014-HowToBecomeOne-4]] > [[Close->43-6014-Detailed]]

administrative assistants typically need several years of work experience in other administrative positions, such as secretaries and general office clerks. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Decision-making skills. Secretaries and administrative assistants often prioritize tasks and make decisions on their employers' behalf, so good judgment is essential. Interpersonal skills. Secretaries and administrative assistants > [[< Previous->43-6014-HowToBecomeOne-3]] > [[Next >->43-6014-HowToBecomeOne-5]] > [[Close->43-6014-Detailed]]

assistants work full time. > [[< Previous->43-6014-Pay-1]] > [[Close->43-6014-Detailed]]

secretaries, primarily due to the growth of the healthcare industry. More medical secretaries will be needed to handle administrative tasks and to ensure that operations in healthcare facilities run smoothly. Employment is projected to decline or show little change for other secretaries and administrative assistants. Technology, including artificial intelligence (AI) systems and digital tools, enables staff in many organizations to prepare their own documents without the help of secretaries. Additionally, many executive secretaries and executive administrative assistants support more than > [[< Previous->43-6014-JobOutlook-1]] > [[Next >->43-6014-JobOutlook-3]] > [[Close->43-6014-Detailed]]

one manager in an organization, and many managers now do tasks that were previously done by these workers. > [[< Previous->43-6014-JobOutlook-2]] > [[Close->43-6014-Detailed]]

# What Desktop Publishers Do Desktop publishers use computer software to design page layouts for newspapers, books, brochures, and other items that are printed or published online. ### Duties Desktop publishers typically do the following: - Review text, graphics, or other materials created by writers and designers - Edit graphics, such as photographs or illustrations - Import text and graphics into publishing software - Integrate images and text to create cohesive pages - Adjust text properties, such as size, column width, and spacing - Revise layouts and make corrections as necessary > [[Next >->43-9031-WhatTheyDo-2]] > [[Close->43-9031-Detailed]]

- Submit or upload final files for printing or online publishing Desktop publishers use publishing software to create page layouts for print or electronic publication. They may edit text by correcting its spelling, punctuation, and grammar. Desktop publishers often work with other design, media, or marketing workers, including writers, editors, and graphic designers. For example, they work with graphic designers to come up with images that complement the text and fit the available space. > [[< Previous->43-9031-WhatTheyDo-1]] > [[Close->43-9031-Detailed]]

# Work Environment ### Work Environment Many desktop publishers work full time, and they may need to work additional hours to meet publication deadlines. > [[Close->43-9031-Detailed]]

# How to Become a Desktop Publisher Desktop publishers usually need an associate's degree. They also receive short-term on-the-job training, lasting about 1 month. ### Education Desktop publishers usually need an associate's degree, often in graphic design or graphic communications. Community colleges and technical schools offer desktop-publishing courses, which teach students how to create electronic page layouts and format text and graphics with the use of desktop-publishing software. ### Training Desktop publishers typically receive short-term on-the-job training lasting about 1 month. They learn by working closely with > [[Next >->43-9031-HowToBecomeOne-2]] > [[Close->43-9031-Detailed]]

more experienced workers or by taking classes that teach them how to use desktop-publishing software. Workers often need to continue training because publishing software changes over time. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Artistic ability. Desktop publishers must have a good eye for how graphics and text will look, so that they can create pages that are visually appealing and legible. Communication skills. Desktop > [[< Previous->43-9031-HowToBecomeOne-1]] > [[Next >->43-9031-HowToBecomeOne-3]] > [[Close->43-9031-Detailed]]

publishers must collaborate with others, such as writers, editors, and graphic designers, and communicate ideas effectively. Detail oriented. Desktop publishers must pay attention to details such as margins, font sizes, and the overall appearance and accuracy of their work. Organizational skills. Desktop publishers often work under strict deadlines and must be good at scheduling and prioritizing tasks in order to have documents ready in time for publication. ### Other Experience Many employers prefer to hire workers who have experience preparing layouts and using desktop-publishing > [[< Previous->43-9031-HowToBecomeOne-2]] > [[Next >->43-9031-HowToBecomeOne-4]] > [[Close->43-9031-Detailed]]

software. Students may gain experience by working on a publication for a school or other organization. > [[< Previous->43-9031-HowToBecomeOne-3]] > [[Close->43-9031-Detailed]]

# Pay The median annual wage for desktop publishers was $53,620 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,650, and the highest 10 percent earned more than $92,880. In May 2024, the median annual wages for desktop publishers in the top industries in which they worked were as follows: Many desktop publishers work full time, and they may need to work additional hours to meet publication deadlines. > [[Close->43-9031-Detailed]]

# Job Outlook Employment of desktop publishers is projected to grow 12 percent from 2024 to 2034, decline. About 400 openings for desktop publishers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Companies are expected to hire fewer desktop publishers as desktop-publishing tasks are increasingly performed by other types of workers, such as graphic designers, web designers, and editors. Furthermore, as organizations > [[Next >->43-9031-JobOutlook-2]] > [[Close->43-9031-Detailed]]

continue to publish their materials electronically instead of printing them, fewer desktop publishers are expected to be needed. > [[< Previous->43-9031-JobOutlook-1]] > [[Close->43-9031-Detailed]]

- Carry out financial transactions Financial clerks' job duties vary by specialty and by setting. The following are examples of types of financial clerks: Billing and posting clerks calculate charges and generate bills, which they then prepare to send to customers. They review documents such as purchase orders, sales tickets, charge slips, and hospital records to calculate fees or charges due. They also contact customers to get or give account information. Brokerage clerks help with tasks associated with securities such as stocks, bonds, commodities, and other kinds of investments. Their > [[< Previous->43-9041-WhatTheyDo-1]] > [[Next >->43-9041-WhatTheyDo-3]] > [[Close->43-9041-Detailed]]

duties include writing orders for stock purchases and sales, calculating transfer taxes, verifying stock transactions, accepting and delivering securities, distributing dividends, and recording daily transactions and holdings. Credit authorizers, checkers, and clerks review the credit history, and get the information needed to determine the creditworthiness, of individuals or businesses applying for credit. Credit authorizers check customers' credit records and payment histories to decide, based on predetermined standards, whether to approve new credit. Credit checkers contact credit > [[< Previous->43-9041-WhatTheyDo-2]] > [[Next >->43-9041-WhatTheyDo-4]] > [[Close->43-9041-Detailed]]

departments of business and service establishments for information about applicants' credit standing. Gambling cage workers work in casinos and other gambling establishments. The "cage" in which they work is the central depository for money and gambling chips. Gambling cage workers sell gambling chips, tokens, or tickets to patrons. They count funds and reconcile daily summaries of transactions to balance books. Insurance claims and policy processing clerks process applications for insurance policies. They also handle customers' requests to change or cancel their existing policies. Their > [[< Previous->43-9041-WhatTheyDo-3]] > [[Next >->43-9041-WhatTheyDo-5]] > [[Close->43-9041-Detailed]]

duties include interviewing clients and reviewing insurance applications to make sure that all questions have been answered. They also inform insurance agents and accounting departments of policy cancellations or changes. Loan interviewers, also called loan processors or loan clerks, interview applicants and others to get and verify personal and financial information needed to complete loan applications. They also prepare the documents that go to the appraiser and are issued at the closing of a loan. New accounts clerks interview people who want to open accounts in financial institutions. > [[< Previous->43-9041-WhatTheyDo-4]] > [[Next >->43-9041-WhatTheyDo-6]] > [[Close->43-9041-Detailed]]

They explain the account services available to prospective customers and help them fill out applications. They also investigate and correct errors in accounts. Payroll and timekeeping clerks compile and post employee time and payroll data. They verify and record attendance, hours worked, and pay adjustments. They make sure that employees are paid on time and that their paychecks are correct. Procurement clerks compile requests for materials, prepare purchase orders, keep track of purchases and supplies, and handle questions about orders. They respond to questions from customers and > [[< Previous->43-9041-WhatTheyDo-5]] > [[Next >->43-9041-WhatTheyDo-7]] > [[Close->43-9041-Detailed]]

# How to Become a Financial Clerk A high school diploma or equivalent is typically required for most financial clerk jobs. These workers typically learn their duties through on-the-job training. ### Education Financial clerks typically need a high school diploma or equivalent to enter the occupation. Employers of brokerage clerks may prefer candidates who have taken some college courses in business or economics and, in some cases, have a 2 > [[Next >->43-9041-HowToBecomeOne-2]] > [[Close->43-9041-Detailed]]

- or 4-year college degree. ### Training Most financial clerks learn how to do their job duties through on-the-job training. Some formal technical training also may be necessary; for example, gambling cage workers may need training in specific gambling regulations and procedures. ### Advancement Financial clerks may advance to related occupations in finance. For example, a loan interviewer or clerk may become a loan officer, and a brokerage clerk may become a securities, commodities, and financial services sales agent, after obtaining the required education and license. ### Important > [[< Previous->43-9041-HowToBecomeOne-1]] > [[Next >->43-9041-HowToBecomeOne-3]] > [[Close->43-9041-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Financial clerks should be able to explain policies and procedures to colleagues and customers. Math skills. The job duties of financial clerks includes calculating charges and updating financial records. Organizational skills. Financial clerks must be able to arrange files so they can find them quickly and efficiently. > [[< Previous->43-9041-HowToBecomeOne-2]] > [[Close->43-9041-Detailed]]

checkers, and clerks. Similarly, productivity-enhancing technology is expected to limit demand for other clerks, such as payroll and timekeeping clerks, loan interviewers and clerks, brokerage clerks, and insurance claims and policy processing clerks. Employment of gambling cage workers is expected to be impacted by the adoption of technology in payout processing and online gambling, which limits the need for cage workers. Employment of billing and posting clerks is expected to rise in fast-growing healthcare industries; however, automated invoice processing software will increase the > [[< Previous->43-9041-JobOutlook-1]] > [[Next >->43-9041-JobOutlook-3]] > [[Close->43-9041-Detailed]]

productivity of these workers and reduce overall employment growth. > [[< Previous->43-9041-JobOutlook-2]] > [[Close->43-9041-Detailed]]

# What General Office Clerks Do General office clerks perform a variety of clerical tasks, including answering telephones, typing documents, and filing records. ### Duties General office clerks typically do the following: - Answer and transfer telephone calls or take messages - Sort and deliver incoming mail and send outgoing mail - Schedule appointments and receive customers or visitors - Provide general information to staff, clients, or the public - Type, format, or edit routine memos or other reports - Copy, file, and update paper and electronic documents - Prepare and process bills and other office documents > [[Next >->43-9061-WhatTheyDo-2]] > [[Close->43-9061-Detailed]]

- Collect information and perform data entry Rather than performing a single specialized task, general office clerks have responsibilities that often change daily with the current needs of the employer. Some clerks file documents or answer phones; others enter data into computers or perform other tasks using software applications. They also frequently use photocopiers, scanners, fax machines, and other office equipment. The specific duties assigned to clerks will depend on the type of office in which they work. For example, a general office clerk at a college or university may process > [[< Previous->43-9061-WhatTheyDo-1]] > [[Next >->43-9061-WhatTheyDo-3]] > [[Close->43-9061-Detailed]]

application materials and answer questions from prospective students, while a clerk at a hospital may file and retrieve medical records. > [[< Previous->43-9061-WhatTheyDo-2]] > [[Close->43-9061-Detailed]]

# Work Environment ### Work Environment Although general office clerks are employed in nearly every industry, many work in schools, healthcare facilities, and government offices. > [[Close->43-9061-Detailed]]

# How to Become a General Office Clerk General office clerks typically need a high school diploma or equivalent to enter the occupation and learn their skills on the job. ### Education General office clerks usually need a high school diploma or equivalent. Some clerks have a bachelor's degree in fields such as business, social science, and psychology. Courses in using computer applications, such as word processing and spreadsheet software, may be helpful for those who aren't already familiar with them. ### Training General office clerks usually learn their skills while on the job. Their training typically lasts up to 1 month > [[Next >->43-9061-HowToBecomeOne-2]] > [[Close->43-9061-Detailed]]

and may include instructions on office procedures, proper phone etiquette, and the use of office equipment. ### Advancement General office clerks may advance to other administrative positions with more responsibility, such as secretaries and administrative assistants. Advancement opportunities often depend on work experience. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. General office clerks often provide > [[< Previous->43-9061-HowToBecomeOne-1]] > [[Next >->43-9061-HowToBecomeOne-3]] > [[Close->43-9061-Detailed]]

general information to company staff, customers, or the public. They should be courteous and prompt with their responses. Detail oriented. General office clerks perform many clerical tasks that require attention to detail, such as preparing bills. Organizational skills. General office clerks file and retrieve records. They need to keep records organized to be able to access them quickly and efficiently. > [[< Previous->43-9061-HowToBecomeOne-2]] > [[Close->43-9061-Detailed]]

# Pay The median hourly wage for general office clerks was $20.97 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $14.00, and the highest 10 percent earned more than $30.69. In May 2024, the median hourly wages for general office clerks in the top industries in which they worked were as follows: Most general office clerks work full time. > [[Close->43-9061-Detailed]]

# Job Outlook Employment of general office clerks is projected to grow 7 percent from 2024 to 2034, decline. About 282,400 openings for general office clerks are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The continued use of technology that automates document preparation and other clerical tasks, such as automated phone systems, is expected to result in fewer general office clerks needed to perform this work. In > [[Next >->43-9061-JobOutlook-2]] > [[Close->43-9061-Detailed]]

addition, electronic filing systems and file sharing software allow other office workers to do the tasks previously done by general office clerks, further decreasing employment of office clerks. However, there will likely still be some demand for these workers to handle administrative tasks. > [[< Previous->43-9061-JobOutlook-1]] > [[Close->43-9061-Detailed]]

# What Agricultural Workers Do Agricultural workers maintain crops and tend livestock. They perform physical labor and operate machinery under the supervision of farmers, ranchers, and other agricultural managers. ### Duties Agricultural workers typically do the following: - Plant, inspect, and harvest crops - Irrigate farm soil and maintain ditches or pipes and pumps - Operate and service farm machinery and tools - Apply fertilizer or pesticide solutions to control insects, fungi, and weeds - Move plants, shrubs, and trees with wheelbarrows or tractors > [[Next >->45-2021-WhatTheyDo-2]] > [[Close->45-2021-Detailed]]

- Feed livestock and clean and disinfect their cages, pens, and yards - Examine animals to detect symptoms of illnesses or injuries and administer vaccines to protect animals from diseases - Use brands, tags, or tattoos to mark livestock ownership and grade > [[< Previous->45-2021-WhatTheyDo-1]] > [[Next >->45-2021-WhatTheyDo-3]] > [[Close->45-2021-Detailed]]

- Herd livestock to pastures for grazing or to scales, trucks, or other enclosures The following are examples of types of agricultural workers: Agricultural equipment operators use a variety of farm equipment to plow and sow seeds, as well as to maintain and harvest crops. They may use machines such as tractors, balers, conveyor belts, fertilizer spreaders, and threshers. Workers also may adjust and make minor repairs to the machines and equipment. Animal breeders select animals that will mate and produce offspring with desired traits and characteristics. For example, they breed chickens > [[< Previous->45-2021-WhatTheyDo-2]] > [[Next >->45-2021-WhatTheyDo-4]] > [[Close->45-2021-Detailed]]

that lay more eggs, pigs that produce leaner meat, and sheep with more desirable wool. Others breed and raise cats, dogs, and other household pets. To know which animals to breed and when to breed them, animal breeders keep detailed records. Breeders note an animal's health, size, and weight, as well as the amount and quality of its product or byproduct. Animal breeders also track the traits of animals' offspring. Some animal breeders consult with farmers, ranchers, and other agricultural managers about their livestock. Crop, nursery, and greenhouse farmworkers and laborers perform > [[< Previous->45-2021-WhatTheyDo-3]] > [[Next >->45-2021-WhatTheyDo-5]] > [[Close->45-2021-Detailed]]

numerous tasks related to growing and harvesting grains, fruits, vegetables, nuts, and other crops. They plant, seed, prune, irrigate, and harvest crops, and pack and load them for shipment. Farmworkers also apply fertilizers, herbicides, and pesticides to crops. They repair fences and some farm equipment. Nursery and greenhouse workers prepare land or greenhouse beds for growing horticultural products, such as trees, plants, flowers, and sod. They also plant, water, prune, weed, and spray the plants. They may cut, roll, and stack sod; stake trees; tie, wrap, and pack plants to fill orders; > [[< Previous->45-2021-WhatTheyDo-4]] > [[Next >->45-2021-WhatTheyDo-6]] > [[Close->45-2021-Detailed]]

and dig up or move field-grown shrubs and trees. Farm and ranch animal farmworkers care for live animals, including cattle, sheep, pigs, goats, horses, poultry, finfish, shellfish, and bees. These animals usually are raised to supply meat, skins, feathers, eggs, milk, or honey. Farmworkers may feed, herd, brand, weigh, and load animals. They also keep records on animals; examine animals to detect diseases and injuries; and administer medications, vaccinations, or insecticides. Many workers clean and maintain animal housing areas every day. On dairy farms, animal farmworkers operate milking > [[< Previous->45-2021-WhatTheyDo-5]] > [[Next >->45-2021-WhatTheyDo-7]] > [[Close->45-2021-Detailed]]

machines. > [[< Previous->45-2021-WhatTheyDo-6]] > [[Close->45-2021-Detailed]]

# Work Environment ### Work Environment Agricultural workers usually do their tasks outdoors in all kinds of weather. Most work full time, and some work more than 40 hours per week. > [[Close->45-2021-Detailed]]

# How to Become an Agricultural Worker Most agricultural workers do not need a formal educational credential to enter these occupations; however, animal breeders typically need at least a high school diploma. Agricultural workers typically receive on-the-job training. ### Education Agricultural workers typically need no formal educational credential. However, animal breeders typically need a high school diploma, and some jobs require postsecondary education. ### Training Many agricultural workers receive short-term on-the-job training of up to 1 month. Employers instruct them on how to use simple farming tools and complex > [[Next >->45-2021-HowToBecomeOne-2]] > [[Close->45-2021-Detailed]]

machinery while following safety procedures. Agricultural equipment operators may need more extensive training before being allowed to operate expensive farming equipment. ### Licenses, Certifications, and Registrations Some agricultural workers, especially those who operate equipment, need a valid driver's license. Agricultural workers who handle pesticides might need a pesticide applicator license. And in a few states, certain types of animal breeders must be licensed. Check with your state licensing boards for more information. ### Important Qualities The following are examples of > [[< Previous->45-2021-HowToBecomeOne-1]] > [[Next >->45-2021-HowToBecomeOne-3]] > [[Close->45-2021-Detailed]]

qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Dexterity. Agricultural workers need excellent hand-eye coordination to harvest crops and operate farm machinery. Listening skills. Agricultural workers must listen carefully to ensure that they understand instructions from farmers and other agricultural managers and supervisors. Mechanical skills. Agricultural workers must be able to operate complex farm machinery. They also occasionally do routine maintenance on the equipment. Physical > [[< Previous->45-2021-HowToBecomeOne-2]] > [[Next >->45-2021-HowToBecomeOne-4]] > [[Close->45-2021-Detailed]]

stamina. Agricultural workers must have physical endurance because they do laborious tasks repeatedly. Physical strength. Agricultural workers must be strong enough to lift heavy objects, including tools and crops. ### Other Experience Animal breeders sometimes need work experience interacting with livestock. Ranch workers may transition into animal breeding after they become more familiar with animals and learn how to handle them. Some agricultural equipment operators might need work experience on a farm or operating heavy equipment. ### Advancement Agricultural workers may advance to > [[< Previous->45-2021-HowToBecomeOne-3]] > [[Next >->45-2021-HowToBecomeOne-5]] > [[Close->45-2021-Detailed]]

crew leader or other supervisory positions. The ability to speak both English and Spanish is helpful for agricultural supervisors. Some agricultural workers aspire to become farmers, ranchers, or agricultural managers or to own their own farms and ranches. Knowledge of produce and livestock may provide an excellent background for becoming buyers or purchasing agents of farm products. Those who earn a college degree in agricultural science could become agricultural or food scientists. > [[< Previous->45-2021-HowToBecomeOne-4]] > [[Close->45-2021-Detailed]]

# Pay The median annual wage for agricultural workers was $35,980 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $30,830, and the highest 10 percent earned more than $48,970. Median annual wages for agricultural workers in May 2024 were as follows: In May 2024, the median annual wages for agricultural workers in the top industries in which they worked were as follows: Most work full time, and some work more than 40 hours per week. Because living plants and animals > [[Next >->45-2021-Pay-2]] > [[Close->45-2021-Detailed]]

need constant care, workers' schedules may vary to include early mornings, weekends, and holidays. Many agricultural workers have seasonal work schedules. Seasonal schedules typically include longer periods of work during planting or harvesting or when animals must be sheltered and fed. Some agricultural workers, called migrant farmworkers, move from location to location as crops ripen. Their unsettled lifestyles and periods of unemployment between jobs can cause stress. > [[< Previous->45-2021-Pay-1]] > [[Close->45-2021-Detailed]]

# Job Outlook Overall employment of agricultural workers is projected to grow 3 percent from 2024 to 2034, decline. About 116,200 openings for agricultural workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of agricultural workers varies by occupation (see table). Despite increased demand for crops and other agricultural products, demand for some types of farmworkers and agricultural workers is > [[Next >->45-2021-JobOutlook-2]] > [[Close->45-2021-Detailed]]

expected to be limited as agricultural establishments continue to use technologies that increase farmworkers' productivity. Employment of agricultural equipment operators is projected to grow much faster than the average for all occupations and faster than any other type of agricultural worker over the projections decade. Increased use of mechanization on farms, such as automated tractors, robotic harvesters, and advanced irrigation systems is expected to lead to more jobs for agricultural equipment operators relative to farmworkers and laborers. Small farms that sell their products > [[< Previous->45-2021-JobOutlook-1]] > [[Next >->45-2021-JobOutlook-3]] > [[Close->45-2021-Detailed]]

directly to consumers through venues such as farmers markets might create opportunities for some agricultural workers. > [[< Previous->45-2021-JobOutlook-2]] > [[Close->45-2021-Detailed]]

- Feed livestock and clean and disinfect their cages, pens, and yards - Examine animals to detect symptoms of illnesses or injuries and administer vaccines to protect animals from diseases - Use brands, tags, or tattoos to mark livestock ownership and grade > [[< Previous->45-2091-WhatTheyDo-1]] > [[Next >->45-2091-WhatTheyDo-3]] > [[Close->45-2091-Detailed]]

- Herd livestock to pastures for grazing or to scales, trucks, or other enclosures The following are examples of types of agricultural workers: Agricultural equipment operators use a variety of farm equipment to plow and sow seeds, as well as to maintain and harvest crops. They may use machines such as tractors, balers, conveyor belts, fertilizer spreaders, and threshers. Workers also may adjust and make minor repairs to the machines and equipment. Animal breeders select animals that will mate and produce offspring with desired traits and characteristics. For example, they breed chickens > [[< Previous->45-2091-WhatTheyDo-2]] > [[Next >->45-2091-WhatTheyDo-4]] > [[Close->45-2091-Detailed]]

that lay more eggs, pigs that produce leaner meat, and sheep with more desirable wool. Others breed and raise cats, dogs, and other household pets. To know which animals to breed and when to breed them, animal breeders keep detailed records. Breeders note an animal's health, size, and weight, as well as the amount and quality of its product or byproduct. Animal breeders also track the traits of animals' offspring. Some animal breeders consult with farmers, ranchers, and other agricultural managers about their livestock. Crop, nursery, and greenhouse farmworkers and laborers perform > [[< Previous->45-2091-WhatTheyDo-3]] > [[Next >->45-2091-WhatTheyDo-5]] > [[Close->45-2091-Detailed]]

numerous tasks related to growing and harvesting grains, fruits, vegetables, nuts, and other crops. They plant, seed, prune, irrigate, and harvest crops, and pack and load them for shipment. Farmworkers also apply fertilizers, herbicides, and pesticides to crops. They repair fences and some farm equipment. Nursery and greenhouse workers prepare land or greenhouse beds for growing horticultural products, such as trees, plants, flowers, and sod. They also plant, water, prune, weed, and spray the plants. They may cut, roll, and stack sod; stake trees; tie, wrap, and pack plants to fill orders; > [[< Previous->45-2091-WhatTheyDo-4]] > [[Next >->45-2091-WhatTheyDo-6]] > [[Close->45-2091-Detailed]]

and dig up or move field-grown shrubs and trees. Farm and ranch animal farmworkers care for live animals, including cattle, sheep, pigs, goats, horses, poultry, finfish, shellfish, and bees. These animals usually are raised to supply meat, skins, feathers, eggs, milk, or honey. Farmworkers may feed, herd, brand, weigh, and load animals. They also keep records on animals; examine animals to detect diseases and injuries; and administer medications, vaccinations, or insecticides. Many workers clean and maintain animal housing areas every day. On dairy farms, animal farmworkers operate milking > [[< Previous->45-2091-WhatTheyDo-5]] > [[Next >->45-2091-WhatTheyDo-7]] > [[Close->45-2091-Detailed]]

machines. > [[< Previous->45-2091-WhatTheyDo-6]] > [[Close->45-2091-Detailed]]

# How to Become an Agricultural Worker Most agricultural workers do not need a formal educational credential to enter these occupations; however, animal breeders typically need at least a high school diploma. Agricultural workers typically receive on-the-job training. ### Education Agricultural workers typically need no formal educational credential. However, animal breeders typically need a high school diploma, and some jobs require postsecondary education. ### Training Many agricultural workers receive short-term on-the-job training of up to 1 month. Employers instruct them on how to use simple farming tools and complex > [[Next >->45-2091-HowToBecomeOne-2]] > [[Close->45-2091-Detailed]]

machinery while following safety procedures. Agricultural equipment operators may need more extensive training before being allowed to operate expensive farming equipment. ### Licenses, Certifications, and Registrations Some agricultural workers, especially those who operate equipment, need a valid driver's license. Agricultural workers who handle pesticides might need a pesticide applicator license. And in a few states, certain types of animal breeders must be licensed. Check with your state licensing boards for more information. ### Important Qualities The following are examples of > [[< Previous->45-2091-HowToBecomeOne-1]] > [[Next >->45-2091-HowToBecomeOne-3]] > [[Close->45-2091-Detailed]]

qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Dexterity. Agricultural workers need excellent hand-eye coordination to harvest crops and operate farm machinery. Listening skills. Agricultural workers must listen carefully to ensure that they understand instructions from farmers and other agricultural managers and supervisors. Mechanical skills. Agricultural workers must be able to operate complex farm machinery. They also occasionally do routine maintenance on the equipment. Physical > [[< Previous->45-2091-HowToBecomeOne-2]] > [[Next >->45-2091-HowToBecomeOne-4]] > [[Close->45-2091-Detailed]]

stamina. Agricultural workers must have physical endurance because they do laborious tasks repeatedly. Physical strength. Agricultural workers must be strong enough to lift heavy objects, including tools and crops. ### Other Experience Animal breeders sometimes need work experience interacting with livestock. Ranch workers may transition into animal breeding after they become more familiar with animals and learn how to handle them. Some agricultural equipment operators might need work experience on a farm or operating heavy equipment. ### Advancement Agricultural workers may advance to > [[< Previous->45-2091-HowToBecomeOne-3]] > [[Next >->45-2091-HowToBecomeOne-5]] > [[Close->45-2091-Detailed]]

crew leader or other supervisory positions. The ability to speak both English and Spanish is helpful for agricultural supervisors. Some agricultural workers aspire to become farmers, ranchers, or agricultural managers or to own their own farms and ranches. Knowledge of produce and livestock may provide an excellent background for becoming buyers or purchasing agents of farm products. Those who earn a college degree in agricultural science could become agricultural or food scientists. > [[< Previous->45-2091-HowToBecomeOne-4]] > [[Close->45-2091-Detailed]]

expected to be limited as agricultural establishments continue to use technologies that increase farmworkers' productivity. Employment of agricultural equipment operators is projected to grow much faster than the average for all occupations and faster than any other type of agricultural worker over the projections decade. Increased use of mechanization on farms, such as automated tractors, robotic harvesters, and advanced irrigation systems is expected to lead to more jobs for agricultural equipment operators relative to farmworkers and laborers. Small farms that sell their products > [[< Previous->45-2091-JobOutlook-1]] > [[Next >->45-2091-JobOutlook-3]] > [[Close->45-2091-Detailed]]

directly to consumers through venues such as farmers markets might create opportunities for some agricultural workers. > [[< Previous->45-2091-JobOutlook-2]] > [[Close->45-2091-Detailed]]

- Feed livestock and clean and disinfect their cages, pens, and yards - Examine animals to detect symptoms of illnesses or injuries and administer vaccines to protect animals from diseases - Use brands, tags, or tattoos to mark livestock ownership and grade > [[< Previous->45-2092-WhatTheyDo-1]] > [[Next >->45-2092-WhatTheyDo-3]] > [[Close->45-2092-Detailed]]

- Herd livestock to pastures for grazing or to scales, trucks, or other enclosures The following are examples of types of agricultural workers: Agricultural equipment operators use a variety of farm equipment to plow and sow seeds, as well as to maintain and harvest crops. They may use machines such as tractors, balers, conveyor belts, fertilizer spreaders, and threshers. Workers also may adjust and make minor repairs to the machines and equipment. Animal breeders select animals that will mate and produce offspring with desired traits and characteristics. For example, they breed chickens > [[< Previous->45-2092-WhatTheyDo-2]] > [[Next >->45-2092-WhatTheyDo-4]] > [[Close->45-2092-Detailed]]

that lay more eggs, pigs that produce leaner meat, and sheep with more desirable wool. Others breed and raise cats, dogs, and other household pets. To know which animals to breed and when to breed them, animal breeders keep detailed records. Breeders note an animal's health, size, and weight, as well as the amount and quality of its product or byproduct. Animal breeders also track the traits of animals' offspring. Some animal breeders consult with farmers, ranchers, and other agricultural managers about their livestock. Crop, nursery, and greenhouse farmworkers and laborers perform > [[< Previous->45-2092-WhatTheyDo-3]] > [[Next >->45-2092-WhatTheyDo-5]] > [[Close->45-2092-Detailed]]

numerous tasks related to growing and harvesting grains, fruits, vegetables, nuts, and other crops. They plant, seed, prune, irrigate, and harvest crops, and pack and load them for shipment. Farmworkers also apply fertilizers, herbicides, and pesticides to crops. They repair fences and some farm equipment. Nursery and greenhouse workers prepare land or greenhouse beds for growing horticultural products, such as trees, plants, flowers, and sod. They also plant, water, prune, weed, and spray the plants. They may cut, roll, and stack sod; stake trees; tie, wrap, and pack plants to fill orders; > [[< Previous->45-2092-WhatTheyDo-4]] > [[Next >->45-2092-WhatTheyDo-6]] > [[Close->45-2092-Detailed]]

and dig up or move field-grown shrubs and trees. Farm and ranch animal farmworkers care for live animals, including cattle, sheep, pigs, goats, horses, poultry, finfish, shellfish, and bees. These animals usually are raised to supply meat, skins, feathers, eggs, milk, or honey. Farmworkers may feed, herd, brand, weigh, and load animals. They also keep records on animals; examine animals to detect diseases and injuries; and administer medications, vaccinations, or insecticides. Many workers clean and maintain animal housing areas every day. On dairy farms, animal farmworkers operate milking > [[< Previous->45-2092-WhatTheyDo-5]] > [[Next >->45-2092-WhatTheyDo-7]] > [[Close->45-2092-Detailed]]

machines. > [[< Previous->45-2092-WhatTheyDo-6]] > [[Close->45-2092-Detailed]]

# How to Become an Agricultural Worker Most agricultural workers do not need a formal educational credential to enter these occupations; however, animal breeders typically need at least a high school diploma. Agricultural workers typically receive on-the-job training. ### Education Agricultural workers typically need no formal educational credential. However, animal breeders typically need a high school diploma, and some jobs require postsecondary education. ### Training Many agricultural workers receive short-term on-the-job training of up to 1 month. Employers instruct them on how to use simple farming tools and complex > [[Next >->45-2092-HowToBecomeOne-2]] > [[Close->45-2092-Detailed]]

machinery while following safety procedures. Agricultural equipment operators may need more extensive training before being allowed to operate expensive farming equipment. ### Licenses, Certifications, and Registrations Some agricultural workers, especially those who operate equipment, need a valid driver's license. Agricultural workers who handle pesticides might need a pesticide applicator license. And in a few states, certain types of animal breeders must be licensed. Check with your state licensing boards for more information. ### Important Qualities The following are examples of > [[< Previous->45-2092-HowToBecomeOne-1]] > [[Next >->45-2092-HowToBecomeOne-3]] > [[Close->45-2092-Detailed]]

qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Dexterity. Agricultural workers need excellent hand-eye coordination to harvest crops and operate farm machinery. Listening skills. Agricultural workers must listen carefully to ensure that they understand instructions from farmers and other agricultural managers and supervisors. Mechanical skills. Agricultural workers must be able to operate complex farm machinery. They also occasionally do routine maintenance on the equipment. Physical > [[< Previous->45-2092-HowToBecomeOne-2]] > [[Next >->45-2092-HowToBecomeOne-4]] > [[Close->45-2092-Detailed]]

stamina. Agricultural workers must have physical endurance because they do laborious tasks repeatedly. Physical strength. Agricultural workers must be strong enough to lift heavy objects, including tools and crops. ### Other Experience Animal breeders sometimes need work experience interacting with livestock. Ranch workers may transition into animal breeding after they become more familiar with animals and learn how to handle them. Some agricultural equipment operators might need work experience on a farm or operating heavy equipment. ### Advancement Agricultural workers may advance to > [[< Previous->45-2092-HowToBecomeOne-3]] > [[Next >->45-2092-HowToBecomeOne-5]] > [[Close->45-2092-Detailed]]

crew leader or other supervisory positions. The ability to speak both English and Spanish is helpful for agricultural supervisors. Some agricultural workers aspire to become farmers, ranchers, or agricultural managers or to own their own farms and ranches. Knowledge of produce and livestock may provide an excellent background for becoming buyers or purchasing agents of farm products. Those who earn a college degree in agricultural science could become agricultural or food scientists. > [[< Previous->45-2092-HowToBecomeOne-4]] > [[Close->45-2092-Detailed]]

expected to be limited as agricultural establishments continue to use technologies that increase farmworkers' productivity. Employment of agricultural equipment operators is projected to grow much faster than the average for all occupations and faster than any other type of agricultural worker over the projections decade. Increased use of mechanization on farms, such as automated tractors, robotic harvesters, and advanced irrigation systems is expected to lead to more jobs for agricultural equipment operators relative to farmworkers and laborers. Small farms that sell their products > [[< Previous->45-2092-JobOutlook-1]] > [[Next >->45-2092-JobOutlook-3]] > [[Close->45-2092-Detailed]]

directly to consumers through venues such as farmers markets might create opportunities for some agricultural workers. > [[< Previous->45-2092-JobOutlook-2]] > [[Close->45-2092-Detailed]]

- Feed livestock and clean and disinfect their cages, pens, and yards - Examine animals to detect symptoms of illnesses or injuries and administer vaccines to protect animals from diseases - Use brands, tags, or tattoos to mark livestock ownership and grade > [[< Previous->45-2093-WhatTheyDo-1]] > [[Next >->45-2093-WhatTheyDo-3]] > [[Close->45-2093-Detailed]]

- Herd livestock to pastures for grazing or to scales, trucks, or other enclosures The following are examples of types of agricultural workers: Agricultural equipment operators use a variety of farm equipment to plow and sow seeds, as well as to maintain and harvest crops. They may use machines such as tractors, balers, conveyor belts, fertilizer spreaders, and threshers. Workers also may adjust and make minor repairs to the machines and equipment. Animal breeders select animals that will mate and produce offspring with desired traits and characteristics. For example, they breed chickens > [[< Previous->45-2093-WhatTheyDo-2]] > [[Next >->45-2093-WhatTheyDo-4]] > [[Close->45-2093-Detailed]]

that lay more eggs, pigs that produce leaner meat, and sheep with more desirable wool. Others breed and raise cats, dogs, and other household pets. To know which animals to breed and when to breed them, animal breeders keep detailed records. Breeders note an animal's health, size, and weight, as well as the amount and quality of its product or byproduct. Animal breeders also track the traits of animals' offspring. Some animal breeders consult with farmers, ranchers, and other agricultural managers about their livestock. Crop, nursery, and greenhouse farmworkers and laborers perform > [[< Previous->45-2093-WhatTheyDo-3]] > [[Next >->45-2093-WhatTheyDo-5]] > [[Close->45-2093-Detailed]]

numerous tasks related to growing and harvesting grains, fruits, vegetables, nuts, and other crops. They plant, seed, prune, irrigate, and harvest crops, and pack and load them for shipment. Farmworkers also apply fertilizers, herbicides, and pesticides to crops. They repair fences and some farm equipment. Nursery and greenhouse workers prepare land or greenhouse beds for growing horticultural products, such as trees, plants, flowers, and sod. They also plant, water, prune, weed, and spray the plants. They may cut, roll, and stack sod; stake trees; tie, wrap, and pack plants to fill orders; > [[< Previous->45-2093-WhatTheyDo-4]] > [[Next >->45-2093-WhatTheyDo-6]] > [[Close->45-2093-Detailed]]

and dig up or move field-grown shrubs and trees. Farm and ranch animal farmworkers care for live animals, including cattle, sheep, pigs, goats, horses, poultry, finfish, shellfish, and bees. These animals usually are raised to supply meat, skins, feathers, eggs, milk, or honey. Farmworkers may feed, herd, brand, weigh, and load animals. They also keep records on animals; examine animals to detect diseases and injuries; and administer medications, vaccinations, or insecticides. Many workers clean and maintain animal housing areas every day. On dairy farms, animal farmworkers operate milking > [[< Previous->45-2093-WhatTheyDo-5]] > [[Next >->45-2093-WhatTheyDo-7]] > [[Close->45-2093-Detailed]]

machines. > [[< Previous->45-2093-WhatTheyDo-6]] > [[Close->45-2093-Detailed]]

# How to Become an Agricultural Worker Most agricultural workers do not need a formal educational credential to enter these occupations; however, animal breeders typically need at least a high school diploma. Agricultural workers typically receive on-the-job training. ### Education Agricultural workers typically need no formal educational credential. However, animal breeders typically need a high school diploma, and some jobs require postsecondary education. ### Training Many agricultural workers receive short-term on-the-job training of up to 1 month. Employers instruct them on how to use simple farming tools and complex > [[Next >->45-2093-HowToBecomeOne-2]] > [[Close->45-2093-Detailed]]

machinery while following safety procedures. Agricultural equipment operators may need more extensive training before being allowed to operate expensive farming equipment. ### Licenses, Certifications, and Registrations Some agricultural workers, especially those who operate equipment, need a valid driver's license. Agricultural workers who handle pesticides might need a pesticide applicator license. And in a few states, certain types of animal breeders must be licensed. Check with your state licensing boards for more information. ### Important Qualities The following are examples of > [[< Previous->45-2093-HowToBecomeOne-1]] > [[Next >->45-2093-HowToBecomeOne-3]] > [[Close->45-2093-Detailed]]

qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Dexterity. Agricultural workers need excellent hand-eye coordination to harvest crops and operate farm machinery. Listening skills. Agricultural workers must listen carefully to ensure that they understand instructions from farmers and other agricultural managers and supervisors. Mechanical skills. Agricultural workers must be able to operate complex farm machinery. They also occasionally do routine maintenance on the equipment. Physical > [[< Previous->45-2093-HowToBecomeOne-2]] > [[Next >->45-2093-HowToBecomeOne-4]] > [[Close->45-2093-Detailed]]

stamina. Agricultural workers must have physical endurance because they do laborious tasks repeatedly. Physical strength. Agricultural workers must be strong enough to lift heavy objects, including tools and crops. ### Other Experience Animal breeders sometimes need work experience interacting with livestock. Ranch workers may transition into animal breeding after they become more familiar with animals and learn how to handle them. Some agricultural equipment operators might need work experience on a farm or operating heavy equipment. ### Advancement Agricultural workers may advance to > [[< Previous->45-2093-HowToBecomeOne-3]] > [[Next >->45-2093-HowToBecomeOne-5]] > [[Close->45-2093-Detailed]]

crew leader or other supervisory positions. The ability to speak both English and Spanish is helpful for agricultural supervisors. Some agricultural workers aspire to become farmers, ranchers, or agricultural managers or to own their own farms and ranches. Knowledge of produce and livestock may provide an excellent background for becoming buyers or purchasing agents of farm products. Those who earn a college degree in agricultural science could become agricultural or food scientists. > [[< Previous->45-2093-HowToBecomeOne-4]] > [[Close->45-2093-Detailed]]

expected to be limited as agricultural establishments continue to use technologies that increase farmworkers' productivity. Employment of agricultural equipment operators is projected to grow much faster than the average for all occupations and faster than any other type of agricultural worker over the projections decade. Increased use of mechanization on farms, such as automated tractors, robotic harvesters, and advanced irrigation systems is expected to lead to more jobs for agricultural equipment operators relative to farmworkers and laborers. Small farms that sell their products > [[< Previous->45-2093-JobOutlook-1]] > [[Next >->45-2093-JobOutlook-3]] > [[Close->45-2093-Detailed]]

directly to consumers through venues such as farmers markets might create opportunities for some agricultural workers. > [[< Previous->45-2093-JobOutlook-2]] > [[Close->45-2093-Detailed]]

- Feed livestock and clean and disinfect their cages, pens, and yards - Examine animals to detect symptoms of illnesses or injuries and administer vaccines to protect animals from diseases - Use brands, tags, or tattoos to mark livestock ownership and grade > [[< Previous->45-2099-WhatTheyDo-1]] > [[Next >->45-2099-WhatTheyDo-3]] > [[Close->45-2099-Detailed]]

- Herd livestock to pastures for grazing or to scales, trucks, or other enclosures The following are examples of types of agricultural workers: Agricultural equipment operators use a variety of farm equipment to plow and sow seeds, as well as to maintain and harvest crops. They may use machines such as tractors, balers, conveyor belts, fertilizer spreaders, and threshers. Workers also may adjust and make minor repairs to the machines and equipment. Animal breeders select animals that will mate and produce offspring with desired traits and characteristics. For example, they breed chickens > [[< Previous->45-2099-WhatTheyDo-2]] > [[Next >->45-2099-WhatTheyDo-4]] > [[Close->45-2099-Detailed]]

that lay more eggs, pigs that produce leaner meat, and sheep with more desirable wool. Others breed and raise cats, dogs, and other household pets. To know which animals to breed and when to breed them, animal breeders keep detailed records. Breeders note an animal's health, size, and weight, as well as the amount and quality of its product or byproduct. Animal breeders also track the traits of animals' offspring. Some animal breeders consult with farmers, ranchers, and other agricultural managers about their livestock. Crop, nursery, and greenhouse farmworkers and laborers perform > [[< Previous->45-2099-WhatTheyDo-3]] > [[Next >->45-2099-WhatTheyDo-5]] > [[Close->45-2099-Detailed]]

numerous tasks related to growing and harvesting grains, fruits, vegetables, nuts, and other crops. They plant, seed, prune, irrigate, and harvest crops, and pack and load them for shipment. Farmworkers also apply fertilizers, herbicides, and pesticides to crops. They repair fences and some farm equipment. Nursery and greenhouse workers prepare land or greenhouse beds for growing horticultural products, such as trees, plants, flowers, and sod. They also plant, water, prune, weed, and spray the plants. They may cut, roll, and stack sod; stake trees; tie, wrap, and pack plants to fill orders; > [[< Previous->45-2099-WhatTheyDo-4]] > [[Next >->45-2099-WhatTheyDo-6]] > [[Close->45-2099-Detailed]]

and dig up or move field-grown shrubs and trees. Farm and ranch animal farmworkers care for live animals, including cattle, sheep, pigs, goats, horses, poultry, finfish, shellfish, and bees. These animals usually are raised to supply meat, skins, feathers, eggs, milk, or honey. Farmworkers may feed, herd, brand, weigh, and load animals. They also keep records on animals; examine animals to detect diseases and injuries; and administer medications, vaccinations, or insecticides. Many workers clean and maintain animal housing areas every day. On dairy farms, animal farmworkers operate milking > [[< Previous->45-2099-WhatTheyDo-5]] > [[Next >->45-2099-WhatTheyDo-7]] > [[Close->45-2099-Detailed]]

machines. > [[< Previous->45-2099-WhatTheyDo-6]] > [[Close->45-2099-Detailed]]

# How to Become an Agricultural Worker Most agricultural workers do not need a formal educational credential to enter these occupations; however, animal breeders typically need at least a high school diploma. Agricultural workers typically receive on-the-job training. ### Education Agricultural workers typically need no formal educational credential. However, animal breeders typically need a high school diploma, and some jobs require postsecondary education. ### Training Many agricultural workers receive short-term on-the-job training of up to 1 month. Employers instruct them on how to use simple farming tools and complex > [[Next >->45-2099-HowToBecomeOne-2]] > [[Close->45-2099-Detailed]]

machinery while following safety procedures. Agricultural equipment operators may need more extensive training before being allowed to operate expensive farming equipment. ### Licenses, Certifications, and Registrations Some agricultural workers, especially those who operate equipment, need a valid driver's license. Agricultural workers who handle pesticides might need a pesticide applicator license. And in a few states, certain types of animal breeders must be licensed. Check with your state licensing boards for more information. ### Important Qualities The following are examples of > [[< Previous->45-2099-HowToBecomeOne-1]] > [[Next >->45-2099-HowToBecomeOne-3]] > [[Close->45-2099-Detailed]]

qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Dexterity. Agricultural workers need excellent hand-eye coordination to harvest crops and operate farm machinery. Listening skills. Agricultural workers must listen carefully to ensure that they understand instructions from farmers and other agricultural managers and supervisors. Mechanical skills. Agricultural workers must be able to operate complex farm machinery. They also occasionally do routine maintenance on the equipment. Physical > [[< Previous->45-2099-HowToBecomeOne-2]] > [[Next >->45-2099-HowToBecomeOne-4]] > [[Close->45-2099-Detailed]]

stamina. Agricultural workers must have physical endurance because they do laborious tasks repeatedly. Physical strength. Agricultural workers must be strong enough to lift heavy objects, including tools and crops. ### Other Experience Animal breeders sometimes need work experience interacting with livestock. Ranch workers may transition into animal breeding after they become more familiar with animals and learn how to handle them. Some agricultural equipment operators might need work experience on a farm or operating heavy equipment. ### Advancement Agricultural workers may advance to > [[< Previous->45-2099-HowToBecomeOne-3]] > [[Next >->45-2099-HowToBecomeOne-5]] > [[Close->45-2099-Detailed]]

crew leader or other supervisory positions. The ability to speak both English and Spanish is helpful for agricultural supervisors. Some agricultural workers aspire to become farmers, ranchers, or agricultural managers or to own their own farms and ranches. Knowledge of produce and livestock may provide an excellent background for becoming buyers or purchasing agents of farm products. Those who earn a college degree in agricultural science could become agricultural or food scientists. > [[< Previous->45-2099-HowToBecomeOne-4]] > [[Close->45-2099-Detailed]]

expected to be limited as agricultural establishments continue to use technologies that increase farmworkers' productivity. Employment of agricultural equipment operators is projected to grow much faster than the average for all occupations and faster than any other type of agricultural worker over the projections decade. Increased use of mechanization on farms, such as automated tractors, robotic harvesters, and advanced irrigation systems is expected to lead to more jobs for agricultural equipment operators relative to farmworkers and laborers. Small farms that sell their products > [[< Previous->45-2099-JobOutlook-1]] > [[Next >->45-2099-JobOutlook-3]] > [[Close->45-2099-Detailed]]

directly to consumers through venues such as farmers markets might create opportunities for some agricultural workers. > [[< Previous->45-2099-JobOutlook-2]] > [[Close->45-2099-Detailed]]

# What Fishing and Hunting Workers Do Fishing and hunting workers catch and trap various types of animal life. The fish and wild animals they catch are for human food, animal feed, bait, and other uses. ### Duties Fishers and related fishing workers typically do the following: - Locate fish with the use of fish-finding equipment - Steer vessels and operate navigational instruments - Maintain engines, fishing gear, and other onboard equipment by making minor repairs - Sort, pack, and store the catch in holds with ice and other freezing methods - Measure fish to ensure that they are of legal size > [[Next >->45-3031-WhatTheyDo-2]] > [[Close->45-3031-Detailed]]

- Return undesirable or illegal catches to the water - Guide nets, traps, and lines onto vessels by hand or with hoisting equipment - Signal other workers to move, hoist, and position loads of the catch Hunters and trappers typically do the following: - Locate wild animals with the use of animal-finding equipment - Catch wild animals with weapons, such as rifles or bows, or with traps, such as snares - Sort, pack, and store the catch with ice and other freezing methods - Follow hunting regulations, which vary by state and always include a safety component > [[< Previous->45-3031-WhatTheyDo-1]] > [[Next >->45-3031-WhatTheyDo-3]] > [[Close->45-3031-Detailed]]

- Sell what they catch for food and decorative purposes Fishers and related fishing workers work in deep or shallow water. In deep water, they typically perform their duties on large fishing boats that are equipped for long stays at sea. Some process the catch on board and prepare the fish for sale. Other fishers work in shallow water on small boats that often have a crew of only one or two. They might put nets across the mouths of rivers or inlets; use pots and traps to catch fish or shellfish, such as lobsters and crabs; or use dredges to gather other shellfish, such as oysters and > [[< Previous->45-3031-WhatTheyDo-2]] > [[Next >->45-3031-WhatTheyDo-4]] > [[Close->45-3031-Detailed]]

scallops. Some fishers harvest marine vegetation rather than fish. They use rakes and hoes to gather Irish moss and kelp. The following are types of fishers and related fishing workers: > [[< Previous->45-3031-WhatTheyDo-3]] > [[Next >->45-3031-WhatTheyDo-5]] > [[Close->45-3031-Detailed]]

- Fishing boat captains plan and oversee the fishing operation including the species of fish to be caught, the location of the best fishing grounds, the method of capture, trip length, and sale of the catch. They also supervise the crew and record daily activities in the ship's log.To plot a ship's course, fishing boat captains use electronic navigational equipment, including Global Positioning System (GPS) instruments. They also use radar and sonar to avoid obstacles above and below the water and to find fish. > [[< Previous->45-3031-WhatTheyDo-4]] > [[Next >->45-3031-WhatTheyDo-6]] > [[Close->45-3031-Detailed]]

- Fishing deckhands perform the everyday tasks of baiting; setting lines or traps; hauling in and sorting the catch; and maintaining the boat and fishing gear. Deckhands also secure and remove mooring lines when docking or undocking the boat. Fishers work in commercial fishing, which does not include recreational fishing. For more information on workers on boats that handle fishing charters, see the profile on water transportation workers. Aquaculture - raising and harvesting fish and other aquatic life under controlled conditions in ponds or confined bodies of water > [[< Previous->45-3031-WhatTheyDo-5]] > [[Next >->45-3031-WhatTheyDo-7]] > [[Close->45-3031-Detailed]]

- is a different field. For more information, see the profile on farmers, ranchers, and other agricultural managers. Hunters and trappers locate wild animals with GPS instruments, compasses, charts, and whistles. They then catch or kill them with traps or weapons. Hunters and trappers sell the wild animals they catch, for either food, fur, or decorative purposes. > [[< Previous->45-3031-WhatTheyDo-6]] > [[Close->45-3031-Detailed]]

# Work Environment ### Work Environment The work environment for fishing and hunting operations varies with the region, body of water or land, and kinds of animals sought. Fishing and hunting workers often work under hazardous conditions that can lead to injuries or fatalities. > [[Close->45-3031-Detailed]]

# How to Become a Fishing or Hunting Worker Fishing and hunting workers usually learn on the job. A formal educational credential is not required. ### Education A formal educational credential is not required for one to become fishing or hunting worker. However, fishers may improve their chances of getting a job by enrolling in a 2-year vocational–technical program. Some community colleges and universities offer fishery technology and related programs that include courses in seamanship, vessel operations, marine safety, navigation, vessel repair, and fishing gear technology. These programs are typically located near coastal > [[Next >->45-3031-HowToBecomeOne-2]] > [[Close->45-3031-Detailed]]

areas and include hands-on experience. ### Training Most fishing and hunting workers learn on the job. They first learn how to sort and clean the animals they catch. Fishers would go on to learn how to operate the boat and fishing equipment. ### Other Experience Many prospective fishers start by finding work through family or friends, or simply by walking around the docks and asking for employment. Aspiring fishers also can look online for employment. Some larger trawlers and processing ships are run by big fishing companies with human resources departments to which new workers can apply. > [[< Previous->45-3031-HowToBecomeOne-1]] > [[Next >->45-3031-HowToBecomeOne-3]] > [[Close->45-3031-Detailed]]

Operators of large commercial fishing vessels must complete a training course approved by the U.S. Coast Guard. Most hunters and trappers have previous recreational hunting experience. ### Licenses, Certifications, and Registrations Captains of fishing boats and hunters and trappers must be licensed. Crewmembers on certain fish-processing vessels may need a merchant mariner's document. The U.S. Coast Guard issues these documents, as well as licenses, to people who meet specific health, physical, and academic requirements. States set licensing requirements for boats operating in state > [[< Previous->45-3031-HowToBecomeOne-2]] > [[Next >->45-3031-HowToBecomeOne-4]] > [[Close->45-3031-Detailed]]

waters, defined as inland waters and waters within 3 miles of the coast. Fishers need a permit to fish in almost any water. Permits are distributed by states for state waters and by regional fishing councils for federal waters. The permits specify the fishing season, the type and amount of fish that may be caught, and, sometimes, the type of permissible fishing gear. Hunters and trappers need a state license to hunt in any land or forest. Licenses specify the hunting season, the type and amount of wild animals that may be caught, and the type of weapons or traps that can be used. ### > [[< Previous->45-3031-HowToBecomeOne-3]] > [[Next >->45-3031-HowToBecomeOne-5]] > [[Close->45-3031-Detailed]]

Advancement Experienced, reliable fishing boat deckhands can become boatswains, then second mates, first mates, and, finally, captains. Those who are interested in ship engineering may gain experience with maintaining and repairing ship engines to become licensed chief engineers on large commercial boats. In doing so, they must meet the Coast Guard's licensing requirements as well. For more information, see the profile on water transportation workers. Almost all captains are self-employed, and most eventually own, or partially own, one or more fishing boats. ### Important Qualities The > [[< Previous->45-3031-HowToBecomeOne-4]] > [[Next >->45-3031-HowToBecomeOne-6]] > [[Close->45-3031-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. Fishing and hunting workers must reach conclusions through sound reasoning and judgment. They determine how to improve their catch and must react appropriately to weather conditions. Detail oriented. Fishing and hunting workers must be precise and accurate when measuring the quality of their catch or prey. They must also pay attention to detail when working with various fishing and hunting > [[< Previous->45-3031-HowToBecomeOne-5]] > [[Next >->45-3031-HowToBecomeOne-7]] > [[Close->45-3031-Detailed]]

gear to guard against injury. Listening skills. Because they take instructions from captains and other crewmembers or hunters, fishing and hunting workers need to communicate well and listen effectively. Machine operation skills. Fishing and hunting workers must be able to operate and perform routine maintenance on complex fishing and navigation machinery, as well as weapons and traps. Physical stamina. Fishing and hunting workers need endurance. They must be able to work long hours, often under strenuous conditions. Physical strength. Fishing and hunting workers must use physical > [[< Previous->45-3031-HowToBecomeOne-6]] > [[Next >->45-3031-HowToBecomeOne-8]] > [[Close->45-3031-Detailed]]

strength, along with hand dexterity and coordination, to perform difficult tasks repeatedly. > [[< Previous->45-3031-HowToBecomeOne-7]] > [[Close->45-3031-Detailed]]

# Pay Wage data reported for this occupation were updated most recently in May 2017. The median annual wage for fishing and hunting workers was $28,530 in May 2017. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $18,710, and the highest 10 percent earned more than $48,170. Fishers are typically paid a percentage of the boat's overall catch, commonly referred to as a crew share. The more fish that are caught, the greater the crew share becomes. This can lead to unpredictable swings in > [[Next >->45-3031-Pay-2]] > [[Close->45-3031-Detailed]]

pay from one season to another, as the overall catch can vary. More experienced crewmembers often receive a greater share compared to entry-level workers. Trappers are typically paid per pelt, and the amount received can vary depending on the species and the quality of the fur. For example, trappers typically receive more for coyote pelts than for smaller species, such as muskrats. Fishing and hunting workers endure strenuous outdoor work and long hours. Commercial fishing trips may require workers to be away from their home port for several weeks or months. Many fishers are seasonal > [[< Previous->45-3031-Pay-1]] > [[Next >->45-3031-Pay-3]] > [[Close->45-3031-Detailed]]

workers, and those jobs are usually filled by students and by people from other occupations who are available for seasonal work, such as teachers. For example, employment of fishers in Alaska increases significantly during the summer months, which constitute the salmon season. During these times, fishers can expect to work long hours. Additionally, states may only allow hunters and trappers to hunt or trap during certain times of the year. > [[< Previous->45-3031-Pay-2]] > [[Close->45-3031-Detailed]]

# Job Outlook Employment of fishing and hunting workers is projected to grow 5 percent from 2024 to 2034, decline. About 2,800 openings for fishing and hunting workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment of fishing and hunting workers depends on the availability of fish stocks and wild animals. Governmental efforts to reduce overfishing and replenish fish stocks have led to some species being > [[Next >->45-3031-JobOutlook-2]] > [[Close->45-3031-Detailed]]

regulated under fishing quotas or catch shares. Quotas dictate how many fish each fisher may catch and keep. These programs may limit demand for fishers over the projections decade. For hunting workers, an expected decline in recreational hunting will limit demand for guided hunts. Animal pelts will continue to be used to manufacture fur coats, hats, and gloves, which may increase demand for trappers. However, most of the fur used in clothing comes from ranches or farms that breed, maintain, and harvest desirable species, such as mink. > [[< Previous->45-3031-JobOutlook-1]] > [[Close->45-3031-Detailed]]

# What Forest and Conservation Workers Do Forest and conservation workers improve the quality of forests, rangelands, and wetlands. Under the supervision of conservation scientists and foresters, they develop, maintain, and protect forests. ### Duties Forest and conservation workers typically do the following: - Plant seedlings to reforest land - Clear brush and debris from trails, roadsides, and camping areas - Count and measure trees during tree-measuring efforts - Select or cut trees according to markings, sizes, types, or grades > [[Next >->45-4011-WhatTheyDo-2]] > [[Close->45-4011-Detailed]]

- Protect plants from disease by spraying trees or injecting vegetation with insecticides, fungicides, or herbicides - Identify and remove diseased or undesirable plant life or trees - Help prevent and suppress forest fires > [[< Previous->45-4011-WhatTheyDo-1]] > [[Next >->45-4011-WhatTheyDo-3]] > [[Close->45-4011-Detailed]]

- Maintain equipment to ensure that it operates properly Forest and conservation workers do physical tasks to maintain and improve the quality of a forest. They use a variety of equipment, including digging and planting tools to plant seedlings and power saws to cut down diseased trees. Some work on tree farms or orchards, where their duties include planting and cultivating many kinds of trees. Their duties vary with the type of farm and may include planting seedlings or spraying to control weeds and insects. Some forest and conservation workers are employed by forest nurseries, where they > [[< Previous->45-4011-WhatTheyDo-2]] > [[Next >->45-4011-WhatTheyDo-4]] > [[Close->45-4011-Detailed]]

sort through tree seedlings, discarding the ones that do not meet standards. Others gather woodland products, such as decorative greenery, tree cones, moss, and other wild plant life. Still others tap trees to make syrup or chemicals. Forest and conservation workers who are employed by or are under contract with government agencies may clear brush and debris from trails, roadsides, and camping areas. They may clean restrooms and other public facilities at recreational sites and campgrounds. These workers also may help to suppress forest fires. For example, they may construct firebreaks, > [[< Previous->45-4011-WhatTheyDo-3]] > [[Next >->45-4011-WhatTheyDo-5]] > [[Close->45-4011-Detailed]]

which are gaps in vegetation that can help slow or stop the progress of a fire. They also sometimes respond to forest emergencies. Forest and conservation workers are supervised by conservation scientists and foresters, who direct their work and evaluate progress. > [[< Previous->45-4011-WhatTheyDo-4]] > [[Close->45-4011-Detailed]]

# Work Environment ### Work Environment Forest and conservation workers often work outdoors, sometimes in remote locations and in all types of weather. Most forest and conservation workers are employed full time, although part-time or seasonal work is common. > [[Close->45-4011-Detailed]]

# How to Become a Forest and Conservation Worker Forest and conservation workers typically need a high school diploma to enter the occupation and receive on-the-job training to attain competency. ### Education Forest and conservation workers typically need a high school diploma to enter the occupation and a valid driver's license before they begin working. Some students take postsecondary courses in forestry and conservation topics, such as forest ecology, wildlife management, or resource conservation. ### Training After they are hired, forest and conservation workers typically get on-the-job training. They help experienced workers with > [[Next >->45-4011-HowToBecomeOne-2]] > [[Close->45-4011-Detailed]]

labor-intensive tasks, such as planting or thinning trees. They also learn how to operate and maintain equipment safely. In addition, some states may require that crews and individuals receive training, and sometimes a license, in the use of commercial pesticides. For more information, consult states' agriculture department. ### Advancement To advance their careers and become forest and conservation technicians or conservation scientists or foresters, forest and conservation workers typically need an associate's or bachelor's degree in forestry, natural resources, or a related field. ### > [[< Previous->45-4011-HowToBecomeOne-1]] > [[Next >->45-4011-HowToBecomeOne-3]] > [[Close->45-4011-Detailed]]

Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Forest and conservation workers must convey information to foresters and conservation scientists and other workers. Decision-making skills. Forest and conservation workers must make judgments and act quickly, especially when conditions are dangerous. Detail oriented. Forest and conservation workers must observe gauges, dials, and other indicators to ensure that equipment > [[< Previous->45-4011-HowToBecomeOne-2]] > [[Next >->45-4011-HowToBecomeOne-4]] > [[Close->45-4011-Detailed]]

works properly. They also must be precise in following safety procedures. Listening skills. Forest and conservation workers must understand the instructions they receive before performing tasks. Physical stamina. Forest and conservation workers perform a variety of strenuous tasks. They also must be able to walk long distances through dense woods, often while carrying heavy equipment. ### > [[< Previous->45-4011-HowToBecomeOne-3]] > [[Close->45-4011-Detailed]]

# Pay The median annual wage for forest and conservation workers was $43,680 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $33,050, and the highest 10 percent earned more than $54,190. In May 2024, the median annual wages for forest and conservation workers in the top industries in which they worked were as follows: Most forest and conservation workers are employed full time, although part-time or seasonal work is common. Responding to an emergency may require workers > [[Next >->45-4011-Pay-2]] > [[Close->45-4011-Detailed]]

to work additional hours at any time of day. > [[< Previous->45-4011-Pay-1]] > [[Close->45-4011-Detailed]]

# Job Outlook Employment of forest and conservation workers is projected to grow 5 percent from 2024 to 2034, decline. About 2,000 openings for forest and conservation workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Automation of forest and conservation workers' tasks is expected to reduce employment demand over the projections decade. Despite heightened demand for U.S. timber and wood pellets, improved technology > [[Next >->45-4011-JobOutlook-2]] > [[Close->45-4011-Detailed]]

will lessen the need for forest and conservation workers to do certain tasks. For example, remote sensing allows fewer workers to count and identify trees. As automation of manual forestry tasks continues, fewer of these workers will be needed to do the same amount of work. However, a rise in the number of wildfires may create some demand for the fire suppression activities of forest and conservation workers, especially in state-owned forest lands. As more people continue to build homes in western forests, there will be a need for workers to protect those areas from fires. > [[< Previous->45-4011-JobOutlook-1]] > [[Close->45-4011-Detailed]]

# What Logging Workers Do Some logging workers harvest trees using handheld equipment or large machinery. Others inspect, grade, or estimate the market value of harvested trees, which provide the raw material for consumer and industrial products. ### Duties Logging workers typically do the following: - Cut down trees using mechanical equipment or chain saws - Operate machinery that moves logs - Shear trees and cut logs into desired lengths - Separate logs by species and type of wood and load them onto trucks - Grade logs according to characteristics such as knot size and straightness > [[Next >->45-4021-WhatTheyDo-2]] > [[Close->45-4021-Detailed]]

- Inspect equipment for safety and perform basic maintenance, as needed Logging crews cut down trees and prepare them for transportation and eventual commercial use. The following are examples of types of logging workers: Fallers cut down trees with hand-held power chain saws. They assess where they want a tree to fall and then determine the position, dimension, and depth of cuts to make. After cutting down the tree, a faller may cut off the top using hand-held power chain saws or other tools. Fallers typically work as part of logging operations where the terrain is inaccessible to large > [[< Previous->45-4021-WhatTheyDo-1]] > [[Next >->45-4021-WhatTheyDo-3]] > [[Close->45-4021-Detailed]]

logging equipment. Logging equipment operators use tree harvesters, or feller bunchers, to fell trees, shear off tree limbs, and cut trees into desired lengths. They drive tractors and operate self-propelled machines called skidders or forwarders, which drag or otherwise transport logs to a loading area. They also operate log loaders to sort and load logs onto trucks for transportation offsite. In addition, they may tend machines that chip up logs. Log graders and scalers inspect logs for defects and measure the logs to determine their volume. They also estimate the value of logs or > [[< Previous->45-4021-WhatTheyDo-2]] > [[Next >->45-4021-WhatTheyDo-4]] > [[Close->45-4021-Detailed]]

pulpwood. These workers often use hand-held data collection devices into which they enter data about trees. Other logging workers may set up cable systems to move felled trees or use hand-held power chain saws and other tools to remove branches or bark from trees. > [[< Previous->45-4021-WhatTheyDo-3]] > [[Close->45-4021-Detailed]]

# Work Environment ### Work Environment Logging is physically demanding and can be dangerous. Workers spend all their time outdoors, sometimes in poor weather and often in isolated areas. Most work full time, and some work more than 40 hours per week. > [[Close->45-4021-Detailed]]

# How to Become a Logging Worker Logging workers typically need a high school diploma, although some jobs do not require a formal educational credential. These workers get on-the-job training to become familiar with forest environments and to learn how to operate logging machinery. ### Education Education requirements for logging workers vary. Some jobs do not require a formal educational credential, while others require a high school diploma or the equivalent. Some vocational or technical schools and community colleges offer associate's degrees or certificates related to logging or forest technology. Programs may include > [[Next >->45-4021-HowToBecomeOne-2]] > [[Close->45-4021-Detailed]]

technical instruction and field sessions to observe logging activities or provide opportunities for students to gain experience operating logging equipment. ### Training Most logging workers learn their skills through on-the-job training. The length of training varies but may last up to a year. Training typically covers topics such as safety, familiarization with logging practices, and training on logging machinery. Some sessions take place in the field, where trainees have the opportunity to practice various logging techniques and use particular equipment. Training providers include state > [[< Previous->45-4021-HowToBecomeOne-1]] > [[Next >->45-4021-HowToBecomeOne-3]] > [[Close->45-4021-Detailed]]

agencies, trade associations, and employers. ### Licenses, Certifications, and Registrations Some states require licensure or certification for certain logging workers. Requirements vary by state. For more information, contact your state licensing board. Information on state licensing board requirements is available from CareerOneStop. In addition, logging companies and trade associations offer training for workers who operate large machinery and equipment. This training often culminates in a state-recognized safety certification from the logging company. ### Important Qualities The > [[< Previous->45-4021-HowToBecomeOne-2]] > [[Next >->45-4021-HowToBecomeOne-4]] > [[Close->45-4021-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Logging workers must coordinate with other crew members so that they can harvest trees efficiently and safely. Decision-making skills. Logging workers must be able to make judgment calls, sometimes quickly, especially when hazards arise. Detail oriented. Logging workers must closely monitor tree conditions and follow instructions to safely harvest lumber. Physical stamina. Logging workers need > [[< Previous->45-4021-HowToBecomeOne-3]] > [[Next >->45-4021-HowToBecomeOne-5]] > [[Close->45-4021-Detailed]]

to be able to perform laborious tasks repeatedly. Physical strength. Logging workers must be able to handle heavy equipment. > [[< Previous->45-4021-HowToBecomeOne-4]] > [[Close->45-4021-Detailed]]

# Pay The median annual wage for logging workers was $49,540 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $35,230, and the highest 10 percent earned more than $72,940. Median annual wages for logging workers in May 2024 were as follows: In May 2024, the median annual wages for logging workers in the top industries in which they worked were as follows: Most logging workers are full time, and some work more than 40 hours per week. Work schedules may vary to include > [[Next >->45-4021-Pay-2]] > [[Close->45-4021-Detailed]]

early mornings or extended shifts. Workers sometimes commute long distances between their homes and logging sites. Logging work may be seasonal in some regions of the country. > [[< Previous->45-4021-Pay-1]] > [[Close->45-4021-Detailed]]

# Job Outlook Overall employment of logging workers is projected to grow 2 percent from 2024 to 2034, decline. About 6,000 openings for logging workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The mechanization of logging operations and improvements in logging equipment have increased productivity, which is expected to reduce demand for logging workers. However, the need to prevent destructive wildfires by thinning > [[Next >->45-4021-JobOutlook-2]] > [[Close->45-4021-Detailed]]

susceptible forests is expected to support some employment. > [[< Previous->45-4021-JobOutlook-1]] > [[Close->45-4021-Detailed]]

- Inspect equipment for safety and perform basic maintenance, as needed Logging crews cut down trees and prepare them for transportation and eventual commercial use. The following are examples of types of logging workers: Fallers cut down trees with hand-held power chain saws. They assess where they want a tree to fall and then determine the position, dimension, and depth of cuts to make. After cutting down the tree, a faller may cut off the top using hand-held power chain saws or other tools. Fallers typically work as part of logging operations where the terrain is inaccessible to large > [[< Previous->45-4022-WhatTheyDo-1]] > [[Next >->45-4022-WhatTheyDo-3]] > [[Close->45-4022-Detailed]]

logging equipment. Logging equipment operators use tree harvesters, or feller bunchers, to fell trees, shear off tree limbs, and cut trees into desired lengths. They drive tractors and operate self-propelled machines called skidders or forwarders, which drag or otherwise transport logs to a loading area. They also operate log loaders to sort and load logs onto trucks for transportation offsite. In addition, they may tend machines that chip up logs. Log graders and scalers inspect logs for defects and measure the logs to determine their volume. They also estimate the value of logs or > [[< Previous->45-4022-WhatTheyDo-2]] > [[Next >->45-4022-WhatTheyDo-4]] > [[Close->45-4022-Detailed]]

technical instruction and field sessions to observe logging activities or provide opportunities for students to gain experience operating logging equipment. ### Training Most logging workers learn their skills through on-the-job training. The length of training varies but may last up to a year. Training typically covers topics such as safety, familiarization with logging practices, and training on logging machinery. Some sessions take place in the field, where trainees have the opportunity to practice various logging techniques and use particular equipment. Training providers include state > [[< Previous->45-4022-HowToBecomeOne-1]] > [[Next >->45-4022-HowToBecomeOne-3]] > [[Close->45-4022-Detailed]]

agencies, trade associations, and employers. ### Licenses, Certifications, and Registrations Some states require licensure or certification for certain logging workers. Requirements vary by state. For more information, contact your state licensing board. Information on state licensing board requirements is available from CareerOneStop. In addition, logging companies and trade associations offer training for workers who operate large machinery and equipment. This training often culminates in a state-recognized safety certification from the logging company. ### Important Qualities The > [[< Previous->45-4022-HowToBecomeOne-2]] > [[Next >->45-4022-HowToBecomeOne-4]] > [[Close->45-4022-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Logging workers must coordinate with other crew members so that they can harvest trees efficiently and safely. Decision-making skills. Logging workers must be able to make judgment calls, sometimes quickly, especially when hazards arise. Detail oriented. Logging workers must closely monitor tree conditions and follow instructions to safely harvest lumber. Physical stamina. Logging workers need > [[< Previous->45-4022-HowToBecomeOne-3]] > [[Next >->45-4022-HowToBecomeOne-5]] > [[Close->45-4022-Detailed]]

to be able to perform laborious tasks repeatedly. Physical strength. Logging workers must be able to handle heavy equipment. > [[< Previous->45-4022-HowToBecomeOne-4]] > [[Close->45-4022-Detailed]]

susceptible forests is expected to support some employment. > [[< Previous->45-4022-JobOutlook-1]] > [[Close->45-4022-Detailed]]

- Inspect equipment for safety and perform basic maintenance, as needed Logging crews cut down trees and prepare them for transportation and eventual commercial use. The following are examples of types of logging workers: Fallers cut down trees with hand-held power chain saws. They assess where they want a tree to fall and then determine the position, dimension, and depth of cuts to make. After cutting down the tree, a faller may cut off the top using hand-held power chain saws or other tools. Fallers typically work as part of logging operations where the terrain is inaccessible to large > [[< Previous->45-4023-WhatTheyDo-1]] > [[Next >->45-4023-WhatTheyDo-3]] > [[Close->45-4023-Detailed]]

logging equipment. Logging equipment operators use tree harvesters, or feller bunchers, to fell trees, shear off tree limbs, and cut trees into desired lengths. They drive tractors and operate self-propelled machines called skidders or forwarders, which drag or otherwise transport logs to a loading area. They also operate log loaders to sort and load logs onto trucks for transportation offsite. In addition, they may tend machines that chip up logs. Log graders and scalers inspect logs for defects and measure the logs to determine their volume. They also estimate the value of logs or > [[< Previous->45-4023-WhatTheyDo-2]] > [[Next >->45-4023-WhatTheyDo-4]] > [[Close->45-4023-Detailed]]

technical instruction and field sessions to observe logging activities or provide opportunities for students to gain experience operating logging equipment. ### Training Most logging workers learn their skills through on-the-job training. The length of training varies but may last up to a year. Training typically covers topics such as safety, familiarization with logging practices, and training on logging machinery. Some sessions take place in the field, where trainees have the opportunity to practice various logging techniques and use particular equipment. Training providers include state > [[< Previous->45-4023-HowToBecomeOne-1]] > [[Next >->45-4023-HowToBecomeOne-3]] > [[Close->45-4023-Detailed]]

agencies, trade associations, and employers. ### Licenses, Certifications, and Registrations Some states require licensure or certification for certain logging workers. Requirements vary by state. For more information, contact your state licensing board. Information on state licensing board requirements is available from CareerOneStop. In addition, logging companies and trade associations offer training for workers who operate large machinery and equipment. This training often culminates in a state-recognized safety certification from the logging company. ### Important Qualities The > [[< Previous->45-4023-HowToBecomeOne-2]] > [[Next >->45-4023-HowToBecomeOne-4]] > [[Close->45-4023-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Logging workers must coordinate with other crew members so that they can harvest trees efficiently and safely. Decision-making skills. Logging workers must be able to make judgment calls, sometimes quickly, especially when hazards arise. Detail oriented. Logging workers must closely monitor tree conditions and follow instructions to safely harvest lumber. Physical stamina. Logging workers need > [[< Previous->45-4023-HowToBecomeOne-3]] > [[Next >->45-4023-HowToBecomeOne-5]] > [[Close->45-4023-Detailed]]

to be able to perform laborious tasks repeatedly. Physical strength. Logging workers must be able to handle heavy equipment. > [[< Previous->45-4023-HowToBecomeOne-4]] > [[Close->45-4023-Detailed]]

susceptible forests is expected to support some employment. > [[< Previous->45-4023-JobOutlook-1]] > [[Close->45-4023-Detailed]]

- Inspect equipment for safety and perform basic maintenance, as needed Logging crews cut down trees and prepare them for transportation and eventual commercial use. The following are examples of types of logging workers: Fallers cut down trees with hand-held power chain saws. They assess where they want a tree to fall and then determine the position, dimension, and depth of cuts to make. After cutting down the tree, a faller may cut off the top using hand-held power chain saws or other tools. Fallers typically work as part of logging operations where the terrain is inaccessible to large > [[< Previous->45-4029-WhatTheyDo-1]] > [[Next >->45-4029-WhatTheyDo-3]] > [[Close->45-4029-Detailed]]

logging equipment. Logging equipment operators use tree harvesters, or feller bunchers, to fell trees, shear off tree limbs, and cut trees into desired lengths. They drive tractors and operate self-propelled machines called skidders or forwarders, which drag or otherwise transport logs to a loading area. They also operate log loaders to sort and load logs onto trucks for transportation offsite. In addition, they may tend machines that chip up logs. Log graders and scalers inspect logs for defects and measure the logs to determine their volume. They also estimate the value of logs or > [[< Previous->45-4029-WhatTheyDo-2]] > [[Next >->45-4029-WhatTheyDo-4]] > [[Close->45-4029-Detailed]]

technical instruction and field sessions to observe logging activities or provide opportunities for students to gain experience operating logging equipment. ### Training Most logging workers learn their skills through on-the-job training. The length of training varies but may last up to a year. Training typically covers topics such as safety, familiarization with logging practices, and training on logging machinery. Some sessions take place in the field, where trainees have the opportunity to practice various logging techniques and use particular equipment. Training providers include state > [[< Previous->45-4029-HowToBecomeOne-1]] > [[Next >->45-4029-HowToBecomeOne-3]] > [[Close->45-4029-Detailed]]

agencies, trade associations, and employers. ### Licenses, Certifications, and Registrations Some states require licensure or certification for certain logging workers. Requirements vary by state. For more information, contact your state licensing board. Information on state licensing board requirements is available from CareerOneStop. In addition, logging companies and trade associations offer training for workers who operate large machinery and equipment. This training often culminates in a state-recognized safety certification from the logging company. ### Important Qualities The > [[< Previous->45-4029-HowToBecomeOne-2]] > [[Next >->45-4029-HowToBecomeOne-4]] > [[Close->45-4029-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Logging workers must coordinate with other crew members so that they can harvest trees efficiently and safely. Decision-making skills. Logging workers must be able to make judgment calls, sometimes quickly, especially when hazards arise. Detail oriented. Logging workers must closely monitor tree conditions and follow instructions to safely harvest lumber. Physical stamina. Logging workers need > [[< Previous->45-4029-HowToBecomeOne-3]] > [[Next >->45-4029-HowToBecomeOne-5]] > [[Close->45-4029-Detailed]]

to be able to perform laborious tasks repeatedly. Physical strength. Logging workers must be able to handle heavy equipment. > [[< Previous->45-4029-HowToBecomeOne-4]] > [[Close->45-4029-Detailed]]

susceptible forests is expected to support some employment. > [[< Previous->45-4029-JobOutlook-1]] > [[Close->45-4029-Detailed]]

# What Boilermakers Do Boilermakers assemble, install, maintain, and repair boilers, closed vats, and other large vessels or containers that hold liquids and gases. ### Duties Boilermakers typically do the following: - Read blueprints to determine locations, positions, and dimensions of boiler parts - Install small, premade boilers in buildings and manufacturing facilities - Lay out prefabricated parts of large boilers before assembling them - Assemble boiler tanks, often using robotic or automatic welders - Test and inspect boiler systems for leaks or defects > [[Next >->47-2011-WhatTheyDo-2]] > [[Close->47-2011-Detailed]]

- Clean vats with scrapers, wire brushes, and cleaning solvents > [[< Previous->47-2011-WhatTheyDo-1]] > [[Next >->47-2011-WhatTheyDo-3]] > [[Close->47-2011-Detailed]]

- Replace or repair broken valves, pipes, or joints, using hand and power tools, gas torches, and welding equipment Boilers, tanks, and vats are used in many buildings, factories, and ships. Boilers heat water or other fluids under extreme pressure to generate electric power and to provide heat. Large tanks and vats are used to process and store chemicals, oil, beer, and hundreds of other products. Boilers are made of steel, iron, copper, or stainless steel. Most manufacturers have automated the production of boilers for improved quality. However, boilermakers still assemble and maintain > [[< Previous->47-2011-WhatTheyDo-2]] > [[Next >->47-2011-WhatTheyDo-4]] > [[Close->47-2011-Detailed]]

boilers manually. For example, they often use hand and power tools and flame-cutting torches to align, cut, and shape pieces for a boiler. Boilermakers also use plumb bobs, levels, wedges, and turnbuckles to align pieces. During a boiler installation, boilermakers align boilerplates and boiler parts, using metalworking machinery and other tools to remove irregular edges so that the parts fit together properly. If the plate sections are very large, boilermakers signal crane operators to lift the plates into place. Boilermakers then join the plates and parts by bolting, welding, and riveting > [[< Previous->47-2011-WhatTheyDo-3]] > [[Next >->47-2011-WhatTheyDo-5]] > [[Close->47-2011-Detailed]]

them together. Boilermakers may help erect and repair air pollution abatement equipment, blast furnaces, water treatment plants, storage and process tanks, and smokestacks. Boilermakers also install refractory brick and other heat-resistant materials in fireboxes or pressure vessels. Some install and maintain the huge pipes used in dams to send water to and from hydroelectric power generation turbines. During regular maintenance, boilermakers inspect systems and their components, including safety and check valves, water and pressure gauges, and boiler controls. They also clean boilers and > [[< Previous->47-2011-WhatTheyDo-4]] > [[Next >->47-2011-WhatTheyDo-6]] > [[Close->47-2011-Detailed]]

boiler furnaces and repair and replace parts, as needed. > [[< Previous->47-2011-WhatTheyDo-5]] > [[Close->47-2011-Detailed]]

# Work Environment ### Work Environment Boilermakers do physically demanding work. They may travel to worksites and be away from home for extended periods. > [[Close->47-2011-Detailed]]

# How to Become a Boilermaker Most boilermakers learn their trade through an apprenticeship program. ### Education A high school diploma or equivalent is generally required. ### Training Boilermakers typically learn their trade through an apprenticeship program. During training, workers learn how to use boilermaker tools and equipment on the job. They also learn about metals and installation techniques, blueprint reading and sketching, safety practices, and other topics. Apprenticeship programs typically last 4 years. When boilermakers finish an apprenticeship, they are considered to be journey-level workers. A few > [[Next >->47-2011-HowToBecomeOne-2]] > [[Close->47-2011-Detailed]]

groups, including unions and contractor associations, sponsor apprenticeship programs. Apprenticeship applicants who have previous welding or other related experience, such as through the military, may have priority over applicants without experience. In addition, those with experience or education may qualify for a shortened apprenticeship. Some boilermakers enter apprenticeships after working as pipefitters, millwrights, sheet metal workers, or welders. The core training for these occupations is similar to the training for boilermakers. ### Licenses, Certifications, and > [[< Previous->47-2011-HowToBecomeOne-1]] > [[Next >->47-2011-HowToBecomeOne-3]] > [[Close->47-2011-Detailed]]

Registrations Some states require boilermakers to have a license; check with your state for more information. Licensure requirements typically include work experience and passing an exam. Employers may require or prefer that boilermakers have professional certification. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Mechanical skills. Boilermakers use and maintain a variety > [[< Previous->47-2011-HowToBecomeOne-2]] > [[Next >->47-2011-HowToBecomeOne-4]] > [[Close->47-2011-Detailed]]

of equipment, such as hoists and welding machines. Physical stamina. Boilermakers spend many hours on their feet while lifting heavy boiler components. Physical strength. Boilermakers must be able to move heavy vat components into place. Unafraid of confined spaces. Boilermakers often work inside boilers and vats. Unafraid of heights. Some boilermakers work at great heights. While installing water storage tanks, for example, workers may need to weld tanks several stories above the ground. > [[< Previous->47-2011-HowToBecomeOne-3]] > [[Close->47-2011-Detailed]]

# Pay The median annual wage for boilermakers was $73,340 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $48,390, and the highest 10 percent earned more than $107,600. In May 2024, the median annual wages for boilermakers in the top industries in which they worked were as follows: Apprentices receive less pay than fully trained boilermakers. They receive pay increases as they learn more skills. Most boilermakers work full time, and work schedules may vary. > [[Next >->47-2011-Pay-2]] > [[Close->47-2011-Detailed]]

Boilermakers may experience extended periods of overtime when equipment is shut down for maintenance or repair, or when necessary to meet construction or production deadlines. In contrast, because most field construction and repair work is contract work, there may be periods of unemployment upon completion of a contract. Boilermakers may travel to worksites and be away from home for extended periods. ### > [[< Previous->47-2011-Pay-1]] > [[Close->47-2011-Detailed]]

# Job Outlook Employment of boilermakers is projected to grow 2 percent from 2024 to 2034, decline. About 800 openings for boilermakers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Boilers typically last for decades, but there will be an ongoing need for boilermakers to replace and maintain parts, such as boiler tubes, heating elements, and ductwork. Boilermakers will also continue to be needed to install new equipment, > [[Next >->47-2011-JobOutlook-2]] > [[Close->47-2011-Detailed]]

including boilers, pressure vessels, air pollution abatement equipment, and storage and process tanks. However, the shift away from coal-fired electricity generation will reduce the need for boilermakers. Renewable photovoltaic and wind generation systems do not have boilers, and natural gas plants require less ongoing boiler maintenance than coal plants. > [[< Previous->47-2011-JobOutlook-1]] > [[Close->47-2011-Detailed]]

# What Masonry Workers Do Masonry workers, also known as masons, use bricks, concrete and concrete blocks, and natural and manmade stones to build walkways, walls, and other structures. ### Duties Masons typically do the following: - Read blueprints or drawings to calculate materials needed - Lay out patterns, forms, or foundations according to plans - Break or cut materials to required size - Mix mortar or grout and spread it onto a slab or foundation - Clean excess mortar with trowels and other handtools - Construct masonry walls - Align structures, using levels and plumbs > [[Next >->47-2021-WhatTheyDo-2]] > [[Close->47-2021-Detailed]]

- Clean and polish surfaces with handtools or power tools - Fill expansion joints with caulking materials - Lay out and install rainscreen water systems Masons build structures with brick, block, and stone, some of the most common and durable materials used in construction. They also use concrete - a mixture of cement, sand, gravel, and water - as the foundation for everything from patios and floors to dams and roads. The following are examples of types of masons: Brickmasons and blockmasons - often called bricklayers > [[< Previous->47-2021-WhatTheyDo-1]] > [[Next >->47-2021-WhatTheyDo-3]] > [[Close->47-2021-Detailed]]

- build and repair walls, fireplaces, and other structures with brick, terra cotta, precast masonry panels, concrete block, and other masonry materials. Pointing, cleaning, and caulking workers are brickmasons who repair brickwork, particularly on older structures. Refractory masons are brickmasons who specialize in installing heat > [[< Previous->47-2021-WhatTheyDo-2]] > [[Next >->47-2021-WhatTheyDo-4]] > [[Close->47-2021-Detailed]]

- and fire-resistant masonry materials in high-temperature areas such as boilers, furnaces, and soaking pits in industrial buildings. Cement masons and concrete finishers place and finish concrete. They may color concrete surfaces, expose small stones in walls and sidewalks, or make concrete beams, columns, and panels. Throughout the process of pouring, leveling, and finishing concrete, cement masons use their knowledge of how conditions may affect concrete and take steps to prevent defects. On small jobs, such as constructing sidewalks, cement masons may use a supportive wire mesh called a > [[< Previous->47-2021-WhatTheyDo-3]] > [[Next >->47-2021-WhatTheyDo-5]] > [[Close->47-2021-Detailed]]

lath. On large jobs, such as constructing building foundations, reinforcing iron and rebar workers install the reinforcing mesh. Stonemasons build stone walls and set stone exteriors and floors. They work with two types of stone: natural-cut stone, such as marble, granite, and limestone; and artificial stone, made from concrete, marble chips, or other masonry materials. Using a special hammer or a diamond-blade saw, workers cut stone into various shapes and sizes. Some stonemasons specialize in setting marble, which is similar to setting large pieces of stone. Terrazzo workers and > [[< Previous->47-2021-WhatTheyDo-4]] > [[Next >->47-2021-WhatTheyDo-6]] > [[Close->47-2021-Detailed]]

finishers, also known as terrazzo masons, create decorative walkways, floors, patios, and panels. Much of the preliminary work of pouring, leveling, and finishing concrete for terrazzo is similar to that of cement masons. Terrazzo workers create decorative finishes by blending fine marble chips into the epoxy, resin, or cement, which is often colored. Once the terrazzo is thoroughly set, workers correct imperfections with a grinder. Terrazzo workers also install decorative microtoppings or polishing compounds to new or existing concrete. > [[< Previous->47-2021-WhatTheyDo-5]] > [[Close->47-2021-Detailed]]

# Work Environment ### Work Environment Masonry work is physically demanding, requiring heavy lifting and long periods of standing, kneeling, and bending. Most masons work full time. > [[Close->47-2021-Detailed]]

# How to Become a Masonry Worker Masons typically need a high school diploma or equivalent and learn the trade either through an apprenticeship or on the job. ### Education A high school diploma or equivalent is typically required to enter the occupation. Many technical schools offer programs in masonry. These programs operate both independently and in conjunction with apprenticeship training. ### Training Masons typically learn the trade through apprenticeships and on the job, working with experienced masons. Several groups, including unions and contractor associations, sponsor apprenticeship programs. Apprentices learn > [[Next >->47-2021-HowToBecomeOne-2]] > [[Close->47-2021-Detailed]]

construction basics, such as blueprint reading; mathematics for measurement; building code requirements; and safety and first-aid practices. After completing an apprenticeship program, masons are considered journey workers and are able to do tasks on their own. ### Work Experience in a Related Occupation Some workers start out as construction laborers and helpers before becoming masons. ### Advancement After becoming a journey worker, masonry workers may find opportunities to advance to supervisor, superintendent, or other construction management positions. Experienced masonry workers may > [[< Previous->47-2021-HowToBecomeOne-1]] > [[Next >->47-2021-HowToBecomeOne-3]] > [[Close->47-2021-Detailed]]

choose to become independent contractors. Masonry workers in a union may also find opportunities for advancement within their union. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Masonry workers often use scaffolding, so they should be comfortable working at heights. Color vision. Masonry workers need to be able to distinguish between small variations in color when setting terrazzo patterns in order to > [[< Previous->47-2021-HowToBecomeOne-2]] > [[Next >->47-2021-HowToBecomeOne-4]] > [[Close->47-2021-Detailed]]

produce the best looking finish. Dexterity. Masonry workers must be able to place bricks, stones, and other materials with precision. Hand–eye coordination. Masonry workers need to apply smooth, even layers of mortar; set bricks; and remove any excess before the mortar hardens. Physical stamina. Masonry workers must keep up a steady pace while setting bricks, and the constant lifting can be tiring. Physical strength. Masonry workers should be able to lift more than 50 pounds. They carry heavy tools, equipment, and other materials, such as bags of mortar and grout. > [[< Previous->47-2021-HowToBecomeOne-3]] > [[Close->47-2021-Detailed]]

# Pay The median annual wage for masonry workers was $56,600 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $38,520, and the highest 10 percent earned more than $90,120. Median annual wages for masonry workers in May 2024 were as follows: In May 2024, the median annual wages for masonry workers in the top industries in which they worked were as follows: Most masons work full time, and some work overtime to meet construction deadlines. Masons work mostly outdoors, so > [[Next >->47-2021-Pay-2]] > [[Close->47-2021-Detailed]]

inclement weather may affect schedules. Terrazzo masons may need to work hours that differ from a regular business schedule, to avoid disrupting normal operations. > [[< Previous->47-2021-Pay-1]] > [[Close->47-2021-Detailed]]

# Job Outlook Overall employment of masonry workers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 20,700 openings for masonry workers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of masonry workers varies by occupation (see table). The employment of masons is linked to the overall demand for new building and road construction. Masonry, such as > [[Next >->47-2021-JobOutlook-2]] > [[Close->47-2021-Detailed]]

brick and stone, is still popular in both interior and exterior applications, but changes in products and installation practices are expected to reduce the need for some masons. For example, the increased use of prefabricated panels that are created by contractors or manufacturers offsite is expected to limit demand for masons to install the panels at the construction site. Moreover, the higher cost of natural stone is expected to reduce demand for these products, which will likely limit the need for stonemasons. Employment of terrazzo workers and finishers is expected to decline due to the > [[< Previous->47-2021-JobOutlook-1]] > [[Next >->47-2021-JobOutlook-3]] > [[Close->47-2021-Detailed]]

increased installation of polished concrete, which will shift some work from terrazzo workers to cement masons and concrete finishers. > [[< Previous->47-2021-JobOutlook-2]] > [[Close->47-2021-Detailed]]

- Clean and polish surfaces with handtools or power tools - Fill expansion joints with caulking materials - Lay out and install rainscreen water systems Masons build structures with brick, block, and stone, some of the most common and durable materials used in construction. They also use concrete - a mixture of cement, sand, gravel, and water - as the foundation for everything from patios and floors to dams and roads. The following are examples of types of masons: Brickmasons and blockmasons - often called bricklayers > [[< Previous->47-2022-WhatTheyDo-1]] > [[Next >->47-2022-WhatTheyDo-3]] > [[Close->47-2022-Detailed]]

- build and repair walls, fireplaces, and other structures with brick, terra cotta, precast masonry panels, concrete block, and other masonry materials. Pointing, cleaning, and caulking workers are brickmasons who repair brickwork, particularly on older structures. Refractory masons are brickmasons who specialize in installing heat > [[< Previous->47-2022-WhatTheyDo-2]] > [[Next >->47-2022-WhatTheyDo-4]] > [[Close->47-2022-Detailed]]

- and fire-resistant masonry materials in high-temperature areas such as boilers, furnaces, and soaking pits in industrial buildings. Cement masons and concrete finishers place and finish concrete. They may color concrete surfaces, expose small stones in walls and sidewalks, or make concrete beams, columns, and panels. Throughout the process of pouring, leveling, and finishing concrete, cement masons use their knowledge of how conditions may affect concrete and take steps to prevent defects. On small jobs, such as constructing sidewalks, cement masons may use a supportive wire mesh called a > [[< Previous->47-2022-WhatTheyDo-3]] > [[Next >->47-2022-WhatTheyDo-5]] > [[Close->47-2022-Detailed]]

lath. On large jobs, such as constructing building foundations, reinforcing iron and rebar workers install the reinforcing mesh. Stonemasons build stone walls and set stone exteriors and floors. They work with two types of stone: natural-cut stone, such as marble, granite, and limestone; and artificial stone, made from concrete, marble chips, or other masonry materials. Using a special hammer or a diamond-blade saw, workers cut stone into various shapes and sizes. Some stonemasons specialize in setting marble, which is similar to setting large pieces of stone. Terrazzo workers and > [[< Previous->47-2022-WhatTheyDo-4]] > [[Next >->47-2022-WhatTheyDo-6]] > [[Close->47-2022-Detailed]]

construction basics, such as blueprint reading; mathematics for measurement; building code requirements; and safety and first-aid practices. After completing an apprenticeship program, masons are considered journey workers and are able to do tasks on their own. ### Work Experience in a Related Occupation Some workers start out as construction laborers and helpers before becoming masons. ### Advancement After becoming a journey worker, masonry workers may find opportunities to advance to supervisor, superintendent, or other construction management positions. Experienced masonry workers may > [[< Previous->47-2022-HowToBecomeOne-1]] > [[Next >->47-2022-HowToBecomeOne-3]] > [[Close->47-2022-Detailed]]

choose to become independent contractors. Masonry workers in a union may also find opportunities for advancement within their union. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Masonry workers often use scaffolding, so they should be comfortable working at heights. Color vision. Masonry workers need to be able to distinguish between small variations in color when setting terrazzo patterns in order to > [[< Previous->47-2022-HowToBecomeOne-2]] > [[Next >->47-2022-HowToBecomeOne-4]] > [[Close->47-2022-Detailed]]

brick and stone, is still popular in both interior and exterior applications, but changes in products and installation practices are expected to reduce the need for some masons. For example, the increased use of prefabricated panels that are created by contractors or manufacturers offsite is expected to limit demand for masons to install the panels at the construction site. Moreover, the higher cost of natural stone is expected to reduce demand for these products, which will likely limit the need for stonemasons. Employment of terrazzo workers and finishers is expected to decline due to the > [[< Previous->47-2022-JobOutlook-1]] > [[Next >->47-2022-JobOutlook-3]] > [[Close->47-2022-Detailed]]

increased installation of polished concrete, which will shift some work from terrazzo workers to cement masons and concrete finishers. > [[< Previous->47-2022-JobOutlook-2]] > [[Close->47-2022-Detailed]]

# What Carpenters Do Carpenters construct, repair, and install building frameworks and structures made from wood and other materials. ### Duties Carpenters typically do the following: - Follow blueprints and building plans to meet the needs of clients - Install structures and fixtures, such as windows and molding - Measure, cut, and shape wood, plastic, and other materials - Construct and install building frameworks, including walls, floors, and doorframes - Inspect and replace damaged framework or other structures and fixtures > [[Next >->47-2031-WhatTheyDo-2]] > [[Close->47-2031-Detailed]]

- Instruct and direct laborers and other construction helpers Carpenters have many different tasks. Some carpenters insulate office buildings; others install drywall or kitchen cabinets in homes. Still others focus on production or commercial work to help construct tall buildings or bridges, installing wooden concrete forms for cement footings or pillars. These carpenters also erect shoring and scaffolding for buildings. Carpenters use many different tools to cut and shape wood, plastic, fiberglass, or drywall. They use handtools, including squares, levels, and chisels, as well as many > [[< Previous->47-2031-WhatTheyDo-1]] > [[Next >->47-2031-WhatTheyDo-3]] > [[Close->47-2031-Detailed]]

power tools, such as sanders, circular saws, nail guns, and welding machines. On large projects, carpenters may use rigging hardware and cranes as part of the installation process. Carpenters may also use smart phones, tablets, and other personal electronic devices to assist with planning, drafting, or other calculations. Carpenters fasten materials with nails, screws, staples, and adhesives and check their work to ensure that it is correct. They use tape measures or laser measures on nearly every project to quickly determine distances. Many employers require carpenters to supply their own > [[< Previous->47-2031-WhatTheyDo-2]] > [[Next >->47-2031-WhatTheyDo-4]] > [[Close->47-2031-Detailed]]

tools on the job. The following are examples of types of carpenters: Construction carpenters construct, install, and repair structures and fixtures of wood, plywood, and wallboard, using carpenters' handtools and power tools. Rough carpenters build rough wooden structures, such as concrete forms; scaffolds; tunnel, bridge, or sewer supports; and temporary frame shelters, according to sketches, blueprints, or oral instructions. Wood flooring installers put in a variety of materials, including plank, strip, end-grain, and parquet flooring. These wood products may be nailed in place or glued > [[< Previous->47-2031-WhatTheyDo-3]] > [[Next >->47-2031-WhatTheyDo-5]] > [[Close->47-2031-Detailed]]

down. Floor sanders and finishers may smooth the flooring onsite or it may be prefinished prior to installation. > [[< Previous->47-2031-WhatTheyDo-4]] > [[Close->47-2031-Detailed]]

# Work Environment ### Work Environment Carpenters work indoors and outdoors on many types of construction projects, from installing kitchen cabinets to building highways and bridges. > [[Close->47-2031-Detailed]]

# How to Become a Carpenter Carpenters typically need a high school diploma and learn on the job or through apprenticeships. ### Education A high school diploma or equivalent is typically required to enter the occupation. Certain high school courses, such as mathematics and mechanical drawing, may be useful. Some vocational-technical schools offer associate's degrees in carpentry. The programs vary in length and teach basics and specialties in carpentry. ### Training Carpenters typically learn on the job or through apprenticeships. They often begin doing simple tasks, such as measuring and cutting wood, under the > [[Next >->47-2031-HowToBecomeOne-2]] > [[Close->47-2031-Detailed]]

guidance of experienced carpenters or other construction workers. They then progress to more complex tasks, such as reading blueprints and building wooden structures. Several groups, such as unions and contractor associations, sponsor apprenticeship programs. For each year of a typical program, apprentices must complete a predetermined number of hours of technical training and paid on-the-job training. Apprenticeship program requirements differ based on the type of program and by region. Apprentices learn carpentry basics, blueprint reading, mathematics, building code requirements, and > [[< Previous->47-2031-HowToBecomeOne-1]] > [[Next >->47-2031-HowToBecomeOne-3]] > [[Close->47-2031-Detailed]]

safety and first aid practices. They also may receive specialized training in creating and setting concrete forms, rigging, welding, scaffold building, and working within confined workspaces. All carpenters must pass the Occupational Safety and Health Administration (OSHA) 10-hour safety course. ### Work Experience in a Related Occupation Some carpenters work as construction laborers or helpers before becoming carpenters. Laborers and helpers learn tasks that are similar to those of carpenters. ### Licenses, Certifications, and Registrations Carpenters may need a driver's license to travel > [[< Previous->47-2031-HowToBecomeOne-2]] > [[Next >->47-2031-HowToBecomeOne-4]] > [[Close->47-2031-Detailed]]

to jobsites. Optional programs offer certification by specialty that may allow carpenters to find additional work opportunities or lead to career advancement. Information on certifications is available from CareerOneStop. ### Advancement Carpenters are involved in many phases of construction and may have opportunities to become first-line supervisors, lead carpenters, independent contractors, or general construction supervisors. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the > [[< Previous->47-2031-HowToBecomeOne-3]] > [[Next >->47-2031-HowToBecomeOne-5]] > [[Close->47-2031-Detailed]]

Employment Projections (EP) skills data page. Business skills. Self-employed carpenters must conduct activities such as bidding on new jobs, tracking inventory, and directing workers. Detail oriented. Carpenters must be able to precisely cut, measure, and modify the materials they work with. Dexterity. Carpenters use many tools and need hand-eye coordination to avoid injuring themselves or damaging materials. Interpersonal skills. Carpenters need to work as a member of a team, cooperating with and assisting others. They also may interact with customers. Math skills. Carpenters > [[< Previous->47-2031-HowToBecomeOne-4]] > [[Next >->47-2031-HowToBecomeOne-6]] > [[Close->47-2031-Detailed]]

frequently use math skills, including basic trigonometry, to calculate the area, size, and amount of material needed for the job. Physical strength. Carpenters use heavy tools and materials that weigh up to 100 pounds. They also must be able to stand, climb, or bend for many hours. Problem-solving skills. Carpenters may work independently with little guidance. They need to be able to modify building materials and make adjustments onsite to complete projects. Reading comprehension skills. Carpenters need advanced reading ability to understand and follow complex instructions for installing > [[< Previous->47-2031-HowToBecomeOne-5]] > [[Next >->47-2031-HowToBecomeOne-7]] > [[Close->47-2031-Detailed]]

certain products, such as doors. > [[< Previous->47-2031-HowToBecomeOne-6]] > [[Close->47-2031-Detailed]]

# Pay The median annual wage for carpenters was $59,310 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $38,760, and the highest 10 percent earned more than $98,370. In May 2024, the median annual wages for carpenters in the top industries in which they worked were as follows: The starting pay for apprentices is less than what fully trained carpenters make. As apprentices gain experience, they receive more pay. Most carpenters work full time, which may include evenings > [[Next >->47-2031-Pay-2]] > [[Close->47-2031-Detailed]]

and weekends to meet clients' deadlines. Extreme temperatures or inclement weather may impact building construction timelines, which in turn may affect carpenters' hours. > [[< Previous->47-2031-Pay-1]] > [[Close->47-2031-Detailed]]

# Job Outlook Employment of carpenters is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 74,100 openings for carpenters are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Population growth should result in more new-home construction - one of the largest segments employing carpenters > [[Next >->47-2031-JobOutlook-2]] > [[Close->47-2031-Detailed]]

- which will create some jobs for carpenters. Construction of factories and other nonresidential buildings also is projected to result in some new jobs over the decade. However, the popularity of modular and prefabricated components for homes and businesses reduces the need for carpenters to build new structures. Roofs, insulation, walls, and other components, as well as entire buildings, may be manufactured in a separate facility and then assembled onsite. > [[< Previous->47-2031-JobOutlook-1]] > [[Close->47-2031-Detailed]]

# What Flooring Installers and Tile and Stone Setters Do Flooring installers and tile and stone setters lay and finish carpet, wood, vinyl, and other materials, such as ceramic, glass, marble, and granite. ### Duties Flooring installers and tile and stone setters typically do the following: - Remove existing materials from floors, walls, or other surfaces - Clean and level the surface to be covered - Measure the area and cut material to fit - Arrange materials according to design plans - Place materials and secure with adhesives, nails, or staples - Fill joints with filler compound and remove excess compound > [[Next >->47-2041-WhatTheyDo-2]] > [[Close->47-2041-Detailed]]

- Trim excess carpet or linoleum > [[< Previous->47-2041-WhatTheyDo-1]] > [[Next >->47-2041-WhatTheyDo-3]] > [[Close->47-2041-Detailed]]

- Apply finishes, such as sealants and stains Flooring installers and tile and stone setters lay the materials that improve the look and feel of homes, offices, restaurants, and other buildings. Many of these workers install materials on floors. However, they also work on walls, ceilings, countertops, and showers. Installing floors and tiles requires a smooth, even base of mortar or plywood. Flooring installers and tile and stone setters or other construction craftworkers lay this base. On remodeling jobs, workers may need to remove old flooring and smooth the surface before laying the > [[< Previous->47-2041-WhatTheyDo-2]] > [[Next >->47-2041-WhatTheyDo-4]] > [[Close->47-2041-Detailed]]

base. The following are examples of types of flooring installers and tile and stone setters: Carpet installers lay carpet on new floors or over existing flooring. They use special tools, including "knee kickers" to position the carpet and power stretchers to pull the carpet snugly against walls. They also join carpet edges and seam edges by sewing or by using tape with glue and a heated carpet iron. Carpet tile installers lay modular pieces of carpet that may be glued into place. Installing carpet tiles may be an option where standard carpet is impractical, such as in designing a pattern > [[< Previous->47-2041-WhatTheyDo-3]] > [[Next >->47-2041-WhatTheyDo-5]] > [[Close->47-2041-Detailed]]

over an area. Floor sanders and finishers scrape and smooth wood floors, often using power sanders. They then apply stains and sealants to preserve the wood. (For information on workers who install wood floors, see the profile on carpenters.) Floor layers, except carpet, wood, and hard tiles, install a variety of resilient flooring materials. Linoleum installers lay washable flooring material of the same name, cutting the linoleum to size and gluing it into place. Vinyl installers lay plastic-based flooring that includes vinyl ester, vinyl sheeting, and vinyl tile. Installers of laminate, > [[< Previous->47-2041-WhatTheyDo-4]] > [[Next >->47-2041-WhatTheyDo-6]] > [[Close->47-2041-Detailed]]

manufactured wood, and wood tile floors are included in this category. Tile and stone setters install pieces of ceramic, marble, granite, glass, or other materials. Tile installers, sometimes called tile setters, cut tiles using wet saws, tile scribes, or handheld tile cutters. They then use trowels of different sizes to spread mortar or a sticky paste, called mastic, evenly on the work surface before placing the tiles. Tile finishers apply grout between tiles after the tiles are set by using a rubber trowel, called a float, and then wipe the tiles clean after the grout dries. Stone setters > [[< Previous->47-2041-WhatTheyDo-5]] > [[Next >->47-2041-WhatTheyDo-7]] > [[Close->47-2041-Detailed]]

may cut marble, granite, or other stone to a specified size with a wet saw. They use special adhesives to fasten the stone to the desired surface; in remodeling projects, they may first need to smooth the underlying surface after removing old materials. > [[< Previous->47-2041-WhatTheyDo-6]] > [[Close->47-2041-Detailed]]

# Work Environment ### Work Environment Installing flooring, tile, and stone is physically demanding, with workers spending much of their time reaching, bending, and kneeling. Most work full time, although schedules may vary. > [[Close->47-2041-Detailed]]

# How to Become a Flooring Installer or Tile and Stone Setter Flooring installers and tile and stone setters typically need no formal educational credential. They learn their trade on the job, sometimes starting as a helper. Some learn through an apprenticeship. ### Education There are typically no formal education requirements for becoming a flooring installer or tile and stone setter, although candidates entering an apprenticeship program may need a high school diploma or equivalent. Certain high school courses, such as art and math, may be helpful for flooring installers and tile and stone setters. ### Training Flooring installers and tile and > [[Next >->47-2041-HowToBecomeOne-2]] > [[Close->47-2041-Detailed]]

stone setters typically learn on the job, working with experienced installers or starting as helpers. New workers usually do simple tasks, such as moving materials. As they gain experience, they take on more complex tasks, such as cutting carpet. Some helpers work as tile finishers before becoming tile installers. Some flooring installers and tile and stone setters learn their trade through a 2 > [[< Previous->47-2041-HowToBecomeOne-1]] > [[Next >->47-2041-HowToBecomeOne-3]] > [[Close->47-2041-Detailed]]

- to 4-year apprenticeship. For each year of a typical program, apprentices must complete a predetermined number of hours of technical instruction and paid on-the-job training. Technical instruction in the apprenticeship may include mathematics, building code requirements, safety and first-aid practices, and blueprint reading. After completing an apprenticeship program, flooring installers and tile and stone setters are considered journey workers and may perform duties on their own. ### Certification Several organizations offer certification for floor and tile installers. Although > [[< Previous->47-2041-HowToBecomeOne-2]] > [[Next >->47-2041-HowToBecomeOne-4]] > [[Close->47-2041-Detailed]]

certification is not required, it demonstrates that a flooring installer and tile and stone setter has a specific mastery of skills to do a job. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Flooring installers and tile and stone setters often determine small color variations and must be able to distinguish among colors in patterns for the best looking > [[< Previous->47-2041-HowToBecomeOne-3]] > [[Next >->47-2041-HowToBecomeOne-5]] > [[Close->47-2041-Detailed]]

finish. Customer-service skills. Flooring installers and tile and stone setters must be courteous with and considerate of customers, especially while completing tasks in customers' homes. Detail oriented. Flooring installers and tile and stone setters need to be thorough and exacting to ensure that tile, wood, and carpet patterns are properly aligned. Math skills. Flooring installers and tile and stone setters use math to measure an area to be covered and to calculate the amount of material needed to cover it. Physical stamina. Flooring installers and tile and stone setters must be able > [[< Previous->47-2041-HowToBecomeOne-4]] > [[Next >->47-2041-HowToBecomeOne-6]] > [[Close->47-2041-Detailed]]

to stand or kneel for many hours in order to spread adhesive quickly and place tiles before the adhesive hardens. Physical strength. Flooring installers and tile and stone setters must be able to lift, carry, and set heavy pieces of flooring material into position. > [[< Previous->47-2041-HowToBecomeOne-5]] > [[Close->47-2041-Detailed]]

# Pay The median annual wage for flooring installers and tile and stone setters was $52,000 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $35,850, and the highest 10 percent earned more than $86,290. Median annual wages for flooring installers and tile and stone setters in May 2024 were as follows: In May 2024, the median annual wages for flooring installers and tile and stone setters in the top industries in which they worked were as follows: Most flooring > [[Next >->47-2041-Pay-2]] > [[Close->47-2041-Detailed]]

installers and tile and stone setters work full time, although schedules may vary. In commercial settings, they may need to work evenings and weekends to avoid disturbing regular business operations. > [[< Previous->47-2041-Pay-1]] > [[Close->47-2041-Detailed]]

# Job Outlook Overall employment of flooring installers and tile and stone setters is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 8,400 openings for flooring installers and tile and stone setters are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of flooring installers and tile and stone setters varies by occupation (see table). The construction of > [[Next >->47-2041-JobOutlook-2]] > [[Close->47-2041-Detailed]]

new homes and the renovation of existing units will be the primary source of flooring and tile and stone installation over the projections decade. Demand for carpet installation is expected to continue to decline as other flooring materials become more popular. As a result, employment of carpet installers will decrease. Conversely, vinyl and other resilient flooring products have become increasingly popular, especially in homes, which will lead to employment growth for floor layers. Tile and stone installation will continue to be common for bathrooms, restaurants, and other buildings, > [[< Previous->47-2041-JobOutlook-1]] > [[Next >->47-2041-JobOutlook-3]] > [[Close->47-2041-Detailed]]

supporting demand for these workers. > [[< Previous->47-2041-JobOutlook-2]] > [[Close->47-2041-Detailed]]

- Trim excess carpet or linoleum > [[< Previous->47-2042-WhatTheyDo-1]] > [[Next >->47-2042-WhatTheyDo-3]] > [[Close->47-2042-Detailed]]

- Apply finishes, such as sealants and stains Flooring installers and tile and stone setters lay the materials that improve the look and feel of homes, offices, restaurants, and other buildings. Many of these workers install materials on floors. However, they also work on walls, ceilings, countertops, and showers. Installing floors and tiles requires a smooth, even base of mortar or plywood. Flooring installers and tile and stone setters or other construction craftworkers lay this base. On remodeling jobs, workers may need to remove old flooring and smooth the surface before laying the > [[< Previous->47-2042-WhatTheyDo-2]] > [[Next >->47-2042-WhatTheyDo-4]] > [[Close->47-2042-Detailed]]

base. The following are examples of types of flooring installers and tile and stone setters: Carpet installers lay carpet on new floors or over existing flooring. They use special tools, including "knee kickers" to position the carpet and power stretchers to pull the carpet snugly against walls. They also join carpet edges and seam edges by sewing or by using tape with glue and a heated carpet iron. Carpet tile installers lay modular pieces of carpet that may be glued into place. Installing carpet tiles may be an option where standard carpet is impractical, such as in designing a pattern > [[< Previous->47-2042-WhatTheyDo-3]] > [[Next >->47-2042-WhatTheyDo-5]] > [[Close->47-2042-Detailed]]

over an area. Floor sanders and finishers scrape and smooth wood floors, often using power sanders. They then apply stains and sealants to preserve the wood. (For information on workers who install wood floors, see the profile on carpenters.) Floor layers, except carpet, wood, and hard tiles, install a variety of resilient flooring materials. Linoleum installers lay washable flooring material of the same name, cutting the linoleum to size and gluing it into place. Vinyl installers lay plastic-based flooring that includes vinyl ester, vinyl sheeting, and vinyl tile. Installers of laminate, > [[< Previous->47-2042-WhatTheyDo-4]] > [[Next >->47-2042-WhatTheyDo-6]] > [[Close->47-2042-Detailed]]

manufactured wood, and wood tile floors are included in this category. Tile and stone setters install pieces of ceramic, marble, granite, glass, or other materials. Tile installers, sometimes called tile setters, cut tiles using wet saws, tile scribes, or handheld tile cutters. They then use trowels of different sizes to spread mortar or a sticky paste, called mastic, evenly on the work surface before placing the tiles. Tile finishers apply grout between tiles after the tiles are set by using a rubber trowel, called a float, and then wipe the tiles clean after the grout dries. Stone setters > [[< Previous->47-2042-WhatTheyDo-5]] > [[Next >->47-2042-WhatTheyDo-7]] > [[Close->47-2042-Detailed]]

stone setters typically learn on the job, working with experienced installers or starting as helpers. New workers usually do simple tasks, such as moving materials. As they gain experience, they take on more complex tasks, such as cutting carpet. Some helpers work as tile finishers before becoming tile installers. Some flooring installers and tile and stone setters learn their trade through a 2 > [[< Previous->47-2042-HowToBecomeOne-1]] > [[Next >->47-2042-HowToBecomeOne-3]] > [[Close->47-2042-Detailed]]

- to 4-year apprenticeship. For each year of a typical program, apprentices must complete a predetermined number of hours of technical instruction and paid on-the-job training. Technical instruction in the apprenticeship may include mathematics, building code requirements, safety and first-aid practices, and blueprint reading. After completing an apprenticeship program, flooring installers and tile and stone setters are considered journey workers and may perform duties on their own. ### Certification Several organizations offer certification for floor and tile installers. Although > [[< Previous->47-2042-HowToBecomeOne-2]] > [[Next >->47-2042-HowToBecomeOne-4]] > [[Close->47-2042-Detailed]]

certification is not required, it demonstrates that a flooring installer and tile and stone setter has a specific mastery of skills to do a job. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Flooring installers and tile and stone setters often determine small color variations and must be able to distinguish among colors in patterns for the best looking > [[< Previous->47-2042-HowToBecomeOne-3]] > [[Next >->47-2042-HowToBecomeOne-5]] > [[Close->47-2042-Detailed]]

finish. Customer-service skills. Flooring installers and tile and stone setters must be courteous with and considerate of customers, especially while completing tasks in customers' homes. Detail oriented. Flooring installers and tile and stone setters need to be thorough and exacting to ensure that tile, wood, and carpet patterns are properly aligned. Math skills. Flooring installers and tile and stone setters use math to measure an area to be covered and to calculate the amount of material needed to cover it. Physical stamina. Flooring installers and tile and stone setters must be able > [[< Previous->47-2042-HowToBecomeOne-4]] > [[Next >->47-2042-HowToBecomeOne-6]] > [[Close->47-2042-Detailed]]

new homes and the renovation of existing units will be the primary source of flooring and tile and stone installation over the projections decade. Demand for carpet installation is expected to continue to decline as other flooring materials become more popular. As a result, employment of carpet installers will decrease. Conversely, vinyl and other resilient flooring products have become increasingly popular, especially in homes, which will lead to employment growth for floor layers. Tile and stone installation will continue to be common for bathrooms, restaurants, and other buildings, > [[< Previous->47-2042-JobOutlook-1]] > [[Next >->47-2042-JobOutlook-3]] > [[Close->47-2042-Detailed]]

supporting demand for these workers. > [[< Previous->47-2042-JobOutlook-2]] > [[Close->47-2042-Detailed]]

- Trim excess carpet or linoleum > [[< Previous->47-2043-WhatTheyDo-1]] > [[Next >->47-2043-WhatTheyDo-3]] > [[Close->47-2043-Detailed]]

- Apply finishes, such as sealants and stains Flooring installers and tile and stone setters lay the materials that improve the look and feel of homes, offices, restaurants, and other buildings. Many of these workers install materials on floors. However, they also work on walls, ceilings, countertops, and showers. Installing floors and tiles requires a smooth, even base of mortar or plywood. Flooring installers and tile and stone setters or other construction craftworkers lay this base. On remodeling jobs, workers may need to remove old flooring and smooth the surface before laying the > [[< Previous->47-2043-WhatTheyDo-2]] > [[Next >->47-2043-WhatTheyDo-4]] > [[Close->47-2043-Detailed]]

base. The following are examples of types of flooring installers and tile and stone setters: Carpet installers lay carpet on new floors or over existing flooring. They use special tools, including "knee kickers" to position the carpet and power stretchers to pull the carpet snugly against walls. They also join carpet edges and seam edges by sewing or by using tape with glue and a heated carpet iron. Carpet tile installers lay modular pieces of carpet that may be glued into place. Installing carpet tiles may be an option where standard carpet is impractical, such as in designing a pattern > [[< Previous->47-2043-WhatTheyDo-3]] > [[Next >->47-2043-WhatTheyDo-5]] > [[Close->47-2043-Detailed]]

over an area. Floor sanders and finishers scrape and smooth wood floors, often using power sanders. They then apply stains and sealants to preserve the wood. (For information on workers who install wood floors, see the profile on carpenters.) Floor layers, except carpet, wood, and hard tiles, install a variety of resilient flooring materials. Linoleum installers lay washable flooring material of the same name, cutting the linoleum to size and gluing it into place. Vinyl installers lay plastic-based flooring that includes vinyl ester, vinyl sheeting, and vinyl tile. Installers of laminate, > [[< Previous->47-2043-WhatTheyDo-4]] > [[Next >->47-2043-WhatTheyDo-6]] > [[Close->47-2043-Detailed]]

manufactured wood, and wood tile floors are included in this category. Tile and stone setters install pieces of ceramic, marble, granite, glass, or other materials. Tile installers, sometimes called tile setters, cut tiles using wet saws, tile scribes, or handheld tile cutters. They then use trowels of different sizes to spread mortar or a sticky paste, called mastic, evenly on the work surface before placing the tiles. Tile finishers apply grout between tiles after the tiles are set by using a rubber trowel, called a float, and then wipe the tiles clean after the grout dries. Stone setters > [[< Previous->47-2043-WhatTheyDo-5]] > [[Next >->47-2043-WhatTheyDo-7]] > [[Close->47-2043-Detailed]]

stone setters typically learn on the job, working with experienced installers or starting as helpers. New workers usually do simple tasks, such as moving materials. As they gain experience, they take on more complex tasks, such as cutting carpet. Some helpers work as tile finishers before becoming tile installers. Some flooring installers and tile and stone setters learn their trade through a 2 > [[< Previous->47-2043-HowToBecomeOne-1]] > [[Next >->47-2043-HowToBecomeOne-3]] > [[Close->47-2043-Detailed]]

- to 4-year apprenticeship. For each year of a typical program, apprentices must complete a predetermined number of hours of technical instruction and paid on-the-job training. Technical instruction in the apprenticeship may include mathematics, building code requirements, safety and first-aid practices, and blueprint reading. After completing an apprenticeship program, flooring installers and tile and stone setters are considered journey workers and may perform duties on their own. ### Certification Several organizations offer certification for floor and tile installers. Although > [[< Previous->47-2043-HowToBecomeOne-2]] > [[Next >->47-2043-HowToBecomeOne-4]] > [[Close->47-2043-Detailed]]

certification is not required, it demonstrates that a flooring installer and tile and stone setter has a specific mastery of skills to do a job. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Flooring installers and tile and stone setters often determine small color variations and must be able to distinguish among colors in patterns for the best looking > [[< Previous->47-2043-HowToBecomeOne-3]] > [[Next >->47-2043-HowToBecomeOne-5]] > [[Close->47-2043-Detailed]]

finish. Customer-service skills. Flooring installers and tile and stone setters must be courteous with and considerate of customers, especially while completing tasks in customers' homes. Detail oriented. Flooring installers and tile and stone setters need to be thorough and exacting to ensure that tile, wood, and carpet patterns are properly aligned. Math skills. Flooring installers and tile and stone setters use math to measure an area to be covered and to calculate the amount of material needed to cover it. Physical stamina. Flooring installers and tile and stone setters must be able > [[< Previous->47-2043-HowToBecomeOne-4]] > [[Next >->47-2043-HowToBecomeOne-6]] > [[Close->47-2043-Detailed]]

new homes and the renovation of existing units will be the primary source of flooring and tile and stone installation over the projections decade. Demand for carpet installation is expected to continue to decline as other flooring materials become more popular. As a result, employment of carpet installers will decrease. Conversely, vinyl and other resilient flooring products have become increasingly popular, especially in homes, which will lead to employment growth for floor layers. Tile and stone installation will continue to be common for bathrooms, restaurants, and other buildings, > [[< Previous->47-2043-JobOutlook-1]] > [[Next >->47-2043-JobOutlook-3]] > [[Close->47-2043-Detailed]]

supporting demand for these workers. > [[< Previous->47-2043-JobOutlook-2]] > [[Close->47-2043-Detailed]]

- Trim excess carpet or linoleum > [[< Previous->47-2044-WhatTheyDo-1]] > [[Next >->47-2044-WhatTheyDo-3]] > [[Close->47-2044-Detailed]]

- Apply finishes, such as sealants and stains Flooring installers and tile and stone setters lay the materials that improve the look and feel of homes, offices, restaurants, and other buildings. Many of these workers install materials on floors. However, they also work on walls, ceilings, countertops, and showers. Installing floors and tiles requires a smooth, even base of mortar or plywood. Flooring installers and tile and stone setters or other construction craftworkers lay this base. On remodeling jobs, workers may need to remove old flooring and smooth the surface before laying the > [[< Previous->47-2044-WhatTheyDo-2]] > [[Next >->47-2044-WhatTheyDo-4]] > [[Close->47-2044-Detailed]]

base. The following are examples of types of flooring installers and tile and stone setters: Carpet installers lay carpet on new floors or over existing flooring. They use special tools, including "knee kickers" to position the carpet and power stretchers to pull the carpet snugly against walls. They also join carpet edges and seam edges by sewing or by using tape with glue and a heated carpet iron. Carpet tile installers lay modular pieces of carpet that may be glued into place. Installing carpet tiles may be an option where standard carpet is impractical, such as in designing a pattern > [[< Previous->47-2044-WhatTheyDo-3]] > [[Next >->47-2044-WhatTheyDo-5]] > [[Close->47-2044-Detailed]]

over an area. Floor sanders and finishers scrape and smooth wood floors, often using power sanders. They then apply stains and sealants to preserve the wood. (For information on workers who install wood floors, see the profile on carpenters.) Floor layers, except carpet, wood, and hard tiles, install a variety of resilient flooring materials. Linoleum installers lay washable flooring material of the same name, cutting the linoleum to size and gluing it into place. Vinyl installers lay plastic-based flooring that includes vinyl ester, vinyl sheeting, and vinyl tile. Installers of laminate, > [[< Previous->47-2044-WhatTheyDo-4]] > [[Next >->47-2044-WhatTheyDo-6]] > [[Close->47-2044-Detailed]]

manufactured wood, and wood tile floors are included in this category. Tile and stone setters install pieces of ceramic, marble, granite, glass, or other materials. Tile installers, sometimes called tile setters, cut tiles using wet saws, tile scribes, or handheld tile cutters. They then use trowels of different sizes to spread mortar or a sticky paste, called mastic, evenly on the work surface before placing the tiles. Tile finishers apply grout between tiles after the tiles are set by using a rubber trowel, called a float, and then wipe the tiles clean after the grout dries. Stone setters > [[< Previous->47-2044-WhatTheyDo-5]] > [[Next >->47-2044-WhatTheyDo-7]] > [[Close->47-2044-Detailed]]

stone setters typically learn on the job, working with experienced installers or starting as helpers. New workers usually do simple tasks, such as moving materials. As they gain experience, they take on more complex tasks, such as cutting carpet. Some helpers work as tile finishers before becoming tile installers. Some flooring installers and tile and stone setters learn their trade through a 2 > [[< Previous->47-2044-HowToBecomeOne-1]] > [[Next >->47-2044-HowToBecomeOne-3]] > [[Close->47-2044-Detailed]]

- to 4-year apprenticeship. For each year of a typical program, apprentices must complete a predetermined number of hours of technical instruction and paid on-the-job training. Technical instruction in the apprenticeship may include mathematics, building code requirements, safety and first-aid practices, and blueprint reading. After completing an apprenticeship program, flooring installers and tile and stone setters are considered journey workers and may perform duties on their own. ### Certification Several organizations offer certification for floor and tile installers. Although > [[< Previous->47-2044-HowToBecomeOne-2]] > [[Next >->47-2044-HowToBecomeOne-4]] > [[Close->47-2044-Detailed]]

certification is not required, it demonstrates that a flooring installer and tile and stone setter has a specific mastery of skills to do a job. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Flooring installers and tile and stone setters often determine small color variations and must be able to distinguish among colors in patterns for the best looking > [[< Previous->47-2044-HowToBecomeOne-3]] > [[Next >->47-2044-HowToBecomeOne-5]] > [[Close->47-2044-Detailed]]

finish. Customer-service skills. Flooring installers and tile and stone setters must be courteous with and considerate of customers, especially while completing tasks in customers' homes. Detail oriented. Flooring installers and tile and stone setters need to be thorough and exacting to ensure that tile, wood, and carpet patterns are properly aligned. Math skills. Flooring installers and tile and stone setters use math to measure an area to be covered and to calculate the amount of material needed to cover it. Physical stamina. Flooring installers and tile and stone setters must be able > [[< Previous->47-2044-HowToBecomeOne-4]] > [[Next >->47-2044-HowToBecomeOne-6]] > [[Close->47-2044-Detailed]]

new homes and the renovation of existing units will be the primary source of flooring and tile and stone installation over the projections decade. Demand for carpet installation is expected to continue to decline as other flooring materials become more popular. As a result, employment of carpet installers will decrease. Conversely, vinyl and other resilient flooring products have become increasingly popular, especially in homes, which will lead to employment growth for floor layers. Tile and stone installation will continue to be common for bathrooms, restaurants, and other buildings, > [[< Previous->47-2044-JobOutlook-1]] > [[Next >->47-2044-JobOutlook-3]] > [[Close->47-2044-Detailed]]

supporting demand for these workers. > [[< Previous->47-2044-JobOutlook-2]] > [[Close->47-2044-Detailed]]

- Clean and polish surfaces with handtools or power tools - Fill expansion joints with caulking materials - Lay out and install rainscreen water systems Masons build structures with brick, block, and stone, some of the most common and durable materials used in construction. They also use concrete - a mixture of cement, sand, gravel, and water - as the foundation for everything from patios and floors to dams and roads. The following are examples of types of masons: Brickmasons and blockmasons - often called bricklayers > [[< Previous->47-2051-WhatTheyDo-1]] > [[Next >->47-2051-WhatTheyDo-3]] > [[Close->47-2051-Detailed]]

- build and repair walls, fireplaces, and other structures with brick, terra cotta, precast masonry panels, concrete block, and other masonry materials. Pointing, cleaning, and caulking workers are brickmasons who repair brickwork, particularly on older structures. Refractory masons are brickmasons who specialize in installing heat > [[< Previous->47-2051-WhatTheyDo-2]] > [[Next >->47-2051-WhatTheyDo-4]] > [[Close->47-2051-Detailed]]

- and fire-resistant masonry materials in high-temperature areas such as boilers, furnaces, and soaking pits in industrial buildings. Cement masons and concrete finishers place and finish concrete. They may color concrete surfaces, expose small stones in walls and sidewalks, or make concrete beams, columns, and panels. Throughout the process of pouring, leveling, and finishing concrete, cement masons use their knowledge of how conditions may affect concrete and take steps to prevent defects. On small jobs, such as constructing sidewalks, cement masons may use a supportive wire mesh called a > [[< Previous->47-2051-WhatTheyDo-3]] > [[Next >->47-2051-WhatTheyDo-5]] > [[Close->47-2051-Detailed]]

lath. On large jobs, such as constructing building foundations, reinforcing iron and rebar workers install the reinforcing mesh. Stonemasons build stone walls and set stone exteriors and floors. They work with two types of stone: natural-cut stone, such as marble, granite, and limestone; and artificial stone, made from concrete, marble chips, or other masonry materials. Using a special hammer or a diamond-blade saw, workers cut stone into various shapes and sizes. Some stonemasons specialize in setting marble, which is similar to setting large pieces of stone. Terrazzo workers and > [[< Previous->47-2051-WhatTheyDo-4]] > [[Next >->47-2051-WhatTheyDo-6]] > [[Close->47-2051-Detailed]]

# How to Become a Masonry Worker Masons typically need a high school diploma or equivalent and learn the trade either through an apprenticeship or on the job. ### Education A high school diploma or equivalent is typically required to enter the occupation. Many technical schools offer programs in masonry. These programs operate both independently and in conjunction with apprenticeship training. ### Training Masons typically learn the trade through apprenticeships and on the job, working with experienced masons. Several groups, including unions and contractor associations, sponsor apprenticeship programs. Apprentices learn > [[Next >->47-2051-HowToBecomeOne-2]] > [[Close->47-2051-Detailed]]

construction basics, such as blueprint reading; mathematics for measurement; building code requirements; and safety and first-aid practices. After completing an apprenticeship program, masons are considered journey workers and are able to do tasks on their own. ### Work Experience in a Related Occupation Some workers start out as construction laborers and helpers before becoming masons. ### Advancement After becoming a journey worker, masonry workers may find opportunities to advance to supervisor, superintendent, or other construction management positions. Experienced masonry workers may > [[< Previous->47-2051-HowToBecomeOne-1]] > [[Next >->47-2051-HowToBecomeOne-3]] > [[Close->47-2051-Detailed]]

choose to become independent contractors. Masonry workers in a union may also find opportunities for advancement within their union. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Masonry workers often use scaffolding, so they should be comfortable working at heights. Color vision. Masonry workers need to be able to distinguish between small variations in color when setting terrazzo patterns in order to > [[< Previous->47-2051-HowToBecomeOne-2]] > [[Next >->47-2051-HowToBecomeOne-4]] > [[Close->47-2051-Detailed]]

produce the best looking finish. Dexterity. Masonry workers must be able to place bricks, stones, and other materials with precision. Hand–eye coordination. Masonry workers need to apply smooth, even layers of mortar; set bricks; and remove any excess before the mortar hardens. Physical stamina. Masonry workers must keep up a steady pace while setting bricks, and the constant lifting can be tiring. Physical strength. Masonry workers should be able to lift more than 50 pounds. They carry heavy tools, equipment, and other materials, such as bags of mortar and grout. > [[< Previous->47-2051-HowToBecomeOne-3]] > [[Close->47-2051-Detailed]]

brick and stone, is still popular in both interior and exterior applications, but changes in products and installation practices are expected to reduce the need for some masons. For example, the increased use of prefabricated panels that are created by contractors or manufacturers offsite is expected to limit demand for masons to install the panels at the construction site. Moreover, the higher cost of natural stone is expected to reduce demand for these products, which will likely limit the need for stonemasons. Employment of terrazzo workers and finishers is expected to decline due to the > [[< Previous->47-2051-JobOutlook-1]] > [[Next >->47-2051-JobOutlook-3]] > [[Close->47-2051-Detailed]]

increased installation of polished concrete, which will shift some work from terrazzo workers to cement masons and concrete finishers. > [[< Previous->47-2051-JobOutlook-2]] > [[Close->47-2051-Detailed]]

- Clean and polish surfaces with handtools or power tools - Fill expansion joints with caulking materials - Lay out and install rainscreen water systems Masons build structures with brick, block, and stone, some of the most common and durable materials used in construction. They also use concrete - a mixture of cement, sand, gravel, and water - as the foundation for everything from patios and floors to dams and roads. The following are examples of types of masons: Brickmasons and blockmasons - often called bricklayers > [[< Previous->47-2053-WhatTheyDo-1]] > [[Next >->47-2053-WhatTheyDo-3]] > [[Close->47-2053-Detailed]]

- build and repair walls, fireplaces, and other structures with brick, terra cotta, precast masonry panels, concrete block, and other masonry materials. Pointing, cleaning, and caulking workers are brickmasons who repair brickwork, particularly on older structures. Refractory masons are brickmasons who specialize in installing heat > [[< Previous->47-2053-WhatTheyDo-2]] > [[Next >->47-2053-WhatTheyDo-4]] > [[Close->47-2053-Detailed]]

- and fire-resistant masonry materials in high-temperature areas such as boilers, furnaces, and soaking pits in industrial buildings. Cement masons and concrete finishers place and finish concrete. They may color concrete surfaces, expose small stones in walls and sidewalks, or make concrete beams, columns, and panels. Throughout the process of pouring, leveling, and finishing concrete, cement masons use their knowledge of how conditions may affect concrete and take steps to prevent defects. On small jobs, such as constructing sidewalks, cement masons may use a supportive wire mesh called a > [[< Previous->47-2053-WhatTheyDo-3]] > [[Next >->47-2053-WhatTheyDo-5]] > [[Close->47-2053-Detailed]]

lath. On large jobs, such as constructing building foundations, reinforcing iron and rebar workers install the reinforcing mesh. Stonemasons build stone walls and set stone exteriors and floors. They work with two types of stone: natural-cut stone, such as marble, granite, and limestone; and artificial stone, made from concrete, marble chips, or other masonry materials. Using a special hammer or a diamond-blade saw, workers cut stone into various shapes and sizes. Some stonemasons specialize in setting marble, which is similar to setting large pieces of stone. Terrazzo workers and > [[< Previous->47-2053-WhatTheyDo-4]] > [[Next >->47-2053-WhatTheyDo-6]] > [[Close->47-2053-Detailed]]

# How to Become a Masonry Worker Masons typically need a high school diploma or equivalent and learn the trade either through an apprenticeship or on the job. ### Education A high school diploma or equivalent is typically required to enter the occupation. Many technical schools offer programs in masonry. These programs operate both independently and in conjunction with apprenticeship training. ### Training Masons typically learn the trade through apprenticeships and on the job, working with experienced masons. Several groups, including unions and contractor associations, sponsor apprenticeship programs. Apprentices learn > [[Next >->47-2053-HowToBecomeOne-2]] > [[Close->47-2053-Detailed]]

construction basics, such as blueprint reading; mathematics for measurement; building code requirements; and safety and first-aid practices. After completing an apprenticeship program, masons are considered journey workers and are able to do tasks on their own. ### Work Experience in a Related Occupation Some workers start out as construction laborers and helpers before becoming masons. ### Advancement After becoming a journey worker, masonry workers may find opportunities to advance to supervisor, superintendent, or other construction management positions. Experienced masonry workers may > [[< Previous->47-2053-HowToBecomeOne-1]] > [[Next >->47-2053-HowToBecomeOne-3]] > [[Close->47-2053-Detailed]]

choose to become independent contractors. Masonry workers in a union may also find opportunities for advancement within their union. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Masonry workers often use scaffolding, so they should be comfortable working at heights. Color vision. Masonry workers need to be able to distinguish between small variations in color when setting terrazzo patterns in order to > [[< Previous->47-2053-HowToBecomeOne-2]] > [[Next >->47-2053-HowToBecomeOne-4]] > [[Close->47-2053-Detailed]]

produce the best looking finish. Dexterity. Masonry workers must be able to place bricks, stones, and other materials with precision. Hand–eye coordination. Masonry workers need to apply smooth, even layers of mortar; set bricks; and remove any excess before the mortar hardens. Physical stamina. Masonry workers must keep up a steady pace while setting bricks, and the constant lifting can be tiring. Physical strength. Masonry workers should be able to lift more than 50 pounds. They carry heavy tools, equipment, and other materials, such as bags of mortar and grout. > [[< Previous->47-2053-HowToBecomeOne-3]] > [[Close->47-2053-Detailed]]

brick and stone, is still popular in both interior and exterior applications, but changes in products and installation practices are expected to reduce the need for some masons. For example, the increased use of prefabricated panels that are created by contractors or manufacturers offsite is expected to limit demand for masons to install the panels at the construction site. Moreover, the higher cost of natural stone is expected to reduce demand for these products, which will likely limit the need for stonemasons. Employment of terrazzo workers and finishers is expected to decline due to the > [[< Previous->47-2053-JobOutlook-1]] > [[Next >->47-2053-JobOutlook-3]] > [[Close->47-2053-Detailed]]

increased installation of polished concrete, which will shift some work from terrazzo workers to cement masons and concrete finishers. > [[< Previous->47-2053-JobOutlook-2]] > [[Close->47-2053-Detailed]]

# What Construction Laborers and Helpers Do Construction laborers and helpers perform tasks, such as using, supplying, or holding materials or tools and cleaning work areas and equipment, on construction sites. ### Duties Construction laborers and helpers typically do the following: - Clean and prepare construction sites by removing debris and possible hazards - Load or unload building materials to be used in construction - Build or take apart bracing, scaffolding, and temporary structures - Dig trenches, backfill holes, or compact earth to prepare for construction > [[Next >->47-2061-WhatTheyDo-2]] > [[Close->47-2061-Detailed]]

- Operate power tools and handtools, such as jackhammers, saws, and drills > [[< Previous->47-2061-WhatTheyDo-1]] > [[Next >->47-2061-WhatTheyDo-3]] > [[Close->47-2061-Detailed]]

- Assist tradesworkers, such as electricians and plumbers, with their duties Construction laborers and helpers work on almost all construction sites, performing a range of tasks that may vary in complexity. Construction laborers, also referred to as construction craft laborers, are involved in a variety of activities during all phases of construction. Some laborers spend their time preparing and cleaning up construction sites, using tools such as shovels and brooms. Other laborers, such as those on road crews, may specialize and learn to control traffic patterns or to operate pavement > [[< Previous->47-2061-WhatTheyDo-2]] > [[Next >->47-2061-WhatTheyDo-4]] > [[Close->47-2061-Detailed]]

breakers, jackhammers, earth tampers, or surveying equipment. With special training, laborers may help transport and use explosives or run hydraulic boring machines to dig tunnels. They may learn to use lasers to place pipes and learn to use computers to control robotic pipe cutters. Helpers assist construction tradesworkers with a variety of tasks. They may carry tools and materials or help set up equipment. For example, some helpers work with cement masons to move and set the forms that determine the shape of poured concrete. Others assist with tool maintenance, cleaning up sites, and > [[< Previous->47-2061-WhatTheyDo-3]] > [[Next >->47-2061-WhatTheyDo-5]] > [[Close->47-2061-Detailed]]

disposing of waste, as well as helping tradesworkers with other tasks. Many construction occupations have helpers who assist tradesworkers, including: - Brickmasons, blockmasons, and stonemasons, and tile and marble setters - Carpenters - Electricians - Painters, paperhangers, plasterers, and stucco masons - Pipelayers, plumbers, pipefitters, and steamfitters - Roofers Apprentices to electricians, plumbers, and other tradesworkers may have tasks that are similar to those of helpers. Information about apprentices is included in the profile for their respective tradesworker. > [[< Previous->47-2061-WhatTheyDo-4]] > [[Close->47-2061-Detailed]]

# Work Environment ### Work Environment Most construction laborers and helpers work full time, and schedules may vary. Their jobs are often physically demanding and may require being outdoors in all weather conditions. > [[Close->47-2061-Detailed]]

# How to Become a Construction Laborer or Helper Construction laborers and helpers learn on the job. Formal education is not typically required, but some employers may prefer to hire candidates who have a high school diploma or the equivalent. ### Education Although laborers and helpers typically do not need a formal educational credential, employers may prefer to hire those who have a high school diploma or the equivalent. For example, an employer may require or prefer that helpers of electricians and helpers of pipelayers, plumbers, pipefitters, and steamfitters have completed high school. High school classes that may be helpful include > [[Next >->47-2061-HowToBecomeOne-2]] > [[Close->47-2061-Detailed]]

mathematics, such as algebra and geometry, and those that are part of career and technical education programs, such as construction technology or welding. ### Training Construction laborers and helpers typically learn on the job. They may start out by shadowing experienced workers, observing what those workers do and performing tasks under their guidance. Some construction laborers complete apprenticeship programs. Apprenticeship programs, which are usually sponsored by local unions or trade associations, combine on-the-job training with technical instruction. ### Licenses, Certifications, > [[< Previous->47-2061-HowToBecomeOne-1]] > [[Next >->47-2061-HowToBecomeOne-3]] > [[Close->47-2061-Detailed]]

and Registrations Employers often require that construction laborers and helpers complete safety certification that meets Occupational Safety and Health Administration (OSHA) guidelines, either before or after being hired. A valid driver's license also may be required. Some workers choose to earn optional certifications related to their tasks, such as rigging or scaffolding. Certification helps workers demonstrate that they have the knowledge to perform more complex tasks. ### Advancement After gaining experience, laborers may have opportunities to supervise staff, oversee jobsites, or > [[< Previous->47-2061-HowToBecomeOne-2]] > [[Next >->47-2061-HowToBecomeOne-4]] > [[Close->47-2061-Detailed]]

start their own business. Helpers sometimes move into construction trades after gaining experience in the field, along with completing any required credentials or training. For example, an electrician's helper might earn a high school equivalency to enter an electrician apprenticeship and, eventually, go on to become an electrician. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Electricians' helpers must be able to > [[< Previous->47-2061-HowToBecomeOne-3]] > [[Next >->47-2061-HowToBecomeOne-5]] > [[Close->47-2061-Detailed]]

distinguish different colors of wire to help the lead electrician. Interpersonal skills. Construction laborers and helpers need to work as a team, cooperating with and assisting others. They also may interact with customers. Math skills. Construction laborers and some helpers need to do basic math calculations, such as when measuring on jobsites or assisting a surveying crew. Mechanical skills. Construction laborers are frequently required to operate and maintain equipment, such as jackhammers. Physical stamina. Construction laborers and helpers must be able to do strenuous tasks > [[< Previous->47-2061-HowToBecomeOne-4]] > [[Next >->47-2061-HowToBecomeOne-6]] > [[Close->47-2061-Detailed]]

throughout the day. Physical strength. Construction laborers and helpers must be able to lift or move heavy materials and equipment. > [[< Previous->47-2061-HowToBecomeOne-5]] > [[Close->47-2061-Detailed]]

# Pay The median annual wage for construction laborers and helpers was $46,050 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $33,610, and the highest 10 percent earned more than $75,560. Median annual wages for construction laborers and helpers in May 2024 were as follows: In May 2024, the median annual wages for construction laborers and helpers in the top industries in which they worked were as follows: Most construction laborers and helpers work full time, and > [[Next >->47-2061-Pay-2]] > [[Close->47-2061-Detailed]]

work schedules may vary. Laborers and helpers on highway and bridge projects may need to work overnight to avoid causing traffic disruptions. In some parts of the country, construction laborers and helpers may work only during certain seasons. For example, in northern climates, cold weather frequently limits construction activity in the winter. Some construction laborers are self-employed. In contrast, few helpers are self-employed. > [[< Previous->47-2061-Pay-1]] > [[Close->47-2061-Detailed]]

# Job Outlook Overall employment of construction laborers and helpers is projected to grow 7 percent from 2024 to 2034, much faster than the average for all occupations. About 149,400 openings for construction laborers and helpers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of construction laborers and helpers varies by occupation (see table). Construction laborers work in all fields of > [[Next >->47-2061-JobOutlook-2]] > [[Close->47-2061-Detailed]]

construction, and demand for laborers should mirror the level of overall construction activity. Repairing and replacing the nation's infrastructure, such as the power grid, roads, and water lines, is expected to result in steady demand for laborers. Employment growth for specific types of construction helpers is expected to be driven by the construction and renovation of homes and nonresidential structures. However, shifts in preference for materials, such as prefabricated components, will continue to reduce demand for some helpers. > [[< Previous->47-2061-JobOutlook-1]] > [[Close->47-2061-Detailed]]

# What Construction Equipment Operators Do Construction equipment operators drive, maneuver, or control the heavy machinery used to construct roads, bridges, buildings, and other structures. ### Duties Construction equipment operators typically do the following: - Clean and maintain equipment, making basic repairs as necessary - Report malfunctioning equipment to supervisors - Move levers, push pedals, or turn valves to drive and maneuver equipment > [[Next >->47-2071-WhatTheyDo-2]] > [[Close->47-2071-Detailed]]

- Coordinate machine actions with crew members using hand or audio signals Construction equipment operators use machinery to move building supplies, earth, and other heavy materials at construction sites and mines. They operate equipment that clears and grades land to prepare it for the construction of roads, bridges, buildings, aircraft runways, dams, and other structures. The following are examples of types of construction equipment operators: Operating engineers and other construction equipment operators work with one or several types of power construction equipment. They may operate > [[< Previous->47-2071-WhatTheyDo-1]] > [[Next >->47-2071-WhatTheyDo-3]] > [[Close->47-2071-Detailed]]

excavation and loading machines equipped with scoops, shovels, or buckets that dig sand, gravel, earth, or similar materials. They also operate bulldozers, trench excavators, road graders, and similar equipment. Sometimes, they drive and control industrial trucks or tractors equipped with forklifts or booms for lifting materials. They may also operate and maintain air compressors, pumps, and other power equipment at construction sites. Paving and surfacing equipment operators control the machines that spread and level asphalt or spread and smooth concrete for roadways or other structures. > [[< Previous->47-2071-WhatTheyDo-2]] > [[Next >->47-2071-WhatTheyDo-4]] > [[Close->47-2071-Detailed]]

Tamping equipment operators use machines that compact earth and other fill materials for roadbeds and other construction sites or that break up old pavement and drive guardrail posts into the ground. Pile driver operators use large machines mounted on skids, barges, or cranes to hammer piles into the ground. Piles are long, heavy beams of concrete, wood, or steel driven into the ground to support retaining walls, bridges, piers, or building foundations. Some pile driver operators work on offshore oil rigs. Workers who operate cranes are covered in the material moving machine operators > [[< Previous->47-2071-WhatTheyDo-3]] > [[Next >->47-2071-WhatTheyDo-5]] > [[Close->47-2071-Detailed]]

profile. > [[< Previous->47-2071-WhatTheyDo-4]] > [[Close->47-2071-Detailed]]

# Work Environment ### Work Environment Construction equipment operators may work even in unpleasant weather. Most operators work full time, and some have irregular work schedules that include nights. > [[Close->47-2071-Detailed]]

# How to Become a Construction Equipment Operator Workers may learn equipment operation on the job after earning a high school diploma or equivalent, through an apprenticeship, or by attending vocational schools. ### Education A high school diploma or equivalent is typically required to become a construction equipment operator. Vocational training and math courses are useful, and a course in automotive mechanics may be helpful because workers often maintain their equipment. Learning at vocational schools may be beneficial in finding a job. Schools may specialize in a particular brand or type of construction equipment. Some schools > [[Next >->47-2071-HowToBecomeOne-2]] > [[Close->47-2071-Detailed]]

incorporate sophisticated simulator training into their courses, allowing beginners to familiarize themselves with the equipment in a virtual environment before operating real machines. ### Training Many workers learn their jobs by operating light equipment, such as a trench roller, under the guidance of an experienced operator. Later, they may operate heavier equipment, such as bulldozers. Operators of some equipment, such as machines with computerized controls, may need more training and some understanding of electronics. Other workers learn their trade through a 3 > [[< Previous->47-2071-HowToBecomeOne-1]] > [[Next >->47-2071-HowToBecomeOne-3]] > [[Close->47-2071-Detailed]]

- or 4-year apprenticeship. For each year of a typical program, apprentices must complete a predetermined number of hours of technical instruction and paid on-the-job training. Apprenticeship program requirements differ based on the type of program and by region. During technical instruction, apprentices learn operating procedures for equipment as well as safety practices, first aid, and how to read grading plans. On the job, apprentices learn to maintain equipment, operate machinery, and use technology, such as Global Positioning System (GPS) devices. After completing an apprenticeship > [[< Previous->47-2071-HowToBecomeOne-2]] > [[Next >->47-2071-HowToBecomeOne-4]] > [[Close->47-2071-Detailed]]

program, apprentices are considered journey workers and perform tasks with less guidance. ### Licenses, Certifications, and Registrations Construction equipment operators often need a commercial driver's license (CDL) to haul their equipment to various jobsites. State laws governing CDLs vary. A few states have special licenses for operators of backhoes, loaders, and bulldozers. Some states and cities require pile driver operators to have a crane license, because similar operational concerns apply to both pile drivers and cranes. Requirements vary by state. For more information, contact > [[< Previous->47-2071-HowToBecomeOne-3]] > [[Next >->47-2071-HowToBecomeOne-5]] > [[Close->47-2071-Detailed]]

your local or state licensing board. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Construction equipment operators may need to service pulleys or other devices located at the top of structures, which may be several stories tall. Hand-eye-foot coordination. Construction equipment operators should have steady hands and feet to guide and control heavy machinery precisely, sometimes in tight > [[< Previous->47-2071-HowToBecomeOne-4]] > [[Next >->47-2071-HowToBecomeOne-6]] > [[Close->47-2071-Detailed]]

spaces. Mechanical skills. Construction equipment operators often perform basic maintenance on the equipment they operate. As a result, they should be familiar with hand and power tools and standard equipment care. Physical stamina. Construction equipment operators may be required to frequently push, carry, or move heavy objects. Physical strength. Construction equipment operators may be required to lift more than 50 pounds as part of their duties. > [[< Previous->47-2071-HowToBecomeOne-5]] > [[Close->47-2071-Detailed]]

# Pay The median annual wage for construction equipment operators was $58,320 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,850, and the highest 10 percent earned more than $99,930. Median annual wages for construction equipment operators in May 2024 were as follows: In May 2024, the median annual wages for construction equipment operators in the top industries in which they worked were as follows: Apprentices receive less pay than fully trained construction > [[Next >->47-2071-Pay-2]] > [[Close->47-2071-Detailed]]

equipment operators. They receive pay increases as they learn more skills. Construction equipment operators may have irregular schedules, such as continuing around the clock or late into the night. Most construction equipment operators work full time, and some work more than 40 hours per week. The work may be seasonal in areas of the country that experience extreme cold. > [[< Previous->47-2071-Pay-1]] > [[Close->47-2071-Detailed]]

# Job Outlook Overall employment of construction equipment operators is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 46,200 openings for construction equipment operators are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Spending on infrastructure is expected to increase, resulting in some new jobs for construction equipment operators over the decade. Across the > [[Next >->47-2071-JobOutlook-2]] > [[Close->47-2071-Detailed]]

country, many roads, bridges, and water and sewer systems are in need of repair. In addition, population growth will require new infrastructure, such as roads and sewer lines, the projects for which are expected to generate jobs. > [[< Previous->47-2071-JobOutlook-1]] > [[Close->47-2071-Detailed]]

- Coordinate machine actions with crew members using hand or audio signals Construction equipment operators use machinery to move building supplies, earth, and other heavy materials at construction sites and mines. They operate equipment that clears and grades land to prepare it for the construction of roads, bridges, buildings, aircraft runways, dams, and other structures. The following are examples of types of construction equipment operators: Operating engineers and other construction equipment operators work with one or several types of power construction equipment. They may operate > [[< Previous->47-2072-WhatTheyDo-1]] > [[Next >->47-2072-WhatTheyDo-3]] > [[Close->47-2072-Detailed]]

excavation and loading machines equipped with scoops, shovels, or buckets that dig sand, gravel, earth, or similar materials. They also operate bulldozers, trench excavators, road graders, and similar equipment. Sometimes, they drive and control industrial trucks or tractors equipped with forklifts or booms for lifting materials. They may also operate and maintain air compressors, pumps, and other power equipment at construction sites. Paving and surfacing equipment operators control the machines that spread and level asphalt or spread and smooth concrete for roadways or other structures. > [[< Previous->47-2072-WhatTheyDo-2]] > [[Next >->47-2072-WhatTheyDo-4]] > [[Close->47-2072-Detailed]]

Tamping equipment operators use machines that compact earth and other fill materials for roadbeds and other construction sites or that break up old pavement and drive guardrail posts into the ground. Pile driver operators use large machines mounted on skids, barges, or cranes to hammer piles into the ground. Piles are long, heavy beams of concrete, wood, or steel driven into the ground to support retaining walls, bridges, piers, or building foundations. Some pile driver operators work on offshore oil rigs. Workers who operate cranes are covered in the material moving machine operators > [[< Previous->47-2072-WhatTheyDo-3]] > [[Next >->47-2072-WhatTheyDo-5]] > [[Close->47-2072-Detailed]]

profile. > [[< Previous->47-2072-WhatTheyDo-4]] > [[Close->47-2072-Detailed]]

incorporate sophisticated simulator training into their courses, allowing beginners to familiarize themselves with the equipment in a virtual environment before operating real machines. ### Training Many workers learn their jobs by operating light equipment, such as a trench roller, under the guidance of an experienced operator. Later, they may operate heavier equipment, such as bulldozers. Operators of some equipment, such as machines with computerized controls, may need more training and some understanding of electronics. Other workers learn their trade through a 3 > [[< Previous->47-2072-HowToBecomeOne-1]] > [[Next >->47-2072-HowToBecomeOne-3]] > [[Close->47-2072-Detailed]]

- or 4-year apprenticeship. For each year of a typical program, apprentices must complete a predetermined number of hours of technical instruction and paid on-the-job training. Apprenticeship program requirements differ based on the type of program and by region. During technical instruction, apprentices learn operating procedures for equipment as well as safety practices, first aid, and how to read grading plans. On the job, apprentices learn to maintain equipment, operate machinery, and use technology, such as Global Positioning System (GPS) devices. After completing an apprenticeship > [[< Previous->47-2072-HowToBecomeOne-2]] > [[Next >->47-2072-HowToBecomeOne-4]] > [[Close->47-2072-Detailed]]

program, apprentices are considered journey workers and perform tasks with less guidance. ### Licenses, Certifications, and Registrations Construction equipment operators often need a commercial driver's license (CDL) to haul their equipment to various jobsites. State laws governing CDLs vary. A few states have special licenses for operators of backhoes, loaders, and bulldozers. Some states and cities require pile driver operators to have a crane license, because similar operational concerns apply to both pile drivers and cranes. Requirements vary by state. For more information, contact > [[< Previous->47-2072-HowToBecomeOne-3]] > [[Next >->47-2072-HowToBecomeOne-5]] > [[Close->47-2072-Detailed]]

your local or state licensing board. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Construction equipment operators may need to service pulleys or other devices located at the top of structures, which may be several stories tall. Hand-eye-foot coordination. Construction equipment operators should have steady hands and feet to guide and control heavy machinery precisely, sometimes in tight > [[< Previous->47-2072-HowToBecomeOne-4]] > [[Next >->47-2072-HowToBecomeOne-6]] > [[Close->47-2072-Detailed]]

- Coordinate machine actions with crew members using hand or audio signals Construction equipment operators use machinery to move building supplies, earth, and other heavy materials at construction sites and mines. They operate equipment that clears and grades land to prepare it for the construction of roads, bridges, buildings, aircraft runways, dams, and other structures. The following are examples of types of construction equipment operators: Operating engineers and other construction equipment operators work with one or several types of power construction equipment. They may operate > [[< Previous->47-2073-WhatTheyDo-1]] > [[Next >->47-2073-WhatTheyDo-3]] > [[Close->47-2073-Detailed]]

excavation and loading machines equipped with scoops, shovels, or buckets that dig sand, gravel, earth, or similar materials. They also operate bulldozers, trench excavators, road graders, and similar equipment. Sometimes, they drive and control industrial trucks or tractors equipped with forklifts or booms for lifting materials. They may also operate and maintain air compressors, pumps, and other power equipment at construction sites. Paving and surfacing equipment operators control the machines that spread and level asphalt or spread and smooth concrete for roadways or other structures. > [[< Previous->47-2073-WhatTheyDo-2]] > [[Next >->47-2073-WhatTheyDo-4]] > [[Close->47-2073-Detailed]]

Tamping equipment operators use machines that compact earth and other fill materials for roadbeds and other construction sites or that break up old pavement and drive guardrail posts into the ground. Pile driver operators use large machines mounted on skids, barges, or cranes to hammer piles into the ground. Piles are long, heavy beams of concrete, wood, or steel driven into the ground to support retaining walls, bridges, piers, or building foundations. Some pile driver operators work on offshore oil rigs. Workers who operate cranes are covered in the material moving machine operators > [[< Previous->47-2073-WhatTheyDo-3]] > [[Next >->47-2073-WhatTheyDo-5]] > [[Close->47-2073-Detailed]]

profile. > [[< Previous->47-2073-WhatTheyDo-4]] > [[Close->47-2073-Detailed]]

incorporate sophisticated simulator training into their courses, allowing beginners to familiarize themselves with the equipment in a virtual environment before operating real machines. ### Training Many workers learn their jobs by operating light equipment, such as a trench roller, under the guidance of an experienced operator. Later, they may operate heavier equipment, such as bulldozers. Operators of some equipment, such as machines with computerized controls, may need more training and some understanding of electronics. Other workers learn their trade through a 3 > [[< Previous->47-2073-HowToBecomeOne-1]] > [[Next >->47-2073-HowToBecomeOne-3]] > [[Close->47-2073-Detailed]]

- or 4-year apprenticeship. For each year of a typical program, apprentices must complete a predetermined number of hours of technical instruction and paid on-the-job training. Apprenticeship program requirements differ based on the type of program and by region. During technical instruction, apprentices learn operating procedures for equipment as well as safety practices, first aid, and how to read grading plans. On the job, apprentices learn to maintain equipment, operate machinery, and use technology, such as Global Positioning System (GPS) devices. After completing an apprenticeship > [[< Previous->47-2073-HowToBecomeOne-2]] > [[Next >->47-2073-HowToBecomeOne-4]] > [[Close->47-2073-Detailed]]

program, apprentices are considered journey workers and perform tasks with less guidance. ### Licenses, Certifications, and Registrations Construction equipment operators often need a commercial driver's license (CDL) to haul their equipment to various jobsites. State laws governing CDLs vary. A few states have special licenses for operators of backhoes, loaders, and bulldozers. Some states and cities require pile driver operators to have a crane license, because similar operational concerns apply to both pile drivers and cranes. Requirements vary by state. For more information, contact > [[< Previous->47-2073-HowToBecomeOne-3]] > [[Next >->47-2073-HowToBecomeOne-5]] > [[Close->47-2073-Detailed]]

your local or state licensing board. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Construction equipment operators may need to service pulleys or other devices located at the top of structures, which may be several stories tall. Hand-eye-foot coordination. Construction equipment operators should have steady hands and feet to guide and control heavy machinery precisely, sometimes in tight > [[< Previous->47-2073-HowToBecomeOne-4]] > [[Next >->47-2073-HowToBecomeOne-6]] > [[Close->47-2073-Detailed]]

# What Drywall Installers, Ceiling Tile Installers, and Tapers Do Drywall installers and ceiling tile installers hang wallboard and install ceiling tile inside buildings. Tapers prepare the wallboard for painting, using tape and other materials. Many workers both install and tape wallboard. ### Duties Drywall installers, ceiling tile installers, and tapers typically do the following: - Measure, mark, and cut drywall panels according to design plans - Fasten panels and tiles to support structures - Patch, trim, and smooth rough spots and edges - Apply tape and sealing compound to cover joints between wallboards > [[Next >->47-2081-WhatTheyDo-2]] > [[Close->47-2081-Detailed]]

- Add coats of sealing compound to create an even surface > [[< Previous->47-2081-WhatTheyDo-1]] > [[Next >->47-2081-WhatTheyDo-3]] > [[Close->47-2081-Detailed]]

- Sand all joints and holes for a smooth, seamless finish Drywall and ceiling tile installers place panels over the walls and ceilings of interior rooms in buildings. The panels cover insulation, electrical wires, and pipes; dampen sound; and provide fire resistance. Tapers prepare the drywall for finishing. Workers may use mechanical lifts or stand on stilts, ladders, or scaffolds to hang and prepare ceilings. After hanging wallboards, workers use trowels to spread coats of sealing compound over cracks, indentations, and other imperfections. Some workers use a mechanical applicator, a tool > [[< Previous->47-2081-WhatTheyDo-2]] > [[Next >->47-2081-WhatTheyDo-4]] > [[Close->47-2081-Detailed]]

that spreads sealing compound on the wall joint while dispensing and setting tape at the same time. Drywall installers are also called drywallers or hangers. They cut and hang the panels of wallboard. The tools they use include tape measures, straightedges, utility knives, and power saws. Ceiling tile installers hang ceiling tiles and create suspended ceilings. Tiles may be applied directly to the ceiling, attached to furring strips, or suspended on runners that are connected by wire to the ceiling. Workers are sometimes called acoustical carpenters, because they also install tiles that > [[< Previous->47-2081-WhatTheyDo-3]] > [[Next >->47-2081-WhatTheyDo-5]] > [[Close->47-2081-Detailed]]

block sound. Tapers, also called finishers, prepare the drywall for covering by paint and wallpaper. Tapers apply paper or fiberglass mesh tape to cover drywall seams. They also smooth the tape after affixing it and apply a finishing compound to the tape. In addition to performing new installations, many installers and tapers make repairs such as fixing damaged drywall and replacing ceiling tiles. The wall coverings applied to the finished drywall are installed by painters, plasterers, and paperhangers. > [[< Previous->47-2081-WhatTheyDo-4]] > [[Close->47-2081-Detailed]]

# Work Environment ### Work Environment Drywall installers, ceiling tile installers, and tapers work indoors. Workers spend most of the day standing, bending, or reaching, and they often must lift and maneuver heavy wallboard. > [[Close->47-2081-Detailed]]

# How to Become a Drywall Installer, Ceiling Tile Installer, or Taper Most drywall installers, ceiling tile installers, and tapers learn their trade on the job. A formal educational credential is typically not required to enter the occupation. ### Education There are no educational credential requirements for becoming a drywall installer, ceiling tile installer, or taper, although some employers prefer to hire candidates who have a high school diploma or equivalent. A high school diploma or equivalent is typically required for workers starting an apprenticeship. ### Training Most drywall installers, ceiling tile installers, and tapers learn their trade on > [[Next >->47-2081-HowToBecomeOne-2]] > [[Close->47-2081-Detailed]]

the job by helping experienced workers and gradually taking on more duties. They start by carrying materials and cleaning up and then learn to use the tools of the trade. They learn to measure, cut, and install or apply materials. They may start out working on less visible areas, such as closets. Their on-the-job training typically lasts up to 12 months. A few groups and contractor associations, sponsor apprenticeship programs for drywall installers, ceiling tile installers, and tapers. Apprenticeships combine on-the-job training with technical instruction and typically last 2 to 4 > [[< Previous->47-2081-HowToBecomeOne-1]] > [[Next >->47-2081-HowToBecomeOne-3]] > [[Close->47-2081-Detailed]]

years. During their apprenticeship training, drywall installers, ceiling tile installers, and tapers learn a number of safety rules, many of which are standardized through the Occupational Safety & Health Administration (OSHA). ### Advancement Drywall installers, ceiling tile installers, and tapers may advance to become supervisors, general superintendents, project managers, or estimators. Workers may also choose to start their own business after gaining experience in the occupation. Workers who join a union may also find career advancement opportunities within their union, such as > [[< Previous->47-2081-HowToBecomeOne-2]] > [[Next >->47-2081-HowToBecomeOne-4]] > [[Close->47-2081-Detailed]]

becoming the business manager for a local chapter or becoming an instructor for the apprenticeship program. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Drywall installers, ceiling tile installers, and tapers may be required to work on ladders, scaffolding, lifts, or stilts. Attention to detail. Drywall installers, ceiling tile installers, and tapers must take precise measurements, follow specific > [[< Previous->47-2081-HowToBecomeOne-3]] > [[Next >->47-2081-HowToBecomeOne-5]] > [[Close->47-2081-Detailed]]

instructions, and be meticulous in their work. Balance. Drywall installers, ceiling tile installers, and tapers often wear stilts. They must be able to move around and use tools overhead without falling. Dexterity. Drywall installers, ceiling tile installers, and tapers work with hand tools on every job. Math skills. Drywall installers, ceiling tile installers, and tapers must be able to estimate the quantity of materials needed when cutting panels. Physical stamina. Drywall installers, ceiling tile installers, and tapers routinely lift and move heavy materials into place, so workers > [[< Previous->47-2081-HowToBecomeOne-4]] > [[Next >->47-2081-HowToBecomeOne-6]] > [[Close->47-2081-Detailed]]

should be physically fit. Physical strength. Drywall and ceiling tile installers must often lift heavy panels over their heads to secure onto the ceiling and must carry heavy materials to work areas. > [[< Previous->47-2081-HowToBecomeOne-5]] > [[Close->47-2081-Detailed]]

# Pay The median annual wage for drywall and ceiling tile installers was $58,140 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $37,810, and the highest 10 percent earned more than $101,380. The median annual wage for tapers was $64,700 in May 2024. The lowest 10 percent earned less than $43,450, and the highest 10 percent earned more than $106,160. In May 2024, the median annual wages for drywall and ceiling tile installers in the top industries in which they worked > [[Next >->47-2081-Pay-2]] > [[Close->47-2081-Detailed]]

were as follows: In May 2024, the median annual wages for tapers in the top industries in which they worked were as follows: Most drywall installers, ceiling tile installers, and tapers work full time. > [[< Previous->47-2081-Pay-1]] > [[Close->47-2081-Detailed]]

# Job Outlook Overall employment of drywall installers, ceiling tile installers, and tapers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 8,800 openings for drywall installers, ceiling tile installers, and tapers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of drywall installers, ceiling tile installers, and tapers varies by occupation (see > [[Next >->47-2081-JobOutlook-2]] > [[Close->47-2081-Detailed]]

table). Demand for drywall and ceiling tile installers, especially for work on construction of new buildings, is expected to continue. Home-remodeling projects also are expected to be a source of job growth. The continued use of new tools that allow workers to do more in less time will limit demand for tapers. > [[< Previous->47-2081-JobOutlook-1]] > [[Close->47-2081-Detailed]]

- Add coats of sealing compound to create an even surface > [[< Previous->47-2082-WhatTheyDo-1]] > [[Next >->47-2082-WhatTheyDo-3]] > [[Close->47-2082-Detailed]]

- Sand all joints and holes for a smooth, seamless finish Drywall and ceiling tile installers place panels over the walls and ceilings of interior rooms in buildings. The panels cover insulation, electrical wires, and pipes; dampen sound; and provide fire resistance. Tapers prepare the drywall for finishing. Workers may use mechanical lifts or stand on stilts, ladders, or scaffolds to hang and prepare ceilings. After hanging wallboards, workers use trowels to spread coats of sealing compound over cracks, indentations, and other imperfections. Some workers use a mechanical applicator, a tool > [[< Previous->47-2082-WhatTheyDo-2]] > [[Next >->47-2082-WhatTheyDo-4]] > [[Close->47-2082-Detailed]]

that spreads sealing compound on the wall joint while dispensing and setting tape at the same time. Drywall installers are also called drywallers or hangers. They cut and hang the panels of wallboard. The tools they use include tape measures, straightedges, utility knives, and power saws. Ceiling tile installers hang ceiling tiles and create suspended ceilings. Tiles may be applied directly to the ceiling, attached to furring strips, or suspended on runners that are connected by wire to the ceiling. Workers are sometimes called acoustical carpenters, because they also install tiles that > [[< Previous->47-2082-WhatTheyDo-3]] > [[Next >->47-2082-WhatTheyDo-5]] > [[Close->47-2082-Detailed]]

the job by helping experienced workers and gradually taking on more duties. They start by carrying materials and cleaning up and then learn to use the tools of the trade. They learn to measure, cut, and install or apply materials. They may start out working on less visible areas, such as closets. Their on-the-job training typically lasts up to 12 months. A few groups and contractor associations, sponsor apprenticeship programs for drywall installers, ceiling tile installers, and tapers. Apprenticeships combine on-the-job training with technical instruction and typically last 2 to 4 > [[< Previous->47-2082-HowToBecomeOne-1]] > [[Next >->47-2082-HowToBecomeOne-3]] > [[Close->47-2082-Detailed]]

years. During their apprenticeship training, drywall installers, ceiling tile installers, and tapers learn a number of safety rules, many of which are standardized through the Occupational Safety & Health Administration (OSHA). ### Advancement Drywall installers, ceiling tile installers, and tapers may advance to become supervisors, general superintendents, project managers, or estimators. Workers may also choose to start their own business after gaining experience in the occupation. Workers who join a union may also find career advancement opportunities within their union, such as > [[< Previous->47-2082-HowToBecomeOne-2]] > [[Next >->47-2082-HowToBecomeOne-4]] > [[Close->47-2082-Detailed]]

becoming the business manager for a local chapter or becoming an instructor for the apprenticeship program. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Drywall installers, ceiling tile installers, and tapers may be required to work on ladders, scaffolding, lifts, or stilts. Attention to detail. Drywall installers, ceiling tile installers, and tapers must take precise measurements, follow specific > [[< Previous->47-2082-HowToBecomeOne-3]] > [[Next >->47-2082-HowToBecomeOne-5]] > [[Close->47-2082-Detailed]]

instructions, and be meticulous in their work. Balance. Drywall installers, ceiling tile installers, and tapers often wear stilts. They must be able to move around and use tools overhead without falling. Dexterity. Drywall installers, ceiling tile installers, and tapers work with hand tools on every job. Math skills. Drywall installers, ceiling tile installers, and tapers must be able to estimate the quantity of materials needed when cutting panels. Physical stamina. Drywall installers, ceiling tile installers, and tapers routinely lift and move heavy materials into place, so workers > [[< Previous->47-2082-HowToBecomeOne-4]] > [[Next >->47-2082-HowToBecomeOne-6]] > [[Close->47-2082-Detailed]]

# What Electricians Do Electricians install, maintain, and repair electrical power, communications, lighting, and control systems in homes, businesses, and factories. ### Duties Electricians typically do the following: - Read blueprints or technical diagrams - Install and maintain wiring, control, and lighting systems - Inspect electrical components, such as transformers and circuit breakers - Identify electrical problems using a variety of testing devices - Repair or replace wiring, equipment, or fixtures using handtools and power tools > [[Next >->47-2111-WhatTheyDo-2]] > [[Close->47-2111-Detailed]]

- Follow state and local building regulations based on the National Electrical Code > [[< Previous->47-2111-WhatTheyDo-1]] > [[Next >->47-2111-WhatTheyDo-3]] > [[Close->47-2111-Detailed]]

- Direct and train workers to install, maintain, or repair electrical wiring or equipment Almost every building has an electrical power, communications, lighting, and control system that is installed during construction and maintained after that. These systems power the lights, appliances, and equipment that make people's lives and jobs easier and more comfortable. Installing electrical systems in newly constructed buildings is often less complicated than maintaining equipment in existing buildings because electrical wiring is more easily accessible during construction. Maintaining > [[< Previous->47-2111-WhatTheyDo-2]] > [[Next >->47-2111-WhatTheyDo-4]] > [[Close->47-2111-Detailed]]

equipment and systems involves identifying problems and repairing broken equipment that is sometimes difficult to reach. Maintenance work may include fixing or replacing parts, light fixtures, control systems, motors, and other types of electrical equipment. Electricians read blueprints, which include technical diagrams of electrical systems that show the location of circuits, outlets, and other equipment. They use different types of handtools and power tools, such as conduit benders, to run and protect wiring. Other commonly used tools include screwdrivers, wire strippers, drills, and saws. > [[< Previous->47-2111-WhatTheyDo-3]] > [[Next >->47-2111-WhatTheyDo-5]] > [[Close->47-2111-Detailed]]

While troubleshooting, electricians also may use ammeters, voltmeters, thermal scanners, and cable testers to find problems and ensure that components are working properly. Many electricians work alone, but sometimes they collaborate with others. For example, experienced electricians may work with building engineers and architects to help design electrical systems for new construction. Some electricians may also consult with other construction specialists, such as elevator installers and heating and air conditioning workers, to help install or maintain electrical or power systems. > [[< Previous->47-2111-WhatTheyDo-4]] > [[Next >->47-2111-WhatTheyDo-6]] > [[Close->47-2111-Detailed]]

Electricians employed by large companies are likely to work as part of a crew; they may direct helpers and apprentices to complete jobs. Lineman electricians install distribution and transmission lines to deliver electricity from its source to customers; this occupation is covered in the line installers and repairers profile. > [[< Previous->47-2111-WhatTheyDo-5]] > [[Close->47-2111-Detailed]]

# Work Environment ### Work Environment Almost all electricians work full time. Work schedules may include evenings and weekends. Overtime is common. > [[Close->47-2111-Detailed]]

# How to Become an Electrician Most electricians learn through an apprenticeship, but some start out by attending a technical school. Most states require electricians to be licensed. For more information, contact your local or state electrical licensing board. ### Education A high school diploma or equivalent is required to become an electrician. Some electricians start out by attending a technical school. Many technical schools offer programs related to circuitry, safety practices, and basic electrical information. Graduates of these programs usually receive credit toward their apprenticeship. ### Training Most > [[Next >->47-2111-HowToBecomeOne-2]] > [[Close->47-2111-Detailed]]

electricians learn their trade in a 4 > [[< Previous->47-2111-HowToBecomeOne-1]] > [[Next >->47-2111-HowToBecomeOne-3]] > [[Close->47-2111-Detailed]]

- or 5-year apprenticeship program. For each year of the program, apprentices typically receive 2,000 hours of paid on-the-job training as well as some technical instruction. Workers who gained electrical experience in the military or in the construction industry may qualify for a shortened apprenticeship based on their experience and testing. Technical instruction for apprentices includes electrical theory, blueprint reading, mathematics, electrical code requirements, and safety and first-aid practices. They may also receive specialized training related to soldering, communications, fire > [[< Previous->47-2111-HowToBecomeOne-2]] > [[Next >->47-2111-HowToBecomeOne-4]] > [[Close->47-2111-Detailed]]

alarm systems, and elevators. Several groups, including unions and contractor associations, sponsor apprenticeship programs. Apprenticeship requirements vary by state and locality. Some electrical contractors have their own training programs, which are not recognized apprenticeship programs but include both technical and on-the-job training. Although most workers enter apprenticeships directly, some electricians enter apprenticeship programs after working as a helper. After completing an apprenticeship program, electricians are considered to be journey workers and may perform duties on > [[< Previous->47-2111-HowToBecomeOne-3]] > [[Next >->47-2111-HowToBecomeOne-5]] > [[Close->47-2111-Detailed]]

their own, subject to local or state licensing requirements. ### Licenses, Certifications, and Registrations Most states require electricians to pass a test and be licensed. Requirements vary by state. Information on state licensing board requirements is available from CareerOneStop. The tests have questions related to the National Electrical Code and state and local electrical codes, all of which set standards for the safe installation of electrical wiring and equipment. Electricians may be required to take continuing education courses in order to maintain their licenses. These courses > [[< Previous->47-2111-HowToBecomeOne-4]] > [[Next >->47-2111-HowToBecomeOne-6]] > [[Close->47-2111-Detailed]]

are usually related to safety practices, changes to the electrical code, and training from manufacturers in specific products. Electricians may obtain additional certifications, which demonstrate competency in areas such as solar photovoltaic, electrical generating, or lighting systems. Information on certifications is available from CareerOneStop. Electricians may be required to have a driver's license. ### Advancement After meeting additional requirements and working as a qualified electrician, journey workers may advance to become master electricians. Electricians may also find > [[< Previous->47-2111-HowToBecomeOne-5]] > [[Next >->47-2111-HowToBecomeOne-7]] > [[Close->47-2111-Detailed]]

opportunities to advance to supervisor or to other roles in project management. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Electricians must identify electrical wires by color. Critical-thinking skills. Electricians perform tests and use the results to diagnose problems. For example, when an outlet is not working, they may use a multimeter to check the voltage, amperage, or resistance in order to determine the best > [[< Previous->47-2111-HowToBecomeOne-6]] > [[Next >->47-2111-HowToBecomeOne-8]] > [[Close->47-2111-Detailed]]

course of action. Customer-service skills. Electricians work with people on a regular basis. They should be friendly and be able to address customers' questions. Physical stamina. Electricians often need to move around all day while running wire and connecting fixtures to the wire. Physical strength. Electricians need to be strong enough to move heavy components, which may weigh up to 50 pounds. Troubleshooting skills. Electricians find, diagnose, and repair problems. For example, if a motor stops working, they perform tests to determine the cause of its failure and then, depending on the > [[< Previous->47-2111-HowToBecomeOne-7]] > [[Next >->47-2111-HowToBecomeOne-9]] > [[Close->47-2111-Detailed]]

results, fix or replace the motor. > [[< Previous->47-2111-HowToBecomeOne-8]] > [[Close->47-2111-Detailed]]

# Pay The median annual wage for electricians was $62,350 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,430, and the highest 10 percent earned more than $106,030. In May 2024, the median annual wages for electricians in the top industries in which they worked were as follows: Apprentices receive less pay than fully trained electricians, but their pay increases as they learn to do more. Almost all electricians work full time. Work schedules may include evenings > [[Next >->47-2111-Pay-2]] > [[Close->47-2111-Detailed]]

and weekends and may vary during times of inclement weather. During scheduled maintenance or on construction sites, electricians should expect to work overtime. Self-employed electricians often work in residential construction and may be able to set their own schedule. > [[< Previous->47-2111-Pay-1]] > [[Close->47-2111-Detailed]]

# Job Outlook Employment of electricians is projected to grow 9 percent from 2024 to 2034, much faster than the average for all occupations. About 81,000 openings for electricians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Nearly every building has electricity. Electricians are needed to install and replace these power systems. Alternative power generation, such as solar and wind, is a growing field that should > [[Next >->47-2111-JobOutlook-2]] > [[Close->47-2111-Detailed]]

require more electricians for installation. Electricians will continue to be needed to link these alternative systems to homes and power grids over the projections decade. However, employment growth stemming from these alternative sources may depend on government provisions - such as credits, net metering, and tax incentives - that spur consumer demand by lowering installation costs. > [[< Previous->47-2111-JobOutlook-1]] > [[Close->47-2111-Detailed]]

# What Glaziers Do Glaziers install glass in windows, skylights, and other fixtures in buildings. ### Duties Glaziers typically do the following: - Follow blueprints and specifications - Remove any existing glass before installing replacement glass - Cut glass to the specified size and shape - Use measuring tape, plumb lines, and levels to ensure proper fitting - Make or install sashes and moldings for installing glass - Fasten glass into sashes or frames with clips, moldings, or other types of fasteners > [[Next >->47-2121-WhatTheyDo-2]] > [[Close->47-2121-Detailed]]

- Add weather seal or putty around pane edges to seal joints Glaziers specialize in installing different glass products, such as insulated glass that retains warm or cool air and tempered glass that is less prone to breaking. In homes, glaziers install or replace glass items including windows, mirrors, shower doors, and bathtub enclosures. On commercial projects, glaziers install items such as room dividers, display cases, and security windows. For either residential or commercial exterior projects, glaziers may install items such as architectural glass systems (glass used for exterior > [[< Previous->47-2121-WhatTheyDo-1]] > [[Next >->47-2121-WhatTheyDo-3]] > [[Close->47-2121-Detailed]]

walls or other building material) or storefront windows in businesses. For most large construction projects, glass is precut and mounted into frames at a factory or shop. The finished glass arrives at the jobsite ready for glaziers to position and secure into place. Using cranes or hoists with suction cups, workers lift large, heavy pieces of glass for installation. If the glass is not secure inside the frame, glaziers may attach steel and aluminum sashes or frames to the building and then secure the glass with clips, moldings, or other types of fasteners. Workers who replace and repair > [[< Previous->47-2121-WhatTheyDo-2]] > [[Next >->47-2121-WhatTheyDo-4]] > [[Close->47-2121-Detailed]]

glass in motor vehicles are described in the automotive body and glass repairers profile. > [[< Previous->47-2121-WhatTheyDo-3]] > [[Close->47-2121-Detailed]]

# Work Environment ### Work Environment As in many other construction trades, the work of glaziers is physically demanding. They may experience cuts from tools and glass, falls from ladders and scaffolding, and exposure to solvents. Most work full time. > [[Close->47-2121-Detailed]]

# How to Become a Glazier Glaziers typically enter the occupation with a high school diploma and learn their trade through an apprenticeship or on-the-job training. ### Education Glaziers typically need a high school diploma or equivalent to enter the occupation. ### Training Glaziers typically learn their trade through a 3 > [[Next >->47-2121-HowToBecomeOne-2]] > [[Close->47-2121-Detailed]]

- or 4-year apprenticeship or on-the-job training. On the job, they learn to use the tools and equipment of the trade; handle, measure, cut, and install glass and metal framing; cut and fit moldings; and install and balance glass doors. Technical training includes learning different installation techniques, blueprint reading and sketching, general construction techniques, safety practices, and first aid. A few groups sponsor apprenticeship programs, including several union and contractor associations. Most programs require apprentices to have a high school diploma or equivalent and be at > [[< Previous->47-2121-HowToBecomeOne-1]] > [[Next >->47-2121-HowToBecomeOne-3]] > [[Close->47-2121-Detailed]]

least 18 years old. After completing an apprenticeship program, glaziers are considered to be journey workers who may do tasks on their own. ### Licenses, Certifications, and Registrations Some states may require glaziers to have a license; check with your state for more information. Licensure requirements typically include passing a test and having a combination of education and work experience. Glaziers may choose to get optional certification to demonstrate competency and to broaden employment opportunities. Information on certifications is available from CareerOneStop. ### Important > [[< Previous->47-2121-HowToBecomeOne-2]] > [[Next >->47-2121-HowToBecomeOne-4]] > [[Close->47-2121-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Glaziers must not be afraid to work at great heights while installing glass windows in skyscrapers or other tall buildings. Communication skills. Glaziers need to be able to convey information to other team members and customers to ensure that the work is done correctly. Detail oriented. Glaziers must be precise in their measurements, cuts, and modifications to avoid making > [[< Previous->47-2121-HowToBecomeOne-3]] > [[Next >->47-2121-HowToBecomeOne-5]] > [[Close->47-2121-Detailed]]

costly mistakes. Physical stamina. Glaziers are on their feet most of the day moving heavy pieces of glass. They also need to be able to hold glass in place until it can be fully secured. Physical strength. Glaziers often must lift heavy pieces of glass for hanging. Reading comprehension skills. Glaziers must be able to understand and follow complex blueprints and instruction manuals. > [[< Previous->47-2121-HowToBecomeOne-4]] > [[Close->47-2121-Detailed]]

# Pay The median annual wage for glaziers was $55,440 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $37,710, and the highest 10 percent earned more than $98,780. In May 2024, the median annual wages for glaziers in the top industries in which they worked were as follows: Pay for apprentices is less than what fully trained glaziers make. Apprentices receive more pay as they gain experience. Glaziers who work at heights may be eligible for hazard pay. Most glaziers > [[Next >->47-2121-Pay-2]] > [[Close->47-2121-Detailed]]

work full time. > [[< Previous->47-2121-Pay-1]] > [[Close->47-2121-Detailed]]

# Job Outlook Employment of glaziers is projected to grow 3 percent from 2024 to 2034, about as fast as the average for all occupations. About 5,100 openings for glaziers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment An important component of buildings, glass improves access to natural light. Demand for glaziers stems both from new construction and from the need to repair and replace windows and other glass in existing > [[Next >->47-2121-JobOutlook-2]] > [[Close->47-2121-Detailed]]

buildings. > [[< Previous->47-2121-JobOutlook-1]] > [[Close->47-2121-Detailed]]

# What Insulation Workers Do Insulation workers, also called insulators, install and replace the materials used to insulate buildings or mechanical systems. ### Duties Insulators typically do the following: - Remove and dispose of old insulation - Review blueprints and specifications to determine the amount and type of insulation needed - Measure and cut insulation to fit into walls and around pipes - Secure insulation with staples, tape, or screws - Use air compressors to spray foam insulation > [[Next >->47-2131-WhatTheyDo-2]] > [[Close->47-2131-Detailed]]

- Install plastic barriers to protect insulation from moisture Insulators install and replace the material that saves energy and helps reduce noise in buildings and around vats, vessels, boilers, steam pipes, and water pipes. Insulators also install fire-stopping materials to prevent the spread of a fire and smoke throughout a building. Insulators often must remove old insulation when renovating buildings. In the past, asbestos - now known to cause cancer > [[< Previous->47-2131-WhatTheyDo-1]] > [[Next >->47-2131-WhatTheyDo-3]] > [[Close->47-2131-Detailed]]

- was used extensively to insulate walls, ceilings, pipes, and industrial equipment. Because of the health risks associated with handling asbestos, hazardous materials removal workers or specially trained insulators must remove asbestos before workers begin installing new insulation. Insulators use common handtools, such as knives, trowels, and scissors. They also may use a variety of power tools, such as welders to secure clamps, staple guns to fasten insulation to walls, and air compressors to spray insulation. Insulators sometimes wrap a cover of aluminum, sheet metal, or plastic over > [[< Previous->47-2131-WhatTheyDo-2]] > [[Next >->47-2131-WhatTheyDo-4]] > [[Close->47-2131-Detailed]]

the insulation. Doing so protects the insulation from contact damage and keeps moisture out. Floor, ceiling, and wall insulators install insulation in attics, under floors, and behind walls in homes and other buildings. To fill the space between wall studs and ceiling joists, workers either unroll, cut, fit, and staple batts of insulation or spray foam insulation. Mechanical insulators apply insulation to equipment, pipes, or ductwork in many types of buildings. > [[< Previous->47-2131-WhatTheyDo-3]] > [[Close->47-2131-Detailed]]

# Work Environment ### Work Environment Insulators generally work indoors. Mechanical insulators work both indoors and outdoors, sometimes in extreme temperatures. They spend most of their workday standing, bending, or kneeling, often in confined spaces. > [[Close->47-2131-Detailed]]

# How to Become an Insulation Worker Most floor, ceiling, and wall insulators learn their trade on the job. Many mechanical insulators complete an apprenticeship program after earning a high school diploma or equivalent. ### Education There are no specific education requirements for floor, ceiling, and wall insulators. Apprenticeships for mechanical insulators typically require a high school diploma or equivalent. High school courses in subjects such as math, mechanical drawing, and science are helpful for all types of insulators. ### Training Most floor, ceiling, and wall insulators learn their trade on the job. New workers > [[Next >->47-2131-HowToBecomeOne-2]] > [[Close->47-2131-Detailed]]

learn about installation and get mandatory Occupational Safety and Health Administration (OSHA) safety training on insulation handling and asbestos abatement. Beginning insulators work alongside more experienced ones to learn how to use equipment for installing spray insulation. Many mechanical insulators learn their trade through a 4 > [[< Previous->47-2131-HowToBecomeOne-1]] > [[Next >->47-2131-HowToBecomeOne-3]] > [[Close->47-2131-Detailed]]

- to 5-year apprenticeship, which includes both technical instruction and paid on-the-job training. Unions and individual contractors offer apprenticeships. Although most insulators start out by entering apprenticeships directly, others begin by working as helpers. ### Licenses, Certifications, and Registrations Insulation workers who remove and handle asbestos must be trained through programs accredited by the U.S. Environmental Protection Agency. Some states require a license for asbestos abatement. Check with your state for more information. Insulation workers may choose to get optional > [[< Previous->47-2131-HowToBecomeOne-2]] > [[Next >->47-2131-HowToBecomeOne-4]] > [[Close->47-2131-Detailed]]

certification to demonstrate competency and to broaden employment opportunities. Information on certifications is available from CareerOneStop. ### Advancement After completing an apprenticeship, mechanical insulators reach journey-level status. After becoming journey workers, mechanical insulators may advance to supervisor or superintendent positions, or they may choose to start their own business offering mechanical insulation services. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit > [[< Previous->47-2131-HowToBecomeOne-3]] > [[Next >->47-2131-HowToBecomeOne-5]] > [[Close->47-2131-Detailed]]

the Employment Projections (EP) skills data page. Ability to work at heights. Insulators may be required to work high on ladders or scaffolds to install or remove insulation. Dexterity. To install insulation, insulators often must reach overhead, sometimes while confined in spaces where maneuvering is difficult. Math skills. Insulators need to measure the equipment or areas they are insulating and to calculate the amount and dimensions of insulation needed. Mechanical skills. Insulators must be adept at using a variety of handtools and power tools to install insulation. Physical > [[< Previous->47-2131-HowToBecomeOne-4]] > [[Next >->47-2131-HowToBecomeOne-6]] > [[Close->47-2131-Detailed]]

stamina. Insulators spend much of the workday standing, kneeling, and bending in uncomfortable positions. Physical strength. Insulators may be required to lift or carry up to 50 pounds of tools or materials. > [[< Previous->47-2131-HowToBecomeOne-5]] > [[Close->47-2131-Detailed]]

# Pay The median annual wage for insulation workers, floor, ceiling, and wall was $48,680 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $35,950, and the highest 10 percent earned more than $77,160. The median annual wage for insulation workers, mechanical was $57,250 in May 2024. The lowest 10 percent earned less than $39,450, and the highest 10 percent earned more than $94,110. In May 2024, the median annual wages for insulation workers, floor, ceiling, and wall in > [[Next >->47-2131-Pay-2]] > [[Close->47-2131-Detailed]]

the top industries in which they worked were as follows: In May 2024, the median annual wages for insulation workers, mechanical in the top industries in which they worked were as follows: The starting pay for apprentices is less than that of a fully trained insulator. Apprentices earn more pay as they acquire skills. Most insulators work full time, and they sometimes need to work more than 40 hours a week to meet construction deadlines. Those who insulate outdoors may not be able to work in bad weather, such as during a storm or in extreme heat or cold. > [[< Previous->47-2131-Pay-1]] > [[Close->47-2131-Detailed]]

# Job Outlook Overall employment of insulation workers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 5,700 openings for insulation workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The continuing need to make new and existing buildings and systems more energy efficient will drive the demand for mechanical insulation workers. The amount of new home building > [[Next >->47-2131-JobOutlook-2]] > [[Close->47-2131-Detailed]]

and retrofitting of existing insulation will continue to be linked to the employment of floor, ceiling, and wall insulation workers over the projections decade. > [[< Previous->47-2131-JobOutlook-1]] > [[Close->47-2131-Detailed]]

- Install plastic barriers to protect insulation from moisture Insulators install and replace the material that saves energy and helps reduce noise in buildings and around vats, vessels, boilers, steam pipes, and water pipes. Insulators also install fire-stopping materials to prevent the spread of a fire and smoke throughout a building. Insulators often must remove old insulation when renovating buildings. In the past, asbestos - now known to cause cancer > [[< Previous->47-2132-WhatTheyDo-1]] > [[Next >->47-2132-WhatTheyDo-3]] > [[Close->47-2132-Detailed]]

- was used extensively to insulate walls, ceilings, pipes, and industrial equipment. Because of the health risks associated with handling asbestos, hazardous materials removal workers or specially trained insulators must remove asbestos before workers begin installing new insulation. Insulators use common handtools, such as knives, trowels, and scissors. They also may use a variety of power tools, such as welders to secure clamps, staple guns to fasten insulation to walls, and air compressors to spray insulation. Insulators sometimes wrap a cover of aluminum, sheet metal, or plastic over > [[< Previous->47-2132-WhatTheyDo-2]] > [[Next >->47-2132-WhatTheyDo-4]] > [[Close->47-2132-Detailed]]

learn about installation and get mandatory Occupational Safety and Health Administration (OSHA) safety training on insulation handling and asbestos abatement. Beginning insulators work alongside more experienced ones to learn how to use equipment for installing spray insulation. Many mechanical insulators learn their trade through a 4 > [[< Previous->47-2132-HowToBecomeOne-1]] > [[Next >->47-2132-HowToBecomeOne-3]] > [[Close->47-2132-Detailed]]

- to 5-year apprenticeship, which includes both technical instruction and paid on-the-job training. Unions and individual contractors offer apprenticeships. Although most insulators start out by entering apprenticeships directly, others begin by working as helpers. ### Licenses, Certifications, and Registrations Insulation workers who remove and handle asbestos must be trained through programs accredited by the U.S. Environmental Protection Agency. Some states require a license for asbestos abatement. Check with your state for more information. Insulation workers may choose to get optional > [[< Previous->47-2132-HowToBecomeOne-2]] > [[Next >->47-2132-HowToBecomeOne-4]] > [[Close->47-2132-Detailed]]

certification to demonstrate competency and to broaden employment opportunities. Information on certifications is available from CareerOneStop. ### Advancement After completing an apprenticeship, mechanical insulators reach journey-level status. After becoming journey workers, mechanical insulators may advance to supervisor or superintendent positions, or they may choose to start their own business offering mechanical insulation services. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit > [[< Previous->47-2132-HowToBecomeOne-3]] > [[Next >->47-2132-HowToBecomeOne-5]] > [[Close->47-2132-Detailed]]

the Employment Projections (EP) skills data page. Ability to work at heights. Insulators may be required to work high on ladders or scaffolds to install or remove insulation. Dexterity. To install insulation, insulators often must reach overhead, sometimes while confined in spaces where maneuvering is difficult. Math skills. Insulators need to measure the equipment or areas they are insulating and to calculate the amount and dimensions of insulation needed. Mechanical skills. Insulators must be adept at using a variety of handtools and power tools to install insulation. Physical > [[< Previous->47-2132-HowToBecomeOne-4]] > [[Next >->47-2132-HowToBecomeOne-6]] > [[Close->47-2132-Detailed]]

# What Construction and Maintenance Painters Do Painters apply paint, stain, and coatings to walls and ceilings, buildings, large machinery and equipment, and bridges and other structures. ### Duties Painters typically do the following: - Protect floors, furniture, and trim by covering surfaces with drop cloths and tarps and securing with tape - Install scaffolding and raise ladders - Fill holes and cracks with putty or plaster - Prepare surfaces by removing outlet and switch covers and by scraping, wire brushing, or sanding to a smooth finish > [[Next >->47-2141-WhatTheyDo-2]] > [[Close->47-2141-Detailed]]

- Calculate the size of the area to be painted and the amount of paint needed for the area - Apply primers or sealers so the paint will stick to the surface > [[< Previous->47-2141-WhatTheyDo-1]] > [[Next >->47-2141-WhatTheyDo-3]] > [[Close->47-2141-Detailed]]

- Apply paint, coatings, or other finishes, using hand brushes, rollers, or sprayers Painters apply liquid coatings and other sealers that dry into solids to add texture or color to interiors and to protect exterior surfaces from damage caused by weather, sunlight, and pollution. For each job, painters must choose the correct tool, such as a roller, power sprayer, or brush. There are several ways to apply paint, and deciding on which tool to use typically depends on both the type of surface to be painted and the characteristics of the paint. Some employers require painters to provide their > [[< Previous->47-2141-WhatTheyDo-2]] > [[Next >->47-2141-WhatTheyDo-4]] > [[Close->47-2141-Detailed]]

own tools The following are types of painters: Commercial painters prepare and paint the interiors and exteriors of offices, businesses, and other nonresidential buildings. Commercial painters may work with and be responsible for large areas due to the size of buildings involved in nonresidential projects. Industrial painters prepare and paint large machinery, such as industrial or manufacturing equipment; vehicles, such as cars and ships; and structures, such as bridges and water towers. Industrial painters may also apply special coating materials to structure or equipment surfaces to > [[< Previous->47-2141-WhatTheyDo-3]] > [[Next >->47-2141-WhatTheyDo-5]] > [[Close->47-2141-Detailed]]

protect them from corrosion or deterioration. Industrial painters must contain the area in which they are working to prevent hazardous materials from contaminating the environment and exposing the public to risks. Industrial and commercial painters also must perform quality control and quality assurance to ensure that they find mistakes, meet technical specifications, and use materials appropriately. Residential painters prepare and paint the interiors and exteriors of homes and multifamily residential buildings. Residential painters may interact with customers living in the home while > [[< Previous->47-2141-WhatTheyDo-4]] > [[Next >->47-2141-WhatTheyDo-6]] > [[Close->47-2141-Detailed]]

painting is in progress. As a result, residential painters may need to adjust their hours or work plans to accommodate customer needs or schedules. > [[< Previous->47-2141-WhatTheyDo-5]] > [[Close->47-2141-Detailed]]

# Work Environment ### Work Environment Painters work indoors and outdoors. Painting is physically demanding and requires a lot of bending, kneeling, reaching, and climbing. Those who paint bridges or buildings may work at extreme heights or in uncomfortable positions. > [[Close->47-2141-Detailed]]

# How to Become a Construction and Maintenance Painter Painters typically learn their trade on the job. No formal education is typically required to enter the occupation. ### Education There are no formal education requirements to become a painter. Some technical schools offer optional certificates in painting. ### Training Painters typically learn on the job: how to prepare surfaces, apply coating, hang wall covering, and match colors. Painters may have to complete additional safety training in order to work with scaffolding and harnesses. Although less common, painting apprenticeships lasting 3 or 4 years may be available for candidates who > [[Next >->47-2141-HowToBecomeOne-2]] > [[Close->47-2141-Detailed]]

have a high school diploma or equivalent and who are at least 18 years old. For each year of a typical program, apprentices must complete a predetermined number of hours of technical training and paid on-the-job training before becoming journey workers. Apprenticeship program requirements differ based on the type of program and by region. Although most painters learn their trade on the job or through an apprenticeship, some new workers enter training programs offered by the hiring contractor. ### Licenses, Certifications, and Registrations The U.S. Environmental Protection Agency provides > [[< Previous->47-2141-HowToBecomeOne-1]] > [[Next >->47-2141-HowToBecomeOne-3]] > [[Close->47-2141-Detailed]]

certification for lead paint abatement. Information on certifications is available from CareerOneStop. Some states require licensing for lead paint removal. Contact your state's licensing board for more information. Employers may require workers to have a driver's license to commute to jobsites. ### Advancement After gaining experience, painters may advance to supervisors, superintendents, or managers, directing other painters and the jobsite. Painters may also work as estimators or start their own business. Painters who work in a union may have advancement opportunities within the > [[< Previous->47-2141-HowToBecomeOne-2]] > [[Next >->47-2141-HowToBecomeOne-4]] > [[Close->47-2141-Detailed]]

organization as a union official, training instructor, or business manager. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Painters must be able to work at heights on scaffolding, lifts, and ladders. Communication skills. Painters interact with clients and must be able to convey information in order to ensure accuracy of color selection and application techniques. Painters must also communicate with > [[< Previous->47-2141-HowToBecomeOne-3]] > [[Next >->47-2141-HowToBecomeOne-5]] > [[Close->47-2141-Detailed]]

coworkers. Detail oriented. Painters must be precise when creating or painting edges for overall quality of appearance. Physical stamina. Painters should be able to stay physically active for many hours and spend much of the workday standing or climbing ladders. Physical strength. Painters must be able to lift at least 50 pounds and move heavy items during the course of a job. > [[< Previous->47-2141-HowToBecomeOne-4]] > [[Close->47-2141-Detailed]]

# Pay The median annual wage for painters, construction and maintenance was $48,660 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,680, and the highest 10 percent earned more than $76,550. In May 2024, the median annual wages for painters, construction and maintenance in the top industries in which they worked were as follows: Apprentices make less than fully trained painters, but they receive increases as they learn to do more. Most painters work full time. > [[Next >->47-2141-Pay-2]] > [[Close->47-2141-Detailed]]

Self-employed workers may be able to set their own schedule. > [[< Previous->47-2141-Pay-1]] > [[Close->47-2141-Detailed]]

# Job Outlook Employment of painters, construction and maintenance is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 28,100 openings for painters, construction and maintenance are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The expected increase in new construction will continue to create a need for painters. Investors who sell or lease properties also will require > [[Next >->47-2141-JobOutlook-2]] > [[Close->47-2141-Detailed]]

painters' services. However, many homeowners choose to do painting themselves rather than hire workers for it, which will temper employment growth for painters. > [[< Previous->47-2141-JobOutlook-1]] > [[Close->47-2141-Detailed]]

# What Plumbers, Pipefitters, and Steamfitters Do Plumbers, pipefitters, and steamfitters install and repair piping fixtures and systems. ### Duties Plumbers, pipefitters, and steamfitters typically do the following: - Prepare cost estimates for clients - Read blueprints and follow state and local building codes - Determine the materials and equipment needed for a job - Install pipes and fixtures - Inspect and test installed pipe systems and pipelines - Troubleshoot malfunctioning systems > [[Next >->47-2152-WhatTheyDo-2]] > [[Close->47-2152-Detailed]]

- Maintain and repair plumbing sysems Although plumbers, pipefitters, and steamfitters have distinct responsibilities, they often have similar duties. For example, they all install pipes and fittings that carry water, gas, and other fluids and substances. They determine the necessary materials for a job, connect pipes, and test pressure to ensure that a pipe system is airtight and watertight. Their tools include drills, saws, welding torches, press fitting tools, and drain cleaning tools. Plumbers, pipefitters, and steamfitters may use different materials and construction techniques, > [[< Previous->47-2152-WhatTheyDo-1]] > [[Next >->47-2152-WhatTheyDo-3]] > [[Close->47-2152-Detailed]]

depending on the project. For example, residential water systems use copper, steel, and plastic pipe that one or two plumbers install. Industrial plant water systems, in contrast, are made of large steel pipes that usually take a crew of pipefitters to install. Journey > [[< Previous->47-2152-WhatTheyDo-2]] > [[Next >->47-2152-WhatTheyDo-4]] > [[Close->47-2152-Detailed]]

- and master-level plumbers, pipefitters, and steamfitters frequently direct apprentices and helpers. Master plumbers on construction jobs may help develop blueprints that show the placement of pipes and fixtures. Their input ensures that a structure's plumbing meets building codes, stays within budget, and works well with the location of other features, such as electric wires. Many diagrams are created digitally with Building Information Modeling (BIM), which allows workers in several occupations to collaborate in planning a building's physical systems. Some of the specific tasks performed > [[< Previous->47-2152-WhatTheyDo-3]] > [[Next >->47-2152-WhatTheyDo-5]] > [[Close->47-2152-Detailed]]

by these workers are as follows: Plumbers install and repair water, gas, and other piping systems in homes, businesses, and factories. They install plumbing fixtures, such as bathtubs and toilets, and appliances, such as dishwashers and water heaters. They clean drains, remove obstructions, and repair or replace broken pipes and fixtures. Plumbers also help maintain septic systems > [[< Previous->47-2152-WhatTheyDo-4]] > [[Next >->47-2152-WhatTheyDo-6]] > [[Close->47-2152-Detailed]]

- large, underground holding tanks that collect waste from houses that are not connected to a sewer system. Pipefitters and steamfitters, sometimes simply called fitters, install and maintain pipes that may carry chemicals, acids, and gases. These pipes are mostly in manufacturing, commercial, and industrial settings. Fitters install and repair pipe systems in power plants, as well as heating and cooling systems in large office buildings. Steamfitters specialize in systems that are designed for the flow of liquids or gases at high pressure. Other fitters may specialize as gasfitters or > [[< Previous->47-2152-WhatTheyDo-5]] > [[Next >->47-2152-WhatTheyDo-7]] > [[Close->47-2152-Detailed]]

sprinklerfitters. > [[< Previous->47-2152-WhatTheyDo-6]] > [[Close->47-2152-Detailed]]

# Work Environment ### Work Environment Plumbers, pipefitters, and steamfitters work in factories, homes, businesses, and other places where there are pipes and related systems. Plumbers are often on call for emergencies, so evening and weekend work is common. > [[Close->47-2152-Detailed]]

# How to Become a Plumber, Pipefitter, or Steamfitter Most plumbers, pipefitters, and steamfitters learn on the job through an apprenticeship. Some also attend vocational-technical school. Most states and some localities require plumbers to be licensed. ### Education A high school diploma or equivalent is typically required to become a plumber, pipefitter, or steamfitter. Vocational-technical schools offer courses in pipe system design, safety, and tool use. They also offer welding courses that are required by some pipefitter and steamfitter apprenticeship training programs. ### Training Most plumbers, pipefitters, and steamfitters learn their > [[Next >->47-2152-HowToBecomeOne-2]] > [[Close->47-2152-Detailed]]

trade through a 4 > [[< Previous->47-2152-HowToBecomeOne-1]] > [[Next >->47-2152-HowToBecomeOne-3]] > [[Close->47-2152-Detailed]]

- or 5-year apprenticeship. Apprentices typically receive 2,000 hours of paid on-the-job training, as well as some technical instruction, each year. Technical instruction includes safety, local plumbing codes and regulations, and blueprint reading. Apprentices also study mathematics, applied physics, and chemistry. Apprenticeship programs are sponsored by unions, trade associations, and businesses. Most apprentices enter a program directly, but some start out as helpers or complete a pre-apprenticeship training programs in plumbing and other trades. Plumbers, pipefitters, and steamfitters > [[< Previous->47-2152-HowToBecomeOne-2]] > [[Next >->47-2152-HowToBecomeOne-4]] > [[Close->47-2152-Detailed]]

complete an apprenticeship program and pass the required licensing exam to become journey-level workers. Journey-level plumbers, pipefitters, and steamfitters are qualified to perform tasks independently. Plumbers with several years of plumbing experience who pass another exam earn master status. Some states require master plumber status in order to obtain a plumbing contractor's license. ### Licenses, Certifications, and Registrations Most states and some localities require plumbers to be licensed. Although licensing requirements vary, states and localities often require workers to have 2 > [[< Previous->47-2152-HowToBecomeOne-3]] > [[Next >->47-2152-HowToBecomeOne-5]] > [[Close->47-2152-Detailed]]

to 5 years of experience and to pass an exam that shows their knowledge of the trade before allowing plumbers to work independently. Plumbers may also obtain optional certification, such as in plumbing design, to broaden career opportunities. In addition, most employers require plumbers to have a driver's license. Some states require pipefitters and steamfitters to be licensed; they may also require a special license to work on gas lines. Licensing typically requires an exam or work experience or both. Contact your state's licensing board for more information. ### Advancement After > [[< Previous->47-2152-HowToBecomeOne-4]] > [[Next >->47-2152-HowToBecomeOne-6]] > [[Close->47-2152-Detailed]]

completing an apprenticeship and becoming licensed at the journey level, plumbers may advance to become a master plumber, supervisor, or project manager. Some plumbers choose to start their own business as an independent contractor, which may require additional licensing. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Plumbers must be able to direct workers, bid on jobs, and plan work schedules. Plumbers also talk > [[< Previous->47-2152-HowToBecomeOne-5]] > [[Next >->47-2152-HowToBecomeOne-7]] > [[Close->47-2152-Detailed]]

to customers regularly. Dexterity. Plumbers must be able to maneuver parts and tools precisely, often in tight spaces. Mechanical skills. Plumbers, pipefitters, and steamfitters choose from a variety of tools to assemble, maintain, and repair pipe systems. Physical strength. Plumbers, pipefitters, and steamfitters must be able to lift and move heavy tools and materials. Troubleshooting skills. Plumbers, pipefitters, and steamfitters find, diagnose, and repair problems. They also help with setting up and testing new plumbing and piping systems. > [[< Previous->47-2152-HowToBecomeOne-6]] > [[Close->47-2152-Detailed]]

# Pay The median annual wage for plumbers, pipefitters, and steamfitters was $62,970 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $40,670, and the highest 10 percent earned more than $105,150. In May 2024, the median annual wages for plumbers, pipefitters, and steamfitters in the top industries in which they worked were as follows: Apprentices earn less than fully trained plumbers, pipefitters, and steamfitters. However, their pay increases as they learn to do > [[Next >->47-2152-Pay-2]] > [[Close->47-2152-Detailed]]

more. Most plumbers, pipefitters, and steamfitters work full time, including nights and weekends. Plumbers are often on call to handle emergencies. Self-employed plumbers may be able to set their own schedules. > [[< Previous->47-2152-Pay-1]] > [[Close->47-2152-Detailed]]

# Job Outlook Employment of plumbers, pipefitters, and steamfitters is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 44,000 openings for plumbers, pipefitters, and steamfitters are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for plumbers will stem from new construction and from the need to maintain and repair plumbing systems in existing residences and other > [[Next >->47-2152-JobOutlook-2]] > [[Close->47-2152-Detailed]]

buildings. Employment of sprinklerfitters is expected to increase because of building codes in all states that require the use of fire suppression systems. > [[< Previous->47-2152-JobOutlook-1]] > [[Close->47-2152-Detailed]]

# What Ironworkers Do Ironworkers install structural and reinforcing iron and steel to form and support bridges, roads, and other structures. ### Duties Ironworkers typically do the following: - Read and follow blueprints, sketches, and other instructions - Unload and stack prefabricated iron and steel so that it can be lifted with slings - Signal crane operators who lift and position structural and reinforcing iron and steel - Use shears, rod-bending machines, torches, handtools, and welding equipment to cut, bend, and weld the structural and reinforcing iron and steel > [[Next >->47-2171-WhatTheyDo-2]] > [[Close->47-2171-Detailed]]

- Align structural and reinforcing iron and steel vertically and horizontally, using tag lines, plumb bobs, lasers, and levels - Connect iron and steel with bolts, wire, or welds > [[< Previous->47-2171-WhatTheyDo-1]] > [[Next >->47-2171-WhatTheyDo-3]] > [[Close->47-2171-Detailed]]

- Install metal decking used in building construction Structural and reinforcing iron and steel are important components of buildings, bridges, roads, and other structures. Even though the primary metal involved in this work is steel, workers often are known as ironworkers or erectors. Most of the work involves erecting new structures, but some ironworkers also help in the demolition, decommissioning, and rehabilitation of older buildings and bridges. Structural iron and steel workers erect, place, and join steel girders, columns, and other pieces to form structural frameworks. They also > [[< Previous->47-2171-WhatTheyDo-2]] > [[Next >->47-2171-WhatTheyDo-4]] > [[Close->47-2171-Detailed]]

may assemble precut metal buildings and the cranes and derricks that move materials and equipment around the construction site. Some ironworkers install precast walls or work with wood or composite materials. Reinforcing iron and rebar workers position and secure steel bars or mesh in concrete forms for purposes of reinforcement. Those who work with reinforcing steel (rebar) are sometimes called rod busters, in reference to rods of rebar. Structural metal fabricators and fitters manufacture metal products in shops that are usually located away from construction sites. > [[< Previous->47-2171-WhatTheyDo-3]] > [[Close->47-2171-Detailed]]

# Work Environment ### Work Environment Ironworkers perform physically demanding and dangerous work, often at great heights. Workers must wear safety equipment to reduce the risk of falls or other injuries. > [[Close->47-2171-Detailed]]

# How to Become an Ironworker Most ironworkers learn through an apprenticeship or on-the-job training. ### Education A high school diploma or equivalent is generally required to enter an apprenticeship. Workers learning through on-the-job training may not need a high school diploma or equivalent. Courses in math, as well as training in vocational subjects such as blueprint reading and welding, are useful. ### Training Many ironworkers learn their trade through a 3 > [[Next >->47-2171-HowToBecomeOne-2]] > [[Close->47-2171-Detailed]]

- or 4-year apprenticeship. Sponsors of apprenticeship programs, nearly all of which teach both reinforcing and structural ironworking, include unions and contractor associations. For each year of the program, apprentices must have at least 144 hours of related technical instruction and 2,000 hours of paid on-the-job training. Ironworkers who complete an apprenticeship program are considered journey-level workers and may perform tasks without direct supervision. Other ironworkers receive on-the-job training that varies in length and is provided by their employer. On the job, apprentices and > [[< Previous->47-2171-HowToBecomeOne-1]] > [[Next >->47-2171-HowToBecomeOne-3]] > [[Close->47-2171-Detailed]]

trainees learn to use the tools and equipment of the trade; handle, measure, cut, and lay rebar; and construct metal frameworks. They also learn about topics such as blueprint reading and sketching, general construction techniques, safety practices, and first aid. ### Licenses, Certifications, and Registrations Certifications in welding, rigging, and crane signaling may make ironworkers more attractive to prospective employers. Several organizations provide certifications for different aspects of the work. Information on certifications is available from CareerOneStop. ### Advancement After > [[< Previous->47-2171-HowToBecomeOne-2]] > [[Next >->47-2171-HowToBecomeOne-4]] > [[Close->47-2171-Detailed]]

gaining experience, ironworkers may advance to become a supervisor or a manager, a position in which they have more responsibilities and are tasked with directing other ironworkers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Ironworkers must not be afraid to work at great heights. For example, workers connecting girders during skyscraper construction may have to walk on narrow beams that are 50 stories > [[< Previous->47-2171-HowToBecomeOne-3]] > [[Next >->47-2171-HowToBecomeOne-5]] > [[Close->47-2171-Detailed]]

or higher. Balance. Ironworkers often walk on narrow beams, so a good sense of balance is important to keep them from falling. Critical thinking. Ironworkers need to identify problems, monitor and assess potential risks, and evaluate the best courses of action. They must use logic and reasoning when finding alternatives so that they safely accomplish their tasks Depth perception. Ironworkers often signal crane operators who move beams and bundles of rebar, so they must be able to judge the distance between objects. Hand-eye coordination. Ironworkers must be able to tie rebar together > [[< Previous->47-2171-HowToBecomeOne-4]] > [[Next >->47-2171-HowToBecomeOne-6]] > [[Close->47-2171-Detailed]]

quickly and precisely. Physical stamina. Ironworkers must have physical endurance because they spend many hours each day performing physically demanding tasks, such as moving rebar. Physical strength. Ironworkers must be strong enough to guide heavy beams into place and tighten bolts. > [[< Previous->47-2171-HowToBecomeOne-5]] > [[Close->47-2171-Detailed]]

# Pay The median annual wage for reinforcing iron and rebar workers was $59,280 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,470, and the highest 10 percent earned more than $95,530. The median annual wage for structural iron and steel workers was $62,700 in May 2024. The lowest 10 percent earned less than $42,000, and the highest 10 percent earned more than $107,520. In May 2024, the median annual wages for reinforcing iron and rebar workers in the top > [[Next >->47-2171-Pay-2]] > [[Close->47-2171-Detailed]]

industries in which they worked were as follows: In May 2024, the median annual wages for structural iron and steel workers in the top industries in which they worked were as follows: The starting pay for apprentices is usually about 50 percent of what journey-level ironworkers make. They receive pay increases as they learn to do more. Most ironworkers work full time. Structural ironworkers who work at great heights do not work when conditions are wet, icy, or extremely windy. Reinforcing ironworkers may be limited by precipitation. > [[< Previous->47-2171-Pay-1]] > [[Close->47-2171-Detailed]]

# Job Outlook Overall employment of ironworkers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 7,000 openings for ironworkers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Steel and reinforced concrete are important parts of commercial and industrial buildings. Future construction of these structures is expected to require ironworkers. The need to fix, maintain, > [[Next >->47-2171-JobOutlook-2]] > [[Close->47-2171-Detailed]]

or replace an increasing number of older highways and bridges also is expected to lead to employment growth. > [[< Previous->47-2171-JobOutlook-1]] > [[Close->47-2171-Detailed]]

# What Roofers Do Roofers replace, repair, and install the roofs of buildings, using a variety of materials, including shingles, bitumen, and metal. ### Duties Roofers typically do the following: - Inspect problem roofs to determine the best way to repair them - Measure roofs to calculate the quantities of materials needed - Replace damaged or rotting joists or plywood - Remove existing roof systems - Install vapor barriers or layers of insulation - Install roof ventilation - Install shingles, asphalt, metal, or other materials to make the roof weatherproof > [[Next >->47-2181-WhatTheyDo-2]] > [[Close->47-2181-Detailed]]

- Align roofing materials with edges of the roof - Cut roofing materials to fit around walls or vents > [[< Previous->47-2181-WhatTheyDo-1]] > [[Next >->47-2181-WhatTheyDo-3]] > [[Close->47-2181-Detailed]]

- Cover exposed nail or screw heads with roofing cement or caulk to prevent leakage Properly installing and repairing roofs keeps water from leaking into buildings and damaging the interior, including equipment and furnishings. Roofers install or repair two basic types of roofs: low slope and steep slope. Low-slope roofs are the most common, as they are typical on commercial, industrial, and apartment buildings. The complexity of installing low-slope roofs varies with the type of building. Roofers may install these roofs in layers, building up piles of felt set in hot bitumen over > [[< Previous->47-2181-WhatTheyDo-2]] > [[Next >->47-2181-WhatTheyDo-4]] > [[Close->47-2181-Detailed]]

insulation boards to form a waterproof membrane. They also may install a single-ply membrane of waterproof rubber or thermoplastic compound over roof insulation boards. Steep-slope roofs are typical on single-family homes. Roofers commonly install asphalt shingles, although they may also lay tile, solar shingles, metal shingles, slate, or shakes (rough wooden shingles) on steep-slope roofs. Roofers also install green technology rooftop applications. These include vegetative roofs, rainwater harvesting systems, and photovoltaic products, such as solar shingles and solar tiles; however, solar > [[< Previous->47-2181-WhatTheyDo-3]] > [[Next >->47-2181-WhatTheyDo-5]] > [[Close->47-2181-Detailed]]

photovoltaic (PV) installers typically install PV panels. Plumbers and heating, air conditioning, and refrigeration mechanics also may install solar thermal systems. Roofers use a variety of tools when installing or repairing roofs. Their tools include roofing shovels, roof cutters, and pry bars to remove old roofing systems and hammers, nail guns, and framing squares to install new ones. > [[< Previous->47-2181-WhatTheyDo-4]] > [[Close->47-2181-Detailed]]

# Work Environment ### Work Environment Roofing work is physically demanding because it involves climbing, bending, kneeling, and heavy lifting. Roofers may work overtime in order to finish a particular job, especially during busy summer months. > [[Close->47-2181-Detailed]]

# How to Become a Roofer There are no specific education requirements for roofers. Although most learn on the job, some roofers enter the occupation through an apprenticeship. ### Education No formal educational credential is typically required for roofers. ### Training Roofers typically receive on-the-job training to become competent in the occupation. In most on-the-job training programs, experienced roofers teach new workers how to use roofing tools, equipment, machines, and materials. Trainees begin with tasks such as carrying equipment and material and erecting scaffolds and hoists. Within a few months, they > [[Next >->47-2181-HowToBecomeOne-2]] > [[Close->47-2181-Detailed]]

learn to measure, cut, and fit roofing materials. Later, they lay asphalt or fiberglass shingles. Because some roofing materials, such as solar tiles, are used infrequently, it may take several years to gain experience for all types of roofing. A few groups sponsor apprenticeship programs for roofers. Apprenticeships combine on-the-job training with technical instruction, usually requiring a predetermined number of hours for both. ### Licenses, Certifications, and Registrations Most employers require that roofers complete safety certification that meets Occupational Safety and Health > [[< Previous->47-2181-HowToBecomeOne-1]] > [[Next >->47-2181-HowToBecomeOne-3]] > [[Close->47-2181-Detailed]]

Administration (OSHA) guidelines, either before or after being hired. Roofers may obtain specific certification to qualify for additional work opportunities or greater pay. Information on certifications is available from CareerOneStop. Some employers require roofers to have a driver's license to enable commuting to different jobsites. ### Advancement After gaining experience in the occupation, roofers may have opportunities to advance to become a supervisor, job superintendent, or estimator or to start their own business. Roofers working in a union may advance within their local union to > [[< Previous->47-2181-HowToBecomeOne-2]] > [[Next >->47-2181-HowToBecomeOne-4]] > [[Close->47-2181-Detailed]]

become a business manager or apprenticeship instructor or to other positions of union leadership. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Roofers must be comfortable working at great heights. Attention to detail. Roofing materials must be installed to precisely match design patterns and to ensure that the roof is waterproof. Balance. Roofers should have excellent balance to avoid falling, because > [[< Previous->47-2181-HowToBecomeOne-3]] > [[Next >->47-2181-HowToBecomeOne-5]] > [[Close->47-2181-Detailed]]

they often work on steep slopes at great heights. Manual dexterity. Roofers need to be precise in handling and installing roofing materials in order to prevent damage to the roof and building. Math skills. Roofers use math to measure and calculate roofing areas. Physical stamina. Roofers must be able to endure spending hours on their feet or bending and stooping, often in hot weather. Physical strength. Roofers often lift and carry heavy materials, such as bundles of shingles that weigh 60 pounds or more. > [[< Previous->47-2181-HowToBecomeOne-4]] > [[Close->47-2181-Detailed]]

# Pay The median annual wage for roofers was $50,970 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $37,060, and the highest 10 percent earned more than $80,780. In May 2024, the median annual wages for roofers in the top industries in which they worked were as follows: Most roofers work full time. In northern states, roofing work may be limited during the winter months. During the busy summer months, roofers may work overtime to complete jobs. The starting pay for > [[Next >->47-2181-Pay-2]] > [[Close->47-2181-Detailed]]

apprentices is usually 50 percent of what journey workers receive. Apprentices get pay increases as they advance through the apprenticeship program. > [[< Previous->47-2181-Pay-1]] > [[Close->47-2181-Detailed]]

# Job Outlook Employment of roofers is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 12,700 openings for roofers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Replacement and repair of roofs, as well as the installation of new roofs, will create demand for roofers. Some of this demand may come from the installation of solar photovoltaic panels on building rooftops. > [[Close->47-2181-Detailed]]

# What Sheet Metal Workers Do Sheet metal workers fabricate or install products that are made from thin metal sheets, such as ducts used in heating and air conditioning systems. ### Duties Sheet metal workers typically do the following: - Select types of sheet metal according to building or design plans - Measure and mark dimensions and reference lines on metal sheets - Drill holes in metal for screws, bolts, and rivets - Install metal sheets with supportive frameworks - Fabricate or alter parts at construction sites - Maneuver and anchor large sheet metal parts > [[Next >->47-2211-WhatTheyDo-2]] > [[Close->47-2211-Detailed]]

- Fasten seams or joints by welding, bolting, riveting, or soldering Sheet metal workers use pieces of thin steel, aluminum, or other alloyed metal in both manufacturing and construction. Sheet metal products include heating and air conditioning ducts, rain gutters, outdoor signs, and siding. The following are examples of types of sheet metal workers: Fabrication sheet metal workers, sometimes called precision sheet metal workers, make precision sheet metal parts for a variety of industries, including power generation and medical device manufacturing. They often work in shops and > [[< Previous->47-2211-WhatTheyDo-1]] > [[Next >->47-2211-WhatTheyDo-3]] > [[Close->47-2211-Detailed]]

factories, operating tools and equipment. In large-scale manufacturing, their tasks may be highly automated and repetitive. Some fabrication shops have automated machinery, such as computer-controlled saws, lasers, shears, and presses, which measure, cut, bend, and fasten pieces of sheet metal. Workers may use computer-aided drafting and design (CADD) systems to make products. Some of these workers are responsible for limited programming of the computers controlling their equipment. Workers who primarily program computerized equipment are called metal and plastic machine > [[< Previous->47-2211-WhatTheyDo-2]] > [[Next >->47-2211-WhatTheyDo-4]] > [[Close->47-2211-Detailed]]

workers. Installation sheet metal workers put in heating, ventilation, and air conditioning (HVAC) ducts. They also install other sheet metal products, such as metal roofs, siding, and gutters. They typically work on new construction and on renovation projects. In addition to installing sheet metal, some workers install nonmetallic materials such as fiberglass and plastic board. Information about workers who install or repair roofing systems is in the profile on roofers. Maintenance sheet metal workers repair and clean ventilation systems so the systems use less energy. Workers remove dust > [[< Previous->47-2211-WhatTheyDo-3]] > [[Next >->47-2211-WhatTheyDo-5]] > [[Close->47-2211-Detailed]]

and moisture and fix leaks or breaks in the sheet metal that makes up the ductwork. Testing and balancing sheet metal specialists ensure that HVAC systems heat and cool rooms properly by adjusting sheet metal ducts to achieve proper airflow. Information on workers who install or repair HVAC systems is in the profile on heating, air conditioning, and refrigeration mechanics and installers. > [[< Previous->47-2211-WhatTheyDo-4]] > [[Close->47-2211-Detailed]]

# Work Environment ### Work Environment Sheet metal workers often lift heavy materials and stand for long periods of time. Those who install sheet metal must often bend, climb, and squat. Most work full time. > [[Close->47-2211-Detailed]]

# How to Become a Sheet Metal Worker Sheet metal workers who work in construction typically learn their trade through an apprenticeship. Those who work in manufacturing often learn on the job or at a technical school. ### Education Sheet metal workers typically need a high school diploma or equivalent. Those interested in becoming a sheet metal worker should take high school classes in algebra and geometry. Vocational-education courses such as blueprint reading, mechanical drawing, and welding are also helpful. Technical schools may have programs that teach welding and metalworking. These programs help provide the basic > [[Next >->47-2211-HowToBecomeOne-2]] > [[Close->47-2211-Detailed]]

welding and sheet metal fabrication knowledge that sheet metal workers need to do their job. Some manufacturers have partnerships with local technical schools to develop training programs specific to their factories. ### Training Most construction sheet metal workers learn their trade through 4 > [[< Previous->47-2211-HowToBecomeOne-1]] > [[Next >->47-2211-HowToBecomeOne-3]] > [[Close->47-2211-Detailed]]

- or 5-year apprenticeships, which include both paid on-the-job training and related technical instruction. Apprentices learn construction basics such as blueprint reading, math, building code requirements, and safety and first aid practices. Welding may be included as part of the training. Some workers start out as helpers before entering apprenticeships. Apprenticeship programs are sponsored by unions and businesses. The basic qualifications for entering an apprenticeship program are being 18 years old and having a high school diploma or the equivalent. After completing an apprenticeship > [[< Previous->47-2211-HowToBecomeOne-2]] > [[Next >->47-2211-HowToBecomeOne-4]] > [[Close->47-2211-Detailed]]

program, sheet metal workers are considered journey workers who are qualified to perform tasks on their own. ### Licenses, Certifications, and Registrations Some states require licenses for sheet metal workers. Check with your state for more information. Although not required, sheet metal workers may earn certifications for several tasks that they perform. For example, some sheet metal workers become certified in welding. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to > [[< Previous->47-2211-HowToBecomeOne-3]] > [[Next >->47-2211-HowToBecomeOne-5]] > [[Close->47-2211-Detailed]]

perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Sheet metal workers must precisely measure and cut, follow detailed directions, and monitor their surroundings for safety risks. Dexterity. Sheet metal workers need good hand–eye coordination and motor control to make precise cuts and bends in metal pieces. Math skills. Sheet metal workers must calculate the proper sizes and angles of fabricated sheet metal to ensure the alignment and fit of ductwork. Mechanical skills. Sheet metal workers use saws, lasers, shears, > [[< Previous->47-2211-HowToBecomeOne-4]] > [[Next >->47-2211-HowToBecomeOne-6]] > [[Close->47-2211-Detailed]]

and presses. They should have good mechanical skills in order to operate and maintain equipment. Physical stamina. Sheet metal workers in factories may spend many hours standing at their workstation. Physical strength. Sheet metal workers must be able to lift and move ductwork that is heavy and cumbersome. Some jobs require workers to push, pull, or lift 50 pounds or more. > [[< Previous->47-2211-HowToBecomeOne-5]] > [[Close->47-2211-Detailed]]

# Pay The median annual wage for sheet metal workers was $60,850 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $38,030, and the highest 10 percent earned more than $102,680. In May 2024, the median annual wages for sheet metal workers in the top industries in which they worked were as follows: The starting pay for apprentices is usually less than what fully trained sheet metal workers make. As apprentices learn more skills, their pay increases. Most sheet metal > [[Next >->47-2211-Pay-2]] > [[Close->47-2211-Detailed]]

workers work full time. > [[< Previous->47-2211-Pay-1]] > [[Close->47-2211-Detailed]]

# Job Outlook Employment of sheet metal workers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 10,600 openings for sheet metal workers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment There will be continuing need to install and maintain energy-efficient HVAC systems in new and existing buildings over the projections decade. However, the use of prefabricated duct systems > [[Next >->47-2211-JobOutlook-2]] > [[Close->47-2211-Detailed]]

will limit the need for sheet metal workers on residential construction sites. Some sheet metal fabrication equipment is automated, further reducing the need for workers outside of construction. > [[< Previous->47-2211-JobOutlook-1]] > [[Close->47-2211-Detailed]]

- Align structural and reinforcing iron and steel vertically and horizontally, using tag lines, plumb bobs, lasers, and levels - Connect iron and steel with bolts, wire, or welds > [[< Previous->47-2221-WhatTheyDo-1]] > [[Next >->47-2221-WhatTheyDo-3]] > [[Close->47-2221-Detailed]]

- Install metal decking used in building construction Structural and reinforcing iron and steel are important components of buildings, bridges, roads, and other structures. Even though the primary metal involved in this work is steel, workers often are known as ironworkers or erectors. Most of the work involves erecting new structures, but some ironworkers also help in the demolition, decommissioning, and rehabilitation of older buildings and bridges. Structural iron and steel workers erect, place, and join steel girders, columns, and other pieces to form structural frameworks. They also > [[< Previous->47-2221-WhatTheyDo-2]] > [[Next >->47-2221-WhatTheyDo-4]] > [[Close->47-2221-Detailed]]

# How to Become an Ironworker Most ironworkers learn through an apprenticeship or on-the-job training. ### Education A high school diploma or equivalent is generally required to enter an apprenticeship. Workers learning through on-the-job training may not need a high school diploma or equivalent. Courses in math, as well as training in vocational subjects such as blueprint reading and welding, are useful. ### Training Many ironworkers learn their trade through a 3 > [[Next >->47-2221-HowToBecomeOne-2]] > [[Close->47-2221-Detailed]]

- or 4-year apprenticeship. Sponsors of apprenticeship programs, nearly all of which teach both reinforcing and structural ironworking, include unions and contractor associations. For each year of the program, apprentices must have at least 144 hours of related technical instruction and 2,000 hours of paid on-the-job training. Ironworkers who complete an apprenticeship program are considered journey-level workers and may perform tasks without direct supervision. Other ironworkers receive on-the-job training that varies in length and is provided by their employer. On the job, apprentices and > [[< Previous->47-2221-HowToBecomeOne-1]] > [[Next >->47-2221-HowToBecomeOne-3]] > [[Close->47-2221-Detailed]]

trainees learn to use the tools and equipment of the trade; handle, measure, cut, and lay rebar; and construct metal frameworks. They also learn about topics such as blueprint reading and sketching, general construction techniques, safety practices, and first aid. ### Licenses, Certifications, and Registrations Certifications in welding, rigging, and crane signaling may make ironworkers more attractive to prospective employers. Several organizations provide certifications for different aspects of the work. Information on certifications is available from CareerOneStop. ### Advancement After > [[< Previous->47-2221-HowToBecomeOne-2]] > [[Next >->47-2221-HowToBecomeOne-4]] > [[Close->47-2221-Detailed]]

gaining experience, ironworkers may advance to become a supervisor or a manager, a position in which they have more responsibilities and are tasked with directing other ironworkers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Ironworkers must not be afraid to work at great heights. For example, workers connecting girders during skyscraper construction may have to walk on narrow beams that are 50 stories > [[< Previous->47-2221-HowToBecomeOne-3]] > [[Next >->47-2221-HowToBecomeOne-5]] > [[Close->47-2221-Detailed]]

or higher. Balance. Ironworkers often walk on narrow beams, so a good sense of balance is important to keep them from falling. Critical thinking. Ironworkers need to identify problems, monitor and assess potential risks, and evaluate the best courses of action. They must use logic and reasoning when finding alternatives so that they safely accomplish their tasks Depth perception. Ironworkers often signal crane operators who move beams and bundles of rebar, so they must be able to judge the distance between objects. Hand-eye coordination. Ironworkers must be able to tie rebar together > [[< Previous->47-2221-HowToBecomeOne-4]] > [[Next >->47-2221-HowToBecomeOne-6]] > [[Close->47-2221-Detailed]]

quickly and precisely. Physical stamina. Ironworkers must have physical endurance because they spend many hours each day performing physically demanding tasks, such as moving rebar. Physical strength. Ironworkers must be strong enough to guide heavy beams into place and tighten bolts. > [[< Previous->47-2221-HowToBecomeOne-5]] > [[Close->47-2221-Detailed]]

or replace an increasing number of older highways and bridges also is expected to lead to employment growth. > [[< Previous->47-2221-JobOutlook-1]] > [[Close->47-2221-Detailed]]

# What Solar Photovoltaic Installers Do Solar photovoltaic (PV) installers, also known as PV installers, assemble, set up, and maintain rooftop or other systems that convert sunlight into energy. ### Duties PV installers typically do the following: - Plan PV system configurations based on customer needs and site conditions - Measure, cut, and assemble the support structure for solar PV panels - Install solar modules, panels, and support structures according to building codes and standards - Connect PV panels to the electrical system - Apply weather sealant to equipment being installed - Activate and test PV systems > [[Next >->47-2231-WhatTheyDo-2]] > [[Close->47-2231-Detailed]]

- Perform routine PV system maintenance At the jobsite, PV installers verify the measurements and design of the structure on which the PV system is being set up. For PV systems on flat roofs, PV installers must first add a structure that allows the PV system to be mounted at an angle. PV installers set up new systems on support structures and place PV panels or PV shingles on top of them. Once the panels are in place, they sometimes connect the panels to electrical components. After the system is in place, PV installers must test the system and its components. PV installers use a variety of > [[< Previous->47-2231-WhatTheyDo-1]] > [[Next >->47-2231-WhatTheyDo-3]] > [[Close->47-2231-Detailed]]

handtools and power tools, including drills, wrenches, saws, and screwdrivers, to set up PV panels and connect them to frames, wires, and support structures. Depending on the job and state laws, PV installers may connect the solar panels to the electrical grid, although electricians sometimes do this task. Once the panels are set up, workers check the electrical systems for proper wiring, polarity, and grounding, and they also perform maintenance as needed. > [[< Previous->47-2231-WhatTheyDo-2]] > [[Close->47-2231-Detailed]]

# Work Environment ### Work Environment Most solar panel installations are done outdoors, but PV installers sometimes work in attics and crawl spaces to connect panels to the electrical grid. Installers also must travel to jobsites. > [[Close->47-2231-Detailed]]

# How to Become a Solar Photovoltaic Installer There are multiple paths to becoming a solar photovoltaic (PV) installer, or PV installer. These workers typically need a high school diploma, but some take courses at a technical school or community college; they also receive on-the-job training lasting up to 1 year. Some PV installers learn to install panels as part of an apprenticeship. ### Education PV installers typically need a high school diploma. Some PV installers take courses at local community colleges or technical schools to learn about solar panel installation. Courses range from basic safety and PV knowledge to system design. > [[Next >->47-2231-HowToBecomeOne-2]] > [[Close->47-2231-Detailed]]

Although course length varies, most usually last a few days to several months. Some candidates, especially those with construction experience, enter the field by taking online training courses. ### Training Some PV installers learn their trade on the job by working with experienced installers. On-the-job training usually lasts between 1 month and 1 year. During training, PV installers learn about safety, tools, and PV system installation techniques. Electrician and roofing apprentices and journey workers may complete photovoltaic-specific training modules through apprenticeships. Solar PV > [[< Previous->47-2231-HowToBecomeOne-1]] > [[Next >->47-2231-HowToBecomeOne-3]] > [[Close->47-2231-Detailed]]

system manufacturers may also provide training on specific products. Such training usually includes a system overview and proper installation techniques for the manufacturer's products. ### Work Experience in a Related Occupation Experience in construction may shorten a new employee's training time. For example, workers with experience as an electrician, roofer, carpenter, or laborer typically already understand and can perform basic construction duties. ### Licenses, Certifications, and Registrations Some states require a license for PV installers. Contact your state's licensing board for > [[< Previous->47-2231-HowToBecomeOne-2]] > [[Next >->47-2231-HowToBecomeOne-4]] > [[Close->47-2231-Detailed]]

more information. PV installers must travel to jobsites, so employers may require them to have a driver's license. Although not required for employment, certification demonstrates competency in solar panel installation. Some states require that for projects to qualify for solar-related subsidies, all PV installers working on the projects must have certification. Information on certifications is available from CareerOneStop. ### Advancement PV installers may advance to become a project supervisor or project manager after gaining experience in the trade. PV installers may also transition to > [[< Previous->47-2231-HowToBecomeOne-3]] > [[Next >->47-2231-HowToBecomeOne-5]] > [[Close->47-2231-Detailed]]

sales roles within the industry, given their knowledge of and experience with PV installation. They also may choose to start their own PV installation business. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. PV installers often must work on roofs, ladders, or lifts that are far above the ground. Communication skills. PV installers need to convey information effectively to clients, team members, and other > [[< Previous->47-2231-HowToBecomeOne-4]] > [[Next >->47-2231-HowToBecomeOne-6]] > [[Close->47-2231-Detailed]]

workers. Detail oriented. PV installers must carefully follow instructions to ensure that the system works properly. Math skills. PV installers use algebra, geometry, and trigonometry to calculate angles, measurements, and areas. Mechanical skills. PV installers work with complex electrical and mechanical equipment in order to build support structures for solar panels, connect the panels to the electrical system, and troubleshoot problems. Physical stamina. PV installers are often on their feet carrying panels and other heavy equipment. Especially when installing rooftop panels, workers > [[< Previous->47-2231-HowToBecomeOne-5]] > [[Next >->47-2231-HowToBecomeOne-7]] > [[Close->47-2231-Detailed]]

may need to climb ladders many times throughout the day. Physical strength. PV installers must lift heavy equipment and materials weighing up to 60 pounds. > [[< Previous->47-2231-HowToBecomeOne-6]] > [[Close->47-2231-Detailed]]

# Pay The median annual wage for solar photovoltaic installers was $51,860 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,070, and the highest 10 percent earned more than $80,150. In May 2024, the median annual wages for solar photovoltaic installers in the top industries in which they worked were as follows: > [[Close->47-2231-Detailed]]

# Job Outlook Employment of solar photovoltaic installers is projected to grow 42 percent from 2024 to 2034, much faster than the average for all occupations. About 4,100 openings for solar photovoltaic installers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The continued expansion and adoption of solar PV systems is expected to create jobs for their installation and upkeep. As the cost of PV panels and shingles > [[Next >->47-2231-JobOutlook-2]] > [[Close->47-2231-Detailed]]

continues to decrease, more households are expected to take advantage of these systems, resulting in greater demand for the workers who install and maintain them. The increasing popularity of solar leasing plans - in which homeowners lease, rather than purchase, systems - should create additional demand, because homeowners no longer bear the upfront costs of installation. Demand may be greatest in states and localities that provide incentives to reduce the cost of PV systems. > [[< Previous->47-2231-JobOutlook-1]] > [[Close->47-2231-Detailed]]

- Operate power tools and handtools, such as jackhammers, saws, and drills > [[< Previous->47-3011-WhatTheyDo-1]] > [[Next >->47-3011-WhatTheyDo-3]] > [[Close->47-3011-Detailed]]

- Assist tradesworkers, such as electricians and plumbers, with their duties Construction laborers and helpers work on almost all construction sites, performing a range of tasks that may vary in complexity. Construction laborers, also referred to as construction craft laborers, are involved in a variety of activities during all phases of construction. Some laborers spend their time preparing and cleaning up construction sites, using tools such as shovels and brooms. Other laborers, such as those on road crews, may specialize and learn to control traffic patterns or to operate pavement > [[< Previous->47-3011-WhatTheyDo-2]] > [[Next >->47-3011-WhatTheyDo-4]] > [[Close->47-3011-Detailed]]

breakers, jackhammers, earth tampers, or surveying equipment. With special training, laborers may help transport and use explosives or run hydraulic boring machines to dig tunnels. They may learn to use lasers to place pipes and learn to use computers to control robotic pipe cutters. Helpers assist construction tradesworkers with a variety of tasks. They may carry tools and materials or help set up equipment. For example, some helpers work with cement masons to move and set the forms that determine the shape of poured concrete. Others assist with tool maintenance, cleaning up sites, and > [[< Previous->47-3011-WhatTheyDo-3]] > [[Next >->47-3011-WhatTheyDo-5]] > [[Close->47-3011-Detailed]]

# How to Become a Construction Laborer or Helper Construction laborers and helpers learn on the job. Formal education is not typically required, but some employers may prefer to hire candidates who have a high school diploma or the equivalent. ### Education Although laborers and helpers typically do not need a formal educational credential, employers may prefer to hire those who have a high school diploma or the equivalent. For example, an employer may require or prefer that helpers of electricians and helpers of pipelayers, plumbers, pipefitters, and steamfitters have completed high school. High school classes that may be helpful include > [[Next >->47-3011-HowToBecomeOne-2]] > [[Close->47-3011-Detailed]]

mathematics, such as algebra and geometry, and those that are part of career and technical education programs, such as construction technology or welding. ### Training Construction laborers and helpers typically learn on the job. They may start out by shadowing experienced workers, observing what those workers do and performing tasks under their guidance. Some construction laborers complete apprenticeship programs. Apprenticeship programs, which are usually sponsored by local unions or trade associations, combine on-the-job training with technical instruction. ### Licenses, Certifications, > [[< Previous->47-3011-HowToBecomeOne-1]] > [[Next >->47-3011-HowToBecomeOne-3]] > [[Close->47-3011-Detailed]]

and Registrations Employers often require that construction laborers and helpers complete safety certification that meets Occupational Safety and Health Administration (OSHA) guidelines, either before or after being hired. A valid driver's license also may be required. Some workers choose to earn optional certifications related to their tasks, such as rigging or scaffolding. Certification helps workers demonstrate that they have the knowledge to perform more complex tasks. ### Advancement After gaining experience, laborers may have opportunities to supervise staff, oversee jobsites, or > [[< Previous->47-3011-HowToBecomeOne-2]] > [[Next >->47-3011-HowToBecomeOne-4]] > [[Close->47-3011-Detailed]]

start their own business. Helpers sometimes move into construction trades after gaining experience in the field, along with completing any required credentials or training. For example, an electrician's helper might earn a high school equivalency to enter an electrician apprenticeship and, eventually, go on to become an electrician. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Electricians' helpers must be able to > [[< Previous->47-3011-HowToBecomeOne-3]] > [[Next >->47-3011-HowToBecomeOne-5]] > [[Close->47-3011-Detailed]]

distinguish different colors of wire to help the lead electrician. Interpersonal skills. Construction laborers and helpers need to work as a team, cooperating with and assisting others. They also may interact with customers. Math skills. Construction laborers and some helpers need to do basic math calculations, such as when measuring on jobsites or assisting a surveying crew. Mechanical skills. Construction laborers are frequently required to operate and maintain equipment, such as jackhammers. Physical stamina. Construction laborers and helpers must be able to do strenuous tasks > [[< Previous->47-3011-HowToBecomeOne-4]] > [[Next >->47-3011-HowToBecomeOne-6]] > [[Close->47-3011-Detailed]]

throughout the day. Physical strength. Construction laborers and helpers must be able to lift or move heavy materials and equipment. > [[< Previous->47-3011-HowToBecomeOne-5]] > [[Close->47-3011-Detailed]]

- Operate power tools and handtools, such as jackhammers, saws, and drills > [[< Previous->47-3012-WhatTheyDo-1]] > [[Next >->47-3012-WhatTheyDo-3]] > [[Close->47-3012-Detailed]]

- Assist tradesworkers, such as electricians and plumbers, with their duties Construction laborers and helpers work on almost all construction sites, performing a range of tasks that may vary in complexity. Construction laborers, also referred to as construction craft laborers, are involved in a variety of activities during all phases of construction. Some laborers spend their time preparing and cleaning up construction sites, using tools such as shovels and brooms. Other laborers, such as those on road crews, may specialize and learn to control traffic patterns or to operate pavement > [[< Previous->47-3012-WhatTheyDo-2]] > [[Next >->47-3012-WhatTheyDo-4]] > [[Close->47-3012-Detailed]]

breakers, jackhammers, earth tampers, or surveying equipment. With special training, laborers may help transport and use explosives or run hydraulic boring machines to dig tunnels. They may learn to use lasers to place pipes and learn to use computers to control robotic pipe cutters. Helpers assist construction tradesworkers with a variety of tasks. They may carry tools and materials or help set up equipment. For example, some helpers work with cement masons to move and set the forms that determine the shape of poured concrete. Others assist with tool maintenance, cleaning up sites, and > [[< Previous->47-3012-WhatTheyDo-3]] > [[Next >->47-3012-WhatTheyDo-5]] > [[Close->47-3012-Detailed]]

# How to Become a Construction Laborer or Helper Construction laborers and helpers learn on the job. Formal education is not typically required, but some employers may prefer to hire candidates who have a high school diploma or the equivalent. ### Education Although laborers and helpers typically do not need a formal educational credential, employers may prefer to hire those who have a high school diploma or the equivalent. For example, an employer may require or prefer that helpers of electricians and helpers of pipelayers, plumbers, pipefitters, and steamfitters have completed high school. High school classes that may be helpful include > [[Next >->47-3012-HowToBecomeOne-2]] > [[Close->47-3012-Detailed]]

mathematics, such as algebra and geometry, and those that are part of career and technical education programs, such as construction technology or welding. ### Training Construction laborers and helpers typically learn on the job. They may start out by shadowing experienced workers, observing what those workers do and performing tasks under their guidance. Some construction laborers complete apprenticeship programs. Apprenticeship programs, which are usually sponsored by local unions or trade associations, combine on-the-job training with technical instruction. ### Licenses, Certifications, > [[< Previous->47-3012-HowToBecomeOne-1]] > [[Next >->47-3012-HowToBecomeOne-3]] > [[Close->47-3012-Detailed]]

and Registrations Employers often require that construction laborers and helpers complete safety certification that meets Occupational Safety and Health Administration (OSHA) guidelines, either before or after being hired. A valid driver's license also may be required. Some workers choose to earn optional certifications related to their tasks, such as rigging or scaffolding. Certification helps workers demonstrate that they have the knowledge to perform more complex tasks. ### Advancement After gaining experience, laborers may have opportunities to supervise staff, oversee jobsites, or > [[< Previous->47-3012-HowToBecomeOne-2]] > [[Next >->47-3012-HowToBecomeOne-4]] > [[Close->47-3012-Detailed]]

start their own business. Helpers sometimes move into construction trades after gaining experience in the field, along with completing any required credentials or training. For example, an electrician's helper might earn a high school equivalency to enter an electrician apprenticeship and, eventually, go on to become an electrician. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Electricians' helpers must be able to > [[< Previous->47-3012-HowToBecomeOne-3]] > [[Next >->47-3012-HowToBecomeOne-5]] > [[Close->47-3012-Detailed]]

distinguish different colors of wire to help the lead electrician. Interpersonal skills. Construction laborers and helpers need to work as a team, cooperating with and assisting others. They also may interact with customers. Math skills. Construction laborers and some helpers need to do basic math calculations, such as when measuring on jobsites or assisting a surveying crew. Mechanical skills. Construction laborers are frequently required to operate and maintain equipment, such as jackhammers. Physical stamina. Construction laborers and helpers must be able to do strenuous tasks > [[< Previous->47-3012-HowToBecomeOne-4]] > [[Next >->47-3012-HowToBecomeOne-6]] > [[Close->47-3012-Detailed]]

throughout the day. Physical strength. Construction laborers and helpers must be able to lift or move heavy materials and equipment. > [[< Previous->47-3012-HowToBecomeOne-5]] > [[Close->47-3012-Detailed]]

- Operate power tools and handtools, such as jackhammers, saws, and drills > [[< Previous->47-3013-WhatTheyDo-1]] > [[Next >->47-3013-WhatTheyDo-3]] > [[Close->47-3013-Detailed]]

- Assist tradesworkers, such as electricians and plumbers, with their duties Construction laborers and helpers work on almost all construction sites, performing a range of tasks that may vary in complexity. Construction laborers, also referred to as construction craft laborers, are involved in a variety of activities during all phases of construction. Some laborers spend their time preparing and cleaning up construction sites, using tools such as shovels and brooms. Other laborers, such as those on road crews, may specialize and learn to control traffic patterns or to operate pavement > [[< Previous->47-3013-WhatTheyDo-2]] > [[Next >->47-3013-WhatTheyDo-4]] > [[Close->47-3013-Detailed]]

breakers, jackhammers, earth tampers, or surveying equipment. With special training, laborers may help transport and use explosives or run hydraulic boring machines to dig tunnels. They may learn to use lasers to place pipes and learn to use computers to control robotic pipe cutters. Helpers assist construction tradesworkers with a variety of tasks. They may carry tools and materials or help set up equipment. For example, some helpers work with cement masons to move and set the forms that determine the shape of poured concrete. Others assist with tool maintenance, cleaning up sites, and > [[< Previous->47-3013-WhatTheyDo-3]] > [[Next >->47-3013-WhatTheyDo-5]] > [[Close->47-3013-Detailed]]

# How to Become a Construction Laborer or Helper Construction laborers and helpers learn on the job. Formal education is not typically required, but some employers may prefer to hire candidates who have a high school diploma or the equivalent. ### Education Although laborers and helpers typically do not need a formal educational credential, employers may prefer to hire those who have a high school diploma or the equivalent. For example, an employer may require or prefer that helpers of electricians and helpers of pipelayers, plumbers, pipefitters, and steamfitters have completed high school. High school classes that may be helpful include > [[Next >->47-3013-HowToBecomeOne-2]] > [[Close->47-3013-Detailed]]

mathematics, such as algebra and geometry, and those that are part of career and technical education programs, such as construction technology or welding. ### Training Construction laborers and helpers typically learn on the job. They may start out by shadowing experienced workers, observing what those workers do and performing tasks under their guidance. Some construction laborers complete apprenticeship programs. Apprenticeship programs, which are usually sponsored by local unions or trade associations, combine on-the-job training with technical instruction. ### Licenses, Certifications, > [[< Previous->47-3013-HowToBecomeOne-1]] > [[Next >->47-3013-HowToBecomeOne-3]] > [[Close->47-3013-Detailed]]

and Registrations Employers often require that construction laborers and helpers complete safety certification that meets Occupational Safety and Health Administration (OSHA) guidelines, either before or after being hired. A valid driver's license also may be required. Some workers choose to earn optional certifications related to their tasks, such as rigging or scaffolding. Certification helps workers demonstrate that they have the knowledge to perform more complex tasks. ### Advancement After gaining experience, laborers may have opportunities to supervise staff, oversee jobsites, or > [[< Previous->47-3013-HowToBecomeOne-2]] > [[Next >->47-3013-HowToBecomeOne-4]] > [[Close->47-3013-Detailed]]

start their own business. Helpers sometimes move into construction trades after gaining experience in the field, along with completing any required credentials or training. For example, an electrician's helper might earn a high school equivalency to enter an electrician apprenticeship and, eventually, go on to become an electrician. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Electricians' helpers must be able to > [[< Previous->47-3013-HowToBecomeOne-3]] > [[Next >->47-3013-HowToBecomeOne-5]] > [[Close->47-3013-Detailed]]

distinguish different colors of wire to help the lead electrician. Interpersonal skills. Construction laborers and helpers need to work as a team, cooperating with and assisting others. They also may interact with customers. Math skills. Construction laborers and some helpers need to do basic math calculations, such as when measuring on jobsites or assisting a surveying crew. Mechanical skills. Construction laborers are frequently required to operate and maintain equipment, such as jackhammers. Physical stamina. Construction laborers and helpers must be able to do strenuous tasks > [[< Previous->47-3013-HowToBecomeOne-4]] > [[Next >->47-3013-HowToBecomeOne-6]] > [[Close->47-3013-Detailed]]

throughout the day. Physical strength. Construction laborers and helpers must be able to lift or move heavy materials and equipment. > [[< Previous->47-3013-HowToBecomeOne-5]] > [[Close->47-3013-Detailed]]

- Operate power tools and handtools, such as jackhammers, saws, and drills > [[< Previous->47-3014-WhatTheyDo-1]] > [[Next >->47-3014-WhatTheyDo-3]] > [[Close->47-3014-Detailed]]

- Assist tradesworkers, such as electricians and plumbers, with their duties Construction laborers and helpers work on almost all construction sites, performing a range of tasks that may vary in complexity. Construction laborers, also referred to as construction craft laborers, are involved in a variety of activities during all phases of construction. Some laborers spend their time preparing and cleaning up construction sites, using tools such as shovels and brooms. Other laborers, such as those on road crews, may specialize and learn to control traffic patterns or to operate pavement > [[< Previous->47-3014-WhatTheyDo-2]] > [[Next >->47-3014-WhatTheyDo-4]] > [[Close->47-3014-Detailed]]

breakers, jackhammers, earth tampers, or surveying equipment. With special training, laborers may help transport and use explosives or run hydraulic boring machines to dig tunnels. They may learn to use lasers to place pipes and learn to use computers to control robotic pipe cutters. Helpers assist construction tradesworkers with a variety of tasks. They may carry tools and materials or help set up equipment. For example, some helpers work with cement masons to move and set the forms that determine the shape of poured concrete. Others assist with tool maintenance, cleaning up sites, and > [[< Previous->47-3014-WhatTheyDo-3]] > [[Next >->47-3014-WhatTheyDo-5]] > [[Close->47-3014-Detailed]]

# How to Become a Construction Laborer or Helper Construction laborers and helpers learn on the job. Formal education is not typically required, but some employers may prefer to hire candidates who have a high school diploma or the equivalent. ### Education Although laborers and helpers typically do not need a formal educational credential, employers may prefer to hire those who have a high school diploma or the equivalent. For example, an employer may require or prefer that helpers of electricians and helpers of pipelayers, plumbers, pipefitters, and steamfitters have completed high school. High school classes that may be helpful include > [[Next >->47-3014-HowToBecomeOne-2]] > [[Close->47-3014-Detailed]]

mathematics, such as algebra and geometry, and those that are part of career and technical education programs, such as construction technology or welding. ### Training Construction laborers and helpers typically learn on the job. They may start out by shadowing experienced workers, observing what those workers do and performing tasks under their guidance. Some construction laborers complete apprenticeship programs. Apprenticeship programs, which are usually sponsored by local unions or trade associations, combine on-the-job training with technical instruction. ### Licenses, Certifications, > [[< Previous->47-3014-HowToBecomeOne-1]] > [[Next >->47-3014-HowToBecomeOne-3]] > [[Close->47-3014-Detailed]]

and Registrations Employers often require that construction laborers and helpers complete safety certification that meets Occupational Safety and Health Administration (OSHA) guidelines, either before or after being hired. A valid driver's license also may be required. Some workers choose to earn optional certifications related to their tasks, such as rigging or scaffolding. Certification helps workers demonstrate that they have the knowledge to perform more complex tasks. ### Advancement After gaining experience, laborers may have opportunities to supervise staff, oversee jobsites, or > [[< Previous->47-3014-HowToBecomeOne-2]] > [[Next >->47-3014-HowToBecomeOne-4]] > [[Close->47-3014-Detailed]]

start their own business. Helpers sometimes move into construction trades after gaining experience in the field, along with completing any required credentials or training. For example, an electrician's helper might earn a high school equivalency to enter an electrician apprenticeship and, eventually, go on to become an electrician. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Electricians' helpers must be able to > [[< Previous->47-3014-HowToBecomeOne-3]] > [[Next >->47-3014-HowToBecomeOne-5]] > [[Close->47-3014-Detailed]]

distinguish different colors of wire to help the lead electrician. Interpersonal skills. Construction laborers and helpers need to work as a team, cooperating with and assisting others. They also may interact with customers. Math skills. Construction laborers and some helpers need to do basic math calculations, such as when measuring on jobsites or assisting a surveying crew. Mechanical skills. Construction laborers are frequently required to operate and maintain equipment, such as jackhammers. Physical stamina. Construction laborers and helpers must be able to do strenuous tasks > [[< Previous->47-3014-HowToBecomeOne-4]] > [[Next >->47-3014-HowToBecomeOne-6]] > [[Close->47-3014-Detailed]]

throughout the day. Physical strength. Construction laborers and helpers must be able to lift or move heavy materials and equipment. > [[< Previous->47-3014-HowToBecomeOne-5]] > [[Close->47-3014-Detailed]]

- Operate power tools and handtools, such as jackhammers, saws, and drills > [[< Previous->47-3015-WhatTheyDo-1]] > [[Next >->47-3015-WhatTheyDo-3]] > [[Close->47-3015-Detailed]]

- Assist tradesworkers, such as electricians and plumbers, with their duties Construction laborers and helpers work on almost all construction sites, performing a range of tasks that may vary in complexity. Construction laborers, also referred to as construction craft laborers, are involved in a variety of activities during all phases of construction. Some laborers spend their time preparing and cleaning up construction sites, using tools such as shovels and brooms. Other laborers, such as those on road crews, may specialize and learn to control traffic patterns or to operate pavement > [[< Previous->47-3015-WhatTheyDo-2]] > [[Next >->47-3015-WhatTheyDo-4]] > [[Close->47-3015-Detailed]]

breakers, jackhammers, earth tampers, or surveying equipment. With special training, laborers may help transport and use explosives or run hydraulic boring machines to dig tunnels. They may learn to use lasers to place pipes and learn to use computers to control robotic pipe cutters. Helpers assist construction tradesworkers with a variety of tasks. They may carry tools and materials or help set up equipment. For example, some helpers work with cement masons to move and set the forms that determine the shape of poured concrete. Others assist with tool maintenance, cleaning up sites, and > [[< Previous->47-3015-WhatTheyDo-3]] > [[Next >->47-3015-WhatTheyDo-5]] > [[Close->47-3015-Detailed]]

# How to Become a Construction Laborer or Helper Construction laborers and helpers learn on the job. Formal education is not typically required, but some employers may prefer to hire candidates who have a high school diploma or the equivalent. ### Education Although laborers and helpers typically do not need a formal educational credential, employers may prefer to hire those who have a high school diploma or the equivalent. For example, an employer may require or prefer that helpers of electricians and helpers of pipelayers, plumbers, pipefitters, and steamfitters have completed high school. High school classes that may be helpful include > [[Next >->47-3015-HowToBecomeOne-2]] > [[Close->47-3015-Detailed]]

mathematics, such as algebra and geometry, and those that are part of career and technical education programs, such as construction technology or welding. ### Training Construction laborers and helpers typically learn on the job. They may start out by shadowing experienced workers, observing what those workers do and performing tasks under their guidance. Some construction laborers complete apprenticeship programs. Apprenticeship programs, which are usually sponsored by local unions or trade associations, combine on-the-job training with technical instruction. ### Licenses, Certifications, > [[< Previous->47-3015-HowToBecomeOne-1]] > [[Next >->47-3015-HowToBecomeOne-3]] > [[Close->47-3015-Detailed]]

and Registrations Employers often require that construction laborers and helpers complete safety certification that meets Occupational Safety and Health Administration (OSHA) guidelines, either before or after being hired. A valid driver's license also may be required. Some workers choose to earn optional certifications related to their tasks, such as rigging or scaffolding. Certification helps workers demonstrate that they have the knowledge to perform more complex tasks. ### Advancement After gaining experience, laborers may have opportunities to supervise staff, oversee jobsites, or > [[< Previous->47-3015-HowToBecomeOne-2]] > [[Next >->47-3015-HowToBecomeOne-4]] > [[Close->47-3015-Detailed]]

start their own business. Helpers sometimes move into construction trades after gaining experience in the field, along with completing any required credentials or training. For example, an electrician's helper might earn a high school equivalency to enter an electrician apprenticeship and, eventually, go on to become an electrician. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Electricians' helpers must be able to > [[< Previous->47-3015-HowToBecomeOne-3]] > [[Next >->47-3015-HowToBecomeOne-5]] > [[Close->47-3015-Detailed]]

distinguish different colors of wire to help the lead electrician. Interpersonal skills. Construction laborers and helpers need to work as a team, cooperating with and assisting others. They also may interact with customers. Math skills. Construction laborers and some helpers need to do basic math calculations, such as when measuring on jobsites or assisting a surveying crew. Mechanical skills. Construction laborers are frequently required to operate and maintain equipment, such as jackhammers. Physical stamina. Construction laborers and helpers must be able to do strenuous tasks > [[< Previous->47-3015-HowToBecomeOne-4]] > [[Next >->47-3015-HowToBecomeOne-6]] > [[Close->47-3015-Detailed]]

throughout the day. Physical strength. Construction laborers and helpers must be able to lift or move heavy materials and equipment. > [[< Previous->47-3015-HowToBecomeOne-5]] > [[Close->47-3015-Detailed]]

- Operate power tools and handtools, such as jackhammers, saws, and drills > [[< Previous->47-3016-WhatTheyDo-1]] > [[Next >->47-3016-WhatTheyDo-3]] > [[Close->47-3016-Detailed]]

- Assist tradesworkers, such as electricians and plumbers, with their duties Construction laborers and helpers work on almost all construction sites, performing a range of tasks that may vary in complexity. Construction laborers, also referred to as construction craft laborers, are involved in a variety of activities during all phases of construction. Some laborers spend their time preparing and cleaning up construction sites, using tools such as shovels and brooms. Other laborers, such as those on road crews, may specialize and learn to control traffic patterns or to operate pavement > [[< Previous->47-3016-WhatTheyDo-2]] > [[Next >->47-3016-WhatTheyDo-4]] > [[Close->47-3016-Detailed]]

breakers, jackhammers, earth tampers, or surveying equipment. With special training, laborers may help transport and use explosives or run hydraulic boring machines to dig tunnels. They may learn to use lasers to place pipes and learn to use computers to control robotic pipe cutters. Helpers assist construction tradesworkers with a variety of tasks. They may carry tools and materials or help set up equipment. For example, some helpers work with cement masons to move and set the forms that determine the shape of poured concrete. Others assist with tool maintenance, cleaning up sites, and > [[< Previous->47-3016-WhatTheyDo-3]] > [[Next >->47-3016-WhatTheyDo-5]] > [[Close->47-3016-Detailed]]

# How to Become a Construction Laborer or Helper Construction laborers and helpers learn on the job. Formal education is not typically required, but some employers may prefer to hire candidates who have a high school diploma or the equivalent. ### Education Although laborers and helpers typically do not need a formal educational credential, employers may prefer to hire those who have a high school diploma or the equivalent. For example, an employer may require or prefer that helpers of electricians and helpers of pipelayers, plumbers, pipefitters, and steamfitters have completed high school. High school classes that may be helpful include > [[Next >->47-3016-HowToBecomeOne-2]] > [[Close->47-3016-Detailed]]

mathematics, such as algebra and geometry, and those that are part of career and technical education programs, such as construction technology or welding. ### Training Construction laborers and helpers typically learn on the job. They may start out by shadowing experienced workers, observing what those workers do and performing tasks under their guidance. Some construction laborers complete apprenticeship programs. Apprenticeship programs, which are usually sponsored by local unions or trade associations, combine on-the-job training with technical instruction. ### Licenses, Certifications, > [[< Previous->47-3016-HowToBecomeOne-1]] > [[Next >->47-3016-HowToBecomeOne-3]] > [[Close->47-3016-Detailed]]

and Registrations Employers often require that construction laborers and helpers complete safety certification that meets Occupational Safety and Health Administration (OSHA) guidelines, either before or after being hired. A valid driver's license also may be required. Some workers choose to earn optional certifications related to their tasks, such as rigging or scaffolding. Certification helps workers demonstrate that they have the knowledge to perform more complex tasks. ### Advancement After gaining experience, laborers may have opportunities to supervise staff, oversee jobsites, or > [[< Previous->47-3016-HowToBecomeOne-2]] > [[Next >->47-3016-HowToBecomeOne-4]] > [[Close->47-3016-Detailed]]

start their own business. Helpers sometimes move into construction trades after gaining experience in the field, along with completing any required credentials or training. For example, an electrician's helper might earn a high school equivalency to enter an electrician apprenticeship and, eventually, go on to become an electrician. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Electricians' helpers must be able to > [[< Previous->47-3016-HowToBecomeOne-3]] > [[Next >->47-3016-HowToBecomeOne-5]] > [[Close->47-3016-Detailed]]

distinguish different colors of wire to help the lead electrician. Interpersonal skills. Construction laborers and helpers need to work as a team, cooperating with and assisting others. They also may interact with customers. Math skills. Construction laborers and some helpers need to do basic math calculations, such as when measuring on jobsites or assisting a surveying crew. Mechanical skills. Construction laborers are frequently required to operate and maintain equipment, such as jackhammers. Physical stamina. Construction laborers and helpers must be able to do strenuous tasks > [[< Previous->47-3016-HowToBecomeOne-4]] > [[Next >->47-3016-HowToBecomeOne-6]] > [[Close->47-3016-Detailed]]

throughout the day. Physical strength. Construction laborers and helpers must be able to lift or move heavy materials and equipment. > [[< Previous->47-3016-HowToBecomeOne-5]] > [[Close->47-3016-Detailed]]

- Operate power tools and handtools, such as jackhammers, saws, and drills > [[< Previous->47-3019-WhatTheyDo-1]] > [[Next >->47-3019-WhatTheyDo-3]] > [[Close->47-3019-Detailed]]

- Assist tradesworkers, such as electricians and plumbers, with their duties Construction laborers and helpers work on almost all construction sites, performing a range of tasks that may vary in complexity. Construction laborers, also referred to as construction craft laborers, are involved in a variety of activities during all phases of construction. Some laborers spend their time preparing and cleaning up construction sites, using tools such as shovels and brooms. Other laborers, such as those on road crews, may specialize and learn to control traffic patterns or to operate pavement > [[< Previous->47-3019-WhatTheyDo-2]] > [[Next >->47-3019-WhatTheyDo-4]] > [[Close->47-3019-Detailed]]

breakers, jackhammers, earth tampers, or surveying equipment. With special training, laborers may help transport and use explosives or run hydraulic boring machines to dig tunnels. They may learn to use lasers to place pipes and learn to use computers to control robotic pipe cutters. Helpers assist construction tradesworkers with a variety of tasks. They may carry tools and materials or help set up equipment. For example, some helpers work with cement masons to move and set the forms that determine the shape of poured concrete. Others assist with tool maintenance, cleaning up sites, and > [[< Previous->47-3019-WhatTheyDo-3]] > [[Next >->47-3019-WhatTheyDo-5]] > [[Close->47-3019-Detailed]]

# How to Become a Construction Laborer or Helper Construction laborers and helpers learn on the job. Formal education is not typically required, but some employers may prefer to hire candidates who have a high school diploma or the equivalent. ### Education Although laborers and helpers typically do not need a formal educational credential, employers may prefer to hire those who have a high school diploma or the equivalent. For example, an employer may require or prefer that helpers of electricians and helpers of pipelayers, plumbers, pipefitters, and steamfitters have completed high school. High school classes that may be helpful include > [[Next >->47-3019-HowToBecomeOne-2]] > [[Close->47-3019-Detailed]]

mathematics, such as algebra and geometry, and those that are part of career and technical education programs, such as construction technology or welding. ### Training Construction laborers and helpers typically learn on the job. They may start out by shadowing experienced workers, observing what those workers do and performing tasks under their guidance. Some construction laborers complete apprenticeship programs. Apprenticeship programs, which are usually sponsored by local unions or trade associations, combine on-the-job training with technical instruction. ### Licenses, Certifications, > [[< Previous->47-3019-HowToBecomeOne-1]] > [[Next >->47-3019-HowToBecomeOne-3]] > [[Close->47-3019-Detailed]]

and Registrations Employers often require that construction laborers and helpers complete safety certification that meets Occupational Safety and Health Administration (OSHA) guidelines, either before or after being hired. A valid driver's license also may be required. Some workers choose to earn optional certifications related to their tasks, such as rigging or scaffolding. Certification helps workers demonstrate that they have the knowledge to perform more complex tasks. ### Advancement After gaining experience, laborers may have opportunities to supervise staff, oversee jobsites, or > [[< Previous->47-3019-HowToBecomeOne-2]] > [[Next >->47-3019-HowToBecomeOne-4]] > [[Close->47-3019-Detailed]]

start their own business. Helpers sometimes move into construction trades after gaining experience in the field, along with completing any required credentials or training. For example, an electrician's helper might earn a high school equivalency to enter an electrician apprenticeship and, eventually, go on to become an electrician. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Electricians' helpers must be able to > [[< Previous->47-3019-HowToBecomeOne-3]] > [[Next >->47-3019-HowToBecomeOne-5]] > [[Close->47-3019-Detailed]]

distinguish different colors of wire to help the lead electrician. Interpersonal skills. Construction laborers and helpers need to work as a team, cooperating with and assisting others. They also may interact with customers. Math skills. Construction laborers and some helpers need to do basic math calculations, such as when measuring on jobsites or assisting a surveying crew. Mechanical skills. Construction laborers are frequently required to operate and maintain equipment, such as jackhammers. Physical stamina. Construction laborers and helpers must be able to do strenuous tasks > [[< Previous->47-3019-HowToBecomeOne-4]] > [[Next >->47-3019-HowToBecomeOne-6]] > [[Close->47-3019-Detailed]]

throughout the day. Physical strength. Construction laborers and helpers must be able to lift or move heavy materials and equipment. > [[< Previous->47-3019-HowToBecomeOne-5]] > [[Close->47-3019-Detailed]]

# What Construction and Building Inspectors Do Construction and building inspectors ensure that construction meets local and national building codes and ordinances, zoning regulations, and contract specifications. ### Duties Construction and building inspectors typically do the following: - Review building plans and approve those that meet requirements - Monitor construction sites periodically to ensure overall compliance - Use equipment and testing devices, such as moisture meters to check for plumbing leaks or flooding damage and electrical testers to ensure that electrical components are functional > [[Next >->47-4011-WhatTheyDo-2]] > [[Close->47-4011-Detailed]]

- Inspect plumbing, electrical, and other systems to ensure that they meet code - Use survey equipment to verify alignment, level, and elevation of structures and ensure building meets specifications - Issue violation notices and stop-work orders if building is not compliant - Keep daily logs, which may include digital images from inspections > [[< Previous->47-4011-WhatTheyDo-1]] > [[Next >->47-4011-WhatTheyDo-3]] > [[Close->47-4011-Detailed]]

- Document findings in writing Construction and building inspectors ensure safety compliance of buildings, dams, bridges, and other structures; highways and streets; and sewer and water systems. They also inspect electrical; heating, ventilation, air-conditioning, and refrigeration (HVACR); and plumbing systems. Inspectors typically check a project several times: for an initial check in the early construction phase, for followup inspections as the project progresses, and for a comprehensive examination after its completion. At each inspection, they may provide written or oral feedback about > [[< Previous->47-4011-WhatTheyDo-2]] > [[Next >->47-4011-WhatTheyDo-4]] > [[Close->47-4011-Detailed]]

their findings. The following are examples of types of construction and building inspectors: Building inspectors check the structural quality, architectural requirements, and general safety of buildings. Some building inspectors focus on fire prevention and safety. Fire inspectors and investigators ensure that buildings meet fire codes. Coating inspectors examine the exterior paint and coating on bridges, pipelines, and large holding tanks. In their checks throughout the painting process, inspectors ensure that protective layers are correctly applied. Electrical inspectors examine a > [[< Previous->47-4011-WhatTheyDo-3]] > [[Next >->47-4011-WhatTheyDo-5]] > [[Close->47-4011-Detailed]]

building's installed electrical systems to ensure compliance and proper functioning. These systems may include new and existing sound and security systems, lighting, photovoltaic systems, generating equipment, and wiring for HVACR systems and appliances. Elevator inspectors examine lifting and conveying devices, such as elevators, escalators, moving sidewalks, lifts and hoists, inclined railways, ski lifts, and amusement rides. They inspect both the mechanical and electrical control systems. Home inspectors typically examine houses, condominiums, townhomes, and other dwellings to report on > [[< Previous->47-4011-WhatTheyDo-4]] > [[Next >->47-4011-WhatTheyDo-6]] > [[Close->47-4011-Detailed]]

their structure and overall condition. Home sellers or home buyers, or both, may seek inspectors' objective assessment of a dwelling before placing it on the market or submitting an offer. In addition to checking structural quality, home inspectors examine home systems and features, including the roof, foundation, interior and exterior walls, and plumbing, electrical, and HVACR systems. They may identify violations of building codes but do not have the authority to enforce compliance. Mechanical inspectors examine HVACR systems and equipment to ensure that they are installed and function > [[< Previous->47-4011-WhatTheyDo-5]] > [[Next >->47-4011-WhatTheyDo-7]] > [[Close->47-4011-Detailed]]

properly. They also may inspect commercial kitchen equipment, gas-fired appliances, and boilers. Mechanical inspectors' work differs from that of quality control inspectors, who inspect goods at manufacturing plants. Plans examiners determine whether the plans for a building or other structure comply with adopted building codes, regulations, and ordinances. Plumbing inspectors examine the installation of systems that ensure the safety of drinking water and industrial piping and the sanitary disposal of waste. Public works inspectors ensure that the construction of federal, state, and local > [[< Previous->47-4011-WhatTheyDo-6]] > [[Next >->47-4011-WhatTheyDo-8]] > [[Close->47-4011-Detailed]]

government water and sewer systems; roads and bridges; and dams conforms to specifications. They may specialize in projects such as highways, structural steel, or dredging operations required for bridges, dams, or harbors. Special inspectors ensure that critical construction work, such as high-strength concrete, steel fabrication, and welding, is installed and tested according to design specifications. Special inspectors represent the owner's interests, not those of the general public. Insurance companies and financial institutions also may use their services. > [[< Previous->47-4011-WhatTheyDo-7]] > [[Close->47-4011-Detailed]]

# Work Environment ### Work Environment Construction and building inspectors examine worksites, both alone and as part of a team. Some inspectors climb ladders or crawl in tight spaces. Most work full time during regular business hours. > [[Close->47-4011-Detailed]]

# How to Become a Construction or Building Inspector Construction and building inspectors usually need a high school diploma and work experience in a construction trade to enter the occupation. They typically learn on the job to attain competency. Many states and localities require some type of license or certification. ### Education Most employers require inspectors to have at least a high school diploma, even for workers who have considerable experience. Some employers may seek candidates who have a bachelor's degree in engineering or architecture or who have another postsecondary credential. Many community colleges offer a certificate or > [[Next >->47-4011-HowToBecomeOne-2]] > [[Close->47-4011-Detailed]]

an associate's degree program in building inspection technology and have courses in building inspection, home inspection, construction technology, and drafting. Courses in blueprint reading, vocational subjects, algebra, geometry, and writing are also useful. Courses in business management are helpful for those who plan to run their own inspection business. Some jurisdictions require that construction and building inspectors take continuing education courses to maintain their credentials. ### Training Training requirements vary by state, locality, and type of inspector. In general, > [[< Previous->47-4011-HowToBecomeOne-1]] > [[Next >->47-4011-HowToBecomeOne-3]] > [[Close->47-4011-Detailed]]

construction and building inspectors receive much of their training on the job. Construction and building inspectors learn building codes and standards as a prerequisite to obtaining their license and through continuing education. Working with an experienced inspector, they learn about inspection techniques; codes, ordinances, and regulations; contract specifications; and recordkeeping and reporting duties. Training also may include supervised onsite inspections. ### Work Experience in a Related Occupation Employers may prefer to hire applicants who have both training and experience in a > [[< Previous->47-4011-HowToBecomeOne-2]] > [[Next >->47-4011-HowToBecomeOne-4]] > [[Close->47-4011-Detailed]]

construction trade. For example, many inspectors have experience working as carpenters, electricians, or plumbers. Many home inspectors get experience in multiple specialties and enter the occupation with a combination of certifications and experience. ### Licenses, Certifications, and Registrations Most states and localities require construction and building inspectors to have a license or certification. Some states have individual licensing programs for construction and building inspectors. Others may require certification by professional associations. Similarly, most states require home > [[< Previous->47-4011-HowToBecomeOne-3]] > [[Next >->47-4011-HowToBecomeOne-5]] > [[Close->47-4011-Detailed]]

inspectors to follow defined trade practices or to get a state-issued license or certification. Home inspector license or certification requirements vary by state but may require that inspectors have experience with inspections, maintain liability insurance, and pass an exam. Information on state licensing board requirements is available from CareerOneStop. Information on certifications is available from CareerOneStop. Inspectors must have a valid driver's license to travel to inspection sites. ### Advancement Construction and building inspectors may advance to become a plans examiner or > [[< Previous->47-4011-HowToBecomeOne-4]] > [[Next >->47-4011-HowToBecomeOne-6]] > [[Close->47-4011-Detailed]]

building official. Advancement opportunities may require additional education, along with experience as a construction or building inspector. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Inspectors must be able to explain problems they discover and to write a report that clearly describes their findings. Detail oriented. Inspectors thoroughly examine many different construction activities. They must pay close > [[< Previous->47-4011-HowToBecomeOne-5]] > [[Next >->47-4011-HowToBecomeOne-7]] > [[Close->47-4011-Detailed]]

attention so as not to overlook any details. Mechanical knowledge. Inspectors use a variety of testing equipment to check complex systems and must therefore understand how the systems operate. Physical stamina. Inspectors are frequently on their feet and often climb and crawl through attics and other tight spaces. As a result, they should be physically fit. > [[< Previous->47-4011-HowToBecomeOne-6]] > [[Close->47-4011-Detailed]]

# Pay The median annual wage for construction and building inspectors was $72,120 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $46,560, and the highest 10 percent earned more than $112,320. In May 2024, the median annual wages for construction and building inspectors in the top industries in which they worked were as follows: Most inspectors work full time during regular business hours. However, some work additional hours during periods of heavy construction. Also, > [[Next >->47-4011-Pay-2]] > [[Close->47-4011-Detailed]]

if an accident occurs at a construction site, inspectors must respond immediately and may work additional hours to complete their report. Some inspectors - especially those who are self-employed - work evenings and weekends. This is particularly true of home inspectors, who typically inspect homes during the day and write reports in the evening. > [[< Previous->47-4011-Pay-1]] > [[Close->47-4011-Detailed]]

# Job Outlook Employment of construction and building inspectors is projected to grow 1 percent from 2024 to 2034, decline. About 14,800 openings for construction and building inspectors are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The increasing use of remote inspections is projected to reduce the need for inspectors in state and local government. However, continued public interest in safety and the desire to improve > [[Next >->47-4011-JobOutlook-2]] > [[Close->47-4011-Detailed]]

the quality of construction is expected to support some demand for inspectors. > [[< Previous->47-4011-JobOutlook-1]] > [[Close->47-4011-Detailed]]

# What Elevator and Escalator Installers and Repairers Do Elevator and escalator installers and repairers install, maintain, and fix elevators, escalators, moving walkways, and other lifts. ### Duties Elevator and escalator installers and repairers typically do the following: - Read and interpret blueprints to determine the layout of system components and to select the equipment needed for installation or repair - Assemble elevator cars and components for similar systems - Connect electrical wiring to control panels and motors - Test newly installed equipment to ensure that it meets specifications > [[Next >->47-4021-WhatTheyDo-2]] > [[Close->47-4021-Detailed]]

- Troubleshoot malfunctions in brakes, motors, switches, and control systems - Dismantle elevator, escalator, or similar units to remove and replace defective parts, using hoists, ladders, and handtools or power tools - Repair or replace faulty components in order to return elevator or escalator to fully operational status - Conduct preventive maintenance and inspections of elevators, escalators, and similar equipment to comply with safety regulations and building codes > [[< Previous->47-4021-WhatTheyDo-1]] > [[Next >->47-4021-WhatTheyDo-3]] > [[Close->47-4021-Detailed]]

- Keep service records of all maintenance and repair tasks Elevator and escalator installers and repairers, also called elevator and escalator constructors or mechanics, assemble, install, maintain, and replace elevators, escalators, chairlifts, moving walkways, and similar equipment. Elevator and escalator installers and repairers usually specialize in installation, maintenance, or repair work. Maintenance and repair workers generally need to know more about electronics, hydraulics, and electricity than do installers. Most elevators and similar mechanisms have computerized control systems, > [[< Previous->47-4021-WhatTheyDo-2]] > [[Next >->47-4021-WhatTheyDo-4]] > [[Close->47-4021-Detailed]]

requiring maintenance and repair workers to do complex troubleshooting. After an elevator, escalator, or other equipment is installed, workers must regularly maintain and repair it. Maintenance includes oiling and greasing moving parts, replacing worn parts, and adjusting equipment for optimal performance. Workers also troubleshoot and may be called for emergency repair. A service crew usually handles major repairs > [[< Previous->47-4021-WhatTheyDo-3]] > [[Next >->47-4021-WhatTheyDo-5]] > [[Close->47-4021-Detailed]]

- for example, replacing cables, doors and other components, or machine bearings. Service crews may need to use cutting torches or rigging equipment and also may need to do major modernization and alteration, such as replacing electric motors, hydraulic pumps, and control panels. > [[< Previous->47-4021-WhatTheyDo-4]] > [[Close->47-4021-Detailed]]

# Work Environment ### Work Environment Elevator and escalator installers and repairers often work in cramped areas inside crawl spaces and machine rooms, and they may work at heights in elevator shafts. Most elevator and escalator installers and repairers work full time. Repairers may be on call 24 hours a day or may need to work overtime. > [[Close->47-4021-Detailed]]

# How to Become an Elevator or Escalator Installer and Repairer Elevator and escalator installers and repairers typically need a high school diploma or equivalent. Nearly all learn how to do the work through an apprenticeship. Most states require workers to be licensed. ### Education A high school diploma or equivalent is typically required. High school classes in math, mechanical drawing, and physics may be helpful. ### Training A career in elevator or escalator installation and repair typically begins with a 4-year apprenticeship program sponsored by a union, industry association, or employer. For each year of a typical program, apprentices must > [[Next >->47-4021-HowToBecomeOne-2]] > [[Close->47-4021-Detailed]]

complete a predetermined number of hours of technical instruction and paid on-the-job training. During training, apprentices learn about safety, blueprint reading, mathematics, applied physics, elevator and escalator parts, electrical and digital theory, and electronics. When they finish the apprenticeship program, fully trained elevator and escalator installers and repairers become mechanics or assistant mechanics. Elevator and escalator installers and repairers need ongoing training in order to keep up with technological developments. Workers with relevant experience who can document it > [[< Previous->47-4021-HowToBecomeOne-1]] > [[Next >->47-4021-HowToBecomeOne-3]] > [[Close->47-4021-Detailed]]

and demonstrate their skill may qualify for a shorter apprenticeship. ### Licenses, Certifications, and Registrations Most states require elevator and escalator installers and repairers to be licensed. Check with your state for more information. Although not required, certification shows competence and proficiency in the field. Information on certifications is available from CareerOneStop. Employers may require elevator and escalator installers to have a driver's license or reliable transportation to travel to jobsites. ### Advancement Installers may receive additional training to > [[< Previous->47-4021-HowToBecomeOne-2]] > [[Next >->47-4021-HowToBecomeOne-4]] > [[Close->47-4021-Detailed]]

specialize and advance to become a mechanic-in-charge, adjuster, or supervisor. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Some elevator and escalator installers may have to work atop ladders, mechanical lifts, or in elevator shafts. Detail oriented. Elevator and escalator installers must keep accurate records of their service schedules. They need to carefully review complex blueprints and follow > [[< Previous->47-4021-HowToBecomeOne-3]] > [[Next >->47-4021-HowToBecomeOne-5]] > [[Close->47-4021-Detailed]]

blueprint instructions exactly. Mechanical skills. Elevator and escalator installers use a variety of power tools and handtools to install and repair lifts. Physical stamina. Elevators and escalator installers must be able to do strenuous work, including in cramped and confined spaces, for long periods. Physical strength. Elevator and escalator installers often lift heavy equipment and parts, including escalator steps, conduit, and metal tracks. They may be required to lift equipment weighing up to 200 pounds. Troubleshooting skills. Elevator and escalator installers must be able to > [[< Previous->47-4021-HowToBecomeOne-4]] > [[Next >->47-4021-HowToBecomeOne-6]] > [[Close->47-4021-Detailed]]

diagnose problems, especially when making repairs. > [[< Previous->47-4021-HowToBecomeOne-5]] > [[Close->47-4021-Detailed]]

# Pay The median annual wage for elevator and escalator installers and repairers was $106,580 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $54,720, and the highest 10 percent earned more than $149,250. In May 2024, the median annual wages for elevator and escalator installers and repairers in the top industries in which they worked were as follows: The starting pay for apprentices is usually about 50 percent of what fully trained elevator and escalator installers and > [[Next >->47-4021-Pay-2]] > [[Close->47-4021-Detailed]]

repairers make. They earn pay increases as they progress in their apprenticeship. Apprentices who are also certified welders usually receive higher wages while welding. Most elevator and escalator installers and repairers work full time. They may work overtime to make emergency repairs or to meet construction deadlines. Workers may be on call 24 hours a day. > [[< Previous->47-4021-Pay-1]] > [[Close->47-4021-Detailed]]

# Job Outlook Employment of elevator and escalator installers and repairers is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 2,000 openings for elevator and escalator installers and repairers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for elevator and escalator installers and repairers is closely tied to the construction of buildings that have elevators and > [[Next >->47-4021-JobOutlook-2]] > [[Close->47-4021-Detailed]]

escalators, and this type of construction is expected to slow over the projections decade. However, the need to regularly maintain, update, and repair old equipment; provide access for people with disabilities; and install increasingly sophisticated equipment and controls will sustain demand for elevator and escalator installers and repairers. > [[< Previous->47-4021-JobOutlook-1]] > [[Close->47-4021-Detailed]]

# What Hazardous Materials Removal Workers Do Hazardous materials (hazmat) removal workers identify and dispose of harmful substances, such as asbestos, lead, mold, and radioactive waste. They also neutralize and clean up materials that are flammable, corrosive, or toxic. ### Duties Hazmat removal workers typically do the following: - Follow safety procedures before, during, and after cleanup - Comply with state and federal laws regarding waste disposal - Test hazardous materials to determine the proper way to clean up - Construct scaffolding or build containment areas before cleaning up > [[Next >->47-4041-WhatTheyDo-2]] > [[Close->47-4041-Detailed]]

- Remove, neutralize, or clean up hazardous materials that are found or spilled - Clean contaminated tools and equipment for reuse - Package, transport, or store hazardous materials > [[< Previous->47-4041-WhatTheyDo-1]] > [[Next >->47-4041-WhatTheyDo-3]] > [[Close->47-4041-Detailed]]

- Keep records of cleanup activities Hazmat removal workers clean up materials that are harmful to people and the environment. They usually work in teams and follow strict instructions and guidelines. The specific duties of hazmat removal workers depend on the substances that are targeted and the location of the cleanup. For example, some workers remove and treat radioactive materials generated by nuclear facilities and power plants. They break down contaminated items such as "glove boxes," which are used to process radioactive materials, and they clean and decontaminate facilities that are > [[< Previous->47-4041-WhatTheyDo-2]] > [[Next >->47-4041-WhatTheyDo-4]] > [[Close->47-4041-Detailed]]

closed or decommissioned (taken out of service). Hazmat removal workers may clean up hazardous materials in response to natural or human-made disasters and accidents, such as those involving trains, trucks, or other vehicles transporting hazardous materials. Workers dealing with radiation may also measure, record, and report radiation levels; operate high-pressure cleaning equipment for decontamination; and package radioactive materials for removal or storage. In addition, workers may prepare and transport hazardous materials for treatment, storage, or disposal following U.S. Environmental > [[< Previous->47-4041-WhatTheyDo-3]] > [[Next >->47-4041-WhatTheyDo-5]] > [[Close->47-4041-Detailed]]

Protection Agency (EPA) or Occupational Safety and Health Administration (OSHA) regulations. Using equipment such as forklifts, earthmoving machinery, and trucks, workers move materials from contaminated sites to incinerators, landfills, or storage facilities. They also organize and track the locations of items in these facilities. Asbestos abatement workers and lead abatement workers remove asbestos and lead, respectively, from buildings and structures, particularly those being renovated or demolished. Most of this work is in older buildings that were originally built with asbestos > [[< Previous->47-4041-WhatTheyDo-4]] > [[Next >->47-4041-WhatTheyDo-6]] > [[Close->47-4041-Detailed]]

insulation and lead-based paints > [[< Previous->47-4041-WhatTheyDo-5]] > [[Next >->47-4041-WhatTheyDo-7]] > [[Close->47-4041-Detailed]]

- both of which are now banned. Asbestos and lead abatement workers apply chemicals to surfaces, such as walls and ceilings, in order to soften asbestos or remove lead-based paint. Once the chemicals are applied, workers remove asbestos from the surfaces or strip the walls. They package the residue or paint chips and place them in approved bags or containers for proper disposal. Asbestos abatement workers use scrapers or vacuums to remove asbestos from buildings. Lead abatement workers operate sandblasters, high-pressure water sprayers, and other tools to remove paint. > [[< Previous->47-4041-WhatTheyDo-6]] > [[Close->47-4041-Detailed]]

# Work Environment ### Work Environment Work environments for hazmat removal workers vary. Completing projects may require night and weekend work. Overtime is common for some workers, particularly for those who respond to emergencies or disasters. > [[Close->47-4041-Detailed]]

# How to Become a Hazardous Materials Removal Worker Hazardous materials (hazmat) removal workers typically need a high school diploma and are trained on the job. They must complete training that follows federal, state, and local standards. ### Education Hazmat removal workers typically need a high school diploma. ### Training Hazmat removal workers receive training on the job. Training generally includes a combination of technical instruction and fieldwork. For technical training, they learn safety procedures and the proper use of personal protective equipment. Onsite, they learn about equipment and chemicals and are supervised by an > [[Next >->47-4041-HowToBecomeOne-2]] > [[Close->47-4041-Detailed]]

experienced worker. The length of training and the information covered in training varies, depending on regulatory requirements and type of hazardous material that a worker is being trained to remove or reduce. Employers may require workers to have completed OSHA Hazardous Waste Operations and Emergency Response Standard (HAZWOPER) training. The training covers health hazards, personal protective equipment, site safety, recognizing and identifying hazards, and decontamination. Refresher training may be required periodically. To work with a specific hazardous material, workers must complete > [[< Previous->47-4041-HowToBecomeOne-1]] > [[Next >->47-4041-HowToBecomeOne-3]] > [[Close->47-4041-Detailed]]

training requirements and work requirements set by state or federal agencies on handling that material. Workers who treat asbestos or lead, the most common contaminants, must complete an employer-sponsored training program that covers technical and safety subjects outlined by OSHA. Workers at nuclear facilities receive extensive training. In addition to completing HAZWOPER training, workers must take courses on nuclear materials and radiation safety as mandated by the U.S. Nuclear Regulatory Commission. Organizations and companies provide training through programs that are approved by the > [[< Previous->47-4041-HowToBecomeOne-2]] > [[Next >->47-4041-HowToBecomeOne-4]] > [[Close->47-4041-Detailed]]

U.S. Environmental Protection Agency. Apprenticeships provide training, hands-on instruction, and certification tests for hazmat workers. ### Licenses, Certifications, and Registrations Some states require workers to have permits or licenses for each type of hazardous waste they remove, particularly asbestos and lead. Workers who transport hazardous materials may need a state or federal permit. License requirements vary by state, but candidates typically must meet the following criteria: - Be at least 18 years old - Complete training mandated by a state or federal agency > [[< Previous->47-4041-HowToBecomeOne-3]] > [[Next >->47-4041-HowToBecomeOne-5]] > [[Close->47-4041-Detailed]]

- Pass a written exam To maintain licensure, workers must take continuing education courses each year. For more information, check with the state's licensing agency. Some certifications, such as for HAZWOPER training, may be required. Others, such as Department of Transportation (DOT) hazmat transportation certification, are optional but may lead to more employment opportunities. ### Work Experience in a Related Occupation Hazmat materials removal workers typically do not need related experience to enter the occupation. However, some employers prefer candidates who have experience in the > [[< Previous->47-4041-HowToBecomeOne-4]] > [[Next >->47-4041-HowToBecomeOne-6]] > [[Close->47-4041-Detailed]]

construction trades - workers such as construction laborers and helpers > [[< Previous->47-4041-HowToBecomeOne-5]] > [[Next >->47-4041-HowToBecomeOne-7]] > [[Close->47-4041-Detailed]]

- or in military careers. ### Advancement Hazmat removal workers may advance to become a supervisor after gaining experience and completing additional training, such as the OSHA HAZWOPER supervisor training. Workers also may advance to different positions within their industry, such as a radiation safety technician later becoming a supervisor in the nuclear power industry. After gaining experience, workers also may choose to start their own hazmat removal business. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. > [[< Previous->47-4041-HowToBecomeOne-6]] > [[Next >->47-4041-HowToBecomeOne-8]] > [[Close->47-4041-Detailed]]

For more information, visit the Employment Projections (EP) skills data page. Decision-making skills. Hazmat removal workers identify materials in a spill or leak and choose the proper method for safe cleanup. Detail oriented. Hazmat removal workers must follow safety procedures, understand laws and regulations, and keep records of their work. Mechanical skills. Hazmat removal workers may operate heavy equipment to clean up contaminated sites and set up machinery needed for remediation. Physical stamina. Workers may have to stand and scrub equipment or surfaces for hours at a time to > [[< Previous->47-4041-HowToBecomeOne-7]] > [[Next >->47-4041-HowToBecomeOne-9]] > [[Close->47-4041-Detailed]]

remove toxic materials. Physical strength. Some hazmat removal workers lift and move heavy pieces of materials they are removing from a site. > [[< Previous->47-4041-HowToBecomeOne-8]] > [[Close->47-4041-Detailed]]

# Pay The median annual wage for hazardous materials removal workers was $48,490 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $37,330, and the highest 10 percent earned more than $82,480. In May 2024, the median annual wages for hazardous materials removal workers in the top industries in which they worked were as follows: Apprentices are paid less than fully trained hazmat removal workers. Apprentices receive pay increases as they advance through the apprenticeship > [[Next >->47-4041-Pay-2]] > [[Close->47-4041-Detailed]]

program. Most hazmat removal workers are employed full time. Overtime is common for some workers, especially for those who respond to emergency and disaster situations. Some hazmat removal workers travel to areas affected by a disaster. During a cleanup, workers may be away from home for several days or weeks until the project is completed. > [[< Previous->47-4041-Pay-1]] > [[Close->47-4041-Detailed]]

# Job Outlook Employment of hazardous materials removal workers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 5,000 openings for hazardous materials removal workers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment growth will be driven by the need to safely remove and clean up hazardous materials (hazmat) at sites recognized by the U.S. Environmental > [[Next >->47-4041-JobOutlook-2]] > [[Close->47-4041-Detailed]]

Protection Agency. However, funding for these activities may be sporadic; furthermore, construction laborers also perform some hazmat cleanup, offsetting demand for hazardous materials removal workers. As nuclear plants are decommissioned, hazmat removal workers also will be needed to decontaminate equipment, store waste, and clean up these facilities for safe closure. However, some of the planned decommissioning activities have been delayed by the recent extension of site licenses. > [[< Previous->47-4041-JobOutlook-1]] > [[Close->47-4041-Detailed]]

# What Oil and Gas Workers Do Oil and gas workers assemble, operate, and maintain equipment used for oil and gas exploration, extraction, and related activities. ### Duties Oil and gas workers typically do the following: - Set up or operate equipment, such as drills and pumps, used in oil and gas exploration and extraction - Coordinate rig movement and processes with crew members - Maintain equipment, including inspecting for defects or safety concerns - Adjust and repair equipment > [[Next >->47-5011-WhatTheyDo-2]] > [[Close->47-5011-Detailed]]

- Perform other tasks, as needed, to ensure efficient functioning at oil and gas sites Oil and gas workers collaborate as a crew to assemble, operate, and maintain drilling equipment and structures. Workers may help move rigs and related structures, which periodically need to be relocated. Oil and gas workers may also help load and unload supplies or equipment on offshore rigs. The specific tasks of oil and gas workers vary with their specialization and where they work. The following are examples of types of oil and gas workers: Derrick operators set up, operate, and maintain derricks, the > [[< Previous->47-5011-WhatTheyDo-1]] > [[Next >->47-5011-WhatTheyDo-3]] > [[Close->47-5011-Detailed]]

tall structures used to support oil drilling equipment. Derrick operators move sections of pipe or drilling equipment as directed by the driller. They monitor mud pumps; mud returns (the mud discharged during drilling operations); and the flow of fluids used when drilling. Derrick operators are also responsible for routine inspection and maintenance of derrick equipment. Rotary drill operators, or drillers, set up and operate drills to extract oil and gas or core samples for testing. Drillers complete routine maintenance and repairs to drilling equipment. They direct and monitor the work of > [[< Previous->47-5011-WhatTheyDo-2]] > [[Next >->47-5011-WhatTheyDo-4]] > [[Close->47-5011-Detailed]]

derrick operators and roustabouts on an oil rig and also may assist with loading and unloading tools, equipment, and other rig parts. Roustabouts assemble and repair oilfield equipment, such as mud pumps, shakers, and pipes. They also clean oil rigs, equipment, and work areas. On offshore oil rigs, roustabouts may work with crane operators to load and unload equipment and supplies. Experienced roustabouts may be called roughnecks. Service unit operators operate equipment used to increase oil flow from producing wells or to remove stuck pipes, casing, tools, or other obstructions from > [[< Previous->47-5011-WhatTheyDo-3]] > [[Next >->47-5011-WhatTheyDo-5]] > [[Close->47-5011-Detailed]]

drilling wells. > [[< Previous->47-5011-WhatTheyDo-4]] > [[Close->47-5011-Detailed]]

# Work Environment ### Work Environment Most oil and gas workers are full time, and some work more than 40 hours per week. Schedules vary and may require workers to spend long periods away from home. Their jobs are often physically demanding and may require being outdoors in all weather conditions. > [[Close->47-5011-Detailed]]

# How to Become an Oil and Gas Worker Oil and gas workers typically do not need formal education to enter these occupations, but some employers require or prefer that candidates have a high school diploma or the equivalent. Many require work experience in a related occupation. Oil and gas workers learn on the job. ### Education There are no formal educational credentials required to become an oil and gas worker, although some employers require or prefer that candidates have a high school diploma or the equivalent. ### Work Experience in a Related Occupation Many oil and gas workers need some related experience in oil and gas > [[Next >->47-5011-HowToBecomeOne-2]] > [[Close->47-5011-Detailed]]

operations to enter these occupations. However, roustabout positions typically do not require experience to enter and may offer an opportunity to gain experience needed for other occupations, such as derrick operators and drillers. ### Training Oil and gas workers typically learn on the job. They may start out by shadowing experienced workers and performing tasks under their guidance. Entry-level workers usually begin with less complex tasks, such as cleaning equipment and drilling structures, organizing tools, and loading and unloading equipment. Workers also receive training and > [[< Previous->47-5011-HowToBecomeOne-1]] > [[Next >->47-5011-HowToBecomeOne-3]] > [[Close->47-5011-Detailed]]

instruction on safety protocols. ### Licenses, Certifications, and Registrations Some oil and gas workers, such as derrick operators and drillers, need a commercial driver's license (CDL) to move equipment to various jobsites. State laws governing CDLs vary. Employers may require oil and gas workers to complete safety certification that meets Occupational Safety and Health Administration (OSHA) guidelines, before or after being hired. Certification may be helpful or required for some jobs. ### Important Qualities The following are examples of qualities that are important for these workers > [[< Previous->47-5011-HowToBecomeOne-2]] > [[Next >->47-5011-HowToBecomeOne-4]] > [[Close->47-5011-Detailed]]

to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Oil and gas workers must be comfortable working at heights on lifts, oilfield structures, and other elevated surfaces. Communication skills. Oil and gas workers must be able to convey information to other crew members to ensure that tasks are done properly. Detail oriented. Oil and gas workers need to follow specific instructions for drilling operations and the safe use of equipment. Interpersonal skills. Because oil and gas workers rely on each other for > [[< Previous->47-5011-HowToBecomeOne-3]] > [[Next >->47-5011-HowToBecomeOne-5]] > [[Close->47-5011-Detailed]]

safety, they must be able to collaborate as part of a crew. Mechanical skills. Oil and gas workers must understand and be able to maintain and repair equipment used for oil and gas extraction. Physical stamina and strength. Oil and gas workers must be able to do strenuous tasks, including lifting heavy tools and equipment, throughout the day. Problem-solving skills. Oil and gas workers must be able to troubleshoot malfunctioning equipment and then determine the best way to repair it. > [[< Previous->47-5011-HowToBecomeOne-4]] > [[Close->47-5011-Detailed]]

# Pay The median annual wage for oil and gas workers was $52,610 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,860, and the highest 10 percent earned more than $82,100. Median annual wages for oil and gas workers in May 2024 were as follows: In May 2024, the median annual wages for oil and gas workers in the top industries in which they worked were as follows: Most oil and gas workers are full time, and some work more than 40 hours per week. Work schedules vary, > [[Next >->47-5011-Pay-2]] > [[Close->47-5011-Detailed]]

depending on the job. Some crews, such as those on offshore oil rigs or in remote areas, may spend weeks away from home and work long shifts 7 days a week. Periods of working nonstandard schedules may be followed by periods of time off. > [[< Previous->47-5011-Pay-1]] > [[Close->47-5011-Detailed]]

# Job Outlook Overall employment of oil and gas workers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 10,600 openings for oil and gas workers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of oil and gas workers varies by occupation (see table). Domestic oil and gas production is expected to increase over the projections period, and with it, > [[Next >->47-5011-JobOutlook-2]] > [[Close->47-5011-Detailed]]

employment of these workers. Oil and gas products are expected to be needed for energy consumption in transportation, commercial activities, and residential heating. In addition, international demand for oil and gas products is expected to create more opportunities for U.S. producers to export their products abroad. That said, improvements in industry productivity will likely limit job growth for some occupations. Better drilling capabilities mean companies can extract more oil and gas with fewer rigs. In addition, the use of robotics, automated drilling technologies, and remote monitoring > [[< Previous->47-5011-JobOutlook-1]] > [[Next >->47-5011-JobOutlook-3]] > [[Close->47-5011-Detailed]]

in oil and gas operations is expected to dampen some demand for oil and gas workers. U.S. oil and gas producers may scale down or increase operations based on changes in current global supply and demand or the future energy outlook, which in turn might impact employment of oil and gas workers. > [[< Previous->47-5011-JobOutlook-2]] > [[Close->47-5011-Detailed]]

- Perform other tasks, as needed, to ensure efficient functioning at oil and gas sites Oil and gas workers collaborate as a crew to assemble, operate, and maintain drilling equipment and structures. Workers may help move rigs and related structures, which periodically need to be relocated. Oil and gas workers may also help load and unload supplies or equipment on offshore rigs. The specific tasks of oil and gas workers vary with their specialization and where they work. The following are examples of types of oil and gas workers: Derrick operators set up, operate, and maintain derricks, the > [[< Previous->47-5012-WhatTheyDo-1]] > [[Next >->47-5012-WhatTheyDo-3]] > [[Close->47-5012-Detailed]]

tall structures used to support oil drilling equipment. Derrick operators move sections of pipe or drilling equipment as directed by the driller. They monitor mud pumps; mud returns (the mud discharged during drilling operations); and the flow of fluids used when drilling. Derrick operators are also responsible for routine inspection and maintenance of derrick equipment. Rotary drill operators, or drillers, set up and operate drills to extract oil and gas or core samples for testing. Drillers complete routine maintenance and repairs to drilling equipment. They direct and monitor the work of > [[< Previous->47-5012-WhatTheyDo-2]] > [[Next >->47-5012-WhatTheyDo-4]] > [[Close->47-5012-Detailed]]

derrick operators and roustabouts on an oil rig and also may assist with loading and unloading tools, equipment, and other rig parts. Roustabouts assemble and repair oilfield equipment, such as mud pumps, shakers, and pipes. They also clean oil rigs, equipment, and work areas. On offshore oil rigs, roustabouts may work with crane operators to load and unload equipment and supplies. Experienced roustabouts may be called roughnecks. Service unit operators operate equipment used to increase oil flow from producing wells or to remove stuck pipes, casing, tools, or other obstructions from > [[< Previous->47-5012-WhatTheyDo-3]] > [[Next >->47-5012-WhatTheyDo-5]] > [[Close->47-5012-Detailed]]

drilling wells. > [[< Previous->47-5012-WhatTheyDo-4]] > [[Close->47-5012-Detailed]]

operations to enter these occupations. However, roustabout positions typically do not require experience to enter and may offer an opportunity to gain experience needed for other occupations, such as derrick operators and drillers. ### Training Oil and gas workers typically learn on the job. They may start out by shadowing experienced workers and performing tasks under their guidance. Entry-level workers usually begin with less complex tasks, such as cleaning equipment and drilling structures, organizing tools, and loading and unloading equipment. Workers also receive training and > [[< Previous->47-5012-HowToBecomeOne-1]] > [[Next >->47-5012-HowToBecomeOne-3]] > [[Close->47-5012-Detailed]]

instruction on safety protocols. ### Licenses, Certifications, and Registrations Some oil and gas workers, such as derrick operators and drillers, need a commercial driver's license (CDL) to move equipment to various jobsites. State laws governing CDLs vary. Employers may require oil and gas workers to complete safety certification that meets Occupational Safety and Health Administration (OSHA) guidelines, before or after being hired. Certification may be helpful or required for some jobs. ### Important Qualities The following are examples of qualities that are important for these workers > [[< Previous->47-5012-HowToBecomeOne-2]] > [[Next >->47-5012-HowToBecomeOne-4]] > [[Close->47-5012-Detailed]]

to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Oil and gas workers must be comfortable working at heights on lifts, oilfield structures, and other elevated surfaces. Communication skills. Oil and gas workers must be able to convey information to other crew members to ensure that tasks are done properly. Detail oriented. Oil and gas workers need to follow specific instructions for drilling operations and the safe use of equipment. Interpersonal skills. Because oil and gas workers rely on each other for > [[< Previous->47-5012-HowToBecomeOne-3]] > [[Next >->47-5012-HowToBecomeOne-5]] > [[Close->47-5012-Detailed]]

employment of these workers. Oil and gas products are expected to be needed for energy consumption in transportation, commercial activities, and residential heating. In addition, international demand for oil and gas products is expected to create more opportunities for U.S. producers to export their products abroad. That said, improvements in industry productivity will likely limit job growth for some occupations. Better drilling capabilities mean companies can extract more oil and gas with fewer rigs. In addition, the use of robotics, automated drilling technologies, and remote monitoring > [[< Previous->47-5012-JobOutlook-1]] > [[Next >->47-5012-JobOutlook-3]] > [[Close->47-5012-Detailed]]

- Perform other tasks, as needed, to ensure efficient functioning at oil and gas sites Oil and gas workers collaborate as a crew to assemble, operate, and maintain drilling equipment and structures. Workers may help move rigs and related structures, which periodically need to be relocated. Oil and gas workers may also help load and unload supplies or equipment on offshore rigs. The specific tasks of oil and gas workers vary with their specialization and where they work. The following are examples of types of oil and gas workers: Derrick operators set up, operate, and maintain derricks, the > [[< Previous->47-5013-WhatTheyDo-1]] > [[Next >->47-5013-WhatTheyDo-3]] > [[Close->47-5013-Detailed]]

tall structures used to support oil drilling equipment. Derrick operators move sections of pipe or drilling equipment as directed by the driller. They monitor mud pumps; mud returns (the mud discharged during drilling operations); and the flow of fluids used when drilling. Derrick operators are also responsible for routine inspection and maintenance of derrick equipment. Rotary drill operators, or drillers, set up and operate drills to extract oil and gas or core samples for testing. Drillers complete routine maintenance and repairs to drilling equipment. They direct and monitor the work of > [[< Previous->47-5013-WhatTheyDo-2]] > [[Next >->47-5013-WhatTheyDo-4]] > [[Close->47-5013-Detailed]]

derrick operators and roustabouts on an oil rig and also may assist with loading and unloading tools, equipment, and other rig parts. Roustabouts assemble and repair oilfield equipment, such as mud pumps, shakers, and pipes. They also clean oil rigs, equipment, and work areas. On offshore oil rigs, roustabouts may work with crane operators to load and unload equipment and supplies. Experienced roustabouts may be called roughnecks. Service unit operators operate equipment used to increase oil flow from producing wells or to remove stuck pipes, casing, tools, or other obstructions from > [[< Previous->47-5013-WhatTheyDo-3]] > [[Next >->47-5013-WhatTheyDo-5]] > [[Close->47-5013-Detailed]]

drilling wells. > [[< Previous->47-5013-WhatTheyDo-4]] > [[Close->47-5013-Detailed]]

operations to enter these occupations. However, roustabout positions typically do not require experience to enter and may offer an opportunity to gain experience needed for other occupations, such as derrick operators and drillers. ### Training Oil and gas workers typically learn on the job. They may start out by shadowing experienced workers and performing tasks under their guidance. Entry-level workers usually begin with less complex tasks, such as cleaning equipment and drilling structures, organizing tools, and loading and unloading equipment. Workers also receive training and > [[< Previous->47-5013-HowToBecomeOne-1]] > [[Next >->47-5013-HowToBecomeOne-3]] > [[Close->47-5013-Detailed]]

instruction on safety protocols. ### Licenses, Certifications, and Registrations Some oil and gas workers, such as derrick operators and drillers, need a commercial driver's license (CDL) to move equipment to various jobsites. State laws governing CDLs vary. Employers may require oil and gas workers to complete safety certification that meets Occupational Safety and Health Administration (OSHA) guidelines, before or after being hired. Certification may be helpful or required for some jobs. ### Important Qualities The following are examples of qualities that are important for these workers > [[< Previous->47-5013-HowToBecomeOne-2]] > [[Next >->47-5013-HowToBecomeOne-4]] > [[Close->47-5013-Detailed]]

to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Oil and gas workers must be comfortable working at heights on lifts, oilfield structures, and other elevated surfaces. Communication skills. Oil and gas workers must be able to convey information to other crew members to ensure that tasks are done properly. Detail oriented. Oil and gas workers need to follow specific instructions for drilling operations and the safe use of equipment. Interpersonal skills. Because oil and gas workers rely on each other for > [[< Previous->47-5013-HowToBecomeOne-3]] > [[Next >->47-5013-HowToBecomeOne-5]] > [[Close->47-5013-Detailed]]

employment of these workers. Oil and gas products are expected to be needed for energy consumption in transportation, commercial activities, and residential heating. In addition, international demand for oil and gas products is expected to create more opportunities for U.S. producers to export their products abroad. That said, improvements in industry productivity will likely limit job growth for some occupations. Better drilling capabilities mean companies can extract more oil and gas with fewer rigs. In addition, the use of robotics, automated drilling technologies, and remote monitoring > [[< Previous->47-5013-JobOutlook-1]] > [[Next >->47-5013-JobOutlook-3]] > [[Close->47-5013-Detailed]]

- Perform other tasks, as needed, to ensure efficient functioning at oil and gas sites Oil and gas workers collaborate as a crew to assemble, operate, and maintain drilling equipment and structures. Workers may help move rigs and related structures, which periodically need to be relocated. Oil and gas workers may also help load and unload supplies or equipment on offshore rigs. The specific tasks of oil and gas workers vary with their specialization and where they work. The following are examples of types of oil and gas workers: Derrick operators set up, operate, and maintain derricks, the > [[< Previous->47-5071-WhatTheyDo-1]] > [[Next >->47-5071-WhatTheyDo-3]] > [[Close->47-5071-Detailed]]

tall structures used to support oil drilling equipment. Derrick operators move sections of pipe or drilling equipment as directed by the driller. They monitor mud pumps; mud returns (the mud discharged during drilling operations); and the flow of fluids used when drilling. Derrick operators are also responsible for routine inspection and maintenance of derrick equipment. Rotary drill operators, or drillers, set up and operate drills to extract oil and gas or core samples for testing. Drillers complete routine maintenance and repairs to drilling equipment. They direct and monitor the work of > [[< Previous->47-5071-WhatTheyDo-2]] > [[Next >->47-5071-WhatTheyDo-4]] > [[Close->47-5071-Detailed]]

derrick operators and roustabouts on an oil rig and also may assist with loading and unloading tools, equipment, and other rig parts. Roustabouts assemble and repair oilfield equipment, such as mud pumps, shakers, and pipes. They also clean oil rigs, equipment, and work areas. On offshore oil rigs, roustabouts may work with crane operators to load and unload equipment and supplies. Experienced roustabouts may be called roughnecks. Service unit operators operate equipment used to increase oil flow from producing wells or to remove stuck pipes, casing, tools, or other obstructions from > [[< Previous->47-5071-WhatTheyDo-3]] > [[Next >->47-5071-WhatTheyDo-5]] > [[Close->47-5071-Detailed]]

drilling wells. > [[< Previous->47-5071-WhatTheyDo-4]] > [[Close->47-5071-Detailed]]

# How to Become an Oil and Gas Worker Oil and gas workers typically do not need formal education to enter these occupations, but some employers require or prefer that candidates have a high school diploma or the equivalent. Many require work experience in a related occupation. Oil and gas workers learn on the job. ### Education There are no formal educational credentials required to become an oil and gas worker, although some employers require or prefer that candidates have a high school diploma or the equivalent. ### Work Experience in a Related Occupation Many oil and gas workers need some related experience in oil and gas > [[Next >->47-5071-HowToBecomeOne-2]] > [[Close->47-5071-Detailed]]

operations to enter these occupations. However, roustabout positions typically do not require experience to enter and may offer an opportunity to gain experience needed for other occupations, such as derrick operators and drillers. ### Training Oil and gas workers typically learn on the job. They may start out by shadowing experienced workers and performing tasks under their guidance. Entry-level workers usually begin with less complex tasks, such as cleaning equipment and drilling structures, organizing tools, and loading and unloading equipment. Workers also receive training and > [[< Previous->47-5071-HowToBecomeOne-1]] > [[Next >->47-5071-HowToBecomeOne-3]] > [[Close->47-5071-Detailed]]

instruction on safety protocols. ### Licenses, Certifications, and Registrations Some oil and gas workers, such as derrick operators and drillers, need a commercial driver's license (CDL) to move equipment to various jobsites. State laws governing CDLs vary. Employers may require oil and gas workers to complete safety certification that meets Occupational Safety and Health Administration (OSHA) guidelines, before or after being hired. Certification may be helpful or required for some jobs. ### Important Qualities The following are examples of qualities that are important for these workers > [[< Previous->47-5071-HowToBecomeOne-2]] > [[Next >->47-5071-HowToBecomeOne-4]] > [[Close->47-5071-Detailed]]

to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Oil and gas workers must be comfortable working at heights on lifts, oilfield structures, and other elevated surfaces. Communication skills. Oil and gas workers must be able to convey information to other crew members to ensure that tasks are done properly. Detail oriented. Oil and gas workers need to follow specific instructions for drilling operations and the safe use of equipment. Interpersonal skills. Because oil and gas workers rely on each other for > [[< Previous->47-5071-HowToBecomeOne-3]] > [[Next >->47-5071-HowToBecomeOne-5]] > [[Close->47-5071-Detailed]]

safety, they must be able to collaborate as part of a crew. Mechanical skills. Oil and gas workers must understand and be able to maintain and repair equipment used for oil and gas extraction. Physical stamina and strength. Oil and gas workers must be able to do strenuous tasks, including lifting heavy tools and equipment, throughout the day. Problem-solving skills. Oil and gas workers must be able to troubleshoot malfunctioning equipment and then determine the best way to repair it. > [[< Previous->47-5071-HowToBecomeOne-4]] > [[Close->47-5071-Detailed]]

employment of these workers. Oil and gas products are expected to be needed for energy consumption in transportation, commercial activities, and residential heating. In addition, international demand for oil and gas products is expected to create more opportunities for U.S. producers to export their products abroad. That said, improvements in industry productivity will likely limit job growth for some occupations. Better drilling capabilities mean companies can extract more oil and gas with fewer rigs. In addition, the use of robotics, automated drilling technologies, and remote monitoring > [[< Previous->47-5071-JobOutlook-1]] > [[Next >->47-5071-JobOutlook-3]] > [[Close->47-5071-Detailed]]

# What Telecommunications Technicians Do Telecommunications technicians, also known as telecom technicians, install and maintain telecommunications infrastructure. They set up and fix different types of devices or equipment that carry communications signals, such as internet routers and fiber optic lines. ### Duties Telecommunications technicians typically do the following: - Install telecommunications lines or equipment - Operate, maintain, or repair damaged or malfunctioning telecommunications lines or equipment - Test telecommunications lines or devices to ensure that they work properly > [[Next >->49-2021-WhatTheyDo-2]] > [[Close->49-2021-Detailed]]

- Keep records of maintenance, repairs, and installations > [[< Previous->49-2021-WhatTheyDo-1]] > [[Next >->49-2021-WhatTheyDo-3]] > [[Close->49-2021-Detailed]]

- Explain the use and maintenance of equipment to customers Telecommunications technicians construct and maintain the infrastructure that transmits information electronically, often across great distances. They install and repair telecommunications lines and fiber optic cables. They also set up and maintain equipment that carries communications signals. The specific tasks of telecom technicians vary with their specialization and where they work. The following are examples of types of telecommunications technicians: Radio, cellular, and tower equipment installers and repairers install, > [[< Previous->49-2021-WhatTheyDo-2]] > [[Next >->49-2021-WhatTheyDo-4]] > [[Close->49-2021-Detailed]]

repair, or maintain radio transmitting, broadcasting, and receiving equipment and two-way radio communications systems. These systems are used in cellular telecommunications, mobile broadband, and radio equipment in service and emergency vehicles. Radio, cellular, and tower equipment installers and repairers may test and analyze network coverage and troubleshoot solutions during network outages. Telecommunications equipment installers and repairers set up and maintain various types of devices or equipment that carry communications signals, such as telephone lines and internet routers. > [[< Previous->49-2021-WhatTheyDo-3]] > [[Next >->49-2021-WhatTheyDo-5]] > [[Close->49-2021-Detailed]]

Central office technicians set up and maintain switches, fiber optic cables, and other equipment at switching hubs, called central offices. These hubs send, process, and amplify data from thousands of telephone, internet, and cable connections. Central office technicians receive alerts about equipment malfunctions from automonitoring switches and are able to correct the problems remotely. Technicians who work at distribution centers for cable and television companies may be called headend technicians. Headends are control centers in which technicians monitor signals for local cable networks. > [[< Previous->49-2021-WhatTheyDo-4]] > [[Next >->49-2021-WhatTheyDo-6]] > [[Close->49-2021-Detailed]]

Residential and business installers and repairers set up and repair telecommunications equipment, such as modems for internet and cable television services, in customers' homes and businesses. They also may need to install aerial and underground wiring. Telecommunications line installers and repairers install and maintain the cables used by network communications companies. Depending on the service provided - local and long-distance telephone, cable television, or internet > [[< Previous->49-2021-WhatTheyDo-5]] > [[Next >->49-2021-WhatTheyDo-7]] > [[Close->49-2021-Detailed]]

- telecommunications companies use fiber optic and other types of cables. Telecommunications line installers and repairers use specialized tools to test and troubleshoot cables and networking equipment. Those who work with fiber optic cables must be able to splice and terminate optical cables. > [[< Previous->49-2021-WhatTheyDo-6]] > [[Close->49-2021-Detailed]]

# Work Environment ### Work Environment Most telecommunications technicians work full time. They may have to work night or weekend shifts to maintain or repair telecommunications networks. Technicians travel frequently to installation and repair sites. > [[Close->49-2021-Detailed]]

# How to Become a Telecommunications Technician Telecommunications technicians typically need at least a high school diploma or equivalent to enter the occupation. Employers may prefer to hire candidates who have a certificate or associate's degree. These workers also receive on-the-job training. ### Education Telecommunications technicians typically need at least a high school diploma or equivalent. Employers of telecommunications equipment installers and repairers and radio, cellular, and tower equipment installers and repairers may prefer to hire candidates who have some postsecondary education in electronics, telecommunications, or > [[Next >->49-2021-HowToBecomeOne-2]] > [[Close->49-2021-Detailed]]

computer networking. Some employers prefer to hire candidates who have an associate's degree. Community colleges and technical schools offer courses in subjects such as data transmission systems, data communication, AC/DC electrical circuits, and computer programming. These courses typically are included in programs that lead to a certificate or an associate's degree in telecommunications or related subjects. ### Training Once hired, telecommunications technicians typically receive on-the-job training that lasts from several months to several years. Training involves a combination of formal > [[< Previous->49-2021-HowToBecomeOne-1]] > [[Next >->49-2021-HowToBecomeOne-3]] > [[Close->49-2021-Detailed]]

instruction and hands-on work with an experienced technician. In these settings, workers learn about the equipment's internal parts and the tools needed for repair. Training length and topics vary by position and employer. For example, central office technicians typically receive electrical training. Telecommunications line installers and repairers who work for telecommunications companies may benefit from additional training provided by equipment manufacturers, schools, unions, or industry organizations. Radio, cellular, and tower equipment installers and repairers typically learn subjects > [[< Previous->49-2021-HowToBecomeOne-2]] > [[Next >->49-2021-HowToBecomeOne-4]] > [[Close->49-2021-Detailed]]

such as tower climbing and rescue, electrical skills and concepts, and radio frequency fundamentals. ### Licenses, Certifications, and Registrations Manufacturer or employer-provided certification may be helpful for some telecom technicians. Information on certifications is available from CareerOneStop. Telecom technicians may need a driver's license to travel to jobsites, and workers who drive heavy vehicles usually need a commercial driver's license (CDL). Some employers prefer or require that candidates have certification in first aid or in cardiopulmonary resuscitation (CPR). ### > [[< Previous->49-2021-HowToBecomeOne-3]] > [[Next >->49-2021-HowToBecomeOne-5]] > [[Close->49-2021-Detailed]]

Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Telecom technicians must be comfortable working at heights on lifts, telecommunications towers, and other elevated surfaces. Color vision. Telecom technicians work with color-coded wires, and they must be able to tell them apart. Customer-service skills. Telecom technicians who work in customers' homes and offices should be friendly and polite. They must be able to > [[< Previous->49-2021-HowToBecomeOne-4]] > [[Next >->49-2021-HowToBecomeOne-6]] > [[Close->49-2021-Detailed]]

explain to customers about maintaining and operating communications equipment. Dexterity. Telecom technicians' tasks, such as connecting components and using hand tools, require good hand–eye coordination to avoid injuring themselves and damaging materials. Mechanical skills. Telecom technicians must be familiar with the devices they work on and with the tools they need to install or fix those devices. They must also be able to understand manufacturers' instructions when installing or repairing equipment. Physical stamina. Telecom technicians must be able to climb ladders or towers > [[< Previous->49-2021-HowToBecomeOne-5]] > [[Next >->49-2021-HowToBecomeOne-7]] > [[Close->49-2021-Detailed]]

with heavy tools or equipment, work on their feet for extended periods, and dig trenches for telecommunications cables. Physical strength. Telecom technicians must be able to lift heavy tools, cables, and equipment on a regular basis. Problem-solving skills. Telecom technicians must be able to troubleshoot and devise solutions to problems that arise when installing or repairing equipment or devices. > [[< Previous->49-2021-HowToBecomeOne-6]] > [[Close->49-2021-Detailed]]

# Pay The median annual wage for telecommunications technicians was $64,310 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $42,740, and the highest 10 percent earned more than $99,990. Median annual wages for telecommunications technicians in May 2024 were as follows: In May 2024, the median annual wages for telecommunications technicians in the top industries in which they worked were as follows: Most telecom technicians work full time. Telecom technicians may be > [[Next >->49-2021-Pay-2]] > [[Close->49-2021-Detailed]]

required to work night or weekend shifts to maintain or upgrade telecommunications equipment. Some are on call around the clock in case of emergency. > [[< Previous->49-2021-Pay-1]] > [[Close->49-2021-Detailed]]

# Job Outlook Overall employment of telecommunications technicians is projected to grow 3 percent from 2024 to 2034, decline. About 23,200 openings for telecommunications technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of telecommunications technicians varies by occupation (see table). Demand for radio, cellular, and tower equipment installers and repairers is expected to increase due to > [[Next >->49-2021-JobOutlook-2]] > [[Close->49-2021-Detailed]]

continued growth in the construction of power and communications line and related structures. Employment of telecommunications equipment and line installers and repairers is expected to decrease as many of the recent 5G infrastructure upgrades and government-funded broadband internet expansion projects are completed, reducing the number of workers needed for new installations. In addition, newer telecommunications structures and technologies, such as fiber optic cables, require less frequent repairs and maintenance schedules. > [[< Previous->49-2021-JobOutlook-1]] > [[Close->49-2021-Detailed]]

- Keep records of maintenance, repairs, and installations > [[< Previous->49-2022-WhatTheyDo-1]] > [[Next >->49-2022-WhatTheyDo-3]] > [[Close->49-2022-Detailed]]

- Explain the use and maintenance of equipment to customers Telecommunications technicians construct and maintain the infrastructure that transmits information electronically, often across great distances. They install and repair telecommunications lines and fiber optic cables. They also set up and maintain equipment that carries communications signals. The specific tasks of telecom technicians vary with their specialization and where they work. The following are examples of types of telecommunications technicians: Radio, cellular, and tower equipment installers and repairers install, > [[< Previous->49-2022-WhatTheyDo-2]] > [[Next >->49-2022-WhatTheyDo-4]] > [[Close->49-2022-Detailed]]

repair, or maintain radio transmitting, broadcasting, and receiving equipment and two-way radio communications systems. These systems are used in cellular telecommunications, mobile broadband, and radio equipment in service and emergency vehicles. Radio, cellular, and tower equipment installers and repairers may test and analyze network coverage and troubleshoot solutions during network outages. Telecommunications equipment installers and repairers set up and maintain various types of devices or equipment that carry communications signals, such as telephone lines and internet routers. > [[< Previous->49-2022-WhatTheyDo-3]] > [[Next >->49-2022-WhatTheyDo-5]] > [[Close->49-2022-Detailed]]

Central office technicians set up and maintain switches, fiber optic cables, and other equipment at switching hubs, called central offices. These hubs send, process, and amplify data from thousands of telephone, internet, and cable connections. Central office technicians receive alerts about equipment malfunctions from automonitoring switches and are able to correct the problems remotely. Technicians who work at distribution centers for cable and television companies may be called headend technicians. Headends are control centers in which technicians monitor signals for local cable networks. > [[< Previous->49-2022-WhatTheyDo-4]] > [[Next >->49-2022-WhatTheyDo-6]] > [[Close->49-2022-Detailed]]

Residential and business installers and repairers set up and repair telecommunications equipment, such as modems for internet and cable television services, in customers' homes and businesses. They also may need to install aerial and underground wiring. Telecommunications line installers and repairers install and maintain the cables used by network communications companies. Depending on the service provided - local and long-distance telephone, cable television, or internet > [[< Previous->49-2022-WhatTheyDo-5]] > [[Next >->49-2022-WhatTheyDo-7]] > [[Close->49-2022-Detailed]]

computer networking. Some employers prefer to hire candidates who have an associate's degree. Community colleges and technical schools offer courses in subjects such as data transmission systems, data communication, AC/DC electrical circuits, and computer programming. These courses typically are included in programs that lead to a certificate or an associate's degree in telecommunications or related subjects. ### Training Once hired, telecommunications technicians typically receive on-the-job training that lasts from several months to several years. Training involves a combination of formal > [[< Previous->49-2022-HowToBecomeOne-1]] > [[Next >->49-2022-HowToBecomeOne-3]] > [[Close->49-2022-Detailed]]

instruction and hands-on work with an experienced technician. In these settings, workers learn about the equipment's internal parts and the tools needed for repair. Training length and topics vary by position and employer. For example, central office technicians typically receive electrical training. Telecommunications line installers and repairers who work for telecommunications companies may benefit from additional training provided by equipment manufacturers, schools, unions, or industry organizations. Radio, cellular, and tower equipment installers and repairers typically learn subjects > [[< Previous->49-2022-HowToBecomeOne-2]] > [[Next >->49-2022-HowToBecomeOne-4]] > [[Close->49-2022-Detailed]]

such as tower climbing and rescue, electrical skills and concepts, and radio frequency fundamentals. ### Licenses, Certifications, and Registrations Manufacturer or employer-provided certification may be helpful for some telecom technicians. Information on certifications is available from CareerOneStop. Telecom technicians may need a driver's license to travel to jobsites, and workers who drive heavy vehicles usually need a commercial driver's license (CDL). Some employers prefer or require that candidates have certification in first aid or in cardiopulmonary resuscitation (CPR). ### > [[< Previous->49-2022-HowToBecomeOne-3]] > [[Next >->49-2022-HowToBecomeOne-5]] > [[Close->49-2022-Detailed]]

Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Telecom technicians must be comfortable working at heights on lifts, telecommunications towers, and other elevated surfaces. Color vision. Telecom technicians work with color-coded wires, and they must be able to tell them apart. Customer-service skills. Telecom technicians who work in customers' homes and offices should be friendly and polite. They must be able to > [[< Previous->49-2022-HowToBecomeOne-4]] > [[Next >->49-2022-HowToBecomeOne-6]] > [[Close->49-2022-Detailed]]

explain to customers about maintaining and operating communications equipment. Dexterity. Telecom technicians' tasks, such as connecting components and using hand tools, require good hand–eye coordination to avoid injuring themselves and damaging materials. Mechanical skills. Telecom technicians must be familiar with the devices they work on and with the tools they need to install or fix those devices. They must also be able to understand manufacturers' instructions when installing or repairing equipment. Physical stamina. Telecom technicians must be able to climb ladders or towers > [[< Previous->49-2022-HowToBecomeOne-5]] > [[Next >->49-2022-HowToBecomeOne-7]] > [[Close->49-2022-Detailed]]

required to work night or weekend shifts to maintain or upgrade telecommunications equipment. Some are on call around the clock in case of emergency. > [[< Previous->49-2022-Pay-1]] > [[Close->49-2022-Detailed]]

# What Aircraft and Avionics Equipment Mechanics and Technicians Do Aircraft and avionics equipment mechanics and technicians install, test, adjust, and repair equipment and systems in aircraft. ### Duties Aircraft mechanics and service technicians typically do the following: - Diagnose mechanical or electrical problems - Repair wings, brakes, electrical systems, and other aircraft components - Examine replacement aircraft parts for defects - Replace defective parts, using handtools or power tools - Read and interpret manufacturers' instructions to identify repair specifications - Test aircraft parts with gauges and other instruments > [[Next >->49-2091-WhatTheyDo-2]] > [[Close->49-2091-Detailed]]

- Inspect completed work to ensure that it meets performance standards - Keep records of maintenance and repair work Avionics technicians typically do the following: - Test electronic equipment using circuit testers, voltmeters, and other instruments - Interpret flight test data to diagnose malfunctions and performance problems - Repair or replace malfunctioning components - Assemble components, such as electrical controls and junction boxes, and install software - Install instrument panels, using handtools, power tools, and soldering irons > [[< Previous->49-2091-WhatTheyDo-1]] > [[Next >->49-2091-WhatTheyDo-3]] > [[Close->49-2091-Detailed]]

- Keep records of maintenance and repair work To keep aircraft operating safely and reliably, aircraft and avionics equipment mechanics and technicians perform scheduled maintenance, make repairs, and complete inspections. They follow detailed regulations set by the Federal Aviation Administration (FAA) that dictate maintenance schedules for different operations. Some mechanics and technicians are generalists and work on many different types of aircraft, such as airplanes, helicopters, and space vehicles. Others specialize in one section, such as the engine or hydraulic system, of a > [[< Previous->49-2091-WhatTheyDo-2]] > [[Next >->49-2091-WhatTheyDo-4]] > [[Close->49-2091-Detailed]]

particular type of aircraft. In independent repair shops, mechanics usually inspect and repair many types of aircraft. The following are examples of types of aircraft and avionics equipment mechanics and technicians: Airframe and powerplant (A&P) mechanics are certified generalist mechanics who repair and maintain most parts of an aircraft, including the engines, landing gear, and brakes. Some specialized activities require additional experience and certification. Avionics technicians are specialists who repair and maintain a plane's electronic systems, including radio communications > [[< Previous->49-2091-WhatTheyDo-3]] > [[Next >->49-2091-WhatTheyDo-5]] > [[Close->49-2091-Detailed]]

equipment and radar. Technicians who have an airframe rating may repair and maintain many avionics and flight instrument systems, but they also may need other licenses or certifications. Designated airworthiness representatives (DARs) examine, inspect, and test aircraft in order to issue airworthiness certificates, which aircraft must have to fly. There are two types of DARs: manufacturing DARs and maintenance DARs. Inspection authorized (IA) mechanics are A&P-certified mechanics who may inspect aircraft and return them to service. IA mechanics have the widest variety of maintenance and > [[< Previous->49-2091-WhatTheyDo-4]] > [[Next >->49-2091-WhatTheyDo-6]] > [[Close->49-2091-Detailed]]

alteration capabilities, such as performing comprehensive annual inspections, of any maintenance personnel. Repairmen have certificates that allow them to do specific duties. Repairman certificates are issued by the employing repair station and are not transferable to other employers. > [[< Previous->49-2091-WhatTheyDo-5]] > [[Close->49-2091-Detailed]]

# Work Environment ### Work Environment Aircraft and avionics equipment mechanics and technicians work in hangars, in repair stations, or on airfields. The environment may be loud because of aircraft engines and equipment. > [[Close->49-2091-Detailed]]

# How to Become an Aircraft and Avionics Equipment Mechanic or Technician Aircraft and avionics equipment mechanics and technicians typically need postsecondary education, such as a certificate from a Federal Aviation Administration (FAA)-approved program. Some enter the occupation with an associate's degree; others have a high school diploma and train on the job or in the military. These workers typically are certified by the FAA. ### Education and Training Aircraft mechanics and service technicians typically enter the occupation after attending an FAA-approved aviation maintenance technician program. These programs award a certificate of completion that the FAA > [[Next >->49-2091-HowToBecomeOne-2]] > [[Close->49-2091-Detailed]]

recognizes as an alternative to the experience requirements stated in regulations. The programs also grant certificate holders the right to take the relevant FAA exams. Programs that are affiliated with community colleges offer students the opportunity to earn an associate's degree. Some aircraft mechanics and service technicians enter the occupation with a high school diploma or the equivalent. They train on the job or in the military to learn their skills and to be able to pass the FAA exams. Aviation maintenance personnel who are not certified by the FAA work under supervision of a > [[< Previous->49-2091-HowToBecomeOne-1]] > [[Next >->49-2091-HowToBecomeOne-3]] > [[Close->49-2091-Detailed]]

certified airframe and powerplant (A&P) mechanic until they have enough experience to sit for the FAA exams. ### Licenses, Certifications, and Registrations The FAA requires aircraft maintenance to be done either by a certified mechanic with the appropriate ratings or authorizations or by someone working under the supervision of such a mechanic. The FAA offers separate certificates for bodywork (airframe mechanics) and engine work (powerplant mechanics), but employers may prefer to hire mechanics who have both ratings (A&P). The A&P ratings generally certify that aviation mechanics meet > [[< Previous->49-2091-HowToBecomeOne-2]] > [[Next >->49-2091-HowToBecomeOne-4]] > [[Close->49-2091-Detailed]]

basic knowledge and ability standards. Mechanics must meet minimum requirements, including for age and experience, to qualify for either the A rating, the P rating, or the A&P rating. Completion of a program at an FAA-approved aviation maintenance technician school can substitute for the experience requirement and expedite the time for becoming eligible to take the FAA exams. The Inspection Authorization (IA) is available to A&P-certified mechanics who meet experience and other requirements. These mechanics are able to review and approve many major repairs and alterations. Avionics > [[< Previous->49-2091-HowToBecomeOne-3]] > [[Next >->49-2091-HowToBecomeOne-5]] > [[Close->49-2091-Detailed]]

technicians may be certified by their employer for the specific aircraft work they perform. Technicians may get optional certification to substitute for some experience. They also may hold the airframe rating to work on an aircraft's electronic and flight instrument systems. Information on certifications is available from CareerOneStop. Avionics technicians who work on communications equipment may need a license issued by the Federal Communications Commission (FCC). Information on state licensing board requirements is available from CareerOneStop. ### Advancement As aircraft mechanics and > [[< Previous->49-2091-HowToBecomeOne-4]] > [[Next >->49-2091-HowToBecomeOne-6]] > [[Close->49-2091-Detailed]]

service technicians gain experience, they might advance to become lead mechanics, lead inspectors, or shop supervisors. Opportunities to advance may be best for those who have an inspection authorization (IA). Mechanics with broad experience in maintenance and repair may become inspectors or examiners for the FAA. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Mechanics and technicians must adjust aircraft parts to > [[< Previous->49-2091-HowToBecomeOne-5]] > [[Next >->49-2091-HowToBecomeOne-7]] > [[Close->49-2091-Detailed]]

exact specifications. For example, they often use precision tools to tighten wheel bolts to a specified tension. Dexterity. Mechanics and technicians need to coordinate the movement of their fingers and hands in order to grasp, manipulate, or assemble parts. Mechanical skills. Mechanics and technicians must be able to understand and interpret manufacturer instructions to repair, replace, and assemble aircraft components. Observational skills. Mechanics and technicians must recognize engine noises, read gauges, and collect other information to determine whether an aircraft's systems are > [[< Previous->49-2091-HowToBecomeOne-6]] > [[Next >->49-2091-HowToBecomeOne-8]] > [[Close->49-2091-Detailed]]

working properly. Physical strength. Mechanics and technicians may carry or move heavy equipment or aircraft parts, climb on airplanes, balance, and reach without falling. Problem-solving skills. Mechanics and technicians must be able to diagnose problems with aircraft equipment and systems to determine the best way to repair them. > [[< Previous->49-2091-HowToBecomeOne-7]] > [[Close->49-2091-Detailed]]

# Pay The median annual wage for aircraft mechanics and service technicians was $78,680 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $47,790, and the highest 10 percent earned more than $120,080. The median annual wage for avionics technicians was $81,390 in May 2024. The lowest 10 percent earned less than $49,770, and the highest 10 percent earned more than $113,580. In May 2024, the median annual wages for aircraft mechanics and service technicians in the top > [[Next >->49-2091-Pay-2]] > [[Close->49-2091-Detailed]]

industries in which they worked were as follows: In May 2024, the median annual wages for avionics technicians in the top industries in which they worked were as follows: Most aircraft and avionics equipment mechanics and technicians work full time. They may work 8- or 10-hour shifts, including nights, weekends, and holidays. > [[< Previous->49-2091-Pay-1]] > [[Close->49-2091-Detailed]]

# Job Outlook Overall employment of aircraft and avionics equipment mechanics and technicians is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 13,100 openings for aircraft and avionics equipment mechanics and technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Growing demand for passenger travel and goods transportation will increase air traffic over the coming > [[Next >->49-2091-JobOutlook-2]] > [[Close->49-2091-Detailed]]

years. As the use and number of aircraft increase, and as aircraft systems become more complex, more technicians will be needed to provide maintenance and repair services. The growing space industry also may add to this need. > [[< Previous->49-2091-JobOutlook-1]] > [[Close->49-2091-Detailed]]

# What Electrical and Electronics Installers and Repairers Do Electrical and electronics installers and repairers install or repair a variety of electrical equipment in transportation, utilities, and other industries. ### Duties Electrical and electronics installers and repairers typically do the following: - Discuss problems and requirements with customers - Inspect and test equipment - Reproduce, isolate, and diagnose problems - Disassemble equipment as necessary to access problematic components - Clean, repair, and replace components - Reassemble and test equipment after repairs > [[Next >->49-2092-WhatTheyDo-2]] > [[Close->49-2092-Detailed]]

- Keep records of repairs, tests, parts, and labor hours Modern manufacturing plants and transportation systems use a large amount of electrical and electronics equipment, from assembly line motors to sonar systems. Electrical and electronics installers and repairers fix and maintain these complex pieces of equipment. Because automated electronic control systems are becoming more complex, repairers use software programs and testing equipment to diagnose malfunctions. Among their diagnostic tools are multimeters - which measure voltage, current, and resistance > [[< Previous->49-2092-WhatTheyDo-1]] > [[Next >->49-2092-WhatTheyDo-3]] > [[Close->49-2092-Detailed]]

- and advanced multimeters, which measure the capacitance, inductance, and current gain of transistors. Repairers also use signal generators, which provide test signals, and oscilloscopes, which display signals graphically. In addition, repairers often use hand tools such as pliers, screwdrivers, and wrenches to replace faulty parts and adjust equipment. The following are examples of types of electrical and electronics installers and repairers: Commercial and industrial electrical and electronics equipment repairers adjust, test, repair, or install electronic equipment, such as industrial > [[< Previous->49-2092-WhatTheyDo-2]] > [[Next >->49-2092-WhatTheyDo-4]] > [[Close->49-2092-Detailed]]

controls, transmitters, and antennas. Electric motor, power tool, and related repairers - such as armature winders, generator mechanics, and electric golf cart repairers > [[< Previous->49-2092-WhatTheyDo-3]] > [[Next >->49-2092-WhatTheyDo-5]] > [[Close->49-2092-Detailed]]

- specialize in installing, maintaining, and repairing electric motors, wiring, or switches. Electrical and electronics installers and repairers of transportation equipment install, adjust, or maintain mobile communication equipment, including sound, sonar, security, navigation, and surveillance systems on trains, watercraft, or other vehicles. Electronic equipment installers and repairers of motor vehicles install, diagnose, and repair sound, security, and navigation equipment in motor vehicles. These installers and repairers work with a range of complex electronic equipment, including > [[< Previous->49-2092-WhatTheyDo-4]] > [[Next >->49-2092-WhatTheyDo-6]] > [[Close->49-2092-Detailed]]

digital audio and video players, navigation systems, and passive and active security systems. Powerhouse, substation, and relay electrical and electronics repairers inspect, test, maintain, or repair electrical equipment used in generating stations, substations, and in-service relays. These workers also may be known as powerhouse electricians, relay technicians, or power transformer repairers. > [[< Previous->49-2092-WhatTheyDo-5]] > [[Close->49-2092-Detailed]]

# Work Environment ### Work Environment Many electrical and electronics installers and repairers work in repair shops or in factories. Installers and repairers may have to lift heavy equipment and work in awkward positions. The majority work full time. > [[Close->49-2092-Detailed]]

# How to Become an Electrical or Electronics Installer and Repairer Electrical and electronics installers and repairers need at least a high school education, but most specializations require further preparation through advanced education, work experience, or both. ### Education Electrical and electronics installers and repairers must understand electrical equipment and electronics. As a result, employers often prefer applicants who have taken courses in electronics at a community college or technical school. Courses usually cover AC and DC electronics, electronic devices, and microcontrollers. It is important for prospects to choose schools that include > [[Next >->49-2092-HowToBecomeOne-2]] > [[Close->49-2092-Detailed]]

hands-on training in order to gain practical experience. ### Training In addition to technical education, workers usually receive training on specific types of equipment. This may involve manufacturer-specific training for repairers who will perform warranty work. Before working independently, entry-level repairers usually develop their skills while working with experienced technicians who provide technical guidance. ### Work Experience in a Related Occupation Some electrical and electronics installers and repairers need prior work experience. Electric motor, power tool, and related > [[< Previous->49-2092-HowToBecomeOne-1]] > [[Next >->49-2092-HowToBecomeOne-3]] > [[Close->49-2092-Detailed]]

repairers typically begin by helping in machine or electrical workshops, where they gain experience with tools and motors. Powerhouse, substation, and relay electrical and electronics repairers often gain experience by first working as electricians. ### Licenses, Certifications, and Registrations While certification is not required, a number of organizations offer it, and it can be useful in getting a job. To become certified, applicants must meet prerequisites and pass a comprehensive exam. Information on certifications is available from CareerOneStop. ### Important Qualities The > [[< Previous->49-2092-HowToBecomeOne-2]] > [[Next >->49-2092-HowToBecomeOne-4]] > [[Close->49-2092-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Electrical and electronics installers and repairers must be able to identify the color-coded components that are often used in electronic equipment. Communication skills. Electrical and electronics installers and repairers work closely with customers, so they must listen to and understand customers' descriptions of problems and explain solutions in a simple, clear manner. Physical stamina. Some > [[< Previous->49-2092-HowToBecomeOne-3]] > [[Next >->49-2092-HowToBecomeOne-5]] > [[Close->49-2092-Detailed]]

electrical and electronics installers and repairers must stand at their station for their full shift, which can be tiring. Physical strength. Electrical and electronics installers and repairers may need to lift heavy parts during the repair process. Some components weigh over 50 pounds. Technical skills. Electrical and electronics installers and repairers use a variety of mechanical and diagnostic tools to install or repair equipment. Troubleshooting skills. Electrical and electronics installers and repairers must be able to identify problems with equipment and systems and make the > [[< Previous->49-2092-HowToBecomeOne-4]] > [[Next >->49-2092-HowToBecomeOne-6]] > [[Close->49-2092-Detailed]]

necessary repairs. > [[< Previous->49-2092-HowToBecomeOne-5]] > [[Close->49-2092-Detailed]]

# Pay The median annual wage for electrical and electronics installers and repairers was $71,270 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $42,310, and the highest 10 percent earned more than $109,300. Median annual wages for electrical and electronics installers and repairers in May 2024 were as follows: In May 2024, the median annual wages for electrical and electronics installers and repairers in the top industries in which they worked were as follows: The > [[Next >->49-2092-Pay-2]] > [[Close->49-2092-Detailed]]

majority of electrical and electronics installers and repairers work full time. > [[< Previous->49-2092-Pay-1]] > [[Close->49-2092-Detailed]]

# Job Outlook Overall employment of electrical and electronics installers and repairers is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 9,600 openings for electrical and electronics installers and repairers are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Projected employment of electrical and electronics installers and repairers varies by occupation (see table). Over the projections > [[Next >->49-2092-JobOutlook-2]] > [[Close->49-2092-Detailed]]

decade, improvements in electrical and electronics equipment design and increased use of disposable tool parts are expected to dampen the need for electrical and electronics equipment installers and repairers. Upgrades to transportation electronics systems, such as those on trains, buses, and ships, will support demand for installers and repairers of this equipment. The automation and digital transformation of industrial control systems are expected to overtake the need for hard-wired electronics, which may limit the need for electrical and electronics repairers of commercial and industrial > [[< Previous->49-2092-JobOutlook-1]] > [[Next >->49-2092-JobOutlook-3]] > [[Close->49-2092-Detailed]]

equipment. Increased strain on the electrical power grid is expected to increase demand for repairs and maintenance performed by powerhouse, substation, and relay electrical and electronics repairers. Smartphones offer many features previously installed directly in vehicles. These consumer offerings reduce demand for installing aftermarket products and for repairing high-quality systems, which is expected to limit the need for electrical and electronics installers and repairers who work on motor vehicles. > [[< Previous->49-2092-JobOutlook-2]] > [[Close->49-2092-Detailed]]

- Keep records of repairs, tests, parts, and labor hours Modern manufacturing plants and transportation systems use a large amount of electrical and electronics equipment, from assembly line motors to sonar systems. Electrical and electronics installers and repairers fix and maintain these complex pieces of equipment. Because automated electronic control systems are becoming more complex, repairers use software programs and testing equipment to diagnose malfunctions. Among their diagnostic tools are multimeters - which measure voltage, current, and resistance > [[< Previous->49-2093-WhatTheyDo-1]] > [[Next >->49-2093-WhatTheyDo-3]] > [[Close->49-2093-Detailed]]

- and advanced multimeters, which measure the capacitance, inductance, and current gain of transistors. Repairers also use signal generators, which provide test signals, and oscilloscopes, which display signals graphically. In addition, repairers often use hand tools such as pliers, screwdrivers, and wrenches to replace faulty parts and adjust equipment. The following are examples of types of electrical and electronics installers and repairers: Commercial and industrial electrical and electronics equipment repairers adjust, test, repair, or install electronic equipment, such as industrial > [[< Previous->49-2093-WhatTheyDo-2]] > [[Next >->49-2093-WhatTheyDo-4]] > [[Close->49-2093-Detailed]]

controls, transmitters, and antennas. Electric motor, power tool, and related repairers - such as armature winders, generator mechanics, and electric golf cart repairers > [[< Previous->49-2093-WhatTheyDo-3]] > [[Next >->49-2093-WhatTheyDo-5]] > [[Close->49-2093-Detailed]]

- specialize in installing, maintaining, and repairing electric motors, wiring, or switches. Electrical and electronics installers and repairers of transportation equipment install, adjust, or maintain mobile communication equipment, including sound, sonar, security, navigation, and surveillance systems on trains, watercraft, or other vehicles. Electronic equipment installers and repairers of motor vehicles install, diagnose, and repair sound, security, and navigation equipment in motor vehicles. These installers and repairers work with a range of complex electronic equipment, including > [[< Previous->49-2093-WhatTheyDo-4]] > [[Next >->49-2093-WhatTheyDo-6]] > [[Close->49-2093-Detailed]]

hands-on training in order to gain practical experience. ### Training In addition to technical education, workers usually receive training on specific types of equipment. This may involve manufacturer-specific training for repairers who will perform warranty work. Before working independently, entry-level repairers usually develop their skills while working with experienced technicians who provide technical guidance. ### Work Experience in a Related Occupation Some electrical and electronics installers and repairers need prior work experience. Electric motor, power tool, and related > [[< Previous->49-2093-HowToBecomeOne-1]] > [[Next >->49-2093-HowToBecomeOne-3]] > [[Close->49-2093-Detailed]]

repairers typically begin by helping in machine or electrical workshops, where they gain experience with tools and motors. Powerhouse, substation, and relay electrical and electronics repairers often gain experience by first working as electricians. ### Licenses, Certifications, and Registrations While certification is not required, a number of organizations offer it, and it can be useful in getting a job. To become certified, applicants must meet prerequisites and pass a comprehensive exam. Information on certifications is available from CareerOneStop. ### Important Qualities The > [[< Previous->49-2093-HowToBecomeOne-2]] > [[Next >->49-2093-HowToBecomeOne-4]] > [[Close->49-2093-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Electrical and electronics installers and repairers must be able to identify the color-coded components that are often used in electronic equipment. Communication skills. Electrical and electronics installers and repairers work closely with customers, so they must listen to and understand customers' descriptions of problems and explain solutions in a simple, clear manner. Physical stamina. Some > [[< Previous->49-2093-HowToBecomeOne-3]] > [[Next >->49-2093-HowToBecomeOne-5]] > [[Close->49-2093-Detailed]]

electrical and electronics installers and repairers must stand at their station for their full shift, which can be tiring. Physical strength. Electrical and electronics installers and repairers may need to lift heavy parts during the repair process. Some components weigh over 50 pounds. Technical skills. Electrical and electronics installers and repairers use a variety of mechanical and diagnostic tools to install or repair equipment. Troubleshooting skills. Electrical and electronics installers and repairers must be able to identify problems with equipment and systems and make the > [[< Previous->49-2093-HowToBecomeOne-4]] > [[Next >->49-2093-HowToBecomeOne-6]] > [[Close->49-2093-Detailed]]

necessary repairs. > [[< Previous->49-2093-HowToBecomeOne-5]] > [[Close->49-2093-Detailed]]

majority of electrical and electronics installers and repairers work full time. > [[< Previous->49-2093-Pay-1]] > [[Close->49-2093-Detailed]]

decade, improvements in electrical and electronics equipment design and increased use of disposable tool parts are expected to dampen the need for electrical and electronics equipment installers and repairers. Upgrades to transportation electronics systems, such as those on trains, buses, and ships, will support demand for installers and repairers of this equipment. The automation and digital transformation of industrial control systems are expected to overtake the need for hard-wired electronics, which may limit the need for electrical and electronics repairers of commercial and industrial > [[< Previous->49-2093-JobOutlook-1]] > [[Next >->49-2093-JobOutlook-3]] > [[Close->49-2093-Detailed]]

- Keep records of repairs, tests, parts, and labor hours Modern manufacturing plants and transportation systems use a large amount of electrical and electronics equipment, from assembly line motors to sonar systems. Electrical and electronics installers and repairers fix and maintain these complex pieces of equipment. Because automated electronic control systems are becoming more complex, repairers use software programs and testing equipment to diagnose malfunctions. Among their diagnostic tools are multimeters - which measure voltage, current, and resistance > [[< Previous->49-2094-WhatTheyDo-1]] > [[Next >->49-2094-WhatTheyDo-3]] > [[Close->49-2094-Detailed]]

- and advanced multimeters, which measure the capacitance, inductance, and current gain of transistors. Repairers also use signal generators, which provide test signals, and oscilloscopes, which display signals graphically. In addition, repairers often use hand tools such as pliers, screwdrivers, and wrenches to replace faulty parts and adjust equipment. The following are examples of types of electrical and electronics installers and repairers: Commercial and industrial electrical and electronics equipment repairers adjust, test, repair, or install electronic equipment, such as industrial > [[< Previous->49-2094-WhatTheyDo-2]] > [[Next >->49-2094-WhatTheyDo-4]] > [[Close->49-2094-Detailed]]

controls, transmitters, and antennas. Electric motor, power tool, and related repairers - such as armature winders, generator mechanics, and electric golf cart repairers > [[< Previous->49-2094-WhatTheyDo-3]] > [[Next >->49-2094-WhatTheyDo-5]] > [[Close->49-2094-Detailed]]

- specialize in installing, maintaining, and repairing electric motors, wiring, or switches. Electrical and electronics installers and repairers of transportation equipment install, adjust, or maintain mobile communication equipment, including sound, sonar, security, navigation, and surveillance systems on trains, watercraft, or other vehicles. Electronic equipment installers and repairers of motor vehicles install, diagnose, and repair sound, security, and navigation equipment in motor vehicles. These installers and repairers work with a range of complex electronic equipment, including > [[< Previous->49-2094-WhatTheyDo-4]] > [[Next >->49-2094-WhatTheyDo-6]] > [[Close->49-2094-Detailed]]

hands-on training in order to gain practical experience. ### Training In addition to technical education, workers usually receive training on specific types of equipment. This may involve manufacturer-specific training for repairers who will perform warranty work. Before working independently, entry-level repairers usually develop their skills while working with experienced technicians who provide technical guidance. ### Work Experience in a Related Occupation Some electrical and electronics installers and repairers need prior work experience. Electric motor, power tool, and related > [[< Previous->49-2094-HowToBecomeOne-1]] > [[Next >->49-2094-HowToBecomeOne-3]] > [[Close->49-2094-Detailed]]

repairers typically begin by helping in machine or electrical workshops, where they gain experience with tools and motors. Powerhouse, substation, and relay electrical and electronics repairers often gain experience by first working as electricians. ### Licenses, Certifications, and Registrations While certification is not required, a number of organizations offer it, and it can be useful in getting a job. To become certified, applicants must meet prerequisites and pass a comprehensive exam. Information on certifications is available from CareerOneStop. ### Important Qualities The > [[< Previous->49-2094-HowToBecomeOne-2]] > [[Next >->49-2094-HowToBecomeOne-4]] > [[Close->49-2094-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Electrical and electronics installers and repairers must be able to identify the color-coded components that are often used in electronic equipment. Communication skills. Electrical and electronics installers and repairers work closely with customers, so they must listen to and understand customers' descriptions of problems and explain solutions in a simple, clear manner. Physical stamina. Some > [[< Previous->49-2094-HowToBecomeOne-3]] > [[Next >->49-2094-HowToBecomeOne-5]] > [[Close->49-2094-Detailed]]

electrical and electronics installers and repairers must stand at their station for their full shift, which can be tiring. Physical strength. Electrical and electronics installers and repairers may need to lift heavy parts during the repair process. Some components weigh over 50 pounds. Technical skills. Electrical and electronics installers and repairers use a variety of mechanical and diagnostic tools to install or repair equipment. Troubleshooting skills. Electrical and electronics installers and repairers must be able to identify problems with equipment and systems and make the > [[< Previous->49-2094-HowToBecomeOne-4]] > [[Next >->49-2094-HowToBecomeOne-6]] > [[Close->49-2094-Detailed]]

necessary repairs. > [[< Previous->49-2094-HowToBecomeOne-5]] > [[Close->49-2094-Detailed]]

majority of electrical and electronics installers and repairers work full time. > [[< Previous->49-2094-Pay-1]] > [[Close->49-2094-Detailed]]

decade, improvements in electrical and electronics equipment design and increased use of disposable tool parts are expected to dampen the need for electrical and electronics equipment installers and repairers. Upgrades to transportation electronics systems, such as those on trains, buses, and ships, will support demand for installers and repairers of this equipment. The automation and digital transformation of industrial control systems are expected to overtake the need for hard-wired electronics, which may limit the need for electrical and electronics repairers of commercial and industrial > [[< Previous->49-2094-JobOutlook-1]] > [[Next >->49-2094-JobOutlook-3]] > [[Close->49-2094-Detailed]]

- Keep records of repairs, tests, parts, and labor hours Modern manufacturing plants and transportation systems use a large amount of electrical and electronics equipment, from assembly line motors to sonar systems. Electrical and electronics installers and repairers fix and maintain these complex pieces of equipment. Because automated electronic control systems are becoming more complex, repairers use software programs and testing equipment to diagnose malfunctions. Among their diagnostic tools are multimeters - which measure voltage, current, and resistance > [[< Previous->49-2095-WhatTheyDo-1]] > [[Next >->49-2095-WhatTheyDo-3]] > [[Close->49-2095-Detailed]]

- and advanced multimeters, which measure the capacitance, inductance, and current gain of transistors. Repairers also use signal generators, which provide test signals, and oscilloscopes, which display signals graphically. In addition, repairers often use hand tools such as pliers, screwdrivers, and wrenches to replace faulty parts and adjust equipment. The following are examples of types of electrical and electronics installers and repairers: Commercial and industrial electrical and electronics equipment repairers adjust, test, repair, or install electronic equipment, such as industrial > [[< Previous->49-2095-WhatTheyDo-2]] > [[Next >->49-2095-WhatTheyDo-4]] > [[Close->49-2095-Detailed]]

controls, transmitters, and antennas. Electric motor, power tool, and related repairers - such as armature winders, generator mechanics, and electric golf cart repairers > [[< Previous->49-2095-WhatTheyDo-3]] > [[Next >->49-2095-WhatTheyDo-5]] > [[Close->49-2095-Detailed]]

- specialize in installing, maintaining, and repairing electric motors, wiring, or switches. Electrical and electronics installers and repairers of transportation equipment install, adjust, or maintain mobile communication equipment, including sound, sonar, security, navigation, and surveillance systems on trains, watercraft, or other vehicles. Electronic equipment installers and repairers of motor vehicles install, diagnose, and repair sound, security, and navigation equipment in motor vehicles. These installers and repairers work with a range of complex electronic equipment, including > [[< Previous->49-2095-WhatTheyDo-4]] > [[Next >->49-2095-WhatTheyDo-6]] > [[Close->49-2095-Detailed]]

hands-on training in order to gain practical experience. ### Training In addition to technical education, workers usually receive training on specific types of equipment. This may involve manufacturer-specific training for repairers who will perform warranty work. Before working independently, entry-level repairers usually develop their skills while working with experienced technicians who provide technical guidance. ### Work Experience in a Related Occupation Some electrical and electronics installers and repairers need prior work experience. Electric motor, power tool, and related > [[< Previous->49-2095-HowToBecomeOne-1]] > [[Next >->49-2095-HowToBecomeOne-3]] > [[Close->49-2095-Detailed]]

repairers typically begin by helping in machine or electrical workshops, where they gain experience with tools and motors. Powerhouse, substation, and relay electrical and electronics repairers often gain experience by first working as electricians. ### Licenses, Certifications, and Registrations While certification is not required, a number of organizations offer it, and it can be useful in getting a job. To become certified, applicants must meet prerequisites and pass a comprehensive exam. Information on certifications is available from CareerOneStop. ### Important Qualities The > [[< Previous->49-2095-HowToBecomeOne-2]] > [[Next >->49-2095-HowToBecomeOne-4]] > [[Close->49-2095-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Electrical and electronics installers and repairers must be able to identify the color-coded components that are often used in electronic equipment. Communication skills. Electrical and electronics installers and repairers work closely with customers, so they must listen to and understand customers' descriptions of problems and explain solutions in a simple, clear manner. Physical stamina. Some > [[< Previous->49-2095-HowToBecomeOne-3]] > [[Next >->49-2095-HowToBecomeOne-5]] > [[Close->49-2095-Detailed]]

electrical and electronics installers and repairers must stand at their station for their full shift, which can be tiring. Physical strength. Electrical and electronics installers and repairers may need to lift heavy parts during the repair process. Some components weigh over 50 pounds. Technical skills. Electrical and electronics installers and repairers use a variety of mechanical and diagnostic tools to install or repair equipment. Troubleshooting skills. Electrical and electronics installers and repairers must be able to identify problems with equipment and systems and make the > [[< Previous->49-2095-HowToBecomeOne-4]] > [[Next >->49-2095-HowToBecomeOne-6]] > [[Close->49-2095-Detailed]]

necessary repairs. > [[< Previous->49-2095-HowToBecomeOne-5]] > [[Close->49-2095-Detailed]]

majority of electrical and electronics installers and repairers work full time. > [[< Previous->49-2095-Pay-1]] > [[Close->49-2095-Detailed]]

decade, improvements in electrical and electronics equipment design and increased use of disposable tool parts are expected to dampen the need for electrical and electronics equipment installers and repairers. Upgrades to transportation electronics systems, such as those on trains, buses, and ships, will support demand for installers and repairers of this equipment. The automation and digital transformation of industrial control systems are expected to overtake the need for hard-wired electronics, which may limit the need for electrical and electronics repairers of commercial and industrial > [[< Previous->49-2095-JobOutlook-1]] > [[Next >->49-2095-JobOutlook-3]] > [[Close->49-2095-Detailed]]

- Keep records of repairs, tests, parts, and labor hours Modern manufacturing plants and transportation systems use a large amount of electrical and electronics equipment, from assembly line motors to sonar systems. Electrical and electronics installers and repairers fix and maintain these complex pieces of equipment. Because automated electronic control systems are becoming more complex, repairers use software programs and testing equipment to diagnose malfunctions. Among their diagnostic tools are multimeters - which measure voltage, current, and resistance > [[< Previous->49-2096-WhatTheyDo-1]] > [[Next >->49-2096-WhatTheyDo-3]] > [[Close->49-2096-Detailed]]

- and advanced multimeters, which measure the capacitance, inductance, and current gain of transistors. Repairers also use signal generators, which provide test signals, and oscilloscopes, which display signals graphically. In addition, repairers often use hand tools such as pliers, screwdrivers, and wrenches to replace faulty parts and adjust equipment. The following are examples of types of electrical and electronics installers and repairers: Commercial and industrial electrical and electronics equipment repairers adjust, test, repair, or install electronic equipment, such as industrial > [[< Previous->49-2096-WhatTheyDo-2]] > [[Next >->49-2096-WhatTheyDo-4]] > [[Close->49-2096-Detailed]]

controls, transmitters, and antennas. Electric motor, power tool, and related repairers - such as armature winders, generator mechanics, and electric golf cart repairers > [[< Previous->49-2096-WhatTheyDo-3]] > [[Next >->49-2096-WhatTheyDo-5]] > [[Close->49-2096-Detailed]]

- specialize in installing, maintaining, and repairing electric motors, wiring, or switches. Electrical and electronics installers and repairers of transportation equipment install, adjust, or maintain mobile communication equipment, including sound, sonar, security, navigation, and surveillance systems on trains, watercraft, or other vehicles. Electronic equipment installers and repairers of motor vehicles install, diagnose, and repair sound, security, and navigation equipment in motor vehicles. These installers and repairers work with a range of complex electronic equipment, including > [[< Previous->49-2096-WhatTheyDo-4]] > [[Next >->49-2096-WhatTheyDo-6]] > [[Close->49-2096-Detailed]]

hands-on training in order to gain practical experience. ### Training In addition to technical education, workers usually receive training on specific types of equipment. This may involve manufacturer-specific training for repairers who will perform warranty work. Before working independently, entry-level repairers usually develop their skills while working with experienced technicians who provide technical guidance. ### Work Experience in a Related Occupation Some electrical and electronics installers and repairers need prior work experience. Electric motor, power tool, and related > [[< Previous->49-2096-HowToBecomeOne-1]] > [[Next >->49-2096-HowToBecomeOne-3]] > [[Close->49-2096-Detailed]]

repairers typically begin by helping in machine or electrical workshops, where they gain experience with tools and motors. Powerhouse, substation, and relay electrical and electronics repairers often gain experience by first working as electricians. ### Licenses, Certifications, and Registrations While certification is not required, a number of organizations offer it, and it can be useful in getting a job. To become certified, applicants must meet prerequisites and pass a comprehensive exam. Information on certifications is available from CareerOneStop. ### Important Qualities The > [[< Previous->49-2096-HowToBecomeOne-2]] > [[Next >->49-2096-HowToBecomeOne-4]] > [[Close->49-2096-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Electrical and electronics installers and repairers must be able to identify the color-coded components that are often used in electronic equipment. Communication skills. Electrical and electronics installers and repairers work closely with customers, so they must listen to and understand customers' descriptions of problems and explain solutions in a simple, clear manner. Physical stamina. Some > [[< Previous->49-2096-HowToBecomeOne-3]] > [[Next >->49-2096-HowToBecomeOne-5]] > [[Close->49-2096-Detailed]]

electrical and electronics installers and repairers must stand at their station for their full shift, which can be tiring. Physical strength. Electrical and electronics installers and repairers may need to lift heavy parts during the repair process. Some components weigh over 50 pounds. Technical skills. Electrical and electronics installers and repairers use a variety of mechanical and diagnostic tools to install or repair equipment. Troubleshooting skills. Electrical and electronics installers and repairers must be able to identify problems with equipment and systems and make the > [[< Previous->49-2096-HowToBecomeOne-4]] > [[Next >->49-2096-HowToBecomeOne-6]] > [[Close->49-2096-Detailed]]

necessary repairs. > [[< Previous->49-2096-HowToBecomeOne-5]] > [[Close->49-2096-Detailed]]

majority of electrical and electronics installers and repairers work full time. > [[< Previous->49-2096-Pay-1]] > [[Close->49-2096-Detailed]]

decade, improvements in electrical and electronics equipment design and increased use of disposable tool parts are expected to dampen the need for electrical and electronics equipment installers and repairers. Upgrades to transportation electronics systems, such as those on trains, buses, and ships, will support demand for installers and repairers of this equipment. The automation and digital transformation of industrial control systems are expected to overtake the need for hard-wired electronics, which may limit the need for electrical and electronics repairers of commercial and industrial > [[< Previous->49-2096-JobOutlook-1]] > [[Next >->49-2096-JobOutlook-3]] > [[Close->49-2096-Detailed]]

- Inspect completed work to ensure that it meets performance standards - Keep records of maintenance and repair work Avionics technicians typically do the following: - Test electronic equipment using circuit testers, voltmeters, and other instruments - Interpret flight test data to diagnose malfunctions and performance problems - Repair or replace malfunctioning components - Assemble components, such as electrical controls and junction boxes, and install software - Install instrument panels, using handtools, power tools, and soldering irons > [[< Previous->49-3011-WhatTheyDo-1]] > [[Next >->49-3011-WhatTheyDo-3]] > [[Close->49-3011-Detailed]]

- Keep records of maintenance and repair work To keep aircraft operating safely and reliably, aircraft and avionics equipment mechanics and technicians perform scheduled maintenance, make repairs, and complete inspections. They follow detailed regulations set by the Federal Aviation Administration (FAA) that dictate maintenance schedules for different operations. Some mechanics and technicians are generalists and work on many different types of aircraft, such as airplanes, helicopters, and space vehicles. Others specialize in one section, such as the engine or hydraulic system, of a > [[< Previous->49-3011-WhatTheyDo-2]] > [[Next >->49-3011-WhatTheyDo-4]] > [[Close->49-3011-Detailed]]

particular type of aircraft. In independent repair shops, mechanics usually inspect and repair many types of aircraft. The following are examples of types of aircraft and avionics equipment mechanics and technicians: Airframe and powerplant (A&P) mechanics are certified generalist mechanics who repair and maintain most parts of an aircraft, including the engines, landing gear, and brakes. Some specialized activities require additional experience and certification. Avionics technicians are specialists who repair and maintain a plane's electronic systems, including radio communications > [[< Previous->49-3011-WhatTheyDo-3]] > [[Next >->49-3011-WhatTheyDo-5]] > [[Close->49-3011-Detailed]]

equipment and radar. Technicians who have an airframe rating may repair and maintain many avionics and flight instrument systems, but they also may need other licenses or certifications. Designated airworthiness representatives (DARs) examine, inspect, and test aircraft in order to issue airworthiness certificates, which aircraft must have to fly. There are two types of DARs: manufacturing DARs and maintenance DARs. Inspection authorized (IA) mechanics are A&P-certified mechanics who may inspect aircraft and return them to service. IA mechanics have the widest variety of maintenance and > [[< Previous->49-3011-WhatTheyDo-4]] > [[Next >->49-3011-WhatTheyDo-6]] > [[Close->49-3011-Detailed]]

# How to Become an Aircraft and Avionics Equipment Mechanic or Technician Aircraft and avionics equipment mechanics and technicians typically need postsecondary education, such as a certificate from a Federal Aviation Administration (FAA)-approved program. Some enter the occupation with an associate's degree; others have a high school diploma and train on the job or in the military. These workers typically are certified by the FAA. ### Education and Training Aircraft mechanics and service technicians typically enter the occupation after attending an FAA-approved aviation maintenance technician program. These programs award a certificate of completion that the FAA > [[Next >->49-3011-HowToBecomeOne-2]] > [[Close->49-3011-Detailed]]

recognizes as an alternative to the experience requirements stated in regulations. The programs also grant certificate holders the right to take the relevant FAA exams. Programs that are affiliated with community colleges offer students the opportunity to earn an associate's degree. Some aircraft mechanics and service technicians enter the occupation with a high school diploma or the equivalent. They train on the job or in the military to learn their skills and to be able to pass the FAA exams. Aviation maintenance personnel who are not certified by the FAA work under supervision of a > [[< Previous->49-3011-HowToBecomeOne-1]] > [[Next >->49-3011-HowToBecomeOne-3]] > [[Close->49-3011-Detailed]]

certified airframe and powerplant (A&P) mechanic until they have enough experience to sit for the FAA exams. ### Licenses, Certifications, and Registrations The FAA requires aircraft maintenance to be done either by a certified mechanic with the appropriate ratings or authorizations or by someone working under the supervision of such a mechanic. The FAA offers separate certificates for bodywork (airframe mechanics) and engine work (powerplant mechanics), but employers may prefer to hire mechanics who have both ratings (A&P). The A&P ratings generally certify that aviation mechanics meet > [[< Previous->49-3011-HowToBecomeOne-2]] > [[Next >->49-3011-HowToBecomeOne-4]] > [[Close->49-3011-Detailed]]

basic knowledge and ability standards. Mechanics must meet minimum requirements, including for age and experience, to qualify for either the A rating, the P rating, or the A&P rating. Completion of a program at an FAA-approved aviation maintenance technician school can substitute for the experience requirement and expedite the time for becoming eligible to take the FAA exams. The Inspection Authorization (IA) is available to A&P-certified mechanics who meet experience and other requirements. These mechanics are able to review and approve many major repairs and alterations. Avionics > [[< Previous->49-3011-HowToBecomeOne-3]] > [[Next >->49-3011-HowToBecomeOne-5]] > [[Close->49-3011-Detailed]]

technicians may be certified by their employer for the specific aircraft work they perform. Technicians may get optional certification to substitute for some experience. They also may hold the airframe rating to work on an aircraft's electronic and flight instrument systems. Information on certifications is available from CareerOneStop. Avionics technicians who work on communications equipment may need a license issued by the Federal Communications Commission (FCC). Information on state licensing board requirements is available from CareerOneStop. ### Advancement As aircraft mechanics and > [[< Previous->49-3011-HowToBecomeOne-4]] > [[Next >->49-3011-HowToBecomeOne-6]] > [[Close->49-3011-Detailed]]

service technicians gain experience, they might advance to become lead mechanics, lead inspectors, or shop supervisors. Opportunities to advance may be best for those who have an inspection authorization (IA). Mechanics with broad experience in maintenance and repair may become inspectors or examiners for the FAA. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Mechanics and technicians must adjust aircraft parts to > [[< Previous->49-3011-HowToBecomeOne-5]] > [[Next >->49-3011-HowToBecomeOne-7]] > [[Close->49-3011-Detailed]]

exact specifications. For example, they often use precision tools to tighten wheel bolts to a specified tension. Dexterity. Mechanics and technicians need to coordinate the movement of their fingers and hands in order to grasp, manipulate, or assemble parts. Mechanical skills. Mechanics and technicians must be able to understand and interpret manufacturer instructions to repair, replace, and assemble aircraft components. Observational skills. Mechanics and technicians must recognize engine noises, read gauges, and collect other information to determine whether an aircraft's systems are > [[< Previous->49-3011-HowToBecomeOne-6]] > [[Next >->49-3011-HowToBecomeOne-8]] > [[Close->49-3011-Detailed]]

working properly. Physical strength. Mechanics and technicians may carry or move heavy equipment or aircraft parts, climb on airplanes, balance, and reach without falling. Problem-solving skills. Mechanics and technicians must be able to diagnose problems with aircraft equipment and systems to determine the best way to repair them. > [[< Previous->49-3011-HowToBecomeOne-7]] > [[Close->49-3011-Detailed]]

# What Automotive Body and Glass Repairers Do Automotive body and glass repairers restore, refinish, and replace vehicle bodies and frames, windshields, and window glass. ### Duties Automotive body repairers typically do the following: - Review damage reports, prepare cost estimates, and plan work - Inspect cars for structural damage - Remove damaged body parts, including bumpers, fenders, hoods, grilles, and trim - Realign car frames and chassis to repair structural damage - Hammer out or patch dents, dimples, and other minor body damage - Fit, attach, and weld replacement parts into place > [[Next >->49-3021-WhatTheyDo-2]] > [[Close->49-3021-Detailed]]

- Sand, buff, and prime refurbished and repaired surfaces - Apply new finish to restored body parts Automotive glass installers and repairers typically do the following: - Examine damaged glass or windshields and assess repairability - Clean damaged areas and prepare the surfaces for repair - Stabilize chips and cracks with clear resin - Remove glass that cannot be repaired - Check windshield frames for rust - Clean windshield frames and prepare them for installation - Apply urethane sealant to the windshield frames - Install replacement glass > [[< Previous->49-3021-WhatTheyDo-1]] > [[Next >->49-3021-WhatTheyDo-3]] > [[Close->49-3021-Detailed]]

- Replace any parts removed prior to repairs Automotive body and glass repairers can repair most damage from vehicle collisions and make vehicles look and drive like new. Repairs may be minor, such as replacing a cracked windshield, or major, such as replacing an entire door panel. After a major collision, the underlying frame of a car can become weakened or compromised. Body repairers restore the structural integrity of car frames to manufacturer specifications. Body repairers use pneumatic tools and plasma cutters to remove damaged parts, such as bumpers and door panels. They also often > [[< Previous->49-3021-WhatTheyDo-2]] > [[Next >->49-3021-WhatTheyDo-4]] > [[Close->49-3021-Detailed]]

use heavy-duty hydraulic jacks and hammers for major structural repairs, such as aligning the body. For some work, they use common hand tools, such as metal files, pliers, wrenches, hammers, and screwdrivers. In some cases, body repairers complete an entire job by themselves. In other cases, especially in large shops, they use an assembly line approach in which they work as a team with each individual performing a specialized task. Although body repairers sometimes prime and paint repaired parts, painting and coating workers generally perform these tasks. Glass installers and repairers > [[< Previous->49-3021-WhatTheyDo-3]] > [[Next >->49-3021-WhatTheyDo-5]] > [[Close->49-3021-Detailed]]

often travel to the customer's location and perform their work in the field. They commonly use specialized tools such as vacuum pumps to fill windshield cracks and chips with a stabilizing resin. When windshields are badly damaged, they use knives to remove the damaged windshield, and then they secure the new windshield using a special urethane adhesive. > [[< Previous->49-3021-WhatTheyDo-4]] > [[Close->49-3021-Detailed]]

# Work Environment ### Work Environment Automotive body repairers work indoors in body shops, which are often noisy. Shops are typically well ventilated, so that dust and paint fumes can be dispersed. Repairers sometimes work in awkward and cramped positions, and their work can be physically demanding. Automotive glass installers and repairers often travel to the customer's location to repair damaged windshields and window glass. > [[Close->49-3021-Detailed]]

# How to Become an Automotive Body or Glass Repairer Most employers prefer to hire automotive body and glass repairers who have completed a training program in automotive body or glass repair. Still, many new body and glass repairers begin work without previous training. Industry certification is increasingly important. ### Education High school, trade and technical school, and community college programs in collision repair combine hands-on practice and technical instruction. Topics usually include electronics, repair cost estimation, and welding, all of which provide a strong educational foundation for a career as a body repairer. Trade and > [[Next >->49-3021-HowToBecomeOne-2]] > [[Close->49-3021-Detailed]]

technical school programs typically award certificates after 6 months to 1 year of study. Some community colleges offer 2-year programs in collision repair. Many of these schools also offer certificates for individual courses, so students can take classes part time or as needed. ### Training New workers typically begin their on-the-job training by helping an experienced body repairer with basic tasks, such as fixing minor dents. As they gain experience, they move on to more complex work, such as aligning car frames. Some body repairers may become trained in as little as 1 year, but they > [[< Previous->49-3021-HowToBecomeOne-1]] > [[Next >->49-3021-HowToBecomeOne-3]] > [[Close->49-3021-Detailed]]

generally need 2 or 3 years of hands-on training to become fully independent body repairers. Basic automotive glass installation and repair can be learned in as little as 6 months, but becoming fully independent can take up to a year of training. Workers who complete programs in collision repair often require significantly less on-the-job training. They typically advance to independent work more quickly than those who do not have the same level of education. Throughout their careers, body repairers need to continue their training to keep up with rapidly changing automotive technology and > [[< Previous->49-3021-HowToBecomeOne-2]] > [[Next >->49-3021-HowToBecomeOne-4]] > [[Close->49-3021-Detailed]]

materials. Body repairers are expected to develop their skills by reading technical manuals and by attending classes and seminars. Many employers regularly send workers to advanced training programs. ### Licenses, Certifications, and Registrations Although not required, certification is recommended because it shows competence and usually brings higher pay. In some instances it is required for advancement beyond entry-level work. Certification is a standard credential for body repairers. In addition, many vehicle and paint manufacturers have product certification programs that are used to > [[< Previous->49-3021-HowToBecomeOne-3]] > [[Next >->49-3021-HowToBecomeOne-5]] > [[Close->49-3021-Detailed]]

train body repairers in specific technologies and repair methods. Information on certifications is available from CareerOneStop. A few states require a license to perform automotive glass installation and repair. Check with your state for more information. Information on state licensing board requirements is available from CareerOneStop. ### Advancement Automotive body and glass repairers earn more money as they gain experience, and some may advance into management positions within body shops, especially those workers with 2 > [[< Previous->49-3021-HowToBecomeOne-4]] > [[Next >->49-3021-HowToBecomeOne-6]] > [[Close->49-3021-Detailed]]

- or 4-year degrees. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. Automotive body and glass repairers evaluate vehicle damage and determine necessary repair strategies. In some cases, they must decide if a vehicle is "totaled," or too damaged to justify the cost of repair. Customer-service skills. Automotive body and glass repairers discuss auto body and glass problems, along with options to fix them, with > [[< Previous->49-3021-HowToBecomeOne-5]] > [[Next >->49-3021-HowToBecomeOne-7]] > [[Close->49-3021-Detailed]]

customers. Workers must be courteous, good listeners, and ready to answer customers' questions. Detail oriented. Automotive body and glass repairers must pay close attention to detail. Restoring a damaged auto body or windshield requires workers to have a keen eye for even the smallest imperfection. Dexterity. Automotive body repairers' tasks, such as removing door panels, hammering out dents, and using hand tools to install parts, require a steady hand and good hand–eye coordination. Mechanical skills. Automotive body repairers must know which diagnostic, hydraulic, pneumatic, and > [[< Previous->49-3021-HowToBecomeOne-6]] > [[Next >->49-3021-HowToBecomeOne-8]] > [[Close->49-3021-Detailed]]

other power equipment and tools are appropriate for certain procedures and repairs. They must know how to apply the correct techniques and methods necessary to repair automobiles. Physical strength. Automotive body and glass repairers must sometimes lift heavy parts, such as door panels and windshields. Time-management skills. Automotive body and glass repairers must be timely in their repairs. For many people, their automobile is their primary mode of transportation. > [[< Previous->49-3021-HowToBecomeOne-7]] > [[Close->49-3021-Detailed]]

# Pay The median annual wage for automotive body and related repairers was $51,680 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,390, and the highest 10 percent earned more than $87,040. The median annual wage for automotive glass installers and repairers was $47,260 in May 2024. The lowest 10 percent earned less than $35,080, and the highest 10 percent earned more than $67,480. In May 2024, the median annual wages for automotive body and related repairers in > [[Next >->49-3021-Pay-2]] > [[Close->49-3021-Detailed]]

the top industries in which they worked were as follows: In May 2024, the median annual wages for automotive glass installers and repairers in the top industries in which they worked were as follows: The majority of repair shops and auto dealers pay automotive body and glass repairers on an incentive basis. In addition to receiving a guaranteed base salary, employers pay workers a set amount for completing various tasks. Their earnings depend on both the amount of work assigned and how fast they complete it. Most automotive body and glass repairers work full time. When shops have to > [[< Previous->49-3021-Pay-1]] > [[Next >->49-3021-Pay-3]] > [[Close->49-3021-Detailed]]

complete a backlog of work, overtime is common. This often includes working evenings and weekends. > [[< Previous->49-3021-Pay-2]] > [[Close->49-3021-Detailed]]

# Job Outlook Overall employment of automotive body and glass repairers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 16,000 openings for automotive body and glass repairers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Increasingly, new vehicles have a number of safety features and systems that are designed to prevent collisions. An expected reduction in accidents > [[Next >->49-3021-JobOutlook-2]] > [[Close->49-3021-Detailed]]

may limit demand for automotive body and glass repairers. However, these workers will be needed to work around an increasing number of cameras and sensors as they repair windshields, windows, and body damage. > [[< Previous->49-3021-JobOutlook-1]] > [[Close->49-3021-Detailed]]

- Sand, buff, and prime refurbished and repaired surfaces - Apply new finish to restored body parts Automotive glass installers and repairers typically do the following: - Examine damaged glass or windshields and assess repairability - Clean damaged areas and prepare the surfaces for repair - Stabilize chips and cracks with clear resin - Remove glass that cannot be repaired - Check windshield frames for rust - Clean windshield frames and prepare them for installation - Apply urethane sealant to the windshield frames - Install replacement glass > [[< Previous->49-3022-WhatTheyDo-1]] > [[Next >->49-3022-WhatTheyDo-3]] > [[Close->49-3022-Detailed]]

- Replace any parts removed prior to repairs Automotive body and glass repairers can repair most damage from vehicle collisions and make vehicles look and drive like new. Repairs may be minor, such as replacing a cracked windshield, or major, such as replacing an entire door panel. After a major collision, the underlying frame of a car can become weakened or compromised. Body repairers restore the structural integrity of car frames to manufacturer specifications. Body repairers use pneumatic tools and plasma cutters to remove damaged parts, such as bumpers and door panels. They also often > [[< Previous->49-3022-WhatTheyDo-2]] > [[Next >->49-3022-WhatTheyDo-4]] > [[Close->49-3022-Detailed]]

use heavy-duty hydraulic jacks and hammers for major structural repairs, such as aligning the body. For some work, they use common hand tools, such as metal files, pliers, wrenches, hammers, and screwdrivers. In some cases, body repairers complete an entire job by themselves. In other cases, especially in large shops, they use an assembly line approach in which they work as a team with each individual performing a specialized task. Although body repairers sometimes prime and paint repaired parts, painting and coating workers generally perform these tasks. Glass installers and repairers > [[< Previous->49-3022-WhatTheyDo-3]] > [[Next >->49-3022-WhatTheyDo-5]] > [[Close->49-3022-Detailed]]

technical school programs typically award certificates after 6 months to 1 year of study. Some community colleges offer 2-year programs in collision repair. Many of these schools also offer certificates for individual courses, so students can take classes part time or as needed. ### Training New workers typically begin their on-the-job training by helping an experienced body repairer with basic tasks, such as fixing minor dents. As they gain experience, they move on to more complex work, such as aligning car frames. Some body repairers may become trained in as little as 1 year, but they > [[< Previous->49-3022-HowToBecomeOne-1]] > [[Next >->49-3022-HowToBecomeOne-3]] > [[Close->49-3022-Detailed]]

generally need 2 or 3 years of hands-on training to become fully independent body repairers. Basic automotive glass installation and repair can be learned in as little as 6 months, but becoming fully independent can take up to a year of training. Workers who complete programs in collision repair often require significantly less on-the-job training. They typically advance to independent work more quickly than those who do not have the same level of education. Throughout their careers, body repairers need to continue their training to keep up with rapidly changing automotive technology and > [[< Previous->49-3022-HowToBecomeOne-2]] > [[Next >->49-3022-HowToBecomeOne-4]] > [[Close->49-3022-Detailed]]

materials. Body repairers are expected to develop their skills by reading technical manuals and by attending classes and seminars. Many employers regularly send workers to advanced training programs. ### Licenses, Certifications, and Registrations Although not required, certification is recommended because it shows competence and usually brings higher pay. In some instances it is required for advancement beyond entry-level work. Certification is a standard credential for body repairers. In addition, many vehicle and paint manufacturers have product certification programs that are used to > [[< Previous->49-3022-HowToBecomeOne-3]] > [[Next >->49-3022-HowToBecomeOne-5]] > [[Close->49-3022-Detailed]]

train body repairers in specific technologies and repair methods. Information on certifications is available from CareerOneStop. A few states require a license to perform automotive glass installation and repair. Check with your state for more information. Information on state licensing board requirements is available from CareerOneStop. ### Advancement Automotive body and glass repairers earn more money as they gain experience, and some may advance into management positions within body shops, especially those workers with 2 > [[< Previous->49-3022-HowToBecomeOne-4]] > [[Next >->49-3022-HowToBecomeOne-6]] > [[Close->49-3022-Detailed]]

- or 4-year degrees. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical-thinking skills. Automotive body and glass repairers evaluate vehicle damage and determine necessary repair strategies. In some cases, they must decide if a vehicle is "totaled," or too damaged to justify the cost of repair. Customer-service skills. Automotive body and glass repairers discuss auto body and glass problems, along with options to fix them, with > [[< Previous->49-3022-HowToBecomeOne-5]] > [[Next >->49-3022-HowToBecomeOne-7]] > [[Close->49-3022-Detailed]]

customers. Workers must be courteous, good listeners, and ready to answer customers' questions. Detail oriented. Automotive body and glass repairers must pay close attention to detail. Restoring a damaged auto body or windshield requires workers to have a keen eye for even the smallest imperfection. Dexterity. Automotive body repairers' tasks, such as removing door panels, hammering out dents, and using hand tools to install parts, require a steady hand and good hand–eye coordination. Mechanical skills. Automotive body repairers must know which diagnostic, hydraulic, pneumatic, and > [[< Previous->49-3022-HowToBecomeOne-6]] > [[Next >->49-3022-HowToBecomeOne-8]] > [[Close->49-3022-Detailed]]

the top industries in which they worked were as follows: In May 2024, the median annual wages for automotive glass installers and repairers in the top industries in which they worked were as follows: The majority of repair shops and auto dealers pay automotive body and glass repairers on an incentive basis. In addition to receiving a guaranteed base salary, employers pay workers a set amount for completing various tasks. Their earnings depend on both the amount of work assigned and how fast they complete it. Most automotive body and glass repairers work full time. When shops have to > [[< Previous->49-3022-Pay-1]] > [[Next >->49-3022-Pay-3]] > [[Close->49-3022-Detailed]]

complete a backlog of work, overtime is common. This often includes working evenings and weekends. > [[< Previous->49-3022-Pay-2]] > [[Close->49-3022-Detailed]]

# What Automotive Service Technicians and Mechanics Do Automotive service technicians and mechanics, often called service technicians or service techs, inspect, maintain, and repair cars and light trucks. ### Duties Automotive service technicians and mechanics typically do the following: - Identify problems, often by using computerized diagnostic equipment - Test parts and systems to ensure that they work properly - Perform basic care and maintenance, including changing oil, checking fluid levels, and rotating tires - Repair or replace worn parts, such as brake pads, wheel bearings, and sensors > [[Next >->49-3023-WhatTheyDo-2]] > [[Close->49-3023-Detailed]]

- Perform repairs to manufacturer and customer specifications - Document repairs and maintenance performed, including parts used, hours worked, and vehicle condition > [[< Previous->49-3023-WhatTheyDo-1]] > [[Next >->49-3023-WhatTheyDo-3]] > [[Close->49-3023-Detailed]]

- Explain automotive problems and repairs to clients Although service technicians work on traditional mechanical systems, such as engines, transmissions, and drivebelts, they also must be familiar with electronic systems and sensors, such as those used for braking, transmission, and accident avoidance. Some technicians primarily focus on electric vehicles. Those who work on electric vehicles perform routine maintenance and identify issues related to battery performance, regenerative braking systems, and electric motor efficiency. Service technicians use many different tools, including > [[< Previous->49-3023-WhatTheyDo-2]] > [[Next >->49-3023-WhatTheyDo-4]] > [[Close->49-3023-Detailed]]

computerized diagnostic tools and power tools, such as pneumatic wrenches, lathes, welding torches, and jacks and hoists. These tools usually are owned by their employers. Service technicians also use many common hand tools, such as wrenches, pliers, and sockets and ratchets. Service technicians typically own these tools themselves. These workers must follow safety procedures and environmental regulations, such as when dealing with high-voltage electric vehicle systems or when disposing of oil or other hazardous materials. The following are examples of types of service > [[< Previous->49-3023-WhatTheyDo-3]] > [[Next >->49-3023-WhatTheyDo-5]] > [[Close->49-3023-Detailed]]

technicians: Automotive air-conditioning technicians install and repair air-conditioners and parts, such as compressors, condensers, and controls. These workers must be trained and certified in handling refrigerants. Brake technicians diagnose brake system problems, adjust brakes, replace brake rotors and pads, and make other repairs on brake systems. Some technicians specialize in both brake and front-end work. (See "Front-end technicians.") Diagnostic technicians use their extensive knowledge of engine management and fuel, electrical, ignition, and emissions systems to diagnose issues > [[< Previous->49-3023-WhatTheyDo-4]] > [[Next >->49-3023-WhatTheyDo-6]] > [[Close->49-3023-Detailed]]

that prevent engines from performing efficiently. They often use the onboard diagnostic system of a car and electronic testing equipment, such as scan tools and multimeters, to find the malfunction. Front-end technicians diagnose ride, handling, and tire wear problems. To correct these problems, they frequently use special alignment equipment and wheel-balancing machines. Transmission technicians and rebuilders work on gear trains, couplings, hydraulic pumps, and other parts of transmissions. An extensive knowledge of computer controls and the ability to diagnose electrical and hydraulic > [[< Previous->49-3023-WhatTheyDo-5]] > [[Next >->49-3023-WhatTheyDo-7]] > [[Close->49-3023-Detailed]]

problems are needed to work on these complex components. Technicians who specialize in diesel engines are described in the diesel service technicians and mechanics profile. Technicians who work on farm equipment, construction vehicles, and railcars are described in the heavy vehicle and mobile equipment service technicians profile. Technicians who repair and service motorcycles, motorboats, and small all-terrain vehicles are described in the profile on small engine mechanics. > [[< Previous->49-3023-WhatTheyDo-6]] > [[Close->49-3023-Detailed]]

# Work Environment ### Work Environment Automotive service technicians and mechanics usually work in well-ventilated and well-lit repair shops. Although technicians often identify and fix automotive problems with computers, they commonly work with greasy parts and tools, sometimes in uncomfortable positions. Most work full-time, which may include evenings or weekends. > [[Close->49-3023-Detailed]]

# How to Become an Automotive Service Technician or Mechanic Automotive service technicians and mechanics typically complete a program in automotive service technology or a related field. However, some workers enter the occupation with a high school diploma and learn on the job. Certification may be required. ### Education Students interested in becoming an automotive service technician or mechanic may benefit from taking high school courses in automotive repair, electronics, computers, and mathematics. High schools, community colleges, and technical institutes offer programs in automotive service technology and related fields. These programs usually > [[Next >->49-3023-HowToBecomeOne-2]] > [[Close->49-3023-Detailed]]

provide intensive career preparation through classroom instruction and hands-on practice, and they may result in earning a certificate or an associate's degree. Some programs are sponsored by automobile manufacturers or dealers and focus on repairing a specific type of vehicle; others may focus on a particular subject, such as brake maintenance or engine performance. Some service technicians enter the occupation without having completed an education program in automotive service technology. These workers usually learn their skills through on-the-job training. ### Training Automotive service > [[< Previous->49-3023-HowToBecomeOne-1]] > [[Next >->49-3023-HowToBecomeOne-3]] > [[Close->49-3023-Detailed]]

technicians and mechanics typically receive at least some training on the job. The amount of training can vary. Those who have graduated from automotive service technology programs may require a relatively short period of on-the-job training. Workers who enter the occupation without having completed a program in automotive service technology usually require longer training periods. These workers may start as trainee technicians, technicians' helpers, or lubrication workers. They gradually acquire more knowledge and skill by working with experienced mechanics and technicians. Some workers > [[< Previous->49-3023-HowToBecomeOne-2]] > [[Next >->49-3023-HowToBecomeOne-4]] > [[Close->49-3023-Detailed]]

may complete an apprenticeship program, which usually combines paid on-the-job training with technical instruction. ### Licenses, Certifications, and Registrations The U.S. Environmental Protection Agency (EPA) requires all technicians who buy or work with refrigerants to be certified in proper refrigerant handling. No formal test preparation is required, but many trade schools, unions, and employer associations offer training programs designed for the EPA exam. More information on refrigerant certification is available from the U.S. Environmental Protection Agency. Employers may require or > [[< Previous->49-3023-HowToBecomeOne-3]] > [[Next >->49-3023-HowToBecomeOne-5]] > [[Close->49-3023-Detailed]]

prefer that their service technicians become certified, and some employers will pay for their workers to earn relevant certifications. Having industry certifications demonstrates competence and may bring higher pay. There are multiple automobile specialty areas for certification, such as automatic transmission/transaxle, brakes, and electrical/electronic systems. To become certified, technicians typically must have previous experience and must pass an exam. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that > [[< Previous->49-3023-HowToBecomeOne-4]] > [[Next >->49-3023-HowToBecomeOne-6]] > [[Close->49-3023-Detailed]]

are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Service technicians discuss automotive problems - along with options to fix them > [[< Previous->49-3023-HowToBecomeOne-5]] > [[Next >->49-3023-HowToBecomeOne-7]] > [[Close->49-3023-Detailed]]

- with their customers. These workers must be courteous, good listeners, and ready to answer customers' questions. Detail oriented. Service technicians must be aware of small details when inspecting or repairing vehicle systems, because mechanical and electronic malfunctions are often caused by misalignments or other easy-to-miss causes. Dexterity. Service technicians perform many tasks that require steady hands and good hand–eye coordination, such as assembling or attaching components and subassemblies. Mechanical skills. Service technicians must be familiar with vehicle components > [[< Previous->49-3023-HowToBecomeOne-6]] > [[Next >->49-3023-HowToBecomeOne-8]] > [[Close->49-3023-Detailed]]

and systems and know how they interact with each other. They often must disassemble major parts for repairs and be able to put them back together properly. Physical strength. Service technicians must sometimes lift and maneuver heavy parts, such as tires and body panels. Problem-solving skills. Service technicians use diagnostic equipment on vehicle systems and components to identify and fix issues in increasingly complicated mechanical and electronic systems. They must be familiar with electronic control systems and the appropriate tools needed to fix and maintain them. > [[< Previous->49-3023-HowToBecomeOne-7]] > [[Close->49-3023-Detailed]]

# Pay The median annual wage for automotive service technicians and mechanics was $49,670 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $33,660, and the highest 10 percent earned more than $80,850. In May 2024, the median annual wages for automotive service technicians and mechanics in the top industries in which they worked were as follows: Some repair shops pay technicians on an hourly basis, while others pay them based on the amount of work completed. Most service > [[Next >->49-3023-Pay-2]] > [[Close->49-3023-Detailed]]

technicians work full time. Evening or weekend work may be required. > [[< Previous->49-3023-Pay-1]] > [[Close->49-3023-Detailed]]

# Job Outlook Employment of automotive service technicians and mechanics is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 70,000 openings for automotive service technicians and mechanics are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The number of vehicles in use is expected to continue rising over the projections decade, and service technicians will be needed to > [[Next >->49-3023-JobOutlook-2]] > [[Close->49-3023-Detailed]]

maintain and repair them. Many owners are keeping their vehicles longer, which should support demand for these workers to provide the servicing that older vehicles often require. The increased demand for calibrations and repairs for advanced safety systems will also support demand for these workers. However, the increasing prevalence of electric vehicles, which require less maintenance and repair, may limit some of the future demand for these workers. > [[< Previous->49-3023-JobOutlook-1]] > [[Close->49-3023-Detailed]]

# What Diesel Service Technicians and Mechanics Do Diesel service technicians and mechanics (also known as diesel technicians) inspect, repair, or overhaul buses and trucks, or maintain and repair any type of diesel engine. ### Duties Diesel service technicians and mechanics typically do the following: - Consult with customers, read work orders, and determine work required - Plan work procedures, using technical charts and manuals - Inspect brake systems, steering mechanisms, transmissions, engines, and other parts of vehicles - Follow checklists to ensure that all critical parts are examined > [[Next >->49-3031-WhatTheyDo-2]] > [[Close->49-3031-Detailed]]

- Read and interpret diagnostic test results to identify mechanical problems - Repair or replace malfunctioning components, parts, and other mechanical or electrical equipment - Perform basic care and maintenance, including changing oil, checking fluid levels, and rotating tires > [[< Previous->49-3031-WhatTheyDo-1]] > [[Next >->49-3031-WhatTheyDo-3]] > [[Close->49-3031-Detailed]]

- Test-drive vehicles to ensure that they run smoothly Because of their efficiency and durability, diesel engines have become the standard in powering trucks and buses. Other heavy vehicles and mobile equipment, including bulldozers and cranes, also are powered by diesel engines, as are many commercial boats and some passenger vehicles and pickups. Diesel technicians make major and minor engine repairs, and work on a vehicle's electrical and exhaust systems to comply with pollution regulations. Diesel engine maintenance and repair is becoming more complex as engines and other components > [[< Previous->49-3031-WhatTheyDo-2]] > [[Next >->49-3031-WhatTheyDo-4]] > [[Close->49-3031-Detailed]]

use more electronic systems to control their operation. For example, fuel injection and engine timing systems rely on microprocessors to maximize fuel efficiency and minimize harmful emissions. In most shops, workers often use hand-held or laptop computers to diagnose problems and adjust engine functions. Diesel technicians also use a variety of power and machine tools, such as pneumatic wrenches, lathes, grinding machines, and welding equipment. Hand tools, including pliers, sockets and ratchets, and screwdrivers, are commonly used. Employers typically provide expensive power tools and > [[< Previous->49-3031-WhatTheyDo-3]] > [[Next >->49-3031-WhatTheyDo-5]] > [[Close->49-3031-Detailed]]

computerized equipment, but workers generally acquire their own hand tools over time. Technicians and mechanics who work primarily on automobiles are described in the profile on automotive service technicians and mechanics. Technicians and mechanics who work primarily on farm equipment, construction vehicles, and railcars, are described in the profile on heavy vehicle and mobile equipment service technicians. Technicians and mechanics who work primarily on motorboats, motorcycles, and small all-terrain vehicles are described in the small engine mechanics profile. > [[< Previous->49-3031-WhatTheyDo-4]] > [[Close->49-3031-Detailed]]

# Work Environment ### Work Environment Diesel service technicians and mechanics usually work in well-ventilated and sometimes noisy repair shops. They occasionally repair vehicles on roadsides or at worksites. Most diesel technicians work full time, and overtime and evening shifts are common. > [[Close->49-3031-Detailed]]

# How to Become a Diesel Service Technician or Mechanic Although most diesel technicians learn on the job after a high school education, employers are increasingly preferring applicants who have completed postsecondary training programs in diesel engine repair. In addition, obtaining industry certification may be helpful because certification demonstrates a diesel technician's competence and experience. ### Education Most employers require a high school diploma or equivalent. High school or postsecondary courses in automotive repair, electronics, and mathematics provide a strong educational background for a career as a diesel technician. Some > [[Next >->49-3031-HowToBecomeOne-2]] > [[Close->49-3031-Detailed]]

employers prefer to hire workers with postsecondary education in diesel engine repair. Many community colleges and trade and vocational schools offer certificate or degree programs in diesel engine repair. These degree programs mix classroom instruction with hands-on training and include learning the basics of diesel technology, repair techniques and equipment, and practical exercises. Students also learn how to interpret technical manuals and electronic diagnostic reports. ### Training Diesel technicians who begin working without any postsecondary education are trained extensively on the > [[< Previous->49-3031-HowToBecomeOne-1]] > [[Next >->49-3031-HowToBecomeOne-3]] > [[Close->49-3031-Detailed]]

job. Trainees are assigned basic tasks, such as cleaning parts, checking fuel and oil levels, and driving vehicles in and out of the shop. After they learn routine maintenance and repair tasks and demonstrate competence, trainees move on to more complicated subjects, such as vehicle diagnostics. This process can take from 3 to 4 years, at which point a trainee is usually considered a journey-level diesel technician. Over the course of their careers, diesel technicians must learn to use new techniques and equipment. Employers often send experienced technicians to special training classes > [[< Previous->49-3031-HowToBecomeOne-2]] > [[Next >->49-3031-HowToBecomeOne-4]] > [[Close->49-3031-Detailed]]

conducted by manufacturers and vendors to learn about the latest diesel technology. ### Licenses, Certifications, and Registrations Although not required, this certification demonstrates a diesel technician's competence and experience to potential employers and clients, and often brings higher pay. Diesel technicians may be certified in specific repair areas, such as drivetrains, electronic systems, and preventative maintenance and inspection. To earn certification, technicians must have 2 years of work experience and pass one or more exams. To remain certified, diesel technicians must pass > [[< Previous->49-3031-HowToBecomeOne-3]] > [[Next >->49-3031-HowToBecomeOne-5]] > [[Close->49-3031-Detailed]]

a recertification exam every 5 years. Information on certifications is available from CareerOneStop. Many diesel technicians are required to have a commercial driver's license so that they may test-drive buses and large trucks. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Diesel technicians frequently discuss automotive problems and necessary repairs with their customers. They must be courteous, good > [[< Previous->49-3031-HowToBecomeOne-4]] > [[Next >->49-3031-HowToBecomeOne-6]] > [[Close->49-3031-Detailed]]

listeners, and ready to answer customers' questions. Detail oriented. Diesel technicians must be aware of small details when inspecting or repairing engines and components, because mechanical and electronic malfunctions are often due to misalignments and other easy-to-miss causes. Dexterity. Mechanics need a steady hand and good hand–eye coordination for many tasks, such as disassembling engine parts, connecting or attaching components, and using hand tools. Mechanical skills. Diesel technicians must be familiar with engine components and systems and know how they interact with each > [[< Previous->49-3031-HowToBecomeOne-5]] > [[Next >->49-3031-HowToBecomeOne-7]] > [[Close->49-3031-Detailed]]

other. They often disassemble major parts for repairs, and they must be able to put them back together properly. Organizational skills. Diesel technicians must keep workspaces clean and organized in order to maintain safety and accountability for parts. Physical strength. Diesel technicians often lift heavy parts and tools, such as exhaust system components and pneumatic wrenches. Troubleshooting skills. Diesel technicians use diagnostic equipment on engine systems and components in order to identify and fix problems in mechanical and electronic systems. They must be familiar with > [[< Previous->49-3031-HowToBecomeOne-6]] > [[Next >->49-3031-HowToBecomeOne-8]] > [[Close->49-3031-Detailed]]

electronic control systems and the appropriate tools needed to fix and maintain them. > [[< Previous->49-3031-HowToBecomeOne-7]] > [[Close->49-3031-Detailed]]

# Pay The median annual wage for diesel service technicians and mechanics was $60,640 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $41,670, and the highest 10 percent earned more than $85,980. In May 2024, the median annual wages for diesel service technicians and mechanics in the top industries in which they worked were as follows: Many diesel technicians, especially those employed by truck fleet dealers and repair shops, receive a commission in addition to their > [[Next >->49-3031-Pay-2]] > [[Close->49-3031-Detailed]]

base salary. Most diesel technicians work full time. Overtime is common, as many repair shops extend their service hours during evenings and weekends. In addition, some truck and bus repair shops provide 24-hour maintenance and repair services. > [[< Previous->49-3031-Pay-1]] > [[Close->49-3031-Detailed]]

# Job Outlook Employment of diesel service technicians and mechanics is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 26,500 openings for diesel service technicians and mechanics are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for these workers may be reduced as more firms turn away from diesel-powered trucks and vehicles in favor of those that require less > [[Next >->49-3031-JobOutlook-2]] > [[Close->49-3031-Detailed]]

maintenance and repair. For example, trucks used for short-haul transportation, such as local delivery services, are expected to increasingly be electric. However, as more freight is shipped across the country, diesel-powered trucks will continue to be needed to carry freight wherever trains and pipelines are neither available nor economical. In addition, aging vehicles with diesel engines are likely to require more maintenance and repair, supporting the need for diesel technicians. > [[< Previous->49-3031-JobOutlook-1]] > [[Close->49-3031-Detailed]]

# What Heavy Vehicle and Mobile Equipment Service Technicians Do Heavy vehicle and mobile equipment service technicians, also called mechanics, inspect, maintain, and repair vehicles and machinery used in construction, farming, rail transportation, and other industries. ### Duties Heavy vehicle and mobile equipment service technicians typically do the following: - Consult equipment operating manuals, blueprints, and drawings - Perform scheduled maintenance, such as cleaning and lubricating parts - Diagnose and identify malfunctions, using computerized tools and equipment > [[Next >->49-3041-WhatTheyDo-2]] > [[Close->49-3041-Detailed]]

- Inspect, repair, and replace defective or worn parts, such as bearings, pistons, and gears - Overhaul and test major components, such as engines, hydraulic systems, and electrical systems - Disassemble and reassemble heavy equipment and components - Travel to worksites to repair large equipment, such as cranes > [[< Previous->49-3041-WhatTheyDo-1]] > [[Next >->49-3041-WhatTheyDo-3]] > [[Close->49-3041-Detailed]]

- Maintain logs of equipment condition and work performed Heavy vehicles and mobile equipment are critical to many industrial activities, including construction and railroad transportation. Various types of equipment, such as tractors, cranes, and bulldozers, are used to haul materials, till land, lift beams, and dig earth to pave the way for development and construction. Heavy vehicle and mobile equipment service technicians repair and maintain engines, hydraulic systems, transmissions, and electrical systems of agricultural, industrial, construction, and rail equipment. They ensure the > [[< Previous->49-3041-WhatTheyDo-2]] > [[Next >->49-3041-WhatTheyDo-4]] > [[Close->49-3041-Detailed]]

performance and safety of fuel lines, brakes, and other systems. These service technicians use diagnostic computers and equipment to identify problems and make adjustments or repairs. For example, they may use an oscilloscope to observe the signals produced by electronic components. Service technicians also use many different power and machine tools, including pneumatic wrenches, lathes, and welding equipment. A pneumatic tool, such as an impact wrench, is a tool powered by compressed air. Service technicians also use many different hand tools, such as screwdrivers, pliers, and wrenches, to > [[< Previous->49-3041-WhatTheyDo-3]] > [[Next >->49-3041-WhatTheyDo-5]] > [[Close->49-3041-Detailed]]

work on small parts and in hard-to-reach areas. They generally purchase these tools over the course of their careers, often investing thousands of dollars in their inventory. After identifying malfunctioning equipment, service technicians repair, replace, and recalibrate components such as hydraulic pumps and spark plugs. Doing this may involve disassembling and reassembling major equipment or making adjustments through an onboard computer program. The following are examples of types of heavy vehicle and mobile equipment service technicians: Farm equipment mechanics and service technicians > [[< Previous->49-3041-WhatTheyDo-4]] > [[Next >->49-3041-WhatTheyDo-6]] > [[Close->49-3041-Detailed]]

service and repair farm equipment, such as tractors and harvesters. They also work on smaller consumer-grade lawn and garden tractors. Most work for dealer repair shops, where farmers increasingly send their equipment for maintenance. Mobile heavy equipment mechanics repair and maintain construction and surface mining equipment, such as bulldozers, cranes, graders, and excavators. Most work for governments, equipment rental and leasing shops, and large construction and mining companies. Rail car repairers specialize in servicing railroad locomotives, subway cars, and other rolling stock. > [[< Previous->49-3041-WhatTheyDo-5]] > [[Next >->49-3041-WhatTheyDo-7]] > [[Close->49-3041-Detailed]]

They usually work for railroads, public and private transit companies, and railcar manufacturers. Mechanics who work primarily on automobiles are described in the profile on automotive service technicians and mechanics. Mechanics who work primarily on large trucks and buses are described in the profile on diesel service technicians and mechanics. Mechanics who work primarily on motorboats, motorcycles, and small all-terrain vehicles are described in the profile on small engine mechanics. > [[< Previous->49-3041-WhatTheyDo-6]] > [[Close->49-3041-Detailed]]

# Work Environment ### Work Environment Service technicians usually work indoors in noisy repair shops. They often lift heavy parts and tools, handle greasy and dirty equipment, and stand or lie in uncomfortable positions. Most service technicians work full time, and many work evenings and weekends. > [[Close->49-3041-Detailed]]

# How to Become a Heavy Vehicle or Mobile Equipment Service Technician Most heavy vehicle and mobile equipment service technicians have a high school diploma or equivalent. Because vehicle and equipment technology is increasingly sophisticated and computerized, some employers prefer to hire service technicians who have completed a formal training program at a postsecondary institution. ### Education Most heavy vehicle and mobile equipment service technicians have a high school diploma or equivalent. High school courses in automotive repair, electronics, physics, and welding provide a strong foundation for a service technician's career. However, high school > [[Next >->49-3041-HowToBecomeOne-2]] > [[Close->49-3041-Detailed]]

graduates often need further training to become fully qualified. Completing a vocational or other postsecondary training program in diesel technology or heavy equipment mechanics is increasingly considered the best preparation for some entry-level positions. Offered by vocational schools and community colleges, these programs cover the basics of diagnostic techniques, electronics, and other related subjects. Each program may last 1 to 2 years and lead to a certificate of completion. Other programs, which lead to associate's degrees, generally take 2 years to complete. ### > [[< Previous->49-3041-HowToBecomeOne-1]] > [[Next >->49-3041-HowToBecomeOne-3]] > [[Close->49-3041-Detailed]]

Training Entry-level workers with no formal background in heavy vehicle repair often receive a few months of on-the-job training before they begin performing routine service tasks and making minor repairs. Trainees advance to more complex work as they show competence, and they usually become fully qualified after 3 to 4 years of work. Service technicians who have completed a postsecondary training program in diesel technology or heavy equipment mechanics typically require less on-the-job training. Many employers send new service technicians to training sessions conducted by equipment > [[< Previous->49-3041-HowToBecomeOne-2]] > [[Next >->49-3041-HowToBecomeOne-4]] > [[Close->49-3041-Detailed]]

manufacturers. Training sessions may focus on particular components and technologies or particular types of equipment. ### Licenses, Certifications, and Registrations Some manufacturers offer certification in specific repair methods or equipment. Although not required, certification can demonstrate a service technician's competence and usually commands higher pay. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Dexterity. Heavy vehicle > [[< Previous->49-3041-HowToBecomeOne-3]] > [[Next >->49-3041-HowToBecomeOne-5]] > [[Close->49-3041-Detailed]]

and mobile equipment service technicians must perform many tasks, such as disassembling engine parts, connecting or attaching components, and using hand tools, with a steady hand and good hand-eye coordination. Mechanical skills. Heavy vehicle and mobile equipment service technicians must be familiar with engine components and systems and know how they interact with each other. They must often disassemble major parts for repairs and be able to reassemble them. Organizational skills. Heavy vehicle and mobile equipment service technicians must maintain accurate service records and parts > [[< Previous->49-3041-HowToBecomeOne-4]] > [[Next >->49-3041-HowToBecomeOne-6]] > [[Close->49-3041-Detailed]]

inventories. Physical strength. Heavy vehicle and mobile equipment service technicians must be able to lift and move heavy equipment, tools, and parts without risking injury. Troubleshooting skills. Heavy vehicle and mobile equipment service technicians must be familiar with diagnostic equipment to find the source of malfunctions. > [[< Previous->49-3041-HowToBecomeOne-5]] > [[Close->49-3041-Detailed]]

# Pay The median annual wage for heavy vehicle and mobile equipment service technicians was $62,740 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $43,630, and the highest 10 percent earned more than $89,920. Median annual wages for heavy vehicle and mobile equipment service technicians in May 2024 were as follows: In May 2024, the median annual wages for heavy vehicle and mobile equipment service technicians in the top industries in which they worked were as > [[Next >->49-3041-Pay-2]] > [[Close->49-3041-Detailed]]

follows: Most heavy vehicle and mobile equipment service technicians work full time, and many work evenings or weekends. Overtime is common. Farm equipment mechanics' work varies by time of the year. During busy planting and harvesting seasons, for example, mechanics often work six or seven 12-hour days per week. In the winter months, however, they may work less than full time. > [[< Previous->49-3041-Pay-1]] > [[Close->49-3041-Detailed]]

# Job Outlook Overall employment of heavy vehicle and mobile equipment service technicians is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 21,700 openings for heavy vehicle and mobile equipment service technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of heavy vehicle and mobile equipment service technicians varies by occupation (see > [[Next >->49-3041-JobOutlook-2]] > [[Close->49-3041-Detailed]]

table). As the stock of heavy vehicles and mobile equipment continues to increase, more service technicians are expected to be needed to maintain it. Agricultural production requires the use of increasingly complex software-driven farm equipment, which is expected to create strong demand for farm equipment mechanics and service technicians to maintain and to train customers in its use. Population and business growth is expected to result in greater demand for new houses, buildings, and infrastructure, which in turn may require more mobile heavy equipment mechanics to service equipment used > [[< Previous->49-3041-JobOutlook-1]] > [[Next >->49-3041-JobOutlook-3]] > [[Close->49-3041-Detailed]]

in the construction industry. Rail car repairers will continue to be needed to service trains used for freight transportation. In addition, public transit agencies will rely on these workers to maintain their rail fleets. > [[< Previous->49-3041-JobOutlook-2]] > [[Close->49-3041-Detailed]]

- Inspect, repair, and replace defective or worn parts, such as bearings, pistons, and gears - Overhaul and test major components, such as engines, hydraulic systems, and electrical systems - Disassemble and reassemble heavy equipment and components - Travel to worksites to repair large equipment, such as cranes > [[< Previous->49-3042-WhatTheyDo-1]] > [[Next >->49-3042-WhatTheyDo-3]] > [[Close->49-3042-Detailed]]

- Maintain logs of equipment condition and work performed Heavy vehicles and mobile equipment are critical to many industrial activities, including construction and railroad transportation. Various types of equipment, such as tractors, cranes, and bulldozers, are used to haul materials, till land, lift beams, and dig earth to pave the way for development and construction. Heavy vehicle and mobile equipment service technicians repair and maintain engines, hydraulic systems, transmissions, and electrical systems of agricultural, industrial, construction, and rail equipment. They ensure the > [[< Previous->49-3042-WhatTheyDo-2]] > [[Next >->49-3042-WhatTheyDo-4]] > [[Close->49-3042-Detailed]]

performance and safety of fuel lines, brakes, and other systems. These service technicians use diagnostic computers and equipment to identify problems and make adjustments or repairs. For example, they may use an oscilloscope to observe the signals produced by electronic components. Service technicians also use many different power and machine tools, including pneumatic wrenches, lathes, and welding equipment. A pneumatic tool, such as an impact wrench, is a tool powered by compressed air. Service technicians also use many different hand tools, such as screwdrivers, pliers, and wrenches, to > [[< Previous->49-3042-WhatTheyDo-3]] > [[Next >->49-3042-WhatTheyDo-5]] > [[Close->49-3042-Detailed]]

work on small parts and in hard-to-reach areas. They generally purchase these tools over the course of their careers, often investing thousands of dollars in their inventory. After identifying malfunctioning equipment, service technicians repair, replace, and recalibrate components such as hydraulic pumps and spark plugs. Doing this may involve disassembling and reassembling major equipment or making adjustments through an onboard computer program. The following are examples of types of heavy vehicle and mobile equipment service technicians: Farm equipment mechanics and service technicians > [[< Previous->49-3042-WhatTheyDo-4]] > [[Next >->49-3042-WhatTheyDo-6]] > [[Close->49-3042-Detailed]]

service and repair farm equipment, such as tractors and harvesters. They also work on smaller consumer-grade lawn and garden tractors. Most work for dealer repair shops, where farmers increasingly send their equipment for maintenance. Mobile heavy equipment mechanics repair and maintain construction and surface mining equipment, such as bulldozers, cranes, graders, and excavators. Most work for governments, equipment rental and leasing shops, and large construction and mining companies. Rail car repairers specialize in servicing railroad locomotives, subway cars, and other rolling stock. > [[< Previous->49-3042-WhatTheyDo-5]] > [[Next >->49-3042-WhatTheyDo-7]] > [[Close->49-3042-Detailed]]

graduates often need further training to become fully qualified. Completing a vocational or other postsecondary training program in diesel technology or heavy equipment mechanics is increasingly considered the best preparation for some entry-level positions. Offered by vocational schools and community colleges, these programs cover the basics of diagnostic techniques, electronics, and other related subjects. Each program may last 1 to 2 years and lead to a certificate of completion. Other programs, which lead to associate's degrees, generally take 2 years to complete. ### > [[< Previous->49-3042-HowToBecomeOne-1]] > [[Next >->49-3042-HowToBecomeOne-3]] > [[Close->49-3042-Detailed]]

Training Entry-level workers with no formal background in heavy vehicle repair often receive a few months of on-the-job training before they begin performing routine service tasks and making minor repairs. Trainees advance to more complex work as they show competence, and they usually become fully qualified after 3 to 4 years of work. Service technicians who have completed a postsecondary training program in diesel technology or heavy equipment mechanics typically require less on-the-job training. Many employers send new service technicians to training sessions conducted by equipment > [[< Previous->49-3042-HowToBecomeOne-2]] > [[Next >->49-3042-HowToBecomeOne-4]] > [[Close->49-3042-Detailed]]

manufacturers. Training sessions may focus on particular components and technologies or particular types of equipment. ### Licenses, Certifications, and Registrations Some manufacturers offer certification in specific repair methods or equipment. Although not required, certification can demonstrate a service technician's competence and usually commands higher pay. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Dexterity. Heavy vehicle > [[< Previous->49-3042-HowToBecomeOne-3]] > [[Next >->49-3042-HowToBecomeOne-5]] > [[Close->49-3042-Detailed]]

and mobile equipment service technicians must perform many tasks, such as disassembling engine parts, connecting or attaching components, and using hand tools, with a steady hand and good hand-eye coordination. Mechanical skills. Heavy vehicle and mobile equipment service technicians must be familiar with engine components and systems and know how they interact with each other. They must often disassemble major parts for repairs and be able to reassemble them. Organizational skills. Heavy vehicle and mobile equipment service technicians must maintain accurate service records and parts > [[< Previous->49-3042-HowToBecomeOne-4]] > [[Next >->49-3042-HowToBecomeOne-6]] > [[Close->49-3042-Detailed]]

table). As the stock of heavy vehicles and mobile equipment continues to increase, more service technicians are expected to be needed to maintain it. Agricultural production requires the use of increasingly complex software-driven farm equipment, which is expected to create strong demand for farm equipment mechanics and service technicians to maintain and to train customers in its use. Population and business growth is expected to result in greater demand for new houses, buildings, and infrastructure, which in turn may require more mobile heavy equipment mechanics to service equipment used > [[< Previous->49-3042-JobOutlook-1]] > [[Next >->49-3042-JobOutlook-3]] > [[Close->49-3042-Detailed]]

- Inspect, repair, and replace defective or worn parts, such as bearings, pistons, and gears - Overhaul and test major components, such as engines, hydraulic systems, and electrical systems - Disassemble and reassemble heavy equipment and components - Travel to worksites to repair large equipment, such as cranes > [[< Previous->49-3043-WhatTheyDo-1]] > [[Next >->49-3043-WhatTheyDo-3]] > [[Close->49-3043-Detailed]]

- Maintain logs of equipment condition and work performed Heavy vehicles and mobile equipment are critical to many industrial activities, including construction and railroad transportation. Various types of equipment, such as tractors, cranes, and bulldozers, are used to haul materials, till land, lift beams, and dig earth to pave the way for development and construction. Heavy vehicle and mobile equipment service technicians repair and maintain engines, hydraulic systems, transmissions, and electrical systems of agricultural, industrial, construction, and rail equipment. They ensure the > [[< Previous->49-3043-WhatTheyDo-2]] > [[Next >->49-3043-WhatTheyDo-4]] > [[Close->49-3043-Detailed]]

performance and safety of fuel lines, brakes, and other systems. These service technicians use diagnostic computers and equipment to identify problems and make adjustments or repairs. For example, they may use an oscilloscope to observe the signals produced by electronic components. Service technicians also use many different power and machine tools, including pneumatic wrenches, lathes, and welding equipment. A pneumatic tool, such as an impact wrench, is a tool powered by compressed air. Service technicians also use many different hand tools, such as screwdrivers, pliers, and wrenches, to > [[< Previous->49-3043-WhatTheyDo-3]] > [[Next >->49-3043-WhatTheyDo-5]] > [[Close->49-3043-Detailed]]

work on small parts and in hard-to-reach areas. They generally purchase these tools over the course of their careers, often investing thousands of dollars in their inventory. After identifying malfunctioning equipment, service technicians repair, replace, and recalibrate components such as hydraulic pumps and spark plugs. Doing this may involve disassembling and reassembling major equipment or making adjustments through an onboard computer program. The following are examples of types of heavy vehicle and mobile equipment service technicians: Farm equipment mechanics and service technicians > [[< Previous->49-3043-WhatTheyDo-4]] > [[Next >->49-3043-WhatTheyDo-6]] > [[Close->49-3043-Detailed]]

service and repair farm equipment, such as tractors and harvesters. They also work on smaller consumer-grade lawn and garden tractors. Most work for dealer repair shops, where farmers increasingly send their equipment for maintenance. Mobile heavy equipment mechanics repair and maintain construction and surface mining equipment, such as bulldozers, cranes, graders, and excavators. Most work for governments, equipment rental and leasing shops, and large construction and mining companies. Rail car repairers specialize in servicing railroad locomotives, subway cars, and other rolling stock. > [[< Previous->49-3043-WhatTheyDo-5]] > [[Next >->49-3043-WhatTheyDo-7]] > [[Close->49-3043-Detailed]]

graduates often need further training to become fully qualified. Completing a vocational or other postsecondary training program in diesel technology or heavy equipment mechanics is increasingly considered the best preparation for some entry-level positions. Offered by vocational schools and community colleges, these programs cover the basics of diagnostic techniques, electronics, and other related subjects. Each program may last 1 to 2 years and lead to a certificate of completion. Other programs, which lead to associate's degrees, generally take 2 years to complete. ### > [[< Previous->49-3043-HowToBecomeOne-1]] > [[Next >->49-3043-HowToBecomeOne-3]] > [[Close->49-3043-Detailed]]

Training Entry-level workers with no formal background in heavy vehicle repair often receive a few months of on-the-job training before they begin performing routine service tasks and making minor repairs. Trainees advance to more complex work as they show competence, and they usually become fully qualified after 3 to 4 years of work. Service technicians who have completed a postsecondary training program in diesel technology or heavy equipment mechanics typically require less on-the-job training. Many employers send new service technicians to training sessions conducted by equipment > [[< Previous->49-3043-HowToBecomeOne-2]] > [[Next >->49-3043-HowToBecomeOne-4]] > [[Close->49-3043-Detailed]]

manufacturers. Training sessions may focus on particular components and technologies or particular types of equipment. ### Licenses, Certifications, and Registrations Some manufacturers offer certification in specific repair methods or equipment. Although not required, certification can demonstrate a service technician's competence and usually commands higher pay. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Dexterity. Heavy vehicle > [[< Previous->49-3043-HowToBecomeOne-3]] > [[Next >->49-3043-HowToBecomeOne-5]] > [[Close->49-3043-Detailed]]

and mobile equipment service technicians must perform many tasks, such as disassembling engine parts, connecting or attaching components, and using hand tools, with a steady hand and good hand-eye coordination. Mechanical skills. Heavy vehicle and mobile equipment service technicians must be familiar with engine components and systems and know how they interact with each other. They must often disassemble major parts for repairs and be able to reassemble them. Organizational skills. Heavy vehicle and mobile equipment service technicians must maintain accurate service records and parts > [[< Previous->49-3043-HowToBecomeOne-4]] > [[Next >->49-3043-HowToBecomeOne-6]] > [[Close->49-3043-Detailed]]

table). As the stock of heavy vehicles and mobile equipment continues to increase, more service technicians are expected to be needed to maintain it. Agricultural production requires the use of increasingly complex software-driven farm equipment, which is expected to create strong demand for farm equipment mechanics and service technicians to maintain and to train customers in its use. Population and business growth is expected to result in greater demand for new houses, buildings, and infrastructure, which in turn may require more mobile heavy equipment mechanics to service equipment used > [[< Previous->49-3043-JobOutlook-1]] > [[Next >->49-3043-JobOutlook-3]] > [[Close->49-3043-Detailed]]

# What Small Engine Mechanics Do Small engine mechanics inspect, service, and repair motorized power equipment. Mechanics often specialize in one type of equipment, such as motorcycles, motorboats, or outdoor power equipment. ### Duties Small engine mechanics typically do the following: - Discuss equipment issues, maintenance plans, and work performed with customers - Perform routine engine maintenance, such as lubricating parts and replacing spark plugs - Test and inspect engines for malfunctioning parts - Adjust components according to specifications - Repair or replace worn, defective, or broken parts > [[Next >->49-3051-WhatTheyDo-2]] > [[Close->49-3051-Detailed]]

- Reassemble and reinstall components and engines following repairs > [[< Previous->49-3051-WhatTheyDo-1]] > [[Next >->49-3051-WhatTheyDo-3]] > [[Close->49-3051-Detailed]]

- Keep records of inspections, test results, work performed, and parts used Small engine mechanics work on power equipment ranging from snowmobiles to chain saws. When equipment breaks down, mechanics use many strategies to diagnose the source and extent of the problem. Small engine mechanics identify mechanical, electrical, and fuel system problems and make necessary repairs. Mechanics' tasks vary in complexity and difficulty. Maintenance inspections and repairs, for example, involve minor adjustments or the replacement of a single part. Hand calibration, piston calibration, and spark plug > [[< Previous->49-3051-WhatTheyDo-2]] > [[Next >->49-3051-WhatTheyDo-4]] > [[Close->49-3051-Detailed]]

replacement, however, may require taking an engine apart completely. Some mechanics use computerized equipment to tune racing motorcycles and motorboats. Mechanics use a variety of hand tools, including screwdrivers, wrenches, and pliers, for many common tasks. Some mechanics also may use compression gauges, ammeters, and voltmeters to test engine performance. For more complicated procedures, they commonly use pneumatic tools, which are powered by compressed air, or diagnostic equipment. Although employers usually provide the more expensive tools and testing equipment, some mechanics may be > [[< Previous->49-3051-WhatTheyDo-3]] > [[Next >->49-3051-WhatTheyDo-5]] > [[Close->49-3051-Detailed]]

required to use their own hand tools. Some mechanics have thousands of dollars invested in their tool collections. The following are examples of types of small engine mechanics: Motorboat mechanics and service technicians maintain and repair the mechanical and electrical components of boat engines. Most of their work, whether on small outboard engines or large diesel-powered inboard motors, is performed at docks and marinas where the repair shop is located. Motorboat mechanics also may work on propellers, steering mechanisms, marine plumbing, and other boat equipment. Motorcycle mechanics > [[< Previous->49-3051-WhatTheyDo-4]] > [[Next >->49-3051-WhatTheyDo-6]] > [[Close->49-3051-Detailed]]

specialize in working on motorcycles, scooters, mopeds, dirt bikes, and all-terrain vehicles. They service engines, transmissions, brakes, and ignition systems and make minor body repairs, among other tasks. Most work for dealerships, servicing and repairing specific makes and models. Outdoor power equipment and other small engine mechanics service and repair outdoor power equipment, such as lawnmowers, edge trimmers, garden tractors, and portable generators. Some mechanics may work on snowblowers and snowmobiles, but this work is highly seasonal and regional. Technicians and mechanics who > [[< Previous->49-3051-WhatTheyDo-5]] > [[Next >->49-3051-WhatTheyDo-7]] > [[Close->49-3051-Detailed]]

work primarily on automobiles are described in the profile on automotive service technicians and mechanics. Technicians who work primarily on large trucks and buses are described in the profile on diesel service technicians and mechanics. Technicians and mechanics who work primarily on farm equipment, construction vehicles, and rail cars are described in the profile on heavy vehicle and mobile equipment service technicians. > [[< Previous->49-3051-WhatTheyDo-6]] > [[Close->49-3051-Detailed]]

# Work Environment ### Work Environment Small engine mechanics generally work in well-ventilated but noisy repair shops. They sometimes make onsite repair calls, which may require working in poor weather conditions. Although most work full time, seasonal workers often see their hours fluctuate. Workers frequently are busiest during the spring and summer, when equipment use is the highest. > [[Close->49-3051-Detailed]]

# How to Become a Small Engine Mechanic Small engine mechanics typically enter the occupation with a high school diploma or postsecondary nondegree award and learn their trade through on-the-job training. ### Education Motorboat and outdoor power equipment mechanics typically begin work with a high school diploma and learn on the job, although some of them seek postsecondary education. High school or vocational school courses in small engine repair and automobile mechanics are often beneficial. Motorcycle mechanics typically complete postsecondary education programs in motorcycle repair, and employers prefer to hire these workers > [[Next >->49-3051-HowToBecomeOne-2]] > [[Close->49-3051-Detailed]]

because they usually require less on-the-job training. ### Training Trainees work closely with experienced mechanics while learning basic tasks, such as replacing spark plugs or disassembling engine components. As they gain experience, trainees move on to more difficult tasks, such as advanced computerized diagnosis and engine overhauls. Achieving competency may take anywhere from several months to 3 years, depending on a mechanic's specialization and ability. Because of the increased complexity of boat and motorcycle engines, motorcycle and motorboat mechanics who do not complete > [[< Previous->49-3051-HowToBecomeOne-1]] > [[Next >->49-3051-HowToBecomeOne-3]] > [[Close->49-3051-Detailed]]

postsecondary education often need more on-the-job training than that needed by outdoor power equipment mechanics. Employers frequently send mechanics to training courses run by motorcycle, motorboat, and outdoor power equipment manufacturers and dealers. These courses teach mechanics the most up-to-date technology and techniques. Often, such courses are a prerequisite to performing warranty and manufacturer-specific work. ### Licenses, Certifications, and Registrations Many motorboat and motorcycle manufacturers offer certification specific to their own models, and certification is the > [[< Previous->49-3051-HowToBecomeOne-2]] > [[Next >->49-3051-HowToBecomeOne-4]] > [[Close->49-3051-Detailed]]

recognized industry credential for outdoor power equipment mechanics. Although not required, certification can demonstrate a mechanic's competence and usually brings higher pay. Information on certifications is available from CareerOneStop. Motorcycle mechanics usually need a driver's license with a motorcycle endorsement. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Small engine mechanics frequently discuss > [[< Previous->49-3051-HowToBecomeOne-3]] > [[Next >->49-3051-HowToBecomeOne-5]] > [[Close->49-3051-Detailed]]

problems and necessary repairs with their customers. They must be courteous, be good listeners, and always remain ready to answer customers' questions. Detail oriented. Small engine mechanics must be aware of small details when inspecting or repairing engines and components, because mechanical and electronic malfunctions are often due to misalignments and other easy-to-miss causes. Dexterity. Small engine mechanics need a steady hand and good hand–eye coordination for many tasks, such as disassembling engine parts, connecting or attaching components, and using hand tools. Mechanical > [[< Previous->49-3051-HowToBecomeOne-4]] > [[Next >->49-3051-HowToBecomeOne-6]] > [[Close->49-3051-Detailed]]

skills. Small engine mechanics must be familiar with engine components and systems and know how they interact with each other. They often disassemble major parts for repairs, and they must be able to put them back together properly. Organizational skills. Small engine mechanics keep workspaces clean and organized in order to maintain safety and ensure accountability for parts. Troubleshooting skills. Small engine mechanics use diagnostic equipment on engine systems and components to identify and fix problems. They must be familiar with electronic control systems and the appropriate tools > [[< Previous->49-3051-HowToBecomeOne-5]] > [[Next >->49-3051-HowToBecomeOne-7]] > [[Close->49-3051-Detailed]]

needed to fix and maintain them. > [[< Previous->49-3051-HowToBecomeOne-6]] > [[Close->49-3051-Detailed]]

# Pay The median annual wage for small engine mechanics was $48,240 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,300, and the highest 10 percent earned more than $72,630. Median annual wages for small engine mechanics in May 2024 were as follows: In May 2024, the median annual wages for small engine mechanics in the top industries in which they worked were as follows: Most small engine mechanics work full time, although seasonal workers often see their work > [[Next >->49-3051-Pay-2]] > [[Close->49-3051-Detailed]]

hours fluctuate. Most mechanics are busiest during the spring and summer, when demand for work on equipment from lawnmowers to boats is the highest. During the peak seasons, some mechanics work many overtime hours. In contrast, some mechanics may work only part time during the winter, when demand for small engine work is lowest. Many employers try to keep work more consistent by scheduling major repair work, such as rebuilding engines, during the off-season. > [[< Previous->49-3051-Pay-1]] > [[Close->49-3051-Detailed]]

# Job Outlook Overall employment of small engine mechanics is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 7,600 openings for small engine mechanics are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of small engine mechanics varies by occupation (see table). Increased demand for motorboats and motorcycles, as well as for outdoor power equipment, > [[Next >->49-3051-JobOutlook-2]] > [[Close->49-3051-Detailed]]

is expected to create jobs for small engine mechanics over the projections decade. In addition, boat and motorcycle engines, as well as engines and parts for outdoor power equipment, have become more sophisticated, which should create demand for small engine mechanics who can fix and maintain them. Electric-powered small engines, such as those in lawn mowers and chain saws, may require less routine maintenance and repair services than traditional engines, which might limit demand for some of these workers. > [[< Previous->49-3051-JobOutlook-1]] > [[Close->49-3051-Detailed]]

- Reassemble and reinstall components and engines following repairs > [[< Previous->49-3052-WhatTheyDo-1]] > [[Next >->49-3052-WhatTheyDo-3]] > [[Close->49-3052-Detailed]]

- Keep records of inspections, test results, work performed, and parts used Small engine mechanics work on power equipment ranging from snowmobiles to chain saws. When equipment breaks down, mechanics use many strategies to diagnose the source and extent of the problem. Small engine mechanics identify mechanical, electrical, and fuel system problems and make necessary repairs. Mechanics' tasks vary in complexity and difficulty. Maintenance inspections and repairs, for example, involve minor adjustments or the replacement of a single part. Hand calibration, piston calibration, and spark plug > [[< Previous->49-3052-WhatTheyDo-2]] > [[Next >->49-3052-WhatTheyDo-4]] > [[Close->49-3052-Detailed]]

replacement, however, may require taking an engine apart completely. Some mechanics use computerized equipment to tune racing motorcycles and motorboats. Mechanics use a variety of hand tools, including screwdrivers, wrenches, and pliers, for many common tasks. Some mechanics also may use compression gauges, ammeters, and voltmeters to test engine performance. For more complicated procedures, they commonly use pneumatic tools, which are powered by compressed air, or diagnostic equipment. Although employers usually provide the more expensive tools and testing equipment, some mechanics may be > [[< Previous->49-3052-WhatTheyDo-3]] > [[Next >->49-3052-WhatTheyDo-5]] > [[Close->49-3052-Detailed]]

required to use their own hand tools. Some mechanics have thousands of dollars invested in their tool collections. The following are examples of types of small engine mechanics: Motorboat mechanics and service technicians maintain and repair the mechanical and electrical components of boat engines. Most of their work, whether on small outboard engines or large diesel-powered inboard motors, is performed at docks and marinas where the repair shop is located. Motorboat mechanics also may work on propellers, steering mechanisms, marine plumbing, and other boat equipment. Motorcycle mechanics > [[< Previous->49-3052-WhatTheyDo-4]] > [[Next >->49-3052-WhatTheyDo-6]] > [[Close->49-3052-Detailed]]

specialize in working on motorcycles, scooters, mopeds, dirt bikes, and all-terrain vehicles. They service engines, transmissions, brakes, and ignition systems and make minor body repairs, among other tasks. Most work for dealerships, servicing and repairing specific makes and models. Outdoor power equipment and other small engine mechanics service and repair outdoor power equipment, such as lawnmowers, edge trimmers, garden tractors, and portable generators. Some mechanics may work on snowblowers and snowmobiles, but this work is highly seasonal and regional. Technicians and mechanics who > [[< Previous->49-3052-WhatTheyDo-5]] > [[Next >->49-3052-WhatTheyDo-7]] > [[Close->49-3052-Detailed]]

because they usually require less on-the-job training. ### Training Trainees work closely with experienced mechanics while learning basic tasks, such as replacing spark plugs or disassembling engine components. As they gain experience, trainees move on to more difficult tasks, such as advanced computerized diagnosis and engine overhauls. Achieving competency may take anywhere from several months to 3 years, depending on a mechanic's specialization and ability. Because of the increased complexity of boat and motorcycle engines, motorcycle and motorboat mechanics who do not complete > [[< Previous->49-3052-HowToBecomeOne-1]] > [[Next >->49-3052-HowToBecomeOne-3]] > [[Close->49-3052-Detailed]]

postsecondary education often need more on-the-job training than that needed by outdoor power equipment mechanics. Employers frequently send mechanics to training courses run by motorcycle, motorboat, and outdoor power equipment manufacturers and dealers. These courses teach mechanics the most up-to-date technology and techniques. Often, such courses are a prerequisite to performing warranty and manufacturer-specific work. ### Licenses, Certifications, and Registrations Many motorboat and motorcycle manufacturers offer certification specific to their own models, and certification is the > [[< Previous->49-3052-HowToBecomeOne-2]] > [[Next >->49-3052-HowToBecomeOne-4]] > [[Close->49-3052-Detailed]]

recognized industry credential for outdoor power equipment mechanics. Although not required, certification can demonstrate a mechanic's competence and usually brings higher pay. Information on certifications is available from CareerOneStop. Motorcycle mechanics usually need a driver's license with a motorcycle endorsement. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Small engine mechanics frequently discuss > [[< Previous->49-3052-HowToBecomeOne-3]] > [[Next >->49-3052-HowToBecomeOne-5]] > [[Close->49-3052-Detailed]]

problems and necessary repairs with their customers. They must be courteous, be good listeners, and always remain ready to answer customers' questions. Detail oriented. Small engine mechanics must be aware of small details when inspecting or repairing engines and components, because mechanical and electronic malfunctions are often due to misalignments and other easy-to-miss causes. Dexterity. Small engine mechanics need a steady hand and good hand–eye coordination for many tasks, such as disassembling engine parts, connecting or attaching components, and using hand tools. Mechanical > [[< Previous->49-3052-HowToBecomeOne-4]] > [[Next >->49-3052-HowToBecomeOne-6]] > [[Close->49-3052-Detailed]]

skills. Small engine mechanics must be familiar with engine components and systems and know how they interact with each other. They often disassemble major parts for repairs, and they must be able to put them back together properly. Organizational skills. Small engine mechanics keep workspaces clean and organized in order to maintain safety and ensure accountability for parts. Troubleshooting skills. Small engine mechanics use diagnostic equipment on engine systems and components to identify and fix problems. They must be familiar with electronic control systems and the appropriate tools > [[< Previous->49-3052-HowToBecomeOne-5]] > [[Next >->49-3052-HowToBecomeOne-7]] > [[Close->49-3052-Detailed]]

needed to fix and maintain them. > [[< Previous->49-3052-HowToBecomeOne-6]] > [[Close->49-3052-Detailed]]

- Reassemble and reinstall components and engines following repairs > [[< Previous->49-3053-WhatTheyDo-1]] > [[Next >->49-3053-WhatTheyDo-3]] > [[Close->49-3053-Detailed]]

- Keep records of inspections, test results, work performed, and parts used Small engine mechanics work on power equipment ranging from snowmobiles to chain saws. When equipment breaks down, mechanics use many strategies to diagnose the source and extent of the problem. Small engine mechanics identify mechanical, electrical, and fuel system problems and make necessary repairs. Mechanics' tasks vary in complexity and difficulty. Maintenance inspections and repairs, for example, involve minor adjustments or the replacement of a single part. Hand calibration, piston calibration, and spark plug > [[< Previous->49-3053-WhatTheyDo-2]] > [[Next >->49-3053-WhatTheyDo-4]] > [[Close->49-3053-Detailed]]

replacement, however, may require taking an engine apart completely. Some mechanics use computerized equipment to tune racing motorcycles and motorboats. Mechanics use a variety of hand tools, including screwdrivers, wrenches, and pliers, for many common tasks. Some mechanics also may use compression gauges, ammeters, and voltmeters to test engine performance. For more complicated procedures, they commonly use pneumatic tools, which are powered by compressed air, or diagnostic equipment. Although employers usually provide the more expensive tools and testing equipment, some mechanics may be > [[< Previous->49-3053-WhatTheyDo-3]] > [[Next >->49-3053-WhatTheyDo-5]] > [[Close->49-3053-Detailed]]

required to use their own hand tools. Some mechanics have thousands of dollars invested in their tool collections. The following are examples of types of small engine mechanics: Motorboat mechanics and service technicians maintain and repair the mechanical and electrical components of boat engines. Most of their work, whether on small outboard engines or large diesel-powered inboard motors, is performed at docks and marinas where the repair shop is located. Motorboat mechanics also may work on propellers, steering mechanisms, marine plumbing, and other boat equipment. Motorcycle mechanics > [[< Previous->49-3053-WhatTheyDo-4]] > [[Next >->49-3053-WhatTheyDo-6]] > [[Close->49-3053-Detailed]]

specialize in working on motorcycles, scooters, mopeds, dirt bikes, and all-terrain vehicles. They service engines, transmissions, brakes, and ignition systems and make minor body repairs, among other tasks. Most work for dealerships, servicing and repairing specific makes and models. Outdoor power equipment and other small engine mechanics service and repair outdoor power equipment, such as lawnmowers, edge trimmers, garden tractors, and portable generators. Some mechanics may work on snowblowers and snowmobiles, but this work is highly seasonal and regional. Technicians and mechanics who > [[< Previous->49-3053-WhatTheyDo-5]] > [[Next >->49-3053-WhatTheyDo-7]] > [[Close->49-3053-Detailed]]

because they usually require less on-the-job training. ### Training Trainees work closely with experienced mechanics while learning basic tasks, such as replacing spark plugs or disassembling engine components. As they gain experience, trainees move on to more difficult tasks, such as advanced computerized diagnosis and engine overhauls. Achieving competency may take anywhere from several months to 3 years, depending on a mechanic's specialization and ability. Because of the increased complexity of boat and motorcycle engines, motorcycle and motorboat mechanics who do not complete > [[< Previous->49-3053-HowToBecomeOne-1]] > [[Next >->49-3053-HowToBecomeOne-3]] > [[Close->49-3053-Detailed]]

postsecondary education often need more on-the-job training than that needed by outdoor power equipment mechanics. Employers frequently send mechanics to training courses run by motorcycle, motorboat, and outdoor power equipment manufacturers and dealers. These courses teach mechanics the most up-to-date technology and techniques. Often, such courses are a prerequisite to performing warranty and manufacturer-specific work. ### Licenses, Certifications, and Registrations Many motorboat and motorcycle manufacturers offer certification specific to their own models, and certification is the > [[< Previous->49-3053-HowToBecomeOne-2]] > [[Next >->49-3053-HowToBecomeOne-4]] > [[Close->49-3053-Detailed]]

recognized industry credential for outdoor power equipment mechanics. Although not required, certification can demonstrate a mechanic's competence and usually brings higher pay. Information on certifications is available from CareerOneStop. Motorcycle mechanics usually need a driver's license with a motorcycle endorsement. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Small engine mechanics frequently discuss > [[< Previous->49-3053-HowToBecomeOne-3]] > [[Next >->49-3053-HowToBecomeOne-5]] > [[Close->49-3053-Detailed]]

problems and necessary repairs with their customers. They must be courteous, be good listeners, and always remain ready to answer customers' questions. Detail oriented. Small engine mechanics must be aware of small details when inspecting or repairing engines and components, because mechanical and electronic malfunctions are often due to misalignments and other easy-to-miss causes. Dexterity. Small engine mechanics need a steady hand and good hand–eye coordination for many tasks, such as disassembling engine parts, connecting or attaching components, and using hand tools. Mechanical > [[< Previous->49-3053-HowToBecomeOne-4]] > [[Next >->49-3053-HowToBecomeOne-6]] > [[Close->49-3053-Detailed]]

skills. Small engine mechanics must be familiar with engine components and systems and know how they interact with each other. They often disassemble major parts for repairs, and they must be able to put them back together properly. Organizational skills. Small engine mechanics keep workspaces clean and organized in order to maintain safety and ensure accountability for parts. Troubleshooting skills. Small engine mechanics use diagnostic equipment on engine systems and components to identify and fix problems. They must be familiar with electronic control systems and the appropriate tools > [[< Previous->49-3053-HowToBecomeOne-5]] > [[Next >->49-3053-HowToBecomeOne-7]] > [[Close->49-3053-Detailed]]

needed to fix and maintain them. > [[< Previous->49-3053-HowToBecomeOne-6]] > [[Close->49-3053-Detailed]]

# What Heating, Air Conditioning, and Refrigeration Mechanics and Installers Do Heating, air conditioning, and refrigeration mechanics and installers work on heating, ventilation, air conditioning, and refrigeration (HVACR) systems that control the temperature and air quality in buildings. ### Duties Heating, air conditioning, and refrigeration mechanics and installers - often called HVAC technicians - typically do the following: - Install, maintain, and repair HVACR systems - Install electrical components and wiring - Inspect and test HVACR systems and components - Discuss system malfunctions with customers - Repair or replace worn or defective parts > [[Next >->49-9021-WhatTheyDo-2]] > [[Close->49-9021-Detailed]]

- Recommend maintenance to improve system performance > [[< Previous->49-9021-WhatTheyDo-1]] > [[Next >->49-9021-WhatTheyDo-3]] > [[Close->49-9021-Detailed]]

- Keep records of work performed HVAC technicians ensure that heating and air conditioning systems work properly to control the temperature, humidity, and overall air quality in buildings. Some HVAC technicians specialize in one or more aspects of HVACR, such as radiant heating systems, testing and balancing, or commercial refrigeration in establishments such as grocery stores, hotels, and restaurants. In addition, some technicians focus on installing HVACR systems while others primarily repair and maintain them. HVAC technicians who specialize in residential systems may sell service > [[< Previous->49-9021-WhatTheyDo-2]] > [[Next >->49-9021-WhatTheyDo-4]] > [[Close->49-9021-Detailed]]

contracts to their customers, providing periodic maintenance of heating and cooling systems. The service usually includes inspecting the system, cleaning ducts, replacing filters, and checking refrigerant levels. When installing or repairing air conditioning and refrigeration systems, technicians must follow regulations regarding the conservation, recovery, and recycling of refrigerants. These regulations concern the proper handling and disposal of fluids and pressurized gases. For data on workers who service window air conditioners and household refrigerators, see home appliance repairers. > [[< Previous->49-9021-WhatTheyDo-3]] > [[Close->49-9021-Detailed]]

# Work Environment ### Work Environment These workers install and repair systems in homes, schools, hospitals, and other buildings. They may need to work in cramped spaces, outdoors, or in extreme temperatures. Most work full time, and schedules may vary. > [[Close->49-9021-Detailed]]

# How to Become a Heating, Air Conditioning, or Refrigeration Mechanic and Installer Heating, air conditioning, and refrigeration mechanics and installers (HVAC technicians) typically need a postsecondary nondegree award, although some enter the occupation with less education. Once hired, they typically have a lengthy period of on-the-job training to attain competency. HVAC technicians may need a license or certification. ### Education and Training HVAC technicians typically need postsecondary instruction from technical and trade schools or community colleges that offer programs in heating, air conditioning, and refrigeration. These programs generally last from 6 months to 2 > [[Next >->49-9021-HowToBecomeOne-2]] > [[Close->49-9021-Detailed]]

years and lead to a certificate or an associate's degree. Employers sometimes consider candidates whose highest level of education is a high school diploma. High school students interested in becoming an HVAC technician should take courses in vocational education, math, and physics. Newly hired HVAC technicians typically work alongside experienced technicians. They begin with basic tasks, such as insulating refrigerant lines or cleaning furnaces. In time, they take on more difficult tasks, including cutting and soldering pipes or checking electrical circuits. Some technicians train through > [[< Previous->49-9021-HowToBecomeOne-1]] > [[Next >->49-9021-HowToBecomeOne-3]] > [[Close->49-9021-Detailed]]

an apprenticeship program, which usually lasts several years. Apprenticeships include paid on-the-job training, as well as some technical instruction, each year. Over the course of the apprenticeship, technicians learn about topics such as safety practices, blueprint reading, and heating and cooling systems. They also learn to use a variety of tools. ### Licenses, Certifications, and Registrations The U.S. Environmental Protection Agency (EPA) requires nearly all HVAC technicians to be certified in proper refrigerant handling. Certification requires passing an exam, which is typically > [[< Previous->49-9021-HowToBecomeOne-2]] > [[Next >->49-9021-HowToBecomeOne-4]] > [[Close->49-9021-Detailed]]

included as part of completing a postsecondary HVACR program. In addition, some states and localities require HVAC technicians to be licensed; check with your state and locality for more information. Information on state licensing board requirements is available from CareerOneStop. Manufacturer or industry certification is available for HVAC technicians. Many certifications are optional, although some employers prefer or require specific types. Information on certifications is available from CareerOneStop. HVAC technicians may need a driver's license to travel to jobsites. ### Important > [[< Previous->49-9021-HowToBecomeOne-3]] > [[Next >->49-9021-HowToBecomeOne-5]] > [[Close->49-9021-Detailed]]

Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. HVAC technicians often work in customers' homes or business offices, so they must be friendly, polite, and punctual. Detail oriented. HVAC technicians must maintain complete records of work performed, including the amount of time it took and specific parts and equipment that were used. Math skills. HVAC technicians need to calculate the correct load requirements to ensure that > [[< Previous->49-9021-HowToBecomeOne-4]] > [[Next >->49-9021-HowToBecomeOne-6]] > [[Close->49-9021-Detailed]]

the HVACR equipment properly heats or cools the space required. Mechanical skills. HVAC technicians install and work on complicated climate-control systems, so they must understand the HVACR components and be able to properly assemble, repair, and program them, as needed. Physical stamina. HVAC technicians may be required to work in confined or uncomfortable spaces and spend many hours walking, standing, or crouching. Physical strength. HVAC technicians may have to lift and support heavy equipment and components. Problem-solving skills. HVAC technicians must be able to identify problems > [[< Previous->49-9021-HowToBecomeOne-5]] > [[Next >->49-9021-HowToBecomeOne-7]] > [[Close->49-9021-Detailed]]

with malfunctioning HVACR systems and then determine the best way to repair them. Technology skills. Modern HVACR systems contain computerized components and networking features that HVAC technicians must be able to install or repair. > [[< Previous->49-9021-HowToBecomeOne-6]] > [[Close->49-9021-Detailed]]

# Pay The median annual wage for heating, air conditioning, and refrigeration mechanics and installers was $59,810 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,130, and the highest 10 percent earned more than $91,020. In May 2024, the median annual wages for heating, air conditioning, and refrigeration mechanics and installers in the top industries in which they worked were as follows: Most HVAC technicians work full time, and schedules may vary to include > [[Next >->49-9021-Pay-2]] > [[Close->49-9021-Detailed]]

evening or weekend shifts. They may be on call for emergencies and sometimes work overtime or irregular schedules during peak heating and cooling seasons. > [[< Previous->49-9021-Pay-1]] > [[Close->49-9021-Detailed]]

# Job Outlook Employment of heating, air conditioning, and refrigeration mechanics and installers is projected to grow 8 percent from 2024 to 2034, much faster than the average for all occupations. About 40,100 openings for heating, air conditioning, and refrigeration mechanics and installers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Commercial and residential building construction is expected to drive employment > [[Next >->49-9021-JobOutlook-2]] > [[Close->49-9021-Detailed]]

growth. The growing number of sophisticated climate-control systems is also expected to increase demand for qualified heating, air conditioning, and refrigeration mechanics and installers (HVAC technicians). Repair and replacement of HVACR systems is a large part of what technicians do. The growing emphasis on energy efficiency and pollution reduction is likely to increase the demand for HVAC technicians as climate-control systems are retrofitted, upgraded, or replaced entirely. > [[< Previous->49-9021-JobOutlook-1]] > [[Close->49-9021-Detailed]]

# What Industrial Machinery Mechanics, Machinery Maintenance Workers, and Millwrights Do Industrial machinery mechanics and machinery maintenance workers maintain and repair factory equipment and other industrial machinery, such as conveying systems, production machinery, and packaging equipment. Millwrights install, dismantle, repair, reassemble, and move machinery in factories, power plants, and construction sites. ### Duties Industrial machinery mechanics, machinery maintenance workers, and millwrights typically do the following: - Read technical manuals to understand equipment and controls - Disassemble machinery and equipment when there is a problem > [[Next >->49-9041-WhatTheyDo-2]] > [[Close->49-9041-Detailed]]

- Repair or replace broken or malfunctioning components - Perform tests and run initial batches to make sure that the machine is running smoothly - Detect minor problems by performing basic diagnostic tests - Test malfunctioning machinery to determine whether major repairs are needed - Adjust and calibrate equipment and machinery to optimal specifications - Clean and lubricate equipment or machinery > [[< Previous->49-9041-WhatTheyDo-1]] > [[Next >->49-9041-WhatTheyDo-3]] > [[Close->49-9041-Detailed]]

- Move machinery and equipment Industrial machinery mechanics, also called maintenance machinists, keep machines in working order by detecting and correcting errors before the machine or the products it produces are damaged. Many of these machines are increasingly run by computers. Industrial machinery mechanics use technical manuals, their understanding of industrial equipment, and observation to determine the cause of a problem. For example, after detecting a vibration from a machine, they must decide whether it is the result of worn belts, weak motor bearings, or some other problem. They > [[< Previous->49-9041-WhatTheyDo-2]] > [[Next >->49-9041-WhatTheyDo-4]] > [[Close->49-9041-Detailed]]

may use computerized diagnostic systems and vibration analysis techniques to help figure out the source of problems. Examples of machines they may work with are robotic welding arms, automobile assembly line conveyor belts, and hydraulic lifts. After diagnosing a problem, the industrial machinery mechanic may take the equipment apart to repair or replace the necessary parts. Once a repair is made, mechanics test a machine to ensure that it is operating correctly. In addition to working with hand tools, mechanics commonly use lathes, grinders, and drill presses. Many also are required to > [[< Previous->49-9041-WhatTheyDo-3]] > [[Next >->49-9041-WhatTheyDo-5]] > [[Close->49-9041-Detailed]]

weld. Machinery maintenance workers do basic maintenance and repairs on machines. They clean and lubricate machinery, perform basic diagnostic tests, check the performance of the machine, and test damaged machine parts to determine whether major repairs are necessary. Machinery maintenance workers must follow machine specifications and adhere to maintenance schedules. They perform minor repairs, generally leaving major repairs to industrial machinery mechanics. Maintenance workers use a variety of tools to do repairs and preventive maintenance. For example, they may use a screwdriver or > [[< Previous->49-9041-WhatTheyDo-4]] > [[Next >->49-9041-WhatTheyDo-6]] > [[Close->49-9041-Detailed]]

socket wrenches to adjust a motor's alignment, or they might use a hoist to lift a heavy printing press off the ground. Millwrights install, maintain, and disassemble industrial machines. Putting together a machine can take a few days or several weeks. Millwrights perform repairs that include replacing worn or defective parts of machines. They also may be involved in taking apart the entire machine, a common situation when a manufacturing plant needs to clear floor space for new machinery. In taking apart a machine, millwrights carefully disassemble, categorize, and package each part of the > [[< Previous->49-9041-WhatTheyDo-5]] > [[Next >->49-9041-WhatTheyDo-7]] > [[Close->49-9041-Detailed]]

machine. Millwrights use a variety of hand tools, such as hammers and levels, as well as equipment for welding, brazing, and cutting. They also use measuring tools, such as micrometers, measuring tapes, lasers, and other precision-measuring devices. On large projects, they commonly use cranes and trucks. When millwrights and managers determine the best place for a machine, millwrights use forklifts, hoists, winches, cranes, and other equipment to bring the parts to the desired location. > [[< Previous->49-9041-WhatTheyDo-6]] > [[Close->49-9041-Detailed]]

# Work Environment ### Work Environment Workers in this occupation must follow safety precautions and use protective equipment, such as hardhats, safety glasses, and hearing protectors. Most work full time in manufacturing facilities. However, they may be on call and work night or weekend shifts. Overtime is common. > [[Close->49-9041-Detailed]]

# How to Become an Industrial Machinery Mechanic, Machinery Maintenance Worker, or Millwright Industrial machinery mechanics, machinery maintenance workers, and millwrights typically need a high school diploma. Industrial machinery mechanics and machinery maintenance workers also usually need a year or more of training after high school. Most millwrights go through an apprenticeship program that lasts about 4 years. ### Education Industrial machinery mechanics, machinery maintenance workers, and millwrights generally need at least a high school diploma or equivalent. Some mechanics and millwrights complete a 2-year associate's degree program in industrial maintenance. Industrial > [[Next >->49-9041-HowToBecomeOne-2]] > [[Close->49-9041-Detailed]]

maintenance programs may include courses such as welding, mathematics, hydraulics, and pneumatics. ### Training Industrial machinery mechanics and machinery maintenance workers typically receive more than a year of on-the-job training. Industrial machinery mechanics and machinery maintenance workers learn how to perform routine tasks, such as setting up, cleaning, lubricating, and starting machinery. They also may be instructed in subjects such as shop mathematics, blueprint reading, proper hand tool use, welding, electronics, and computer programming. This training may be offered on the job > [[< Previous->49-9041-HowToBecomeOne-1]] > [[Next >->49-9041-HowToBecomeOne-3]] > [[Close->49-9041-Detailed]]

by professional trainers hired by the employer or by representatives of equipment manufacturers. Most millwrights learn their trade through a 3 > [[< Previous->49-9041-HowToBecomeOne-2]] > [[Next >->49-9041-HowToBecomeOne-4]] > [[Close->49-9041-Detailed]]

- or 4-year apprenticeship. For each year of the program, apprentices must have at least 144 hours of relevant technical instruction and up to 2,000 hours of paid on-the-job training. On the job, apprentices learn to set up, clean, lubricate, repair, and start machinery. During technical instruction, they are taught welding, mathematics, how to read blueprints, and machinery troubleshooting. Many also receive computer training. After completing an apprenticeship program, millwrights are considered fully qualified and can usually perform tasks with less guidance. Employers, local unions, > [[< Previous->49-9041-HowToBecomeOne-3]] > [[Next >->49-9041-HowToBecomeOne-5]] > [[Close->49-9041-Detailed]]

contractor associations, and the state labor department often sponsor apprenticeship programs. The basic qualifications for entering an apprenticeship program are as follows: - Minimum age of 18 - High school diploma or equivalent > [[< Previous->49-9041-HowToBecomeOne-4]] > [[Next >->49-9041-HowToBecomeOne-6]] > [[Close->49-9041-Detailed]]

- Physically able to do the work ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Manual dexterity. Industrial machinery mechanics, machinery maintenance workers, and millwrights must have a steady hand and good hand–eye coordination when handling very small parts. Mechanical skills. Industrial machinery mechanics, machinery maintenance workers, and millwrights use technical manuals and sophisticated diagnostic equipment to figure > [[< Previous->49-9041-HowToBecomeOne-5]] > [[Next >->49-9041-HowToBecomeOne-7]] > [[Close->49-9041-Detailed]]

out why machines are not working. Workers must be able to reassemble large, complex machines after finishing a repair. Troubleshooting skills. Industrial machinery mechanics, machinery maintenance workers, and millwrights must observe, diagnose, and fix problems that a machine may be having. > [[< Previous->49-9041-HowToBecomeOne-6]] > [[Close->49-9041-Detailed]]

# Pay The median annual wage for industrial machinery mechanics, machinery maintenance workers, and millwrights was $63,510 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $44,430, and the highest 10 percent earned more than $91,620. Median annual wages for industrial machinery mechanics, machinery maintenance workers, and millwrights in May 2024 were as follows: In May 2024, the median annual wages for industrial machinery mechanics, machinery maintenance workers, and > [[Next >->49-9041-Pay-2]] > [[Close->49-9041-Detailed]]

millwrights in the top industries in which they worked were as follows: Most industrial machinery mechanics and machinery maintenance workers are employed full time during regular business hours. However, mechanics may be on call or assigned to work night or weekend shifts. Overtime is common, particularly for mechanics. ### > [[< Previous->49-9041-Pay-1]] > [[Close->49-9041-Detailed]]

# Job Outlook Overall employment of industrial machinery mechanics, machinery maintenance workers, and millwrights is projected to grow 13 percent from 2024 to 2034, much faster than the average for all occupations. About 54,200 openings for industrial machinery mechanics, machinery maintenance workers, and millwrights are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of industrial machinery mechanics, > [[Next >->49-9041-JobOutlook-2]] > [[Close->49-9041-Detailed]]

machinery maintenance workers, and millwrights varies by occupation (see table). The continued adoption of automated manufacturing machinery is expected to create jobs for these workers, as they will be needed to help keep machines in good working order. The use of automated conveyors to move products and materials in factories is likely to be an area of high demand for these workers, because the conveyor belts, motors, and rollers need regular care and maintenance. Millwrights' employment is affected by the slower growth of the industries in which they are employed, such as paper mills. In > [[< Previous->49-9041-JobOutlook-1]] > [[Next >->49-9041-JobOutlook-3]] > [[Close->49-9041-Detailed]]

addition, slower job growth in nonresidential construction is expected as the facilities constructed are less likely to require a millwright. The decline for maintenance workers, machinery is due to industrial machinery mechanics performing maintenance tasks. Additionally, predictive maintenance allows for more efficient scheduling of work activities for maintenance workers. > [[< Previous->49-9041-JobOutlook-2]] > [[Close->49-9041-Detailed]]

- Repair or replace broken or malfunctioning components - Perform tests and run initial batches to make sure that the machine is running smoothly - Detect minor problems by performing basic diagnostic tests - Test malfunctioning machinery to determine whether major repairs are needed - Adjust and calibrate equipment and machinery to optimal specifications - Clean and lubricate equipment or machinery > [[< Previous->49-9043-WhatTheyDo-1]] > [[Next >->49-9043-WhatTheyDo-3]] > [[Close->49-9043-Detailed]]

- Move machinery and equipment Industrial machinery mechanics, also called maintenance machinists, keep machines in working order by detecting and correcting errors before the machine or the products it produces are damaged. Many of these machines are increasingly run by computers. Industrial machinery mechanics use technical manuals, their understanding of industrial equipment, and observation to determine the cause of a problem. For example, after detecting a vibration from a machine, they must decide whether it is the result of worn belts, weak motor bearings, or some other problem. They > [[< Previous->49-9043-WhatTheyDo-2]] > [[Next >->49-9043-WhatTheyDo-4]] > [[Close->49-9043-Detailed]]

may use computerized diagnostic systems and vibration analysis techniques to help figure out the source of problems. Examples of machines they may work with are robotic welding arms, automobile assembly line conveyor belts, and hydraulic lifts. After diagnosing a problem, the industrial machinery mechanic may take the equipment apart to repair or replace the necessary parts. Once a repair is made, mechanics test a machine to ensure that it is operating correctly. In addition to working with hand tools, mechanics commonly use lathes, grinders, and drill presses. Many also are required to > [[< Previous->49-9043-WhatTheyDo-3]] > [[Next >->49-9043-WhatTheyDo-5]] > [[Close->49-9043-Detailed]]

weld. Machinery maintenance workers do basic maintenance and repairs on machines. They clean and lubricate machinery, perform basic diagnostic tests, check the performance of the machine, and test damaged machine parts to determine whether major repairs are necessary. Machinery maintenance workers must follow machine specifications and adhere to maintenance schedules. They perform minor repairs, generally leaving major repairs to industrial machinery mechanics. Maintenance workers use a variety of tools to do repairs and preventive maintenance. For example, they may use a screwdriver or > [[< Previous->49-9043-WhatTheyDo-4]] > [[Next >->49-9043-WhatTheyDo-6]] > [[Close->49-9043-Detailed]]

socket wrenches to adjust a motor's alignment, or they might use a hoist to lift a heavy printing press off the ground. Millwrights install, maintain, and disassemble industrial machines. Putting together a machine can take a few days or several weeks. Millwrights perform repairs that include replacing worn or defective parts of machines. They also may be involved in taking apart the entire machine, a common situation when a manufacturing plant needs to clear floor space for new machinery. In taking apart a machine, millwrights carefully disassemble, categorize, and package each part of the > [[< Previous->49-9043-WhatTheyDo-5]] > [[Next >->49-9043-WhatTheyDo-7]] > [[Close->49-9043-Detailed]]

maintenance programs may include courses such as welding, mathematics, hydraulics, and pneumatics. ### Training Industrial machinery mechanics and machinery maintenance workers typically receive more than a year of on-the-job training. Industrial machinery mechanics and machinery maintenance workers learn how to perform routine tasks, such as setting up, cleaning, lubricating, and starting machinery. They also may be instructed in subjects such as shop mathematics, blueprint reading, proper hand tool use, welding, electronics, and computer programming. This training may be offered on the job > [[< Previous->49-9043-HowToBecomeOne-1]] > [[Next >->49-9043-HowToBecomeOne-3]] > [[Close->49-9043-Detailed]]

by professional trainers hired by the employer or by representatives of equipment manufacturers. Most millwrights learn their trade through a 3 > [[< Previous->49-9043-HowToBecomeOne-2]] > [[Next >->49-9043-HowToBecomeOne-4]] > [[Close->49-9043-Detailed]]

- or 4-year apprenticeship. For each year of the program, apprentices must have at least 144 hours of relevant technical instruction and up to 2,000 hours of paid on-the-job training. On the job, apprentices learn to set up, clean, lubricate, repair, and start machinery. During technical instruction, they are taught welding, mathematics, how to read blueprints, and machinery troubleshooting. Many also receive computer training. After completing an apprenticeship program, millwrights are considered fully qualified and can usually perform tasks with less guidance. Employers, local unions, > [[< Previous->49-9043-HowToBecomeOne-3]] > [[Next >->49-9043-HowToBecomeOne-5]] > [[Close->49-9043-Detailed]]

contractor associations, and the state labor department often sponsor apprenticeship programs. The basic qualifications for entering an apprenticeship program are as follows: - Minimum age of 18 - High school diploma or equivalent > [[< Previous->49-9043-HowToBecomeOne-4]] > [[Next >->49-9043-HowToBecomeOne-6]] > [[Close->49-9043-Detailed]]

- Physically able to do the work ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Manual dexterity. Industrial machinery mechanics, machinery maintenance workers, and millwrights must have a steady hand and good hand–eye coordination when handling very small parts. Mechanical skills. Industrial machinery mechanics, machinery maintenance workers, and millwrights use technical manuals and sophisticated diagnostic equipment to figure > [[< Previous->49-9043-HowToBecomeOne-5]] > [[Next >->49-9043-HowToBecomeOne-7]] > [[Close->49-9043-Detailed]]

machinery maintenance workers, and millwrights varies by occupation (see table). The continued adoption of automated manufacturing machinery is expected to create jobs for these workers, as they will be needed to help keep machines in good working order. The use of automated conveyors to move products and materials in factories is likely to be an area of high demand for these workers, because the conveyor belts, motors, and rollers need regular care and maintenance. Millwrights' employment is affected by the slower growth of the industries in which they are employed, such as paper mills. In > [[< Previous->49-9043-JobOutlook-1]] > [[Next >->49-9043-JobOutlook-3]] > [[Close->49-9043-Detailed]]

- Repair or replace broken or malfunctioning components - Perform tests and run initial batches to make sure that the machine is running smoothly - Detect minor problems by performing basic diagnostic tests - Test malfunctioning machinery to determine whether major repairs are needed - Adjust and calibrate equipment and machinery to optimal specifications - Clean and lubricate equipment or machinery > [[< Previous->49-9044-WhatTheyDo-1]] > [[Next >->49-9044-WhatTheyDo-3]] > [[Close->49-9044-Detailed]]

- Move machinery and equipment Industrial machinery mechanics, also called maintenance machinists, keep machines in working order by detecting and correcting errors before the machine or the products it produces are damaged. Many of these machines are increasingly run by computers. Industrial machinery mechanics use technical manuals, their understanding of industrial equipment, and observation to determine the cause of a problem. For example, after detecting a vibration from a machine, they must decide whether it is the result of worn belts, weak motor bearings, or some other problem. They > [[< Previous->49-9044-WhatTheyDo-2]] > [[Next >->49-9044-WhatTheyDo-4]] > [[Close->49-9044-Detailed]]

may use computerized diagnostic systems and vibration analysis techniques to help figure out the source of problems. Examples of machines they may work with are robotic welding arms, automobile assembly line conveyor belts, and hydraulic lifts. After diagnosing a problem, the industrial machinery mechanic may take the equipment apart to repair or replace the necessary parts. Once a repair is made, mechanics test a machine to ensure that it is operating correctly. In addition to working with hand tools, mechanics commonly use lathes, grinders, and drill presses. Many also are required to > [[< Previous->49-9044-WhatTheyDo-3]] > [[Next >->49-9044-WhatTheyDo-5]] > [[Close->49-9044-Detailed]]

weld. Machinery maintenance workers do basic maintenance and repairs on machines. They clean and lubricate machinery, perform basic diagnostic tests, check the performance of the machine, and test damaged machine parts to determine whether major repairs are necessary. Machinery maintenance workers must follow machine specifications and adhere to maintenance schedules. They perform minor repairs, generally leaving major repairs to industrial machinery mechanics. Maintenance workers use a variety of tools to do repairs and preventive maintenance. For example, they may use a screwdriver or > [[< Previous->49-9044-WhatTheyDo-4]] > [[Next >->49-9044-WhatTheyDo-6]] > [[Close->49-9044-Detailed]]

socket wrenches to adjust a motor's alignment, or they might use a hoist to lift a heavy printing press off the ground. Millwrights install, maintain, and disassemble industrial machines. Putting together a machine can take a few days or several weeks. Millwrights perform repairs that include replacing worn or defective parts of machines. They also may be involved in taking apart the entire machine, a common situation when a manufacturing plant needs to clear floor space for new machinery. In taking apart a machine, millwrights carefully disassemble, categorize, and package each part of the > [[< Previous->49-9044-WhatTheyDo-5]] > [[Next >->49-9044-WhatTheyDo-7]] > [[Close->49-9044-Detailed]]

maintenance programs may include courses such as welding, mathematics, hydraulics, and pneumatics. ### Training Industrial machinery mechanics and machinery maintenance workers typically receive more than a year of on-the-job training. Industrial machinery mechanics and machinery maintenance workers learn how to perform routine tasks, such as setting up, cleaning, lubricating, and starting machinery. They also may be instructed in subjects such as shop mathematics, blueprint reading, proper hand tool use, welding, electronics, and computer programming. This training may be offered on the job > [[< Previous->49-9044-HowToBecomeOne-1]] > [[Next >->49-9044-HowToBecomeOne-3]] > [[Close->49-9044-Detailed]]

by professional trainers hired by the employer or by representatives of equipment manufacturers. Most millwrights learn their trade through a 3 > [[< Previous->49-9044-HowToBecomeOne-2]] > [[Next >->49-9044-HowToBecomeOne-4]] > [[Close->49-9044-Detailed]]

- or 4-year apprenticeship. For each year of the program, apprentices must have at least 144 hours of relevant technical instruction and up to 2,000 hours of paid on-the-job training. On the job, apprentices learn to set up, clean, lubricate, repair, and start machinery. During technical instruction, they are taught welding, mathematics, how to read blueprints, and machinery troubleshooting. Many also receive computer training. After completing an apprenticeship program, millwrights are considered fully qualified and can usually perform tasks with less guidance. Employers, local unions, > [[< Previous->49-9044-HowToBecomeOne-3]] > [[Next >->49-9044-HowToBecomeOne-5]] > [[Close->49-9044-Detailed]]

contractor associations, and the state labor department often sponsor apprenticeship programs. The basic qualifications for entering an apprenticeship program are as follows: - Minimum age of 18 - High school diploma or equivalent > [[< Previous->49-9044-HowToBecomeOne-4]] > [[Next >->49-9044-HowToBecomeOne-6]] > [[Close->49-9044-Detailed]]

- Physically able to do the work ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Manual dexterity. Industrial machinery mechanics, machinery maintenance workers, and millwrights must have a steady hand and good hand–eye coordination when handling very small parts. Mechanical skills. Industrial machinery mechanics, machinery maintenance workers, and millwrights use technical manuals and sophisticated diagnostic equipment to figure > [[< Previous->49-9044-HowToBecomeOne-5]] > [[Next >->49-9044-HowToBecomeOne-7]] > [[Close->49-9044-Detailed]]

machinery maintenance workers, and millwrights varies by occupation (see table). The continued adoption of automated manufacturing machinery is expected to create jobs for these workers, as they will be needed to help keep machines in good working order. The use of automated conveyors to move products and materials in factories is likely to be an area of high demand for these workers, because the conveyor belts, motors, and rollers need regular care and maintenance. Millwrights' employment is affected by the slower growth of the industries in which they are employed, such as paper mills. In > [[< Previous->49-9044-JobOutlook-1]] > [[Next >->49-9044-JobOutlook-3]] > [[Close->49-9044-Detailed]]

# What Electrical Power-Line Installers and Repairers Do Electrical power-line installers and repairers install or repair cables or wires used in electrical power or distribution systems. They also may erect poles or transmission towers. ### Duties Electrical power-line installers and repairers typically do the following: - Install, maintain, or repair the power lines that move electricity - String electrical cable and wires between poles, towers, and buildings - Identify defective devices, voltage regulators, transformers, and switches - Inspect and test electrical power lines and auxiliary equipment > [[Next >->49-9051-WhatTheyDo-2]] > [[Close->49-9051-Detailed]]

- Climb poles and transmission towers and use truck-mounted buckets to reach equipment > [[< Previous->49-9051-WhatTheyDo-1]] > [[Next >->49-9051-WhatTheyDo-3]] > [[Close->49-9051-Detailed]]

- Operate power equipment when installing and repairing poles, towers, and lines Electrical power-line installers and repairers install and maintain the power grid: the network of cables and wires that moves electricity from generating plants to consumers. They routinely work with high-voltage electricity, which requires extreme caution. Electrical power-line installers and repairers who maintain the interstate power grid work on crews that travel throughout a region to service transmission lines and towers. Those who are employed by local utilities maintain equipment such as transformers, > [[< Previous->49-9051-WhatTheyDo-2]] > [[Next >->49-9051-WhatTheyDo-4]] > [[Close->49-9051-Detailed]]

voltage regulators, and switches. They also may work on traffic lights and street lights. Workers generally start a new project by digging underground trenches or erecting utility poles and towers to carry the wires and cables. They use a variety of construction equipment, including trucks equipped with augers and cranes to dig holes and set poles in place. To identify maintenance needs, electrical power-line installers and repairers check for outage reports from remote monitoring, aerial inspections, and customers. To fix an electrical power-line problem, workers must first identify the > [[< Previous->49-9051-WhatTheyDo-3]] > [[Next >->49-9051-WhatTheyDo-5]] > [[Close->49-9051-Detailed]]

cause through diagnostic testing with specialized equipment. To work on poles, electrical power-line installers usually use bucket trucks to raise themselves to the top of the structure. They sometimes need to climb poles and towers, using special safety equipment to keep from falling. > [[< Previous->49-9051-WhatTheyDo-4]] > [[Close->49-9051-Detailed]]

# Work Environment ### Work Environment Electrical power-line installers and repairers encounter serious hazards on the job, including working with high-voltage electricity, often at great heights. The work also can be physically demanding. Most electrical power-line installers and repairers work full time, and some work more than 40 hours per week. > [[Close->49-9051-Detailed]]

# How to Become an Electrical Power-Line Installer and Repairer To enter the occupation, electrical power-line installers and repairers typically need a high school diploma or equivalent. To become proficient, they typically need technical instruction and on-the-job training. Apprenticeships are common. ### Education Electrical line installers and repairers typically need a high school diploma or equivalent. Employers may prefer to hire candidates who have basic knowledge of algebra and trigonometry. In addition, technical knowledge of electricity or electronics obtained through military service, vocational programs, or community colleges may be > [[Next >->49-9051-HowToBecomeOne-2]] > [[Close->49-9051-Detailed]]

helpful. Some community colleges offer programs for electrical power-line installers and repairers that lead to a 1-year certificate or 2-year associate's degree. These programs cover topics such as electrical distribution, line construction, and pole top and bucket rescue. The programs also may include an internship or hands-on fieldwork. ### Training Electrical power-line installers and repairers typically complete apprenticeships or other employer-sponsored training programs. These programs, which may last up to 3 years, combine on-the-job training with technical instruction and are > [[< Previous->49-9051-HowToBecomeOne-1]] > [[Next >->49-9051-HowToBecomeOne-3]] > [[Close->49-9051-Detailed]]

sometimes administered jointly by the employer and the union representing the workers. Qualifications to enter an apprenticeship program may include a high school diploma or equivalent, 1 year of high school algebra or the college-level equivalent, a qualifying score on an aptitude test, and passing a substance abuse screening. Apprentices also may have to meet physical requirements, including passing a fitness test. ### Licenses, Certifications, and Registrations Although not mandatory, certification is available for electrical power-line installers and repairers. Information on > [[< Previous->49-9051-HowToBecomeOne-2]] > [[Next >->49-9051-HowToBecomeOne-4]] > [[Close->49-9051-Detailed]]

certifications is available from CareerOneStop. Workers who drive heavy vehicles usually need a state-issued commercial driver's license (CDL). Workers who drive crews that cross state lines need an interstate CDL, which may have additional requirements regulated by the Federal Motor Carrier Safety Administration. Other requirements, such as medical or other certifications and minimum age, vary by state. Check with your state for more details. Information on state licensing board requirements is available from CareerOneStop. ### Advancement After 3 or 4 years of working, qualified > [[< Previous->49-9051-HowToBecomeOne-3]] > [[Next >->49-9051-HowToBecomeOne-5]] > [[Close->49-9051-Detailed]]

electrical power-line apprentices reach the journey level. A journey-level worker is no longer considered an apprentice and can perform most tasks without supervision. Experienced electrical power-line installers and repairers may become supervisors or trainers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Electrical power-line installers and repairers must be comfortable working at great heights. They may > [[< Previous->49-9051-HowToBecomeOne-4]] > [[Next >->49-9051-HowToBecomeOne-6]] > [[Close->49-9051-Detailed]]

work from ladders or bucket lifts and climb utility poles. Color vision. Workers who handle electrical wires and cables must be able to distinguish colors because the wires and cables are often color coded. Interpersonal skills. Because these workers rely on their fellow crew members for safety, they must be able to collaborate as part of a team. Physical stamina. Electrical power-line installers and repairers often must climb poles with heavy tools and equipment. Physical strength. Electrical power-line installers and repairers must be able to lift heavy tools, cables, and equipment on > [[< Previous->49-9051-HowToBecomeOne-5]] > [[Next >->49-9051-HowToBecomeOne-7]] > [[Close->49-9051-Detailed]]

the job. Problem-solving skills. Electrical power-line installers and repairers must diagnose problems in electrical systems and lines and be able to repair or replace faulty equipment. Technical skills. Electrical power-line installers use diagnostic equipment on circuit breakers, switches, and transformers. They must be familiar with electrical systems and the appropriate tools needed to fix and maintain them. > [[< Previous->49-9051-HowToBecomeOne-6]] > [[Close->49-9051-Detailed]]

# Pay The median annual wage for electrical power-line installers and repairers was $92,560 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $50,020, and the highest 10 percent earned more than $126,610. In May 2024, the median annual wages for electrical power-line installers and repairers in the top industries in which they worked were as follows: Most electrical power-line installers and repairers work full time, and some work more than 40 hours per week. In > [[Next >->49-9051-Pay-2]] > [[Close->49-9051-Detailed]]

emergencies or after storms and other natural disasters, they may have to travel to impacted areas and work long hours for several days in a row. > [[< Previous->49-9051-Pay-1]] > [[Close->49-9051-Detailed]]

# Job Outlook Employment of electrical power-line installers and repairers is projected to grow 7 percent from 2024 to 2034, much faster than the average for all occupations. About 10,700 openings for electrical power-line installers and repairers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment of electrical power-line installers and repairers is expected to grow, largely due to increasing electrical grid needs. > [[Next >->49-9051-JobOutlook-2]] > [[Close->49-9051-Detailed]]

With each new housing development or business complex, new electric power lines are installed and will require maintenance. The increasing prevalence of electric vehicles (EVs) will also require more of these workers to install new grid connections. In addition, the interstate power grid will continue to become more complex to ensure reliability. > [[< Previous->49-9051-JobOutlook-1]] > [[Close->49-9051-Detailed]]

- Keep records of maintenance, repairs, and installations > [[< Previous->49-9052-WhatTheyDo-1]] > [[Next >->49-9052-WhatTheyDo-3]] > [[Close->49-9052-Detailed]]

- Explain the use and maintenance of equipment to customers Telecommunications technicians construct and maintain the infrastructure that transmits information electronically, often across great distances. They install and repair telecommunications lines and fiber optic cables. They also set up and maintain equipment that carries communications signals. The specific tasks of telecom technicians vary with their specialization and where they work. The following are examples of types of telecommunications technicians: Radio, cellular, and tower equipment installers and repairers install, > [[< Previous->49-9052-WhatTheyDo-2]] > [[Next >->49-9052-WhatTheyDo-4]] > [[Close->49-9052-Detailed]]

repair, or maintain radio transmitting, broadcasting, and receiving equipment and two-way radio communications systems. These systems are used in cellular telecommunications, mobile broadband, and radio equipment in service and emergency vehicles. Radio, cellular, and tower equipment installers and repairers may test and analyze network coverage and troubleshoot solutions during network outages. Telecommunications equipment installers and repairers set up and maintain various types of devices or equipment that carry communications signals, such as telephone lines and internet routers. > [[< Previous->49-9052-WhatTheyDo-3]] > [[Next >->49-9052-WhatTheyDo-5]] > [[Close->49-9052-Detailed]]

Central office technicians set up and maintain switches, fiber optic cables, and other equipment at switching hubs, called central offices. These hubs send, process, and amplify data from thousands of telephone, internet, and cable connections. Central office technicians receive alerts about equipment malfunctions from automonitoring switches and are able to correct the problems remotely. Technicians who work at distribution centers for cable and television companies may be called headend technicians. Headends are control centers in which technicians monitor signals for local cable networks. > [[< Previous->49-9052-WhatTheyDo-4]] > [[Next >->49-9052-WhatTheyDo-6]] > [[Close->49-9052-Detailed]]

Residential and business installers and repairers set up and repair telecommunications equipment, such as modems for internet and cable television services, in customers' homes and businesses. They also may need to install aerial and underground wiring. Telecommunications line installers and repairers install and maintain the cables used by network communications companies. Depending on the service provided - local and long-distance telephone, cable television, or internet > [[< Previous->49-9052-WhatTheyDo-5]] > [[Next >->49-9052-WhatTheyDo-7]] > [[Close->49-9052-Detailed]]

# How to Become a Telecommunications Technician Telecommunications technicians typically need at least a high school diploma or equivalent to enter the occupation. Employers may prefer to hire candidates who have a certificate or associate's degree. These workers also receive on-the-job training. ### Education Telecommunications technicians typically need at least a high school diploma or equivalent. Employers of telecommunications equipment installers and repairers and radio, cellular, and tower equipment installers and repairers may prefer to hire candidates who have some postsecondary education in electronics, telecommunications, or > [[Next >->49-9052-HowToBecomeOne-2]] > [[Close->49-9052-Detailed]]

computer networking. Some employers prefer to hire candidates who have an associate's degree. Community colleges and technical schools offer courses in subjects such as data transmission systems, data communication, AC/DC electrical circuits, and computer programming. These courses typically are included in programs that lead to a certificate or an associate's degree in telecommunications or related subjects. ### Training Once hired, telecommunications technicians typically receive on-the-job training that lasts from several months to several years. Training involves a combination of formal > [[< Previous->49-9052-HowToBecomeOne-1]] > [[Next >->49-9052-HowToBecomeOne-3]] > [[Close->49-9052-Detailed]]

instruction and hands-on work with an experienced technician. In these settings, workers learn about the equipment's internal parts and the tools needed for repair. Training length and topics vary by position and employer. For example, central office technicians typically receive electrical training. Telecommunications line installers and repairers who work for telecommunications companies may benefit from additional training provided by equipment manufacturers, schools, unions, or industry organizations. Radio, cellular, and tower equipment installers and repairers typically learn subjects > [[< Previous->49-9052-HowToBecomeOne-2]] > [[Next >->49-9052-HowToBecomeOne-4]] > [[Close->49-9052-Detailed]]

such as tower climbing and rescue, electrical skills and concepts, and radio frequency fundamentals. ### Licenses, Certifications, and Registrations Manufacturer or employer-provided certification may be helpful for some telecom technicians. Information on certifications is available from CareerOneStop. Telecom technicians may need a driver's license to travel to jobsites, and workers who drive heavy vehicles usually need a commercial driver's license (CDL). Some employers prefer or require that candidates have certification in first aid or in cardiopulmonary resuscitation (CPR). ### > [[< Previous->49-9052-HowToBecomeOne-3]] > [[Next >->49-9052-HowToBecomeOne-5]] > [[Close->49-9052-Detailed]]

Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Telecom technicians must be comfortable working at heights on lifts, telecommunications towers, and other elevated surfaces. Color vision. Telecom technicians work with color-coded wires, and they must be able to tell them apart. Customer-service skills. Telecom technicians who work in customers' homes and offices should be friendly and polite. They must be able to > [[< Previous->49-9052-HowToBecomeOne-4]] > [[Next >->49-9052-HowToBecomeOne-6]] > [[Close->49-9052-Detailed]]

explain to customers about maintaining and operating communications equipment. Dexterity. Telecom technicians' tasks, such as connecting components and using hand tools, require good hand–eye coordination to avoid injuring themselves and damaging materials. Mechanical skills. Telecom technicians must be familiar with the devices they work on and with the tools they need to install or fix those devices. They must also be able to understand manufacturers' instructions when installing or repairing equipment. Physical stamina. Telecom technicians must be able to climb ladders or towers > [[< Previous->49-9052-HowToBecomeOne-5]] > [[Next >->49-9052-HowToBecomeOne-7]] > [[Close->49-9052-Detailed]]

with heavy tools or equipment, work on their feet for extended periods, and dig trenches for telecommunications cables. Physical strength. Telecom technicians must be able to lift heavy tools, cables, and equipment on a regular basis. Problem-solving skills. Telecom technicians must be able to troubleshoot and devise solutions to problems that arise when installing or repairing equipment or devices. > [[< Previous->49-9052-HowToBecomeOne-6]] > [[Close->49-9052-Detailed]]

required to work night or weekend shifts to maintain or upgrade telecommunications equipment. Some are on call around the clock in case of emergency. > [[< Previous->49-9052-Pay-1]] > [[Close->49-9052-Detailed]]

# What Medical Equipment Repairers Do Medical equipment repairers install, maintain, and repair patient care equipment. ### Duties Medical equipment repairers typically do the following: - Install medical equipment - Test and calibrate parts and equipment - Repair and replace parts - Perform preventive maintenance and service - Keep records of maintenance and repairs - Explain and demonstrate how to operate medical equipment > [[Next >->49-9062-WhatTheyDo-2]] > [[Close->49-9062-Detailed]]

- Make recommendations for new equipment Medical equipment repairers, also known as biomedical equipment technicians or technologists, repair a wide range of electronic, electromechanical, and hydraulic equipment used in hospitals and health practitioners' offices. They may work on patient monitors, defibrillators, ventilators, anesthesia machines, and other life-supporting equipment. They also may work on medical imaging equipment, such as x-ray machines, CAT scanners, and ultrasound equipment; voice-controlled operating tables; and electric wheelchairs. In addition, they repair medical > [[< Previous->49-9062-WhatTheyDo-1]] > [[Next >->49-9062-WhatTheyDo-3]] > [[Close->49-9062-Detailed]]

equipment that dentists and optometrists use. If a machine has problems or is not functioning to its potential, repairers first diagnose the problem. They then adjust the mechanical, electronic, or hydraulic parts or modify the software to recalibrate the equipment and fix the issue. They may consult technical manuals as needed. Medical equipment repairers also perform routine scheduled maintenance to ensure that sophisticated equipment, such as x-ray machines and CAT scanners, is in good working order and meets regulatory compliance requirements. Medical equipment repairers use a variety > [[< Previous->49-9062-WhatTheyDo-2]] > [[Next >->49-9062-WhatTheyDo-4]] > [[Close->49-9062-Detailed]]

of test, measurement, and diagnostic tools. They may use electronic tools, such as multimeters (an electronic measuring device that combines several measures), network analyzers, and computers. Much of the equipment that they maintain and repair uses specialized test-equipment software. Repairers use this software to calibrate the machines. They also use hand tools, such as screwdrivers, wrenches, and soldering irons. Medical equipment repairers may work closely with the information technology (IT) department to integrate new technologies and software. They also work closely with the IT > [[< Previous->49-9062-WhatTheyDo-3]] > [[Next >->49-9062-WhatTheyDo-5]] > [[Close->49-9062-Detailed]]

department to maintain network and data security. They load software updates and patches on machines. They may be tasked with configuring and maintaining the network connectivity of medical equipment, ensuring that devices communicate effectively with electronic health records (EHR) systems and other digital infrastructure. They may also install cybersecurity software and implement security protocols to protect patient data and equipment. Although some medical equipment repairers are trained to fix a variety of equipment, others specialize in repairing one or a small number of machines. > [[< Previous->49-9062-WhatTheyDo-4]] > [[Close->49-9062-Detailed]]

# Work Environment ### Work Environment Although medical equipment repairers usually work during the day, they are sometimes expected to be on call, including evenings and weekends. Because repairing vital medical equipment is urgent, the work is sometimes stressful. Those who work around patients may be exposed to germs, diseases, and other health risks. > [[Close->49-9062-Detailed]]

# How to Become a Medical Equipment Repairer Medical equipment repairers typically need an associate's degree or certificate in biomedical technology or a related field. Some may enter the occupation with a high school diploma and relevant training or work experience, such as having completed an apprenticeship. ### Education Education requirements for medical equipment repairers vary, depending on a worker's experience and area of specialization. Some workers obtain an associate's degree in biomedical equipment technology or engineering. Others may enter the occupation with a high school diploma and learn through on-the-job > [[Next >->49-9062-HowToBecomeOne-2]] > [[Close->49-9062-Detailed]]

training. ### Training New workers observe experienced repairers for several months and provide help as needed. As they learn, workers gradually become more independent while still under supervision. Each piece of equipment is different, so medical equipment repairers must learn each one separately. In some cases, this requires studying a machine's technical specifications and operating manual. Medical device manufacturers and third-party vendors also may provide technical training. Some medical equipment repairers enter the occupation through an apprenticeship program. Apprenticeship > [[< Previous->49-9062-HowToBecomeOne-1]] > [[Next >->49-9062-HowToBecomeOne-3]] > [[Close->49-9062-Detailed]]

programs typically combine paid on-the-job training with technical instruction. Apprenticeships may be offered through community colleges, employers, or industry associations. ### Other Experience Some medical equipment repairers complete training and gain experience in the U.S. military. Those with relevant prior military experience as a biomedical equipment technician or with related experience in fields such as avionics or electromechanical repair may qualify for civilian jobs without completing additional education. ### Licenses, Certifications, and Registrations Although not mandatory, > [[< Previous->49-9062-HowToBecomeOne-2]] > [[Next >->49-9062-HowToBecomeOne-4]] > [[Close->49-9062-Detailed]]

professional certification can demonstrate competency in the field. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Medical equipment repairers must effectively communicate technical information verbally and in writing to clients and coworkers. Dexterity. Many tasks, such as connecting or attaching parts and using hand tools, require a steady hand and > [[< Previous->49-9062-HowToBecomeOne-3]] > [[Next >->49-9062-HowToBecomeOne-5]] > [[Close->49-9062-Detailed]]

good hand-eye coordination. Mechanical skills. Medical equipment repairers must be familiar with medical components and systems and how they interact. Often, repairers must disassemble and reassemble major parts for repair. Physical stamina. Standing, crouching, and bending in awkward positions are common when making repairs to equipment. Physical strength. Medical equipment repairers may be required to lift or move heavy equipment. Technical skills. Medical equipment repairers use sophisticated diagnostic tools when working on complex medical equipment. They must be familiar with the > [[< Previous->49-9062-HowToBecomeOne-4]] > [[Next >->49-9062-HowToBecomeOne-6]] > [[Close->49-9062-Detailed]]

equipment's internal parts, software systems, and the appropriate tools needed to fix them. Time-management skills. Because repairing vital medical equipment is urgent, workers must make good use of their time and perform repairs quickly. Troubleshooting skills. As medical equipment becomes more intricate, problems become more difficult to identify. Therefore, repairers must be able to find and solve problems that are not immediately apparent. > [[< Previous->49-9062-HowToBecomeOne-5]] > [[Close->49-9062-Detailed]]

# Pay The median annual wage for medical equipment repairers was $62,630 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $39,060, and the highest 10 percent earned more than $99,290. In May 2024, the median annual wages for medical equipment repairers in the top industries in which they worked were as follows: Most medical equipment repairers work full time. Medical equipment repairers are sometimes expected to be on call, including evenings and weekends. > [[Close->49-9062-Detailed]]

# Job Outlook Employment of medical equipment repairers is projected to grow 13 percent from 2024 to 2034, much faster than the average for all occupations. About 7,300 openings for medical equipment repairers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Medical equipment repairers will be needed to fix and maintain the medical equipment used in healthcare facilities. With the expected increase in the prevalence of > [[Next >->49-9062-JobOutlook-2]] > [[Close->49-9062-Detailed]]

chronic diseases, demand for medical care and the equipment used to diagnose, monitor, and treat diseases will grow. Thus, more medical equipment repairers will be needed to ensure that these machines work properly. > [[< Previous->49-9062-JobOutlook-1]] > [[Close->49-9062-Detailed]]

# What General Maintenance and Repair Workers Do General maintenance and repair workers fix and maintain machines, mechanical equipment, and buildings. They paint, repair flooring, and work on plumbing, electrical, and air-conditioning and heating systems. ### Duties General maintenance and repair workers typically do the following: - Maintain and repair machines, mechanical equipment, and buildings - Fix or replace faulty electrical switches, outlets, and circuit breakers - Inspect and diagnose problems and figure out the best way to correct them > [[Next >->49-9071-WhatTheyDo-2]] > [[Close->49-9071-Detailed]]

- Perform routine preventive maintenance to ensure that machines continue to run smoothly - Assemble and set up machinery or equipment - Plan repair work using blueprints or diagrams - Do general cleaning and upkeep of buildings and properties - Order supplies from catalogs and storerooms - Meet with clients to estimate repairs and costs > [[< Previous->49-9071-WhatTheyDo-1]] > [[Next >->49-9071-WhatTheyDo-3]] > [[Close->49-9071-Detailed]]

- Keep detailed records of their work General maintenance and repair workers are hired for maintenance and repair tasks that are not complex enough to need the specialized training of a licensed tradesperson, such as a plumber or electrician. These workers are also responsible for recognizing when a job is above their skill level and requires the expertise of an electrician; a carpenter; a heating, air-conditioning, and refrigeration mechanic or installer; or a plumber, pipefitter, or steamfitter. General maintenance and repair workers may fix or paint roofs, windows, doors, floors, > [[< Previous->49-9071-WhatTheyDo-2]] > [[Next >->49-9071-WhatTheyDo-4]] > [[Close->49-9071-Detailed]]

woodwork, walls, and other parts of buildings. They also maintain and repair specialized equipment and machinery in cafeterias, laundries, hospitals, stores, offices, and factories. General maintenance and repair workers get supplies and parts from distributors or storerooms to fix problems. They use common hand and power tools, such as screwdrivers, saws, drills, wrenches, and hammers to fix, replace, or repair equipment and parts of buildings. > [[< Previous->49-9071-WhatTheyDo-3]] > [[Close->49-9071-Detailed]]

# Work Environment ### Work Environment General maintenance and repair workers often carry out many different tasks in a single day. They could work at any number of indoor or outdoor locations. They may work inside a single building, such as a hotel or hospital, or be responsible for the maintenance of many buildings, such as those in an apartment complex or on a college campus. > [[Close->49-9071-Detailed]]

# How to Become a General Maintenance and Repair Worker Jobs in this field typically do not require any formal education beyond high school. General maintenance and repair workers often learn their skills on the job. They start by doing simple tasks and watching and learning from skilled maintenance workers. ### Education Many maintenance and repair workers learn some basic skills in high school shop or technical education classes, postsecondary trade or vocational schools, or community colleges. Courses in mechanical drawing, electricity, woodworking, blueprint reading, mathematics, and computers are useful. Maintenance and repair workers often > [[Next >->49-9071-HowToBecomeOne-2]] > [[Close->49-9071-Detailed]]

do work that involves electrical, plumbing, heating, and air-conditioning systems or painting and roofing tasks. Workers need a good working knowledge of many repair and maintenance tasks. Practical training, available at many adult education centers and community colleges, is another option for workers to learn tasks such as drywall repair and basic plumbing. ### Training General maintenance and repair workers usually start by watching and learning from skilled maintenance workers. They begin by doing simple tasks, such as fixing leaky faucets and replacing lightbulbs. After gaining > [[< Previous->49-9071-HowToBecomeOne-1]] > [[Next >->49-9071-HowToBecomeOne-3]] > [[Close->49-9071-Detailed]]

experience, general maintenance and repair workers move on to more difficult tasks, such as overhauling machinery or building walls. Some general maintenance and repair workers learn their skills by assisting other types of repair or construction workers, including machinery repairers, carpenters, or electricians. ### Licenses, Certifications, and Registrations Licensing requirements vary by state and locality. For more complex tasks, workers may need to be licensed in a particular specialty, such as electrical or plumbing work. ### Advancement Some maintenance and repair workers decide to > [[< Previous->49-9071-HowToBecomeOne-2]] > [[Next >->49-9071-HowToBecomeOne-4]] > [[Close->49-9071-Detailed]]

train in one specific craft and become craftworkers, such as electricians, heating and air-conditioning mechanics, or plumbers. Other maintenance workers eventually open their own repair or contracting business. However, those who want to become a project manager or own their own business may need some postsecondary education or a degree in construction management. For more information, see the profile on construction managers. Within small organizations, promotion opportunities may be limited. ### Important Qualities The following are examples of qualities that are important for these > [[< Previous->49-9071-HowToBecomeOne-3]] > [[Next >->49-9071-HowToBecomeOne-5]] > [[Close->49-9071-Detailed]]

workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. These workers interact with customers on a regular basis. They need to be friendly and able to address customers' questions. Dexterity. Many repair and maintenance tasks, such as repairing small devices, connecting or attaching components, and using hand tools, require a steady hand and good hand–eye coordination. Troubleshooting skills. Workers find, diagnose, and repair problems. They perform tests to figure out the cause of problems before fixing > [[< Previous->49-9071-HowToBecomeOne-4]] > [[Next >->49-9071-HowToBecomeOne-6]] > [[Close->49-9071-Detailed]]

equipment. > [[< Previous->49-9071-HowToBecomeOne-5]] > [[Close->49-9071-Detailed]]

# Pay The median annual wage for general maintenance and repair workers was $48,620 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $33,860, and the highest 10 percent earned more than $76,110. In May 2024, the median annual wages for general maintenance and repair workers in the top industries in which they worked were as follows: Most general maintenance and repair workers work full time, including evenings or weekends. Some are on call for emergency repairs. > [[Close->49-9071-Detailed]]

# Job Outlook Employment of general maintenance and repair workers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 159,800 openings for general maintenance and repair workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Maintenance and repair workers will continue to be needed to improve and renovate residential and nonresidential properties, such as apartment > [[Next >->49-9071-JobOutlook-2]] > [[Close->49-9071-Detailed]]

buildings, commercial offices, and public buildings. This is especially true for older structures, which typically require more maintenance or repair. > [[< Previous->49-9071-JobOutlook-1]] > [[Close->49-9071-Detailed]]

# What Wind Turbine Technicians Do Wind turbine service technicians, also known as windtechs, maintain and repair wind turbines. ### Duties Wind turbine service technicians typically do the following: - Assist engineers and ironworkers in installing new wind turbines - Inspect the exterior and physical integrity of wind turbine towers - Climb wind turbine towers to inspect or repair wind turbine equipment - Perform routine maintenance on wind turbines - Test and troubleshoot electrical, mechanical, and hydraulic components and systems - Replace worn or malfunctioning components > [[Next >->49-9081-WhatTheyDo-2]] > [[Close->49-9081-Detailed]]

- Collect turbine data for testing or research and analysis > [[< Previous->49-9081-WhatTheyDo-1]] > [[Next >->49-9081-WhatTheyDo-3]] > [[Close->49-9081-Detailed]]

- Service underground transmission systems, wind field substations, or fiber optic sensing and control systems Windtechs maintain and fix the components of wind turbines, large mechanical structures that convert wind energy into electricity. The three major components of each turbine are a tower; a nacelle, which contains the equipment that generates electricity; and three blades attached to the nacelle. Most of a windtech's work focuses on maintaining the nacelle. Windtechs typically maintain turbines by inspecting components and lubricating parts. Maintenance schedules are largely > [[< Previous->49-9081-WhatTheyDo-2]] > [[Next >->49-9081-WhatTheyDo-4]] > [[Close->49-9081-Detailed]]

determined by the hours a turbine operates but also may vary by manufacturer. For turbines that operate year round, windtechs may do routine maintenance one to three times a year. Turbines have electronic monitoring equipment, usually located in the nacelle, that provides an alert when a problem is detected. Although windtechs may access monitoring equipment both onsite and off, they must travel to the worksite to make repairs to turbine components. Windtechs use a safety harness when climbing the tower, which may be 200 feet or higher, to reach the nacelle. They use a variety of handtools > [[< Previous->49-9081-WhatTheyDo-3]] > [[Next >->49-9081-WhatTheyDo-5]] > [[Close->49-9081-Detailed]]

and power tools to make adjustments or repairs, and they use computers to diagnose electrical malfunctions. > [[< Previous->49-9081-WhatTheyDo-4]] > [[Close->49-9081-Detailed]]

# Work Environment ### Work Environment Wind turbine service technicians generally work outdoors, in confined spaces, and often at great heights. Most windtechs work full time, and they also may be on call in the evening or on weekends. > [[Close->49-9081-Detailed]]

# How to Become a Wind Turbine Technician Wind turbine service technicians, also known as windtechs, typically need a postsecondary nondegree award to enter the occupation. They also typically receive on-the-job training from their employer. ### Education Windtechs typically attend technical schools or community colleges, where they may complete a postsecondary certificate in wind energy technology or choose to earn an associate's degree. Many technical schools have onsite wind turbines that students service as part of their studies. In addition to hands-on learning, windtech coursework includes maintenance instruction for > [[Next >->49-9081-HowToBecomeOne-2]] > [[Close->49-9081-Detailed]]

electrical and hydraulic systems, braking and mechanical systems, and programmable logic control systems. Students also receive instruction in tower climbing, along with training for rescues, safety, first aid, and CPR. ### Training Once hired, windtechs typically receive employer > [[< Previous->49-9081-HowToBecomeOne-1]] > [[Next >->49-9081-HowToBecomeOne-3]] > [[Close->49-9081-Detailed]]

- or manufacturer-provided on-the-job training that is related to the specific wind turbines they will maintain and repair. ### Licenses, Certifications, and Registrations Although not mandatory, professional certification allows workers to demonstrate a certain level of knowledge and competence. Certification subjects for windtechs include workplace electrical safety, tower climbing, and self-rescue. Employers often direct workers to the certifications they need. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. > [[< Previous->49-9081-HowToBecomeOne-2]] > [[Next >->49-9081-HowToBecomeOne-4]] > [[Close->49-9081-Detailed]]

For more information, visit the Employment Projections (EP) skills data page. Ability to work at heights. Windtechs must be comfortable working at heights to maintain or repair turbines. Tower ladders are usually at least 200 feet high. Communication skills. Windtechs must exchange information with windtechs or specialists, such as electricians, in order to work safely and effectively. Detail oriented. Windtechs must maintain records of all of the services they perform. Turbine maintenance requires precise measurements, a strict order of operations, and numerous safety > [[< Previous->49-9081-HowToBecomeOne-3]] > [[Next >->49-9081-HowToBecomeOne-5]] > [[Close->49-9081-Detailed]]

procedures. Mechanical skills. Windtechs must understand and be able to maintain and repair a turbine's various technical systems. Physical stamina. Windtechs must be able to climb turbine towers, often with tools and equipment. Physical strength. Windtechs must lift heavy equipment, parts, and tools, some of which weigh 50 pounds or more. Problem-solving skills. Windtechs must diagnose and repair turbine problems. When a malfunction or other issue arises, technicians must determine the cause and make the necessary repairs. > [[< Previous->49-9081-HowToBecomeOne-4]] > [[Close->49-9081-Detailed]]

# Pay The median annual wage for wind turbine technicians was $62,580 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $49,110, and the highest 10 percent earned more than $88,090. In May 2024, the median annual wages for wind turbine technicians in the top industries in which they worked were as follows: Most wind turbine service technicians, also known as windtechs, work full time, and they also may be on call in the evening or on weekends. > [[Close->49-9081-Detailed]]

# Job Outlook Employment of wind turbine technicians is projected to grow 50 percent from 2024 to 2034, much faster than the average for all occupations. About 2,300 openings for wind turbine technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Increased demand for electricity is expected to result in more wind turbines being built. This, in turn, should create jobs for wind turbine service technicians to install > [[Next >->49-9081-JobOutlook-2]] > [[Close->49-9081-Detailed]]

and maintain these turbines. > [[< Previous->49-9081-JobOutlook-1]] > [[Close->49-9081-Detailed]]

# What Assemblers and Fabricators Do Assemblers and fabricators build finished products and the parts that go into them. They use handtools and machines to make vehicles, toys, electronic devices, and more. ### Duties Assemblers and fabricators typically do the following: - Read and understand schematics and blueprints - Position or align components and parts either manually or with hoists - Use handtools or machines to assemble parts - Conduct quality control checks > [[Next >->51-2011-WhatTheyDo-2]] > [[Close->51-2011-Detailed]]

- Clean and maintain work area and equipment, including tools Assemblers and fabricators need a range of knowledge and skills. For example, assemblers putting together complex machines must be able to read detailed schematics. After determining how parts should connect, they use handtools or power tools to trim, cut, and make other adjustments to fit components together. When the parts are properly aligned, they connect them with bolts and screws, or they weld or solder pieces together. Assemblers look for faulty components and mistakes throughout the assembly process. Such assessments help > [[< Previous->51-2011-WhatTheyDo-1]] > [[Next >->51-2011-WhatTheyDo-3]] > [[Close->51-2011-Detailed]]

to ensure quality by allowing assemblers to fix problems before defective products are made. Modern manufacturing systems use robots, computers, and other technologies. These systems use teams of workers to produce entire products or components. Assemblers and fabricators may also be involved in product development. Designers and engineers may consult manufacturing workers during the design stage to improve product reliability and manufacturing efficiency. Some experienced assemblers work with designers and engineers to build prototypes or test products. Although most assemblers and > [[< Previous->51-2011-WhatTheyDo-2]] > [[Next >->51-2011-WhatTheyDo-4]] > [[Close->51-2011-Detailed]]

fabricators are classified as team assemblers, others specialize in producing one type of product or in doing the same or similar tasks throughout the manufacturing process. The following are examples of types of assemblers and fabricators: Aircraft structure, surfaces, rigging, and systems assemblers fit, fasten, and install parts of airplanes, missiles, or space vehicles. These parts include the wings, landing gear, and heating and ventilating systems. Coil winders, tapers, and finishers roll wire curs of electrical components used in electric and electronic products, including > [[< Previous->51-2011-WhatTheyDo-3]] > [[Next >->51-2011-WhatTheyDo-5]] > [[Close->51-2011-Detailed]]

resistors, transformers, and electric motors. Using handtools, these workers also attach and trim coils or insulation. Electrical and electronic equipment assemblers build products such as computers, electric motors, and sensing equipment. Unlike in industries with automated systems, much of the small-scale production of electronic devices for aircraft, military systems, and medical equipment must be done by hand. These workers use devices such as soldering irons. Electromechanical equipment assemblers make and modify mechanical devices that run on electricity, such as household appliances, > [[< Previous->51-2011-WhatTheyDo-4]] > [[Next >->51-2011-WhatTheyDo-6]] > [[Close->51-2011-Detailed]]

computer tomography scanners, and vending machines. These workers use tools such as rulers, rivet guns, and soldering irons. Engine and machine assemblers construct and rebuild motors, turbines, and machines used in automobiles, construction and mining equipment, and power generators. Fiberglass laminators and fabricators overlay fiberglass onto molds, forming protective surfaces for boat decks and hulls, golf cart bodies, and other products. Structural metal fabricators and fitters cut, align, and fit together structural metal parts and may help weld or rivet the parts together. Team > [[< Previous->51-2011-WhatTheyDo-5]] > [[Next >->51-2011-WhatTheyDo-7]] > [[Close->51-2011-Detailed]]

assemblers rotate through different tasks on an assembly line, rather than specializing in a single task. Team members may decide how work is assigned and tasks are completed. Timing device assemblers, adjusters, and calibrators manufacture or modify instruments that require precise measurement of time, such as clocks, watches, and chronometers. > [[< Previous->51-2011-WhatTheyDo-6]] > [[Close->51-2011-Detailed]]

# Work Environment ### Work Environment Most assemblers and fabricators work in manufacturing plants. Their duties may involve long periods of standing or sitting. Most work full time, including some evenings and weekends. > [[Close->51-2011-Detailed]]

# How to Become an Assembler or Fabricator The education and qualifications typically needed to enter these occupations vary by industry and employer. Although a high school diploma is enough for most jobs, experience and training are needed for advanced assembly work. ### Education Assemblers and fabricators typically need a high school diploma or equivalent to enter the occupation. ### Training Workers typically receive several months of on-the-job training, sometimes including employer-sponsored technical instruction. Skilled assemblers and fabricators may need special training or an associate's degree, depending on the > [[Next >->51-2011-HowToBecomeOne-2]] > [[Close->51-2011-Detailed]]

employer. For example, workers in electrical, electronic, and aircraft and motor vehicle products manufacturing typically need postsecondary education. Apprenticeship programs are also available. ### Licenses, Certifications, and Registrations Cerifications demonstrate competence and professionalism and may help a candidate advance in the occupation. In addition, many employers, especially those in the aerospace and defense industries, require electrical and electronic assembly workers to have certifications in soldering. Information on certifications is available from CareerOneStop. ### > [[< Previous->51-2011-HowToBecomeOne-1]] > [[Next >->51-2011-HowToBecomeOne-3]] > [[Close->51-2011-Detailed]]

Advancement Experienced assemblers and fabricators may advance to become a supervisor or manager. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Assemblers and fabricators who make electrical and electronic products must distinguish different colors, because the wires they often work with are color coded. Dexterity. Assemblers and fabricators should have a steady hand and good hand–eye coordination, as they must > [[< Previous->51-2011-HowToBecomeOne-2]] > [[Next >->51-2011-HowToBecomeOne-4]] > [[Close->51-2011-Detailed]]

grasp, manipulate, and assemble parts and components that are often very small. Mechanical skills. Assemblers and fabricators must have a working knowledge of basic machinery to use programmable motion-control devices, computers, and robots on the factory floor. Physical stamina. Assemblers and fabricators must be able to stand for long periods and do repetitive tasks. Some assemblers, such as those in the aerospace industry, must frequently bend or climb ladders when assembling parts. Physical strength. Assemblers and fabricators must be able to lift heavy components or pieces of > [[< Previous->51-2011-HowToBecomeOne-3]] > [[Next >->51-2011-HowToBecomeOne-5]] > [[Close->51-2011-Detailed]]

machinery. Technical skills. Assemblers and fabricators must understand technical manuals, blueprints, and schematics for manufacturing a range of products and machines. > [[< Previous->51-2011-HowToBecomeOne-4]] > [[Close->51-2011-Detailed]]

# Pay The median annual wage for assemblers and fabricators was $43,570 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $32,270, and the highest 10 percent earned more than $63,490. Median annual wages for assemblers and fabricators in May 2024 were as follows: In May 2024, the median annual wages for assemblers and fabricators in the top industries in which they worked were as follows: Wages vary by industry, geographic region, skill, education level, and complexity > [[Next >->51-2011-Pay-2]] > [[Close->51-2011-Detailed]]

of the machinery operated. Most assemblers and fabricators work full time, and some work evenings and weekends. > [[< Previous->51-2011-Pay-1]] > [[Close->51-2011-Detailed]]

# Job Outlook Overall employment of assemblers and fabricators is projected to grow 1 percent from 2024 to 2034, decline. About 198,800 openings for assemblers and fabricators are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of assemblers and fabricators varies by occupation (see table). In general, employment of assemblers and fabricators is projected to decline or have limited growth because many > [[Next >->51-2011-JobOutlook-2]] > [[Close->51-2011-Detailed]]

manufacturing sectors are expected to become more efficient and able to produce more with fewer workers. In most manufacturing industries, improved processes, tools, and automation will reduce job growth. Increasingly, new advances in robotics have enabled machinery to perform more complex and delicate tasks previously performed by workers. In addition, assemblers and fabricators are increasing efficiency by working alongside robots, also known as "collaborative robotics," which may reduce the demand for some assemblers and fabricators. Changes in the cost of operations both in the United > [[< Previous->51-2011-JobOutlook-1]] > [[Next >->51-2011-JobOutlook-3]] > [[Close->51-2011-Detailed]]

States and abroad may encourage some manufacturers to bring back production that was previously sent offshore. However, because new facilities in the United States likely will incorporate more automation technologies, they may require less labor overall and may require workers to have high-level skills. Electrical, electronic, and electromechanical assemblers are employed in fast-growing manufacturing industries, such as those that produce electric vehicle (EV) batteries and semiconductors, and as a result, demand for these workers is expected to increase. > [[< Previous->51-2011-JobOutlook-2]] > [[Close->51-2011-Detailed]]

- Clean and maintain work area and equipment, including tools Assemblers and fabricators need a range of knowledge and skills. For example, assemblers putting together complex machines must be able to read detailed schematics. After determining how parts should connect, they use handtools or power tools to trim, cut, and make other adjustments to fit components together. When the parts are properly aligned, they connect them with bolts and screws, or they weld or solder pieces together. Assemblers look for faulty components and mistakes throughout the assembly process. Such assessments help > [[< Previous->51-2021-WhatTheyDo-1]] > [[Next >->51-2021-WhatTheyDo-3]] > [[Close->51-2021-Detailed]]

to ensure quality by allowing assemblers to fix problems before defective products are made. Modern manufacturing systems use robots, computers, and other technologies. These systems use teams of workers to produce entire products or components. Assemblers and fabricators may also be involved in product development. Designers and engineers may consult manufacturing workers during the design stage to improve product reliability and manufacturing efficiency. Some experienced assemblers work with designers and engineers to build prototypes or test products. Although most assemblers and > [[< Previous->51-2021-WhatTheyDo-2]] > [[Next >->51-2021-WhatTheyDo-4]] > [[Close->51-2021-Detailed]]

fabricators are classified as team assemblers, others specialize in producing one type of product or in doing the same or similar tasks throughout the manufacturing process. The following are examples of types of assemblers and fabricators: Aircraft structure, surfaces, rigging, and systems assemblers fit, fasten, and install parts of airplanes, missiles, or space vehicles. These parts include the wings, landing gear, and heating and ventilating systems. Coil winders, tapers, and finishers roll wire curs of electrical components used in electric and electronic products, including > [[< Previous->51-2021-WhatTheyDo-3]] > [[Next >->51-2021-WhatTheyDo-5]] > [[Close->51-2021-Detailed]]

resistors, transformers, and electric motors. Using handtools, these workers also attach and trim coils or insulation. Electrical and electronic equipment assemblers build products such as computers, electric motors, and sensing equipment. Unlike in industries with automated systems, much of the small-scale production of electronic devices for aircraft, military systems, and medical equipment must be done by hand. These workers use devices such as soldering irons. Electromechanical equipment assemblers make and modify mechanical devices that run on electricity, such as household appliances, > [[< Previous->51-2021-WhatTheyDo-4]] > [[Next >->51-2021-WhatTheyDo-6]] > [[Close->51-2021-Detailed]]

computer tomography scanners, and vending machines. These workers use tools such as rulers, rivet guns, and soldering irons. Engine and machine assemblers construct and rebuild motors, turbines, and machines used in automobiles, construction and mining equipment, and power generators. Fiberglass laminators and fabricators overlay fiberglass onto molds, forming protective surfaces for boat decks and hulls, golf cart bodies, and other products. Structural metal fabricators and fitters cut, align, and fit together structural metal parts and may help weld or rivet the parts together. Team > [[< Previous->51-2021-WhatTheyDo-5]] > [[Next >->51-2021-WhatTheyDo-7]] > [[Close->51-2021-Detailed]]

# How to Become an Assembler or Fabricator The education and qualifications typically needed to enter these occupations vary by industry and employer. Although a high school diploma is enough for most jobs, experience and training are needed for advanced assembly work. ### Education Assemblers and fabricators typically need a high school diploma or equivalent to enter the occupation. ### Training Workers typically receive several months of on-the-job training, sometimes including employer-sponsored technical instruction. Skilled assemblers and fabricators may need special training or an associate's degree, depending on the > [[Next >->51-2021-HowToBecomeOne-2]] > [[Close->51-2021-Detailed]]

employer. For example, workers in electrical, electronic, and aircraft and motor vehicle products manufacturing typically need postsecondary education. Apprenticeship programs are also available. ### Licenses, Certifications, and Registrations Cerifications demonstrate competence and professionalism and may help a candidate advance in the occupation. In addition, many employers, especially those in the aerospace and defense industries, require electrical and electronic assembly workers to have certifications in soldering. Information on certifications is available from CareerOneStop. ### > [[< Previous->51-2021-HowToBecomeOne-1]] > [[Next >->51-2021-HowToBecomeOne-3]] > [[Close->51-2021-Detailed]]

Advancement Experienced assemblers and fabricators may advance to become a supervisor or manager. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Assemblers and fabricators who make electrical and electronic products must distinguish different colors, because the wires they often work with are color coded. Dexterity. Assemblers and fabricators should have a steady hand and good hand–eye coordination, as they must > [[< Previous->51-2021-HowToBecomeOne-2]] > [[Next >->51-2021-HowToBecomeOne-4]] > [[Close->51-2021-Detailed]]

grasp, manipulate, and assemble parts and components that are often very small. Mechanical skills. Assemblers and fabricators must have a working knowledge of basic machinery to use programmable motion-control devices, computers, and robots on the factory floor. Physical stamina. Assemblers and fabricators must be able to stand for long periods and do repetitive tasks. Some assemblers, such as those in the aerospace industry, must frequently bend or climb ladders when assembling parts. Physical strength. Assemblers and fabricators must be able to lift heavy components or pieces of > [[< Previous->51-2021-HowToBecomeOne-3]] > [[Next >->51-2021-HowToBecomeOne-5]] > [[Close->51-2021-Detailed]]

machinery. Technical skills. Assemblers and fabricators must understand technical manuals, blueprints, and schematics for manufacturing a range of products and machines. > [[< Previous->51-2021-HowToBecomeOne-4]] > [[Close->51-2021-Detailed]]

of the machinery operated. Most assemblers and fabricators work full time, and some work evenings and weekends. > [[< Previous->51-2021-Pay-1]] > [[Close->51-2021-Detailed]]

manufacturing sectors are expected to become more efficient and able to produce more with fewer workers. In most manufacturing industries, improved processes, tools, and automation will reduce job growth. Increasingly, new advances in robotics have enabled machinery to perform more complex and delicate tasks previously performed by workers. In addition, assemblers and fabricators are increasing efficiency by working alongside robots, also known as "collaborative robotics," which may reduce the demand for some assemblers and fabricators. Changes in the cost of operations both in the United > [[< Previous->51-2021-JobOutlook-1]] > [[Next >->51-2021-JobOutlook-3]] > [[Close->51-2021-Detailed]]

- Clean and maintain work area and equipment, including tools Assemblers and fabricators need a range of knowledge and skills. For example, assemblers putting together complex machines must be able to read detailed schematics. After determining how parts should connect, they use handtools or power tools to trim, cut, and make other adjustments to fit components together. When the parts are properly aligned, they connect them with bolts and screws, or they weld or solder pieces together. Assemblers look for faulty components and mistakes throughout the assembly process. Such assessments help > [[< Previous->51-2031-WhatTheyDo-1]] > [[Next >->51-2031-WhatTheyDo-3]] > [[Close->51-2031-Detailed]]

to ensure quality by allowing assemblers to fix problems before defective products are made. Modern manufacturing systems use robots, computers, and other technologies. These systems use teams of workers to produce entire products or components. Assemblers and fabricators may also be involved in product development. Designers and engineers may consult manufacturing workers during the design stage to improve product reliability and manufacturing efficiency. Some experienced assemblers work with designers and engineers to build prototypes or test products. Although most assemblers and > [[< Previous->51-2031-WhatTheyDo-2]] > [[Next >->51-2031-WhatTheyDo-4]] > [[Close->51-2031-Detailed]]

fabricators are classified as team assemblers, others specialize in producing one type of product or in doing the same or similar tasks throughout the manufacturing process. The following are examples of types of assemblers and fabricators: Aircraft structure, surfaces, rigging, and systems assemblers fit, fasten, and install parts of airplanes, missiles, or space vehicles. These parts include the wings, landing gear, and heating and ventilating systems. Coil winders, tapers, and finishers roll wire curs of electrical components used in electric and electronic products, including > [[< Previous->51-2031-WhatTheyDo-3]] > [[Next >->51-2031-WhatTheyDo-5]] > [[Close->51-2031-Detailed]]

resistors, transformers, and electric motors. Using handtools, these workers also attach and trim coils or insulation. Electrical and electronic equipment assemblers build products such as computers, electric motors, and sensing equipment. Unlike in industries with automated systems, much of the small-scale production of electronic devices for aircraft, military systems, and medical equipment must be done by hand. These workers use devices such as soldering irons. Electromechanical equipment assemblers make and modify mechanical devices that run on electricity, such as household appliances, > [[< Previous->51-2031-WhatTheyDo-4]] > [[Next >->51-2031-WhatTheyDo-6]] > [[Close->51-2031-Detailed]]

computer tomography scanners, and vending machines. These workers use tools such as rulers, rivet guns, and soldering irons. Engine and machine assemblers construct and rebuild motors, turbines, and machines used in automobiles, construction and mining equipment, and power generators. Fiberglass laminators and fabricators overlay fiberglass onto molds, forming protective surfaces for boat decks and hulls, golf cart bodies, and other products. Structural metal fabricators and fitters cut, align, and fit together structural metal parts and may help weld or rivet the parts together. Team > [[< Previous->51-2031-WhatTheyDo-5]] > [[Next >->51-2031-WhatTheyDo-7]] > [[Close->51-2031-Detailed]]

# How to Become an Assembler or Fabricator The education and qualifications typically needed to enter these occupations vary by industry and employer. Although a high school diploma is enough for most jobs, experience and training are needed for advanced assembly work. ### Education Assemblers and fabricators typically need a high school diploma or equivalent to enter the occupation. ### Training Workers typically receive several months of on-the-job training, sometimes including employer-sponsored technical instruction. Skilled assemblers and fabricators may need special training or an associate's degree, depending on the > [[Next >->51-2031-HowToBecomeOne-2]] > [[Close->51-2031-Detailed]]

employer. For example, workers in electrical, electronic, and aircraft and motor vehicle products manufacturing typically need postsecondary education. Apprenticeship programs are also available. ### Licenses, Certifications, and Registrations Cerifications demonstrate competence and professionalism and may help a candidate advance in the occupation. In addition, many employers, especially those in the aerospace and defense industries, require electrical and electronic assembly workers to have certifications in soldering. Information on certifications is available from CareerOneStop. ### > [[< Previous->51-2031-HowToBecomeOne-1]] > [[Next >->51-2031-HowToBecomeOne-3]] > [[Close->51-2031-Detailed]]

Advancement Experienced assemblers and fabricators may advance to become a supervisor or manager. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Assemblers and fabricators who make electrical and electronic products must distinguish different colors, because the wires they often work with are color coded. Dexterity. Assemblers and fabricators should have a steady hand and good hand–eye coordination, as they must > [[< Previous->51-2031-HowToBecomeOne-2]] > [[Next >->51-2031-HowToBecomeOne-4]] > [[Close->51-2031-Detailed]]

grasp, manipulate, and assemble parts and components that are often very small. Mechanical skills. Assemblers and fabricators must have a working knowledge of basic machinery to use programmable motion-control devices, computers, and robots on the factory floor. Physical stamina. Assemblers and fabricators must be able to stand for long periods and do repetitive tasks. Some assemblers, such as those in the aerospace industry, must frequently bend or climb ladders when assembling parts. Physical strength. Assemblers and fabricators must be able to lift heavy components or pieces of > [[< Previous->51-2031-HowToBecomeOne-3]] > [[Next >->51-2031-HowToBecomeOne-5]] > [[Close->51-2031-Detailed]]

machinery. Technical skills. Assemblers and fabricators must understand technical manuals, blueprints, and schematics for manufacturing a range of products and machines. > [[< Previous->51-2031-HowToBecomeOne-4]] > [[Close->51-2031-Detailed]]

of the machinery operated. Most assemblers and fabricators work full time, and some work evenings and weekends. > [[< Previous->51-2031-Pay-1]] > [[Close->51-2031-Detailed]]

manufacturing sectors are expected to become more efficient and able to produce more with fewer workers. In most manufacturing industries, improved processes, tools, and automation will reduce job growth. Increasingly, new advances in robotics have enabled machinery to perform more complex and delicate tasks previously performed by workers. In addition, assemblers and fabricators are increasing efficiency by working alongside robots, also known as "collaborative robotics," which may reduce the demand for some assemblers and fabricators. Changes in the cost of operations both in the United > [[< Previous->51-2031-JobOutlook-1]] > [[Next >->51-2031-JobOutlook-3]] > [[Close->51-2031-Detailed]]

- Clean and maintain work area and equipment, including tools Assemblers and fabricators need a range of knowledge and skills. For example, assemblers putting together complex machines must be able to read detailed schematics. After determining how parts should connect, they use handtools or power tools to trim, cut, and make other adjustments to fit components together. When the parts are properly aligned, they connect them with bolts and screws, or they weld or solder pieces together. Assemblers look for faulty components and mistakes throughout the assembly process. Such assessments help > [[< Previous->51-2041-WhatTheyDo-1]] > [[Next >->51-2041-WhatTheyDo-3]] > [[Close->51-2041-Detailed]]

to ensure quality by allowing assemblers to fix problems before defective products are made. Modern manufacturing systems use robots, computers, and other technologies. These systems use teams of workers to produce entire products or components. Assemblers and fabricators may also be involved in product development. Designers and engineers may consult manufacturing workers during the design stage to improve product reliability and manufacturing efficiency. Some experienced assemblers work with designers and engineers to build prototypes or test products. Although most assemblers and > [[< Previous->51-2041-WhatTheyDo-2]] > [[Next >->51-2041-WhatTheyDo-4]] > [[Close->51-2041-Detailed]]

fabricators are classified as team assemblers, others specialize in producing one type of product or in doing the same or similar tasks throughout the manufacturing process. The following are examples of types of assemblers and fabricators: Aircraft structure, surfaces, rigging, and systems assemblers fit, fasten, and install parts of airplanes, missiles, or space vehicles. These parts include the wings, landing gear, and heating and ventilating systems. Coil winders, tapers, and finishers roll wire curs of electrical components used in electric and electronic products, including > [[< Previous->51-2041-WhatTheyDo-3]] > [[Next >->51-2041-WhatTheyDo-5]] > [[Close->51-2041-Detailed]]

resistors, transformers, and electric motors. Using handtools, these workers also attach and trim coils or insulation. Electrical and electronic equipment assemblers build products such as computers, electric motors, and sensing equipment. Unlike in industries with automated systems, much of the small-scale production of electronic devices for aircraft, military systems, and medical equipment must be done by hand. These workers use devices such as soldering irons. Electromechanical equipment assemblers make and modify mechanical devices that run on electricity, such as household appliances, > [[< Previous->51-2041-WhatTheyDo-4]] > [[Next >->51-2041-WhatTheyDo-6]] > [[Close->51-2041-Detailed]]

computer tomography scanners, and vending machines. These workers use tools such as rulers, rivet guns, and soldering irons. Engine and machine assemblers construct and rebuild motors, turbines, and machines used in automobiles, construction and mining equipment, and power generators. Fiberglass laminators and fabricators overlay fiberglass onto molds, forming protective surfaces for boat decks and hulls, golf cart bodies, and other products. Structural metal fabricators and fitters cut, align, and fit together structural metal parts and may help weld or rivet the parts together. Team > [[< Previous->51-2041-WhatTheyDo-5]] > [[Next >->51-2041-WhatTheyDo-7]] > [[Close->51-2041-Detailed]]

# How to Become an Assembler or Fabricator The education and qualifications typically needed to enter these occupations vary by industry and employer. Although a high school diploma is enough for most jobs, experience and training are needed for advanced assembly work. ### Education Assemblers and fabricators typically need a high school diploma or equivalent to enter the occupation. ### Training Workers typically receive several months of on-the-job training, sometimes including employer-sponsored technical instruction. Skilled assemblers and fabricators may need special training or an associate's degree, depending on the > [[Next >->51-2041-HowToBecomeOne-2]] > [[Close->51-2041-Detailed]]

employer. For example, workers in electrical, electronic, and aircraft and motor vehicle products manufacturing typically need postsecondary education. Apprenticeship programs are also available. ### Licenses, Certifications, and Registrations Cerifications demonstrate competence and professionalism and may help a candidate advance in the occupation. In addition, many employers, especially those in the aerospace and defense industries, require electrical and electronic assembly workers to have certifications in soldering. Information on certifications is available from CareerOneStop. ### > [[< Previous->51-2041-HowToBecomeOne-1]] > [[Next >->51-2041-HowToBecomeOne-3]] > [[Close->51-2041-Detailed]]

Advancement Experienced assemblers and fabricators may advance to become a supervisor or manager. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Assemblers and fabricators who make electrical and electronic products must distinguish different colors, because the wires they often work with are color coded. Dexterity. Assemblers and fabricators should have a steady hand and good hand–eye coordination, as they must > [[< Previous->51-2041-HowToBecomeOne-2]] > [[Next >->51-2041-HowToBecomeOne-4]] > [[Close->51-2041-Detailed]]

grasp, manipulate, and assemble parts and components that are often very small. Mechanical skills. Assemblers and fabricators must have a working knowledge of basic machinery to use programmable motion-control devices, computers, and robots on the factory floor. Physical stamina. Assemblers and fabricators must be able to stand for long periods and do repetitive tasks. Some assemblers, such as those in the aerospace industry, must frequently bend or climb ladders when assembling parts. Physical strength. Assemblers and fabricators must be able to lift heavy components or pieces of > [[< Previous->51-2041-HowToBecomeOne-3]] > [[Next >->51-2041-HowToBecomeOne-5]] > [[Close->51-2041-Detailed]]

machinery. Technical skills. Assemblers and fabricators must understand technical manuals, blueprints, and schematics for manufacturing a range of products and machines. > [[< Previous->51-2041-HowToBecomeOne-4]] > [[Close->51-2041-Detailed]]

of the machinery operated. Most assemblers and fabricators work full time, and some work evenings and weekends. > [[< Previous->51-2041-Pay-1]] > [[Close->51-2041-Detailed]]

manufacturing sectors are expected to become more efficient and able to produce more with fewer workers. In most manufacturing industries, improved processes, tools, and automation will reduce job growth. Increasingly, new advances in robotics have enabled machinery to perform more complex and delicate tasks previously performed by workers. In addition, assemblers and fabricators are increasing efficiency by working alongside robots, also known as "collaborative robotics," which may reduce the demand for some assemblers and fabricators. Changes in the cost of operations both in the United > [[< Previous->51-2041-JobOutlook-1]] > [[Next >->51-2041-JobOutlook-3]] > [[Close->51-2041-Detailed]]

- Clean and maintain work area and equipment, including tools Assemblers and fabricators need a range of knowledge and skills. For example, assemblers putting together complex machines must be able to read detailed schematics. After determining how parts should connect, they use handtools or power tools to trim, cut, and make other adjustments to fit components together. When the parts are properly aligned, they connect them with bolts and screws, or they weld or solder pieces together. Assemblers look for faulty components and mistakes throughout the assembly process. Such assessments help > [[< Previous->51-2051-WhatTheyDo-1]] > [[Next >->51-2051-WhatTheyDo-3]] > [[Close->51-2051-Detailed]]

to ensure quality by allowing assemblers to fix problems before defective products are made. Modern manufacturing systems use robots, computers, and other technologies. These systems use teams of workers to produce entire products or components. Assemblers and fabricators may also be involved in product development. Designers and engineers may consult manufacturing workers during the design stage to improve product reliability and manufacturing efficiency. Some experienced assemblers work with designers and engineers to build prototypes or test products. Although most assemblers and > [[< Previous->51-2051-WhatTheyDo-2]] > [[Next >->51-2051-WhatTheyDo-4]] > [[Close->51-2051-Detailed]]

fabricators are classified as team assemblers, others specialize in producing one type of product or in doing the same or similar tasks throughout the manufacturing process. The following are examples of types of assemblers and fabricators: Aircraft structure, surfaces, rigging, and systems assemblers fit, fasten, and install parts of airplanes, missiles, or space vehicles. These parts include the wings, landing gear, and heating and ventilating systems. Coil winders, tapers, and finishers roll wire curs of electrical components used in electric and electronic products, including > [[< Previous->51-2051-WhatTheyDo-3]] > [[Next >->51-2051-WhatTheyDo-5]] > [[Close->51-2051-Detailed]]

resistors, transformers, and electric motors. Using handtools, these workers also attach and trim coils or insulation. Electrical and electronic equipment assemblers build products such as computers, electric motors, and sensing equipment. Unlike in industries with automated systems, much of the small-scale production of electronic devices for aircraft, military systems, and medical equipment must be done by hand. These workers use devices such as soldering irons. Electromechanical equipment assemblers make and modify mechanical devices that run on electricity, such as household appliances, > [[< Previous->51-2051-WhatTheyDo-4]] > [[Next >->51-2051-WhatTheyDo-6]] > [[Close->51-2051-Detailed]]

computer tomography scanners, and vending machines. These workers use tools such as rulers, rivet guns, and soldering irons. Engine and machine assemblers construct and rebuild motors, turbines, and machines used in automobiles, construction and mining equipment, and power generators. Fiberglass laminators and fabricators overlay fiberglass onto molds, forming protective surfaces for boat decks and hulls, golf cart bodies, and other products. Structural metal fabricators and fitters cut, align, and fit together structural metal parts and may help weld or rivet the parts together. Team > [[< Previous->51-2051-WhatTheyDo-5]] > [[Next >->51-2051-WhatTheyDo-7]] > [[Close->51-2051-Detailed]]

# How to Become an Assembler or Fabricator The education and qualifications typically needed to enter these occupations vary by industry and employer. Although a high school diploma is enough for most jobs, experience and training are needed for advanced assembly work. ### Education Assemblers and fabricators typically need a high school diploma or equivalent to enter the occupation. ### Training Workers typically receive several months of on-the-job training, sometimes including employer-sponsored technical instruction. Skilled assemblers and fabricators may need special training or an associate's degree, depending on the > [[Next >->51-2051-HowToBecomeOne-2]] > [[Close->51-2051-Detailed]]

employer. For example, workers in electrical, electronic, and aircraft and motor vehicle products manufacturing typically need postsecondary education. Apprenticeship programs are also available. ### Licenses, Certifications, and Registrations Cerifications demonstrate competence and professionalism and may help a candidate advance in the occupation. In addition, many employers, especially those in the aerospace and defense industries, require electrical and electronic assembly workers to have certifications in soldering. Information on certifications is available from CareerOneStop. ### > [[< Previous->51-2051-HowToBecomeOne-1]] > [[Next >->51-2051-HowToBecomeOne-3]] > [[Close->51-2051-Detailed]]

Advancement Experienced assemblers and fabricators may advance to become a supervisor or manager. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Assemblers and fabricators who make electrical and electronic products must distinguish different colors, because the wires they often work with are color coded. Dexterity. Assemblers and fabricators should have a steady hand and good hand–eye coordination, as they must > [[< Previous->51-2051-HowToBecomeOne-2]] > [[Next >->51-2051-HowToBecomeOne-4]] > [[Close->51-2051-Detailed]]

grasp, manipulate, and assemble parts and components that are often very small. Mechanical skills. Assemblers and fabricators must have a working knowledge of basic machinery to use programmable motion-control devices, computers, and robots on the factory floor. Physical stamina. Assemblers and fabricators must be able to stand for long periods and do repetitive tasks. Some assemblers, such as those in the aerospace industry, must frequently bend or climb ladders when assembling parts. Physical strength. Assemblers and fabricators must be able to lift heavy components or pieces of > [[< Previous->51-2051-HowToBecomeOne-3]] > [[Next >->51-2051-HowToBecomeOne-5]] > [[Close->51-2051-Detailed]]

machinery. Technical skills. Assemblers and fabricators must understand technical manuals, blueprints, and schematics for manufacturing a range of products and machines. > [[< Previous->51-2051-HowToBecomeOne-4]] > [[Close->51-2051-Detailed]]

of the machinery operated. Most assemblers and fabricators work full time, and some work evenings and weekends. > [[< Previous->51-2051-Pay-1]] > [[Close->51-2051-Detailed]]

manufacturing sectors are expected to become more efficient and able to produce more with fewer workers. In most manufacturing industries, improved processes, tools, and automation will reduce job growth. Increasingly, new advances in robotics have enabled machinery to perform more complex and delicate tasks previously performed by workers. In addition, assemblers and fabricators are increasing efficiency by working alongside robots, also known as "collaborative robotics," which may reduce the demand for some assemblers and fabricators. Changes in the cost of operations both in the United > [[< Previous->51-2051-JobOutlook-1]] > [[Next >->51-2051-JobOutlook-3]] > [[Close->51-2051-Detailed]]

- Clean and maintain work area and equipment, including tools Assemblers and fabricators need a range of knowledge and skills. For example, assemblers putting together complex machines must be able to read detailed schematics. After determining how parts should connect, they use handtools or power tools to trim, cut, and make other adjustments to fit components together. When the parts are properly aligned, they connect them with bolts and screws, or they weld or solder pieces together. Assemblers look for faulty components and mistakes throughout the assembly process. Such assessments help > [[< Previous->51-2061-WhatTheyDo-1]] > [[Next >->51-2061-WhatTheyDo-3]] > [[Close->51-2061-Detailed]]

to ensure quality by allowing assemblers to fix problems before defective products are made. Modern manufacturing systems use robots, computers, and other technologies. These systems use teams of workers to produce entire products or components. Assemblers and fabricators may also be involved in product development. Designers and engineers may consult manufacturing workers during the design stage to improve product reliability and manufacturing efficiency. Some experienced assemblers work with designers and engineers to build prototypes or test products. Although most assemblers and > [[< Previous->51-2061-WhatTheyDo-2]] > [[Next >->51-2061-WhatTheyDo-4]] > [[Close->51-2061-Detailed]]

fabricators are classified as team assemblers, others specialize in producing one type of product or in doing the same or similar tasks throughout the manufacturing process. The following are examples of types of assemblers and fabricators: Aircraft structure, surfaces, rigging, and systems assemblers fit, fasten, and install parts of airplanes, missiles, or space vehicles. These parts include the wings, landing gear, and heating and ventilating systems. Coil winders, tapers, and finishers roll wire curs of electrical components used in electric and electronic products, including > [[< Previous->51-2061-WhatTheyDo-3]] > [[Next >->51-2061-WhatTheyDo-5]] > [[Close->51-2061-Detailed]]

resistors, transformers, and electric motors. Using handtools, these workers also attach and trim coils or insulation. Electrical and electronic equipment assemblers build products such as computers, electric motors, and sensing equipment. Unlike in industries with automated systems, much of the small-scale production of electronic devices for aircraft, military systems, and medical equipment must be done by hand. These workers use devices such as soldering irons. Electromechanical equipment assemblers make and modify mechanical devices that run on electricity, such as household appliances, > [[< Previous->51-2061-WhatTheyDo-4]] > [[Next >->51-2061-WhatTheyDo-6]] > [[Close->51-2061-Detailed]]

computer tomography scanners, and vending machines. These workers use tools such as rulers, rivet guns, and soldering irons. Engine and machine assemblers construct and rebuild motors, turbines, and machines used in automobiles, construction and mining equipment, and power generators. Fiberglass laminators and fabricators overlay fiberglass onto molds, forming protective surfaces for boat decks and hulls, golf cart bodies, and other products. Structural metal fabricators and fitters cut, align, and fit together structural metal parts and may help weld or rivet the parts together. Team > [[< Previous->51-2061-WhatTheyDo-5]] > [[Next >->51-2061-WhatTheyDo-7]] > [[Close->51-2061-Detailed]]

# How to Become an Assembler or Fabricator The education and qualifications typically needed to enter these occupations vary by industry and employer. Although a high school diploma is enough for most jobs, experience and training are needed for advanced assembly work. ### Education Assemblers and fabricators typically need a high school diploma or equivalent to enter the occupation. ### Training Workers typically receive several months of on-the-job training, sometimes including employer-sponsored technical instruction. Skilled assemblers and fabricators may need special training or an associate's degree, depending on the > [[Next >->51-2061-HowToBecomeOne-2]] > [[Close->51-2061-Detailed]]

employer. For example, workers in electrical, electronic, and aircraft and motor vehicle products manufacturing typically need postsecondary education. Apprenticeship programs are also available. ### Licenses, Certifications, and Registrations Cerifications demonstrate competence and professionalism and may help a candidate advance in the occupation. In addition, many employers, especially those in the aerospace and defense industries, require electrical and electronic assembly workers to have certifications in soldering. Information on certifications is available from CareerOneStop. ### > [[< Previous->51-2061-HowToBecomeOne-1]] > [[Next >->51-2061-HowToBecomeOne-3]] > [[Close->51-2061-Detailed]]

Advancement Experienced assemblers and fabricators may advance to become a supervisor or manager. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Color vision. Assemblers and fabricators who make electrical and electronic products must distinguish different colors, because the wires they often work with are color coded. Dexterity. Assemblers and fabricators should have a steady hand and good hand–eye coordination, as they must > [[< Previous->51-2061-HowToBecomeOne-2]] > [[Next >->51-2061-HowToBecomeOne-4]] > [[Close->51-2061-Detailed]]

grasp, manipulate, and assemble parts and components that are often very small. Mechanical skills. Assemblers and fabricators must have a working knowledge of basic machinery to use programmable motion-control devices, computers, and robots on the factory floor. Physical stamina. Assemblers and fabricators must be able to stand for long periods and do repetitive tasks. Some assemblers, such as those in the aerospace industry, must frequently bend or climb ladders when assembling parts. Physical strength. Assemblers and fabricators must be able to lift heavy components or pieces of > [[< Previous->51-2061-HowToBecomeOne-3]] > [[Next >->51-2061-HowToBecomeOne-5]] > [[Close->51-2061-Detailed]]

machinery. Technical skills. Assemblers and fabricators must understand technical manuals, blueprints, and schematics for manufacturing a range of products and machines. > [[< Previous->51-2061-HowToBecomeOne-4]] > [[Close->51-2061-Detailed]]

of the machinery operated. Most assemblers and fabricators work full time, and some work evenings and weekends. > [[< Previous->51-2061-Pay-1]] > [[Close->51-2061-Detailed]]

manufacturing sectors are expected to become more efficient and able to produce more with fewer workers. In most manufacturing industries, improved processes, tools, and automation will reduce job growth. Increasingly, new advances in robotics have enabled machinery to perform more complex and delicate tasks previously performed by workers. In addition, assemblers and fabricators are increasing efficiency by working alongside robots, also known as "collaborative robotics," which may reduce the demand for some assemblers and fabricators. Changes in the cost of operations both in the United > [[< Previous->51-2061-JobOutlook-1]] > [[Next >->51-2061-JobOutlook-3]] > [[Close->51-2061-Detailed]]

# What Bakers Do Bakers mix ingredients according to recipes in order to make breads, pastries, and other baked goods. ### Duties Bakers typically do the following: - Prepare workstation for baking - Measure and weigh ingredients - Combine measured ingredients in mixers or blenders - Knead, roll, cut, and shape dough - Prepare and fill pans, molds, or baking sheets - Set oven temperatures and place items into ovens > [[Next >->51-3011-WhatTheyDo-2]] > [[Close->51-3011-Detailed]]

- Monitor baking process and adjust oven temperature or item positioning as needed Bakers produce breads, pastries, and other baked goods sold by grocers, wholesalers, restaurants, and institutional food services. Standard procedure for each batch includes checking the condition of ingredients, following instructions for recipes, and examining the quality of the final product. The following are examples of types of bakers: Commercial bakers, also called production bakers, work in manufacturing facilities that produce breads, pastries, and other baked products. In these facilities, bakers > [[< Previous->51-3011-WhatTheyDo-1]] > [[Next >->51-3011-WhatTheyDo-3]] > [[Close->51-3011-Detailed]]

use high-volume mixing machines, ovens, and other equipment, which may be automated, to mass-produce standardized baked goods. They often work with other production workers, such as helpers and maintenance staff, to keep equipment cleaned and ready. Retail bakers work primarily in grocery stores and specialty shops, including bakeries. In these settings, they produce small quantities of baked goods for people to eat in the shop or for sale as specialty items. Retail bakers may take orders from customers, prepare baked products to order, and occasionally serve customers. Most retail bakers > [[< Previous->51-3011-WhatTheyDo-2]] > [[Next >->51-3011-WhatTheyDo-4]] > [[Close->51-3011-Detailed]]

are also responsible for cleaning their work area and equipment and unloading supplies. Some retail bakers own bakery shops where they make and sell breads, pastries, pies, and other baked goods. In addition to preparing the baked goods and overseeing the entire baking process, they are also responsible for hiring, training, and supervising their staff. They must budget for and order supplies, set prices, and decide how much to produce each day. > [[< Previous->51-3011-WhatTheyDo-3]] > [[Close->51-3011-Detailed]]

# Work Environment ### Work Environment Most bakers work in retail or commercial bakeries (manufacturing facilities), grocery stores or wholesale club stores, and restaurants. Work shifts often include early mornings, nights, weekends, and holidays. > [[Close->51-3011-Detailed]]

# How to Become a Baker Bakers typically need no formal educational credential to enter the occupation; however, employers may prefer or require that candidates have a high school diploma, and some candidates choose to attend a technical or culinary school. Bakers typically learn their skills through on-the-job training, which may include participating in an apprenticeship program. ### Education High school students interested in becoming a baker may benefit from enrolling in culinary classes, if available, at their school. Postsecondary options include attending a technical, culinary arts, or baking program that > [[Next >->51-3011-HowToBecomeOne-2]] > [[Close->51-3011-Detailed]]

covers topics such as nutrition, food safety, and pastry techniques. Enrollees may be required to have a high school diploma or equivalent to enter these programs, which typically last 1 to 2 years. ### Training Most bakers learn their skills through on-the-job training. The length of training varies but may last up to 1 year. Some employers provide apprenticeship programs for aspiring bakers, which may take months or years to complete. Training or apprenticeship programs cover topics such as baking and decorating techniques, production processes, and food safety. ### Other Experience Some > [[< Previous->51-3011-HowToBecomeOne-1]] > [[Next >->51-3011-HowToBecomeOne-3]] > [[Close->51-3011-Detailed]]

bakers learn their skills through work experience related to baking. For example, they may start as a baker's assistant and progress to becoming a baker as they take on more responsibility and refine their technique. ### Licenses, Certifications, and Registrations Employers may require candidates to obtain certification in food safety procedures. Check with your state or local health department for certification information. Optional certification may demonstrate a level of competence and experience that makes candidates more attractive to employers. Information on certifications is > [[< Previous->51-3011-HowToBecomeOne-2]] > [[Next >->51-3011-HowToBecomeOne-4]] > [[Close->51-3011-Detailed]]

available from CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Bakers must be able to convey information effectively to other workers or to customers. Detail oriented. Bakers must follow recipes and instructions precisely. They also should have an eye for detail because many pastries and cakes require intricate decorations. Math skills. Bakers need basic math skills, especially knowledge of > [[< Previous->51-3011-HowToBecomeOne-3]] > [[Next >->51-3011-HowToBecomeOne-5]] > [[Close->51-3011-Detailed]]

fractions, in order to mix recipes, weigh ingredients, or adjust mixes. Physical stamina. Bakers stand for extended periods while they prepare dough, monitor baking, or package baked goods. Physical strength. Bakers should be able to move heavy items, such as bulk-sized bags of flour, from storage to a work area. > [[< Previous->51-3011-HowToBecomeOne-4]] > [[Close->51-3011-Detailed]]

# Pay The median annual wage for bakers was $36,650 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $27,560, and the highest 10 percent earned more than $48,260. In May 2024, the median annual wages for bakers in the top industries in which they worked were as follows: Most bakers work full time, although part-time work is common. Schedules may vary and often include early morning, night, weekend, or holiday shifts. Some facilities operate around the clock. > [[Close->51-3011-Detailed]]

# Job Outlook Employment of bakers is projected to grow 6 percent from 2024 to 2034, faster than the average for all occupations. About 39,900 openings for bakers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Baked goods, including cereals, breads, and snacks, remain a major part of the daily diet for many people and are often valued for their convenience. Population and income growth are expected to result in greater > [[Next >->51-3011-JobOutlook-2]] > [[Close->51-3011-Detailed]]

demand for a variety of commercial and retail specialty baked goods, including cupcakes, pies, and cakes. As a result, more bakers are expected to be needed in food manufacturing and retail establishments that make and sell baked goods. > [[< Previous->51-3011-JobOutlook-1]] > [[Close->51-3011-Detailed]]

# What Butchers Do Butchers cut, trim, and package meat for retail sale. ### Duties Butchers typically do the following: - Receive, inspect, and store meat upon delivery - Sharpen knives and adjust cutting equipment - Cut, debone, or grind pieces of meat, including preparing orders to customers' specifications - Weigh and wrap meat or meat products for display or to fulfill customers' orders - Clean equipment and work areas to maintain health and sanitation standards - Store meats in refrigerators or freezers at the required temperature > [[Next >->51-3021-WhatTheyDo-2]] > [[Close->51-3021-Detailed]]

- Monitor inventory and sales trends and order meat Butchers cut and trim meat from larger, wholesale portions into steaks, chops, roasts, and other cuts. They then prepare meat for sale by doing various tasks, such as weighing meat, wrapping it, and putting it out for display. In retail stores, they also wait on customers and prepare special cuts of meat upon request. Butchers use equipment such as knives, grinders, and meat saws. They follow sanitation standards while working and when cleaning equipment, countertops, and working areas in order to prevent meat contamination. Butchers also > [[< Previous->51-3021-WhatTheyDo-1]] > [[Next >->51-3021-WhatTheyDo-3]] > [[Close->51-3021-Detailed]]

keep track of inventory and determine what to stock, especially in anticipation of seasonal demands such as grilling meats for summer and turkeys for Thanksgiving. Butchers must also track inventory and sales to limit waste by determining which items have not sold well. They also order supplies and have other duties, including maintaining records for purposes of federal safety and inspection. > [[< Previous->51-3021-WhatTheyDo-2]] > [[Close->51-3021-Detailed]]

# Work Environment ### Work Environment Most butchers work in grocery stores and specialty meat shops. The work can be physically demanding and may include exposure to repetitive motions, dangerous equipment, and cold temperatures. > [[Close->51-3021-Detailed]]

# How to Become a Butcher Butchers typically need no formal educational credential to enter the occupation. They learn their skills through on-the-job training. ### Education No formal education credential is typically required for becoming a butcher, although some employers may prefer to hire workers who have a high school diploma. ### Training Butchers typically learn their skills on the job, and the length of training varies considerably. Training for simple meat cutting, such as for prepared food items, may take about a week. However, more complicated cutting tasks, such as for specialty cuts of meat from a > [[Next >->51-3021-HowToBecomeOne-2]] > [[Close->51-3021-Detailed]]

large animal, generally require training that may last from several months to more than a year. Training for entry-level workers often begins by having the worker learn less difficult tasks, such as making simple cuts, removing bones, or dividing wholesale cuts into retail portions. Under the guidance of more experienced workers, trainees learn the proper use and care of tools. For example, they learn how to sharpen knives and clean working areas and equipment. Trainees also may learn how to shape, roll, and tie roasts; make sausage; and cure meat. Employees also receive training in food > [[< Previous->51-3021-HowToBecomeOne-1]] > [[Next >->51-3021-HowToBecomeOne-3]] > [[Close->51-3021-Detailed]]

safety to minimize the risk of foodborne pathogens in meats. Workers typically enter the occupation as a meat clerk or meat cutter. After gaining experience as a meat cutter and demonstrating proficiency, they may become a butcher. Some employers or unions may offer apprenticeship programs for butchers. ### Licenses, Certifications, and Registrations Some states and localities require butchers to have a food handler's certification. Requirements vary. For more information, contact your state or local licensing board. Butchers who follow religious dietary guidelines for food preparation > [[< Previous->51-3021-HowToBecomeOne-2]] > [[Next >->51-3021-HowToBecomeOne-4]] > [[Close->51-3021-Detailed]]

may be required to undergo more specialized training that leads to certification before becoming endorsed by a religious organization to prepare meat. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Butchers who work in retail stores should be courteous, be able to answer customers' questions, and fill orders to customers' satisfaction. Dexterity. Butchers use sharp knives and meatcutting equipment as part of > [[< Previous->51-3021-HowToBecomeOne-3]] > [[Next >->51-3021-HowToBecomeOne-5]] > [[Close->51-3021-Detailed]]

their duties. They must have good hand control in order to make proper cuts of meat that are the right size. Physical stamina. Butchers spend hours on their feet while cutting, packaging, or storing meat. Physical strength. Butchers should be able to lift and carry heavy boxes of meat, which may weigh more than 50 pounds. > [[< Previous->51-3021-HowToBecomeOne-4]] > [[Close->51-3021-Detailed]]

# Pay The median annual wage for butchers was $38,960 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $28,850, and the highest 10 percent earned more than $57,130. In May 2024, the median annual wages for butchers in the top industries in which they worked were as follows: Most butchers work full time. Some work early mornings, late evenings, weekends, and holidays. > [[Close->51-3021-Detailed]]

# Job Outlook Employment of butchers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 16,900 openings for butchers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Long-term food purchasing patterns have trended towards more pre-made and pre-packaged meat products and cuts. This trend is expected to continue over the decade, which may limit employment demand for butchers > [[Next >->51-3021-JobOutlook-2]] > [[Close->51-3021-Detailed]]

and meat cutters. > [[< Previous->51-3021-JobOutlook-1]] > [[Close->51-3021-Detailed]]

# What Food Processing Equipment Workers Do Food processing equipment workers operate machinery that mixes, cooks, or processes ingredients for manufacturing food products. ### Duties Food processing equipment workers typically do the following: - Set up, start, or load food processing equipment - Check, weigh, and mix ingredients according to recipes - Set and control temperatures, flow rates, and pressures of machinery - Monitor and adjust ingredient mixes during production processes - Observe and regulate equipment gauges and controls - Record batch production data > [[Next >->51-3091-WhatTheyDo-2]] > [[Close->51-3091-Detailed]]

- Clean workspaces and equipment according to health and safety standards > [[< Previous->51-3091-WhatTheyDo-1]] > [[Next >->51-3091-WhatTheyDo-3]] > [[Close->51-3091-Detailed]]

- Check final products to ensure quality Food processing equipment workers often have different duties depending on the type of machinery they use or the goods they process. Job titles may be specific to the type of food workers produce. Food and tobacco roasting, baking, and drying machine operators and tenders run equipment that uses dry heat to make food or tobacco products. For example, coffee roasters follow recipes and tend machines to produce standard or specialty coffees; dryers of fruits and vegetables operate machines that produce raisins, prunes, and other dehydrated foods. Food > [[< Previous->51-3091-WhatTheyDo-2]] > [[Next >->51-3091-WhatTheyDo-4]] > [[Close->51-3091-Detailed]]

batchmakers operate equipment that mixes or blends ingredients to produce shelf-stable, refrigerated, or frozen foods. For example, cheese makers load raw ingredients into machinery, monitoring the temperature and consistency throughout the production process; candy makers may operate machinery to shape, stretch, or mold lollipops, gumdrops, and other sweets. Food cooking machine operators and tenders oversee equipment that makes steamed, fried, boiled, or related food products. For example, dumpling machine operators set up and monitor commercial steamers and potato chip manufacturing > [[< Previous->51-3091-WhatTheyDo-3]] > [[Next >->51-3091-WhatTheyDo-5]] > [[Close->51-3091-Detailed]]

workers may operate frying equipment. Other food processing equipment workers operate machines that mix spices, mill grains, or extract oil from seeds. > [[< Previous->51-3091-WhatTheyDo-4]] > [[Close->51-3091-Detailed]]

# Work Environment ### Work Environment Most food processing equipment workers are employed in manufacturing facilities. Because of production schedules, shift work is common and may include early mornings, evenings, or nights. Most food processing equipment workers are employed full time. > [[Close->51-3091-Detailed]]

# How to Become a Food Processing Equipment Worker Education requirements vary for food processing equipment workers. Some typically need no formal education credential; however, others typically need a high school diploma or equivalent. Food processing equipment workers usually learn their skills through on-the-job training. ### Education Employers may require or prefer that applicants to food processing equipment jobs have a high school diploma or equivalent. Because these workers often adjust the quantity of ingredients that go into a mix, math and reading skills are helpful. ### Training Food processing equipment workers learn on the > [[Next >->51-3091-HowToBecomeOne-2]] > [[Close->51-3091-Detailed]]

job. Training may last from a few weeks to a few months. During training, workers learn health and safety rules related to the type of food that they process, as well as how to operate specific equipment and detect malfunctions. Experienced workers typically teach trainees how to properly use and care for equipment. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Workers must be able to detect small changes in the > [[< Previous->51-3091-HowToBecomeOne-1]] > [[Next >->51-3091-HowToBecomeOne-3]] > [[Close->51-3091-Detailed]]

quality or quantity of food products. They must also follow health and safety standards to avoid injury and prevent food contamination. Physical stamina. Workers stand for long periods as they tend machines and monitor the production process. Physical strength. Food processing equipment workers must be able to lift or move heavy boxes of ingredients, which may weigh up to 50 pounds. Math skills. Workers may need math skills in order to accurately mix specific quantities of ingredients. > [[< Previous->51-3091-HowToBecomeOne-2]] > [[Close->51-3091-Detailed]]

# Pay The median annual wage for food processing equipment workers was $40,050 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $30,850, and the highest 10 percent earned more than $56,510. Median annual wages for food processing equipment workers in May 2024 were as follows: In May 2024, the median annual wages for food processing equipment workers in the top industries in which they worked were as follows: Most food processing equipment workers are employed full time; > [[Next >->51-3091-Pay-2]] > [[Close->51-3091-Detailed]]

part-time work may be common for food cooking machine operators and tenders. Because of production schedules, shift work is common and may include early mornings, evenings, or nights. Some food processing positions are seasonal. > [[< Previous->51-3091-Pay-1]] > [[Close->51-3091-Detailed]]

# Job Outlook Overall employment of food processing equipment workers is projected to grow 5 percent from 2024 to 2034, faster than the average for all occupations. About 37,500 openings for food processing equipment workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of food processing equipment workers varies by occupation (see table). Population growth and continuing consumer preference for > [[Next >->51-3091-JobOutlook-2]] > [[Close->51-3091-Detailed]]

convenience foods are expected to drive the demand for food, which will in turn require more food processing workers to produce it. Some food manufacturing companies use equipment that automatically weighs and mixes ingredients, which requires fewer workers to operate machines. > [[< Previous->51-3091-JobOutlook-1]] > [[Close->51-3091-Detailed]]

- Clean workspaces and equipment according to health and safety standards > [[< Previous->51-3092-WhatTheyDo-1]] > [[Next >->51-3092-WhatTheyDo-3]] > [[Close->51-3092-Detailed]]

- Check final products to ensure quality Food processing equipment workers often have different duties depending on the type of machinery they use or the goods they process. Job titles may be specific to the type of food workers produce. Food and tobacco roasting, baking, and drying machine operators and tenders run equipment that uses dry heat to make food or tobacco products. For example, coffee roasters follow recipes and tend machines to produce standard or specialty coffees; dryers of fruits and vegetables operate machines that produce raisins, prunes, and other dehydrated foods. Food > [[< Previous->51-3092-WhatTheyDo-2]] > [[Next >->51-3092-WhatTheyDo-4]] > [[Close->51-3092-Detailed]]

batchmakers operate equipment that mixes or blends ingredients to produce shelf-stable, refrigerated, or frozen foods. For example, cheese makers load raw ingredients into machinery, monitoring the temperature and consistency throughout the production process; candy makers may operate machinery to shape, stretch, or mold lollipops, gumdrops, and other sweets. Food cooking machine operators and tenders oversee equipment that makes steamed, fried, boiled, or related food products. For example, dumpling machine operators set up and monitor commercial steamers and potato chip manufacturing > [[< Previous->51-3092-WhatTheyDo-3]] > [[Next >->51-3092-WhatTheyDo-5]] > [[Close->51-3092-Detailed]]

job. Training may last from a few weeks to a few months. During training, workers learn health and safety rules related to the type of food that they process, as well as how to operate specific equipment and detect malfunctions. Experienced workers typically teach trainees how to properly use and care for equipment. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Workers must be able to detect small changes in the > [[< Previous->51-3092-HowToBecomeOne-1]] > [[Next >->51-3092-HowToBecomeOne-3]] > [[Close->51-3092-Detailed]]

- Clean workspaces and equipment according to health and safety standards > [[< Previous->51-3093-WhatTheyDo-1]] > [[Next >->51-3093-WhatTheyDo-3]] > [[Close->51-3093-Detailed]]

- Check final products to ensure quality Food processing equipment workers often have different duties depending on the type of machinery they use or the goods they process. Job titles may be specific to the type of food workers produce. Food and tobacco roasting, baking, and drying machine operators and tenders run equipment that uses dry heat to make food or tobacco products. For example, coffee roasters follow recipes and tend machines to produce standard or specialty coffees; dryers of fruits and vegetables operate machines that produce raisins, prunes, and other dehydrated foods. Food > [[< Previous->51-3093-WhatTheyDo-2]] > [[Next >->51-3093-WhatTheyDo-4]] > [[Close->51-3093-Detailed]]

batchmakers operate equipment that mixes or blends ingredients to produce shelf-stable, refrigerated, or frozen foods. For example, cheese makers load raw ingredients into machinery, monitoring the temperature and consistency throughout the production process; candy makers may operate machinery to shape, stretch, or mold lollipops, gumdrops, and other sweets. Food cooking machine operators and tenders oversee equipment that makes steamed, fried, boiled, or related food products. For example, dumpling machine operators set up and monitor commercial steamers and potato chip manufacturing > [[< Previous->51-3093-WhatTheyDo-3]] > [[Next >->51-3093-WhatTheyDo-5]] > [[Close->51-3093-Detailed]]

job. Training may last from a few weeks to a few months. During training, workers learn health and safety rules related to the type of food that they process, as well as how to operate specific equipment and detect malfunctions. Experienced workers typically teach trainees how to properly use and care for equipment. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Workers must be able to detect small changes in the > [[< Previous->51-3093-HowToBecomeOne-1]] > [[Next >->51-3093-HowToBecomeOne-3]] > [[Close->51-3093-Detailed]]

- Clean workspaces and equipment according to health and safety standards > [[< Previous->51-3099-WhatTheyDo-1]] > [[Next >->51-3099-WhatTheyDo-3]] > [[Close->51-3099-Detailed]]

- Check final products to ensure quality Food processing equipment workers often have different duties depending on the type of machinery they use or the goods they process. Job titles may be specific to the type of food workers produce. Food and tobacco roasting, baking, and drying machine operators and tenders run equipment that uses dry heat to make food or tobacco products. For example, coffee roasters follow recipes and tend machines to produce standard or specialty coffees; dryers of fruits and vegetables operate machines that produce raisins, prunes, and other dehydrated foods. Food > [[< Previous->51-3099-WhatTheyDo-2]] > [[Next >->51-3099-WhatTheyDo-4]] > [[Close->51-3099-Detailed]]

batchmakers operate equipment that mixes or blends ingredients to produce shelf-stable, refrigerated, or frozen foods. For example, cheese makers load raw ingredients into machinery, monitoring the temperature and consistency throughout the production process; candy makers may operate machinery to shape, stretch, or mold lollipops, gumdrops, and other sweets. Food cooking machine operators and tenders oversee equipment that makes steamed, fried, boiled, or related food products. For example, dumpling machine operators set up and monitor commercial steamers and potato chip manufacturing > [[< Previous->51-3099-WhatTheyDo-3]] > [[Next >->51-3099-WhatTheyDo-5]] > [[Close->51-3099-Detailed]]

job. Training may last from a few weeks to a few months. During training, workers learn health and safety rules related to the type of food that they process, as well as how to operate specific equipment and detect malfunctions. Experienced workers typically teach trainees how to properly use and care for equipment. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Workers must be able to detect small changes in the > [[< Previous->51-3099-HowToBecomeOne-1]] > [[Next >->51-3099-HowToBecomeOne-3]] > [[Close->51-3099-Detailed]]

# What Metal and Plastic Machine Workers Do Metal and plastic machine workers set up and operate equipment that cuts, shapes, and forms metal and plastic materials or pieces. ### Duties Metal and plastic machine workers typically do the following: - Set up and adjust machines according to blueprints - Monitor machines status to ensure proper functioning - Insert material into machines, either manually or using material handling equipment - Operate shaping and forming equipment, such as metal or plastic molding, casting, or coremaking machines - Operate stock removal metalworking machines, such as lathes or mills > [[Next >->51-4021-WhatTheyDo-2]] > [[Close->51-4021-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4021-WhatTheyDo-1]] > [[Next >->51-4021-WhatTheyDo-3]] > [[Close->51-4021-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4021-WhatTheyDo-2]] > [[Next >->51-4021-WhatTheyDo-4]] > [[Close->51-4021-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4021-WhatTheyDo-3]] > [[Next >->51-4021-WhatTheyDo-5]] > [[Close->51-4021-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4021-WhatTheyDo-4]] > [[Next >->51-4021-WhatTheyDo-6]] > [[Close->51-4021-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4021-WhatTheyDo-5]] > [[Next >->51-4021-WhatTheyDo-7]] > [[Close->51-4021-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4021-WhatTheyDo-6]] > [[Next >->51-4021-WhatTheyDo-8]] > [[Close->51-4021-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4021-WhatTheyDo-7]] > [[Next >->51-4021-WhatTheyDo-9]] > [[Close->51-4021-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4021-WhatTheyDo-8]] > [[Next >->51-4021-WhatTheyDo-10]] > [[Close->51-4021-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4021-WhatTheyDo-9]] > [[Next >->51-4021-WhatTheyDo-11]] > [[Close->51-4021-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4021-WhatTheyDo-10]] > [[Next >->51-4021-WhatTheyDo-12]] > [[Close->51-4021-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4021-WhatTheyDo-11]] > [[Next >->51-4021-WhatTheyDo-13]] > [[Close->51-4021-Detailed]]

- or hand-controlled machines to pour and regulate the flow of molten metal into molds to produce castings or ingots. Rolling machine setters, operators, and tenders set up or operate machines to roll steel or plastic or to flatten, temper, or reduce the thickness of materials. Welding, soldering, and brazing machine setters, operators, and tenders (including workers who operate laser cutters or laser-beam machines) set up or operate welding, soldering, or brazing machines or robots that weld, braze, solder, or heat treat metal products, components, or assemblies. > [[< Previous->51-4021-WhatTheyDo-12]] > [[Close->51-4021-Detailed]]

# Work Environment ### Work Environment Metal and plastic machine workers are employed mainly in factories. Workers must adhere to safety standards to protect themselves from workplace hazards. Most work full time, which for some includes evenings and weekends. > [[Close->51-4021-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4021-HowToBecomeOne-2]] > [[Close->51-4021-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4021-HowToBecomeOne-1]] > [[Next >->51-4021-HowToBecomeOne-3]] > [[Close->51-4021-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4021-HowToBecomeOne-2]] > [[Next >->51-4021-HowToBecomeOne-4]] > [[Close->51-4021-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4021-HowToBecomeOne-3]] > [[Next >->51-4021-HowToBecomeOne-5]] > [[Close->51-4021-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4021-HowToBecomeOne-4]] > [[Close->51-4021-Detailed]]

# Pay The median annual wage for metal and plastic machine workers was $46,800 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,980, and the highest 10 percent earned more than $66,630. Median annual wages for metal and plastic machine workers in May 2024 were as follows: In May 2024, the median annual wages for metal and plastic machine workers in the top industries in which they worked were as follows: Most metal and plastic machine workers are employed full time. > [[Next >->51-4021-Pay-2]] > [[Close->51-4021-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4021-Pay-1]] > [[Close->51-4021-Detailed]]

# Job Outlook Overall employment of metal and plastic machine workers is projected to grow 7 percent from 2024 to 2034, decline. About 87,900 openings for metal and plastic machine workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of metal and plastic machine workers varies by occupation (see table). One of the most important factors influencing employment of these workers is the use of > [[Next >->51-4021-JobOutlook-2]] > [[Close->51-4021-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4021-JobOutlook-1]] > [[Next >->51-4021-JobOutlook-3]] > [[Close->51-4021-Detailed]]

and model makers. Employment of metal and plastic machine workers also is affected by the demand for the parts they produce. Both plastic and metal manufacturing industries face foreign competition that limits the orders for parts produced in this country. Changes in the cost of operations in the United States and abroad may encourage some manufacturers to bring back production that was previously sent offshore. However, new facilities in the United States will likely incorporate more automation technologies, requiring less labor overall. > [[< Previous->51-4021-JobOutlook-2]] > [[Close->51-4021-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4022-WhatTheyDo-1]] > [[Next >->51-4022-WhatTheyDo-3]] > [[Close->51-4022-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4022-WhatTheyDo-2]] > [[Next >->51-4022-WhatTheyDo-4]] > [[Close->51-4022-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4022-WhatTheyDo-3]] > [[Next >->51-4022-WhatTheyDo-5]] > [[Close->51-4022-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4022-WhatTheyDo-4]] > [[Next >->51-4022-WhatTheyDo-6]] > [[Close->51-4022-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4022-WhatTheyDo-5]] > [[Next >->51-4022-WhatTheyDo-7]] > [[Close->51-4022-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4022-WhatTheyDo-6]] > [[Next >->51-4022-WhatTheyDo-8]] > [[Close->51-4022-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4022-WhatTheyDo-7]] > [[Next >->51-4022-WhatTheyDo-9]] > [[Close->51-4022-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4022-WhatTheyDo-8]] > [[Next >->51-4022-WhatTheyDo-10]] > [[Close->51-4022-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4022-WhatTheyDo-9]] > [[Next >->51-4022-WhatTheyDo-11]] > [[Close->51-4022-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4022-WhatTheyDo-10]] > [[Next >->51-4022-WhatTheyDo-12]] > [[Close->51-4022-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4022-WhatTheyDo-11]] > [[Next >->51-4022-WhatTheyDo-13]] > [[Close->51-4022-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4022-HowToBecomeOne-1]] > [[Next >->51-4022-HowToBecomeOne-3]] > [[Close->51-4022-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4022-HowToBecomeOne-2]] > [[Next >->51-4022-HowToBecomeOne-4]] > [[Close->51-4022-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4022-HowToBecomeOne-3]] > [[Next >->51-4022-HowToBecomeOne-5]] > [[Close->51-4022-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4022-Pay-1]] > [[Close->51-4022-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4022-JobOutlook-1]] > [[Next >->51-4022-JobOutlook-3]] > [[Close->51-4022-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4023-WhatTheyDo-1]] > [[Next >->51-4023-WhatTheyDo-3]] > [[Close->51-4023-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4023-WhatTheyDo-2]] > [[Next >->51-4023-WhatTheyDo-4]] > [[Close->51-4023-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4023-WhatTheyDo-3]] > [[Next >->51-4023-WhatTheyDo-5]] > [[Close->51-4023-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4023-WhatTheyDo-4]] > [[Next >->51-4023-WhatTheyDo-6]] > [[Close->51-4023-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4023-WhatTheyDo-5]] > [[Next >->51-4023-WhatTheyDo-7]] > [[Close->51-4023-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4023-WhatTheyDo-6]] > [[Next >->51-4023-WhatTheyDo-8]] > [[Close->51-4023-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4023-WhatTheyDo-7]] > [[Next >->51-4023-WhatTheyDo-9]] > [[Close->51-4023-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4023-WhatTheyDo-8]] > [[Next >->51-4023-WhatTheyDo-10]] > [[Close->51-4023-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4023-WhatTheyDo-9]] > [[Next >->51-4023-WhatTheyDo-11]] > [[Close->51-4023-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4023-WhatTheyDo-10]] > [[Next >->51-4023-WhatTheyDo-12]] > [[Close->51-4023-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4023-WhatTheyDo-11]] > [[Next >->51-4023-WhatTheyDo-13]] > [[Close->51-4023-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4023-HowToBecomeOne-1]] > [[Next >->51-4023-HowToBecomeOne-3]] > [[Close->51-4023-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4023-HowToBecomeOne-2]] > [[Next >->51-4023-HowToBecomeOne-4]] > [[Close->51-4023-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4023-HowToBecomeOne-3]] > [[Next >->51-4023-HowToBecomeOne-5]] > [[Close->51-4023-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4023-Pay-1]] > [[Close->51-4023-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4023-JobOutlook-1]] > [[Next >->51-4023-JobOutlook-3]] > [[Close->51-4023-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4031-WhatTheyDo-1]] > [[Next >->51-4031-WhatTheyDo-3]] > [[Close->51-4031-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4031-WhatTheyDo-2]] > [[Next >->51-4031-WhatTheyDo-4]] > [[Close->51-4031-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4031-WhatTheyDo-3]] > [[Next >->51-4031-WhatTheyDo-5]] > [[Close->51-4031-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4031-WhatTheyDo-4]] > [[Next >->51-4031-WhatTheyDo-6]] > [[Close->51-4031-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4031-WhatTheyDo-5]] > [[Next >->51-4031-WhatTheyDo-7]] > [[Close->51-4031-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4031-WhatTheyDo-6]] > [[Next >->51-4031-WhatTheyDo-8]] > [[Close->51-4031-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4031-WhatTheyDo-7]] > [[Next >->51-4031-WhatTheyDo-9]] > [[Close->51-4031-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4031-WhatTheyDo-8]] > [[Next >->51-4031-WhatTheyDo-10]] > [[Close->51-4031-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4031-WhatTheyDo-9]] > [[Next >->51-4031-WhatTheyDo-11]] > [[Close->51-4031-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4031-WhatTheyDo-10]] > [[Next >->51-4031-WhatTheyDo-12]] > [[Close->51-4031-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4031-WhatTheyDo-11]] > [[Next >->51-4031-WhatTheyDo-13]] > [[Close->51-4031-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4031-HowToBecomeOne-2]] > [[Close->51-4031-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4031-HowToBecomeOne-1]] > [[Next >->51-4031-HowToBecomeOne-3]] > [[Close->51-4031-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4031-HowToBecomeOne-2]] > [[Next >->51-4031-HowToBecomeOne-4]] > [[Close->51-4031-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4031-HowToBecomeOne-3]] > [[Next >->51-4031-HowToBecomeOne-5]] > [[Close->51-4031-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4031-HowToBecomeOne-4]] > [[Close->51-4031-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4031-Pay-1]] > [[Close->51-4031-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4031-JobOutlook-1]] > [[Next >->51-4031-JobOutlook-3]] > [[Close->51-4031-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4032-WhatTheyDo-1]] > [[Next >->51-4032-WhatTheyDo-3]] > [[Close->51-4032-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4032-WhatTheyDo-2]] > [[Next >->51-4032-WhatTheyDo-4]] > [[Close->51-4032-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4032-WhatTheyDo-3]] > [[Next >->51-4032-WhatTheyDo-5]] > [[Close->51-4032-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4032-WhatTheyDo-4]] > [[Next >->51-4032-WhatTheyDo-6]] > [[Close->51-4032-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4032-WhatTheyDo-5]] > [[Next >->51-4032-WhatTheyDo-7]] > [[Close->51-4032-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4032-WhatTheyDo-6]] > [[Next >->51-4032-WhatTheyDo-8]] > [[Close->51-4032-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4032-WhatTheyDo-7]] > [[Next >->51-4032-WhatTheyDo-9]] > [[Close->51-4032-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4032-WhatTheyDo-8]] > [[Next >->51-4032-WhatTheyDo-10]] > [[Close->51-4032-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4032-WhatTheyDo-9]] > [[Next >->51-4032-WhatTheyDo-11]] > [[Close->51-4032-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4032-WhatTheyDo-10]] > [[Next >->51-4032-WhatTheyDo-12]] > [[Close->51-4032-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4032-WhatTheyDo-11]] > [[Next >->51-4032-WhatTheyDo-13]] > [[Close->51-4032-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4032-HowToBecomeOne-2]] > [[Close->51-4032-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4032-HowToBecomeOne-1]] > [[Next >->51-4032-HowToBecomeOne-3]] > [[Close->51-4032-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4032-HowToBecomeOne-2]] > [[Next >->51-4032-HowToBecomeOne-4]] > [[Close->51-4032-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4032-HowToBecomeOne-3]] > [[Next >->51-4032-HowToBecomeOne-5]] > [[Close->51-4032-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4032-HowToBecomeOne-4]] > [[Close->51-4032-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4032-Pay-1]] > [[Close->51-4032-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4032-JobOutlook-1]] > [[Next >->51-4032-JobOutlook-3]] > [[Close->51-4032-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4033-WhatTheyDo-1]] > [[Next >->51-4033-WhatTheyDo-3]] > [[Close->51-4033-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4033-WhatTheyDo-2]] > [[Next >->51-4033-WhatTheyDo-4]] > [[Close->51-4033-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4033-WhatTheyDo-3]] > [[Next >->51-4033-WhatTheyDo-5]] > [[Close->51-4033-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4033-WhatTheyDo-4]] > [[Next >->51-4033-WhatTheyDo-6]] > [[Close->51-4033-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4033-WhatTheyDo-5]] > [[Next >->51-4033-WhatTheyDo-7]] > [[Close->51-4033-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4033-WhatTheyDo-6]] > [[Next >->51-4033-WhatTheyDo-8]] > [[Close->51-4033-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4033-WhatTheyDo-7]] > [[Next >->51-4033-WhatTheyDo-9]] > [[Close->51-4033-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4033-WhatTheyDo-8]] > [[Next >->51-4033-WhatTheyDo-10]] > [[Close->51-4033-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4033-WhatTheyDo-9]] > [[Next >->51-4033-WhatTheyDo-11]] > [[Close->51-4033-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4033-WhatTheyDo-10]] > [[Next >->51-4033-WhatTheyDo-12]] > [[Close->51-4033-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4033-WhatTheyDo-11]] > [[Next >->51-4033-WhatTheyDo-13]] > [[Close->51-4033-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4033-HowToBecomeOne-2]] > [[Close->51-4033-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4033-HowToBecomeOne-1]] > [[Next >->51-4033-HowToBecomeOne-3]] > [[Close->51-4033-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4033-HowToBecomeOne-2]] > [[Next >->51-4033-HowToBecomeOne-4]] > [[Close->51-4033-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4033-HowToBecomeOne-3]] > [[Next >->51-4033-HowToBecomeOne-5]] > [[Close->51-4033-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4033-HowToBecomeOne-4]] > [[Close->51-4033-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4033-Pay-1]] > [[Close->51-4033-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4033-JobOutlook-1]] > [[Next >->51-4033-JobOutlook-3]] > [[Close->51-4033-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4034-WhatTheyDo-1]] > [[Next >->51-4034-WhatTheyDo-3]] > [[Close->51-4034-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4034-WhatTheyDo-2]] > [[Next >->51-4034-WhatTheyDo-4]] > [[Close->51-4034-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4034-WhatTheyDo-3]] > [[Next >->51-4034-WhatTheyDo-5]] > [[Close->51-4034-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4034-WhatTheyDo-4]] > [[Next >->51-4034-WhatTheyDo-6]] > [[Close->51-4034-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4034-WhatTheyDo-5]] > [[Next >->51-4034-WhatTheyDo-7]] > [[Close->51-4034-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4034-WhatTheyDo-6]] > [[Next >->51-4034-WhatTheyDo-8]] > [[Close->51-4034-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4034-WhatTheyDo-7]] > [[Next >->51-4034-WhatTheyDo-9]] > [[Close->51-4034-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4034-WhatTheyDo-8]] > [[Next >->51-4034-WhatTheyDo-10]] > [[Close->51-4034-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4034-WhatTheyDo-9]] > [[Next >->51-4034-WhatTheyDo-11]] > [[Close->51-4034-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4034-WhatTheyDo-10]] > [[Next >->51-4034-WhatTheyDo-12]] > [[Close->51-4034-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4034-WhatTheyDo-11]] > [[Next >->51-4034-WhatTheyDo-13]] > [[Close->51-4034-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4034-HowToBecomeOne-2]] > [[Close->51-4034-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4034-HowToBecomeOne-1]] > [[Next >->51-4034-HowToBecomeOne-3]] > [[Close->51-4034-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4034-HowToBecomeOne-2]] > [[Next >->51-4034-HowToBecomeOne-4]] > [[Close->51-4034-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4034-HowToBecomeOne-3]] > [[Next >->51-4034-HowToBecomeOne-5]] > [[Close->51-4034-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4034-HowToBecomeOne-4]] > [[Close->51-4034-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4034-Pay-1]] > [[Close->51-4034-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4034-JobOutlook-1]] > [[Next >->51-4034-JobOutlook-3]] > [[Close->51-4034-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4035-WhatTheyDo-1]] > [[Next >->51-4035-WhatTheyDo-3]] > [[Close->51-4035-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4035-WhatTheyDo-2]] > [[Next >->51-4035-WhatTheyDo-4]] > [[Close->51-4035-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4035-WhatTheyDo-3]] > [[Next >->51-4035-WhatTheyDo-5]] > [[Close->51-4035-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4035-WhatTheyDo-4]] > [[Next >->51-4035-WhatTheyDo-6]] > [[Close->51-4035-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4035-WhatTheyDo-5]] > [[Next >->51-4035-WhatTheyDo-7]] > [[Close->51-4035-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4035-WhatTheyDo-6]] > [[Next >->51-4035-WhatTheyDo-8]] > [[Close->51-4035-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4035-WhatTheyDo-7]] > [[Next >->51-4035-WhatTheyDo-9]] > [[Close->51-4035-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4035-WhatTheyDo-8]] > [[Next >->51-4035-WhatTheyDo-10]] > [[Close->51-4035-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4035-WhatTheyDo-9]] > [[Next >->51-4035-WhatTheyDo-11]] > [[Close->51-4035-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4035-WhatTheyDo-10]] > [[Next >->51-4035-WhatTheyDo-12]] > [[Close->51-4035-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4035-WhatTheyDo-11]] > [[Next >->51-4035-WhatTheyDo-13]] > [[Close->51-4035-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4035-HowToBecomeOne-2]] > [[Close->51-4035-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4035-HowToBecomeOne-1]] > [[Next >->51-4035-HowToBecomeOne-3]] > [[Close->51-4035-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4035-HowToBecomeOne-2]] > [[Next >->51-4035-HowToBecomeOne-4]] > [[Close->51-4035-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4035-HowToBecomeOne-3]] > [[Next >->51-4035-HowToBecomeOne-5]] > [[Close->51-4035-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4035-HowToBecomeOne-4]] > [[Close->51-4035-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4035-Pay-1]] > [[Close->51-4035-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4035-JobOutlook-1]] > [[Next >->51-4035-JobOutlook-3]] > [[Close->51-4035-Detailed]]

# What Machinists and Tool and Die Makers Do Machinists and tool and die makers set up and operate a variety of computer-controlled and mechanically controlled equipment to produce precision metal parts, instruments, and tools. ### Duties Machinists typically do the following: - Read detailed drawings or files, such as blueprints, sketches, and those for computer-aided design (CAD) and computer-aided manufacturing (CAM) - Set up, operate, and disassemble manual, automatic, and computer numerically controlled (CNC) machine tools - Align, secure, and adjust cutting tools and workpieces - Monitor the feed and speed of machines > [[Next >->51-4041-WhatTheyDo-2]] > [[Close->51-4041-Detailed]]

- Turn, mill, drill, shape, and grind machine parts to specifications - Verify that completed products meet requirements Tool and die makers typically do the following: - Read detailed drawings or files - such as blueprints, sketches, specifications, and those for CAD and CAM - to make tools, molds, and dies - Compute and verify dimensions, sizes, shapes, and tolerances of workpieces - Set up, operate, and disassemble conventional, manual, and CNC machine tools - File, grind, and adjust parts so that they fit together > [[< Previous->51-4041-WhatTheyDo-1]] > [[Next >->51-4041-WhatTheyDo-3]] > [[Close->51-4041-Detailed]]

- Test completed tools and dies to ensure that they meet specifications > [[< Previous->51-4041-WhatTheyDo-2]] > [[Next >->51-4041-WhatTheyDo-4]] > [[Close->51-4041-Detailed]]

- Smooth and polish the surfaces of tools and dies Machinists use lathes, milling machines, grinders, and other machine tools to produce precision metal parts. Many machinists must be able to use both manual and CNC machinery. CNC machines control the cutting tool speed and do all necessary cuts to create a part. The machinist programs instructions into the CNC machine to determine the cutting path, cutting speed, and feed rate. Although workers may produce large quantities of one part, precision machinists often produce small batches or single items. The parts that machinists make include > [[< Previous->51-4041-WhatTheyDo-3]] > [[Next >->51-4041-WhatTheyDo-5]] > [[Close->51-4041-Detailed]]

steel bolts, titanium bone screws, and automobile pistons. Some machinists repair broken parts or make new parts that an industrial machinery mechanic discovers in a machine. The machinist refers to engineering drawings to create the replacement. Some manufacturing processes use lasers, water jets, and electrified wires to cut the workpiece. As engineers design and build new types of machine tools, machinists must learn new machining properties and techniques. Tool and die makers construct precision tools or metal forms, called dies, that are used to cut, shape, and mold metal, plastics, > [[< Previous->51-4041-WhatTheyDo-4]] > [[Next >->51-4041-WhatTheyDo-6]] > [[Close->51-4041-Detailed]]

and other materials. Tool and die makers use CAD to develop products and parts. They enter designs into computer programs that produce blueprints for the required tools and dies. CNC programmers, described in the metal and plastic machine workers profile, convert CAD designs into CAM programs that contain instructions for a sequence of cutting-tool operations. Machinists normally operate CNC machines, but tool and die makers often are trained to both operate CNC machines and write CNC programs and thus may do either task. > [[< Previous->51-4041-WhatTheyDo-5]] > [[Close->51-4041-Detailed]]

# Work Environment ### Work Environment Machinists and tool and die makers work in machine shops and factories. Many work full time during regular business hours. However, working overtime, as well as nights and weekends, may be common. > [[Close->51-4041-Detailed]]

# How to Become a Machinist or Tool and Die Maker Although machinists typically need a high school diploma to enter the occupation, tool and die makers also may need to complete postsecondary courses. Machinists and tool and die makers typically are trained on the job. Some learn through training or apprenticeship programs, vocational schools, or community and technical colleges. ### Education Machinists typically need a high school diploma or equivalent; tool and die makers also may need to complete postsecondary courses. High school courses in math, blueprint reading, metalworking, and CAD/CAM are considered useful. Some community > [[Next >->51-4041-HowToBecomeOne-2]] > [[Close->51-4041-Detailed]]

colleges and technical schools have 2-year degree programs or shorter nondegree certificate programs that train students to become machinists or tool and die makers. These programs usually teach design and how to read engineering drawings, the use of a variety of welding and cutting tools, and the programming and function of CNC machines. ### Training Machinists and tool and die makers typically gain competency through on-the-job training or an apprenticeship. Trainees usually learn on the job, which may include technical instruction outside of typical work hours. Trainees often begin as > [[< Previous->51-4041-HowToBecomeOne-1]] > [[Next >->51-4041-HowToBecomeOne-3]] > [[Close->51-4041-Detailed]]

machine operators and gradually take on more difficult assignments. Machinists and tool and die makers must be comfortable using computers to work with CAD/CAM technology, CNC machine tools, and computerized measuring machines. Some machinists become tool and die makers. Some new workers enter apprenticeship programs, which are typically sponsored by an employer. Apprenticeship programs often consist of paid training on the job and related technical instruction lasting several years. The technical instruction may be provided in cooperation with local community colleges and > [[< Previous->51-4041-HowToBecomeOne-2]] > [[Next >->51-4041-HowToBecomeOne-4]] > [[Close->51-4041-Detailed]]

vocational–technical schools. Workers typically need a high school diploma or equivalent to enter an apprenticeship. ### Licenses, Certifications, and Registrations Completing a certification program, though optional, allows machinists and tool and die makers to demonstrate competency and may be helpful for advancement. Colleges and organizations offer certifications and credentials in CNC machine operation, CAD/CAM technology, and other relevant competencies. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities > [[< Previous->51-4041-HowToBecomeOne-3]] > [[Next >->51-4041-HowToBecomeOne-5]] > [[Close->51-4041-Detailed]]

that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Machinists and tool and die makers must be able to interpret technical blueprints, models, and specifications so that they can craft precision tools and metal parts. Manual dexterity. Machinists' and tool and die makers' work demands accuracy, sometimes to within .0001 of an inch. This level of accuracy requires both concentration and agility. Mechanical skills. Machinists and tool and die makers may operate milling machines, lathes, > [[< Previous->51-4041-HowToBecomeOne-4]] > [[Next >->51-4041-HowToBecomeOne-6]] > [[Close->51-4041-Detailed]]

grinders, laser and water jetting machines, wire electrical discharge machines, and other machine tools. Physical stamina. Machinist and tool and die makers must stand for extended periods and perform repetitious movements. Technical skills. Machinists and tool and die makers must understand metalworking processes. They must be able to work with CAD/CAM technology, CNC machine tools, and manual and computerized measuring machines. > [[< Previous->51-4041-HowToBecomeOne-5]] > [[Close->51-4041-Detailed]]

# Pay The median annual wage for machinists was $56,150 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $38,100, and the highest 10 percent earned more than $78,760. The median annual wage for tool and die makers was $63,180 in May 2024. The lowest 10 percent earned less than $44,200, and the highest 10 percent earned more than $87,660. In May 2024, the median annual wages for machinists in the top industries in which they worked were as follows: In May 2024, the > [[Next >->51-4041-Pay-2]] > [[Close->51-4041-Detailed]]

median annual wages for tool and die makers in the top industries in which they worked were as follows: The pay of apprentices is tied to their skill level. As they reach specific levels of performance and experience, their pay increases. Many machinists and tool and die makers work full time during regular business hours. However, some work nights and weekends in facilities that operate around the clock. Some work more than 40 hours a week. > [[< Previous->51-4041-Pay-1]] > [[Close->51-4041-Detailed]]

# Job Outlook Overall employment of machinists and tool and die makers is projected to grow 2 percent from 2024 to 2034, decline. About 34,200 openings for machinists and tool and die makers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of machinists and tool and die makers varies by occupation (see table). Although machinists will be required to set up, monitor, and maintain systems, such as > [[Next >->51-4041-JobOutlook-2]] > [[Close->51-4041-Detailed]]

computer numerically controlled (CNC) machine tools, autoloaders, and high-speed machining, their employment growth is expected to be limited as improvements in these technologies increase these workers' efficiency over the projections decade. Employment of tool and die makers is expected to decline as advances in automation, including CNC machine tools, reduce demand for certain tasks that these workers do, such as programming how parts fit together. > [[< Previous->51-4041-JobOutlook-1]] > [[Close->51-4041-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4051-WhatTheyDo-1]] > [[Next >->51-4051-WhatTheyDo-3]] > [[Close->51-4051-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4051-WhatTheyDo-2]] > [[Next >->51-4051-WhatTheyDo-4]] > [[Close->51-4051-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4051-WhatTheyDo-3]] > [[Next >->51-4051-WhatTheyDo-5]] > [[Close->51-4051-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4051-WhatTheyDo-4]] > [[Next >->51-4051-WhatTheyDo-6]] > [[Close->51-4051-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4051-WhatTheyDo-5]] > [[Next >->51-4051-WhatTheyDo-7]] > [[Close->51-4051-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4051-WhatTheyDo-6]] > [[Next >->51-4051-WhatTheyDo-8]] > [[Close->51-4051-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4051-WhatTheyDo-7]] > [[Next >->51-4051-WhatTheyDo-9]] > [[Close->51-4051-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4051-WhatTheyDo-8]] > [[Next >->51-4051-WhatTheyDo-10]] > [[Close->51-4051-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4051-WhatTheyDo-9]] > [[Next >->51-4051-WhatTheyDo-11]] > [[Close->51-4051-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4051-WhatTheyDo-10]] > [[Next >->51-4051-WhatTheyDo-12]] > [[Close->51-4051-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4051-WhatTheyDo-11]] > [[Next >->51-4051-WhatTheyDo-13]] > [[Close->51-4051-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4051-HowToBecomeOne-2]] > [[Close->51-4051-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4051-HowToBecomeOne-1]] > [[Next >->51-4051-HowToBecomeOne-3]] > [[Close->51-4051-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4051-HowToBecomeOne-2]] > [[Next >->51-4051-HowToBecomeOne-4]] > [[Close->51-4051-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4051-HowToBecomeOne-3]] > [[Next >->51-4051-HowToBecomeOne-5]] > [[Close->51-4051-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4051-HowToBecomeOne-4]] > [[Close->51-4051-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4051-Pay-1]] > [[Close->51-4051-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4051-JobOutlook-1]] > [[Next >->51-4051-JobOutlook-3]] > [[Close->51-4051-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4052-WhatTheyDo-1]] > [[Next >->51-4052-WhatTheyDo-3]] > [[Close->51-4052-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4052-WhatTheyDo-2]] > [[Next >->51-4052-WhatTheyDo-4]] > [[Close->51-4052-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4052-WhatTheyDo-3]] > [[Next >->51-4052-WhatTheyDo-5]] > [[Close->51-4052-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4052-WhatTheyDo-4]] > [[Next >->51-4052-WhatTheyDo-6]] > [[Close->51-4052-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4052-WhatTheyDo-5]] > [[Next >->51-4052-WhatTheyDo-7]] > [[Close->51-4052-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4052-WhatTheyDo-6]] > [[Next >->51-4052-WhatTheyDo-8]] > [[Close->51-4052-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4052-WhatTheyDo-7]] > [[Next >->51-4052-WhatTheyDo-9]] > [[Close->51-4052-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4052-WhatTheyDo-8]] > [[Next >->51-4052-WhatTheyDo-10]] > [[Close->51-4052-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4052-WhatTheyDo-9]] > [[Next >->51-4052-WhatTheyDo-11]] > [[Close->51-4052-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4052-WhatTheyDo-10]] > [[Next >->51-4052-WhatTheyDo-12]] > [[Close->51-4052-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4052-WhatTheyDo-11]] > [[Next >->51-4052-WhatTheyDo-13]] > [[Close->51-4052-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4052-HowToBecomeOne-2]] > [[Close->51-4052-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4052-HowToBecomeOne-1]] > [[Next >->51-4052-HowToBecomeOne-3]] > [[Close->51-4052-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4052-HowToBecomeOne-2]] > [[Next >->51-4052-HowToBecomeOne-4]] > [[Close->51-4052-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4052-HowToBecomeOne-3]] > [[Next >->51-4052-HowToBecomeOne-5]] > [[Close->51-4052-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4052-HowToBecomeOne-4]] > [[Close->51-4052-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4052-Pay-1]] > [[Close->51-4052-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4052-JobOutlook-1]] > [[Next >->51-4052-JobOutlook-3]] > [[Close->51-4052-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4061-WhatTheyDo-1]] > [[Next >->51-4061-WhatTheyDo-3]] > [[Close->51-4061-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4061-WhatTheyDo-2]] > [[Next >->51-4061-WhatTheyDo-4]] > [[Close->51-4061-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4061-WhatTheyDo-3]] > [[Next >->51-4061-WhatTheyDo-5]] > [[Close->51-4061-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4061-WhatTheyDo-4]] > [[Next >->51-4061-WhatTheyDo-6]] > [[Close->51-4061-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4061-WhatTheyDo-5]] > [[Next >->51-4061-WhatTheyDo-7]] > [[Close->51-4061-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4061-WhatTheyDo-6]] > [[Next >->51-4061-WhatTheyDo-8]] > [[Close->51-4061-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4061-WhatTheyDo-7]] > [[Next >->51-4061-WhatTheyDo-9]] > [[Close->51-4061-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4061-WhatTheyDo-8]] > [[Next >->51-4061-WhatTheyDo-10]] > [[Close->51-4061-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4061-WhatTheyDo-9]] > [[Next >->51-4061-WhatTheyDo-11]] > [[Close->51-4061-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4061-WhatTheyDo-10]] > [[Next >->51-4061-WhatTheyDo-12]] > [[Close->51-4061-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4061-WhatTheyDo-11]] > [[Next >->51-4061-WhatTheyDo-13]] > [[Close->51-4061-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4061-HowToBecomeOne-2]] > [[Close->51-4061-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4061-HowToBecomeOne-1]] > [[Next >->51-4061-HowToBecomeOne-3]] > [[Close->51-4061-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4061-HowToBecomeOne-2]] > [[Next >->51-4061-HowToBecomeOne-4]] > [[Close->51-4061-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4061-HowToBecomeOne-3]] > [[Next >->51-4061-HowToBecomeOne-5]] > [[Close->51-4061-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4061-HowToBecomeOne-4]] > [[Close->51-4061-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4061-Pay-1]] > [[Close->51-4061-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4061-JobOutlook-1]] > [[Next >->51-4061-JobOutlook-3]] > [[Close->51-4061-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4062-WhatTheyDo-1]] > [[Next >->51-4062-WhatTheyDo-3]] > [[Close->51-4062-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4062-WhatTheyDo-2]] > [[Next >->51-4062-WhatTheyDo-4]] > [[Close->51-4062-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4062-WhatTheyDo-3]] > [[Next >->51-4062-WhatTheyDo-5]] > [[Close->51-4062-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4062-WhatTheyDo-4]] > [[Next >->51-4062-WhatTheyDo-6]] > [[Close->51-4062-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4062-WhatTheyDo-5]] > [[Next >->51-4062-WhatTheyDo-7]] > [[Close->51-4062-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4062-WhatTheyDo-6]] > [[Next >->51-4062-WhatTheyDo-8]] > [[Close->51-4062-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4062-WhatTheyDo-7]] > [[Next >->51-4062-WhatTheyDo-9]] > [[Close->51-4062-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4062-WhatTheyDo-8]] > [[Next >->51-4062-WhatTheyDo-10]] > [[Close->51-4062-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4062-WhatTheyDo-9]] > [[Next >->51-4062-WhatTheyDo-11]] > [[Close->51-4062-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4062-WhatTheyDo-10]] > [[Next >->51-4062-WhatTheyDo-12]] > [[Close->51-4062-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4062-WhatTheyDo-11]] > [[Next >->51-4062-WhatTheyDo-13]] > [[Close->51-4062-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4062-HowToBecomeOne-2]] > [[Close->51-4062-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4062-HowToBecomeOne-1]] > [[Next >->51-4062-HowToBecomeOne-3]] > [[Close->51-4062-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4062-HowToBecomeOne-2]] > [[Next >->51-4062-HowToBecomeOne-4]] > [[Close->51-4062-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4062-HowToBecomeOne-3]] > [[Next >->51-4062-HowToBecomeOne-5]] > [[Close->51-4062-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4062-HowToBecomeOne-4]] > [[Close->51-4062-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4062-Pay-1]] > [[Close->51-4062-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4062-JobOutlook-1]] > [[Next >->51-4062-JobOutlook-3]] > [[Close->51-4062-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4071-WhatTheyDo-1]] > [[Next >->51-4071-WhatTheyDo-3]] > [[Close->51-4071-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4071-WhatTheyDo-2]] > [[Next >->51-4071-WhatTheyDo-4]] > [[Close->51-4071-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4071-WhatTheyDo-3]] > [[Next >->51-4071-WhatTheyDo-5]] > [[Close->51-4071-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4071-WhatTheyDo-4]] > [[Next >->51-4071-WhatTheyDo-6]] > [[Close->51-4071-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4071-WhatTheyDo-5]] > [[Next >->51-4071-WhatTheyDo-7]] > [[Close->51-4071-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4071-WhatTheyDo-6]] > [[Next >->51-4071-WhatTheyDo-8]] > [[Close->51-4071-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4071-WhatTheyDo-7]] > [[Next >->51-4071-WhatTheyDo-9]] > [[Close->51-4071-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4071-WhatTheyDo-8]] > [[Next >->51-4071-WhatTheyDo-10]] > [[Close->51-4071-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4071-WhatTheyDo-9]] > [[Next >->51-4071-WhatTheyDo-11]] > [[Close->51-4071-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4071-WhatTheyDo-10]] > [[Next >->51-4071-WhatTheyDo-12]] > [[Close->51-4071-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4071-WhatTheyDo-11]] > [[Next >->51-4071-WhatTheyDo-13]] > [[Close->51-4071-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4071-HowToBecomeOne-2]] > [[Close->51-4071-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4071-HowToBecomeOne-1]] > [[Next >->51-4071-HowToBecomeOne-3]] > [[Close->51-4071-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4071-HowToBecomeOne-2]] > [[Next >->51-4071-HowToBecomeOne-4]] > [[Close->51-4071-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4071-HowToBecomeOne-3]] > [[Next >->51-4071-HowToBecomeOne-5]] > [[Close->51-4071-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4071-HowToBecomeOne-4]] > [[Close->51-4071-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4071-Pay-1]] > [[Close->51-4071-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4071-JobOutlook-1]] > [[Next >->51-4071-JobOutlook-3]] > [[Close->51-4071-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4072-WhatTheyDo-1]] > [[Next >->51-4072-WhatTheyDo-3]] > [[Close->51-4072-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4072-WhatTheyDo-2]] > [[Next >->51-4072-WhatTheyDo-4]] > [[Close->51-4072-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4072-WhatTheyDo-3]] > [[Next >->51-4072-WhatTheyDo-5]] > [[Close->51-4072-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4072-WhatTheyDo-4]] > [[Next >->51-4072-WhatTheyDo-6]] > [[Close->51-4072-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4072-WhatTheyDo-5]] > [[Next >->51-4072-WhatTheyDo-7]] > [[Close->51-4072-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4072-WhatTheyDo-6]] > [[Next >->51-4072-WhatTheyDo-8]] > [[Close->51-4072-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4072-WhatTheyDo-7]] > [[Next >->51-4072-WhatTheyDo-9]] > [[Close->51-4072-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4072-WhatTheyDo-8]] > [[Next >->51-4072-WhatTheyDo-10]] > [[Close->51-4072-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4072-WhatTheyDo-9]] > [[Next >->51-4072-WhatTheyDo-11]] > [[Close->51-4072-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4072-WhatTheyDo-10]] > [[Next >->51-4072-WhatTheyDo-12]] > [[Close->51-4072-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4072-WhatTheyDo-11]] > [[Next >->51-4072-WhatTheyDo-13]] > [[Close->51-4072-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4072-HowToBecomeOne-2]] > [[Close->51-4072-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4072-HowToBecomeOne-1]] > [[Next >->51-4072-HowToBecomeOne-3]] > [[Close->51-4072-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4072-HowToBecomeOne-2]] > [[Next >->51-4072-HowToBecomeOne-4]] > [[Close->51-4072-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4072-HowToBecomeOne-3]] > [[Next >->51-4072-HowToBecomeOne-5]] > [[Close->51-4072-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4072-HowToBecomeOne-4]] > [[Close->51-4072-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4072-Pay-1]] > [[Close->51-4072-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4072-JobOutlook-1]] > [[Next >->51-4072-JobOutlook-3]] > [[Close->51-4072-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4081-WhatTheyDo-1]] > [[Next >->51-4081-WhatTheyDo-3]] > [[Close->51-4081-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4081-WhatTheyDo-2]] > [[Next >->51-4081-WhatTheyDo-4]] > [[Close->51-4081-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4081-WhatTheyDo-3]] > [[Next >->51-4081-WhatTheyDo-5]] > [[Close->51-4081-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4081-WhatTheyDo-4]] > [[Next >->51-4081-WhatTheyDo-6]] > [[Close->51-4081-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4081-WhatTheyDo-5]] > [[Next >->51-4081-WhatTheyDo-7]] > [[Close->51-4081-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4081-WhatTheyDo-6]] > [[Next >->51-4081-WhatTheyDo-8]] > [[Close->51-4081-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4081-WhatTheyDo-7]] > [[Next >->51-4081-WhatTheyDo-9]] > [[Close->51-4081-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4081-WhatTheyDo-8]] > [[Next >->51-4081-WhatTheyDo-10]] > [[Close->51-4081-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4081-WhatTheyDo-9]] > [[Next >->51-4081-WhatTheyDo-11]] > [[Close->51-4081-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4081-WhatTheyDo-10]] > [[Next >->51-4081-WhatTheyDo-12]] > [[Close->51-4081-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4081-WhatTheyDo-11]] > [[Next >->51-4081-WhatTheyDo-13]] > [[Close->51-4081-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4081-HowToBecomeOne-2]] > [[Close->51-4081-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4081-HowToBecomeOne-1]] > [[Next >->51-4081-HowToBecomeOne-3]] > [[Close->51-4081-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4081-HowToBecomeOne-2]] > [[Next >->51-4081-HowToBecomeOne-4]] > [[Close->51-4081-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4081-HowToBecomeOne-3]] > [[Next >->51-4081-HowToBecomeOne-5]] > [[Close->51-4081-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4081-HowToBecomeOne-4]] > [[Close->51-4081-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4081-Pay-1]] > [[Close->51-4081-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4081-JobOutlook-1]] > [[Next >->51-4081-JobOutlook-3]] > [[Close->51-4081-Detailed]]

- Turn, mill, drill, shape, and grind machine parts to specifications - Verify that completed products meet requirements Tool and die makers typically do the following: - Read detailed drawings or files - such as blueprints, sketches, specifications, and those for CAD and CAM - to make tools, molds, and dies - Compute and verify dimensions, sizes, shapes, and tolerances of workpieces - Set up, operate, and disassemble conventional, manual, and CNC machine tools - File, grind, and adjust parts so that they fit together > [[< Previous->51-4111-WhatTheyDo-1]] > [[Next >->51-4111-WhatTheyDo-3]] > [[Close->51-4111-Detailed]]

- Test completed tools and dies to ensure that they meet specifications > [[< Previous->51-4111-WhatTheyDo-2]] > [[Next >->51-4111-WhatTheyDo-4]] > [[Close->51-4111-Detailed]]

- Smooth and polish the surfaces of tools and dies Machinists use lathes, milling machines, grinders, and other machine tools to produce precision metal parts. Many machinists must be able to use both manual and CNC machinery. CNC machines control the cutting tool speed and do all necessary cuts to create a part. The machinist programs instructions into the CNC machine to determine the cutting path, cutting speed, and feed rate. Although workers may produce large quantities of one part, precision machinists often produce small batches or single items. The parts that machinists make include > [[< Previous->51-4111-WhatTheyDo-3]] > [[Next >->51-4111-WhatTheyDo-5]] > [[Close->51-4111-Detailed]]

steel bolts, titanium bone screws, and automobile pistons. Some machinists repair broken parts or make new parts that an industrial machinery mechanic discovers in a machine. The machinist refers to engineering drawings to create the replacement. Some manufacturing processes use lasers, water jets, and electrified wires to cut the workpiece. As engineers design and build new types of machine tools, machinists must learn new machining properties and techniques. Tool and die makers construct precision tools or metal forms, called dies, that are used to cut, shape, and mold metal, plastics, > [[< Previous->51-4111-WhatTheyDo-4]] > [[Next >->51-4111-WhatTheyDo-6]] > [[Close->51-4111-Detailed]]

# How to Become a Machinist or Tool and Die Maker Although machinists typically need a high school diploma to enter the occupation, tool and die makers also may need to complete postsecondary courses. Machinists and tool and die makers typically are trained on the job. Some learn through training or apprenticeship programs, vocational schools, or community and technical colleges. ### Education Machinists typically need a high school diploma or equivalent; tool and die makers also may need to complete postsecondary courses. High school courses in math, blueprint reading, metalworking, and CAD/CAM are considered useful. Some community > [[Next >->51-4111-HowToBecomeOne-2]] > [[Close->51-4111-Detailed]]

colleges and technical schools have 2-year degree programs or shorter nondegree certificate programs that train students to become machinists or tool and die makers. These programs usually teach design and how to read engineering drawings, the use of a variety of welding and cutting tools, and the programming and function of CNC machines. ### Training Machinists and tool and die makers typically gain competency through on-the-job training or an apprenticeship. Trainees usually learn on the job, which may include technical instruction outside of typical work hours. Trainees often begin as > [[< Previous->51-4111-HowToBecomeOne-1]] > [[Next >->51-4111-HowToBecomeOne-3]] > [[Close->51-4111-Detailed]]

machine operators and gradually take on more difficult assignments. Machinists and tool and die makers must be comfortable using computers to work with CAD/CAM technology, CNC machine tools, and computerized measuring machines. Some machinists become tool and die makers. Some new workers enter apprenticeship programs, which are typically sponsored by an employer. Apprenticeship programs often consist of paid training on the job and related technical instruction lasting several years. The technical instruction may be provided in cooperation with local community colleges and > [[< Previous->51-4111-HowToBecomeOne-2]] > [[Next >->51-4111-HowToBecomeOne-4]] > [[Close->51-4111-Detailed]]

vocational–technical schools. Workers typically need a high school diploma or equivalent to enter an apprenticeship. ### Licenses, Certifications, and Registrations Completing a certification program, though optional, allows machinists and tool and die makers to demonstrate competency and may be helpful for advancement. Colleges and organizations offer certifications and credentials in CNC machine operation, CAD/CAM technology, and other relevant competencies. Information on certifications is available from CareerOneStop. ### Important Qualities The following are examples of qualities > [[< Previous->51-4111-HowToBecomeOne-3]] > [[Next >->51-4111-HowToBecomeOne-5]] > [[Close->51-4111-Detailed]]

that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Analytical skills. Machinists and tool and die makers must be able to interpret technical blueprints, models, and specifications so that they can craft precision tools and metal parts. Manual dexterity. Machinists' and tool and die makers' work demands accuracy, sometimes to within .0001 of an inch. This level of accuracy requires both concentration and agility. Mechanical skills. Machinists and tool and die makers may operate milling machines, lathes, > [[< Previous->51-4111-HowToBecomeOne-4]] > [[Next >->51-4111-HowToBecomeOne-6]] > [[Close->51-4111-Detailed]]

grinders, laser and water jetting machines, wire electrical discharge machines, and other machine tools. Physical stamina. Machinist and tool and die makers must stand for extended periods and perform repetitious movements. Technical skills. Machinists and tool and die makers must understand metalworking processes. They must be able to work with CAD/CAM technology, CNC machine tools, and manual and computerized measuring machines. > [[< Previous->51-4111-HowToBecomeOne-5]] > [[Close->51-4111-Detailed]]

# What Welders, Cutters, Solderers, and Brazers Do Welders, cutters, solderers, and brazers use hand-held or remotely controlled equipment to join or cut metal parts. They also fill holes, indentations, or seams in metal products. ### Duties Welders, cutters, solderers, and brazers typically do the following: - Read and interpret blueprints, sketches, and specifications - Calculate and measure the dimensions of parts to be welded - Inspect structures or materials to be welded - Weld materials according to blueprint specifications - Monitor the welding process and adjust heat as necessary > [[Next >->51-4121-WhatTheyDo-2]] > [[Close->51-4121-Detailed]]

- Maintain equipment and machinery Welders, cutters, solderers, and brazers use welding torches and other equipment to apply heat to metal pieces, melting and fusing them to form a permanent bond. Some workers specialize in welding; others perform all disciplines or a combination of them. Welders join metals using a variety of techniques and processes. For example, in arc welding they use machinery that produces electrical currents to create heat and bond metals together. Welders usually choose a welding process based on a number of factors, such as the types of metals being > [[< Previous->51-4121-WhatTheyDo-1]] > [[Next >->51-4121-WhatTheyDo-3]] > [[Close->51-4121-Detailed]]

joined. Cutters use heat from an electric arc, a stream of ionized gas called plasma, or burning gases to cut and trim metal objects to specific dimensions. They also dismantle large objects, such as ships, railroad cars, and buildings. Solderers and brazers use equipment to heat molten metal and join two or more metal objects. Soldering and brazing are similar, except that the temperature used to melt the filler metal is lower in soldering. Solderers commonly work with small pieces that must be positioned precisely, such as to make computer chips. Brazers connect dissimilar metals through > [[< Previous->51-4121-WhatTheyDo-2]] > [[Next >->51-4121-WhatTheyDo-4]] > [[Close->51-4121-Detailed]]

the application of a filler material, which creates strong joints in products created with multiple metals; they also may apply coatings to parts in order to reduce wear and protect against corrosion. For information on workers who operate welding, soldering, and brazing machines, see the profile on metal and plastic machine workers. > [[< Previous->51-4121-WhatTheyDo-3]] > [[Close->51-4121-Detailed]]

# Work Environment ### Work Environment Welders, cutters, solderers, and brazers may work outdoors in all types of weather, or they may work indoors, sometimes in a confined area. Most work full time, and some work more than 40 hours per week. > [[Close->51-4121-Detailed]]

# How to Become a Welder, Cutter, Solderer, or Brazer Welders, cutters, solderers, and brazers typically need a high school diploma or equivalent, combined with technical and on-the-job training, to enter the occupation. ### Education & Training Employers often prefer or require candidates to have a high school diploma or equivalent and technical training. This training may be available through high school technical education classes or programs at vocational–technical institutes, community colleges, and private welding, soldering, and brazing schools. In addition, the U.S. Armed Forces offer welding-related training. Courses in > [[Next >->51-4121-HowToBecomeOne-2]] > [[Close->51-4121-Detailed]]

blueprint reading, shop mathematics, and mechanical drawing may be helpful. An understanding of electricity also is useful. Workers also may enter the occupation through an employer-based apprenticeship program. Some apprenticeships are available for entry-level workers who have no prior experience or training, while others are targeted toward those who have completed a vocational–technical school welding program. Although some employers hire inexperienced entry-level workers and train them on the job, many prefer to hire workers who have completed training or credentialing programs. > [[< Previous->51-4121-HowToBecomeOne-1]] > [[Next >->51-4121-HowToBecomeOne-3]] > [[Close->51-4121-Detailed]]

Entry-level workers with formal technical training still receive several months of on-the-job training. ### Licenses, Certifications, and Registrations Welders must be licensed in some states and localities; requirements vary. Contact individual state or local government licensing agencies for more information. Professional organizations offer courses leading to general certification. Some employers require general or specific certification for particular jobs. They may pay the cost of training and testing for employees. Information on certifications is available from CareerOneStop. The > [[< Previous->51-4121-HowToBecomeOne-2]] > [[Next >->51-4121-HowToBecomeOne-4]] > [[Close->51-4121-Detailed]]

Occupational Safety and Health Administration (OSHA) requires that welders complete training on electrical safety. Other types of OSHA training are available but generally are not required. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Welders, cutters, solderers, and brazers perform precision work, often with straight edges. The ability to see characteristics of the joint and detect changes in molten metal flows > [[< Previous->51-4121-HowToBecomeOne-3]] > [[Next >->51-4121-HowToBecomeOne-5]] > [[Close->51-4121-Detailed]]

requires attention to detail. Manual dexterity. Welders, cutters, solderers, and brazers must have a steady hand to hold a torch in place. They also need good hand–eye coordination. Physical stamina. These workers must be able to endure long periods in awkward positions while bending, stooping, or standing. Physical strength. Welders, cutters, solderers, and brazers must be able to lift heavy pieces of metal and move welding or cutting equipment. Spatial-orientation skills. Welders, cutters, solderers, and brazers must be able to read and interpret two > [[< Previous->51-4121-HowToBecomeOne-4]] > [[Next >->51-4121-HowToBecomeOne-6]] > [[Close->51-4121-Detailed]]

- and three-dimensional diagrams in order to fit metal products correctly. > [[< Previous->51-4121-HowToBecomeOne-5]] > [[Close->51-4121-Detailed]]

# Pay The median annual wage for welders, cutters, solderers, and brazers was $51,000 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $38,130, and the highest 10 percent earned more than $75,850. In May 2024, the median annual wages for welders, cutters, solderers, and brazers in the top industries in which they worked were as follows: Wages for welders, cutters, solderers, and brazers vary with the worker's experience and skill level, the industry, and the size of the > [[Next >->51-4121-Pay-2]] > [[Close->51-4121-Detailed]]

company. Most welders, cutters, solderers, and brazers work full time, and some work more than 40 hours per week. Many manufacturing firms have two or three 8- to 12-hour shifts each day, allowing the firm to continue production around the clock if needed. As a result, welders, cutters, solderers, and brazers may work evenings and weekends. > [[< Previous->51-4121-Pay-1]] > [[Close->51-4121-Detailed]]

# Job Outlook Employment of welders, cutters, solderers, and brazers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 45,600 openings for welders, cutters, solderers, and brazers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The nation's aging infrastructure will require the expertise of welders, cutters, solderers, and brazers to help rebuild bridges, highways, and > [[Next >->51-4121-JobOutlook-2]] > [[Close->51-4121-Detailed]]

buildings. These workers also will be needed in manufacturing plants, such as those that produce metal products and machinery. However, automation in manufacturing may limit overall demand for these workers. > [[< Previous->51-4121-JobOutlook-1]] > [[Close->51-4121-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4122-WhatTheyDo-1]] > [[Next >->51-4122-WhatTheyDo-3]] > [[Close->51-4122-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4122-WhatTheyDo-2]] > [[Next >->51-4122-WhatTheyDo-4]] > [[Close->51-4122-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4122-WhatTheyDo-3]] > [[Next >->51-4122-WhatTheyDo-5]] > [[Close->51-4122-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4122-WhatTheyDo-4]] > [[Next >->51-4122-WhatTheyDo-6]] > [[Close->51-4122-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4122-WhatTheyDo-5]] > [[Next >->51-4122-WhatTheyDo-7]] > [[Close->51-4122-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4122-WhatTheyDo-6]] > [[Next >->51-4122-WhatTheyDo-8]] > [[Close->51-4122-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4122-WhatTheyDo-7]] > [[Next >->51-4122-WhatTheyDo-9]] > [[Close->51-4122-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4122-WhatTheyDo-8]] > [[Next >->51-4122-WhatTheyDo-10]] > [[Close->51-4122-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4122-WhatTheyDo-9]] > [[Next >->51-4122-WhatTheyDo-11]] > [[Close->51-4122-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4122-WhatTheyDo-10]] > [[Next >->51-4122-WhatTheyDo-12]] > [[Close->51-4122-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4122-WhatTheyDo-11]] > [[Next >->51-4122-WhatTheyDo-13]] > [[Close->51-4122-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4122-HowToBecomeOne-2]] > [[Close->51-4122-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4122-HowToBecomeOne-1]] > [[Next >->51-4122-HowToBecomeOne-3]] > [[Close->51-4122-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4122-HowToBecomeOne-2]] > [[Next >->51-4122-HowToBecomeOne-4]] > [[Close->51-4122-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4122-HowToBecomeOne-3]] > [[Next >->51-4122-HowToBecomeOne-5]] > [[Close->51-4122-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4122-HowToBecomeOne-4]] > [[Close->51-4122-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4122-Pay-1]] > [[Close->51-4122-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4122-JobOutlook-1]] > [[Next >->51-4122-JobOutlook-3]] > [[Close->51-4122-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4191-WhatTheyDo-1]] > [[Next >->51-4191-WhatTheyDo-3]] > [[Close->51-4191-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4191-WhatTheyDo-2]] > [[Next >->51-4191-WhatTheyDo-4]] > [[Close->51-4191-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4191-WhatTheyDo-3]] > [[Next >->51-4191-WhatTheyDo-5]] > [[Close->51-4191-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4191-WhatTheyDo-4]] > [[Next >->51-4191-WhatTheyDo-6]] > [[Close->51-4191-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4191-WhatTheyDo-5]] > [[Next >->51-4191-WhatTheyDo-7]] > [[Close->51-4191-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4191-WhatTheyDo-6]] > [[Next >->51-4191-WhatTheyDo-8]] > [[Close->51-4191-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4191-WhatTheyDo-7]] > [[Next >->51-4191-WhatTheyDo-9]] > [[Close->51-4191-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4191-WhatTheyDo-8]] > [[Next >->51-4191-WhatTheyDo-10]] > [[Close->51-4191-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4191-WhatTheyDo-9]] > [[Next >->51-4191-WhatTheyDo-11]] > [[Close->51-4191-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4191-WhatTheyDo-10]] > [[Next >->51-4191-WhatTheyDo-12]] > [[Close->51-4191-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4191-WhatTheyDo-11]] > [[Next >->51-4191-WhatTheyDo-13]] > [[Close->51-4191-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4191-HowToBecomeOne-2]] > [[Close->51-4191-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4191-HowToBecomeOne-1]] > [[Next >->51-4191-HowToBecomeOne-3]] > [[Close->51-4191-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4191-HowToBecomeOne-2]] > [[Next >->51-4191-HowToBecomeOne-4]] > [[Close->51-4191-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4191-HowToBecomeOne-3]] > [[Next >->51-4191-HowToBecomeOne-5]] > [[Close->51-4191-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4191-HowToBecomeOne-4]] > [[Close->51-4191-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4191-Pay-1]] > [[Close->51-4191-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4191-JobOutlook-1]] > [[Next >->51-4191-JobOutlook-3]] > [[Close->51-4191-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-4193-WhatTheyDo-1]] > [[Next >->51-4193-WhatTheyDo-3]] > [[Close->51-4193-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-4193-WhatTheyDo-2]] > [[Next >->51-4193-WhatTheyDo-4]] > [[Close->51-4193-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-4193-WhatTheyDo-3]] > [[Next >->51-4193-WhatTheyDo-5]] > [[Close->51-4193-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-4193-WhatTheyDo-4]] > [[Next >->51-4193-WhatTheyDo-6]] > [[Close->51-4193-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-4193-WhatTheyDo-5]] > [[Next >->51-4193-WhatTheyDo-7]] > [[Close->51-4193-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-4193-WhatTheyDo-6]] > [[Next >->51-4193-WhatTheyDo-8]] > [[Close->51-4193-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-4193-WhatTheyDo-7]] > [[Next >->51-4193-WhatTheyDo-9]] > [[Close->51-4193-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-4193-WhatTheyDo-8]] > [[Next >->51-4193-WhatTheyDo-10]] > [[Close->51-4193-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-4193-WhatTheyDo-9]] > [[Next >->51-4193-WhatTheyDo-11]] > [[Close->51-4193-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-4193-WhatTheyDo-10]] > [[Next >->51-4193-WhatTheyDo-12]] > [[Close->51-4193-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-4193-WhatTheyDo-11]] > [[Next >->51-4193-WhatTheyDo-13]] > [[Close->51-4193-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-4193-HowToBecomeOne-2]] > [[Close->51-4193-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-4193-HowToBecomeOne-1]] > [[Next >->51-4193-HowToBecomeOne-3]] > [[Close->51-4193-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-4193-HowToBecomeOne-2]] > [[Next >->51-4193-HowToBecomeOne-4]] > [[Close->51-4193-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-4193-HowToBecomeOne-3]] > [[Next >->51-4193-HowToBecomeOne-5]] > [[Close->51-4193-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-4193-HowToBecomeOne-4]] > [[Close->51-4193-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-4193-Pay-1]] > [[Close->51-4193-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-4193-JobOutlook-1]] > [[Next >->51-4193-JobOutlook-3]] > [[Close->51-4193-Detailed]]

# What Woodworkers Do Woodworkers manufacture a variety of products, such as cabinets and furniture, using wood, veneers, and laminates. They often combine and incorporate different materials into wood. ### Duties Woodworkers typically do the following: - Read detailed architectural drawings, schematics, shop drawings, and blueprints - Prepare and set up machines and tooling for woodwork manufacturing - Lift wood pieces onto machines, either by hand or with hoists - Operate woodworking machines, including saws and milling and sanding machines > [[Next >->51-7011-WhatTheyDo-2]] > [[Close->51-7011-Detailed]]

- Listen for unusual sounds and watch for excessive vibration in machinery - Ensure that products meet industry standards and project specifications, adjusting as necessary - Select the proper cutting, milling, boring, and sanding tools for completing a job - Use handtools to trim pieces or assemble products > [[< Previous->51-7011-WhatTheyDo-1]] > [[Next >->51-7011-WhatTheyDo-3]] > [[Close->51-7011-Detailed]]

- Maintain machines, such as by cleaning and oiling them or replacing worn blades Woodworkers make products from lumber and synthetic wood materials. Many of these products, including most furniture, kitchen cabinets, and musical instruments, are mass produced. Other products are custom made from architectural designs and drawings. Modern woodworking is highly technical. Skilled operators use automated machinery, such as computerized numerical control (CNC) machines, to ensure accuracy in all phases of their work. Woodworkers do many of their tasks on an assembly line, but some customized > [[< Previous->51-7011-WhatTheyDo-2]] > [[Next >->51-7011-WhatTheyDo-4]] > [[Close->51-7011-Detailed]]

work must be done by hand. Woodworkers set up, operate, and tend all types of woodworking machines, such as saws, milling machines, drill presses, sanders, and wood-fastening machines. Operators use equipment to cut and shape wooden parts and to verify dimensions, using a template, caliper, and rule. Woodworkers add fasteners and adhesives and connect the parts to form an assembled unit. They also install hardware, such as pulls and drawer slides, and fit specialty products for glass, metal trims, electrical components, and stone. Finally, workers sand, stain, and, if necessary, coat the > [[< Previous->51-7011-WhatTheyDo-3]] > [[Next >->51-7011-WhatTheyDo-5]] > [[Close->51-7011-Detailed]]

wood product with a sealer or topcoats, such as a lacquer or varnish. The following are examples of types of woodworkers: Cabinetmakers and bench carpenters cut, shape, and assemble parts for wood products. They often design and create sets of customized cabinets, sometimes seeing a project all the way through to installation. Furniture finishers shape, finish, and refinish damaged and worn furniture. They may work with antiques and must judge how to preserve and repair them. They also do the staining, sealing, and top coating at the end of the production process. Woodworking machine > [[< Previous->51-7011-WhatTheyDo-4]] > [[Next >->51-7011-WhatTheyDo-6]] > [[Close->51-7011-Detailed]]

setters, operators, and tenders use band saws, circular saws, hack saws, or other equipment to cut wood. They also use drill presses, lathes, sanders, and other types of woodworking equipment to smooth and shape wood. > [[< Previous->51-7011-WhatTheyDo-5]] > [[Close->51-7011-Detailed]]

# Work Environment ### Work Environment Most woodworkers are employed in manufacturing industries. Although their working conditions vary, woodworkers may encounter machinery noise and wood dust. > [[Close->51-7011-Detailed]]

# How to Become a Woodworker A high school diploma or equivalent is typically required to become a woodworker. Although some entry-level jobs may be learned in 1 month or less, becoming fully proficient may take several months to more than a year of on-the-job training. Woodworkers also must be able to use computer-controlled machinery. ### Education A high school diploma is typically required to enter the occupation. Training in computer applications and math may enhance employment prospects. For woodworking production jobs, employers may prefer to hire candidates who have taken some vocational-technical or college > [[Next >->51-7011-HowToBecomeOne-2]] > [[Close->51-7011-Detailed]]

courses. ### Training Typically, entry-level woodworkers train on the job, learning their skills from experienced workers. Beginning workers do basic tasks, such as feeding a piece of wood through a machine and stacking the finished product at the end of the process. As they gain experience, woodworkers do more complex tasks with less supervision. Becoming a skilled woodworker often takes several months or years. Skilled woodworkers read blueprints, set up machines, and plan work sequences. Some workers also receive training through apprenticeships offered by employers or unions. ### > [[< Previous->51-7011-HowToBecomeOne-1]] > [[Next >->51-7011-HowToBecomeOne-3]] > [[Close->51-7011-Detailed]]

Licenses, Certifications, and Registrations Although not required, credentials often demonstrate competence and professionalism. They also may help a candidate advance in the occupation. Information on certifications is available from CareerOneStop. Because of the prevalence of CNC machines in production, workers also may benefit from obtaining CNC machine certification. Certification is offered by community colleges and CNC machine manufacturers. ### Advancement With experience, skilled woodworkers may advance to other positions that offer greater responsibility. For example, they may be > [[< Previous->51-7011-HowToBecomeOne-2]] > [[Next >->51-7011-HowToBecomeOne-4]] > [[Close->51-7011-Detailed]]

promoted to team lead or floor supervisor, positions in which they help to oversee the work of other woodworkers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Woodworkers must pay attention to details in order to meet specifications and to keep themselves safe. Dexterity. Woodworkers must make precise cuts with a variety of handtools and power tools, so they need good hand-eye coordination. Math skills. Woodworkers > [[< Previous->51-7011-HowToBecomeOne-3]] > [[Next >->51-7011-HowToBecomeOne-5]] > [[Close->51-7011-Detailed]]

need to understand basic geometry in order to visualize how a three-dimensional wooden object, such as a cabinet or piece of furniture, will fit together. Mechanical skills. The use of handtools, such as screwdrivers and wrenches, is required to set up, adjust, and calibrate machines. These automated systems also require woodworkers to use computers and other programmable devices. Physical stamina. Woodworkers often stand for long periods performing many of the same functions. Physical strength. Woodworkers must be able to lift bulky, heavy pieces of wood. Technical skills. Woodworkers > [[< Previous->51-7011-HowToBecomeOne-4]] > [[Next >->51-7011-HowToBecomeOne-6]] > [[Close->51-7011-Detailed]]

must be able to interpret design drawings and technical manuals for a range of products and machines. They also should be able to troubleshoot issues as they arise. > [[< Previous->51-7011-HowToBecomeOne-5]] > [[Close->51-7011-Detailed]]

# Pay The median annual wage for woodworkers was $43,720 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $31,370, and the highest 10 percent earned more than $59,570. Median annual wages for woodworkers in May 2024 were as follows: In May 2024, the median annual wages for woodworkers in the top industries in which they worked were as follows: Most woodworkers work full time during regular business hours. > [[Close->51-7011-Detailed]]

# Job Outlook Overall employment of woodworkers is projected to grow 2 percent from 2024 to 2034, decline. About 21,400 openings for woodworkers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Overall demand for woodworkers is expected to be reduced by automation, especially the use of computer numerically controlled (CNC) machines in wood product manufacturing. However, demand for some wood products, such as those used in > [[Next >->51-7011-JobOutlook-2]] > [[Close->51-7011-Detailed]]

home renovation projects and outdoor structures for restaurants and other businesses, may sustain demand for some woodworkers. > [[< Previous->51-7011-JobOutlook-1]] > [[Close->51-7011-Detailed]]

- Listen for unusual sounds and watch for excessive vibration in machinery - Ensure that products meet industry standards and project specifications, adjusting as necessary - Select the proper cutting, milling, boring, and sanding tools for completing a job - Use handtools to trim pieces or assemble products > [[< Previous->51-7021-WhatTheyDo-1]] > [[Next >->51-7021-WhatTheyDo-3]] > [[Close->51-7021-Detailed]]

- Maintain machines, such as by cleaning and oiling them or replacing worn blades Woodworkers make products from lumber and synthetic wood materials. Many of these products, including most furniture, kitchen cabinets, and musical instruments, are mass produced. Other products are custom made from architectural designs and drawings. Modern woodworking is highly technical. Skilled operators use automated machinery, such as computerized numerical control (CNC) machines, to ensure accuracy in all phases of their work. Woodworkers do many of their tasks on an assembly line, but some customized > [[< Previous->51-7021-WhatTheyDo-2]] > [[Next >->51-7021-WhatTheyDo-4]] > [[Close->51-7021-Detailed]]

work must be done by hand. Woodworkers set up, operate, and tend all types of woodworking machines, such as saws, milling machines, drill presses, sanders, and wood-fastening machines. Operators use equipment to cut and shape wooden parts and to verify dimensions, using a template, caliper, and rule. Woodworkers add fasteners and adhesives and connect the parts to form an assembled unit. They also install hardware, such as pulls and drawer slides, and fit specialty products for glass, metal trims, electrical components, and stone. Finally, workers sand, stain, and, if necessary, coat the > [[< Previous->51-7021-WhatTheyDo-3]] > [[Next >->51-7021-WhatTheyDo-5]] > [[Close->51-7021-Detailed]]

wood product with a sealer or topcoats, such as a lacquer or varnish. The following are examples of types of woodworkers: Cabinetmakers and bench carpenters cut, shape, and assemble parts for wood products. They often design and create sets of customized cabinets, sometimes seeing a project all the way through to installation. Furniture finishers shape, finish, and refinish damaged and worn furniture. They may work with antiques and must judge how to preserve and repair them. They also do the staining, sealing, and top coating at the end of the production process. Woodworking machine > [[< Previous->51-7021-WhatTheyDo-4]] > [[Next >->51-7021-WhatTheyDo-6]] > [[Close->51-7021-Detailed]]

# How to Become a Woodworker A high school diploma or equivalent is typically required to become a woodworker. Although some entry-level jobs may be learned in 1 month or less, becoming fully proficient may take several months to more than a year of on-the-job training. Woodworkers also must be able to use computer-controlled machinery. ### Education A high school diploma is typically required to enter the occupation. Training in computer applications and math may enhance employment prospects. For woodworking production jobs, employers may prefer to hire candidates who have taken some vocational-technical or college > [[Next >->51-7021-HowToBecomeOne-2]] > [[Close->51-7021-Detailed]]

courses. ### Training Typically, entry-level woodworkers train on the job, learning their skills from experienced workers. Beginning workers do basic tasks, such as feeding a piece of wood through a machine and stacking the finished product at the end of the process. As they gain experience, woodworkers do more complex tasks with less supervision. Becoming a skilled woodworker often takes several months or years. Skilled woodworkers read blueprints, set up machines, and plan work sequences. Some workers also receive training through apprenticeships offered by employers or unions. ### > [[< Previous->51-7021-HowToBecomeOne-1]] > [[Next >->51-7021-HowToBecomeOne-3]] > [[Close->51-7021-Detailed]]

Licenses, Certifications, and Registrations Although not required, credentials often demonstrate competence and professionalism. They also may help a candidate advance in the occupation. Information on certifications is available from CareerOneStop. Because of the prevalence of CNC machines in production, workers also may benefit from obtaining CNC machine certification. Certification is offered by community colleges and CNC machine manufacturers. ### Advancement With experience, skilled woodworkers may advance to other positions that offer greater responsibility. For example, they may be > [[< Previous->51-7021-HowToBecomeOne-2]] > [[Next >->51-7021-HowToBecomeOne-4]] > [[Close->51-7021-Detailed]]

promoted to team lead or floor supervisor, positions in which they help to oversee the work of other woodworkers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Woodworkers must pay attention to details in order to meet specifications and to keep themselves safe. Dexterity. Woodworkers must make precise cuts with a variety of handtools and power tools, so they need good hand-eye coordination. Math skills. Woodworkers > [[< Previous->51-7021-HowToBecomeOne-3]] > [[Next >->51-7021-HowToBecomeOne-5]] > [[Close->51-7021-Detailed]]

need to understand basic geometry in order to visualize how a three-dimensional wooden object, such as a cabinet or piece of furniture, will fit together. Mechanical skills. The use of handtools, such as screwdrivers and wrenches, is required to set up, adjust, and calibrate machines. These automated systems also require woodworkers to use computers and other programmable devices. Physical stamina. Woodworkers often stand for long periods performing many of the same functions. Physical strength. Woodworkers must be able to lift bulky, heavy pieces of wood. Technical skills. Woodworkers > [[< Previous->51-7021-HowToBecomeOne-4]] > [[Next >->51-7021-HowToBecomeOne-6]] > [[Close->51-7021-Detailed]]

must be able to interpret design drawings and technical manuals for a range of products and machines. They also should be able to troubleshoot issues as they arise. > [[< Previous->51-7021-HowToBecomeOne-5]] > [[Close->51-7021-Detailed]]

home renovation projects and outdoor structures for restaurants and other businesses, may sustain demand for some woodworkers. > [[< Previous->51-7021-JobOutlook-1]] > [[Close->51-7021-Detailed]]

- Listen for unusual sounds and watch for excessive vibration in machinery - Ensure that products meet industry standards and project specifications, adjusting as necessary - Select the proper cutting, milling, boring, and sanding tools for completing a job - Use handtools to trim pieces or assemble products > [[< Previous->51-7041-WhatTheyDo-1]] > [[Next >->51-7041-WhatTheyDo-3]] > [[Close->51-7041-Detailed]]

- Maintain machines, such as by cleaning and oiling them or replacing worn blades Woodworkers make products from lumber and synthetic wood materials. Many of these products, including most furniture, kitchen cabinets, and musical instruments, are mass produced. Other products are custom made from architectural designs and drawings. Modern woodworking is highly technical. Skilled operators use automated machinery, such as computerized numerical control (CNC) machines, to ensure accuracy in all phases of their work. Woodworkers do many of their tasks on an assembly line, but some customized > [[< Previous->51-7041-WhatTheyDo-2]] > [[Next >->51-7041-WhatTheyDo-4]] > [[Close->51-7041-Detailed]]

work must be done by hand. Woodworkers set up, operate, and tend all types of woodworking machines, such as saws, milling machines, drill presses, sanders, and wood-fastening machines. Operators use equipment to cut and shape wooden parts and to verify dimensions, using a template, caliper, and rule. Woodworkers add fasteners and adhesives and connect the parts to form an assembled unit. They also install hardware, such as pulls and drawer slides, and fit specialty products for glass, metal trims, electrical components, and stone. Finally, workers sand, stain, and, if necessary, coat the > [[< Previous->51-7041-WhatTheyDo-3]] > [[Next >->51-7041-WhatTheyDo-5]] > [[Close->51-7041-Detailed]]

wood product with a sealer or topcoats, such as a lacquer or varnish. The following are examples of types of woodworkers: Cabinetmakers and bench carpenters cut, shape, and assemble parts for wood products. They often design and create sets of customized cabinets, sometimes seeing a project all the way through to installation. Furniture finishers shape, finish, and refinish damaged and worn furniture. They may work with antiques and must judge how to preserve and repair them. They also do the staining, sealing, and top coating at the end of the production process. Woodworking machine > [[< Previous->51-7041-WhatTheyDo-4]] > [[Next >->51-7041-WhatTheyDo-6]] > [[Close->51-7041-Detailed]]

# How to Become a Woodworker A high school diploma or equivalent is typically required to become a woodworker. Although some entry-level jobs may be learned in 1 month or less, becoming fully proficient may take several months to more than a year of on-the-job training. Woodworkers also must be able to use computer-controlled machinery. ### Education A high school diploma is typically required to enter the occupation. Training in computer applications and math may enhance employment prospects. For woodworking production jobs, employers may prefer to hire candidates who have taken some vocational-technical or college > [[Next >->51-7041-HowToBecomeOne-2]] > [[Close->51-7041-Detailed]]

courses. ### Training Typically, entry-level woodworkers train on the job, learning their skills from experienced workers. Beginning workers do basic tasks, such as feeding a piece of wood through a machine and stacking the finished product at the end of the process. As they gain experience, woodworkers do more complex tasks with less supervision. Becoming a skilled woodworker often takes several months or years. Skilled woodworkers read blueprints, set up machines, and plan work sequences. Some workers also receive training through apprenticeships offered by employers or unions. ### > [[< Previous->51-7041-HowToBecomeOne-1]] > [[Next >->51-7041-HowToBecomeOne-3]] > [[Close->51-7041-Detailed]]

Licenses, Certifications, and Registrations Although not required, credentials often demonstrate competence and professionalism. They also may help a candidate advance in the occupation. Information on certifications is available from CareerOneStop. Because of the prevalence of CNC machines in production, workers also may benefit from obtaining CNC machine certification. Certification is offered by community colleges and CNC machine manufacturers. ### Advancement With experience, skilled woodworkers may advance to other positions that offer greater responsibility. For example, they may be > [[< Previous->51-7041-HowToBecomeOne-2]] > [[Next >->51-7041-HowToBecomeOne-4]] > [[Close->51-7041-Detailed]]

promoted to team lead or floor supervisor, positions in which they help to oversee the work of other woodworkers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Woodworkers must pay attention to details in order to meet specifications and to keep themselves safe. Dexterity. Woodworkers must make precise cuts with a variety of handtools and power tools, so they need good hand-eye coordination. Math skills. Woodworkers > [[< Previous->51-7041-HowToBecomeOne-3]] > [[Next >->51-7041-HowToBecomeOne-5]] > [[Close->51-7041-Detailed]]

need to understand basic geometry in order to visualize how a three-dimensional wooden object, such as a cabinet or piece of furniture, will fit together. Mechanical skills. The use of handtools, such as screwdrivers and wrenches, is required to set up, adjust, and calibrate machines. These automated systems also require woodworkers to use computers and other programmable devices. Physical stamina. Woodworkers often stand for long periods performing many of the same functions. Physical strength. Woodworkers must be able to lift bulky, heavy pieces of wood. Technical skills. Woodworkers > [[< Previous->51-7041-HowToBecomeOne-4]] > [[Next >->51-7041-HowToBecomeOne-6]] > [[Close->51-7041-Detailed]]

must be able to interpret design drawings and technical manuals for a range of products and machines. They also should be able to troubleshoot issues as they arise. > [[< Previous->51-7041-HowToBecomeOne-5]] > [[Close->51-7041-Detailed]]

home renovation projects and outdoor structures for restaurants and other businesses, may sustain demand for some woodworkers. > [[< Previous->51-7041-JobOutlook-1]] > [[Close->51-7041-Detailed]]

- Listen for unusual sounds and watch for excessive vibration in machinery - Ensure that products meet industry standards and project specifications, adjusting as necessary - Select the proper cutting, milling, boring, and sanding tools for completing a job - Use handtools to trim pieces or assemble products > [[< Previous->51-7042-WhatTheyDo-1]] > [[Next >->51-7042-WhatTheyDo-3]] > [[Close->51-7042-Detailed]]

- Maintain machines, such as by cleaning and oiling them or replacing worn blades Woodworkers make products from lumber and synthetic wood materials. Many of these products, including most furniture, kitchen cabinets, and musical instruments, are mass produced. Other products are custom made from architectural designs and drawings. Modern woodworking is highly technical. Skilled operators use automated machinery, such as computerized numerical control (CNC) machines, to ensure accuracy in all phases of their work. Woodworkers do many of their tasks on an assembly line, but some customized > [[< Previous->51-7042-WhatTheyDo-2]] > [[Next >->51-7042-WhatTheyDo-4]] > [[Close->51-7042-Detailed]]

work must be done by hand. Woodworkers set up, operate, and tend all types of woodworking machines, such as saws, milling machines, drill presses, sanders, and wood-fastening machines. Operators use equipment to cut and shape wooden parts and to verify dimensions, using a template, caliper, and rule. Woodworkers add fasteners and adhesives and connect the parts to form an assembled unit. They also install hardware, such as pulls and drawer slides, and fit specialty products for glass, metal trims, electrical components, and stone. Finally, workers sand, stain, and, if necessary, coat the > [[< Previous->51-7042-WhatTheyDo-3]] > [[Next >->51-7042-WhatTheyDo-5]] > [[Close->51-7042-Detailed]]

wood product with a sealer or topcoats, such as a lacquer or varnish. The following are examples of types of woodworkers: Cabinetmakers and bench carpenters cut, shape, and assemble parts for wood products. They often design and create sets of customized cabinets, sometimes seeing a project all the way through to installation. Furniture finishers shape, finish, and refinish damaged and worn furniture. They may work with antiques and must judge how to preserve and repair them. They also do the staining, sealing, and top coating at the end of the production process. Woodworking machine > [[< Previous->51-7042-WhatTheyDo-4]] > [[Next >->51-7042-WhatTheyDo-6]] > [[Close->51-7042-Detailed]]

# How to Become a Woodworker A high school diploma or equivalent is typically required to become a woodworker. Although some entry-level jobs may be learned in 1 month or less, becoming fully proficient may take several months to more than a year of on-the-job training. Woodworkers also must be able to use computer-controlled machinery. ### Education A high school diploma is typically required to enter the occupation. Training in computer applications and math may enhance employment prospects. For woodworking production jobs, employers may prefer to hire candidates who have taken some vocational-technical or college > [[Next >->51-7042-HowToBecomeOne-2]] > [[Close->51-7042-Detailed]]

courses. ### Training Typically, entry-level woodworkers train on the job, learning their skills from experienced workers. Beginning workers do basic tasks, such as feeding a piece of wood through a machine and stacking the finished product at the end of the process. As they gain experience, woodworkers do more complex tasks with less supervision. Becoming a skilled woodworker often takes several months or years. Skilled woodworkers read blueprints, set up machines, and plan work sequences. Some workers also receive training through apprenticeships offered by employers or unions. ### > [[< Previous->51-7042-HowToBecomeOne-1]] > [[Next >->51-7042-HowToBecomeOne-3]] > [[Close->51-7042-Detailed]]

Licenses, Certifications, and Registrations Although not required, credentials often demonstrate competence and professionalism. They also may help a candidate advance in the occupation. Information on certifications is available from CareerOneStop. Because of the prevalence of CNC machines in production, workers also may benefit from obtaining CNC machine certification. Certification is offered by community colleges and CNC machine manufacturers. ### Advancement With experience, skilled woodworkers may advance to other positions that offer greater responsibility. For example, they may be > [[< Previous->51-7042-HowToBecomeOne-2]] > [[Next >->51-7042-HowToBecomeOne-4]] > [[Close->51-7042-Detailed]]

promoted to team lead or floor supervisor, positions in which they help to oversee the work of other woodworkers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Woodworkers must pay attention to details in order to meet specifications and to keep themselves safe. Dexterity. Woodworkers must make precise cuts with a variety of handtools and power tools, so they need good hand-eye coordination. Math skills. Woodworkers > [[< Previous->51-7042-HowToBecomeOne-3]] > [[Next >->51-7042-HowToBecomeOne-5]] > [[Close->51-7042-Detailed]]

need to understand basic geometry in order to visualize how a three-dimensional wooden object, such as a cabinet or piece of furniture, will fit together. Mechanical skills. The use of handtools, such as screwdrivers and wrenches, is required to set up, adjust, and calibrate machines. These automated systems also require woodworkers to use computers and other programmable devices. Physical stamina. Woodworkers often stand for long periods performing many of the same functions. Physical strength. Woodworkers must be able to lift bulky, heavy pieces of wood. Technical skills. Woodworkers > [[< Previous->51-7042-HowToBecomeOne-4]] > [[Next >->51-7042-HowToBecomeOne-6]] > [[Close->51-7042-Detailed]]

must be able to interpret design drawings and technical manuals for a range of products and machines. They also should be able to troubleshoot issues as they arise. > [[< Previous->51-7042-HowToBecomeOne-5]] > [[Close->51-7042-Detailed]]

home renovation projects and outdoor structures for restaurants and other businesses, may sustain demand for some woodworkers. > [[< Previous->51-7042-JobOutlook-1]] > [[Close->51-7042-Detailed]]

# What Power Plant Operators, Distributors, and Dispatchers Do Power plant operators, distributors, and dispatchers control the systems that generate and distribute electric power. ### Duties Power plant operators, distributors, and dispatchers typically do the following: - Control power-generating, distribution, or transmission equipment - Read charts, meters, and gauges to monitor voltage and electricity flows - Check equipment and indicators to detect evidence of operating problems - Adjust controls to regulate the flow of power > [[Next >->51-8011-WhatTheyDo-2]] > [[Close->51-8011-Detailed]]

- Start or stop generators, turbines, and other equipment as necessary Power plant operators, distributors, and dispatchers control power plants and the flow of electricity from plants to substations, which distribute electricity to businesses, homes, and other structures. Nuclear power reactor operators control nuclear reactors. They maintain or adjust power output and monitor reactors, turbines, generators, and cooling systems. Operators start and stop equipment and record and evaluate data produced from monitoring instruments, ensuring that power-generation facilities are safe and > [[< Previous->51-8011-WhatTheyDo-1]] > [[Next >->51-8011-WhatTheyDo-3]] > [[Close->51-8011-Detailed]]

efficient. They respond to abnormalities, determine the causes, and take corrective action. They also direct and inspect maintenance and testing activities. Power distributors and dispatchers, also known as systems operators, control the flow of electricity as it travels from generating stations to substations and users. They monitor and operate current converters, voltage transformers, and circuit breakers over a network of transmission and distribution lines. They prepare and issue switching orders to route electrical currents around areas that need maintenance or repair. They also detect > [[< Previous->51-8011-WhatTheyDo-2]] > [[Next >->51-8011-WhatTheyDo-4]] > [[Close->51-8011-Detailed]]

and respond to emergencies, such as transformer or transmission line failures, which can cause cascading power outages over the network. Power plant operators control and maintain machinery to generate electricity from sources other than nuclear reactors. They use control boards and other equipment to distribute power among generators and to regulate the output of several generators. They monitor instruments to maintain voltage and electricity flows from the plant to meet fluctuating consumer demand throughout the day. > [[< Previous->51-8011-WhatTheyDo-3]] > [[Close->51-8011-Detailed]]

# Work Environment ### Work Environment Most power plant operators, distributors, and dispatchers work full time, and some work more than 40 hours per week. They typically work rotating 8- or 12-hour shifts. > [[Close->51-8011-Detailed]]

# How to Become a Power Plant Operator, Distributor, or Dispatcher Power plant operators, distributors, and dispatchers typically need at least a high school diploma or the equivalent to enter the occupation. Employers may prefer to hire candidates who have experience. Once hired, power plant operators, distributors, and dispatchers typically receive extensive on-the-job training. Employers may require prospective operators to take an exam to test their aptitude for this work. This exam measures reading comprehension, understanding of mechanical concepts, spatial ability, and mathematical ability. ### Education Power plant operators, distributors, and > [[Next >->51-8011-HowToBecomeOne-2]] > [[Close->51-8011-Detailed]]

dispatchers typically need at least a high school diploma or the equivalent to enter the occupation. However, employers may prefer to hire candidates who have a postsecondary degree, such as from a college or vocational school. Employers generally look for candidates who have a strong background in science and mathematics, especially algebra and trigonometry. ### Training Power plant operators and dispatchers typically need several years of onsite training and experience to become fully competent in the job. Fully qualified operators and dispatchers must take regular training to keep their > [[< Previous->51-8011-HowToBecomeOne-1]] > [[Next >->51-8011-HowToBecomeOne-3]] > [[Close->51-8011-Detailed]]

skills up to date. Nuclear power plant operators typically receive formal technical training to prepare for the license exam from the U.S. Nuclear Regulatory Commission (NRC). Once licensed, operators are authorized to control equipment that affects the power of the reactor in a nuclear power plant. Operators continue frequent onsite training, which familiarizes them with new monitoring systems, plant equipment, and preparation for emergency scenarios. ### Licenses, Certifications, and Registrations Nuclear power reactor operators must be licensed through the NRC. They typically begin > [[< Previous->51-8011-HowToBecomeOne-2]] > [[Next >->51-8011-HowToBecomeOne-4]] > [[Close->51-8011-Detailed]]

working as unlicensed operators in nuclear power plants, where they gain the required knowledge and experience to start the licensing process. To become licensed, operators must meet training and experience requirements, pass a medical exam, and pass the NRC licensing exam. To keep their license, operators must pass annual and periodic exams. Licenses are not transferrable between plants, so an operator must get a new license to work in another facility. Some power plant operators may be licensed by state licensing boards as stationary engineers, boiler operators, or firefighters. > [[< Previous->51-8011-HowToBecomeOne-3]] > [[Next >->51-8011-HowToBecomeOne-5]] > [[Close->51-8011-Detailed]]

Requirements vary by state and depend on the specific job functions that the operator performs. Information on state licensing board requirements is available from CareerOneStop. Power plant operators, distributors, and dispatchers who are in positions that could affect the power grid may need to be certified. Information on certifications is available from CareerOneStop. ### Other Experience Nuclear power reactor operators gain experience working as a nuclear equipment operator or in a related occupation, such as nuclear technician or technician in a nonnuclear power-generating facility. > [[< Previous->51-8011-HowToBecomeOne-4]] > [[Next >->51-8011-HowToBecomeOne-6]] > [[Close->51-8011-Detailed]]

Other nuclear power reactor operators gain experience by serving in a related role in the U.S. Navy. Power plant operators, distributors, and dispatchers may gain experience in plant operations and maintenance activities by working as a technician at a power-generating facility. ### Advancement With training and experience, power plant operators and power plant distributors and dispatchers may become shift supervisors, trainers, or consultants. Licensed nuclear power reactor operators may advance to become senior reactor operators, who supervise the operation of all controls in the control > [[< Previous->51-8011-HowToBecomeOne-5]] > [[Next >->51-8011-HowToBecomeOne-7]] > [[Close->51-8011-Detailed]]

room. Senior reactor operators also may become plant managers or licensed operator instructors. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Power plant operators, distributors, and dispatchers may work on a team and must provide clear instructions on operating procedures, on repairs, and when responding to emergencies. Detail oriented. Power plant operators, distributors, and dispatchers must carefully monitor > [[< Previous->51-8011-HowToBecomeOne-6]] > [[Next >->51-8011-HowToBecomeOne-8]] > [[Close->51-8011-Detailed]]

controls and machinery to ensure that everything is working properly. Dexterity. Power plant operators, distributors, and dispatchers must use precise and repeated motions when operating equipment in a control room. Mechanical skills. Power plant operators, distributors, and dispatchers must know how to use tools and to work with machines. They must be familiar with how to operate, repair, and maintain equipment. Problem-solving skills. Power plant operators, distributors, and dispatchers must find and troubleshoot problems that arise with equipment or controls. > [[< Previous->51-8011-HowToBecomeOne-7]] > [[Close->51-8011-Detailed]]

# Pay The median annual wage for power plant operators, distributors, and dispatchers was $103,600 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $62,690, and the highest 10 percent earned more than $135,500. Median annual wages for power plant operators, distributors, and dispatchers in May 2024 were as follows: In May 2024, the median annual wages for power plant operators, distributors, and dispatchers in the top industries in which they worked were as > [[Next >->51-8011-Pay-2]] > [[Close->51-8011-Detailed]]

follows: Most power plant operators, distributors, and dispatchers work full time, and some work more than 40 hours per week. Operators, distributors, and dispatchers typically work rotating 8- or 12-hour shifts. Work on rotating shifts, which may involve day or night work schedules that alternate over a specified time, can be stressful because of the constant changes in living and sleeping patterns. > [[< Previous->51-8011-Pay-1]] > [[Close->51-8011-Detailed]]

# Job Outlook Overall employment of power plant operators, distributors, and dispatchers is projected to grow 10 percent from 2024 to 2034, decline. About 3,800 openings for power plant operators, distributors, and dispatchers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Although electricity use is expected to increase, technological advances and greater efficiency are expected to reduce employment in these occupations. > [[Next >->51-8011-JobOutlook-2]] > [[Close->51-8011-Detailed]]

In addition, projected declines in some forms of electricity generation will also likely reduce demand for some subsets of these workers. Power plants are becoming more efficient and, in many cases, have higher electricity-generating capacity. Modernized control rooms in power plants also will provide workers with more information and will automate some tasks. As a result, power plant operators will be more efficient, which limits the opportunity for new jobs. Employment of power distributors and dispatchers is projected to decline due to advances in smart-grid technology. Some dispatcher > [[< Previous->51-8011-JobOutlook-1]] > [[Next >->51-8011-JobOutlook-3]] > [[Close->51-8011-Detailed]]

tasks, such as rerouting power during an outage, lend themselves to automation. However, some distributors and dispatchers will still be needed to manage the complex electrical grid. > [[< Previous->51-8011-JobOutlook-2]] > [[Close->51-8011-Detailed]]

- Start or stop generators, turbines, and other equipment as necessary Power plant operators, distributors, and dispatchers control power plants and the flow of electricity from plants to substations, which distribute electricity to businesses, homes, and other structures. Nuclear power reactor operators control nuclear reactors. They maintain or adjust power output and monitor reactors, turbines, generators, and cooling systems. Operators start and stop equipment and record and evaluate data produced from monitoring instruments, ensuring that power-generation facilities are safe and > [[< Previous->51-8012-WhatTheyDo-1]] > [[Next >->51-8012-WhatTheyDo-3]] > [[Close->51-8012-Detailed]]

efficient. They respond to abnormalities, determine the causes, and take corrective action. They also direct and inspect maintenance and testing activities. Power distributors and dispatchers, also known as systems operators, control the flow of electricity as it travels from generating stations to substations and users. They monitor and operate current converters, voltage transformers, and circuit breakers over a network of transmission and distribution lines. They prepare and issue switching orders to route electrical currents around areas that need maintenance or repair. They also detect > [[< Previous->51-8012-WhatTheyDo-2]] > [[Next >->51-8012-WhatTheyDo-4]] > [[Close->51-8012-Detailed]]

dispatchers typically need at least a high school diploma or the equivalent to enter the occupation. However, employers may prefer to hire candidates who have a postsecondary degree, such as from a college or vocational school. Employers generally look for candidates who have a strong background in science and mathematics, especially algebra and trigonometry. ### Training Power plant operators and dispatchers typically need several years of onsite training and experience to become fully competent in the job. Fully qualified operators and dispatchers must take regular training to keep their > [[< Previous->51-8012-HowToBecomeOne-1]] > [[Next >->51-8012-HowToBecomeOne-3]] > [[Close->51-8012-Detailed]]

skills up to date. Nuclear power plant operators typically receive formal technical training to prepare for the license exam from the U.S. Nuclear Regulatory Commission (NRC). Once licensed, operators are authorized to control equipment that affects the power of the reactor in a nuclear power plant. Operators continue frequent onsite training, which familiarizes them with new monitoring systems, plant equipment, and preparation for emergency scenarios. ### Licenses, Certifications, and Registrations Nuclear power reactor operators must be licensed through the NRC. They typically begin > [[< Previous->51-8012-HowToBecomeOne-2]] > [[Next >->51-8012-HowToBecomeOne-4]] > [[Close->51-8012-Detailed]]

working as unlicensed operators in nuclear power plants, where they gain the required knowledge and experience to start the licensing process. To become licensed, operators must meet training and experience requirements, pass a medical exam, and pass the NRC licensing exam. To keep their license, operators must pass annual and periodic exams. Licenses are not transferrable between plants, so an operator must get a new license to work in another facility. Some power plant operators may be licensed by state licensing boards as stationary engineers, boiler operators, or firefighters. > [[< Previous->51-8012-HowToBecomeOne-3]] > [[Next >->51-8012-HowToBecomeOne-5]] > [[Close->51-8012-Detailed]]

Requirements vary by state and depend on the specific job functions that the operator performs. Information on state licensing board requirements is available from CareerOneStop. Power plant operators, distributors, and dispatchers who are in positions that could affect the power grid may need to be certified. Information on certifications is available from CareerOneStop. ### Other Experience Nuclear power reactor operators gain experience working as a nuclear equipment operator or in a related occupation, such as nuclear technician or technician in a nonnuclear power-generating facility. > [[< Previous->51-8012-HowToBecomeOne-4]] > [[Next >->51-8012-HowToBecomeOne-6]] > [[Close->51-8012-Detailed]]

Other nuclear power reactor operators gain experience by serving in a related role in the U.S. Navy. Power plant operators, distributors, and dispatchers may gain experience in plant operations and maintenance activities by working as a technician at a power-generating facility. ### Advancement With training and experience, power plant operators and power plant distributors and dispatchers may become shift supervisors, trainers, or consultants. Licensed nuclear power reactor operators may advance to become senior reactor operators, who supervise the operation of all controls in the control > [[< Previous->51-8012-HowToBecomeOne-5]] > [[Next >->51-8012-HowToBecomeOne-7]] > [[Close->51-8012-Detailed]]

room. Senior reactor operators also may become plant managers or licensed operator instructors. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Power plant operators, distributors, and dispatchers may work on a team and must provide clear instructions on operating procedures, on repairs, and when responding to emergencies. Detail oriented. Power plant operators, distributors, and dispatchers must carefully monitor > [[< Previous->51-8012-HowToBecomeOne-6]] > [[Next >->51-8012-HowToBecomeOne-8]] > [[Close->51-8012-Detailed]]

In addition, projected declines in some forms of electricity generation will also likely reduce demand for some subsets of these workers. Power plants are becoming more efficient and, in many cases, have higher electricity-generating capacity. Modernized control rooms in power plants also will provide workers with more information and will automate some tasks. As a result, power plant operators will be more efficient, which limits the opportunity for new jobs. Employment of power distributors and dispatchers is projected to decline due to advances in smart-grid technology. Some dispatcher > [[< Previous->51-8012-JobOutlook-1]] > [[Next >->51-8012-JobOutlook-3]] > [[Close->51-8012-Detailed]]

- Start or stop generators, turbines, and other equipment as necessary Power plant operators, distributors, and dispatchers control power plants and the flow of electricity from plants to substations, which distribute electricity to businesses, homes, and other structures. Nuclear power reactor operators control nuclear reactors. They maintain or adjust power output and monitor reactors, turbines, generators, and cooling systems. Operators start and stop equipment and record and evaluate data produced from monitoring instruments, ensuring that power-generation facilities are safe and > [[< Previous->51-8013-WhatTheyDo-1]] > [[Next >->51-8013-WhatTheyDo-3]] > [[Close->51-8013-Detailed]]

efficient. They respond to abnormalities, determine the causes, and take corrective action. They also direct and inspect maintenance and testing activities. Power distributors and dispatchers, also known as systems operators, control the flow of electricity as it travels from generating stations to substations and users. They monitor and operate current converters, voltage transformers, and circuit breakers over a network of transmission and distribution lines. They prepare and issue switching orders to route electrical currents around areas that need maintenance or repair. They also detect > [[< Previous->51-8013-WhatTheyDo-2]] > [[Next >->51-8013-WhatTheyDo-4]] > [[Close->51-8013-Detailed]]

dispatchers typically need at least a high school diploma or the equivalent to enter the occupation. However, employers may prefer to hire candidates who have a postsecondary degree, such as from a college or vocational school. Employers generally look for candidates who have a strong background in science and mathematics, especially algebra and trigonometry. ### Training Power plant operators and dispatchers typically need several years of onsite training and experience to become fully competent in the job. Fully qualified operators and dispatchers must take regular training to keep their > [[< Previous->51-8013-HowToBecomeOne-1]] > [[Next >->51-8013-HowToBecomeOne-3]] > [[Close->51-8013-Detailed]]

skills up to date. Nuclear power plant operators typically receive formal technical training to prepare for the license exam from the U.S. Nuclear Regulatory Commission (NRC). Once licensed, operators are authorized to control equipment that affects the power of the reactor in a nuclear power plant. Operators continue frequent onsite training, which familiarizes them with new monitoring systems, plant equipment, and preparation for emergency scenarios. ### Licenses, Certifications, and Registrations Nuclear power reactor operators must be licensed through the NRC. They typically begin > [[< Previous->51-8013-HowToBecomeOne-2]] > [[Next >->51-8013-HowToBecomeOne-4]] > [[Close->51-8013-Detailed]]

working as unlicensed operators in nuclear power plants, where they gain the required knowledge and experience to start the licensing process. To become licensed, operators must meet training and experience requirements, pass a medical exam, and pass the NRC licensing exam. To keep their license, operators must pass annual and periodic exams. Licenses are not transferrable between plants, so an operator must get a new license to work in another facility. Some power plant operators may be licensed by state licensing boards as stationary engineers, boiler operators, or firefighters. > [[< Previous->51-8013-HowToBecomeOne-3]] > [[Next >->51-8013-HowToBecomeOne-5]] > [[Close->51-8013-Detailed]]

Requirements vary by state and depend on the specific job functions that the operator performs. Information on state licensing board requirements is available from CareerOneStop. Power plant operators, distributors, and dispatchers who are in positions that could affect the power grid may need to be certified. Information on certifications is available from CareerOneStop. ### Other Experience Nuclear power reactor operators gain experience working as a nuclear equipment operator or in a related occupation, such as nuclear technician or technician in a nonnuclear power-generating facility. > [[< Previous->51-8013-HowToBecomeOne-4]] > [[Next >->51-8013-HowToBecomeOne-6]] > [[Close->51-8013-Detailed]]

Other nuclear power reactor operators gain experience by serving in a related role in the U.S. Navy. Power plant operators, distributors, and dispatchers may gain experience in plant operations and maintenance activities by working as a technician at a power-generating facility. ### Advancement With training and experience, power plant operators and power plant distributors and dispatchers may become shift supervisors, trainers, or consultants. Licensed nuclear power reactor operators may advance to become senior reactor operators, who supervise the operation of all controls in the control > [[< Previous->51-8013-HowToBecomeOne-5]] > [[Next >->51-8013-HowToBecomeOne-7]] > [[Close->51-8013-Detailed]]

room. Senior reactor operators also may become plant managers or licensed operator instructors. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Power plant operators, distributors, and dispatchers may work on a team and must provide clear instructions on operating procedures, on repairs, and when responding to emergencies. Detail oriented. Power plant operators, distributors, and dispatchers must carefully monitor > [[< Previous->51-8013-HowToBecomeOne-6]] > [[Next >->51-8013-HowToBecomeOne-8]] > [[Close->51-8013-Detailed]]

In addition, projected declines in some forms of electricity generation will also likely reduce demand for some subsets of these workers. Power plants are becoming more efficient and, in many cases, have higher electricity-generating capacity. Modernized control rooms in power plants also will provide workers with more information and will automate some tasks. As a result, power plant operators will be more efficient, which limits the opportunity for new jobs. Employment of power distributors and dispatchers is projected to decline due to advances in smart-grid technology. Some dispatcher > [[< Previous->51-8013-JobOutlook-1]] > [[Next >->51-8013-JobOutlook-3]] > [[Close->51-8013-Detailed]]

# What Stationary Engineers and Boiler Operators Do Stationary engineers and boiler operators control stationary engines, boilers, or other mechanical equipment to provide utilities for buildings or for industrial purposes. ### Duties Stationary engineers and boiler operators typically do the following: - Operate engines, boilers, and auxiliary equipment - Read gauges, meters, and charts to track boiler operations - Monitor boiler water, chemical, and fuel levels - Activate valves to change the amount of water, air, and fuel in boilers - Fire coal furnaces or feed boilers, using gas feeds or oil pumps > [[Next >->51-8021-WhatTheyDo-2]] > [[Close->51-8021-Detailed]]

- Inspect equipment to ensure that it is operating efficiently - Check safety devices routinely > [[< Previous->51-8021-WhatTheyDo-1]] > [[Next >->51-8021-WhatTheyDo-3]] > [[Close->51-8021-Detailed]]

- Record data and keep logs of operation, maintenance, and safety activity Most large commercial facilities have extensive heating, ventilation, and air-conditioning systems that maintain comfortable temperatures all year long. Industrial plants often have additional facilities to provide electrical power, steam, or other services. Stationary engineers and boiler operators control and maintain boilers, air-conditioning and refrigeration equipment, turbines, generators, pumps, and compressors. Stationary engineers and boiler operators start up, regulate, repair, and shut down equipment. They > [[< Previous->51-8021-WhatTheyDo-2]] > [[Next >->51-8021-WhatTheyDo-4]] > [[Close->51-8021-Detailed]]

monitor meters, gauges, and computerized controls to ensure that equipment operates safely and within established limits. They use sophisticated electrical and electronic test equipment to service, troubleshoot, repair, and monitor heating, cooling, and ventilation systems. Stationary engineers and boiler operators also perform routine maintenance. They may completely overhaul or replace defective valves, gaskets, or bearings. In addition, they lubricate moving parts, replace filters, and remove soot and corrosion that can make a boiler less efficient. > [[< Previous->51-8021-WhatTheyDo-3]] > [[Close->51-8021-Detailed]]

# Work Environment ### Work Environment The majority of stationary engineers and boiler operators work in manufacturing, government, educational services, and hospitals. Those who work in facilities that operate around the clock often work evenings and weekends. Shift work also is common. > [[Close->51-8021-Detailed]]

# How to Become a Stationary Engineer or Boiler Operator Stationary engineers and boiler operators typically need a high school diploma or equivalent and are trained either on the job or through an apprenticeship program. Many employers require stationary engineers and boiler operators to demonstrate competency through licenses or company-specific exams before they are allowed to operate equipment without supervision. ### Education Stationary engineers and boiler operators need at least a high school diploma. Students should take courses in math, science, and mechanical and technical subjects. With the growing complexity of the work, vocational > [[Next >->51-8021-HowToBecomeOne-2]] > [[Close->51-8021-Detailed]]

school or college courses may benefit workers trying to advance in the occupation. ### Training Stationary engineers and boiler operators typically learn their work through long-term on-the-job training under the supervision of an experienced engineer or operator. Trainees are assigned basic tasks, such as monitoring the temperatures and pressures in the heating and cooling systems and low-pressure boilers. After they demonstrate competence in basic tasks, trainees move on to more complicated tasks, such as the repair of cracks or ruptured tubes for high-pressure boilers. Some stationary > [[< Previous->51-8021-HowToBecomeOne-1]] > [[Next >->51-8021-HowToBecomeOne-3]] > [[Close->51-8021-Detailed]]

engineers and boiler operators may complete apprenticeship programs. Apprenticeships usually last 4 years, include 8,000 hours of on-the-job training, and require 600 hours of technical instruction. Apprentices learn about operating and maintaining equipment; using controls and balancing heating, ventilation, and air-conditioning (HVAC) systems; safety; electricity; and air quality. Employers may prefer to hire these workers because they usually require considerably less on-the-job training. However, because of the limited number of apprenticeship programs, employers often have difficulty > [[< Previous->51-8021-HowToBecomeOne-2]] > [[Next >->51-8021-HowToBecomeOne-4]] > [[Close->51-8021-Detailed]]

finding workers who have completed one. Experienced stationary engineers and boiler operators update their skills regularly through training, especially when new equipment is introduced or when regulations change. ### Licenses, Certifications, and Registrations Some state and local governments require licensure for stationary engineers and boiler operators. These governments typically have several classes of stationary engineer and boiler operator licenses. Each class specifies the type and size of equipment the engineer is permitted to operate without supervision. Many employers require > [[< Previous->51-8021-HowToBecomeOne-3]] > [[Next >->51-8021-HowToBecomeOne-5]] > [[Close->51-8021-Detailed]]

stationary engineers and boiler operators to demonstrate competency through licenses or company-specific exams before they are allowed to operate the equipment without supervision. A top-level engineer or operator is qualified to run a large facility, supervise others, and operate equipment of all types and capacities. Engineers and operators with licenses below this level are limited in the types or capacities of equipment they may operate without supervision. Applicants for licensure usually must meet experience requirements and pass a written exam. In some cases, employers may require > [[< Previous->51-8021-HowToBecomeOne-4]] > [[Next >->51-8021-HowToBecomeOne-6]] > [[Close->51-8021-Detailed]]

that workers be licensed before starting the job. A stationary engineer or boiler operator who moves from one state or city to another may have to pass an examination for a new license because of regional differences in licensing requirements. ### Advancement Generally, stationary engineers and boiler operators can advance as they become qualified to operate larger, more powerful, and more varied equipment by obtaining higher class licenses. In jurisdictions where licenses are not required, workers usually advance by taking company-administered exams, ensuring a level of knowledge needed to > [[< Previous->51-8021-HowToBecomeOne-5]] > [[Next >->51-8021-HowToBecomeOne-7]] > [[Close->51-8021-Detailed]]

operate different types of boilers safely. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Stationary engineers and boiler operators monitor intricate machinery, gauges, and meters to ensure that everything is operating properly. Dexterity. Stationary engineers and boiler operators must use precise motions to control or repair machines. They grasp tools and use their hands to perform many tasks. Mechanical skills. > [[< Previous->51-8021-HowToBecomeOne-6]] > [[Next >->51-8021-HowToBecomeOne-8]] > [[Close->51-8021-Detailed]]

Stationary engineers and boiler operators must know how to use tools and work with machines. They must be able to repair, maintain, and operate equipment. Problem-solving skills. Stationary engineers and boiler operators must figure out how things work and quickly solve problems that arise with equipment or controls. > [[< Previous->51-8021-HowToBecomeOne-7]] > [[Close->51-8021-Detailed]]

# Pay The median annual wage for stationary engineers and boiler operators was $75,190 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $47,310, and the highest 10 percent earned more than $121,200. In May 2024, the median annual wages for stationary engineers and boiler operators in the top industries in which they worked were as follows: Most stationary engineers and boiler operators work full time. In facilities that operate around the clock, engineers and operators > [[Next >->51-8021-Pay-2]] > [[Close->51-8021-Detailed]]

may work either one of three 8-hour shifts or one of two 12-hour shifts on a rotating basis. Because buildings such as hospitals are open 365 days a year and depend on the steam generated by boilers and other machines, many of these workers must work weekends and holidays. > [[< Previous->51-8021-Pay-1]] > [[Close->51-8021-Detailed]]

# Job Outlook Employment of stationary engineers and boiler operators is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 3,800 openings for stationary engineers and boiler operators are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Steam is an important and cost-effective way to fuel machinery and to provide utilities in large facilities. Stationary engineers and boiler > [[Next >->51-8021-JobOutlook-2]] > [[Close->51-8021-Detailed]]

operators will continue to be needed for routine maintenance and to ensure that the equipment is working properly. > [[< Previous->51-8021-JobOutlook-1]] > [[Close->51-8021-Detailed]]

# What Water and Wastewater Treatment Plant and System Operators Do Water and wastewater treatment plant and system operators manage a system of machines, often through the use of computerized systems, to transfer or treat water or wastewater. ### Duties Water and wastewater treatment plant and system operators typically do the following: - Add chemicals, such as chlorine, to disinfect water or other liquids - Inspect equipment on a regular basis - Monitor operating conditions, meters, and gauges - Collect and test water and sewage samples - Record meter and gauge readings and operational data > [[Next >->51-8031-WhatTheyDo-2]] > [[Close->51-8031-Detailed]]

- Document and report test results to regulatory agencies - Operate equipment to purify and clarify water or to process or dispose of sewage - Clean and maintain equipment, tanks, filter beds, and other work areas - Follow environmental regulations - Ensure safety standards are met It takes many steps to get water from natural sources - reservoirs, streams, and groundwater > [[< Previous->51-8031-WhatTheyDo-1]] > [[Next >->51-8031-WhatTheyDo-3]] > [[Close->51-8031-Detailed]]

- into people's houses. Similarly, it is a complicated process to convert the wastewater from drains and sewers into a form that is safe to release into the environment. The specific duties of plant operators depend on the type and size of the plant. In a small plant, one operator may be responsible for maintaining all the systems. In large plants, multiple operators work the same shifts and are more specialized in their duties, often relying on computerized systems to help them monitor plant processes. Water and wastewater treatment plant and system operators must be able to manually > [[< Previous->51-8031-WhatTheyDo-2]] > [[Next >->51-8031-WhatTheyDo-4]] > [[Close->51-8031-Detailed]]

operate the equipment if there is a plant malfunction caused by power outages or electrical issues. Occasionally, operators must work during emergencies. For example, they may need to work during weather conditions that cause large amounts of storm water or wastewater to flow into sewers, exceeding a plant's capacity. Emergencies also may be caused by malfunctions within a plant, such as chemical leaks or oxygen deficiencies. Water treatment plant and system operators work in water treatment plants. Fresh water is pumped from wells, rivers, streams, or reservoirs to water treatment plants, > [[< Previous->51-8031-WhatTheyDo-3]] > [[Next >->51-8031-WhatTheyDo-5]] > [[Close->51-8031-Detailed]]

where it is treated and distributed to customers. Water treatment plant and system operators run the equipment, control the processes, and monitor the plants that treat water to make it safe to drink. Wastewater treatment plant and system operators remove pollutants from domestic and industrial waste. Used water, also known as wastewater, travels through sewer pipes to treatment plants, where it is treated and either returned to streams, rivers, and oceans, or used for irrigation. > [[< Previous->51-8031-WhatTheyDo-4]] > [[Close->51-8031-Detailed]]

# Work Environment ### Work Environment Most water and wastewater treatment plant and system operators are employed by local government. They typically work full time. Rotating shifts, including days, nights, and weekends, are common. > [[Close->51-8031-Detailed]]

# How to Become a Water or Wastewater Treatment Plant and System Operator Water and wastewater treatment plant and system operators typically need at least a high school diploma or equivalent. They also complete on-the-job training. A state license is usually required; however, entry-level workers often complete their licensing requirements during on-the-job training. ### Education Water and wastewater treatment plant and system operators typically need a high school diploma or equivalent to enter the occupation. High school students may benefit from taking classes in subjects such as biology, chemistry, and math. Employers may prefer applicants who have > [[Next >->51-8031-HowToBecomeOne-2]] > [[Close->51-8031-Detailed]]

completed a certificate, an associate's, or a bachelor's degree program in a related field such as environmental science or wastewater treatment technology. ### Training Water and wastewater treatment plant and system operators need long-term on-the-job training to become fully qualified. Trainees learn their skills on the job under the direction of an experienced operator. The trainees learn by observing and doing routine tasks, such as recording meter readings, taking samples of wastewater and sludge, and performing simple maintenance and repair work on plant equipment. They also learn > [[< Previous->51-8031-HowToBecomeOne-1]] > [[Next >->51-8031-HowToBecomeOne-3]] > [[Close->51-8031-Detailed]]

about industrial safety and how to use personal protective equipment. Some water and wastewater treatment plants combine on-the-job training with formal classroom or self-paced study programs. As plants get more complicated, operators need more skills before they are allowed to work without supervision. ### Licenses, Certifications, and Registrations Water and wastewater treatment plant and system operators typically require a state license; however, entry-level workers often complete their licensing requirements during on-the-job training. Requirements and standards vary widely depending > [[< Previous->51-8031-HowToBecomeOne-2]] > [[Next >->51-8031-HowToBecomeOne-4]] > [[Close->51-8031-Detailed]]

on the state. State licenses typically have multiple levels, which indicate the operator's experience and training. Although some states will honor licenses from other states, operators who move from one state to another may need to take a new set of exams to become licensed in their new state. Information on state licensing board requirements is available from CareerOneStop. Some workers choose to earn professional certification, which may help to demonstrate competency in the field. ### Other Experience Prospective workers may benefit from gaining experience in maintenance and repair, > [[< Previous->51-8031-HowToBecomeOne-3]] > [[Next >->51-8031-HowToBecomeOne-5]] > [[Close->51-8031-Detailed]]

which can help them learn how to perform mechanical maintenance on equipment commonly used in water and wastewater treatment plants and systems. ### Advancement Most states have multiple levels of licenses for water and wastewater treatment plant and system operators. Each increase in license level allows the operator to perform more complicated processes without supervision. At the largest plants, operators who have the highest license level work as shift supervisors and may oversee large teams of operators. ### Important Qualities The following are examples of qualities that are > [[< Previous->51-8031-HowToBecomeOne-4]] > [[Next >->51-8031-HowToBecomeOne-6]] > [[Close->51-8031-Detailed]]

important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Critical and analytical thinking skills. Water and wastewater treatment plant and system operators must conduct tests and inspections on water or wastewater and evaluate the results. Computer skills. Water and wastewater treatment plant and system operators often need to use computerized systems to help monitor plant processes. Detail oriented. Water and wastewater treatment plant and system operators must monitor machinery, gauges, dials, and controls to > [[< Previous->51-8031-HowToBecomeOne-5]] > [[Next >->51-8031-HowToBecomeOne-7]] > [[Close->51-8031-Detailed]]

ensure everything is operating properly. Because tap water and wastewater are highly regulated, operators must be careful and thorough in completing these tasks. Math skills. Water and wastewater treatment plant and system operators must have the ability to apply data to formulas that determine treatment requirements, flow levels, and concentration levels. Mechanical skills. Water and wastewater treatment plant and system operators must know how to work with machines and use tools. They must be familiar with how to operate, repair, and maintain equipment. Problem-solving skills. Water and > [[< Previous->51-8031-HowToBecomeOne-6]] > [[Next >->51-8031-HowToBecomeOne-8]] > [[Close->51-8031-Detailed]]

wastewater treatment plant and system operators must find and troubleshoot problems that arise with equipment or controls. > [[< Previous->51-8031-HowToBecomeOne-7]] > [[Close->51-8031-Detailed]]

# Pay The median annual wage for water and wastewater treatment plant and system operators was $58,260 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $37,870, and the highest 10 percent earned more than $86,160. In May 2024, the median annual wages for water and wastewater treatment plant and system operators in the top industries in which they worked were as follows: Most water and wastewater treatment plant and system operators work full time. Plants operate 24 hours > [[Next >->51-8031-Pay-2]] > [[Close->51-8031-Detailed]]

a day, 7 days a week. Rotating shifts, including days, nights, and weekends, are common. Workers may need to be on call in case of emergencies. > [[< Previous->51-8031-Pay-1]] > [[Close->51-8031-Detailed]]

# Job Outlook Employment of water and wastewater treatment plant and system operators is projected to grow 7 percent from 2024 to 2034, decline. About 10,700 openings for water and wastewater treatment plant and system operators are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment As water and wastewater treatment plants become more advanced with automated systems to manage treatment processes, fewer workers may be needed. > [[Next >->51-8031-JobOutlook-2]] > [[Close->51-8031-Detailed]]

Although some work can be automated, plants will still need skilled workers to operate increasingly complex controls and water and wastewater systems. > [[< Previous->51-8031-JobOutlook-1]] > [[Close->51-8031-Detailed]]

# What Quality Control Inspectors Do Quality control inspectors examine products and materials for defects or deviations from specifications. ### Duties Quality control inspectors typically do the following: - Read blueprints and specifications - Monitor operations to ensure that they meet production standards - Recommend adjustments to the assembly or production process - Inspect, test, or measure materials - Measure products with calipers, gauges, or micrometers - Operate electronic inspection equipment and software - Accept or reject finished items > [[Next >->51-9061-WhatTheyDo-2]] > [[Close->51-9061-Detailed]]

- Remove all products and materials that fail to meet specifications > [[< Previous->51-9061-WhatTheyDo-1]] > [[Next >->51-9061-WhatTheyDo-3]] > [[Close->51-9061-Detailed]]

- Report inspection and test data such as weights, temperatures, grades, moisture content, and quantities inspected Quality control inspectors, also called testers, sorters, samplers, and weighers, monitor nearly all manufactured products to ensure that they meet specified standards. Job duties vary across the manufacturing industries in which most of these inspectors work, which include foods, glassware, motor vehicles, electronic components, and structural steel. Quality control workers use a variety of tools. Although some still use hand-held measuring devices, such as calipers and > [[< Previous->51-9061-WhatTheyDo-2]] > [[Next >->51-9061-WhatTheyDo-4]] > [[Close->51-9061-Detailed]]

alignment gauges, workers more commonly operate electronic inspection equipment, such as coordinate-measuring machines (CMMs) and three-dimensional (3D) scanners. Inspectors testing electrical devices may use voltmeters, ammeters, and ohmmeters to test potential difference, current flow, and resistance, respectively. Quality control workers record the results of their inspections through test reports. When they find defects, inspectors notify supervisors and help to analyze and correct production problems. Some manufacturers have automated inspection processes, with advanced vision > [[< Previous->51-9061-WhatTheyDo-3]] > [[Next >->51-9061-WhatTheyDo-5]] > [[Close->51-9061-Detailed]]

inspection systems installed at one or several production points. Inspectors monitoring these automated systems check equipment, review output, and conduct random product checks. The following are examples of types of quality control inspectors: Materials inspectors check production materials by sight, sound, or feel to locate imperfections such as cuts, scratches, missing pieces, or crooked seams. Materials inspectors also may use devices such as infrared microscopes to analyze plastic, rubber, and other substances and to look for deterioration or defects. Mechanical inspectors generally > [[< Previous->51-9061-WhatTheyDo-4]] > [[Next >->51-9061-WhatTheyDo-6]] > [[Close->51-9061-Detailed]]

verify that parts fit, move correctly, and are properly lubricated. They may check the pressure of gases and the level of liquids, test the flow of electricity, and conduct test runs to ensure that machines run properly. > [[< Previous->51-9061-WhatTheyDo-5]] > [[Close->51-9061-Detailed]]

# Work Environment ### Work Environment Many quality control inspectors work in manufacturing. Most work full time, and overtime may be required to meet production deadlines. > [[Close->51-9061-Detailed]]

# How to Become a Quality Control Inspector Quality control inspectors typically need a high school diploma to enter the occupation and receive on-the-job training once employed. ### Education Quality control inspectors typically need a high school diploma for entry-level jobs. Postsecondary certificate programs are available for instruction on quality control concepts, such as inspection planning and auditing. Students in these programs also gain familiarity with tools and technologies that quality control inspectors use. Some employers require or prefer to hire candidates who have an associate's or bachelor's degree in a field such > [[Next >->51-9061-HowToBecomeOne-2]] > [[Close->51-9061-Detailed]]

as quality control management or engineering. ### Training Workers typically receive on-the-job training that lasts more than 1 month and up to 1 year. In some industries, such as automobile and aerospace manufacturing, inspectors train for the occupation in an apprenticeship program. Apprentices typically receive paid on-the-job training and instruction. Requirements for entering these programs, which are typically sponsored by trade associations or businesses, may include having a high school diploma, related work experience, or relevant licenses. Training for new inspectors may cover > [[< Previous->51-9061-HowToBecomeOne-1]] > [[Next >->51-9061-HowToBecomeOne-3]] > [[Close->51-9061-Detailed]]

the use of special meters, gauges, computers, and other instruments; quality control techniques such as Six Sigma; blueprint reading; safety; and reporting requirements. ### Licenses, Certifications, and Registrations Although optional, certification may demonstrate a level of competence and professionalism that makes candidates more attractive to employers. It also may increase opportunities for advancement. Requirements for certification generally include a certain number of years of experience in the field and passing an exam. Information on certifications is available from > [[< Previous->51-9061-HowToBecomeOne-2]] > [[Next >->51-9061-HowToBecomeOne-4]] > [[Close->51-9061-Detailed]]

CareerOneStop. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Quality control inspectors must be able to focus to notice flaws or deficiencies in finished products or materials. Math skills. Knowledge of basic math is important for measuring, calibrating, and calculating specifications in quality control testing. Mechanical skills. Quality control inspectors use tools and machinery when testing products. Physical > [[< Previous->51-9061-HowToBecomeOne-3]] > [[Next >->51-9061-HowToBecomeOne-5]] > [[Close->51-9061-Detailed]]

stamina. Some quality control inspectors must stand for long periods on the job. Physical strength. Quality control inspectors may be required to lift or maneuver heavy production materials or finished products. Technical skills. To ensure that products and parts meet quality standards, inspectors must understand the relevant blueprints, technical documents, and manuals. > [[< Previous->51-9061-HowToBecomeOne-4]] > [[Close->51-9061-Detailed]]

# Pay The median annual wage for quality control inspectors was $47,460 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,590, and the highest 10 percent earned more than $75,510. In May 2024, the median annual wages for quality control inspectors in the top industries in which they worked were as follows: Most quality control inspectors work full time. Some inspectors work evenings, overnight, or weekend shifts. Shift assignments may be based on seniority. Overtime > [[Next >->51-9061-Pay-2]] > [[Close->51-9061-Detailed]]

may be required to meet production deadlines. > [[< Previous->51-9061-Pay-1]] > [[Close->51-9061-Detailed]]

# Job Outlook Employment of quality control inspectors is projected to decline 0 percent from 2024 to 2034. Despite declining employment, about 69,900 openings for quality control inspectors are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire. ### Employment Continued improvements in technology will allow manufacturers to automate some inspection tasks, which should increase quality control inspectors' productivity. For example, use of > [[Next >->51-9061-JobOutlook-2]] > [[Close->51-9061-Detailed]]

three-dimensional (3D) scanners decreases the amount of time required to inspect parts and finished goods for correct measurement. As a result, reduced demand is expected for some quality control inspectors. Despite technological advances in quality control in many industries, automation cannot replace all tasks that inspectors do. Inspections and validation will continue to be needed for many products, including those that require testing for taste, texture, or performance. > [[< Previous->51-9061-JobOutlook-1]] > [[Close->51-9061-Detailed]]

# What Jewelers and Precious Stone and Metal Workers Do Jewelers and precious stone and metal workers design, construct, adjust, repair, appraise and sell jewelry and related products. ### Duties Jewelers and precious stone and metal workers typically do the following: - Design and create jewelry from precious metals and stones - Examine, identify, and grade diamonds and other gems - Clean and polish jewelry - Repair jewelry, such as by replacing broken clasps, fixing settings, or remounting stones - Smooth joints and rough spots and polish smoothed areas - Compute the costs of material and labor for new pieces and repairs > [[Next >->51-9071-WhatTheyDo-2]] > [[Close->51-9071-Detailed]]

- Model new pieces with carved wax or computer-aided design, and then cast them in metal - Shape metal to hold the gems in pieces of jewelry > [[< Previous->51-9071-WhatTheyDo-1]] > [[Next >->51-9071-WhatTheyDo-3]] > [[Close->51-9071-Detailed]]

- Solder pieces together and set stones Jewelers and precious stone and metal workers use a variety of tools in their work. For example, they may use lasers to cut and improve the quality of stones, to engrave or inscribe personal messages on jewelry, or to weld metals together without seams. They also may use computer-aided design and computer-aided manufacturing (CAD/CAM) or 3D printers to create jewelry before cutting a stone or taking other costly steps. Jewelers and precious stone and metal workers may use different titles, often based on their job tasks or primary > [[< Previous->51-9071-WhatTheyDo-2]] > [[Next >->51-9071-WhatTheyDo-4]] > [[Close->51-9071-Detailed]]

responsibilities. Bench jewelers, also known as metalsmiths, silversmiths, goldsmiths, and platinumsmiths, do tasks ranging from simple jewelry cleaning and repair to creating molds and original pieces. Some specialize in duties such as hand engraving, stone cutting, or soldering. Gemologists analyze, identify, describe, and certify the quality and characteristics of gemstones and pearls. They write reports certifying that the items are of a particular quality. Jewelry appraisers examine and analyze jewelry to determine its value. They then research the jewelry market to estimate the > [[< Previous->51-9071-WhatTheyDo-3]] > [[Next >->51-9071-WhatTheyDo-5]] > [[Close->51-9071-Detailed]]

jewelry's worth and write appraisal documents detailing their findings. Specific duties for jewelers and precious stone and metal workers may overlap, depending on their training and qualifications. For example, a gemologist might also design and appraise jewelry as well as certify gemstone quality. > [[< Previous->51-9071-WhatTheyDo-4]] > [[Close->51-9071-Detailed]]

# Work Environment ### Work Environment Jewelers and precious stone and metal workers may spend much of their time at a workbench or polishing station, using tools and chemicals. Most work full time. > [[Close->51-9071-Detailed]]

# How to Become a Jeweler or Precious Stone and Metal Worker Jewelers and precious stone and metal workers typically need a high school diploma to enter the occupation, and they learn their skills on the job. Some workers complete an apprenticeship or trade school program. ### Education Jewelers and precious stone and metal workers typically need a high school diploma, although some employers hire candidates who do not have formal education and others may require or prefer education beyond high school. Trade schools offer postsecondary education for prospective jewelers and precious stone and metal workers. Programs may include courses such as > [[Next >->51-9071-HowToBecomeOne-2]] > [[Close->51-9071-Detailed]]

introduction to gems and metals, resizing, repair, and computer-aided design (CAD). Students may learn how to design, cast, set, and polish jewelry and gems, as well as how to use and care for a jeweler's tools and equipment. ### Training Many jewelers and precious stone and metal workers learn or develop their skills on the job. The length of training required to become proficient depends on the difficulty of the specialty but often lasts at least a year. Training usually focuses on casting, setting stones, making models, or engraving. Some workers complete an apprenticeship, which > [[< Previous->51-9071-HowToBecomeOne-1]] > [[Next >->51-9071-HowToBecomeOne-3]] > [[Close->51-9071-Detailed]]

combines paid on-the-job training with technical instruction. Other workers gain skills by working alongside a bench jeweler or gemologist while performing the duties of a salesperson in a retail jewelry store. ### Licenses, Certifications, and Registrations Jewelers and precious stone and metal workers may choose to earn professional certification. Although typically optional, certification demonstrates expertise in a particular area of work, such as gemology. ### Advancement As their responsibilities increase, jewelers may progress through a series of jobs that culminate in high-level > [[< Previous->51-9071-HowToBecomeOne-2]] > [[Next >->51-9071-HowToBecomeOne-4]] > [[Close->51-9071-Detailed]]

positions, such as master jeweler or head jeweler. Those who work in jewelry stores or repair shops may become managers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Creativity. Jewelers must have the ability to design unique and beautiful pieces. Detail oriented. Jewelers and precious stone and metal workers must pay attention to large and small details on the pieces they make. Dexterity. Jewelers and precious stone and metal > [[< Previous->51-9071-HowToBecomeOne-3]] > [[Next >->51-9071-HowToBecomeOne-5]] > [[Close->51-9071-Detailed]]

workers must precisely move their fingers and tools in order to grasp, manipulate, and assemble very small objects. Interpersonal skills. Jewelers and precious stone and metal workers interact with customers, whether they sell products in stores, online, or at craft shows. Multi-tasking skills. Jewelers and precious stone and metal workers may have to work on several projects at the same time, whether repairs, design, or other tasks. Near vision. Jewelers and precious stone and metal workers must be able to see details at close range. Visualization skills. Jewelers and precious stone and > [[< Previous->51-9071-HowToBecomeOne-4]] > [[Next >->51-9071-HowToBecomeOne-6]] > [[Close->51-9071-Detailed]]

metal workers must be able to imagine how something might look after its shape is altered or when its parts are rearranged. > [[< Previous->51-9071-HowToBecomeOne-5]] > [[Close->51-9071-Detailed]]

# Pay The median annual wage for jewelers and precious stone and metal workers was $49,140 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $33,890, and the highest 10 percent earned more than $81,610. In May 2024, the median annual wages for jewelers and precious stone and metal workers in the top industries in which they worked were as follows: Jewelers who work in retail stores may earn commissions for jewelry sold. Most jewelers and precious stone and metal workers > [[Next >->51-9071-Pay-2]] > [[Close->51-9071-Detailed]]

work full time, and work schedules may vary. Self-employed workers may sell their products at trade and craft shows during weekends. Retail store workers also may work nonstandard schedules because they must be available outside normal business hours, such as in the evenings or on holidays and weekends. > [[< Previous->51-9071-Pay-1]] > [[Close->51-9071-Detailed]]

# Job Outlook Employment of jewelers and precious stone and metal workers is projected to grow 5 percent from 2024 to 2034, decline. About 4,000 openings for jewelers and precious stone and metal workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Automating technology, including 3D printing and robotic polishing, is expected to continue to increase the productivity of jewelers and precious stone and metal workers, > [[Next >->51-9071-JobOutlook-2]] > [[Close->51-9071-Detailed]]

which will likely reduce their employment demand. In addition, increasing imports may reduce demand for domestically produced jewelry. > [[< Previous->51-9071-JobOutlook-1]] > [[Close->51-9071-Detailed]]

# What Dental and Ophthalmic Laboratory Technicians and Medical Appliance Technicians Do Dental and ophthalmic laboratory technicians and medical appliance technicians make or repair dentures, eyeglasses, prosthetics, and related products. ### Duties Dental and ophthalmic laboratory technicians and medical appliance technicians typically do the following: - Read and follow detailed work orders and prescriptions - Bend, form, and shape material for appliances or devices - Polish and shape appliances and devices, using handtools or power tools - Adjust appliances or devices to allow for a natural look or to improve function > [[Next >->51-9081-WhatTheyDo-2]] > [[Close->51-9081-Detailed]]

- Inspect the final product for quality and accuracy > [[< Previous->51-9081-WhatTheyDo-1]] > [[Next >->51-9081-WhatTheyDo-3]] > [[Close->51-9081-Detailed]]

- Repair damaged appliances and devices Technicians' duties vary, depending on their employer. In small offices and retail establishments, technicians may handle every phase of production. In large manufacturing and wholesale facilities, technicians may be responsible for only one phase of production, such as polishing, measuring, or testing. Dental laboratory technicians use impressions or molds of a patient's teeth to create crowns, bridges, dentures, and other dental appliances. They work closely with dentists but have limited contact with patients. Dental laboratory technicians work > [[< Previous->51-9081-WhatTheyDo-2]] > [[Next >->51-9081-WhatTheyDo-4]] > [[Close->51-9081-Detailed]]

with small handtools, such as files and polishers, and with many different materials, including wax, alloy, ceramic, plastic, and porcelain. Technicians also use computer programs and three-dimensional printers to create dental appliances and restorations. Dental laboratory technicians may specialize in one or more of the following: orthodontic appliances, crowns and bridges, complete dentures, partial dentures, implants, or ceramics. Technicians may have different job titles, depending on their specialty. For example, technicians who make ceramic restorations such as veneers and bridges, > [[< Previous->51-9081-WhatTheyDo-3]] > [[Next >->51-9081-WhatTheyDo-5]] > [[Close->51-9081-Detailed]]

are called ceramists. Ophthalmic laboratory technicians make prescription eyeglasses and contact lenses. They are also commonly known as optical laboratory technicians. Ophthalmic laboratory technicians typically use automated equipment to make lenses. Some technicians manufacture lenses for optical instruments, such as telescopes and binoculars. Ophthalmic laboratory technicians should not be confused with dispensing opticians, who work with customers to select eyewear and may prepare work orders for ophthalmic laboratory technicians. Medical appliance technicians construct and repair > [[< Previous->51-9081-WhatTheyDo-4]] > [[Next >->51-9081-WhatTheyDo-6]] > [[Close->51-9081-Detailed]]

medical supportive devices, such as hearing aids or leg braces. They use many different types of materials, such as metal, plastic, and leather. Medical appliance technicians who create orthoses (braces, supports, and other devices) and prostheses (replacement limbs and facial parts) are sometimes referred to as orthotic and prosthetic technicians or O&P technicians. Medical appliance technicians should not be confused with hearing aid specialists or orthotists and prosthetists, who work directly with patients. However, technicians may work closely with these other specialists to ensure > [[< Previous->51-9081-WhatTheyDo-5]] > [[Next >->51-9081-WhatTheyDo-7]] > [[Close->51-9081-Detailed]]

proper fit or to repair devices. > [[< Previous->51-9081-WhatTheyDo-6]] > [[Close->51-9081-Detailed]]

# Work Environment ### Work Environment Dental and ophthalmic laboratory technicians and medical appliance technicians usually work in clean, well-lighted spaces and may spend time standing or bending. Most work full time, and schedules may vary. > [[Close->51-9081-Detailed]]

# How to Become a Dental or Ophthalmic Laboratory Technician or Medical Appliance Technician To enter the occupation, dental and ophthalmic laboratory technicians and medical appliance technicians typically need at least a high school diploma or equivalent. They typically receive on-the-job training to attain competency. ### Education Dental and ophthalmic laboratory technicians and medical appliance technicians typically need at least a high school diploma or equivalent. High school students interested in becoming a dental or ophthalmic laboratory technician or medical appliance technician may benefit from taking classes in science, mathematics, and art. Employers may prefer to > [[Next >->51-9081-HowToBecomeOne-2]] > [[Close->51-9081-Detailed]]

hire candidates who have a postsecondary certificate or associate's degree. Some community colleges and technical schools offer programs in dental or ophthalmic laboratory technology in which students gain experience completing specific tasks, such as surfacing and finishing prescription eyewear. Community colleges and technical schools also may offer programs in medical appliance technology fields, such as orthotics and prosthetics technology. Most dental and ophthalmic laboratory technicians and medical appliance technicians learn their skills through on-the-job training. They may begin as > [[< Previous->51-9081-HowToBecomeOne-1]] > [[Next >->51-9081-HowToBecomeOne-3]] > [[Close->51-9081-Detailed]]

helpers and learn more advanced skills as they gain experience. For example, dental laboratory technicians may start out making models from impressions and progress to designing and fabricating crowns and bridges. ### Licenses, Certifications, and Registrations Although optional, certification may demonstrate a level of competence and professionalism that makes candidates more attractive to employers. It also may increase opportunities for advancement. Information on certifications is available from CareerOneStop. ### Advancement In large facilities, dental and ophthalmic laboratory > [[< Previous->51-9081-HowToBecomeOne-2]] > [[Next >->51-9081-HowToBecomeOne-4]] > [[Close->51-9081-Detailed]]

technicians and medical appliance technicians may work their way up to a supervisory level and train new technicians. Some go on to own their own laboratory. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Dental and ophthalmic laboratory technicians and medical appliance technicians must follow work orders and prescriptions precisely. They also need to be able to recognize and correct any imperfections in their > [[< Previous->51-9081-HowToBecomeOne-3]] > [[Next >->51-9081-HowToBecomeOne-5]] > [[Close->51-9081-Detailed]]

work. Dexterity. Dental and ophthalmic laboratory technicians and medical appliance technicians must work well with their hands to use precision instruments. Interpersonal skills. Dental and ophthalmic laboratory technicians and medical appliance technicians must be able to work effectively with others. They may be part of a team of technicians working on a single project. Problem-solving skills. Dental and ophthalmic laboratory technicians and medical appliance technicians may encounter challenges when constructing or repairing medical devices. They need to be resourceful in finding > [[< Previous->51-9081-HowToBecomeOne-4]] > [[Next >->51-9081-HowToBecomeOne-6]] > [[Close->51-9081-Detailed]]

solutions. Technical skills. Dental and ophthalmic laboratory technicians and medical appliance technicians need to understand how different tools and materials work. They also must know how to operate automated machinery and may need proficiency in design software. > [[< Previous->51-9081-HowToBecomeOne-5]] > [[Close->51-9081-Detailed]]

# Pay The median annual wage for dental and ophthalmic laboratory technicians and medical appliance technicians was $45,820 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,180, and the highest 10 percent earned more than $74,550. Median annual wages for dental and ophthalmic laboratory technicians and medical appliance technicians in May 2024 were as follows: In May 2024, the median annual wages for dental and ophthalmic laboratory technicians and medical appliance > [[Next >->51-9081-Pay-2]] > [[Close->51-9081-Detailed]]

technicians in the top industries in which they worked were as follows: Most dental and ophthalmic laboratory technicians and medical appliance technicians work full time, and schedules may vary. > [[< Previous->51-9081-Pay-1]] > [[Close->51-9081-Detailed]]

# Job Outlook Overall employment of dental and ophthalmic laboratory technicians and medical appliance technicians is projected to grow 1 percent from 2024 to 2034, decline. About 7,700 openings for dental and ophthalmic laboratory technicians and medical appliance technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of dental and ophthalmic laboratory technicians and medical appliance > [[Next >->51-9081-JobOutlook-2]] > [[Close->51-9081-Detailed]]

technicians varies by occupation (see table). Demand for dental laboratory technicians is expected to decline as 3D printing and other laborsaving technologies are increasingly used to produce dental parts and appliances. The increasing number of older adults and an associated rise in age-related ailments will drive demand for medical appliance technicians. For example, these workers will be needed to produce supportive devices to help reduce pain and improve function for people with osteoporosis and osteoarthritis. Rising obesity rates in the general population will also translate into a > [[< Previous->51-9081-JobOutlook-1]] > [[Next >->51-9081-JobOutlook-3]] > [[Close->51-9081-Detailed]]

greater need for orthoses, such as those for foot and ankle support. Meanwhile, the growing prevalence of diabetes, which may lead to limb loss, will spur demand for prosthetic care. Ophthalmic laboratory technicians will be needed to make eyewear, such as glasses and contact lenses, as a growing population continues to require vision correction. However, automation in lens manufacturing will limit opportunities for these technicians. > [[< Previous->51-9081-JobOutlook-2]] > [[Close->51-9081-Detailed]]

- Inspect the final product for quality and accuracy > [[< Previous->51-9082-WhatTheyDo-1]] > [[Next >->51-9082-WhatTheyDo-3]] > [[Close->51-9082-Detailed]]

- Repair damaged appliances and devices Technicians' duties vary, depending on their employer. In small offices and retail establishments, technicians may handle every phase of production. In large manufacturing and wholesale facilities, technicians may be responsible for only one phase of production, such as polishing, measuring, or testing. Dental laboratory technicians use impressions or molds of a patient's teeth to create crowns, bridges, dentures, and other dental appliances. They work closely with dentists but have limited contact with patients. Dental laboratory technicians work > [[< Previous->51-9082-WhatTheyDo-2]] > [[Next >->51-9082-WhatTheyDo-4]] > [[Close->51-9082-Detailed]]

with small handtools, such as files and polishers, and with many different materials, including wax, alloy, ceramic, plastic, and porcelain. Technicians also use computer programs and three-dimensional printers to create dental appliances and restorations. Dental laboratory technicians may specialize in one or more of the following: orthodontic appliances, crowns and bridges, complete dentures, partial dentures, implants, or ceramics. Technicians may have different job titles, depending on their specialty. For example, technicians who make ceramic restorations such as veneers and bridges, > [[< Previous->51-9082-WhatTheyDo-3]] > [[Next >->51-9082-WhatTheyDo-5]] > [[Close->51-9082-Detailed]]

are called ceramists. Ophthalmic laboratory technicians make prescription eyeglasses and contact lenses. They are also commonly known as optical laboratory technicians. Ophthalmic laboratory technicians typically use automated equipment to make lenses. Some technicians manufacture lenses for optical instruments, such as telescopes and binoculars. Ophthalmic laboratory technicians should not be confused with dispensing opticians, who work with customers to select eyewear and may prepare work orders for ophthalmic laboratory technicians. Medical appliance technicians construct and repair > [[< Previous->51-9082-WhatTheyDo-4]] > [[Next >->51-9082-WhatTheyDo-6]] > [[Close->51-9082-Detailed]]

medical supportive devices, such as hearing aids or leg braces. They use many different types of materials, such as metal, plastic, and leather. Medical appliance technicians who create orthoses (braces, supports, and other devices) and prostheses (replacement limbs and facial parts) are sometimes referred to as orthotic and prosthetic technicians or O&P technicians. Medical appliance technicians should not be confused with hearing aid specialists or orthotists and prosthetists, who work directly with patients. However, technicians may work closely with these other specialists to ensure > [[< Previous->51-9082-WhatTheyDo-5]] > [[Next >->51-9082-WhatTheyDo-7]] > [[Close->51-9082-Detailed]]

proper fit or to repair devices. > [[< Previous->51-9082-WhatTheyDo-6]] > [[Close->51-9082-Detailed]]

hire candidates who have a postsecondary certificate or associate's degree. Some community colleges and technical schools offer programs in dental or ophthalmic laboratory technology in which students gain experience completing specific tasks, such as surfacing and finishing prescription eyewear. Community colleges and technical schools also may offer programs in medical appliance technology fields, such as orthotics and prosthetics technology. Most dental and ophthalmic laboratory technicians and medical appliance technicians learn their skills through on-the-job training. They may begin as > [[< Previous->51-9082-HowToBecomeOne-1]] > [[Next >->51-9082-HowToBecomeOne-3]] > [[Close->51-9082-Detailed]]

helpers and learn more advanced skills as they gain experience. For example, dental laboratory technicians may start out making models from impressions and progress to designing and fabricating crowns and bridges. ### Licenses, Certifications, and Registrations Although optional, certification may demonstrate a level of competence and professionalism that makes candidates more attractive to employers. It also may increase opportunities for advancement. Information on certifications is available from CareerOneStop. ### Advancement In large facilities, dental and ophthalmic laboratory > [[< Previous->51-9082-HowToBecomeOne-2]] > [[Next >->51-9082-HowToBecomeOne-4]] > [[Close->51-9082-Detailed]]

technicians and medical appliance technicians may work their way up to a supervisory level and train new technicians. Some go on to own their own laboratory. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Dental and ophthalmic laboratory technicians and medical appliance technicians must follow work orders and prescriptions precisely. They also need to be able to recognize and correct any imperfections in their > [[< Previous->51-9082-HowToBecomeOne-3]] > [[Next >->51-9082-HowToBecomeOne-5]] > [[Close->51-9082-Detailed]]

work. Dexterity. Dental and ophthalmic laboratory technicians and medical appliance technicians must work well with their hands to use precision instruments. Interpersonal skills. Dental and ophthalmic laboratory technicians and medical appliance technicians must be able to work effectively with others. They may be part of a team of technicians working on a single project. Problem-solving skills. Dental and ophthalmic laboratory technicians and medical appliance technicians may encounter challenges when constructing or repairing medical devices. They need to be resourceful in finding > [[< Previous->51-9082-HowToBecomeOne-4]] > [[Next >->51-9082-HowToBecomeOne-6]] > [[Close->51-9082-Detailed]]

technicians varies by occupation (see table). Demand for dental laboratory technicians is expected to decline as 3D printing and other laborsaving technologies are increasingly used to produce dental parts and appliances. The increasing number of older adults and an associated rise in age-related ailments will drive demand for medical appliance technicians. For example, these workers will be needed to produce supportive devices to help reduce pain and improve function for people with osteoporosis and osteoarthritis. Rising obesity rates in the general population will also translate into a > [[< Previous->51-9082-JobOutlook-1]] > [[Next >->51-9082-JobOutlook-3]] > [[Close->51-9082-Detailed]]

- Inspect the final product for quality and accuracy > [[< Previous->51-9083-WhatTheyDo-1]] > [[Next >->51-9083-WhatTheyDo-3]] > [[Close->51-9083-Detailed]]

- Repair damaged appliances and devices Technicians' duties vary, depending on their employer. In small offices and retail establishments, technicians may handle every phase of production. In large manufacturing and wholesale facilities, technicians may be responsible for only one phase of production, such as polishing, measuring, or testing. Dental laboratory technicians use impressions or molds of a patient's teeth to create crowns, bridges, dentures, and other dental appliances. They work closely with dentists but have limited contact with patients. Dental laboratory technicians work > [[< Previous->51-9083-WhatTheyDo-2]] > [[Next >->51-9083-WhatTheyDo-4]] > [[Close->51-9083-Detailed]]

with small handtools, such as files and polishers, and with many different materials, including wax, alloy, ceramic, plastic, and porcelain. Technicians also use computer programs and three-dimensional printers to create dental appliances and restorations. Dental laboratory technicians may specialize in one or more of the following: orthodontic appliances, crowns and bridges, complete dentures, partial dentures, implants, or ceramics. Technicians may have different job titles, depending on their specialty. For example, technicians who make ceramic restorations such as veneers and bridges, > [[< Previous->51-9083-WhatTheyDo-3]] > [[Next >->51-9083-WhatTheyDo-5]] > [[Close->51-9083-Detailed]]

are called ceramists. Ophthalmic laboratory technicians make prescription eyeglasses and contact lenses. They are also commonly known as optical laboratory technicians. Ophthalmic laboratory technicians typically use automated equipment to make lenses. Some technicians manufacture lenses for optical instruments, such as telescopes and binoculars. Ophthalmic laboratory technicians should not be confused with dispensing opticians, who work with customers to select eyewear and may prepare work orders for ophthalmic laboratory technicians. Medical appliance technicians construct and repair > [[< Previous->51-9083-WhatTheyDo-4]] > [[Next >->51-9083-WhatTheyDo-6]] > [[Close->51-9083-Detailed]]

medical supportive devices, such as hearing aids or leg braces. They use many different types of materials, such as metal, plastic, and leather. Medical appliance technicians who create orthoses (braces, supports, and other devices) and prostheses (replacement limbs and facial parts) are sometimes referred to as orthotic and prosthetic technicians or O&P technicians. Medical appliance technicians should not be confused with hearing aid specialists or orthotists and prosthetists, who work directly with patients. However, technicians may work closely with these other specialists to ensure > [[< Previous->51-9083-WhatTheyDo-5]] > [[Next >->51-9083-WhatTheyDo-7]] > [[Close->51-9083-Detailed]]

proper fit or to repair devices. > [[< Previous->51-9083-WhatTheyDo-6]] > [[Close->51-9083-Detailed]]

hire candidates who have a postsecondary certificate or associate's degree. Some community colleges and technical schools offer programs in dental or ophthalmic laboratory technology in which students gain experience completing specific tasks, such as surfacing and finishing prescription eyewear. Community colleges and technical schools also may offer programs in medical appliance technology fields, such as orthotics and prosthetics technology. Most dental and ophthalmic laboratory technicians and medical appliance technicians learn their skills through on-the-job training. They may begin as > [[< Previous->51-9083-HowToBecomeOne-1]] > [[Next >->51-9083-HowToBecomeOne-3]] > [[Close->51-9083-Detailed]]

helpers and learn more advanced skills as they gain experience. For example, dental laboratory technicians may start out making models from impressions and progress to designing and fabricating crowns and bridges. ### Licenses, Certifications, and Registrations Although optional, certification may demonstrate a level of competence and professionalism that makes candidates more attractive to employers. It also may increase opportunities for advancement. Information on certifications is available from CareerOneStop. ### Advancement In large facilities, dental and ophthalmic laboratory > [[< Previous->51-9083-HowToBecomeOne-2]] > [[Next >->51-9083-HowToBecomeOne-4]] > [[Close->51-9083-Detailed]]

technicians and medical appliance technicians may work their way up to a supervisory level and train new technicians. Some go on to own their own laboratory. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Detail oriented. Dental and ophthalmic laboratory technicians and medical appliance technicians must follow work orders and prescriptions precisely. They also need to be able to recognize and correct any imperfections in their > [[< Previous->51-9083-HowToBecomeOne-3]] > [[Next >->51-9083-HowToBecomeOne-5]] > [[Close->51-9083-Detailed]]

work. Dexterity. Dental and ophthalmic laboratory technicians and medical appliance technicians must work well with their hands to use precision instruments. Interpersonal skills. Dental and ophthalmic laboratory technicians and medical appliance technicians must be able to work effectively with others. They may be part of a team of technicians working on a single project. Problem-solving skills. Dental and ophthalmic laboratory technicians and medical appliance technicians may encounter challenges when constructing or repairing medical devices. They need to be resourceful in finding > [[< Previous->51-9083-HowToBecomeOne-4]] > [[Next >->51-9083-HowToBecomeOne-6]] > [[Close->51-9083-Detailed]]

technicians varies by occupation (see table). Demand for dental laboratory technicians is expected to decline as 3D printing and other laborsaving technologies are increasingly used to produce dental parts and appliances. The increasing number of older adults and an associated rise in age-related ailments will drive demand for medical appliance technicians. For example, these workers will be needed to produce supportive devices to help reduce pain and improve function for people with osteoporosis and osteoarthritis. Rising obesity rates in the general population will also translate into a > [[< Previous->51-9083-JobOutlook-1]] > [[Next >->51-9083-JobOutlook-3]] > [[Close->51-9083-Detailed]]

# What Painting and Coating Workers Do Painting and coating workers apply finishes, often using machines, to products such as cars, jewelry, and ceramics. ### Duties Painting and coating workers typically do the following: - Set up and operate machines that paint or coat products - Select the paint or coating needed for the job - Clean and prepare products to be painted or coated - Determine the required flow of paint and the quality of the coating - Apply paint or coating - Measure the thickness of paint or coating material applied > [[Next >->51-9123-WhatTheyDo-2]] > [[Close->51-9123-Detailed]]

- Clean and maintain tools, equipment, and work areas Painting and coating workers apply paint, varnish, rustproofing, or other types of liquid treatments to finish and protect products. They often use machines to spread the liquid over large surfaces but may use handtools on small items or hard-to-reach surfaces. Before workers apply the paint or other coating, they prepare the surface by sanding or cleaning it to prevent dust from becoming trapped under the paint. They also may cover portions of the product with tape and paper to prevent the paint or coating from touching those > [[< Previous->51-9123-WhatTheyDo-1]] > [[Next >->51-9123-WhatTheyDo-3]] > [[Close->51-9123-Detailed]]

areas. After the product is prepared, workers may use a number of techniques to apply the paint or coating. Common techniques include spraying products with paint or coating and dipping items in a large vat of paint or other coating. Many factories use automated painting systems. Workers may measure the paint thickness using a coating thickness gauge or painter meter. The following are examples of types of painting and coating workers: Coating, painting, and spraying machine setters, operators, and tenders use spraying or rolling machines to apply lacquer, enamel, or other coatings to a > [[< Previous->51-9123-WhatTheyDo-2]] > [[Next >->51-9123-WhatTheyDo-4]] > [[Close->51-9123-Detailed]]

variety of products, such as cars, boats, and glassware. These workers position the spray guns, set the nozzles, and synchronize the action of the guns with the speed of the conveyor carrying products through the machine. During the process, they program the machine, tend the equipment, watch gauges on the control panel, and check products to ensure that they are being painted evenly. The operator may use a manual spray gun to touch up flaws. Painting, coating, and decorating workers use manual spray guns, pens, or brushes to apply various coatings to furniture, glass, pottery, toys, books, > [[< Previous->51-9123-WhatTheyDo-3]] > [[Next >->51-9123-WhatTheyDo-5]] > [[Close->51-9123-Detailed]]

and other products. They also may immerse pieces into the liquid and place the coated items into ovens or dryers to harden the finishes. In addition, these workers examine products to be sure that they meet specifications. For information about workers who paint walls, equipment, buildings, bridges, and other structures, see the profile on construction and maintenance painters. > [[< Previous->51-9123-WhatTheyDo-4]] > [[Close->51-9123-Detailed]]

# Work Environment ### Work Environment Most painting and coating workers are employed full time. They frequently stand for long periods in specially ventilated areas. > [[Close->51-9123-Detailed]]

# How to Become a Painting and Coating Worker Painting and coating workers typically need a high school diploma or equivalent to enter the occupation. New workers usually train on the job for several months to attain competency. ### Education Painting and coating workers usually need a high school diploma or equivalent for entry-level positions. However, some employers hire candidates who do not have formal educational credentials. Some automotive painters attend vocational-technical programs in which they receive practical instruction in mixing and applying different types of paint. ### Training To attain competency, painting and > [[Next >->51-9123-HowToBecomeOne-2]] > [[Close->51-9123-Detailed]]

coating workers typically receive on-the-job training. Sometimes this training lasts only a few days, but it usually lasts several months. Workers who operate computer-controlled equipment may require additional training in computer programming. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Artistic ability. Some painting and coating workers make elaborate or decorative designs. Color vision. Workers must be able to blend new paint > [[< Previous->51-9123-HowToBecomeOne-1]] > [[Next >->51-9123-HowToBecomeOne-3]] > [[Close->51-9123-Detailed]]

colors in order to match existing colors on a surface. Mechanical skills. Workers must be able to operate and maintain sprayers that apply paints and coatings. Physical stamina. Workers may have to squat or bend frequently and stand for extended periods. Physical strength. Workers may need to lift heavy objects. Some products that are painted or coated may weigh more than 50 pounds. > [[< Previous->51-9123-HowToBecomeOne-2]] > [[Close->51-9123-Detailed]]

# Pay The median annual wage for coating, painting, and spraying machine setters, operators, and tenders was $47,590 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $35,480, and the highest 10 percent earned more than $72,800. The median annual wage for painting, coating, and decorating workers was $40,860 in May 2024. The lowest 10 percent earned less than $28,490, and the highest 10 percent earned more than $62,770. In May 2024, the median annual wages for coating, > [[Next >->51-9123-Pay-2]] > [[Close->51-9123-Detailed]]

painting, and spraying machine setters, operators, and tenders in the top industries in which they worked were as follows: In May 2024, the median annual wages for painting, coating, and decorating workers in the top industries in which they worked were as follows: Automotive painters in repair shops may receive a bonus or commission in addition to their wages. Most painting and coating workers are employed full time. > [[< Previous->51-9123-Pay-1]] > [[Close->51-9123-Detailed]]

# Job Outlook Overall employment of painting and coating workers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 16,700 openings for painting and coating workers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Many consumer, commercial, and industrial products require painting and coating services, such as in automotive paint repair or detailing. However, automation is > [[Next >->51-9123-JobOutlook-2]] > [[Close->51-9123-Detailed]]

expected to continue to limit opportunities for these workers in some manufacturing establishments. > [[< Previous->51-9123-JobOutlook-1]] > [[Close->51-9123-Detailed]]

- Clean and maintain tools, equipment, and work areas Painting and coating workers apply paint, varnish, rustproofing, or other types of liquid treatments to finish and protect products. They often use machines to spread the liquid over large surfaces but may use handtools on small items or hard-to-reach surfaces. Before workers apply the paint or other coating, they prepare the surface by sanding or cleaning it to prevent dust from becoming trapped under the paint. They also may cover portions of the product with tape and paper to prevent the paint or coating from touching those > [[< Previous->51-9124-WhatTheyDo-1]] > [[Next >->51-9124-WhatTheyDo-3]] > [[Close->51-9124-Detailed]]

areas. After the product is prepared, workers may use a number of techniques to apply the paint or coating. Common techniques include spraying products with paint or coating and dipping items in a large vat of paint or other coating. Many factories use automated painting systems. Workers may measure the paint thickness using a coating thickness gauge or painter meter. The following are examples of types of painting and coating workers: Coating, painting, and spraying machine setters, operators, and tenders use spraying or rolling machines to apply lacquer, enamel, or other coatings to a > [[< Previous->51-9124-WhatTheyDo-2]] > [[Next >->51-9124-WhatTheyDo-4]] > [[Close->51-9124-Detailed]]

variety of products, such as cars, boats, and glassware. These workers position the spray guns, set the nozzles, and synchronize the action of the guns with the speed of the conveyor carrying products through the machine. During the process, they program the machine, tend the equipment, watch gauges on the control panel, and check products to ensure that they are being painted evenly. The operator may use a manual spray gun to touch up flaws. Painting, coating, and decorating workers use manual spray guns, pens, or brushes to apply various coatings to furniture, glass, pottery, toys, books, > [[< Previous->51-9124-WhatTheyDo-3]] > [[Next >->51-9124-WhatTheyDo-5]] > [[Close->51-9124-Detailed]]

# Work Environment ### Work Environment Most painting and coating workers are employed full time. They frequently stand for long periods in specially ventilated areas. > [[Close->51-9124-Detailed]]

coating workers typically receive on-the-job training. Sometimes this training lasts only a few days, but it usually lasts several months. Workers who operate computer-controlled equipment may require additional training in computer programming. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Artistic ability. Some painting and coating workers make elaborate or decorative designs. Color vision. Workers must be able to blend new paint > [[< Previous->51-9124-HowToBecomeOne-1]] > [[Next >->51-9124-HowToBecomeOne-3]] > [[Close->51-9124-Detailed]]

expected to continue to limit opportunities for these workers in some manufacturing establishments. > [[< Previous->51-9124-JobOutlook-1]] > [[Close->51-9124-Detailed]]

# What Semiconductor Processing Technicians Do Semiconductor processing technicians perform tasks in the manufacture of electronic semiconductors, commonly known as integrated circuits or microchips, that are used in cars, smartphones, and other everyday devices. Throughout production, these workers process silicon crystals into flat wafers, the primary material used in manufacturing semiconductors. ### Duties Semiconductor processing technicians typically do the following: - Review work orders and processing charts - Monitor machines that slice silicon crystals into wafers for processing > [[Next >->51-9141-WhatTheyDo-2]] > [[Close->51-9141-Detailed]]

- Use equipment to clean and polish the silicon wafers - Load wafers into the equipment that creates patterns and forms electronic circuitry - Set and adjust manufacturing equipment controls - Adjust equipment and repair as needed during the manufacturing process - Test completed microchips to ensure that they work properly > [[< Previous->51-9141-WhatTheyDo-1]] > [[Next >->51-9141-WhatTheyDo-3]] > [[Close->51-9141-Detailed]]

- Review manufacturing processes and suggest improvements Semiconductor processing technicians are largely responsible for quality control in the manufacturing process. Their tasks ensure that robotics and other automated machinery operate during production according to set parameters so that completed microchips function properly. Before production begins, semiconductor processing technicians prepare to enter the contamination-free "cleanroom" by putting on special garments, called "bunny suits," to preserve its sterile environment. Inside the cleanroom, they are assigned a station at > [[< Previous->51-9141-WhatTheyDo-2]] > [[Next >->51-9141-WhatTheyDo-4]] > [[Close->51-9141-Detailed]]

which they operate equipment such as a photolithography machine, which projects light beams to imprint a pattern on wafers; an etching machine, which cuts or dissolves the pattern into the wafers' surface; or polishing machines that remove irregularities from the wafers' outer layer. They monitor the equipment during manufacturing and control the electrical, temperature, or other process parameters to ensure quality. Throughout production, semiconductor processing technicians test wafers for imperfections. They may perform a process inspection using an optical or electron microscope. They > [[< Previous->51-9141-WhatTheyDo-3]] > [[Next >->51-9141-WhatTheyDo-5]] > [[Close->51-9141-Detailed]]

also capture process data from the manufacturing equipment and record data as part of their testing documentation. The data these technicians collect are crucial to helping engineers determine the source of any production issues that may arise. > [[< Previous->51-9141-WhatTheyDo-4]] > [[Close->51-9141-Detailed]]

# Work Environment ### Work Environment Most semiconductor processing technicians are employed full time, primarily in manufacturing plants. They work in "cleanrooms" and must wear special garments over their clothing to keep the cleanroom free from contamination. > [[Close->51-9141-Detailed]]

# How to Become a Semiconductor Processing Technician Semiconductor processing technicians typically need a high school diploma or the equivalent to enter the occupation. Some technicians complete a certificate or associate's degree program. Once hired, they typically receive on-the-job training. ### Education Semiconductor processing technicians typically need a high school diploma to enter the occupation. High school students interested in becoming semiconductor processing technicians should take classes in mathematics, science, and electronics. However, there are other paths to becoming a technician. For example, some candidates with a high > [[Next >->51-9141-HowToBecomeOne-2]] > [[Close->51-9141-Detailed]]

school diploma complete a certificate program that prepares them to operate semiconductor processing equipment. Other candidates have an associate's degree in a field such as industrial electronics technology or microelectronics. Postsecondary certificate and associate's degree programs, which may include skills training, are usually offered at community colleges. Some students gain hands-on experience through internships with local semiconductor processing facilities. These partnerships allow aspiring technicians to work in a cleanroom environment and observe processing activities such as > [[< Previous->51-9141-HowToBecomeOne-1]] > [[Next >->51-9141-HowToBecomeOne-3]] > [[Close->51-9141-Detailed]]

wafer handling, quality control, and documentation, as well as to operate equipment. Employers may require candidates to have completed a skills program demonstrating their understanding of semiconductor production equipment. ### Training Newly hired semiconductor processing technicians typically receive on-the-job training. During this training, technicians learn how to work in a cleanroom, operate equipment, and test new microchips. Length of training varies but typically lasts from 1 month to 1 year. Workers whose educational program included instruction on the equipment or techniques > [[< Previous->51-9141-HowToBecomeOne-2]] > [[Next >->51-9141-HowToBecomeOne-4]] > [[Close->51-9141-Detailed]]

used in microchip manufacturing may need less on-the-job training. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Semiconductor processing technicians must be able to clearly convey to engineers and others their recommendations for improving the manufacturing process. Computer skills. Semiconductor processing technicians must be able to modify specifications in programmable manufacturing equipment, such as to > [[< Previous->51-9141-HowToBecomeOne-3]] > [[Next >->51-9141-HowToBecomeOne-5]] > [[Close->51-9141-Detailed]]

adjust for changes in robot sensing requirements. Critical-thinking skills. Semiconductor processing technicians use logic and reasoning to uncover problems and determine solutions during the manufacturing process. Detail oriented. Semiconductor processing technicians must be able to spot tiny imperfections because minor errors can ruin a microchip. Dexterity. Semiconductor processing technicians must be able to make precise cuts and measurements with manufacturing tools and equipment. > [[< Previous->51-9141-HowToBecomeOne-4]] > [[Close->51-9141-Detailed]]

# Pay The median annual wage for semiconductor processing technicians was $51,180 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $35,980, and the highest 10 percent earned more than $87,190. In May 2024, the median annual wages for semiconductor processing technicians in the top industries in which they worked were as follows: Most semiconductor processing technicians work full time. Shift work is common and may include early mornings, nights, and weekends because > [[Next >->51-9141-Pay-2]] > [[Close->51-9141-Detailed]]

semiconductor manufacturing facilities operate around the clock. > [[< Previous->51-9141-Pay-1]] > [[Close->51-9141-Detailed]]

# Job Outlook Employment of semiconductor processing technicians is projected to grow 11 percent from 2024 to 2034, much faster than the average for all occupations. About 3,900 openings for semiconductor processing technicians are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Rising demand for semiconductors - which are used in a wide range of products, from vehicles to medical equipment > [[Next >->51-9141-JobOutlook-2]] > [[Close->51-9141-Detailed]]

- is expected to create jobs for these workers over the projections decade. In addition, federal funding for the construction of new semiconductor manufacturing facilities, expansions of existing plants, and tax credits for manufacturers' equipment expenses are expected to spur new investments in U.S. semiconductor production, further increasing the need for semiconductor processing technicians. > [[< Previous->51-9141-JobOutlook-1]] > [[Close->51-9141-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-9161-WhatTheyDo-1]] > [[Next >->51-9161-WhatTheyDo-3]] > [[Close->51-9161-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-9161-WhatTheyDo-2]] > [[Next >->51-9161-WhatTheyDo-4]] > [[Close->51-9161-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-9161-WhatTheyDo-3]] > [[Next >->51-9161-WhatTheyDo-5]] > [[Close->51-9161-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-9161-WhatTheyDo-4]] > [[Next >->51-9161-WhatTheyDo-6]] > [[Close->51-9161-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-9161-WhatTheyDo-5]] > [[Next >->51-9161-WhatTheyDo-7]] > [[Close->51-9161-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-9161-WhatTheyDo-6]] > [[Next >->51-9161-WhatTheyDo-8]] > [[Close->51-9161-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-9161-WhatTheyDo-7]] > [[Next >->51-9161-WhatTheyDo-9]] > [[Close->51-9161-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-9161-WhatTheyDo-8]] > [[Next >->51-9161-WhatTheyDo-10]] > [[Close->51-9161-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-9161-WhatTheyDo-9]] > [[Next >->51-9161-WhatTheyDo-11]] > [[Close->51-9161-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-9161-WhatTheyDo-10]] > [[Next >->51-9161-WhatTheyDo-12]] > [[Close->51-9161-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-9161-WhatTheyDo-11]] > [[Next >->51-9161-WhatTheyDo-13]] > [[Close->51-9161-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-9161-HowToBecomeOne-2]] > [[Close->51-9161-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-9161-HowToBecomeOne-1]] > [[Next >->51-9161-HowToBecomeOne-3]] > [[Close->51-9161-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-9161-HowToBecomeOne-2]] > [[Next >->51-9161-HowToBecomeOne-4]] > [[Close->51-9161-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-9161-HowToBecomeOne-3]] > [[Next >->51-9161-HowToBecomeOne-5]] > [[Close->51-9161-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-9161-HowToBecomeOne-4]] > [[Close->51-9161-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-9161-Pay-1]] > [[Close->51-9161-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-9161-JobOutlook-1]] > [[Next >->51-9161-JobOutlook-3]] > [[Close->51-9161-Detailed]]

- Adjust machine settings for temperature, cycle times, and speed and feed rates - Remove finished products and document output in a database - Measure, test, and inspect finished workpieces according to blueprints > [[< Previous->51-9162-WhatTheyDo-1]] > [[Next >->51-9162-WhatTheyDo-3]] > [[Close->51-9162-Detailed]]

- Observe and adjust or replace dull or damaged cutting tools Metal and plastic machine workers operate equipment that creates the parts for consumer products. In general, these workers are separated into two groups: those who set up machines for operation and those who operate machines during production. However, many workers perform both tasks. Although many workers both set up and operate machines, some specialize in being either a machine setter or a machine operator and tender. Machine setters, or setup workers, prepare the machines before production, do test runs, and, if necessary, > [[< Previous->51-9162-WhatTheyDo-2]] > [[Next >->51-9162-WhatTheyDo-4]] > [[Close->51-9162-Detailed]]

adjust and make minor repairs to the machinery before and during operation. Computer numerically controlled (CNC) setters upload computer control programs. After installing the tools into a machine, setup workers often produce the initial batch of goods, inspect the products, and turn over the machine to an operator. Machine operators and tenders monitor the machinery during production. After a setter prepares a machine for production, an operator observes the machine and the products it makes. Operators may have to load the machine with materials for production or adjust machine speeds > [[< Previous->51-9162-WhatTheyDo-3]] > [[Next >->51-9162-WhatTheyDo-5]] > [[Close->51-9162-Detailed]]

during production. They must periodically inspect the parts that a machine produces to ensure everything works properly, repairing equipment as needed. For example, the parts a machine produces may show defects if the cutting tool inside a machine becomes dull or damaged after extended use. When that happens, it is common for an operator to remove the worn tool and replace it with a new one produced by tool and die makers. Operators may fix minor problems themselves but may have an industrial machinery mechanic fix more serious problems. Setters, operators, and tenders are usually identified > [[< Previous->51-9162-WhatTheyDo-4]] > [[Next >->51-9162-WhatTheyDo-6]] > [[Close->51-9162-Detailed]]

by the type of machine they work with. Job duties generally vary with the size of the manufacturer and the type of machine being operated. Although some workers specialize in one or two types of machines, others are trained to set up or operate a variety of them. Automation often allows machine operators to control multiple machines at the same time. In addition, production techniques, such as team-oriented "lean" manufacturing, require machine operators to rotate between different machines. Rotating assignments results in more varied work but also requires workers to have a range of > [[< Previous->51-9162-WhatTheyDo-5]] > [[Next >->51-9162-WhatTheyDo-7]] > [[Close->51-9162-Detailed]]

skills. The following are examples of types of metal and plastic machine workers: Computer numerically controlled tool operators operate CNC equipment or robots to perform functions on metal or plastic workpieces. Computer numerically controlled tool programmers develop computer programs to control the machining or processing of metal or plastic parts by automatic machine tools, equipment, or systems. Cutting, punching, and press machine setters, operators, and tenders set up or operate machines to saw, cut, shear, notch, bend, or straighten metal or plastic materials. Drilling and > [[< Previous->51-9162-WhatTheyDo-6]] > [[Next >->51-9162-WhatTheyDo-8]] > [[Close->51-9162-Detailed]]

boring machine tool setters, operators, and tenders set up or operate drilling machines to drill, bore, mill, or countersink metal or plastic workpieces. Extruding and drawing machine setters, operators, and tenders set up or operate machines to extrude (pull out) thermoplastic or metal materials in the form of tubes, rods, hoses, wire, bars, or structural shapes. Forging machine setters, operators, and tenders set up or operate machines that shape or form metal or plastic into parts. Foundry mold and coremakers make or form wax or sand cores or molds used in the production of metal > [[< Previous->51-9162-WhatTheyDo-7]] > [[Next >->51-9162-WhatTheyDo-9]] > [[Close->51-9162-Detailed]]

castings in foundries. Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders set up or operate grinding and related machine tools that remove excess material from surfaces, sharpen edges or corners, or buff or polish metal or plastic workpieces. Heat-treating equipment setters, operators, and tenders set up or operate heating equipment, such as heat-treating furnaces, flame-hardening machines, induction machines, soaking pits, or vacuum equipment, to temper, harden, anneal, or heat treat metal or plastic objects. Lathe and turning machine tool setters, > [[< Previous->51-9162-WhatTheyDo-8]] > [[Next >->51-9162-WhatTheyDo-10]] > [[Close->51-9162-Detailed]]

operators, and tenders set up or operate lathe and turning machines to turn, bore, thread, or form metal or plastic materials, such as bars, rods, and castings. Metal-refining furnace operators and tenders operate or tend furnaces, such as gas, oil, coal, electric-arc or electric-induction, and oxygen furnaces. These furnaces may be used to melt and refine metal before casting. Milling and planing machine setters, operators, and tenders set up or operate milling or planing machines to shape, groove, or profile metal or plastic workpieces. Model makers set up and operate machines, such as > [[< Previous->51-9162-WhatTheyDo-9]] > [[Next >->51-9162-WhatTheyDo-11]] > [[Close->51-9162-Detailed]]

milling and engraving machines, to make working models of metal or plastic objects. They may also use 3D printing technology. Molding, coremaking, and casting machine setters, operators, and tenders set up or operate metal or plastic molding, casting, or coremaking machines to mold or cast metal or thermoplastic parts or products. Multiple machine tool setters, operators, and tenders set up or operate two or more types of cutting or forming machine tool or robot. Patternmakers lay out, machine, fit, and assemble castings and parts to metal or plastic foundry patterns and core > [[< Previous->51-9162-WhatTheyDo-10]] > [[Next >->51-9162-WhatTheyDo-12]] > [[Close->51-9162-Detailed]]

molds. Plating machine setters, operators, and tenders set up or operate plating machines and perform chemical checks for coating metal or plastic products with zinc, copper, nickel, or some other metal to protect or decorate surfaces. Pourers and casters operate computer > [[< Previous->51-9162-WhatTheyDo-11]] > [[Next >->51-9162-WhatTheyDo-13]] > [[Close->51-9162-Detailed]]

# How to Become a Metal or Plastic Machine Worker Metal and plastic workers typically need a high school diploma to enter the occupation and receive 1 year of on-the-job training. Computer numerically controlled (CNC) tool programmers typically need postsecondary education. ### Education Although metal and plastic machine workers typically need a high school diploma, CNC tool programmers usually need coursework beyond high school. Some community colleges and other schools offer courses and certificate programs in operating metal and plastics machines including CNC programming. For metal and plastic machine workers, high school classes in > [[Next >->51-9162-HowToBecomeOne-2]] > [[Close->51-9162-Detailed]]

computer programming, math, and vocational technology may be useful. ### Training Machine operator trainees usually begin by watching and helping experienced workers on the job. Under supervision, they may supply materials, start and stop the machines, or remove finished products. Then, they advance to operators' more difficult tasks, such as adjusting feeds and speeds, replacing tools, and measuring finished products for conformance. Eventually, some operators develop the skills and experience to set up machines. The complexity of the equipment usually determines the time required to > [[< Previous->51-9162-HowToBecomeOne-1]] > [[Next >->51-9162-HowToBecomeOne-3]] > [[Close->51-9162-Detailed]]

become an operator. Some operators and tenders are trained on basic machine operations and functions in a few months. Others, such as CNC tool operators, may need training for up to 1 year. Because of the prevalence of computerized machines in manufacturing, training on computer-aided design (CAD), computer-aided manufacturing (CAM), and CNC equipment may be helpful. ### Licenses, Certifications, and Registrations Certification can show competence and can be helpful for advancement. Information on certifications is available from CareerOneStop. ### Advancement With skill and experience, > [[< Previous->51-9162-HowToBecomeOne-2]] > [[Next >->51-9162-HowToBecomeOne-4]] > [[Close->51-9162-Detailed]]

workers may advance to positions that offer higher pay and more responsibility. It is common for machine operators to move into setup or machinery maintenance positions. Setup workers may become industrial machinery mechanics and maintenance workers, machinists, or tool and die makers. Experienced workers with good communication and analytical skills may advance to supervisory positions. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data > [[< Previous->51-9162-HowToBecomeOne-3]] > [[Next >->51-9162-HowToBecomeOne-5]] > [[Close->51-9162-Detailed]]

page. Computer skills. Metal and plastic machine workers must be able to use programmable devices, computers, and robots on the factory floor. Mechanical skills. These workers must be comfortable with machines and have a good understanding of how all the parts work. Physical stamina. Metal and plastic machine workers must be able to stand for long periods and do repetitive tasks. Physical strength. Metal and plastic machine workers must be able to secure and tighten heavy fixtures into place. > [[< Previous->51-9162-HowToBecomeOne-4]] > [[Close->51-9162-Detailed]]

Some work more than 40 hours per week. Because many manufacturers run their machinery for extended periods, evening and weekend work also is common. > [[< Previous->51-9162-Pay-1]] > [[Close->51-9162-Detailed]]

laborsaving machinery. Many firms are continuing to expand the use of technologies, such as computer numerically controlled (CNC) tools and robots, to improve quality and lower production costs. The use of CNC equipment requires CNC tool programmers instead of machine setters, operators, and tenders. Therefore, demand for most manual tool operators and tenders is likely to be reduced, while demand for CNC tool programmers is expected to be strong. Additionally, the use of software to create digital and 3D-print prototypes may reduce the need for some of these workers, including patternmakers > [[< Previous->51-9162-JobOutlook-1]] > [[Next >->51-9162-JobOutlook-3]] > [[Close->51-9162-Detailed]]

# What Airline and Commercial Pilots Do Airline and commercial pilots fly and navigate airplanes, helicopters, and other aircraft. ### Duties Pilots typically do the following: - Check the overall condition of the aircraft before and after every flight - Ensure that the aircraft is balanced and below its weight limit - Verify that the fuel supply is adequate and that weather conditions are acceptable - Prepare and submit flight plans to air traffic control - Communicate with air traffic control over the aircraft's radio system - Operate and control aircraft along planned routes and during takeoffs and landings > [[Next >->53-2011-WhatTheyDo-2]] > [[Close->53-2011-Detailed]]

- Monitor engines, fuel consumption, and other aircraft systems during flight - Respond to changing conditions, such as weather events and emergencies (for example, a mechanical malfunction) > [[< Previous->53-2011-WhatTheyDo-1]] > [[Next >->53-2011-WhatTheyDo-3]] > [[Close->53-2011-Detailed]]

- Navigate the aircraft by using cockpit instruments and visual references Pilots plan their flights by checking that the aircraft is operable and safe, that the cargo has been loaded correctly, and that weather conditions are acceptable. They file flight plans with air traffic control and may modify the plans in flight because of changing weather conditions or other factors. Takeoff and landing can be the most demanding parts of a flight. They require close coordination among the pilot; copilot; flight engineer, if present; air traffic controllers; and ground personnel. Once in the air, > [[< Previous->53-2011-WhatTheyDo-2]] > [[Next >->53-2011-WhatTheyDo-4]] > [[Close->53-2011-Detailed]]

the captain may have the first officer, if present, fly the aircraft, but the captain remains responsible for the aircraft. After landing, pilots fill out records that document their flight and the status of the aircraft. Some pilots are also instructors using simulators and dual-controlled aircraft to teach students how to fly. The following are examples of types of pilots: Airline pilots work primarily for airlines that transport passengers and cargo on a fixed schedule. The captain or pilot in command, usually the most experienced pilot, supervises all other crew members and has primary > [[< Previous->53-2011-WhatTheyDo-3]] > [[Next >->53-2011-WhatTheyDo-5]] > [[Close->53-2011-Detailed]]

responsibility for the flight. The copilot, often called the first officer or second in command, shares flight duties with the captain. Some older planes require a third pilot known as a flight engineer, who monitors instruments and operates controls. Technology has automated many of these tasks, and new aircraft do not require flight engineers. Commercial pilots are involved in unscheduled flight activities, such as aerial application, charter flights, and aerial tours. Commercial pilots may have additional nonflight duties. Some commercial pilots schedule flights, arrange for maintenance > [[< Previous->53-2011-WhatTheyDo-4]] > [[Next >->53-2011-WhatTheyDo-6]] > [[Close->53-2011-Detailed]]

of the aircraft, and load luggage themselves. Pilots who transport company executives, also known as corporate pilots, greet their passengers before embarking on the flight. Agricultural pilots typically handle agricultural chemicals, such as pesticides, and may be involved in other agricultural practices in addition to flying. Pilots, such as helicopter pilots, who fly at low levels must constantly look for trees, bridges, power lines, transmission towers, and other obstacles. With proper training, airline pilots also may be deputized as federal law enforcement officers and be issued > [[< Previous->53-2011-WhatTheyDo-5]] > [[Next >->53-2011-WhatTheyDo-7]] > [[Close->53-2011-Detailed]]

firearms to protect the cockpit. > [[< Previous->53-2011-WhatTheyDo-6]] > [[Close->53-2011-Detailed]]

# Work Environment ### Work Environment Pilots usually have variable work schedules, with overnight layovers that are more common for airline pilots. > [[Close->53-2011-Detailed]]

# How to Become an Airline or Commercial Pilot Airline pilots typically need a bachelor's degree and experience as a commercial or military pilot. Commercial pilots typically need flight training, and some employers may require or prefer them to have a degree. Airline and commercial pilots also must have specific certificates and ratings from the Federal Aviation Administration (FAA). ### Education Airline pilots typically need a bachelor's degree in any field, including transportation, engineering, or business. They also complete flight training with independent FAA-certified flight instructors or at schools that offer flight > [[Next >->53-2011-HowToBecomeOne-2]] > [[Close->53-2011-Detailed]]

training. Commercial pilots typically complete flight training, and some employers require or prefer that they have a degree. The FAA certifies hundreds of civilian flight schools, which range from small fixed base operators (FBO) to state universities. Some colleges and universities offer pilot training as part of a 2 > [[< Previous->53-2011-HowToBecomeOne-1]] > [[Next >->53-2011-HowToBecomeOne-3]] > [[Close->53-2011-Detailed]]

- or 4-year aviation degree. ### Training Airline and commercial pilots who are newly hired by airlines or on-demand air services companies undergo on-the-job training in accordance with federal regulations. This training usually includes several weeks of ground school and flight training. Various types of ratings for specific aircraft, such as the Boeing 737 or Cessna Citation, typically are acquired through employer-based training and generally are earned by pilots who have at least a commercial pilot certificate. Pilots also must maintain their experience in performing certain maneuvers. > [[< Previous->53-2011-HowToBecomeOne-2]] > [[Next >->53-2011-HowToBecomeOne-4]] > [[Close->53-2011-Detailed]]

This requirement means that pilots must perform specific maneuvers and procedures a given number of times within a specified amount of time. Pilots also must undergo periodic training and medical examinations, generally every year or every other year. ### Work Experience in a Related Occupation Airline pilots typically need work experience as a commercial or military pilot. To get a job with a major or regional airline, pilots need extensive flight experience. Some pilots work as flight instructors or on-demand charter pilots, positions that usually require less experience than airline > [[< Previous->53-2011-HowToBecomeOne-3]] > [[Next >->53-2011-HowToBecomeOne-5]] > [[Close->53-2011-Detailed]]

jobs require, to help build enough flying hours so that they can apply to the airlines. Military pilots may transfer to civilian aviation and apply directly to airlines to become airline pilots. ### Licenses, Certifications, and Registrations Those who are seeking a career as a professional pilot must meet FAA requirements. Pilots typically get their FAA-issued certificates and ratings in the following order: - Student pilot certificate - Private pilot certificate - Instrument rating - Commercial pilot certificate - Multi-engine rating > [[< Previous->53-2011-HowToBecomeOne-4]] > [[Next >->53-2011-HowToBecomeOne-6]] > [[Close->53-2011-Detailed]]

- Airline transport pilot certificate Each certificate and rating requires that pilots pass a knowledge test on the ground and a practical flying exam, usually called a check ride, in an appropriate aircraft. In addition to earning these credentials, many pilots get a flight instructor certificate after they get their commercial pilot certificate. The flight instructor certificate helps them build flight time and experience quickly and at less personal expense. Commercial pilot certificate. To qualify for a commercial pilot certificate, applicants must meet age and flight-hour requirements. > [[< Previous->53-2011-HowToBecomeOne-5]] > [[Next >->53-2011-HowToBecomeOne-7]] > [[Close->53-2011-Detailed]]

Student pilots use a logbook and keep detailed records of their flight time, which must be endorsed by a flight instructor. Federal regulations specify the types and quantities of flight experience and knowledge needed. Applicants must pass the appropriate medical exam, meet all of the detailed flight experience and knowledge requirements, and pass a written exam and a practical flight exam in order to get a commercial pilot certificate. The medical exam confirms that the pilot's vision is correctable to 20/20 and that no physical or mental conditions exist that could impair the pilot's > [[< Previous->53-2011-HowToBecomeOne-6]] > [[Next >->53-2011-HowToBecomeOne-8]] > [[Close->53-2011-Detailed]]

performance. Commercial pilots must hold an instrument rating if they want to carry passengers for pay more than 50 miles from the point of origin of their flight, or at night. Instrument rating. Pilots who earn an instrument rating can fly during periods of low visibility, also known as instrument meteorological conditions, or IMC. They may qualify for this rating by having at least 40 hours of instrument flight experience and 50 hours of cross-country flight time as pilot in command, and by meeting other requirements detailed in the federal regulations. Airline transport pilot (ATP) > [[< Previous->53-2011-HowToBecomeOne-7]] > [[Next >->53-2011-HowToBecomeOne-9]] > [[Close->53-2011-Detailed]]

certificate. All pilot crews of a scheduled commercial airliner must have ATP certificates. To earn the ATP certificate, applicants must meet certain federal requirements, such as for age, hours of flight, and written and practical exams. A commercial pilot certificate is a prerequisite for the ATP. Airline pilots usually maintain one or more aircraft-type ratings, which allow them to fly aircraft that require specific training, depending on the requirements of their particular airline. Pilots must pass periodic physical and practical flight examinations to be able to perform the duties > [[< Previous->53-2011-HowToBecomeOne-8]] > [[Next >->53-2011-HowToBecomeOne-10]] > [[Close->53-2011-Detailed]]

granted by their certificate. ### Advancement Commercial pilots may advance to airline pilots after completing a degree, accruing required flight time, and obtaining an ATP certificate. Advancement for airline pilots depends on a system of seniority outlined in collective bargaining contracts. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Pilots must speak clearly when conveying information to air traffic > [[< Previous->53-2011-HowToBecomeOne-9]] > [[Next >->53-2011-HowToBecomeOne-11]] > [[Close->53-2011-Detailed]]

controllers and other crew members. They must also listen carefully for instructions. Observational skills. Pilots regularly watch over screens, gauges, and dials to make sure that all systems are in working order. They also need to maintain situational awareness by looking for other aircraft or obstacles. Pilots must be able to see clearly, be able to judge the distance between objects, and possess good color vision. Problem-solving skills. Pilots must be able to identify complex problems and figure out appropriate solutions. When a plane encounters turbulence, for example, pilots assess > [[< Previous->53-2011-HowToBecomeOne-10]] > [[Next >->53-2011-HowToBecomeOne-12]] > [[Close->53-2011-Detailed]]

the weather conditions and request a change in route or altitude from air traffic control. Quick reaction time. Pilots must respond quickly, and with good judgment, to any impending danger. > [[< Previous->53-2011-HowToBecomeOne-11]] > [[Close->53-2011-Detailed]]

# Pay The median annual wage for airline pilots, copilots, and flight engineers was $226,600 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $98,560, and the highest 10 percent earned more than $239,200. The median annual wage for commercial pilots was $122,670 in May 2024. The lowest 10 percent earned less than $59,330, and the highest 10 percent earned more than $239,200. In May 2024, the median annual wages for airline pilots, copilots, and flight engineers in the > [[Next >->53-2011-Pay-2]] > [[Close->53-2011-Detailed]]

top industries in which they worked were as follows: In May 2024, the median annual wages for commercial pilots in the top industries in which they worked were as follows: Airline pilots usually begin their careers as first officers and receive wage increases as they accumulate experience and seniority. In addition, airline pilots receive an expense allowance, or "per diem," for every hour they are away from home, and they may earn extra pay for international flights. Airline pilots and their immediate families usually are entitled to free or reduced-fare flights. Federal regulations set > [[< Previous->53-2011-Pay-1]] > [[Next >->53-2011-Pay-3]] > [[Close->53-2011-Detailed]]

the maximum work hours and minimum requirements for rest between flights for most pilots. Airline pilots fly an average of 75 hours per month and work an additional 150 hours per month performing other duties, such as checking weather conditions and preparing flight plans. Pilots have variable work schedules that may include several days of work followed by some days off. Airline pilots may spend several nights a week away from home because flight assignments often involve overnight layovers. When pilots are away from home, the airlines typically provide hotel accommodations, transportation > [[< Previous->53-2011-Pay-2]] > [[Next >->53-2011-Pay-4]] > [[Close->53-2011-Detailed]]

to the airport, and an allowance for meals and other expenses. Commercial pilots also may have irregular schedules. Although most commercial pilots remain near their home overnight, they may still work nonstandard hours. > [[< Previous->53-2011-Pay-3]] > [[Close->53-2011-Detailed]]

# Job Outlook Overall employment of airline and commercial pilots is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 18,200 openings for airline and commercial pilots are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Employment of airline pilots is projected to grow as the demand for air travel, particularly leisure travel, increases. Continued e-commerce growth also > [[Next >->53-2011-JobOutlook-2]] > [[Close->53-2011-Detailed]]

will result in increased freight activity, which should further support employment demand. Continued demand for private chartered flights is expected to sustain job growth for commercial pilots. > [[< Previous->53-2011-JobOutlook-1]] > [[Close->53-2011-Detailed]]

- Monitor engines, fuel consumption, and other aircraft systems during flight - Respond to changing conditions, such as weather events and emergencies (for example, a mechanical malfunction) > [[< Previous->53-2012-WhatTheyDo-1]] > [[Next >->53-2012-WhatTheyDo-3]] > [[Close->53-2012-Detailed]]

- Navigate the aircraft by using cockpit instruments and visual references Pilots plan their flights by checking that the aircraft is operable and safe, that the cargo has been loaded correctly, and that weather conditions are acceptable. They file flight plans with air traffic control and may modify the plans in flight because of changing weather conditions or other factors. Takeoff and landing can be the most demanding parts of a flight. They require close coordination among the pilot; copilot; flight engineer, if present; air traffic controllers; and ground personnel. Once in the air, > [[< Previous->53-2012-WhatTheyDo-2]] > [[Next >->53-2012-WhatTheyDo-4]] > [[Close->53-2012-Detailed]]

the captain may have the first officer, if present, fly the aircraft, but the captain remains responsible for the aircraft. After landing, pilots fill out records that document their flight and the status of the aircraft. Some pilots are also instructors using simulators and dual-controlled aircraft to teach students how to fly. The following are examples of types of pilots: Airline pilots work primarily for airlines that transport passengers and cargo on a fixed schedule. The captain or pilot in command, usually the most experienced pilot, supervises all other crew members and has primary > [[< Previous->53-2012-WhatTheyDo-3]] > [[Next >->53-2012-WhatTheyDo-5]] > [[Close->53-2012-Detailed]]

responsibility for the flight. The copilot, often called the first officer or second in command, shares flight duties with the captain. Some older planes require a third pilot known as a flight engineer, who monitors instruments and operates controls. Technology has automated many of these tasks, and new aircraft do not require flight engineers. Commercial pilots are involved in unscheduled flight activities, such as aerial application, charter flights, and aerial tours. Commercial pilots may have additional nonflight duties. Some commercial pilots schedule flights, arrange for maintenance > [[< Previous->53-2012-WhatTheyDo-4]] > [[Next >->53-2012-WhatTheyDo-6]] > [[Close->53-2012-Detailed]]

of the aircraft, and load luggage themselves. Pilots who transport company executives, also known as corporate pilots, greet their passengers before embarking on the flight. Agricultural pilots typically handle agricultural chemicals, such as pesticides, and may be involved in other agricultural practices in addition to flying. Pilots, such as helicopter pilots, who fly at low levels must constantly look for trees, bridges, power lines, transmission towers, and other obstacles. With proper training, airline pilots also may be deputized as federal law enforcement officers and be issued > [[< Previous->53-2012-WhatTheyDo-5]] > [[Next >->53-2012-WhatTheyDo-7]] > [[Close->53-2012-Detailed]]

firearms to protect the cockpit. > [[< Previous->53-2012-WhatTheyDo-6]] > [[Close->53-2012-Detailed]]

# Work Environment ### Work Environment Pilots usually have variable work schedules, with overnight layovers that are more common for airline pilots. > [[Close->53-2012-Detailed]]

training. Commercial pilots typically complete flight training, and some employers require or prefer that they have a degree. The FAA certifies hundreds of civilian flight schools, which range from small fixed base operators (FBO) to state universities. Some colleges and universities offer pilot training as part of a 2 > [[< Previous->53-2012-HowToBecomeOne-1]] > [[Next >->53-2012-HowToBecomeOne-3]] > [[Close->53-2012-Detailed]]

- or 4-year aviation degree. ### Training Airline and commercial pilots who are newly hired by airlines or on-demand air services companies undergo on-the-job training in accordance with federal regulations. This training usually includes several weeks of ground school and flight training. Various types of ratings for specific aircraft, such as the Boeing 737 or Cessna Citation, typically are acquired through employer-based training and generally are earned by pilots who have at least a commercial pilot certificate. Pilots also must maintain their experience in performing certain maneuvers. > [[< Previous->53-2012-HowToBecomeOne-2]] > [[Next >->53-2012-HowToBecomeOne-4]] > [[Close->53-2012-Detailed]]

This requirement means that pilots must perform specific maneuvers and procedures a given number of times within a specified amount of time. Pilots also must undergo periodic training and medical examinations, generally every year or every other year. ### Work Experience in a Related Occupation Airline pilots typically need work experience as a commercial or military pilot. To get a job with a major or regional airline, pilots need extensive flight experience. Some pilots work as flight instructors or on-demand charter pilots, positions that usually require less experience than airline > [[< Previous->53-2012-HowToBecomeOne-3]] > [[Next >->53-2012-HowToBecomeOne-5]] > [[Close->53-2012-Detailed]]

jobs require, to help build enough flying hours so that they can apply to the airlines. Military pilots may transfer to civilian aviation and apply directly to airlines to become airline pilots. ### Licenses, Certifications, and Registrations Those who are seeking a career as a professional pilot must meet FAA requirements. Pilots typically get their FAA-issued certificates and ratings in the following order: - Student pilot certificate - Private pilot certificate - Instrument rating - Commercial pilot certificate - Multi-engine rating > [[< Previous->53-2012-HowToBecomeOne-4]] > [[Next >->53-2012-HowToBecomeOne-6]] > [[Close->53-2012-Detailed]]

- Airline transport pilot certificate Each certificate and rating requires that pilots pass a knowledge test on the ground and a practical flying exam, usually called a check ride, in an appropriate aircraft. In addition to earning these credentials, many pilots get a flight instructor certificate after they get their commercial pilot certificate. The flight instructor certificate helps them build flight time and experience quickly and at less personal expense. Commercial pilot certificate. To qualify for a commercial pilot certificate, applicants must meet age and flight-hour requirements. > [[< Previous->53-2012-HowToBecomeOne-5]] > [[Next >->53-2012-HowToBecomeOne-7]] > [[Close->53-2012-Detailed]]

Student pilots use a logbook and keep detailed records of their flight time, which must be endorsed by a flight instructor. Federal regulations specify the types and quantities of flight experience and knowledge needed. Applicants must pass the appropriate medical exam, meet all of the detailed flight experience and knowledge requirements, and pass a written exam and a practical flight exam in order to get a commercial pilot certificate. The medical exam confirms that the pilot's vision is correctable to 20/20 and that no physical or mental conditions exist that could impair the pilot's > [[< Previous->53-2012-HowToBecomeOne-6]] > [[Next >->53-2012-HowToBecomeOne-8]] > [[Close->53-2012-Detailed]]

performance. Commercial pilots must hold an instrument rating if they want to carry passengers for pay more than 50 miles from the point of origin of their flight, or at night. Instrument rating. Pilots who earn an instrument rating can fly during periods of low visibility, also known as instrument meteorological conditions, or IMC. They may qualify for this rating by having at least 40 hours of instrument flight experience and 50 hours of cross-country flight time as pilot in command, and by meeting other requirements detailed in the federal regulations. Airline transport pilot (ATP) > [[< Previous->53-2012-HowToBecomeOne-7]] > [[Next >->53-2012-HowToBecomeOne-9]] > [[Close->53-2012-Detailed]]

certificate. All pilot crews of a scheduled commercial airliner must have ATP certificates. To earn the ATP certificate, applicants must meet certain federal requirements, such as for age, hours of flight, and written and practical exams. A commercial pilot certificate is a prerequisite for the ATP. Airline pilots usually maintain one or more aircraft-type ratings, which allow them to fly aircraft that require specific training, depending on the requirements of their particular airline. Pilots must pass periodic physical and practical flight examinations to be able to perform the duties > [[< Previous->53-2012-HowToBecomeOne-8]] > [[Next >->53-2012-HowToBecomeOne-10]] > [[Close->53-2012-Detailed]]

granted by their certificate. ### Advancement Commercial pilots may advance to airline pilots after completing a degree, accruing required flight time, and obtaining an ATP certificate. Advancement for airline pilots depends on a system of seniority outlined in collective bargaining contracts. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Pilots must speak clearly when conveying information to air traffic > [[< Previous->53-2012-HowToBecomeOne-9]] > [[Next >->53-2012-HowToBecomeOne-11]] > [[Close->53-2012-Detailed]]

controllers and other crew members. They must also listen carefully for instructions. Observational skills. Pilots regularly watch over screens, gauges, and dials to make sure that all systems are in working order. They also need to maintain situational awareness by looking for other aircraft or obstacles. Pilots must be able to see clearly, be able to judge the distance between objects, and possess good color vision. Problem-solving skills. Pilots must be able to identify complex problems and figure out appropriate solutions. When a plane encounters turbulence, for example, pilots assess > [[< Previous->53-2012-HowToBecomeOne-10]] > [[Next >->53-2012-HowToBecomeOne-12]] > [[Close->53-2012-Detailed]]

the weather conditions and request a change in route or altitude from air traffic control. Quick reaction time. Pilots must respond quickly, and with good judgment, to any impending danger. > [[< Previous->53-2012-HowToBecomeOne-11]] > [[Close->53-2012-Detailed]]

top industries in which they worked were as follows: In May 2024, the median annual wages for commercial pilots in the top industries in which they worked were as follows: Airline pilots usually begin their careers as first officers and receive wage increases as they accumulate experience and seniority. In addition, airline pilots receive an expense allowance, or "per diem," for every hour they are away from home, and they may earn extra pay for international flights. Airline pilots and their immediate families usually are entitled to free or reduced-fare flights. Federal regulations set > [[< Previous->53-2012-Pay-1]] > [[Next >->53-2012-Pay-3]] > [[Close->53-2012-Detailed]]

the maximum work hours and minimum requirements for rest between flights for most pilots. Airline pilots fly an average of 75 hours per month and work an additional 150 hours per month performing other duties, such as checking weather conditions and preparing flight plans. Pilots have variable work schedules that may include several days of work followed by some days off. Airline pilots may spend several nights a week away from home because flight assignments often involve overnight layovers. When pilots are away from home, the airlines typically provide hotel accommodations, transportation > [[< Previous->53-2012-Pay-2]] > [[Next >->53-2012-Pay-4]] > [[Close->53-2012-Detailed]]

# What Air Traffic Controllers Do Air traffic controllers coordinate the movement of aircraft, including within the vicinity of airports and between altitude sectors and control centers, so that they maintain safe distances. ### Duties Air traffic controllers typically do the following: - Monitor and direct the movement of aircraft on the ground and in the air - Control all ground traffic at airport runways and taxiways - Issue takeoff and landing instructions to pilots - Transfer control of departing flights to other traffic control centers and accept control of arriving flights > [[Next >->53-2021-WhatTheyDo-2]] > [[Close->53-2021-Detailed]]

- Inform pilots about weather, runway closures, and other critical information > [[< Previous->53-2021-WhatTheyDo-1]] > [[Next >->53-2021-WhatTheyDo-3]] > [[Close->53-2021-Detailed]]

- Alert airport response staff in the event of an aircraft emergency Air traffic controllers' primary concern is safety, but they also must direct aircraft efficiently to minimize delays. They manage the flow of aircraft into and out of the airport airspace, guide pilots during takeoff and landing, and monitor aircraft as they travel through the skies. Air traffic controllers use radio equipment to communicate with pilots. They also use radar, computers, and other visual references to monitor and direct aircraft movement in the skies and on airport grounds. Controllers usually manage > [[< Previous->53-2021-WhatTheyDo-2]] > [[Next >->53-2021-WhatTheyDo-4]] > [[Close->53-2021-Detailed]]

multiple aircraft at the same time. For example, a controller might direct one aircraft on its landing approach while providing another aircraft with weather information. The following are examples of types of air traffic controllers: Tower controllers direct the movement of aircraft and other vehicles, such as snowplows, on runways and taxiways. They check flight plans, give pilots clearance for takeoff or landing, and direct the flow of aircraft and ground traffic in their area of responsibility. Most observe from control towers, managing traffic from the airport to a radius of 3 to 30 > [[< Previous->53-2021-WhatTheyDo-3]] > [[Next >->53-2021-WhatTheyDo-5]] > [[Close->53-2021-Detailed]]

miles out. Approach and departure controllers ensure that aircraft traveling within an airport's airspace maintain minimum separation for safety. These controllers give pilots clearances to enter controlled airspace and hand off control of aircraft to en route controllers. They also inform pilots about weather conditions and other critical notices. Terminal approach and departure controllers work in buildings known as Terminal Radar Approach Control Centers (TRACONs). They assist an aircraft until it reaches the edge of a facility's airspace, usually about 20 to 50 miles from the airport and > [[< Previous->53-2021-WhatTheyDo-4]] > [[Next >->53-2021-WhatTheyDo-6]] > [[Close->53-2021-Detailed]]

up to about 17,000 feet in the air. En route controllers monitor aircraft that leave an airport's airspace. They work at en route traffic control centers located throughout the country, which typically are not located at airports. Each center is assigned an airspace based on the geography and air traffic in the area in which it is located. As an aircraft approaches and flies through a center's airspace, en route controllers guide it along its route. They may adjust the flight path for safety reasons, such as to avoid collision with another aircraft. En route controllers direct aircraft for > [[< Previous->53-2021-WhatTheyDo-5]] > [[Next >->53-2021-WhatTheyDo-7]] > [[Close->53-2021-Detailed]]

the bulk of the flight before handing off oversight to terminal approach controllers. Some air traffic controllers work at the Air Traffic Control Systems Command Center, where they monitor traffic within the entire national airspace. When they identify a bottleneck, they provide instructions to other controllers to help prevent traffic jams. Their objective is to keep traffic levels manageable for the airports and for en route controllers. > [[< Previous->53-2021-WhatTheyDo-6]] > [[Close->53-2021-Detailed]]

# Work Environment ### Work Environment Air traffic controllers work in control towers, approach control facilities, or en route centers. Their work can be stressful because maximum concentration is required at all times. Night, weekend, and rotating shifts are common. > [[Close->53-2021-Detailed]]

# How to Become an Air Traffic Controller There are several different paths to becoming an air traffic controller. Candidates typically need an associate's or bachelor's degree through a Federal Aviation Administration (FAA)-approved Air Traffic Collegiate Training Initiative (AT-CTI) program, several years of progressively responsible work experience, or a combination of education and experience. In addition, prospective air traffic controllers must be U.S. citizens and must pass a medical evaluation, background check, and FAA preemployment tests, including the Air Traffic Controller Specialists Skills Assessment Battery (ATSA). > [[Next >->53-2021-HowToBecomeOne-2]] > [[Close->53-2021-Detailed]]

They also must complete a training course at the FAA Academy and apply before the FAA's age cutoff. Once hired, controllers typically complete on-the-job training that lasts more than 12 months. They also must pass a physical exam each year, a job performance exam twice a year, and periodic drug screenings. ### Education Air traffic controllers typically need an associate's or a bachelor's degree. To qualify with an associate's degree, candidates must complete their studies in an AT-CTI program. A bachelor's degree may be in any field, including transportation, business, or > [[< Previous->53-2021-HowToBecomeOne-1]] > [[Next >->53-2021-HowToBecomeOne-3]] > [[Close->53-2021-Detailed]]

engineering. The FAA sets guidelines for schools that offer the AT-CTI program. AT-CTI schools offer 2 > [[< Previous->53-2021-HowToBecomeOne-2]] > [[Next >->53-2021-HowToBecomeOne-4]] > [[Close->53-2021-Detailed]]

- or 4-year degrees that are designed to prepare students for a career in air traffic control. The curriculum is not standardized, but courses focus on subjects that are fundamental to aviation, including airspace, clearances, chart reading, and federal regulations. ### Training Most newly hired air traffic controllers are trained at the FAA Academy in Oklahoma City. The length of training varies with the candidate's background. Candidates must apply before the FAA's age cutoff. After graduating from the Academy, trainees are assigned to an air traffic control facility as developmental > [[< Previous->53-2021-HowToBecomeOne-3]] > [[Next >->53-2021-HowToBecomeOne-5]] > [[Close->53-2021-Detailed]]

controllers until they complete requirements for becoming a certified air traffic controller. Developmental controllers begin their careers by supplying pilots with basic flight data and airport information. They then may advance to positions within the control room that have more responsibility. With additional training, controllers may switch from one area of specialization to another. For example, a controller may complete training to transfer from working in an en route center to an airport tower. ### Other Experience Air traffic controllers sometimes qualify through work experience > [[< Previous->53-2021-HowToBecomeOne-4]] > [[Next >->53-2021-HowToBecomeOne-6]] > [[Close->53-2021-Detailed]]

instead of a degree. Candidates either need up to 3 years of progressively responsible generalized work experience that demonstrates the potential for learning and performing air traffic control work or must have specialized work experience in a military or civilian air traffic control facility. Air traffic controllers who learn their skills in the military are eligible to become civilian air traffic controllers even if their age exceeds the FAA cutoff for applicants. ### Licenses, Certifications, and Registrations All air traffic controllers must hold an Air Traffic Control Tower Operator > [[< Previous->53-2021-HowToBecomeOne-5]] > [[Next >->53-2021-HowToBecomeOne-7]] > [[Close->53-2021-Detailed]]

Certificate or be appropriately qualified and supervised as stated in Title 14 of the Code of Federal Regulations, Part 65. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Air traffic controllers must be able to give clear, concise instructions, listen carefully to pilots' requests, and respond by speaking clearly in English. Decision-making skills. Controllers must make quick decisions. For example, when a pilot > [[< Previous->53-2021-HowToBecomeOne-6]] > [[Next >->53-2021-HowToBecomeOne-8]] > [[Close->53-2021-Detailed]]

requests a change of altitude to avoid poor weather, the controller must respond quickly to ensure the aircraft's safety. Detail oriented. Controllers must be able to concentrate while multiple conversations occur at once. For example, in a large airport tower, several controllers may be speaking with different pilots at the same time. Math skills. Controllers must be able to do arithmetic accurately and quickly. They often need to compute speeds, times, and distances, and they recommend heading and altitude changes. Organizational skills. Controllers must be able to coordinate the actions > [[< Previous->53-2021-HowToBecomeOne-7]] > [[Next >->53-2021-HowToBecomeOne-9]] > [[Close->53-2021-Detailed]]

of multiple flights and to prioritize tasks, because they may be required to guide several pilots at the same time. Problem-solving skills. Controllers must be able to understand complex situations, review changing circumstances, and provide pilots with appropriate alternatives. Teamwork. Controllers must be able to work as members of a team, cooperating with and assisting others in and around their area of responsibility. > [[< Previous->53-2021-HowToBecomeOne-8]] > [[Close->53-2021-Detailed]]

# Pay The median annual wage for air traffic controllers was $144,580 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $76,090, and the highest 10 percent earned more than $210,410. In May 2024, the median annual wages for air traffic controllers in the top industries in which they worked were as follows: The salaries for development controllers increase as they complete successive levels of training. According to the Federal Aviation Administration (FAA), the salaries > [[Next >->53-2021-Pay-2]] > [[Close->53-2021-Detailed]]

for more advanced controllers who have completed on-the-job training varies with the location of the facility, the complexity of the flight paths, and other factors. A full explanation of the pay ranges for air traffic controllers can be found on the FAA Pay & Benefits page. Most air traffic controllers work full time. The FAA regulates the hours that an air traffic controller may work. Controllers may not work more than 10 straight hours during a shift, which includes required breaks, and must have 9 hours of rest before their next shift. Major airports may operate control towers on a > [[< Previous->53-2021-Pay-1]] > [[Next >->53-2021-Pay-3]] > [[Close->53-2021-Detailed]]

24-hour basis. Controllers who work at these facilities may work day, evening, or night shifts that include weekends and holiday. Small airports or those that are less busy may have towers that do not operate around the clock. Controllers at these facilities may have standard work schedules. > [[< Previous->53-2021-Pay-2]] > [[Close->53-2021-Detailed]]

# Job Outlook Employment of air traffic controllers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 2,200 openings for air traffic controllers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Although air traffic is projected to increase in the coming years, the satellite-based Next Generation Air Transportation System (NextGen) allows individual controllers to handle > [[Next >->53-2021-JobOutlook-2]] > [[Close->53-2021-Detailed]]

more air traffic. As a result, the demand for additional air traffic controllers may be somewhat limited over the projections decade. > [[< Previous->53-2021-JobOutlook-1]] > [[Close->53-2021-Detailed]]

# What Flight Attendants Do Flight attendants provide routine services and respond to emergencies to ensure the safety and comfort of airline passengers. ### Duties Flight attendants typically do the following: - Participate in preflight briefings with pilots to discuss cabin conditions and flight details - Conduct preflight inspections of emergency equipment - Demonstrate the location and use of safety equipment and emergency equipment - Ensure that passengers have their seatbelts fastened when required and that all other safety requirements are observed - Serve beverages and snacks > [[Next >->53-2031-WhatTheyDo-2]] > [[Close->53-2031-Detailed]]

- Sell and serve beverages and meals, if available - Take care of passengers, particularly those with special needs - Reassure passengers during the flight, such as when the aircraft hits turbulence - Administer and coordinate emergency medical care, if needed > [[< Previous->53-2031-WhatTheyDo-1]] > [[Next >->53-2031-WhatTheyDo-3]] > [[Close->53-2031-Detailed]]

- Direct passengers, including for evacuating the aircraft in an emergency Airlines are required by law to have flight attendants aboard aircraft for the safety and security of passengers. The primary job of flight attendants is to keep passengers safe, ensuring that everyone follows security regulations and that the flight deck is secure. Flight attendants also try to make flights comfortable for passengers. At times, they may deal with passengers who display disruptive behavior. Before takeoff, the captain (pilot) may conduct a preflight briefing with flight attendants about relevant > [[< Previous->53-2031-WhatTheyDo-2]] > [[Next >->53-2031-WhatTheyDo-4]] > [[Close->53-2031-Detailed]]

flight information. Details include the number of hours the flight will take, the route the plane will travel, and weather conditions. Flight attendants check that emergency equipment is working, the cabin is clean, and there is an adequate supply of food and beverages on board. Flight attendants greet passengers as they board the aircraft, direct them to their seats, and help as needed. Flight attendants demonstrate the location and proper use of safety equipment to all passengers, either in person or through a video recording before the plane takes off. They also check that seatbelts are > [[< Previous->53-2031-WhatTheyDo-3]] > [[Next >->53-2031-WhatTheyDo-5]] > [[Close->53-2031-Detailed]]

fastened, seats are locked in the upright position, and all carry-on items are properly stowed in accordance with federal law and company policy. They answer questions about the flight and generally assist all passengers, including those with special needs. A flight attendant's most important responsibility, however, is to help passengers in the event of an emergency. This responsibility ranges from dealing with unruly passengers to directing evacuations. Flight attendants also are trained to perform first aid, extinguish fires, and protect the flight deck. Before the plane lands, flight > [[< Previous->53-2031-WhatTheyDo-4]] > [[Next >->53-2031-WhatTheyDo-6]] > [[Close->53-2031-Detailed]]

attendants once again ensure that seatbelts are fastened, seats are locked in the upright position, and all carry-on and galley items are properly stowed. After passengers deplane, flight attendants survey the condition of the cabin. They submit reports on any medical, safety, or security issues that may have occurred during the flight. > [[< Previous->53-2031-WhatTheyDo-5]] > [[Close->53-2031-Detailed]]

# Work Environment ### Work Environment Flight attendants have variable work schedules, including evenings, weekends, and holidays, because airlines operate every day, and some offer overnight flights. Attendants work in an aircraft and may be away from home several nights per week. > [[Close->53-2031-Detailed]]

# How to Become a Flight Attendant Flight attendants receive training from their employer and must be certified by the Federal Aviation Administration (FAA). Flight attendants typically need a high school diploma or the equivalent and work experience in customer service. Applicants must meet minimum age requirements, typically 18 or 21; be eligible to work in the United States; have a valid passport; and pass a background check and drug test. They must have vision that is correctable to at least 20/40 and often need to conform to height requirements set by the airline. Flight attendants also may have to pass a medical > [[Next >->53-2031-HowToBecomeOne-2]] > [[Close->53-2031-Detailed]]

evaluation. Flight attendants should present a professional appearance, which may be defined by the employer. ### Education A high school diploma is typically required to become a flight attendant. Some airlines may prefer to hire applicants who have taken some college courses or who have a college degree. Those working on international flights may need fluency in a foreign language. Prospective attendants may enroll in flight attendant academies. ### Work Experience in a Related Occupation Flight attendants typically need 1 or 2 years of work experience in a service occupation before > [[< Previous->53-2031-HowToBecomeOne-1]] > [[Next >->53-2031-HowToBecomeOne-3]] > [[Close->53-2031-Detailed]]

getting their first job as a flight attendant. This experience may include customer service positions in restaurants, hotels, or resorts. Experience in sales or in other positions that require close contact with the public and focus on service to customers also may help develop the skills needed to be a successful flight attendant. ### Training After a flight attendant is hired, airlines provide initial training that typically lasts for several weeks or a few months. The training usually takes place at the airline's flight training center and is required for FAA certification. Trainees > [[< Previous->53-2031-HowToBecomeOne-2]] > [[Next >->53-2031-HowToBecomeOne-4]] > [[Close->53-2031-Detailed]]

learn emergency procedures such as evacuating aircraft, operating emergency equipment, and administering first aid. They also receive specific instruction on flight regulations, company operations, and job duties. Toward the end of the training, students go on practice flights. They must complete the training to keep a job with the airline. Once they have passed initial training, new flight attendants receive the FAA Certificate of Demonstrated Proficiency and continue to receive additional on-the-job training as required by their employer. ### Licenses, Certifications, and > [[< Previous->53-2031-HowToBecomeOne-3]] > [[Next >->53-2031-HowToBecomeOne-5]] > [[Close->53-2031-Detailed]]

Registrations All flight attendants must be certified by the FAA. To become certified, flight attendants must complete their employer's initial training program and pass an exam. Flight attendants are certified for specific types of aircraft and must take new training for each type of aircraft on which they are to work. In addition, attendants receive recurrent training every year to maintain their certification. ### Advancement Career advancement is based on seniority. On international flights, senior attendants frequently oversee the work of other attendants. Senior attendants may be > [[< Previous->53-2031-HowToBecomeOne-4]] > [[Next >->53-2031-HowToBecomeOne-6]] > [[Close->53-2031-Detailed]]

promoted to management positions in which they are responsible for recruiting, instructing, and scheduling. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Attentiveness. Flight attendants must be aware of security or safety risks during the flight. They also must be attentive to passengers' needs in order to ensure a pleasant travel experience. Communication skills. Flight attendants should speak clearly and interact effectively with > [[< Previous->53-2031-HowToBecomeOne-5]] > [[Next >->53-2031-HowToBecomeOne-7]] > [[Close->53-2031-Detailed]]

passengers and other crewmembers. They also must be able to write concisely when documenting in-flight issues. Customer-service skills. Flight attendants need poise, tact, and resourcefulness to handle stressful situations and to address passengers' needs. Decision-making skills. Flight attendants must be able to act decisively, especially in emergencies. Physical stamina. Flight attendants push, pull, and carry service items; open and close overhead bins; lift heavy objects; and stand and walk for long periods. > [[< Previous->53-2031-HowToBecomeOne-6]] > [[Close->53-2031-Detailed]]

# Pay The median annual wage for flight attendants was $67,130 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $34,030, and the highest 10 percent earned more than $138,040. In May 2024, the median annual wages for flight attendants in the top industries in which they worked were as follows: Flight attendants receive an allowance for meals and accommodations while working away from home. Although attendants may be required to purchase an initial set of uniforms and > [[Next >->53-2031-Pay-2]] > [[Close->53-2031-Detailed]]

luggage, their employer usually pays for replacements and upkeep. Flight attendants generally are eligible for discounted airfare or free standby seats through their airline. Flight attendants may have variable schedules, and part-time work is common. > [[< Previous->53-2031-Pay-1]] > [[Close->53-2031-Detailed]]

# Job Outlook Employment of flight attendants is projected to grow 9 percent from 2024 to 2034, much faster than the average for all occupations. About 19,800 openings for flight attendants are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Demand for air travel, particularly from leisure travelers, will continue to support employment growth for flight attendants. Federal regulations require a minimum number of attendants per > [[Next >->53-2031-JobOutlook-2]] > [[Close->53-2031-Detailed]]

flight. These workers will continue to be needed to ensure the safety and comfort of passengers on flights. > [[< Previous->53-2031-JobOutlook-1]] > [[Close->53-2031-Detailed]]

# What Delivery Truck Drivers and Driver/Sales Workers Do Delivery truck drivers and driver/sales workers pick up, transport, and drop off packages and small shipments within a local region or urban area. They drive trucks weighing less than 26,001 pounds total for vehicle, passengers, and cargo. Delivery truck drivers usually transport merchandise from a distribution center to businesses and households. ### Duties Delivery truck drivers and driver/sales workers typically do the following: - Load and unload their cargo - Communicate with customers to determine pickup and delivery needs > [[Next >->53-3031-WhatTheyDo-2]] > [[Close->53-3031-Detailed]]

- Report any incidents they encounter on the road to a dispatcher - Follow applicable traffic laws - Report mechanical problems to the appropriate personnel - Keep their truck and associated equipment clean and in working order - Accept payments for delivery > [[< Previous->53-3031-WhatTheyDo-1]] > [[Next >->53-3031-WhatTheyDo-3]] > [[Close->53-3031-Detailed]]

- Handle paperwork, such as receipts or delivery confirmation notices Most drivers generally receive instructions to go to a delivery location at a particular time, and it is up to them to determine the best route. Other drivers have a regular daily or weekly delivery schedule. All drivers must understand an area's street grid and know which roads allow trucks and which do not. The following examples are types of delivery truck drivers and driver/sales workers: Driver/sales workers are delivery drivers who also have sales responsibilities. They recommend products to businesses and solicit > [[< Previous->53-3031-WhatTheyDo-2]] > [[Next >->53-3031-WhatTheyDo-4]] > [[Close->53-3031-Detailed]]

new customers. These drivers may have a regular delivery route and may be responsible for adding clients who are located along their route. For example, they may make regular deliveries to a hardware store and encourage the store's manager to offer a new product. Some driver/sales workers use their own vehicles to deliver goods to customers, such as takeout food, and accept payment for those goods. Freelance or independent driver/sales workers may use smartphone apps to find specific delivery jobs. Light truck drivers, often called pickup and delivery or P&D drivers, are the most common > [[< Previous->53-3031-WhatTheyDo-3]] > [[Next >->53-3031-WhatTheyDo-5]] > [[Close->53-3031-Detailed]]

type of delivery driver. They drive small trucks or vans from distribution centers to delivery locations. Drivers make deliveries based on a set schedule. Some drivers stop at the distribution center once only, in the morning, and make many stops throughout the day. Others make multiple trips between the distribution center and delivery locations. Some drivers make deliveries from a retail location to customers. > [[< Previous->53-3031-WhatTheyDo-4]] > [[Close->53-3031-Detailed]]

# Work Environment ### Work Environment Delivery truck drivers and driver/sales workers have a physically demanding job. Driving a truck for long periods can be tiring. When loading and unloading cargo, drivers do a lot of lifting, carrying, and walking. > [[Close->53-3031-Detailed]]

# How to Become a Delivery Truck Driver or Driver/Sales Worker Delivery truck drivers and driver/sales workers typically need a high school diploma or equivalent to enter these occupations. However, some opportunities exist for those without a high school diploma. Workers undergo 1 month or less of on-the-job training. They must have a driver's license from the state in which they work and have a clean driving record. ### Education Delivery truck drivers and driver/sales workers typically enter the occupation with a high school diploma or equivalent. ### Training Companies train new delivery truck drivers and driver/sales workers on the job. This may > [[Next >->53-3031-HowToBecomeOne-2]] > [[Close->53-3031-Detailed]]

include training from a driver-mentor who rides along with a new employee to make sure that the driver is able to operate a truck safely on crowded streets. New-driver training also covers company policies about package dropoffs and returns, taking payment, and what to do with damaged goods. Driver/sales workers must learn detailed information about the products they offer. Their company also may teach them proper sales techniques, such as how to approach new customers. ### Licenses, Certifications, and Registrations All delivery drivers need a driver's license. ### Other Experience Some > [[< Previous->53-3031-HowToBecomeOne-1]] > [[Next >->53-3031-HowToBecomeOne-3]] > [[Close->53-3031-Detailed]]

delivery drivers begin as package loaders at warehouse facilities, especially if the driver works for a large company. For more information, see the profile on hand laborers and material movers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. When completing deliveries, drivers often interact with customers and should make a good impression to ensure repeat business. Hand–eye coordination. Drivers need to > [[< Previous->53-3031-HowToBecomeOne-2]] > [[Next >->53-3031-HowToBecomeOne-4]] > [[Close->53-3031-Detailed]]

observe their surroundings at all times while operating a vehicle. Math skills. Because delivery truck drivers and driver/sales workers sometimes take payment, they must be able to count cash and make change quickly and accurately. Patience. When driving through heavy traffic congestion, delivery drivers must remain calm and composed. Sales skills. Driver/sales workers are expected to persuade customers to purchase new or different products. Visual ability. To have a driver's license, delivery truck drivers and driver/sales workers must be able to pass a state vision test. > [[< Previous->53-3031-HowToBecomeOne-3]] > [[Close->53-3031-Detailed]]

# Pay The median annual wage for driver/sales workers was $37,130 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $21,760, and the highest 10 percent earned more than $59,730. The median annual wage for light truck drivers was $44,140 in May 2024. The lowest 10 percent earned less than $29,580, and the highest 10 percent earned more than $79,630. In May 2024, the median annual wages for driver/sales workers in the top industries in which they worked were as > [[Next >->53-3031-Pay-2]] > [[Close->53-3031-Detailed]]

follows: In May 2024, the median annual wages for light truck drivers in the top industries in which they worked were as follows: Some drivers/sales workers, such as pizza delivery workers, receive tips in addition to hourly wages. Sales workers can also receive commissions from the products they sell. Most drivers work full time, and some work more than 40 hour per week. Those who have regular routes sometimes must begin work very early in the morning or work late at night. For example, a driver who delivers bread to a deli every day must arrive before the deli opens. Drivers often work > [[< Previous->53-3031-Pay-1]] > [[Next >->53-3031-Pay-3]] > [[Close->53-3031-Detailed]]

weekends and holidays, and their schedules may vary. > [[< Previous->53-3031-Pay-2]] > [[Close->53-3031-Detailed]]

# Job Outlook Overall employment of delivery truck drivers and driver/sales workers is projected to grow 8 percent from 2024 to 2034, much faster than the average for all occupations. About 171,400 openings for delivery truck drivers and driver/sales workers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Continued growth of e-commerce should increase the need for deliveries, which is expected to create jobs for light > [[Next >->53-3031-JobOutlook-2]] > [[Close->53-3031-Detailed]]

truck drivers. In addition, more of these workers will be needed as consumers increasingly demand faster and more convenient delivery services. Growing demand for local delivery services also is expected to create jobs for driver/sales workers. The use of mobile ordering apps for groceries, takeout food, and other goods should increase demand for these workers to deliver purchases to consumers. Moreover, demand for delivery services from businesses is expected to remain strong, sustaining the need for driver/sales workers to deliver products to stores and other enterprises. > [[< Previous->53-3031-JobOutlook-1]] > [[Close->53-3031-Detailed]]

# What Heavy and Tractor-trailer Truck Drivers Do Heavy and tractor-trailer truck drivers transport goods from one location to another. Most tractor-trailer drivers are long-haul drivers and operate trucks with a total weight exceeding 26,000 pounds for the vehicle, passengers, and cargo. These drivers deliver goods over intercity routes that sometimes span several states. ### Duties Heavy and tractor-trailer truck drivers typically do the following: - Drive long distances - Report any incidents encountered on the road to a dispatcher - Follow all applicable traffic laws > [[Next >->53-3032-WhatTheyDo-2]] > [[Close->53-3032-Detailed]]

- Secure cargo for transport, using ropes, blocks, chains, or covers - Inspect their trailers before and after the trip and record any defects they find - Maintain a log of their working hours, following all federal and state regulations - Report serious mechanical problems to the appropriate people > [[< Previous->53-3032-WhatTheyDo-1]] > [[Next >->53-3032-WhatTheyDo-3]] > [[Close->53-3032-Detailed]]

- Keep their trucks and associated equipment clean and in good working order Most heavy and tractor-trailer truck drivers' routes are assigned by a dispatcher, but some independent drivers still plan their own routes. When planning routes, drivers must take into account any road restrictions that prohibit large trucks. Drivers also must plan legally required rest periods into their trip. Some drivers have one or two routes that they drive regularly, and other drivers take many different routes throughout the country. In addition, some drivers have routes that include Mexico or > [[< Previous->53-3032-WhatTheyDo-2]] > [[Next >->53-3032-WhatTheyDo-4]] > [[Close->53-3032-Detailed]]

Canada. Companies sometimes use two drivers, known as teams, on long runs to minimize downtime. On these team runs, one driver sleeps in a berth behind the cab while the other drives. Certain cargo requires drivers to adhere to additional safety regulations. Some heavy truck drivers who transport hazardous materials, such as chemical waste, must take special precautions when driving and may carry specialized safety equipment in case of an accident. Other drivers, such as those carrying liquids, oversized loads, or cars, must follow rules that apply specifically to them. Some long-haul > [[< Previous->53-3032-WhatTheyDo-3]] > [[Next >->53-3032-WhatTheyDo-5]] > [[Close->53-3032-Detailed]]

truck drivers, also called owner-operators, buy or lease trucks and go into business for themselves. In addition to their driving tasks, owner-operators have business tasks, including finding and keeping clients and doing administrative work. > [[< Previous->53-3032-WhatTheyDo-4]] > [[Close->53-3032-Detailed]]

# Work Environment ### Work Environment Working as a long-haul truck driver is a lifestyle choice because these drivers can be away from home for days or weeks at a time. > [[Close->53-3032-Detailed]]

# How to Become a Heavy or Tractor-trailer Truck Driver Heavy and tractor-trailer truck drivers usually have a high school diploma and attend a professional truck driving school. They must have a commercial driver's license (CDL). ### Education Most companies require their truck drivers to have a high school diploma or equivalent. Many prospective drivers attend professional truck driving schools, where they take training courses to learn how to maneuver large vehicles on highways or through crowded streets. During these classes, drivers also learn the federal laws and regulations governing interstate truck driving. Students may attend either a > [[Next >->53-3032-HowToBecomeOne-2]] > [[Close->53-3032-Detailed]]

private truck-driving school or a program at a community college that lasts between 3 and 6 months. Upon finishing their classes, drivers receive a certificate of completion. ### Licenses, Certifications, and Registrations All long-haul truck drivers must have a commercial driver's license (CDL). Qualifications for obtaining a CDL vary by state but generally include passing both a knowledge test and a driving test. States have the right to refuse to issue a CDL to anyone who has had a CDL suspended by another state. Drivers can get endorsements to their CDL that show their ability to drive > [[< Previous->53-3032-HowToBecomeOne-1]] > [[Next >->53-3032-HowToBecomeOne-3]] > [[Close->53-3032-Detailed]]

a specialized type of vehicle. Truck drivers transporting hazardous materials (HAZMAT) must have a hazardous materials endorsement (H). Getting this endorsement requires passing an additional knowledge test and a background check. Federal regulations require CDL drivers to maintain a clean driving record and pass a physical exam every two years. They are also subject to random testing for drug or alcohol abuse. Truck drivers can have their CDL suspended if they are convicted of driving under the influence of alcohol or drugs or are convicted of a felony involving the use of a motor > [[< Previous->53-3032-HowToBecomeOne-2]] > [[Next >->53-3032-HowToBecomeOne-4]] > [[Close->53-3032-Detailed]]

vehicle. Other actions can result in a suspension after multiple violations. The Federal Motor Carrier Safety Administration website has a list of these violations. Additionally, some companies have stricter standards than what federal regulations require. ### Training After completing truck-driving school and being hired by a company, drivers normally receive several weeks of on-the-job training. During this time, they drive a truck accompanied by an experienced mentor-driver in the passenger seat. This period of on-the-job training is given so that the new drivers will learn more about > [[< Previous->53-3032-HowToBecomeOne-3]] > [[Next >->53-3032-HowToBecomeOne-5]] > [[Close->53-3032-Detailed]]

the specific type of truck they will drive and material they will transport. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Hand-eye coordination. Drivers of heavy trucks and tractor-trailers must be able to coordinate their legs, hands, and eyes simultaneously so that they will react appropriately to the situation around them and drive the vehicle safely. Hearing ability. Truck drivers need good hearing. Federal regulations require > [[< Previous->53-3032-HowToBecomeOne-4]] > [[Next >->53-3032-HowToBecomeOne-6]] > [[Close->53-3032-Detailed]]

that a driver be able to hear a forced whisper in one ear at 5 feet away (with or without the use of a hearing aid). Physical health. Federal regulations do not allow people to become truck drivers if they have a medical condition, such as high blood pressure or epilepsy, which may interfere with their ability to operate a truck. The Federal Motor Carrier Safety Administration website has a full list of medical conditions that disqualify someone from driving a long-haul truck. Visual ability. Truck drivers must be able to pass vision tests. Federal regulations require a driver to have at > [[< Previous->53-3032-HowToBecomeOne-5]] > [[Next >->53-3032-HowToBecomeOne-7]] > [[Close->53-3032-Detailed]]

least 20/40 vision with a 70-degree field of vision in each eye and the ability to distinguish the colors on a traffic light. > [[< Previous->53-3032-HowToBecomeOne-6]] > [[Close->53-3032-Detailed]]

# Pay The median annual wage for heavy and tractor-trailer truck drivers was $57,440 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $38,640, and the highest 10 percent earned more than $78,800. In May 2024, the median annual wages for heavy and tractor-trailer truck drivers in the top industries in which they worked were as follows: Drivers of heavy trucks and tractor-trailers usually are paid by how many miles they have driven, plus bonuses. The per-mile rate varies > [[Next >->53-3032-Pay-2]] > [[Close->53-3032-Detailed]]

from employer to employer and may depend on the type of cargo and the experience of the driver. Some long-distance drivers, especially owner-operators, are paid a share of the revenue from shipping. Most heavy tractor-trailer drivers work full time. The Federal Motor Carrier Safety Administration regulates the hours that a long-haul truck driver may work. Drivers may not work more than 14 hours straight, comprising up to 11 hours driving and the remaining time doing other work, such as unloading cargo. Between working periods, drivers must have at least 10 hours off duty. Drivers also are > [[< Previous->53-3032-Pay-1]] > [[Next >->53-3032-Pay-3]] > [[Close->53-3032-Detailed]]

limited to driving no more than 60 hours within 7 days or 70 hours within 8 days; then drivers must take 34 hours off before starting another 7- or 8-day run. Drivers must record their hours in a logbook. Truck drivers often work nights, weekends, and holidays. > [[< Previous->53-3032-Pay-2]] > [[Close->53-3032-Detailed]]

# Job Outlook Employment of heavy and tractor-trailer truck drivers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 237,600 openings for heavy and tractor-trailer truck drivers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Trucks transport most of the freight in the United States. Truck drivers will be needed as households and businesses increase their spending > [[Next >->53-3032-JobOutlook-2]] > [[Close->53-3032-Detailed]]

and their demand for goods. > [[< Previous->53-3032-JobOutlook-1]] > [[Close->53-3032-Detailed]]

- Report any incidents they encounter on the road to a dispatcher - Follow applicable traffic laws - Report mechanical problems to the appropriate personnel - Keep their truck and associated equipment clean and in working order - Accept payments for delivery > [[< Previous->53-3033-WhatTheyDo-1]] > [[Next >->53-3033-WhatTheyDo-3]] > [[Close->53-3033-Detailed]]

- Handle paperwork, such as receipts or delivery confirmation notices Most drivers generally receive instructions to go to a delivery location at a particular time, and it is up to them to determine the best route. Other drivers have a regular daily or weekly delivery schedule. All drivers must understand an area's street grid and know which roads allow trucks and which do not. The following examples are types of delivery truck drivers and driver/sales workers: Driver/sales workers are delivery drivers who also have sales responsibilities. They recommend products to businesses and solicit > [[< Previous->53-3033-WhatTheyDo-2]] > [[Next >->53-3033-WhatTheyDo-4]] > [[Close->53-3033-Detailed]]

new customers. These drivers may have a regular delivery route and may be responsible for adding clients who are located along their route. For example, they may make regular deliveries to a hardware store and encourage the store's manager to offer a new product. Some driver/sales workers use their own vehicles to deliver goods to customers, such as takeout food, and accept payment for those goods. Freelance or independent driver/sales workers may use smartphone apps to find specific delivery jobs. Light truck drivers, often called pickup and delivery or P&D drivers, are the most common > [[< Previous->53-3033-WhatTheyDo-3]] > [[Next >->53-3033-WhatTheyDo-5]] > [[Close->53-3033-Detailed]]

include training from a driver-mentor who rides along with a new employee to make sure that the driver is able to operate a truck safely on crowded streets. New-driver training also covers company policies about package dropoffs and returns, taking payment, and what to do with damaged goods. Driver/sales workers must learn detailed information about the products they offer. Their company also may teach them proper sales techniques, such as how to approach new customers. ### Licenses, Certifications, and Registrations All delivery drivers need a driver's license. ### Other Experience Some > [[< Previous->53-3033-HowToBecomeOne-1]] > [[Next >->53-3033-HowToBecomeOne-3]] > [[Close->53-3033-Detailed]]

delivery drivers begin as package loaders at warehouse facilities, especially if the driver works for a large company. For more information, see the profile on hand laborers and material movers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. When completing deliveries, drivers often interact with customers and should make a good impression to ensure repeat business. Hand–eye coordination. Drivers need to > [[< Previous->53-3033-HowToBecomeOne-2]] > [[Next >->53-3033-HowToBecomeOne-4]] > [[Close->53-3033-Detailed]]

follows: In May 2024, the median annual wages for light truck drivers in the top industries in which they worked were as follows: Some drivers/sales workers, such as pizza delivery workers, receive tips in addition to hourly wages. Sales workers can also receive commissions from the products they sell. Most drivers work full time, and some work more than 40 hour per week. Those who have regular routes sometimes must begin work very early in the morning or work late at night. For example, a driver who delivers bread to a deli every day must arrive before the deli opens. Drivers often work > [[< Previous->53-3033-Pay-1]] > [[Next >->53-3033-Pay-3]] > [[Close->53-3033-Detailed]]

weekends and holidays, and their schedules may vary. > [[< Previous->53-3033-Pay-2]] > [[Close->53-3033-Detailed]]

# What Bus Drivers Do Bus drivers transport people between various places - including school, work, and shopping centers - and across state and national borders. Some drive set routes, and others transport passengers on chartered trips or sightseeing tours. They drive a range of vehicles, from 15-passenger buses to 60-foot articulated buses (with two connected sections) that can carry more than 100 passengers. ### Duties Bus drivers typically do the following: - Pick up and drop off passengers at designated locations - Follow a planned route according to a time schedule > [[Next >->53-3051-WhatTheyDo-2]] > [[Close->53-3051-Detailed]]

- Help passengers, including those with disabilities, get on and off the bus - Obey traffic laws and state and federal transit regulations - Follow procedures to ensure passenger safety - Keep passengers informed of possible delays - Perform basic maintenance (check the bus tires, lights, and oil) > [[< Previous->53-3051-WhatTheyDo-1]] > [[Next >->53-3051-WhatTheyDo-3]] > [[Close->53-3051-Detailed]]

- Keep the bus clean and presentable to the public The following are examples of types of bus drivers: School bus drivers transport students to and from school and other activities, such as field trips and sporting events, when the academic term is in session. School bus drivers typically do the following: - Ensure the safety of children getting on and off the bus - Attend to the needs of children with disabilities - Keep order and safety on the bus - Understand and enforce the school system's rules of conduct > [[< Previous->53-3051-WhatTheyDo-2]] > [[Next >->53-3051-WhatTheyDo-4]] > [[Close->53-3051-Detailed]]

- Report disciplinary problems to the school district and parents or guardians Local transit bus drivers follow a daily schedule while transporting people on set routes along city or suburban streets. They stop frequently, often every few blocks and when a passenger requests a stop. Local transit drivers typically do the following: - Collect bus fares or manage fare box transactions - Answer questions about schedules, routes, and transfer points > [[< Previous->53-3051-WhatTheyDo-3]] > [[Next >->53-3051-WhatTheyDo-5]] > [[Close->53-3051-Detailed]]

- Report accidents and other traffic disruptions to a central dispatcher Intercity bus drivers transport passengers between cities or towns, sometimes crossing state lines. They usually pick up and drop off passengers at bus stations or curbside locations in downtown urban areas. Intercity drivers typically do the following: - Ensure that all passengers have a valid ticket to ride the bus - Sell tickets to passengers when there are unsold seats available, if necessary - Keep track of when passengers get on or off the bus > [[< Previous->53-3051-WhatTheyDo-4]] > [[Next >->53-3051-WhatTheyDo-6]] > [[Close->53-3051-Detailed]]

- Help passengers load and unload baggage Charter bus drivers, sometimes called motorcoach drivers, transport passengers on chartered trips or sightseeing tours. Trip planners generally arrange their schedules and routes based on the convenience of the passengers, who are often on vacation. Charter bus drivers are sometimes away for long periods because they usually stay with the passengers for the length of the trip. Charter bus drivers typically do the following: - Regulate heating, air-conditioning, and lighting, for passenger comfort - Ensure that the trip stays on schedule > [[< Previous->53-3051-WhatTheyDo-5]] > [[Next >->53-3051-WhatTheyDo-7]] > [[Close->53-3051-Detailed]]

- Help passengers load and unload baggage - Account for all passengers before leaving a location - Act as tour guides for passengers, if necessary > [[< Previous->53-3051-WhatTheyDo-6]] > [[Close->53-3051-Detailed]]

# Work Environment ### Work Environment Part-time work is common for bus drivers. Drivers' schedules may vary and include early mornings, evenings, or weekends. Many bus drivers work for schools, and they work only when schools are in session. Driving through heavy traffic or bad weather and dealing with unruly passengers can be stressful for bus drivers. > [[Close->53-3051-Detailed]]

# How to Become a Bus Driver Bus drivers must have a commercial driver's license (CDL), which they sometimes earn during on-the-job training. They also need a good driving record and must meet physical, hearing, and vision requirements. In addition, bus drivers typically need a high school diploma or the equivalent and may be required to pass a background check. ### Education Bus drivers typically need a high school diploma or equivalent. ### Training Bus drivers typically get on-the-job training. Those who already have a CDL may have a shorter training period. For part of the training, drivers may practice various > [[Next >->53-3051-HowToBecomeOne-2]] > [[Close->53-3051-Detailed]]

maneuvers with a bus on a driving course. They then begin to drive in light traffic and eventually make practice runs on the type of route that they expect to drive. New drivers make trips with passengers while accompanied by an experienced driver who gives advice, answers questions, and evaluates the new driver's performance. Some drivers' training is also spent in the classroom. They learn their company's rules and regulations, state and municipal traffic laws, and safe driving practices. Drivers also learn about schedules and bus routes, fares, and interacting with passengers. ### > [[< Previous->53-3051-HowToBecomeOne-1]] > [[Next >->53-3051-HowToBecomeOne-3]] > [[Close->53-3051-Detailed]]

Licenses, Certifications, and Registrations All bus drivers must have a CDL. Some new bus drivers earn their CDL during on-the-job training. Qualifications vary by state but generally include passing both knowledge and driving tests. States have the right not to issue a license to someone who has had a CDL suspended in another state. Drivers can get endorsements for a CDL that reflect their ability to drive a special type of vehicle. All bus drivers must have a passenger (P) endorsement, and school bus drivers must also have a school bus (S) endorsement. Getting the P and S endorsements > [[< Previous->53-3051-HowToBecomeOne-2]] > [[Next >->53-3051-HowToBecomeOne-4]] > [[Close->53-3051-Detailed]]

requires additional knowledge and driving tests administered by a certified examiner. Many states require all bus drivers to be 18 years of age or older and those who drive across state lines to be at least 21 years old. Most bus drivers must pass a background check before they are hired. Check with your state agency for specific licensing requirements. Federal regulations require interstate bus drivers to pass a physical exam every 2 years and to submit to random drug or alcohol testing. Most states impose similar regulations. Bus drivers may have their CDL suspended if they are convicted > [[< Previous->53-3051-HowToBecomeOne-3]] > [[Next >->53-3051-HowToBecomeOne-5]] > [[Close->53-3051-Detailed]]

of a felony involving the use of a motor vehicle or of driving under the influence of drugs or alcohol. Actions such as excessive speeding or reckless driving also may result in suspension. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Bus drivers regularly interact with passengers and must be courteous and helpful. Dependability. Passengers rely on bus drivers to pick them up on time and safely transport them > [[< Previous->53-3051-HowToBecomeOne-4]] > [[Next >->53-3051-HowToBecomeOne-6]] > [[Close->53-3051-Detailed]]

to their destination. Hand-eye coordination. Drivers must watch their surroundings and avoid obstacles and other hazards while operating a bus. Federal regulations require bus drivers to have normal use of their arms and legs. Hearing ability. Bus drivers need good hearing. Federal regulations require them to be able to hear a forced whisper in one ear at 5 feet, with or without the use of a hearing aid. Patience. Bus drivers must remain calm and composed when driving through heavy traffic and congestion or when dealing with unruly passengers. Physical health. Bus drivers must be in good > [[< Previous->53-3051-HowToBecomeOne-5]] > [[Next >->53-3051-HowToBecomeOne-7]] > [[Close->53-3051-Detailed]]

physical condition. Federal and state regulations do not allow people to become bus drivers if they have a medical condition, such as high blood pressure or epilepsy, that may interfere with the safe operation of a bus. Visual ability. Bus drivers must be able to pass vision tests. Federal regulations require at least 20/40 vision with a 70-degree field of vision in each eye and the ability to distinguish colors on a traffic light. > [[< Previous->53-3051-HowToBecomeOne-6]] > [[Close->53-3051-Detailed]]

# Pay The median annual wage for bus drivers, school was $47,040 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $27,680, and the highest 10 percent earned more than $63,810. The median annual wage for bus drivers, transit and intercity was $57,440 in May 2024. The lowest 10 percent earned less than $38,250, and the highest 10 percent earned more than $82,640. In May 2024, the median annual wages for bus drivers, school in the top industries in which they worked were > [[Next >->53-3051-Pay-2]] > [[Close->53-3051-Detailed]]

as follows: In May 2024, the median annual wages for bus drivers, transit and intercity in the top industries in which they worked were as follows: Part-time work is common for bus drivers. Drivers' schedules may vary and include early mornings, evenings, or weekends. School bus drivers work only when school is in session, so their work hours are often limited. Some make multiple trips if schools in their district open and close at different times or if students need transportation to other activities. Intercity and charter bus drivers may make a round trip and go home at the end of each > [[< Previous->53-3051-Pay-1]] > [[Next >->53-3051-Pay-3]] > [[Close->53-3051-Detailed]]

shift. Others spend nights away from home on long-distance routes. The trip or route schedule dictates a driver's hours. Some passenger vehicle drivers receive tips. Those who provide good customer service are more likely to receive good tips than those whose customer-service skills are poor. Bus drivers who cross state lines must follow the Federal Motor Carrier Safety Administration's (FMCSA) hours-of-service regulations. Bus drivers are allowed 10 hours of driving time and 15 hours of total on-duty time before they must rest for 8 consecutive hours. Weekly maximum restrictions also apply > [[< Previous->53-3051-Pay-2]] > [[Next >->53-3051-Pay-4]] > [[Close->53-3051-Detailed]]

but may vary by employer schedule. > [[< Previous->53-3051-Pay-3]] > [[Close->53-3051-Detailed]]

# Job Outlook Overall employment of bus drivers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 81,800 openings for bus drivers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Schools will continue to rely on school bus drivers to transport students. However, declining student enrollments in public and private schools over the decade are expected to constrain demand for > [[Next >->53-3051-JobOutlook-2]] > [[Close->53-3051-Detailed]]

these workers. Employment of transit and intercity bus drivers is projected to increase as public authorities continue to upgrade their public transportation systems, such as by redesigning bus networks, expanding bus services, and rolling out bus rapid transit (BRT) systems. In addition, intercity bus travel should continue to grow because its inexpensive fares are expected to maintain its popularity as a transportation option. An increasing population of older adults and people with disabilities will place demand on rural transit services, contributing to a need for drivers of these bus > [[< Previous->53-3051-JobOutlook-1]] > [[Next >->53-3051-JobOutlook-3]] > [[Close->53-3051-Detailed]]

routes. > [[< Previous->53-3051-JobOutlook-2]] > [[Close->53-3051-Detailed]]

- Help passengers, including those with disabilities, get on and off the bus - Obey traffic laws and state and federal transit regulations - Follow procedures to ensure passenger safety - Keep passengers informed of possible delays - Perform basic maintenance (check the bus tires, lights, and oil) > [[< Previous->53-3052-WhatTheyDo-1]] > [[Next >->53-3052-WhatTheyDo-3]] > [[Close->53-3052-Detailed]]

- Keep the bus clean and presentable to the public The following are examples of types of bus drivers: School bus drivers transport students to and from school and other activities, such as field trips and sporting events, when the academic term is in session. School bus drivers typically do the following: - Ensure the safety of children getting on and off the bus - Attend to the needs of children with disabilities - Keep order and safety on the bus - Understand and enforce the school system's rules of conduct > [[< Previous->53-3052-WhatTheyDo-2]] > [[Next >->53-3052-WhatTheyDo-4]] > [[Close->53-3052-Detailed]]

- Report disciplinary problems to the school district and parents or guardians Local transit bus drivers follow a daily schedule while transporting people on set routes along city or suburban streets. They stop frequently, often every few blocks and when a passenger requests a stop. Local transit drivers typically do the following: - Collect bus fares or manage fare box transactions - Answer questions about schedules, routes, and transfer points > [[< Previous->53-3052-WhatTheyDo-3]] > [[Next >->53-3052-WhatTheyDo-5]] > [[Close->53-3052-Detailed]]

- Report accidents and other traffic disruptions to a central dispatcher Intercity bus drivers transport passengers between cities or towns, sometimes crossing state lines. They usually pick up and drop off passengers at bus stations or curbside locations in downtown urban areas. Intercity drivers typically do the following: - Ensure that all passengers have a valid ticket to ride the bus - Sell tickets to passengers when there are unsold seats available, if necessary - Keep track of when passengers get on or off the bus > [[< Previous->53-3052-WhatTheyDo-4]] > [[Next >->53-3052-WhatTheyDo-6]] > [[Close->53-3052-Detailed]]

- Help passengers load and unload baggage Charter bus drivers, sometimes called motorcoach drivers, transport passengers on chartered trips or sightseeing tours. Trip planners generally arrange their schedules and routes based on the convenience of the passengers, who are often on vacation. Charter bus drivers are sometimes away for long periods because they usually stay with the passengers for the length of the trip. Charter bus drivers typically do the following: - Regulate heating, air-conditioning, and lighting, for passenger comfort - Ensure that the trip stays on schedule > [[< Previous->53-3052-WhatTheyDo-5]] > [[Next >->53-3052-WhatTheyDo-7]] > [[Close->53-3052-Detailed]]

- Help passengers load and unload baggage - Account for all passengers before leaving a location - Act as tour guides for passengers, if necessary > [[< Previous->53-3052-WhatTheyDo-6]] > [[Close->53-3052-Detailed]]

maneuvers with a bus on a driving course. They then begin to drive in light traffic and eventually make practice runs on the type of route that they expect to drive. New drivers make trips with passengers while accompanied by an experienced driver who gives advice, answers questions, and evaluates the new driver's performance. Some drivers' training is also spent in the classroom. They learn their company's rules and regulations, state and municipal traffic laws, and safe driving practices. Drivers also learn about schedules and bus routes, fares, and interacting with passengers. ### > [[< Previous->53-3052-HowToBecomeOne-1]] > [[Next >->53-3052-HowToBecomeOne-3]] > [[Close->53-3052-Detailed]]

Licenses, Certifications, and Registrations All bus drivers must have a CDL. Some new bus drivers earn their CDL during on-the-job training. Qualifications vary by state but generally include passing both knowledge and driving tests. States have the right not to issue a license to someone who has had a CDL suspended in another state. Drivers can get endorsements for a CDL that reflect their ability to drive a special type of vehicle. All bus drivers must have a passenger (P) endorsement, and school bus drivers must also have a school bus (S) endorsement. Getting the P and S endorsements > [[< Previous->53-3052-HowToBecomeOne-2]] > [[Next >->53-3052-HowToBecomeOne-4]] > [[Close->53-3052-Detailed]]

requires additional knowledge and driving tests administered by a certified examiner. Many states require all bus drivers to be 18 years of age or older and those who drive across state lines to be at least 21 years old. Most bus drivers must pass a background check before they are hired. Check with your state agency for specific licensing requirements. Federal regulations require interstate bus drivers to pass a physical exam every 2 years and to submit to random drug or alcohol testing. Most states impose similar regulations. Bus drivers may have their CDL suspended if they are convicted > [[< Previous->53-3052-HowToBecomeOne-3]] > [[Next >->53-3052-HowToBecomeOne-5]] > [[Close->53-3052-Detailed]]

of a felony involving the use of a motor vehicle or of driving under the influence of drugs or alcohol. Actions such as excessive speeding or reckless driving also may result in suspension. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Bus drivers regularly interact with passengers and must be courteous and helpful. Dependability. Passengers rely on bus drivers to pick them up on time and safely transport them > [[< Previous->53-3052-HowToBecomeOne-4]] > [[Next >->53-3052-HowToBecomeOne-6]] > [[Close->53-3052-Detailed]]

to their destination. Hand-eye coordination. Drivers must watch their surroundings and avoid obstacles and other hazards while operating a bus. Federal regulations require bus drivers to have normal use of their arms and legs. Hearing ability. Bus drivers need good hearing. Federal regulations require them to be able to hear a forced whisper in one ear at 5 feet, with or without the use of a hearing aid. Patience. Bus drivers must remain calm and composed when driving through heavy traffic and congestion or when dealing with unruly passengers. Physical health. Bus drivers must be in good > [[< Previous->53-3052-HowToBecomeOne-5]] > [[Next >->53-3052-HowToBecomeOne-7]] > [[Close->53-3052-Detailed]]

as follows: In May 2024, the median annual wages for bus drivers, transit and intercity in the top industries in which they worked were as follows: Part-time work is common for bus drivers. Drivers' schedules may vary and include early mornings, evenings, or weekends. School bus drivers work only when school is in session, so their work hours are often limited. Some make multiple trips if schools in their district open and close at different times or if students need transportation to other activities. Intercity and charter bus drivers may make a round trip and go home at the end of each > [[< Previous->53-3052-Pay-1]] > [[Next >->53-3052-Pay-3]] > [[Close->53-3052-Detailed]]

shift. Others spend nights away from home on long-distance routes. The trip or route schedule dictates a driver's hours. Some passenger vehicle drivers receive tips. Those who provide good customer service are more likely to receive good tips than those whose customer-service skills are poor. Bus drivers who cross state lines must follow the Federal Motor Carrier Safety Administration's (FMCSA) hours-of-service regulations. Bus drivers are allowed 10 hours of driving time and 15 hours of total on-duty time before they must rest for 8 consecutive hours. Weekly maximum restrictions also apply > [[< Previous->53-3052-Pay-2]] > [[Next >->53-3052-Pay-4]] > [[Close->53-3052-Detailed]]

but may vary by employer schedule. > [[< Previous->53-3052-Pay-3]] > [[Close->53-3052-Detailed]]

these workers. Employment of transit and intercity bus drivers is projected to increase as public authorities continue to upgrade their public transportation systems, such as by redesigning bus networks, expanding bus services, and rolling out bus rapid transit (BRT) systems. In addition, intercity bus travel should continue to grow because its inexpensive fares are expected to maintain its popularity as a transportation option. An increasing population of older adults and people with disabilities will place demand on rural transit services, contributing to a need for drivers of these bus > [[< Previous->53-3052-JobOutlook-1]] > [[Next >->53-3052-JobOutlook-3]] > [[Close->53-3052-Detailed]]

routes. > [[< Previous->53-3052-JobOutlook-2]] > [[Close->53-3052-Detailed]]

# What Taxi Drivers, Shuttle Drivers, and Chauffeurs Do Taxi drivers (including ride-hailing drivers), shuttle drivers, and chauffeurs drive people to and from the places they need to go, such as homes, workplaces, airports, and shopping centers. ### Duties Taxi drivers, shuttle drivers, and chauffeurs typically do the following: - Drive taxicabs, vans, limousines, or other motor vehicles to transport passengers - Pick up passengers and listen to where they want to go - Help passengers load and unload their luggage, packages, or other belongings - Check the vehicle for problems and do basic maintenance > [[Next >->53-3053-WhatTheyDo-2]] > [[Close->53-3053-Detailed]]

- Keep the inside and outside of the vehicle clean - Operate wheelchair lifts when needed - Collect fare, if applicable, at passengers' destinations > [[< Previous->53-3053-WhatTheyDo-1]] > [[Next >->53-3053-WhatTheyDo-3]] > [[Close->53-3053-Detailed]]

- Keep a record of miles traveled Taxi drivers, shuttle drivers, and chauffeurs must stay alert and watch the conditions of the road. They take precautions to ensure their passengers' safety, especially in heavy traffic or bad weather. Taxi drivers and chauffeurs also must follow vehicle-for-hire or livery regulations, such as where they can pick up passengers and how much they can charge. Drivers are usually familiar with the streets in the areas they serve. They often use Global Positioning System (GPS) navigation to choose efficient routes. They may know on their own how to reach popular > [[< Previous->53-3053-WhatTheyDo-2]] > [[Next >->53-3053-WhatTheyDo-4]] > [[Close->53-3053-Detailed]]

destinations, such as airports, train stations, convention centers, hotels, and other points of interest, as well as how to find fire and police stations and hospitals in case of an emergency. Taxi drivers (including ride-hailing drivers) are summoned to pick up passengers and drive them, for a fare, to a destination stated by the passenger. Taxi drivers - also called cabdrivers or cabbies > [[< Previous->53-3053-WhatTheyDo-3]] > [[Next >->53-3053-WhatTheyDo-5]] > [[Close->53-3053-Detailed]]

- typically get requests via a central dispatcher; ride-hailing drivers get requests through a smartphone app. In addition, taxi drivers may pick up passengers who wait at designated sites, such as train stations or hotels, or who signal their need for a ride from public places, such as sidewalks. While taxi drivers use a meter to calculate the fare, ride-hailing drivers charge a fare that is typically specified in the app. Shuttle drivers and chauffeurs take passengers on planned trips. Shuttle drivers often drive large vans between airports or train stations and hotels or other > [[< Previous->53-3053-WhatTheyDo-4]] > [[Next >->53-3053-WhatTheyDo-6]] > [[Close->53-3053-Detailed]]

destinations. Chauffeurs drive limousines, vans, or private vehicles and are hired to transport clients either for single trips or on a regular basis. Some chauffeurs have the duties of executive assistants, acting as driver, secretary, and itinerary planner. > [[< Previous->53-3053-WhatTheyDo-5]] > [[Close->53-3053-Detailed]]

# Work Environment ### Work Environment Some taxi drivers, shuttle drivers, and chauffeurs work part time. Work schedules vary and may include early mornings, evenings, or weekends. > [[Close->53-3053-Detailed]]

# How to Become a Taxi Driver, Shuttle Driver, or Chauffeur Taxi drivers, shuttle drivers, and chauffeurs typically have no formal educational requirements, although many drivers have a high school diploma or equivalent. They typically get brief on-the-job training. They also may need a special driver's license, such as a taxi or limousine license. Clean driving records and background checks are sometimes required. ### Education Taxi drivers, shuttle drivers, and chauffeurs typically do not need formal educational credentials to enter the occupation. For drivers who are not self-employed, however, companies may prefer to hire drivers who have a high > [[Next >->53-3053-HowToBecomeOne-2]] > [[Close->53-3053-Detailed]]

school diploma or postsecondary education. ### Training Companies that hire taxi drivers, shuttle drivers, and chauffeurs typically provide new drivers with a short period of on-the-job training. This training usually takes from 1 day to 2 weeks, depending on the company and the location. Some cities require the training, which typically covers local traffic laws, driver safety, and street layout. Taxi drivers also get training in operating the taximeter and communications equipment. Ride-hailing drivers typically receive little to no on-the-job training beyond how to work the electronic > [[< Previous->53-3053-HowToBecomeOne-1]] > [[Next >->53-3053-HowToBecomeOne-3]] > [[Close->53-3053-Detailed]]

hailing app so that they can pick up passengers. ### Licenses, Certifications, and Registrations All taxi drivers, shuttle drivers, and chauffeurs must have a driver's license. States and local municipalities set other requirements; check with your state or local agency for more information. Taxi drivers and chauffeurs may need a taxi or limousine license. The Federal Motor Carrier Safety Administration requires drivers who transport 16 or more passengers (including the driver) to hold a commercial driver's license (CDL) with a passenger (P) endorsement. Licensure normally requires passing > [[< Previous->53-3053-HowToBecomeOne-2]] > [[Next >->53-3053-HowToBecomeOne-4]] > [[Close->53-3053-Detailed]]

a background check, drug test, driving skills test, and written exam about regulations and local geography. Regulations for ride-hailing drivers vary by state and city. ### Advancement Some taxi drivers start their own cab service by purchasing a taxi rather than leasing one through a dispatch company. Chauffeurs may advance with increased responsibilities or experiences, such as driving high-profile clients or different types of cars. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit > [[< Previous->53-3053-HowToBecomeOne-3]] > [[Next >->53-3053-HowToBecomeOne-5]] > [[Close->53-3053-Detailed]]

the Employment Projections (EP) skills data page. Customer-service skills. Taxi drivers, shuttle drivers, and chauffeurs regularly interact with their passengers and should be courteous and helpful. For ride-hailing drivers, excellent customer-service skills may lead to favorable ratings from passengers. Dependability. Passengers rely on these drivers to pick them up on time and safely transport them to their destination. Hand–eye coordination. Drivers must watch their surroundings and avoid obstacles and other hazards while operating a vehicle. Patience. Drivers must be calm and > [[< Previous->53-3053-HowToBecomeOne-4]] > [[Next >->53-3053-HowToBecomeOne-6]] > [[Close->53-3053-Detailed]]

composed when driving through heavy traffic and congestion or when dealing with rude passengers. Visual ability. Drivers must be able to pass a state-issued vision test to hold a driver's license. > [[< Previous->53-3053-HowToBecomeOne-5]] > [[Close->53-3053-Detailed]]

# Pay The median annual wage for shuttle drivers and chauffeurs was $36,670 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $27,490, and the highest 10 percent earned more than $52,910. The median annual wage for taxi drivers was $36,220 in May 2024. The lowest 10 percent earned less than $27,280, and the highest 10 percent earned more than $61,920. In May 2024, the median annual wages for shuttle drivers and chauffeurs in the top industries in which they worked were > [[Next >->53-3053-Pay-2]] > [[Close->53-3053-Detailed]]

as follows: In May 2024, the median annual wages for taxi drivers in the top industries in which they worked were as follows: These wage data include money earned from tips. Taxi drivers, shuttle drivers, and chauffeurs who provide good customer service are most likely to receive good tips from their passengers. Work hours vary for taxi drivers, shuttle drivers, and chauffeurs. Some work part time. Evening and weekend work is common. Some drivers work early in the morning or late at night. Taxi drivers' work schedules are often flexible. Shuttle drivers and chauffeurs' work schedules > [[< Previous->53-3053-Pay-1]] > [[Next >->53-3053-Pay-3]] > [[Close->53-3053-Detailed]]

usually are more structured. They may have a set schedule, or they may work hours based on client needs. Some chauffeurs are on call throughout the day and must be ready to drive clients at a moment's notice. > [[< Previous->53-3053-Pay-2]] > [[Close->53-3053-Detailed]]

# Job Outlook Overall employment of taxi drivers, shuttle drivers, and chauffeurs is projected to grow 9 percent from 2024 to 2034, much faster than the average for all occupations. About 58,800 openings for taxi drivers, shuttle drivers, and chauffeurs are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Strong employment growth is expected as people continue to rely on these drivers for their transportation needs. Employment > [[Next >->53-3053-JobOutlook-2]] > [[Close->53-3053-Detailed]]

of taxi drivers (which includes ride-hailing drivers) may be concentrated in metropolitan areas. Much of the projected job growth stems from a greater demand for ride-hailing drivers, who typically work as independent contractors. Demand for shuttle drivers and chauffeurs will be driven by an increasing population of older adults who need nonemergency healthcare transportation and by people with disabilities who require paratransit services. These workers also will be needed to meet the continued demand for special events transportation, tours, and business and luxury travel. > [[< Previous->53-3053-JobOutlook-1]] > [[Close->53-3053-Detailed]]

- Keep the inside and outside of the vehicle clean - Operate wheelchair lifts when needed - Collect fare, if applicable, at passengers' destinations > [[< Previous->53-3054-WhatTheyDo-1]] > [[Next >->53-3054-WhatTheyDo-3]] > [[Close->53-3054-Detailed]]

- Keep a record of miles traveled Taxi drivers, shuttle drivers, and chauffeurs must stay alert and watch the conditions of the road. They take precautions to ensure their passengers' safety, especially in heavy traffic or bad weather. Taxi drivers and chauffeurs also must follow vehicle-for-hire or livery regulations, such as where they can pick up passengers and how much they can charge. Drivers are usually familiar with the streets in the areas they serve. They often use Global Positioning System (GPS) navigation to choose efficient routes. They may know on their own how to reach popular > [[< Previous->53-3054-WhatTheyDo-2]] > [[Next >->53-3054-WhatTheyDo-4]] > [[Close->53-3054-Detailed]]

destinations, such as airports, train stations, convention centers, hotels, and other points of interest, as well as how to find fire and police stations and hospitals in case of an emergency. Taxi drivers (including ride-hailing drivers) are summoned to pick up passengers and drive them, for a fare, to a destination stated by the passenger. Taxi drivers - also called cabdrivers or cabbies > [[< Previous->53-3054-WhatTheyDo-3]] > [[Next >->53-3054-WhatTheyDo-5]] > [[Close->53-3054-Detailed]]

- typically get requests via a central dispatcher; ride-hailing drivers get requests through a smartphone app. In addition, taxi drivers may pick up passengers who wait at designated sites, such as train stations or hotels, or who signal their need for a ride from public places, such as sidewalks. While taxi drivers use a meter to calculate the fare, ride-hailing drivers charge a fare that is typically specified in the app. Shuttle drivers and chauffeurs take passengers on planned trips. Shuttle drivers often drive large vans between airports or train stations and hotels or other > [[< Previous->53-3054-WhatTheyDo-4]] > [[Next >->53-3054-WhatTheyDo-6]] > [[Close->53-3054-Detailed]]

school diploma or postsecondary education. ### Training Companies that hire taxi drivers, shuttle drivers, and chauffeurs typically provide new drivers with a short period of on-the-job training. This training usually takes from 1 day to 2 weeks, depending on the company and the location. Some cities require the training, which typically covers local traffic laws, driver safety, and street layout. Taxi drivers also get training in operating the taximeter and communications equipment. Ride-hailing drivers typically receive little to no on-the-job training beyond how to work the electronic > [[< Previous->53-3054-HowToBecomeOne-1]] > [[Next >->53-3054-HowToBecomeOne-3]] > [[Close->53-3054-Detailed]]

hailing app so that they can pick up passengers. ### Licenses, Certifications, and Registrations All taxi drivers, shuttle drivers, and chauffeurs must have a driver's license. States and local municipalities set other requirements; check with your state or local agency for more information. Taxi drivers and chauffeurs may need a taxi or limousine license. The Federal Motor Carrier Safety Administration requires drivers who transport 16 or more passengers (including the driver) to hold a commercial driver's license (CDL) with a passenger (P) endorsement. Licensure normally requires passing > [[< Previous->53-3054-HowToBecomeOne-2]] > [[Next >->53-3054-HowToBecomeOne-4]] > [[Close->53-3054-Detailed]]

a background check, drug test, driving skills test, and written exam about regulations and local geography. Regulations for ride-hailing drivers vary by state and city. ### Advancement Some taxi drivers start their own cab service by purchasing a taxi rather than leasing one through a dispatch company. Chauffeurs may advance with increased responsibilities or experiences, such as driving high-profile clients or different types of cars. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit > [[< Previous->53-3054-HowToBecomeOne-3]] > [[Next >->53-3054-HowToBecomeOne-5]] > [[Close->53-3054-Detailed]]

the Employment Projections (EP) skills data page. Customer-service skills. Taxi drivers, shuttle drivers, and chauffeurs regularly interact with their passengers and should be courteous and helpful. For ride-hailing drivers, excellent customer-service skills may lead to favorable ratings from passengers. Dependability. Passengers rely on these drivers to pick them up on time and safely transport them to their destination. Hand–eye coordination. Drivers must watch their surroundings and avoid obstacles and other hazards while operating a vehicle. Patience. Drivers must be calm and > [[< Previous->53-3054-HowToBecomeOne-4]] > [[Next >->53-3054-HowToBecomeOne-6]] > [[Close->53-3054-Detailed]]

as follows: In May 2024, the median annual wages for taxi drivers in the top industries in which they worked were as follows: These wage data include money earned from tips. Taxi drivers, shuttle drivers, and chauffeurs who provide good customer service are most likely to receive good tips from their passengers. Work hours vary for taxi drivers, shuttle drivers, and chauffeurs. Some work part time. Evening and weekend work is common. Some drivers work early in the morning or late at night. Taxi drivers' work schedules are often flexible. Shuttle drivers and chauffeurs' work schedules > [[< Previous->53-3054-Pay-1]] > [[Next >->53-3054-Pay-3]] > [[Close->53-3054-Detailed]]

# What Railroad Workers Do Railroad workers ensure that passenger and freight trains run on time and travel safely. Some workers drive trains, some coordinate the activities of the trains, and others operate signals and switches in the rail yard. ### Duties Railroad workers typically do the following: - Check the mechanical condition of locomotives and make adjustments when necessary - Document issues with a train that require further inspection > [[Next >->53-4011-WhatTheyDo-2]] > [[Close->53-4011-Detailed]]

- Operate locomotive engines within or between stations Freight trains move billions of tons of goods around the country to ports, where the goods are shipped around the world. Passenger trains transport millions of travelers to destinations around the country. Railroad workers are essential to keeping freight and passenger trains running properly. Workers in railroad occupations frequently collaborate. Locomotive engineers travel with conductors and, sometimes, with brake operators. Locomotive engineers and conductors are in constant contact and keep each other informed of any changes in > [[< Previous->53-4011-WhatTheyDo-1]] > [[Next >->53-4011-WhatTheyDo-3]] > [[Close->53-4011-Detailed]]

the train's condition. Signal and switch operators communicate with both locomotive and rail yard engineers to make sure that trains arrive at the correct destination. Workers in all of these occupations are in contact with dispatchers, who direct them on where to go and what to do. The following are examples of types of railroad workers: Conductors travel on both freight and passenger trains and coordinate activities of the train crew. On passenger trains, they ensure travelers' safety and comfort. They also check passengers' tickets and make announcements to keep passengers informed. On > [[< Previous->53-4011-WhatTheyDo-2]] > [[Next >->53-4011-WhatTheyDo-4]] > [[Close->53-4011-Detailed]]

freight trains, they oversee the secure loading and unloading of cargo. Locomotive engineers drive freight or passenger trains between stations. They drive long-distance trains and commuter trains, but not subway trains. They monitor systems that measure the train's operation, such as speed and air pressure. Locomotive engineers use a variety of controls, such as throttles and airbrakes, to operate the train and ensure that the locomotive runs smoothly. They observe the track for obstructions to ensure safety. When driving freight trains, engineers must be aware of the goods their train is > [[< Previous->53-4011-WhatTheyDo-3]] > [[Next >->53-4011-WhatTheyDo-5]] > [[Close->53-4011-Detailed]]

carrying. Railroad brake, signal, and switch operators and locomotive firers maintain and monitor equipment to ensure that the trains run safely. Brake operators help couple and uncouple train cars. Some travel with the train as part of the crew. Signal operators install and maintain the signals along tracks and in rail yard. Signals are important in preventing accidents because they allow increased communication between trains and dispatchers. Switch operators monitor the track switches in rail yards. These switches allow trains to move between tracks and ensure trains are heading in the > [[< Previous->53-4011-WhatTheyDo-4]] > [[Next >->53-4011-WhatTheyDo-6]] > [[Close->53-4011-Detailed]]

right direction. Locomotive firers are sometimes part of a train crew and typically monitor tracks and train instruments. They look for equipment that is dragging, obstacles on the tracks, and other potential safety problems. Few trains still use firers, because their work has been automated or is now done by a locomotive engineer or conductor. Rail yard engineers operate train engines within the rail yard. They move locomotives between tracks to keep the trains organized and on schedule. Sometimes, rail yard engineers are called hostlers and drive locomotives to and from maintenance shops > [[< Previous->53-4011-WhatTheyDo-5]] > [[Next >->53-4011-WhatTheyDo-7]] > [[Close->53-4011-Detailed]]

or prepare them for the locomotive engineer. Some use remote locomotive technology to move freight cars within the rail yards. Yardmasters manage schedules and coordinate the activities of workers in the rail yard. They review shipping records of freight trains and ensure that trains are carrying the correct material before leaving the yard. Yardmasters also switch train traffic to a certain section of the line to allow other inbound and outbound trains to get around. They tell yard engineers where to move cars to fit the planned configuration or to load freight. Not all rail yards use > [[< Previous->53-4011-WhatTheyDo-6]] > [[Next >->53-4011-WhatTheyDo-8]] > [[Close->53-4011-Detailed]]

yardmasters. In rail yards that do not have yardmasters, a conductor typically performs yardmaster duties. > [[< Previous->53-4011-WhatTheyDo-7]] > [[Close->53-4011-Detailed]]

# Work Environment ### Work Environment Nearly all railroad workers are employed in the rail transportation industry. Most work full time, and some work more than 40 hours per week. > [[Close->53-4011-Detailed]]

# How to Become a Railroad Worker Workers in railroad occupations typically need a high school diploma or equivalent and several months of on-the-job training. ### Education Rail companies typically require workers to have at least a high school diploma or equivalent. However, employers may prefer to hire workers who have postsecondary education, such as coursework, a certificate, or an associate's or bachelor's degree. ### Training Locomotive engineers typically receive 3 or more months of on-the-job training before they can operate a train on their own. Typically, this training involves riding with an experienced > [[Next >->53-4011-HowToBecomeOne-2]] > [[Close->53-4011-Detailed]]

engineer. In addition, railroad companies provide continuing education so that engineers can maintain their skills. Most railroad companies have up to 12 months of on-the-job training for conductors and yardmasters. Amtrak (the passenger train company) and some of the larger freight railroad companies operate their own training programs. Small and regional railroads may send conductors to a central training facility or a community college. Yardmasters may be sent to training programs or may be trained by an experienced yardmaster. Rail yard engineers and signal and switch operators also > [[< Previous->53-4011-HowToBecomeOne-1]] > [[Next >->53-4011-HowToBecomeOne-3]] > [[Close->53-4011-Detailed]]

receive on-the-job training, typically through a company training program. This program may last a few weeks to a few months, depending on the company and the complexity of the job. The program may include both classroom instruction and hands-on training under the direction of an experienced employee. ### Work Experience in a Related Occupation Most locomotive engineers first work as conductors or yardmasters for several years. ### Licenses, Certifications, and Registrations Locomotive engineers and conductors must be certified by the Federal Railroad Administration (FRA). The > [[< Previous->53-4011-HowToBecomeOne-2]] > [[Next >->53-4011-HowToBecomeOne-4]] > [[Close->53-4011-Detailed]]

certifications, conducted by the railroad that employs them, involve a written knowledge test, a skills test, and a supervisor determination that the engineer or conductor understands all physical aspects of the particular route on which he or she will be operating. Engineers who change routes must be recertified for the new route. Even engineers and conductors who do not switch routes must be recertified every few years. At the end of the certification process, the engineer must pass a vision and hearing test. Conductors who operate on national, regional, or commuter railroads are also > [[< Previous->53-4011-HowToBecomeOne-3]] > [[Next >->53-4011-HowToBecomeOne-5]] > [[Close->53-4011-Detailed]]

required to become certified. To receive certification, new conductors must pass a test that has been designed and administered by the railroad and approved by the FRA. In addition, railroad workers must be at least 21 years of age and pass a background test. They must also pass random drug and alcohol screenings over the course of their employment. ### Advancement Rail yard engineers, switch operators, and signal operators may advance to become conductors or yardmasters. ### Important Qualities The following are examples of qualities that are important for these workers to perform their > [[< Previous->53-4011-HowToBecomeOne-4]] > [[Next >->53-4011-HowToBecomeOne-6]] > [[Close->53-4011-Detailed]]

duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Railroad workers must be able to communicate with other crewmembers, dispatchers, and passengers to ensure safety and keep the trains on schedule. Customer-service skills. Conductors on passenger trains ensure travelers' comfort, make announcements, and answer questions. They must be courteous and patient, especially when dealing with unruly or upset passengers. Hand-eye coordination. Locomotive engineers must operate controls based, in part, on their observations of the train's > [[< Previous->53-4011-HowToBecomeOne-5]] > [[Next >->53-4011-HowToBecomeOne-7]] > [[Close->53-4011-Detailed]]

surroundings. Hearing ability. To ensure safety on the train and in the rail yard, railroad workers must be able to hear warning signals and communicate with other employees. Leadership skills. On some trains, a conductor directs a crew. In rail yards, yardmasters oversee other workers. Mechanical skills. Railroad workers should be able to adjust equipment when it does not work properly. Some rail yard engineers spend most of their time fixing broken equipment or conducting mechanical inspections. Physical strength. Rail yard engineers may have to lift heavy equipment. Visual ability. To > [[< Previous->53-4011-HowToBecomeOne-6]] > [[Next >->53-4011-HowToBecomeOne-8]] > [[Close->53-4011-Detailed]]

drive a train, locomotive engineers need excellent eyesight, peripheral vision, and color vision. > [[< Previous->53-4011-HowToBecomeOne-7]] > [[Close->53-4011-Detailed]]

# Pay The median annual wage for railroad workers was $75,680 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $52,590, and the highest 10 percent earned more than $100,130. Median annual wages for railroad workers in May 2024 were as follows: In May 2024, the median annual wages for railroad workers in the top industries in which they worked were as follows: Because trains operate 24 hours a day, 7 days a week, railroad workers' schedules may vary to include nights, > [[Next >->53-4011-Pay-2]] > [[Close->53-4011-Detailed]]

weekends, and holidays. Most work full time, and some work more than 40 hours per week. Federal regulations require a minimum number of rest hours for train operators. Locomotive engineers and conductors whose trains travel long routes can be away from home for long periods of time. Those who work on passenger trains with short routes generally have more predictable schedules. Workers on some freight trains have irregular schedules. For engineers and conductors, seniority (the number of years on the job) usually dictates who works the most desired shifts. Some engineers and conductors, > [[< Previous->53-4011-Pay-1]] > [[Next >->53-4011-Pay-3]] > [[Close->53-4011-Detailed]]

called extra-board, are hired for temporary work only when a railroad needs extra or substitute staff on a certain route. > [[< Previous->53-4011-Pay-2]] > [[Close->53-4011-Detailed]]

# Job Outlook Overall employment of railroad workers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 6,600 openings for railroad workers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment The expected increase in intermodal freight activity - the shipment of goods through multiple transportation modes > [[Next >->53-4011-JobOutlook-2]] > [[Close->53-4011-Detailed]]

- may support demand for railroad workers. However, railroads' efforts to operate more efficiently, such as by deploying automated systems, are likely to limit employment. > [[< Previous->53-4011-JobOutlook-1]] > [[Close->53-4011-Detailed]]

- Operate locomotive engines within or between stations Freight trains move billions of tons of goods around the country to ports, where the goods are shipped around the world. Passenger trains transport millions of travelers to destinations around the country. Railroad workers are essential to keeping freight and passenger trains running properly. Workers in railroad occupations frequently collaborate. Locomotive engineers travel with conductors and, sometimes, with brake operators. Locomotive engineers and conductors are in constant contact and keep each other informed of any changes in > [[< Previous->53-4013-WhatTheyDo-1]] > [[Next >->53-4013-WhatTheyDo-3]] > [[Close->53-4013-Detailed]]

the train's condition. Signal and switch operators communicate with both locomotive and rail yard engineers to make sure that trains arrive at the correct destination. Workers in all of these occupations are in contact with dispatchers, who direct them on where to go and what to do. The following are examples of types of railroad workers: Conductors travel on both freight and passenger trains and coordinate activities of the train crew. On passenger trains, they ensure travelers' safety and comfort. They also check passengers' tickets and make announcements to keep passengers informed. On > [[< Previous->53-4013-WhatTheyDo-2]] > [[Next >->53-4013-WhatTheyDo-4]] > [[Close->53-4013-Detailed]]

freight trains, they oversee the secure loading and unloading of cargo. Locomotive engineers drive freight or passenger trains between stations. They drive long-distance trains and commuter trains, but not subway trains. They monitor systems that measure the train's operation, such as speed and air pressure. Locomotive engineers use a variety of controls, such as throttles and airbrakes, to operate the train and ensure that the locomotive runs smoothly. They observe the track for obstructions to ensure safety. When driving freight trains, engineers must be aware of the goods their train is > [[< Previous->53-4013-WhatTheyDo-3]] > [[Next >->53-4013-WhatTheyDo-5]] > [[Close->53-4013-Detailed]]

carrying. Railroad brake, signal, and switch operators and locomotive firers maintain and monitor equipment to ensure that the trains run safely. Brake operators help couple and uncouple train cars. Some travel with the train as part of the crew. Signal operators install and maintain the signals along tracks and in rail yard. Signals are important in preventing accidents because they allow increased communication between trains and dispatchers. Switch operators monitor the track switches in rail yards. These switches allow trains to move between tracks and ensure trains are heading in the > [[< Previous->53-4013-WhatTheyDo-4]] > [[Next >->53-4013-WhatTheyDo-6]] > [[Close->53-4013-Detailed]]

right direction. Locomotive firers are sometimes part of a train crew and typically monitor tracks and train instruments. They look for equipment that is dragging, obstacles on the tracks, and other potential safety problems. Few trains still use firers, because their work has been automated or is now done by a locomotive engineer or conductor. Rail yard engineers operate train engines within the rail yard. They move locomotives between tracks to keep the trains organized and on schedule. Sometimes, rail yard engineers are called hostlers and drive locomotives to and from maintenance shops > [[< Previous->53-4013-WhatTheyDo-5]] > [[Next >->53-4013-WhatTheyDo-7]] > [[Close->53-4013-Detailed]]

or prepare them for the locomotive engineer. Some use remote locomotive technology to move freight cars within the rail yards. Yardmasters manage schedules and coordinate the activities of workers in the rail yard. They review shipping records of freight trains and ensure that trains are carrying the correct material before leaving the yard. Yardmasters also switch train traffic to a certain section of the line to allow other inbound and outbound trains to get around. They tell yard engineers where to move cars to fit the planned configuration or to load freight. Not all rail yards use > [[< Previous->53-4013-WhatTheyDo-6]] > [[Next >->53-4013-WhatTheyDo-8]] > [[Close->53-4013-Detailed]]

yardmasters. In rail yards that do not have yardmasters, a conductor typically performs yardmaster duties. > [[< Previous->53-4013-WhatTheyDo-7]] > [[Close->53-4013-Detailed]]

engineer. In addition, railroad companies provide continuing education so that engineers can maintain their skills. Most railroad companies have up to 12 months of on-the-job training for conductors and yardmasters. Amtrak (the passenger train company) and some of the larger freight railroad companies operate their own training programs. Small and regional railroads may send conductors to a central training facility or a community college. Yardmasters may be sent to training programs or may be trained by an experienced yardmaster. Rail yard engineers and signal and switch operators also > [[< Previous->53-4013-HowToBecomeOne-1]] > [[Next >->53-4013-HowToBecomeOne-3]] > [[Close->53-4013-Detailed]]

receive on-the-job training, typically through a company training program. This program may last a few weeks to a few months, depending on the company and the complexity of the job. The program may include both classroom instruction and hands-on training under the direction of an experienced employee. ### Work Experience in a Related Occupation Most locomotive engineers first work as conductors or yardmasters for several years. ### Licenses, Certifications, and Registrations Locomotive engineers and conductors must be certified by the Federal Railroad Administration (FRA). The > [[< Previous->53-4013-HowToBecomeOne-2]] > [[Next >->53-4013-HowToBecomeOne-4]] > [[Close->53-4013-Detailed]]

certifications, conducted by the railroad that employs them, involve a written knowledge test, a skills test, and a supervisor determination that the engineer or conductor understands all physical aspects of the particular route on which he or she will be operating. Engineers who change routes must be recertified for the new route. Even engineers and conductors who do not switch routes must be recertified every few years. At the end of the certification process, the engineer must pass a vision and hearing test. Conductors who operate on national, regional, or commuter railroads are also > [[< Previous->53-4013-HowToBecomeOne-3]] > [[Next >->53-4013-HowToBecomeOne-5]] > [[Close->53-4013-Detailed]]

required to become certified. To receive certification, new conductors must pass a test that has been designed and administered by the railroad and approved by the FRA. In addition, railroad workers must be at least 21 years of age and pass a background test. They must also pass random drug and alcohol screenings over the course of their employment. ### Advancement Rail yard engineers, switch operators, and signal operators may advance to become conductors or yardmasters. ### Important Qualities The following are examples of qualities that are important for these workers to perform their > [[< Previous->53-4013-HowToBecomeOne-4]] > [[Next >->53-4013-HowToBecomeOne-6]] > [[Close->53-4013-Detailed]]

duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Railroad workers must be able to communicate with other crewmembers, dispatchers, and passengers to ensure safety and keep the trains on schedule. Customer-service skills. Conductors on passenger trains ensure travelers' comfort, make announcements, and answer questions. They must be courteous and patient, especially when dealing with unruly or upset passengers. Hand-eye coordination. Locomotive engineers must operate controls based, in part, on their observations of the train's > [[< Previous->53-4013-HowToBecomeOne-5]] > [[Next >->53-4013-HowToBecomeOne-7]] > [[Close->53-4013-Detailed]]

surroundings. Hearing ability. To ensure safety on the train and in the rail yard, railroad workers must be able to hear warning signals and communicate with other employees. Leadership skills. On some trains, a conductor directs a crew. In rail yards, yardmasters oversee other workers. Mechanical skills. Railroad workers should be able to adjust equipment when it does not work properly. Some rail yard engineers spend most of their time fixing broken equipment or conducting mechanical inspections. Physical strength. Rail yard engineers may have to lift heavy equipment. Visual ability. To > [[< Previous->53-4013-HowToBecomeOne-6]] > [[Next >->53-4013-HowToBecomeOne-8]] > [[Close->53-4013-Detailed]]

drive a train, locomotive engineers need excellent eyesight, peripheral vision, and color vision. > [[< Previous->53-4013-HowToBecomeOne-7]] > [[Close->53-4013-Detailed]]

weekends, and holidays. Most work full time, and some work more than 40 hours per week. Federal regulations require a minimum number of rest hours for train operators. Locomotive engineers and conductors whose trains travel long routes can be away from home for long periods of time. Those who work on passenger trains with short routes generally have more predictable schedules. Workers on some freight trains have irregular schedules. For engineers and conductors, seniority (the number of years on the job) usually dictates who works the most desired shifts. Some engineers and conductors, > [[< Previous->53-4013-Pay-1]] > [[Next >->53-4013-Pay-3]] > [[Close->53-4013-Detailed]]

called extra-board, are hired for temporary work only when a railroad needs extra or substitute staff on a certain route. > [[< Previous->53-4013-Pay-2]] > [[Close->53-4013-Detailed]]

- Operate locomotive engines within or between stations Freight trains move billions of tons of goods around the country to ports, where the goods are shipped around the world. Passenger trains transport millions of travelers to destinations around the country. Railroad workers are essential to keeping freight and passenger trains running properly. Workers in railroad occupations frequently collaborate. Locomotive engineers travel with conductors and, sometimes, with brake operators. Locomotive engineers and conductors are in constant contact and keep each other informed of any changes in > [[< Previous->53-4022-WhatTheyDo-1]] > [[Next >->53-4022-WhatTheyDo-3]] > [[Close->53-4022-Detailed]]

the train's condition. Signal and switch operators communicate with both locomotive and rail yard engineers to make sure that trains arrive at the correct destination. Workers in all of these occupations are in contact with dispatchers, who direct them on where to go and what to do. The following are examples of types of railroad workers: Conductors travel on both freight and passenger trains and coordinate activities of the train crew. On passenger trains, they ensure travelers' safety and comfort. They also check passengers' tickets and make announcements to keep passengers informed. On > [[< Previous->53-4022-WhatTheyDo-2]] > [[Next >->53-4022-WhatTheyDo-4]] > [[Close->53-4022-Detailed]]

freight trains, they oversee the secure loading and unloading of cargo. Locomotive engineers drive freight or passenger trains between stations. They drive long-distance trains and commuter trains, but not subway trains. They monitor systems that measure the train's operation, such as speed and air pressure. Locomotive engineers use a variety of controls, such as throttles and airbrakes, to operate the train and ensure that the locomotive runs smoothly. They observe the track for obstructions to ensure safety. When driving freight trains, engineers must be aware of the goods their train is > [[< Previous->53-4022-WhatTheyDo-3]] > [[Next >->53-4022-WhatTheyDo-5]] > [[Close->53-4022-Detailed]]

carrying. Railroad brake, signal, and switch operators and locomotive firers maintain and monitor equipment to ensure that the trains run safely. Brake operators help couple and uncouple train cars. Some travel with the train as part of the crew. Signal operators install and maintain the signals along tracks and in rail yard. Signals are important in preventing accidents because they allow increased communication between trains and dispatchers. Switch operators monitor the track switches in rail yards. These switches allow trains to move between tracks and ensure trains are heading in the > [[< Previous->53-4022-WhatTheyDo-4]] > [[Next >->53-4022-WhatTheyDo-6]] > [[Close->53-4022-Detailed]]

right direction. Locomotive firers are sometimes part of a train crew and typically monitor tracks and train instruments. They look for equipment that is dragging, obstacles on the tracks, and other potential safety problems. Few trains still use firers, because their work has been automated or is now done by a locomotive engineer or conductor. Rail yard engineers operate train engines within the rail yard. They move locomotives between tracks to keep the trains organized and on schedule. Sometimes, rail yard engineers are called hostlers and drive locomotives to and from maintenance shops > [[< Previous->53-4022-WhatTheyDo-5]] > [[Next >->53-4022-WhatTheyDo-7]] > [[Close->53-4022-Detailed]]

or prepare them for the locomotive engineer. Some use remote locomotive technology to move freight cars within the rail yards. Yardmasters manage schedules and coordinate the activities of workers in the rail yard. They review shipping records of freight trains and ensure that trains are carrying the correct material before leaving the yard. Yardmasters also switch train traffic to a certain section of the line to allow other inbound and outbound trains to get around. They tell yard engineers where to move cars to fit the planned configuration or to load freight. Not all rail yards use > [[< Previous->53-4022-WhatTheyDo-6]] > [[Next >->53-4022-WhatTheyDo-8]] > [[Close->53-4022-Detailed]]

yardmasters. In rail yards that do not have yardmasters, a conductor typically performs yardmaster duties. > [[< Previous->53-4022-WhatTheyDo-7]] > [[Close->53-4022-Detailed]]

# How to Become a Railroad Worker Workers in railroad occupations typically need a high school diploma or equivalent and several months of on-the-job training. ### Education Rail companies typically require workers to have at least a high school diploma or equivalent. However, employers may prefer to hire workers who have postsecondary education, such as coursework, a certificate, or an associate's or bachelor's degree. ### Training Locomotive engineers typically receive 3 or more months of on-the-job training before they can operate a train on their own. Typically, this training involves riding with an experienced > [[Next >->53-4022-HowToBecomeOne-2]] > [[Close->53-4022-Detailed]]

engineer. In addition, railroad companies provide continuing education so that engineers can maintain their skills. Most railroad companies have up to 12 months of on-the-job training for conductors and yardmasters. Amtrak (the passenger train company) and some of the larger freight railroad companies operate their own training programs. Small and regional railroads may send conductors to a central training facility or a community college. Yardmasters may be sent to training programs or may be trained by an experienced yardmaster. Rail yard engineers and signal and switch operators also > [[< Previous->53-4022-HowToBecomeOne-1]] > [[Next >->53-4022-HowToBecomeOne-3]] > [[Close->53-4022-Detailed]]

receive on-the-job training, typically through a company training program. This program may last a few weeks to a few months, depending on the company and the complexity of the job. The program may include both classroom instruction and hands-on training under the direction of an experienced employee. ### Work Experience in a Related Occupation Most locomotive engineers first work as conductors or yardmasters for several years. ### Licenses, Certifications, and Registrations Locomotive engineers and conductors must be certified by the Federal Railroad Administration (FRA). The > [[< Previous->53-4022-HowToBecomeOne-2]] > [[Next >->53-4022-HowToBecomeOne-4]] > [[Close->53-4022-Detailed]]

certifications, conducted by the railroad that employs them, involve a written knowledge test, a skills test, and a supervisor determination that the engineer or conductor understands all physical aspects of the particular route on which he or she will be operating. Engineers who change routes must be recertified for the new route. Even engineers and conductors who do not switch routes must be recertified every few years. At the end of the certification process, the engineer must pass a vision and hearing test. Conductors who operate on national, regional, or commuter railroads are also > [[< Previous->53-4022-HowToBecomeOne-3]] > [[Next >->53-4022-HowToBecomeOne-5]] > [[Close->53-4022-Detailed]]

required to become certified. To receive certification, new conductors must pass a test that has been designed and administered by the railroad and approved by the FRA. In addition, railroad workers must be at least 21 years of age and pass a background test. They must also pass random drug and alcohol screenings over the course of their employment. ### Advancement Rail yard engineers, switch operators, and signal operators may advance to become conductors or yardmasters. ### Important Qualities The following are examples of qualities that are important for these workers to perform their > [[< Previous->53-4022-HowToBecomeOne-4]] > [[Next >->53-4022-HowToBecomeOne-6]] > [[Close->53-4022-Detailed]]

duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Railroad workers must be able to communicate with other crewmembers, dispatchers, and passengers to ensure safety and keep the trains on schedule. Customer-service skills. Conductors on passenger trains ensure travelers' comfort, make announcements, and answer questions. They must be courteous and patient, especially when dealing with unruly or upset passengers. Hand-eye coordination. Locomotive engineers must operate controls based, in part, on their observations of the train's > [[< Previous->53-4022-HowToBecomeOne-5]] > [[Next >->53-4022-HowToBecomeOne-7]] > [[Close->53-4022-Detailed]]

surroundings. Hearing ability. To ensure safety on the train and in the rail yard, railroad workers must be able to hear warning signals and communicate with other employees. Leadership skills. On some trains, a conductor directs a crew. In rail yards, yardmasters oversee other workers. Mechanical skills. Railroad workers should be able to adjust equipment when it does not work properly. Some rail yard engineers spend most of their time fixing broken equipment or conducting mechanical inspections. Physical strength. Rail yard engineers may have to lift heavy equipment. Visual ability. To > [[< Previous->53-4022-HowToBecomeOne-6]] > [[Next >->53-4022-HowToBecomeOne-8]] > [[Close->53-4022-Detailed]]

drive a train, locomotive engineers need excellent eyesight, peripheral vision, and color vision. > [[< Previous->53-4022-HowToBecomeOne-7]] > [[Close->53-4022-Detailed]]

weekends, and holidays. Most work full time, and some work more than 40 hours per week. Federal regulations require a minimum number of rest hours for train operators. Locomotive engineers and conductors whose trains travel long routes can be away from home for long periods of time. Those who work on passenger trains with short routes generally have more predictable schedules. Workers on some freight trains have irregular schedules. For engineers and conductors, seniority (the number of years on the job) usually dictates who works the most desired shifts. Some engineers and conductors, > [[< Previous->53-4022-Pay-1]] > [[Next >->53-4022-Pay-3]] > [[Close->53-4022-Detailed]]

called extra-board, are hired for temporary work only when a railroad needs extra or substitute staff on a certain route. > [[< Previous->53-4022-Pay-2]] > [[Close->53-4022-Detailed]]

- Operate locomotive engines within or between stations Freight trains move billions of tons of goods around the country to ports, where the goods are shipped around the world. Passenger trains transport millions of travelers to destinations around the country. Railroad workers are essential to keeping freight and passenger trains running properly. Workers in railroad occupations frequently collaborate. Locomotive engineers travel with conductors and, sometimes, with brake operators. Locomotive engineers and conductors are in constant contact and keep each other informed of any changes in > [[< Previous->53-4031-WhatTheyDo-1]] > [[Next >->53-4031-WhatTheyDo-3]] > [[Close->53-4031-Detailed]]

the train's condition. Signal and switch operators communicate with both locomotive and rail yard engineers to make sure that trains arrive at the correct destination. Workers in all of these occupations are in contact with dispatchers, who direct them on where to go and what to do. The following are examples of types of railroad workers: Conductors travel on both freight and passenger trains and coordinate activities of the train crew. On passenger trains, they ensure travelers' safety and comfort. They also check passengers' tickets and make announcements to keep passengers informed. On > [[< Previous->53-4031-WhatTheyDo-2]] > [[Next >->53-4031-WhatTheyDo-4]] > [[Close->53-4031-Detailed]]

freight trains, they oversee the secure loading and unloading of cargo. Locomotive engineers drive freight or passenger trains between stations. They drive long-distance trains and commuter trains, but not subway trains. They monitor systems that measure the train's operation, such as speed and air pressure. Locomotive engineers use a variety of controls, such as throttles and airbrakes, to operate the train and ensure that the locomotive runs smoothly. They observe the track for obstructions to ensure safety. When driving freight trains, engineers must be aware of the goods their train is > [[< Previous->53-4031-WhatTheyDo-3]] > [[Next >->53-4031-WhatTheyDo-5]] > [[Close->53-4031-Detailed]]

carrying. Railroad brake, signal, and switch operators and locomotive firers maintain and monitor equipment to ensure that the trains run safely. Brake operators help couple and uncouple train cars. Some travel with the train as part of the crew. Signal operators install and maintain the signals along tracks and in rail yard. Signals are important in preventing accidents because they allow increased communication between trains and dispatchers. Switch operators monitor the track switches in rail yards. These switches allow trains to move between tracks and ensure trains are heading in the > [[< Previous->53-4031-WhatTheyDo-4]] > [[Next >->53-4031-WhatTheyDo-6]] > [[Close->53-4031-Detailed]]

right direction. Locomotive firers are sometimes part of a train crew and typically monitor tracks and train instruments. They look for equipment that is dragging, obstacles on the tracks, and other potential safety problems. Few trains still use firers, because their work has been automated or is now done by a locomotive engineer or conductor. Rail yard engineers operate train engines within the rail yard. They move locomotives between tracks to keep the trains organized and on schedule. Sometimes, rail yard engineers are called hostlers and drive locomotives to and from maintenance shops > [[< Previous->53-4031-WhatTheyDo-5]] > [[Next >->53-4031-WhatTheyDo-7]] > [[Close->53-4031-Detailed]]

or prepare them for the locomotive engineer. Some use remote locomotive technology to move freight cars within the rail yards. Yardmasters manage schedules and coordinate the activities of workers in the rail yard. They review shipping records of freight trains and ensure that trains are carrying the correct material before leaving the yard. Yardmasters also switch train traffic to a certain section of the line to allow other inbound and outbound trains to get around. They tell yard engineers where to move cars to fit the planned configuration or to load freight. Not all rail yards use > [[< Previous->53-4031-WhatTheyDo-6]] > [[Next >->53-4031-WhatTheyDo-8]] > [[Close->53-4031-Detailed]]

yardmasters. In rail yards that do not have yardmasters, a conductor typically performs yardmaster duties. > [[< Previous->53-4031-WhatTheyDo-7]] > [[Close->53-4031-Detailed]]

# How to Become a Railroad Worker Workers in railroad occupations typically need a high school diploma or equivalent and several months of on-the-job training. ### Education Rail companies typically require workers to have at least a high school diploma or equivalent. However, employers may prefer to hire workers who have postsecondary education, such as coursework, a certificate, or an associate's or bachelor's degree. ### Training Locomotive engineers typically receive 3 or more months of on-the-job training before they can operate a train on their own. Typically, this training involves riding with an experienced > [[Next >->53-4031-HowToBecomeOne-2]] > [[Close->53-4031-Detailed]]

engineer. In addition, railroad companies provide continuing education so that engineers can maintain their skills. Most railroad companies have up to 12 months of on-the-job training for conductors and yardmasters. Amtrak (the passenger train company) and some of the larger freight railroad companies operate their own training programs. Small and regional railroads may send conductors to a central training facility or a community college. Yardmasters may be sent to training programs or may be trained by an experienced yardmaster. Rail yard engineers and signal and switch operators also > [[< Previous->53-4031-HowToBecomeOne-1]] > [[Next >->53-4031-HowToBecomeOne-3]] > [[Close->53-4031-Detailed]]

receive on-the-job training, typically through a company training program. This program may last a few weeks to a few months, depending on the company and the complexity of the job. The program may include both classroom instruction and hands-on training under the direction of an experienced employee. ### Work Experience in a Related Occupation Most locomotive engineers first work as conductors or yardmasters for several years. ### Licenses, Certifications, and Registrations Locomotive engineers and conductors must be certified by the Federal Railroad Administration (FRA). The > [[< Previous->53-4031-HowToBecomeOne-2]] > [[Next >->53-4031-HowToBecomeOne-4]] > [[Close->53-4031-Detailed]]

certifications, conducted by the railroad that employs them, involve a written knowledge test, a skills test, and a supervisor determination that the engineer or conductor understands all physical aspects of the particular route on which he or she will be operating. Engineers who change routes must be recertified for the new route. Even engineers and conductors who do not switch routes must be recertified every few years. At the end of the certification process, the engineer must pass a vision and hearing test. Conductors who operate on national, regional, or commuter railroads are also > [[< Previous->53-4031-HowToBecomeOne-3]] > [[Next >->53-4031-HowToBecomeOne-5]] > [[Close->53-4031-Detailed]]

required to become certified. To receive certification, new conductors must pass a test that has been designed and administered by the railroad and approved by the FRA. In addition, railroad workers must be at least 21 years of age and pass a background test. They must also pass random drug and alcohol screenings over the course of their employment. ### Advancement Rail yard engineers, switch operators, and signal operators may advance to become conductors or yardmasters. ### Important Qualities The following are examples of qualities that are important for these workers to perform their > [[< Previous->53-4031-HowToBecomeOne-4]] > [[Next >->53-4031-HowToBecomeOne-6]] > [[Close->53-4031-Detailed]]

duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Railroad workers must be able to communicate with other crewmembers, dispatchers, and passengers to ensure safety and keep the trains on schedule. Customer-service skills. Conductors on passenger trains ensure travelers' comfort, make announcements, and answer questions. They must be courteous and patient, especially when dealing with unruly or upset passengers. Hand-eye coordination. Locomotive engineers must operate controls based, in part, on their observations of the train's > [[< Previous->53-4031-HowToBecomeOne-5]] > [[Next >->53-4031-HowToBecomeOne-7]] > [[Close->53-4031-Detailed]]

surroundings. Hearing ability. To ensure safety on the train and in the rail yard, railroad workers must be able to hear warning signals and communicate with other employees. Leadership skills. On some trains, a conductor directs a crew. In rail yards, yardmasters oversee other workers. Mechanical skills. Railroad workers should be able to adjust equipment when it does not work properly. Some rail yard engineers spend most of their time fixing broken equipment or conducting mechanical inspections. Physical strength. Rail yard engineers may have to lift heavy equipment. Visual ability. To > [[< Previous->53-4031-HowToBecomeOne-6]] > [[Next >->53-4031-HowToBecomeOne-8]] > [[Close->53-4031-Detailed]]

drive a train, locomotive engineers need excellent eyesight, peripheral vision, and color vision. > [[< Previous->53-4031-HowToBecomeOne-7]] > [[Close->53-4031-Detailed]]

weekends, and holidays. Most work full time, and some work more than 40 hours per week. Federal regulations require a minimum number of rest hours for train operators. Locomotive engineers and conductors whose trains travel long routes can be away from home for long periods of time. Those who work on passenger trains with short routes generally have more predictable schedules. Workers on some freight trains have irregular schedules. For engineers and conductors, seniority (the number of years on the job) usually dictates who works the most desired shifts. Some engineers and conductors, > [[< Previous->53-4031-Pay-1]] > [[Next >->53-4031-Pay-3]] > [[Close->53-4031-Detailed]]

called extra-board, are hired for temporary work only when a railroad needs extra or substitute staff on a certain route. > [[< Previous->53-4031-Pay-2]] > [[Close->53-4031-Detailed]]

# What Water Transportation Workers Do Water transportation workers operate and maintain vessels that take cargo and people over water. The vessels travel to and from foreign ports across the ocean and to domestic ports along the coasts, across the Great Lakes, and along the country's many inland waterways. ### Duties Water transportation workers typically do the following: - Operate and maintain nonmilitary vessels at sea - Issue or follow orders based on their vessel's chain of command > [[Next >->53-5011-WhatTheyDo-2]] > [[Close->53-5011-Detailed]]

- Follow procedures to ensure the safety of all people and cargo on board These workers are employed on a variety of watercraft that facilitate commerce. For example, some work on bulk carriers or large deep-sea container ships that transport goods or heavy commodities domestically and internationally. Others work on tankers that carry oil or on supply ships that transport supplies to offshore wind farms or oil and gas platforms. Still others work on tugboats that help other boats maneuver into and out of ports or on salvage vessels that offer emergency services. Water transportation > [[< Previous->53-5011-WhatTheyDo-1]] > [[Next >->53-5011-WhatTheyDo-3]] > [[Close->53-5011-Detailed]]

workers also are employed on a range of passenger-carrying vessels, including cruise ships, tour boats, and ferries. The following are examples of types of water transportation workers: Captains have overall command of a vessel and are responsible for its crew, cargo, and passengers. Their responsibilities may include purchasing equipment and supplies, coordinating maintenance or repairs, overseeing the loading and unloading of cargo or passengers at port, and interacting with passengers. Captains also must keep detailed logs and records of their ship's movements and other > [[< Previous->53-5011-WhatTheyDo-2]] > [[Next >->53-5011-WhatTheyDo-4]] > [[Close->53-5011-Detailed]]

activities. Mates, or deck officers, monitor the ship's position, speed, and direction. They also alternate watches with the captain and other officers, supervise and coordinate activities of the deck crew, and direct the vessel's operation while the captain is off duty. Deck officers may inspect the cargo hold during loading to ensure that it is stowed according to specifications. Large ships have three deck officers, called first, second, and third mates. Usually, the first mate is in charge of the cargo or passengers, the second mate is in charge of navigation, and the third mate is in > [[< Previous->53-5011-WhatTheyDo-3]] > [[Next >->53-5011-WhatTheyDo-5]] > [[Close->53-5011-Detailed]]

charge of safety. On small vessels, there may be only one mate who handles all of these responsibilities. Pilots guide ships on confined waterways that require familiarity with local tides, currents, or hazards. Some, called harbor pilots, work for ports and help ships that come into the harbor during the day. Pilots are not part of a ship's crew but go on board to safely steer it into harbor. Once aboard, the pilot assumes control of the vessel from the captain and receives mooring instructions from shore dispatchers. Sailors, or deckhands, make up the deck crew that operates and maintains > [[< Previous->53-5011-WhatTheyDo-4]] > [[Next >->53-5011-WhatTheyDo-6]] > [[Close->53-5011-Detailed]]

the vessel and deck equipment. They stand watch, looking out for other vessels or obstructions in their ship's path and for navigational aids, such as buoys and lighthouses. They may be required to load and unload supplies or equipment and may interact with or assist passengers. They also complete routine upkeep of the vessel, such as painting the deck, chipping away rust, and cleaning its interior and exterior. Some large ships have a boatswain, who is the chief of the deck crew. Experienced deckhands are called able seamen and usually make up most of the crew. New deckhands are called > [[< Previous->53-5011-WhatTheyDo-5]] > [[Next >->53-5011-WhatTheyDo-7]] > [[Close->53-5011-Detailed]]

ordinary seamen and do the least complicated tasks. Ship engineers operate and maintain a vessel's propulsion system, which includes the engine, boilers, generators, pumps, and other machinery. They regulate the ship's speed, following the captain's orders; keep a detailed engineering log; and maintain an inventory of mechanical supplies and parts. Large vessels usually have a chief engineer and first, second, and third assistant engineers. The chief engineer directs the engine room and its crew, and assistant engineers oversee the engine and related machinery when the chief engineer is off > [[< Previous->53-5011-WhatTheyDo-6]] > [[Next >->53-5011-WhatTheyDo-8]] > [[Close->53-5011-Detailed]]

duty. Small ships might have only one engineer. Marine oilers work in the engine room, helping engineers with the propulsion system. They maintain and repair engine room machinery, operate pumps, and clean tanks. They also lubricate gears, shafts, and other parts of the engine or motor. New oilers are called wipers and typically do tasks such as cleaning engine spaces, equipment, and machinery. Motorboat operators run small, motor-driven boats that carry only a few passengers. They provide a variety of services, such as fishing charters, tours, and harbor patrols. Their tasks may include > [[< Previous->53-5011-WhatTheyDo-7]] > [[Next >->53-5011-WhatTheyDo-9]] > [[Close->53-5011-Detailed]]

picking up passengers and helping them board the boat, acting as a tour guide, and performing general boat maintenance. > [[< Previous->53-5011-WhatTheyDo-8]] > [[Close->53-5011-Detailed]]

# Work Environment ### Work Environment Most water transportation workers are full time, and many work more than 40 hours per week. Schedules vary and may require workers to spend long periods away from home. These workers may be exposed to all kinds of weather. > [[Close->53-5011-Detailed]]

# How to Become a Water Transportation Worker Education and training requirements for water transportation workers vary by occupation. There are no educational requirements for entry-level sailors and marine oilers, but other water transportation workers typically complete U.S. Coast Guard (USCG)-approved training programs. Most water transportation jobs require the Transportation Worker Identification Credential from the Transportation Security Administration (TSA) and a Merchant Mariner Credential, plus related endorsements, from the Coast Guard. ### Education Sailors and marine oilers typically do not need a formal educational > [[Next >->53-5011-HowToBecomeOne-2]] > [[Close->53-5011-Detailed]]

credential to enter the occupation. Other water transportation workers complete U.S. Coast Guard approved training programs. Employers may prefer to hire candidates who have earned a bachelor's degree from a maritime academy. For example, the U.S. Merchant Marine Academy offers a bachelor's degree program and a Merchant Mariner Credential (MMC) with an endorsement as a third mate or third assistant engineer. Academy graduates must serve several years as an officer in a reserve unit or on active duty in any branch of the Armed Forces. ### Training Water transportation workers may receive > [[< Previous->53-5011-HowToBecomeOne-1]] > [[Next >->53-5011-HowToBecomeOne-3]] > [[Close->53-5011-Detailed]]

on-the-job training of varying duration. For example, sailors and marine oilers typically need 1 month to 1 year of training after they are hired. The size and type of ship and waterway also affect training, with large vessels on open seas likely to require the most training. Some water transportation workers enter their occupation through an apprenticeship. The length of these programs varies but may last several years. Apprenticeship programs typically include technical instruction and paid on-the-job training aboard a vessel. Those who successfully complete an apprenticeship may be > [[< Previous->53-5011-HowToBecomeOne-2]] > [[Next >->53-5011-HowToBecomeOne-4]] > [[Close->53-5011-Detailed]]

eligible to take the exam for ship engineer or third mate. ### Licenses, Certifications, and Registrations The USCG and TSA have specific requirements for many water transportation workers. These requirements may include passing a security or drug screening, completing approved training, or passing written and physical examinations. Workers in some occupations, such as maritime pilots, also may need a license issued by their state. For example, mariners working on ships with U.S. flags usually need a TSA Transportation Worker Identification Credential (TWIC). Mariners who work on ships > [[< Previous->53-5011-HowToBecomeOne-3]] > [[Next >->53-5011-HowToBecomeOne-5]] > [[Close->53-5011-Detailed]]

traveling on the open ocean require USCG-verified training for the Standards of Training, Certification, and Watchkeeping (STCW) endorsement. Most mariners also must have a USCG-issued MMC. (More information on MMCs and related endorsements is available from the U.S. Coast Guard National Maritime Center.) In addition, water transportation workers may need a valid passport, other licenses or credentials, and first aid or other safety certification. Information on certifications is available from CareerOneStop. ### Work Experience in a Related Occupation With the exception of sailors and > [[< Previous->53-5011-HowToBecomeOne-4]] > [[Next >->53-5011-HowToBecomeOne-6]] > [[Close->53-5011-Detailed]]

marine oilers, water transportation workers typically need several years of maritime experience to enter these occupations. Workers require this experience, commonly known as "sea time," to advance from lower level positions into higher level ones. For example, a marine oiler must have at least 3 years of experience to become a third engineer, who then needs experience to become a second engineer, and so on. Graduates of a maritime academy gain some of the required experience as part of their educational program, as do those who complete an apprenticeship. ### Important Qualities The > [[< Previous->53-5011-HowToBecomeOne-5]] > [[Next >->53-5011-HowToBecomeOne-7]] > [[Close->53-5011-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Water transportation workers may interact with passengers and must ensure that the passengers have a pleasant experience. Hand-eye coordination. Officers and pilots who steer ships must be able to operate controls while staying aware of their surroundings. Hearing ability. Water transportation workers must pass a hearing test to get an MMC. Interpersonal skills. Water transportation workers > [[< Previous->53-5011-HowToBecomeOne-6]] > [[Next >->53-5011-HowToBecomeOne-8]] > [[Close->53-5011-Detailed]]

may spend months on a ship with other crewmembers. They must be able to work well as part of a team in a demanding environment. Manual dexterity. Water transportation workers often are required to work with their hands to manipulate vessel or machine controls, attach equipment, or operate handtools. Mechanical skills. Marine oilers and ship engineers must be able to keep machines and equipment working properly at sea. Physical strength. Water transportation workers may be required to lift or move heavy equipment and supplies. Visual ability. Water transportation workers must pass a vision > [[< Previous->53-5011-HowToBecomeOne-7]] > [[Next >->53-5011-HowToBecomeOne-9]] > [[Close->53-5011-Detailed]]

test to get an MMC. > [[< Previous->53-5011-HowToBecomeOne-8]] > [[Close->53-5011-Detailed]]

# Pay The median annual wage for water transportation workers was $66,490 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,960, and the highest 10 percent earned more than $139,270. Median annual wages for water transportation workers in May 2024 were as follows: In May 2024, the median annual wages for water transportation workers in the top industries in which they worked were as follows: Most water transportation workers are full time, and many work more than 40 > [[Next >->53-5011-Pay-2]] > [[Close->53-5011-Detailed]]

hours per week. Work schedules vary, depending on the job. Some crews, such as those on barges or deep-sea ships, may spend weeks or months away from home and work on board for long periods 7 days a week. Other workers, such as motorboat operators, may have day shifts from which they return home each night. Some water transportation work is seasonal. For example, crews who work on the Great Lakes often do not work in the winter, when the lakes freeze. Ferry and motorboat operators who service ships for vacation destinations may work only in the summer. > [[< Previous->53-5011-Pay-1]] > [[Close->53-5011-Detailed]]

# Job Outlook Overall employment of water transportation workers is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 9,500 openings for water transportation workers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Fluctuations in the demand for bulk commodities, such as iron ore and grain, is a key factor influencing employment of water transportation workers. When demand for > [[Next >->53-5011-JobOutlook-2]] > [[Close->53-5011-Detailed]]

these commodities is high, the need for these workers increases; when demand slows, so does the need for workers. > [[< Previous->53-5011-JobOutlook-1]] > [[Close->53-5011-Detailed]]

- Follow procedures to ensure the safety of all people and cargo on board These workers are employed on a variety of watercraft that facilitate commerce. For example, some work on bulk carriers or large deep-sea container ships that transport goods or heavy commodities domestically and internationally. Others work on tankers that carry oil or on supply ships that transport supplies to offshore wind farms or oil and gas platforms. Still others work on tugboats that help other boats maneuver into and out of ports or on salvage vessels that offer emergency services. Water transportation > [[< Previous->53-5021-WhatTheyDo-1]] > [[Next >->53-5021-WhatTheyDo-3]] > [[Close->53-5021-Detailed]]

workers also are employed on a range of passenger-carrying vessels, including cruise ships, tour boats, and ferries. The following are examples of types of water transportation workers: Captains have overall command of a vessel and are responsible for its crew, cargo, and passengers. Their responsibilities may include purchasing equipment and supplies, coordinating maintenance or repairs, overseeing the loading and unloading of cargo or passengers at port, and interacting with passengers. Captains also must keep detailed logs and records of their ship's movements and other > [[< Previous->53-5021-WhatTheyDo-2]] > [[Next >->53-5021-WhatTheyDo-4]] > [[Close->53-5021-Detailed]]

activities. Mates, or deck officers, monitor the ship's position, speed, and direction. They also alternate watches with the captain and other officers, supervise and coordinate activities of the deck crew, and direct the vessel's operation while the captain is off duty. Deck officers may inspect the cargo hold during loading to ensure that it is stowed according to specifications. Large ships have three deck officers, called first, second, and third mates. Usually, the first mate is in charge of the cargo or passengers, the second mate is in charge of navigation, and the third mate is in > [[< Previous->53-5021-WhatTheyDo-3]] > [[Next >->53-5021-WhatTheyDo-5]] > [[Close->53-5021-Detailed]]

charge of safety. On small vessels, there may be only one mate who handles all of these responsibilities. Pilots guide ships on confined waterways that require familiarity with local tides, currents, or hazards. Some, called harbor pilots, work for ports and help ships that come into the harbor during the day. Pilots are not part of a ship's crew but go on board to safely steer it into harbor. Once aboard, the pilot assumes control of the vessel from the captain and receives mooring instructions from shore dispatchers. Sailors, or deckhands, make up the deck crew that operates and maintains > [[< Previous->53-5021-WhatTheyDo-4]] > [[Next >->53-5021-WhatTheyDo-6]] > [[Close->53-5021-Detailed]]

the vessel and deck equipment. They stand watch, looking out for other vessels or obstructions in their ship's path and for navigational aids, such as buoys and lighthouses. They may be required to load and unload supplies or equipment and may interact with or assist passengers. They also complete routine upkeep of the vessel, such as painting the deck, chipping away rust, and cleaning its interior and exterior. Some large ships have a boatswain, who is the chief of the deck crew. Experienced deckhands are called able seamen and usually make up most of the crew. New deckhands are called > [[< Previous->53-5021-WhatTheyDo-5]] > [[Next >->53-5021-WhatTheyDo-7]] > [[Close->53-5021-Detailed]]

ordinary seamen and do the least complicated tasks. Ship engineers operate and maintain a vessel's propulsion system, which includes the engine, boilers, generators, pumps, and other machinery. They regulate the ship's speed, following the captain's orders; keep a detailed engineering log; and maintain an inventory of mechanical supplies and parts. Large vessels usually have a chief engineer and first, second, and third assistant engineers. The chief engineer directs the engine room and its crew, and assistant engineers oversee the engine and related machinery when the chief engineer is off > [[< Previous->53-5021-WhatTheyDo-6]] > [[Next >->53-5021-WhatTheyDo-8]] > [[Close->53-5021-Detailed]]

duty. Small ships might have only one engineer. Marine oilers work in the engine room, helping engineers with the propulsion system. They maintain and repair engine room machinery, operate pumps, and clean tanks. They also lubricate gears, shafts, and other parts of the engine or motor. New oilers are called wipers and typically do tasks such as cleaning engine spaces, equipment, and machinery. Motorboat operators run small, motor-driven boats that carry only a few passengers. They provide a variety of services, such as fishing charters, tours, and harbor patrols. Their tasks may include > [[< Previous->53-5021-WhatTheyDo-7]] > [[Next >->53-5021-WhatTheyDo-9]] > [[Close->53-5021-Detailed]]

picking up passengers and helping them board the boat, acting as a tour guide, and performing general boat maintenance. > [[< Previous->53-5021-WhatTheyDo-8]] > [[Close->53-5021-Detailed]]

# How to Become a Water Transportation Worker Education and training requirements for water transportation workers vary by occupation. There are no educational requirements for entry-level sailors and marine oilers, but other water transportation workers typically complete U.S. Coast Guard (USCG)-approved training programs. Most water transportation jobs require the Transportation Worker Identification Credential from the Transportation Security Administration (TSA) and a Merchant Mariner Credential, plus related endorsements, from the Coast Guard. ### Education Sailors and marine oilers typically do not need a formal educational > [[Next >->53-5021-HowToBecomeOne-2]] > [[Close->53-5021-Detailed]]

credential to enter the occupation. Other water transportation workers complete U.S. Coast Guard approved training programs. Employers may prefer to hire candidates who have earned a bachelor's degree from a maritime academy. For example, the U.S. Merchant Marine Academy offers a bachelor's degree program and a Merchant Mariner Credential (MMC) with an endorsement as a third mate or third assistant engineer. Academy graduates must serve several years as an officer in a reserve unit or on active duty in any branch of the Armed Forces. ### Training Water transportation workers may receive > [[< Previous->53-5021-HowToBecomeOne-1]] > [[Next >->53-5021-HowToBecomeOne-3]] > [[Close->53-5021-Detailed]]

on-the-job training of varying duration. For example, sailors and marine oilers typically need 1 month to 1 year of training after they are hired. The size and type of ship and waterway also affect training, with large vessels on open seas likely to require the most training. Some water transportation workers enter their occupation through an apprenticeship. The length of these programs varies but may last several years. Apprenticeship programs typically include technical instruction and paid on-the-job training aboard a vessel. Those who successfully complete an apprenticeship may be > [[< Previous->53-5021-HowToBecomeOne-2]] > [[Next >->53-5021-HowToBecomeOne-4]] > [[Close->53-5021-Detailed]]

eligible to take the exam for ship engineer or third mate. ### Licenses, Certifications, and Registrations The USCG and TSA have specific requirements for many water transportation workers. These requirements may include passing a security or drug screening, completing approved training, or passing written and physical examinations. Workers in some occupations, such as maritime pilots, also may need a license issued by their state. For example, mariners working on ships with U.S. flags usually need a TSA Transportation Worker Identification Credential (TWIC). Mariners who work on ships > [[< Previous->53-5021-HowToBecomeOne-3]] > [[Next >->53-5021-HowToBecomeOne-5]] > [[Close->53-5021-Detailed]]

traveling on the open ocean require USCG-verified training for the Standards of Training, Certification, and Watchkeeping (STCW) endorsement. Most mariners also must have a USCG-issued MMC. (More information on MMCs and related endorsements is available from the U.S. Coast Guard National Maritime Center.) In addition, water transportation workers may need a valid passport, other licenses or credentials, and first aid or other safety certification. Information on certifications is available from CareerOneStop. ### Work Experience in a Related Occupation With the exception of sailors and > [[< Previous->53-5021-HowToBecomeOne-4]] > [[Next >->53-5021-HowToBecomeOne-6]] > [[Close->53-5021-Detailed]]

marine oilers, water transportation workers typically need several years of maritime experience to enter these occupations. Workers require this experience, commonly known as "sea time," to advance from lower level positions into higher level ones. For example, a marine oiler must have at least 3 years of experience to become a third engineer, who then needs experience to become a second engineer, and so on. Graduates of a maritime academy gain some of the required experience as part of their educational program, as do those who complete an apprenticeship. ### Important Qualities The > [[< Previous->53-5021-HowToBecomeOne-5]] > [[Next >->53-5021-HowToBecomeOne-7]] > [[Close->53-5021-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Water transportation workers may interact with passengers and must ensure that the passengers have a pleasant experience. Hand-eye coordination. Officers and pilots who steer ships must be able to operate controls while staying aware of their surroundings. Hearing ability. Water transportation workers must pass a hearing test to get an MMC. Interpersonal skills. Water transportation workers > [[< Previous->53-5021-HowToBecomeOne-6]] > [[Next >->53-5021-HowToBecomeOne-8]] > [[Close->53-5021-Detailed]]

may spend months on a ship with other crewmembers. They must be able to work well as part of a team in a demanding environment. Manual dexterity. Water transportation workers often are required to work with their hands to manipulate vessel or machine controls, attach equipment, or operate handtools. Mechanical skills. Marine oilers and ship engineers must be able to keep machines and equipment working properly at sea. Physical strength. Water transportation workers may be required to lift or move heavy equipment and supplies. Visual ability. Water transportation workers must pass a vision > [[< Previous->53-5021-HowToBecomeOne-7]] > [[Next >->53-5021-HowToBecomeOne-9]] > [[Close->53-5021-Detailed]]

test to get an MMC. > [[< Previous->53-5021-HowToBecomeOne-8]] > [[Close->53-5021-Detailed]]

these commodities is high, the need for these workers increases; when demand slows, so does the need for workers. > [[< Previous->53-5021-JobOutlook-1]] > [[Close->53-5021-Detailed]]

- Follow procedures to ensure the safety of all people and cargo on board These workers are employed on a variety of watercraft that facilitate commerce. For example, some work on bulk carriers or large deep-sea container ships that transport goods or heavy commodities domestically and internationally. Others work on tankers that carry oil or on supply ships that transport supplies to offshore wind farms or oil and gas platforms. Still others work on tugboats that help other boats maneuver into and out of ports or on salvage vessels that offer emergency services. Water transportation > [[< Previous->53-5022-WhatTheyDo-1]] > [[Next >->53-5022-WhatTheyDo-3]] > [[Close->53-5022-Detailed]]

workers also are employed on a range of passenger-carrying vessels, including cruise ships, tour boats, and ferries. The following are examples of types of water transportation workers: Captains have overall command of a vessel and are responsible for its crew, cargo, and passengers. Their responsibilities may include purchasing equipment and supplies, coordinating maintenance or repairs, overseeing the loading and unloading of cargo or passengers at port, and interacting with passengers. Captains also must keep detailed logs and records of their ship's movements and other > [[< Previous->53-5022-WhatTheyDo-2]] > [[Next >->53-5022-WhatTheyDo-4]] > [[Close->53-5022-Detailed]]

activities. Mates, or deck officers, monitor the ship's position, speed, and direction. They also alternate watches with the captain and other officers, supervise and coordinate activities of the deck crew, and direct the vessel's operation while the captain is off duty. Deck officers may inspect the cargo hold during loading to ensure that it is stowed according to specifications. Large ships have three deck officers, called first, second, and third mates. Usually, the first mate is in charge of the cargo or passengers, the second mate is in charge of navigation, and the third mate is in > [[< Previous->53-5022-WhatTheyDo-3]] > [[Next >->53-5022-WhatTheyDo-5]] > [[Close->53-5022-Detailed]]

charge of safety. On small vessels, there may be only one mate who handles all of these responsibilities. Pilots guide ships on confined waterways that require familiarity with local tides, currents, or hazards. Some, called harbor pilots, work for ports and help ships that come into the harbor during the day. Pilots are not part of a ship's crew but go on board to safely steer it into harbor. Once aboard, the pilot assumes control of the vessel from the captain and receives mooring instructions from shore dispatchers. Sailors, or deckhands, make up the deck crew that operates and maintains > [[< Previous->53-5022-WhatTheyDo-4]] > [[Next >->53-5022-WhatTheyDo-6]] > [[Close->53-5022-Detailed]]

the vessel and deck equipment. They stand watch, looking out for other vessels or obstructions in their ship's path and for navigational aids, such as buoys and lighthouses. They may be required to load and unload supplies or equipment and may interact with or assist passengers. They also complete routine upkeep of the vessel, such as painting the deck, chipping away rust, and cleaning its interior and exterior. Some large ships have a boatswain, who is the chief of the deck crew. Experienced deckhands are called able seamen and usually make up most of the crew. New deckhands are called > [[< Previous->53-5022-WhatTheyDo-5]] > [[Next >->53-5022-WhatTheyDo-7]] > [[Close->53-5022-Detailed]]

ordinary seamen and do the least complicated tasks. Ship engineers operate and maintain a vessel's propulsion system, which includes the engine, boilers, generators, pumps, and other machinery. They regulate the ship's speed, following the captain's orders; keep a detailed engineering log; and maintain an inventory of mechanical supplies and parts. Large vessels usually have a chief engineer and first, second, and third assistant engineers. The chief engineer directs the engine room and its crew, and assistant engineers oversee the engine and related machinery when the chief engineer is off > [[< Previous->53-5022-WhatTheyDo-6]] > [[Next >->53-5022-WhatTheyDo-8]] > [[Close->53-5022-Detailed]]

duty. Small ships might have only one engineer. Marine oilers work in the engine room, helping engineers with the propulsion system. They maintain and repair engine room machinery, operate pumps, and clean tanks. They also lubricate gears, shafts, and other parts of the engine or motor. New oilers are called wipers and typically do tasks such as cleaning engine spaces, equipment, and machinery. Motorboat operators run small, motor-driven boats that carry only a few passengers. They provide a variety of services, such as fishing charters, tours, and harbor patrols. Their tasks may include > [[< Previous->53-5022-WhatTheyDo-7]] > [[Next >->53-5022-WhatTheyDo-9]] > [[Close->53-5022-Detailed]]

picking up passengers and helping them board the boat, acting as a tour guide, and performing general boat maintenance. > [[< Previous->53-5022-WhatTheyDo-8]] > [[Close->53-5022-Detailed]]

# How to Become a Water Transportation Worker Education and training requirements for water transportation workers vary by occupation. There are no educational requirements for entry-level sailors and marine oilers, but other water transportation workers typically complete U.S. Coast Guard (USCG)-approved training programs. Most water transportation jobs require the Transportation Worker Identification Credential from the Transportation Security Administration (TSA) and a Merchant Mariner Credential, plus related endorsements, from the Coast Guard. ### Education Sailors and marine oilers typically do not need a formal educational > [[Next >->53-5022-HowToBecomeOne-2]] > [[Close->53-5022-Detailed]]

credential to enter the occupation. Other water transportation workers complete U.S. Coast Guard approved training programs. Employers may prefer to hire candidates who have earned a bachelor's degree from a maritime academy. For example, the U.S. Merchant Marine Academy offers a bachelor's degree program and a Merchant Mariner Credential (MMC) with an endorsement as a third mate or third assistant engineer. Academy graduates must serve several years as an officer in a reserve unit or on active duty in any branch of the Armed Forces. ### Training Water transportation workers may receive > [[< Previous->53-5022-HowToBecomeOne-1]] > [[Next >->53-5022-HowToBecomeOne-3]] > [[Close->53-5022-Detailed]]

on-the-job training of varying duration. For example, sailors and marine oilers typically need 1 month to 1 year of training after they are hired. The size and type of ship and waterway also affect training, with large vessels on open seas likely to require the most training. Some water transportation workers enter their occupation through an apprenticeship. The length of these programs varies but may last several years. Apprenticeship programs typically include technical instruction and paid on-the-job training aboard a vessel. Those who successfully complete an apprenticeship may be > [[< Previous->53-5022-HowToBecomeOne-2]] > [[Next >->53-5022-HowToBecomeOne-4]] > [[Close->53-5022-Detailed]]

eligible to take the exam for ship engineer or third mate. ### Licenses, Certifications, and Registrations The USCG and TSA have specific requirements for many water transportation workers. These requirements may include passing a security or drug screening, completing approved training, or passing written and physical examinations. Workers in some occupations, such as maritime pilots, also may need a license issued by their state. For example, mariners working on ships with U.S. flags usually need a TSA Transportation Worker Identification Credential (TWIC). Mariners who work on ships > [[< Previous->53-5022-HowToBecomeOne-3]] > [[Next >->53-5022-HowToBecomeOne-5]] > [[Close->53-5022-Detailed]]

traveling on the open ocean require USCG-verified training for the Standards of Training, Certification, and Watchkeeping (STCW) endorsement. Most mariners also must have a USCG-issued MMC. (More information on MMCs and related endorsements is available from the U.S. Coast Guard National Maritime Center.) In addition, water transportation workers may need a valid passport, other licenses or credentials, and first aid or other safety certification. Information on certifications is available from CareerOneStop. ### Work Experience in a Related Occupation With the exception of sailors and > [[< Previous->53-5022-HowToBecomeOne-4]] > [[Next >->53-5022-HowToBecomeOne-6]] > [[Close->53-5022-Detailed]]

marine oilers, water transportation workers typically need several years of maritime experience to enter these occupations. Workers require this experience, commonly known as "sea time," to advance from lower level positions into higher level ones. For example, a marine oiler must have at least 3 years of experience to become a third engineer, who then needs experience to become a second engineer, and so on. Graduates of a maritime academy gain some of the required experience as part of their educational program, as do those who complete an apprenticeship. ### Important Qualities The > [[< Previous->53-5022-HowToBecomeOne-5]] > [[Next >->53-5022-HowToBecomeOne-7]] > [[Close->53-5022-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Water transportation workers may interact with passengers and must ensure that the passengers have a pleasant experience. Hand-eye coordination. Officers and pilots who steer ships must be able to operate controls while staying aware of their surroundings. Hearing ability. Water transportation workers must pass a hearing test to get an MMC. Interpersonal skills. Water transportation workers > [[< Previous->53-5022-HowToBecomeOne-6]] > [[Next >->53-5022-HowToBecomeOne-8]] > [[Close->53-5022-Detailed]]

may spend months on a ship with other crewmembers. They must be able to work well as part of a team in a demanding environment. Manual dexterity. Water transportation workers often are required to work with their hands to manipulate vessel or machine controls, attach equipment, or operate handtools. Mechanical skills. Marine oilers and ship engineers must be able to keep machines and equipment working properly at sea. Physical strength. Water transportation workers may be required to lift or move heavy equipment and supplies. Visual ability. Water transportation workers must pass a vision > [[< Previous->53-5022-HowToBecomeOne-7]] > [[Next >->53-5022-HowToBecomeOne-9]] > [[Close->53-5022-Detailed]]

test to get an MMC. > [[< Previous->53-5022-HowToBecomeOne-8]] > [[Close->53-5022-Detailed]]

these commodities is high, the need for these workers increases; when demand slows, so does the need for workers. > [[< Previous->53-5022-JobOutlook-1]] > [[Close->53-5022-Detailed]]

- Follow procedures to ensure the safety of all people and cargo on board These workers are employed on a variety of watercraft that facilitate commerce. For example, some work on bulk carriers or large deep-sea container ships that transport goods or heavy commodities domestically and internationally. Others work on tankers that carry oil or on supply ships that transport supplies to offshore wind farms or oil and gas platforms. Still others work on tugboats that help other boats maneuver into and out of ports or on salvage vessels that offer emergency services. Water transportation > [[< Previous->53-5031-WhatTheyDo-1]] > [[Next >->53-5031-WhatTheyDo-3]] > [[Close->53-5031-Detailed]]

workers also are employed on a range of passenger-carrying vessels, including cruise ships, tour boats, and ferries. The following are examples of types of water transportation workers: Captains have overall command of a vessel and are responsible for its crew, cargo, and passengers. Their responsibilities may include purchasing equipment and supplies, coordinating maintenance or repairs, overseeing the loading and unloading of cargo or passengers at port, and interacting with passengers. Captains also must keep detailed logs and records of their ship's movements and other > [[< Previous->53-5031-WhatTheyDo-2]] > [[Next >->53-5031-WhatTheyDo-4]] > [[Close->53-5031-Detailed]]

activities. Mates, or deck officers, monitor the ship's position, speed, and direction. They also alternate watches with the captain and other officers, supervise and coordinate activities of the deck crew, and direct the vessel's operation while the captain is off duty. Deck officers may inspect the cargo hold during loading to ensure that it is stowed according to specifications. Large ships have three deck officers, called first, second, and third mates. Usually, the first mate is in charge of the cargo or passengers, the second mate is in charge of navigation, and the third mate is in > [[< Previous->53-5031-WhatTheyDo-3]] > [[Next >->53-5031-WhatTheyDo-5]] > [[Close->53-5031-Detailed]]

charge of safety. On small vessels, there may be only one mate who handles all of these responsibilities. Pilots guide ships on confined waterways that require familiarity with local tides, currents, or hazards. Some, called harbor pilots, work for ports and help ships that come into the harbor during the day. Pilots are not part of a ship's crew but go on board to safely steer it into harbor. Once aboard, the pilot assumes control of the vessel from the captain and receives mooring instructions from shore dispatchers. Sailors, or deckhands, make up the deck crew that operates and maintains > [[< Previous->53-5031-WhatTheyDo-4]] > [[Next >->53-5031-WhatTheyDo-6]] > [[Close->53-5031-Detailed]]

the vessel and deck equipment. They stand watch, looking out for other vessels or obstructions in their ship's path and for navigational aids, such as buoys and lighthouses. They may be required to load and unload supplies or equipment and may interact with or assist passengers. They also complete routine upkeep of the vessel, such as painting the deck, chipping away rust, and cleaning its interior and exterior. Some large ships have a boatswain, who is the chief of the deck crew. Experienced deckhands are called able seamen and usually make up most of the crew. New deckhands are called > [[< Previous->53-5031-WhatTheyDo-5]] > [[Next >->53-5031-WhatTheyDo-7]] > [[Close->53-5031-Detailed]]

ordinary seamen and do the least complicated tasks. Ship engineers operate and maintain a vessel's propulsion system, which includes the engine, boilers, generators, pumps, and other machinery. They regulate the ship's speed, following the captain's orders; keep a detailed engineering log; and maintain an inventory of mechanical supplies and parts. Large vessels usually have a chief engineer and first, second, and third assistant engineers. The chief engineer directs the engine room and its crew, and assistant engineers oversee the engine and related machinery when the chief engineer is off > [[< Previous->53-5031-WhatTheyDo-6]] > [[Next >->53-5031-WhatTheyDo-8]] > [[Close->53-5031-Detailed]]

duty. Small ships might have only one engineer. Marine oilers work in the engine room, helping engineers with the propulsion system. They maintain and repair engine room machinery, operate pumps, and clean tanks. They also lubricate gears, shafts, and other parts of the engine or motor. New oilers are called wipers and typically do tasks such as cleaning engine spaces, equipment, and machinery. Motorboat operators run small, motor-driven boats that carry only a few passengers. They provide a variety of services, such as fishing charters, tours, and harbor patrols. Their tasks may include > [[< Previous->53-5031-WhatTheyDo-7]] > [[Next >->53-5031-WhatTheyDo-9]] > [[Close->53-5031-Detailed]]

picking up passengers and helping them board the boat, acting as a tour guide, and performing general boat maintenance. > [[< Previous->53-5031-WhatTheyDo-8]] > [[Close->53-5031-Detailed]]

# How to Become a Water Transportation Worker Education and training requirements for water transportation workers vary by occupation. There are no educational requirements for entry-level sailors and marine oilers, but other water transportation workers typically complete U.S. Coast Guard (USCG)-approved training programs. Most water transportation jobs require the Transportation Worker Identification Credential from the Transportation Security Administration (TSA) and a Merchant Mariner Credential, plus related endorsements, from the Coast Guard. ### Education Sailors and marine oilers typically do not need a formal educational > [[Next >->53-5031-HowToBecomeOne-2]] > [[Close->53-5031-Detailed]]

credential to enter the occupation. Other water transportation workers complete U.S. Coast Guard approved training programs. Employers may prefer to hire candidates who have earned a bachelor's degree from a maritime academy. For example, the U.S. Merchant Marine Academy offers a bachelor's degree program and a Merchant Mariner Credential (MMC) with an endorsement as a third mate or third assistant engineer. Academy graduates must serve several years as an officer in a reserve unit or on active duty in any branch of the Armed Forces. ### Training Water transportation workers may receive > [[< Previous->53-5031-HowToBecomeOne-1]] > [[Next >->53-5031-HowToBecomeOne-3]] > [[Close->53-5031-Detailed]]

on-the-job training of varying duration. For example, sailors and marine oilers typically need 1 month to 1 year of training after they are hired. The size and type of ship and waterway also affect training, with large vessels on open seas likely to require the most training. Some water transportation workers enter their occupation through an apprenticeship. The length of these programs varies but may last several years. Apprenticeship programs typically include technical instruction and paid on-the-job training aboard a vessel. Those who successfully complete an apprenticeship may be > [[< Previous->53-5031-HowToBecomeOne-2]] > [[Next >->53-5031-HowToBecomeOne-4]] > [[Close->53-5031-Detailed]]

eligible to take the exam for ship engineer or third mate. ### Licenses, Certifications, and Registrations The USCG and TSA have specific requirements for many water transportation workers. These requirements may include passing a security or drug screening, completing approved training, or passing written and physical examinations. Workers in some occupations, such as maritime pilots, also may need a license issued by their state. For example, mariners working on ships with U.S. flags usually need a TSA Transportation Worker Identification Credential (TWIC). Mariners who work on ships > [[< Previous->53-5031-HowToBecomeOne-3]] > [[Next >->53-5031-HowToBecomeOne-5]] > [[Close->53-5031-Detailed]]

traveling on the open ocean require USCG-verified training for the Standards of Training, Certification, and Watchkeeping (STCW) endorsement. Most mariners also must have a USCG-issued MMC. (More information on MMCs and related endorsements is available from the U.S. Coast Guard National Maritime Center.) In addition, water transportation workers may need a valid passport, other licenses or credentials, and first aid or other safety certification. Information on certifications is available from CareerOneStop. ### Work Experience in a Related Occupation With the exception of sailors and > [[< Previous->53-5031-HowToBecomeOne-4]] > [[Next >->53-5031-HowToBecomeOne-6]] > [[Close->53-5031-Detailed]]

marine oilers, water transportation workers typically need several years of maritime experience to enter these occupations. Workers require this experience, commonly known as "sea time," to advance from lower level positions into higher level ones. For example, a marine oiler must have at least 3 years of experience to become a third engineer, who then needs experience to become a second engineer, and so on. Graduates of a maritime academy gain some of the required experience as part of their educational program, as do those who complete an apprenticeship. ### Important Qualities The > [[< Previous->53-5031-HowToBecomeOne-5]] > [[Next >->53-5031-HowToBecomeOne-7]] > [[Close->53-5031-Detailed]]

following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Water transportation workers may interact with passengers and must ensure that the passengers have a pleasant experience. Hand-eye coordination. Officers and pilots who steer ships must be able to operate controls while staying aware of their surroundings. Hearing ability. Water transportation workers must pass a hearing test to get an MMC. Interpersonal skills. Water transportation workers > [[< Previous->53-5031-HowToBecomeOne-6]] > [[Next >->53-5031-HowToBecomeOne-8]] > [[Close->53-5031-Detailed]]

may spend months on a ship with other crewmembers. They must be able to work well as part of a team in a demanding environment. Manual dexterity. Water transportation workers often are required to work with their hands to manipulate vessel or machine controls, attach equipment, or operate handtools. Mechanical skills. Marine oilers and ship engineers must be able to keep machines and equipment working properly at sea. Physical strength. Water transportation workers may be required to lift or move heavy equipment and supplies. Visual ability. Water transportation workers must pass a vision > [[< Previous->53-5031-HowToBecomeOne-7]] > [[Next >->53-5031-HowToBecomeOne-9]] > [[Close->53-5031-Detailed]]

test to get an MMC. > [[< Previous->53-5031-HowToBecomeOne-8]] > [[Close->53-5031-Detailed]]

these commodities is high, the need for these workers increases; when demand slows, so does the need for workers. > [[< Previous->53-5031-JobOutlook-1]] > [[Close->53-5031-Detailed]]

# What Material Moving Machine Operators Do Material moving machine operators use equipment to transport objects. For example, some operators move goods around factories and storage areas or onto container ships. Others move construction materials around building sites. ### Duties Material moving machine operators typically do the following: - Set up and inspect material moving equipment - Control equipment with levers, wheels, or foot pedals - Move material according to a plan or schedule - Signal and direct workers to load and unload materials - Keep a record of the material they move and where they move it to > [[Next >->53-7011-WhatTheyDo-2]] > [[Close->53-7011-Detailed]]

- Make minor repairs to their equipment In warehouses and factories, most material moving machine operators use forklifts and conveyor belts. Wireless sensors and tags keep track of merchandise, allowing operators to locate it faster. Some operators also check goods for damage. These operators usually work closely with hand laborers and material movers. In construction, material moving machine operators transport objects around building sites. Some work on a building site for the entire length of the construction project. For example, certain material moving machine operators help to > [[< Previous->53-7011-WhatTheyDo-1]] > [[Next >->53-7011-WhatTheyDo-3]] > [[Close->53-7011-Detailed]]

construct highrise buildings by transporting materials to workers who are far above ground level. (For information about workers who operate heavy machinery for building, road, and other construction sites, see the profile on construction equipment operators.) All material moving machine operators are responsible for safely controlling their equipment or vehicle. The following are examples of types of material moving machine operators: Conveyor operators and tenders control conveyor systems that move materials on an automatic belt. They monitor sensors to regulate the speed with which the > [[< Previous->53-7011-WhatTheyDo-2]] > [[Next >->53-7011-WhatTheyDo-4]] > [[Close->53-7011-Detailed]]

system's conveyor belt moves. They move materials to and from places such as storage areas, vehicles, and building sites. Operators also may check the shipping order and determine the route that materials take along a conveyor. Crane and tower operators use cable and tower equipment to lift and move materials, machinery, or other heavy objects. From a control station, operators extend and retract horizontal booms, rotate the superstructure, and lower and raise hooks attached to cables at the end of their crane or tower. Operators usually are guided by workers on the ground who use hand > [[< Previous->53-7011-WhatTheyDo-3]] > [[Next >->53-7011-WhatTheyDo-5]] > [[Close->53-7011-Detailed]]

signals or transmit voice signals through a radio. Crane and tower operators usually work at construction sites or major ports, where they load and unload cargo. Operators also may work in iron and steel mills. Dredge operators excavate waterways. They operate equipment on the water to remove sand, gravel, or rock from harbors or lakes. Removing these materials helps to prevent erosion and to maintain navigable waterways, allowing larger ships to use ports. Dredging also is used to help restore wetlands and maintain beaches. Hoist and winch operators, also called derrick operators, control > [[< Previous->53-7011-WhatTheyDo-4]] > [[Next >->53-7011-WhatTheyDo-6]] > [[Close->53-7011-Detailed]]

the movement of platforms, cables, and cages that transport workers or materials in industrial operations, such as constructing a highrise building. Operators regulate the speed of the equipment on the based on the needs of the workers. Industrial truck and tractor operators drive trucks and tractors that move materials around storage yards, warehouses, or other worksites. These trucks, often called forklifts, have a lifting mechanism and forks, which make them useful for moving heavy and large objects. Some industrial truck and tractor operators drive tractors that pull trailers loaded with > [[< Previous->53-7011-WhatTheyDo-5]] > [[Next >->53-7011-WhatTheyDo-7]] > [[Close->53-7011-Detailed]]

material around factories or storage areas. > [[< Previous->53-7011-WhatTheyDo-6]] > [[Close->53-7011-Detailed]]

# Work Environment ### Work Environment Most material moving machine operators work full time, and some work more than 40 hours per week. Because materials are shipped around the clock, some operators work overnight shifts. > [[Close->53-7011-Detailed]]

# How to Become a Material Moving Machine Operator Education and training requirements vary by occupation. Crane operators typically have several years of experience in a related occupation. ### Education Although no formal educational credential is typically required, companies may prefer to hire material moving machine operators who have a high school diploma. For crane and tower operators and dredge operators, a high school diploma or equivalent is typically required. ### Training Material moving machine operators typically are trained on the job in less than a month, but the amount of time spent in training varies with the type of > [[Next >->53-7011-HowToBecomeOne-2]] > [[Close->53-7011-Detailed]]

machine. Some machines, such as cranes and towers, are complex and may require several months of training. Others, such as industrial trucks and forklifts, may take only a few days to learn how to operate. New workers usually are trained by an experienced employee. During their training, material moving machine operators learn safety rules, many of which are standardized through the Occupational Safety & Health Administration (OSHA). Employers must certify that each operator has received the proper training. Operators who work with hazardous materials receive additional training. ### > [[< Previous->53-7011-HowToBecomeOne-1]] > [[Next >->53-7011-HowToBecomeOne-3]] > [[Close->53-7011-Detailed]]

Licenses, Certifications, and Registrations Some states and cities require crane operators to be licensed. Operators typically must complete a skills test in which they show that they can control a crane. They also must pass a written exam that tests their knowledge of safety rules and procedures. Check with your state or city licensing agency for specific requirements. Information on state licensing board requirements is available from CareerOneStop. Employers may require or prefer that workers become certified. Information on certifications is available from CareerOneStop. ### Work > [[< Previous->53-7011-HowToBecomeOne-2]] > [[Next >->53-7011-HowToBecomeOne-4]] > [[Close->53-7011-Detailed]]

Experience in a Related Occupation Crane and tower operators typically have several years of experience working as construction equipment operators, hoist and winch operators, or riggers and signalers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Material moving machine operators signal and direct workers to load and unload material. They also receive direction from workers on the ground when moving > [[< Previous->53-7011-HowToBecomeOne-3]] > [[Next >->53-7011-HowToBecomeOne-5]] > [[Close->53-7011-Detailed]]

material. Coordination. Material moving machine operators must have steady hands and feet to guide and control heavy machinery precisely. They use hand controls to maneuver their machines through tight spaces, around large objects, and on uneven surfaces. Mechanical skills. Material moving machine operators make minor adjustments to their machines and perform basic maintenance on them. Visual ability. Material moving machine operators must be able to see clearly where they are driving or what they are moving. They must also watch for nearby workers, who may unknowingly be in their path. > [[< Previous->53-7011-HowToBecomeOne-4]] > [[Close->53-7011-Detailed]]

# Pay The median annual wage for material moving machine operators was $46,620 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,500, and the highest 10 percent earned more than $63,240. Median annual wages for material moving machine operators in May 2024 were as follows: In May 2024, the median annual wages for material moving machine operators in the top industries in which they worked were as follows: Most material moving machine operators work full time, and > [[Next >->53-7011-Pay-2]] > [[Close->53-7011-Detailed]]

some work more than 40 hours per week. Because materials are shipped around the clock, some work overnight shifts. > [[< Previous->53-7011-Pay-1]] > [[Close->53-7011-Detailed]]

# Job Outlook Overall employment of material moving machine operators is projected to show little or no change from 2024 to 2034. Despite limited employment growth, about 83,200 openings for material moving machine operators are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of material moving machine operators varies by occupation (see table). Material moving machine operators will be needed to move > [[Next >->53-7011-JobOutlook-2]] > [[Close->53-7011-Detailed]]

materials or products to and from various locations, such as warehouses, stockpiles, or processing stations. The continued growth in e-commerce will increase the amount of materials and products needing to be moved. However, employment demand for these workers may be limited by the expansion of automated machinery and technologies, such as sensors and scanners, that improve operations and increase efficiencies. > [[< Previous->53-7011-JobOutlook-1]] > [[Close->53-7011-Detailed]]

- Make minor repairs to their equipment In warehouses and factories, most material moving machine operators use forklifts and conveyor belts. Wireless sensors and tags keep track of merchandise, allowing operators to locate it faster. Some operators also check goods for damage. These operators usually work closely with hand laborers and material movers. In construction, material moving machine operators transport objects around building sites. Some work on a building site for the entire length of the construction project. For example, certain material moving machine operators help to > [[< Previous->53-7021-WhatTheyDo-1]] > [[Next >->53-7021-WhatTheyDo-3]] > [[Close->53-7021-Detailed]]

construct highrise buildings by transporting materials to workers who are far above ground level. (For information about workers who operate heavy machinery for building, road, and other construction sites, see the profile on construction equipment operators.) All material moving machine operators are responsible for safely controlling their equipment or vehicle. The following are examples of types of material moving machine operators: Conveyor operators and tenders control conveyor systems that move materials on an automatic belt. They monitor sensors to regulate the speed with which the > [[< Previous->53-7021-WhatTheyDo-2]] > [[Next >->53-7021-WhatTheyDo-4]] > [[Close->53-7021-Detailed]]

system's conveyor belt moves. They move materials to and from places such as storage areas, vehicles, and building sites. Operators also may check the shipping order and determine the route that materials take along a conveyor. Crane and tower operators use cable and tower equipment to lift and move materials, machinery, or other heavy objects. From a control station, operators extend and retract horizontal booms, rotate the superstructure, and lower and raise hooks attached to cables at the end of their crane or tower. Operators usually are guided by workers on the ground who use hand > [[< Previous->53-7021-WhatTheyDo-3]] > [[Next >->53-7021-WhatTheyDo-5]] > [[Close->53-7021-Detailed]]

signals or transmit voice signals through a radio. Crane and tower operators usually work at construction sites or major ports, where they load and unload cargo. Operators also may work in iron and steel mills. Dredge operators excavate waterways. They operate equipment on the water to remove sand, gravel, or rock from harbors or lakes. Removing these materials helps to prevent erosion and to maintain navigable waterways, allowing larger ships to use ports. Dredging also is used to help restore wetlands and maintain beaches. Hoist and winch operators, also called derrick operators, control > [[< Previous->53-7021-WhatTheyDo-4]] > [[Next >->53-7021-WhatTheyDo-6]] > [[Close->53-7021-Detailed]]

the movement of platforms, cables, and cages that transport workers or materials in industrial operations, such as constructing a highrise building. Operators regulate the speed of the equipment on the based on the needs of the workers. Industrial truck and tractor operators drive trucks and tractors that move materials around storage yards, warehouses, or other worksites. These trucks, often called forklifts, have a lifting mechanism and forks, which make them useful for moving heavy and large objects. Some industrial truck and tractor operators drive tractors that pull trailers loaded with > [[< Previous->53-7021-WhatTheyDo-5]] > [[Next >->53-7021-WhatTheyDo-7]] > [[Close->53-7021-Detailed]]

material around factories or storage areas. > [[< Previous->53-7021-WhatTheyDo-6]] > [[Close->53-7021-Detailed]]

# How to Become a Material Moving Machine Operator Education and training requirements vary by occupation. Crane operators typically have several years of experience in a related occupation. ### Education Although no formal educational credential is typically required, companies may prefer to hire material moving machine operators who have a high school diploma. For crane and tower operators and dredge operators, a high school diploma or equivalent is typically required. ### Training Material moving machine operators typically are trained on the job in less than a month, but the amount of time spent in training varies with the type of > [[Next >->53-7021-HowToBecomeOne-2]] > [[Close->53-7021-Detailed]]

machine. Some machines, such as cranes and towers, are complex and may require several months of training. Others, such as industrial trucks and forklifts, may take only a few days to learn how to operate. New workers usually are trained by an experienced employee. During their training, material moving machine operators learn safety rules, many of which are standardized through the Occupational Safety & Health Administration (OSHA). Employers must certify that each operator has received the proper training. Operators who work with hazardous materials receive additional training. ### > [[< Previous->53-7021-HowToBecomeOne-1]] > [[Next >->53-7021-HowToBecomeOne-3]] > [[Close->53-7021-Detailed]]

Licenses, Certifications, and Registrations Some states and cities require crane operators to be licensed. Operators typically must complete a skills test in which they show that they can control a crane. They also must pass a written exam that tests their knowledge of safety rules and procedures. Check with your state or city licensing agency for specific requirements. Information on state licensing board requirements is available from CareerOneStop. Employers may require or prefer that workers become certified. Information on certifications is available from CareerOneStop. ### Work > [[< Previous->53-7021-HowToBecomeOne-2]] > [[Next >->53-7021-HowToBecomeOne-4]] > [[Close->53-7021-Detailed]]

Experience in a Related Occupation Crane and tower operators typically have several years of experience working as construction equipment operators, hoist and winch operators, or riggers and signalers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Material moving machine operators signal and direct workers to load and unload material. They also receive direction from workers on the ground when moving > [[< Previous->53-7021-HowToBecomeOne-3]] > [[Next >->53-7021-HowToBecomeOne-5]] > [[Close->53-7021-Detailed]]

material. Coordination. Material moving machine operators must have steady hands and feet to guide and control heavy machinery precisely. They use hand controls to maneuver their machines through tight spaces, around large objects, and on uneven surfaces. Mechanical skills. Material moving machine operators make minor adjustments to their machines and perform basic maintenance on them. Visual ability. Material moving machine operators must be able to see clearly where they are driving or what they are moving. They must also watch for nearby workers, who may unknowingly be in their path. > [[< Previous->53-7021-HowToBecomeOne-4]] > [[Close->53-7021-Detailed]]

some work more than 40 hours per week. Because materials are shipped around the clock, some work overnight shifts. > [[< Previous->53-7021-Pay-1]] > [[Close->53-7021-Detailed]]

- Make minor repairs to their equipment In warehouses and factories, most material moving machine operators use forklifts and conveyor belts. Wireless sensors and tags keep track of merchandise, allowing operators to locate it faster. Some operators also check goods for damage. These operators usually work closely with hand laborers and material movers. In construction, material moving machine operators transport objects around building sites. Some work on a building site for the entire length of the construction project. For example, certain material moving machine operators help to > [[< Previous->53-7031-WhatTheyDo-1]] > [[Next >->53-7031-WhatTheyDo-3]] > [[Close->53-7031-Detailed]]

construct highrise buildings by transporting materials to workers who are far above ground level. (For information about workers who operate heavy machinery for building, road, and other construction sites, see the profile on construction equipment operators.) All material moving machine operators are responsible for safely controlling their equipment or vehicle. The following are examples of types of material moving machine operators: Conveyor operators and tenders control conveyor systems that move materials on an automatic belt. They monitor sensors to regulate the speed with which the > [[< Previous->53-7031-WhatTheyDo-2]] > [[Next >->53-7031-WhatTheyDo-4]] > [[Close->53-7031-Detailed]]

system's conveyor belt moves. They move materials to and from places such as storage areas, vehicles, and building sites. Operators also may check the shipping order and determine the route that materials take along a conveyor. Crane and tower operators use cable and tower equipment to lift and move materials, machinery, or other heavy objects. From a control station, operators extend and retract horizontal booms, rotate the superstructure, and lower and raise hooks attached to cables at the end of their crane or tower. Operators usually are guided by workers on the ground who use hand > [[< Previous->53-7031-WhatTheyDo-3]] > [[Next >->53-7031-WhatTheyDo-5]] > [[Close->53-7031-Detailed]]

signals or transmit voice signals through a radio. Crane and tower operators usually work at construction sites or major ports, where they load and unload cargo. Operators also may work in iron and steel mills. Dredge operators excavate waterways. They operate equipment on the water to remove sand, gravel, or rock from harbors or lakes. Removing these materials helps to prevent erosion and to maintain navigable waterways, allowing larger ships to use ports. Dredging also is used to help restore wetlands and maintain beaches. Hoist and winch operators, also called derrick operators, control > [[< Previous->53-7031-WhatTheyDo-4]] > [[Next >->53-7031-WhatTheyDo-6]] > [[Close->53-7031-Detailed]]

the movement of platforms, cables, and cages that transport workers or materials in industrial operations, such as constructing a highrise building. Operators regulate the speed of the equipment on the based on the needs of the workers. Industrial truck and tractor operators drive trucks and tractors that move materials around storage yards, warehouses, or other worksites. These trucks, often called forklifts, have a lifting mechanism and forks, which make them useful for moving heavy and large objects. Some industrial truck and tractor operators drive tractors that pull trailers loaded with > [[< Previous->53-7031-WhatTheyDo-5]] > [[Next >->53-7031-WhatTheyDo-7]] > [[Close->53-7031-Detailed]]

material around factories or storage areas. > [[< Previous->53-7031-WhatTheyDo-6]] > [[Close->53-7031-Detailed]]

# How to Become a Material Moving Machine Operator Education and training requirements vary by occupation. Crane operators typically have several years of experience in a related occupation. ### Education Although no formal educational credential is typically required, companies may prefer to hire material moving machine operators who have a high school diploma. For crane and tower operators and dredge operators, a high school diploma or equivalent is typically required. ### Training Material moving machine operators typically are trained on the job in less than a month, but the amount of time spent in training varies with the type of > [[Next >->53-7031-HowToBecomeOne-2]] > [[Close->53-7031-Detailed]]

machine. Some machines, such as cranes and towers, are complex and may require several months of training. Others, such as industrial trucks and forklifts, may take only a few days to learn how to operate. New workers usually are trained by an experienced employee. During their training, material moving machine operators learn safety rules, many of which are standardized through the Occupational Safety & Health Administration (OSHA). Employers must certify that each operator has received the proper training. Operators who work with hazardous materials receive additional training. ### > [[< Previous->53-7031-HowToBecomeOne-1]] > [[Next >->53-7031-HowToBecomeOne-3]] > [[Close->53-7031-Detailed]]

Licenses, Certifications, and Registrations Some states and cities require crane operators to be licensed. Operators typically must complete a skills test in which they show that they can control a crane. They also must pass a written exam that tests their knowledge of safety rules and procedures. Check with your state or city licensing agency for specific requirements. Information on state licensing board requirements is available from CareerOneStop. Employers may require or prefer that workers become certified. Information on certifications is available from CareerOneStop. ### Work > [[< Previous->53-7031-HowToBecomeOne-2]] > [[Next >->53-7031-HowToBecomeOne-4]] > [[Close->53-7031-Detailed]]

Experience in a Related Occupation Crane and tower operators typically have several years of experience working as construction equipment operators, hoist and winch operators, or riggers and signalers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Material moving machine operators signal and direct workers to load and unload material. They also receive direction from workers on the ground when moving > [[< Previous->53-7031-HowToBecomeOne-3]] > [[Next >->53-7031-HowToBecomeOne-5]] > [[Close->53-7031-Detailed]]

material. Coordination. Material moving machine operators must have steady hands and feet to guide and control heavy machinery precisely. They use hand controls to maneuver their machines through tight spaces, around large objects, and on uneven surfaces. Mechanical skills. Material moving machine operators make minor adjustments to their machines and perform basic maintenance on them. Visual ability. Material moving machine operators must be able to see clearly where they are driving or what they are moving. They must also watch for nearby workers, who may unknowingly be in their path. > [[< Previous->53-7031-HowToBecomeOne-4]] > [[Close->53-7031-Detailed]]

some work more than 40 hours per week. Because materials are shipped around the clock, some work overnight shifts. > [[< Previous->53-7031-Pay-1]] > [[Close->53-7031-Detailed]]

- Make minor repairs to their equipment In warehouses and factories, most material moving machine operators use forklifts and conveyor belts. Wireless sensors and tags keep track of merchandise, allowing operators to locate it faster. Some operators also check goods for damage. These operators usually work closely with hand laborers and material movers. In construction, material moving machine operators transport objects around building sites. Some work on a building site for the entire length of the construction project. For example, certain material moving machine operators help to > [[< Previous->53-7041-WhatTheyDo-1]] > [[Next >->53-7041-WhatTheyDo-3]] > [[Close->53-7041-Detailed]]

construct highrise buildings by transporting materials to workers who are far above ground level. (For information about workers who operate heavy machinery for building, road, and other construction sites, see the profile on construction equipment operators.) All material moving machine operators are responsible for safely controlling their equipment or vehicle. The following are examples of types of material moving machine operators: Conveyor operators and tenders control conveyor systems that move materials on an automatic belt. They monitor sensors to regulate the speed with which the > [[< Previous->53-7041-WhatTheyDo-2]] > [[Next >->53-7041-WhatTheyDo-4]] > [[Close->53-7041-Detailed]]

system's conveyor belt moves. They move materials to and from places such as storage areas, vehicles, and building sites. Operators also may check the shipping order and determine the route that materials take along a conveyor. Crane and tower operators use cable and tower equipment to lift and move materials, machinery, or other heavy objects. From a control station, operators extend and retract horizontal booms, rotate the superstructure, and lower and raise hooks attached to cables at the end of their crane or tower. Operators usually are guided by workers on the ground who use hand > [[< Previous->53-7041-WhatTheyDo-3]] > [[Next >->53-7041-WhatTheyDo-5]] > [[Close->53-7041-Detailed]]

signals or transmit voice signals through a radio. Crane and tower operators usually work at construction sites or major ports, where they load and unload cargo. Operators also may work in iron and steel mills. Dredge operators excavate waterways. They operate equipment on the water to remove sand, gravel, or rock from harbors or lakes. Removing these materials helps to prevent erosion and to maintain navigable waterways, allowing larger ships to use ports. Dredging also is used to help restore wetlands and maintain beaches. Hoist and winch operators, also called derrick operators, control > [[< Previous->53-7041-WhatTheyDo-4]] > [[Next >->53-7041-WhatTheyDo-6]] > [[Close->53-7041-Detailed]]

the movement of platforms, cables, and cages that transport workers or materials in industrial operations, such as constructing a highrise building. Operators regulate the speed of the equipment on the based on the needs of the workers. Industrial truck and tractor operators drive trucks and tractors that move materials around storage yards, warehouses, or other worksites. These trucks, often called forklifts, have a lifting mechanism and forks, which make them useful for moving heavy and large objects. Some industrial truck and tractor operators drive tractors that pull trailers loaded with > [[< Previous->53-7041-WhatTheyDo-5]] > [[Next >->53-7041-WhatTheyDo-7]] > [[Close->53-7041-Detailed]]

material around factories or storage areas. > [[< Previous->53-7041-WhatTheyDo-6]] > [[Close->53-7041-Detailed]]

# How to Become a Material Moving Machine Operator Education and training requirements vary by occupation. Crane operators typically have several years of experience in a related occupation. ### Education Although no formal educational credential is typically required, companies may prefer to hire material moving machine operators who have a high school diploma. For crane and tower operators and dredge operators, a high school diploma or equivalent is typically required. ### Training Material moving machine operators typically are trained on the job in less than a month, but the amount of time spent in training varies with the type of > [[Next >->53-7041-HowToBecomeOne-2]] > [[Close->53-7041-Detailed]]

machine. Some machines, such as cranes and towers, are complex and may require several months of training. Others, such as industrial trucks and forklifts, may take only a few days to learn how to operate. New workers usually are trained by an experienced employee. During their training, material moving machine operators learn safety rules, many of which are standardized through the Occupational Safety & Health Administration (OSHA). Employers must certify that each operator has received the proper training. Operators who work with hazardous materials receive additional training. ### > [[< Previous->53-7041-HowToBecomeOne-1]] > [[Next >->53-7041-HowToBecomeOne-3]] > [[Close->53-7041-Detailed]]

Licenses, Certifications, and Registrations Some states and cities require crane operators to be licensed. Operators typically must complete a skills test in which they show that they can control a crane. They also must pass a written exam that tests their knowledge of safety rules and procedures. Check with your state or city licensing agency for specific requirements. Information on state licensing board requirements is available from CareerOneStop. Employers may require or prefer that workers become certified. Information on certifications is available from CareerOneStop. ### Work > [[< Previous->53-7041-HowToBecomeOne-2]] > [[Next >->53-7041-HowToBecomeOne-4]] > [[Close->53-7041-Detailed]]

Experience in a Related Occupation Crane and tower operators typically have several years of experience working as construction equipment operators, hoist and winch operators, or riggers and signalers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Material moving machine operators signal and direct workers to load and unload material. They also receive direction from workers on the ground when moving > [[< Previous->53-7041-HowToBecomeOne-3]] > [[Next >->53-7041-HowToBecomeOne-5]] > [[Close->53-7041-Detailed]]

material. Coordination. Material moving machine operators must have steady hands and feet to guide and control heavy machinery precisely. They use hand controls to maneuver their machines through tight spaces, around large objects, and on uneven surfaces. Mechanical skills. Material moving machine operators make minor adjustments to their machines and perform basic maintenance on them. Visual ability. Material moving machine operators must be able to see clearly where they are driving or what they are moving. They must also watch for nearby workers, who may unknowingly be in their path. > [[< Previous->53-7041-HowToBecomeOne-4]] > [[Close->53-7041-Detailed]]

some work more than 40 hours per week. Because materials are shipped around the clock, some work overnight shifts. > [[< Previous->53-7041-Pay-1]] > [[Close->53-7041-Detailed]]

- Make minor repairs to their equipment In warehouses and factories, most material moving machine operators use forklifts and conveyor belts. Wireless sensors and tags keep track of merchandise, allowing operators to locate it faster. Some operators also check goods for damage. These operators usually work closely with hand laborers and material movers. In construction, material moving machine operators transport objects around building sites. Some work on a building site for the entire length of the construction project. For example, certain material moving machine operators help to > [[< Previous->53-7051-WhatTheyDo-1]] > [[Next >->53-7051-WhatTheyDo-3]] > [[Close->53-7051-Detailed]]

construct highrise buildings by transporting materials to workers who are far above ground level. (For information about workers who operate heavy machinery for building, road, and other construction sites, see the profile on construction equipment operators.) All material moving machine operators are responsible for safely controlling their equipment or vehicle. The following are examples of types of material moving machine operators: Conveyor operators and tenders control conveyor systems that move materials on an automatic belt. They monitor sensors to regulate the speed with which the > [[< Previous->53-7051-WhatTheyDo-2]] > [[Next >->53-7051-WhatTheyDo-4]] > [[Close->53-7051-Detailed]]

system's conveyor belt moves. They move materials to and from places such as storage areas, vehicles, and building sites. Operators also may check the shipping order and determine the route that materials take along a conveyor. Crane and tower operators use cable and tower equipment to lift and move materials, machinery, or other heavy objects. From a control station, operators extend and retract horizontal booms, rotate the superstructure, and lower and raise hooks attached to cables at the end of their crane or tower. Operators usually are guided by workers on the ground who use hand > [[< Previous->53-7051-WhatTheyDo-3]] > [[Next >->53-7051-WhatTheyDo-5]] > [[Close->53-7051-Detailed]]

signals or transmit voice signals through a radio. Crane and tower operators usually work at construction sites or major ports, where they load and unload cargo. Operators also may work in iron and steel mills. Dredge operators excavate waterways. They operate equipment on the water to remove sand, gravel, or rock from harbors or lakes. Removing these materials helps to prevent erosion and to maintain navigable waterways, allowing larger ships to use ports. Dredging also is used to help restore wetlands and maintain beaches. Hoist and winch operators, also called derrick operators, control > [[< Previous->53-7051-WhatTheyDo-4]] > [[Next >->53-7051-WhatTheyDo-6]] > [[Close->53-7051-Detailed]]

the movement of platforms, cables, and cages that transport workers or materials in industrial operations, such as constructing a highrise building. Operators regulate the speed of the equipment on the based on the needs of the workers. Industrial truck and tractor operators drive trucks and tractors that move materials around storage yards, warehouses, or other worksites. These trucks, often called forklifts, have a lifting mechanism and forks, which make them useful for moving heavy and large objects. Some industrial truck and tractor operators drive tractors that pull trailers loaded with > [[< Previous->53-7051-WhatTheyDo-5]] > [[Next >->53-7051-WhatTheyDo-7]] > [[Close->53-7051-Detailed]]

material around factories or storage areas. > [[< Previous->53-7051-WhatTheyDo-6]] > [[Close->53-7051-Detailed]]

# How to Become a Material Moving Machine Operator Education and training requirements vary by occupation. Crane operators typically have several years of experience in a related occupation. ### Education Although no formal educational credential is typically required, companies may prefer to hire material moving machine operators who have a high school diploma. For crane and tower operators and dredge operators, a high school diploma or equivalent is typically required. ### Training Material moving machine operators typically are trained on the job in less than a month, but the amount of time spent in training varies with the type of > [[Next >->53-7051-HowToBecomeOne-2]] > [[Close->53-7051-Detailed]]

machine. Some machines, such as cranes and towers, are complex and may require several months of training. Others, such as industrial trucks and forklifts, may take only a few days to learn how to operate. New workers usually are trained by an experienced employee. During their training, material moving machine operators learn safety rules, many of which are standardized through the Occupational Safety & Health Administration (OSHA). Employers must certify that each operator has received the proper training. Operators who work with hazardous materials receive additional training. ### > [[< Previous->53-7051-HowToBecomeOne-1]] > [[Next >->53-7051-HowToBecomeOne-3]] > [[Close->53-7051-Detailed]]

Licenses, Certifications, and Registrations Some states and cities require crane operators to be licensed. Operators typically must complete a skills test in which they show that they can control a crane. They also must pass a written exam that tests their knowledge of safety rules and procedures. Check with your state or city licensing agency for specific requirements. Information on state licensing board requirements is available from CareerOneStop. Employers may require or prefer that workers become certified. Information on certifications is available from CareerOneStop. ### Work > [[< Previous->53-7051-HowToBecomeOne-2]] > [[Next >->53-7051-HowToBecomeOne-4]] > [[Close->53-7051-Detailed]]

Experience in a Related Occupation Crane and tower operators typically have several years of experience working as construction equipment operators, hoist and winch operators, or riggers and signalers. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Communication skills. Material moving machine operators signal and direct workers to load and unload material. They also receive direction from workers on the ground when moving > [[< Previous->53-7051-HowToBecomeOne-3]] > [[Next >->53-7051-HowToBecomeOne-5]] > [[Close->53-7051-Detailed]]

material. Coordination. Material moving machine operators must have steady hands and feet to guide and control heavy machinery precisely. They use hand controls to maneuver their machines through tight spaces, around large objects, and on uneven surfaces. Mechanical skills. Material moving machine operators make minor adjustments to their machines and perform basic maintenance on them. Visual ability. Material moving machine operators must be able to see clearly where they are driving or what they are moving. They must also watch for nearby workers, who may unknowingly be in their path. > [[< Previous->53-7051-HowToBecomeOne-4]] > [[Close->53-7051-Detailed]]

some work more than 40 hours per week. Because materials are shipped around the clock, some work overnight shifts. > [[< Previous->53-7051-Pay-1]] > [[Close->53-7051-Detailed]]

# What Hand Laborers and Material Movers Do Hand laborers and material movers manually move freight, stock, or other materials. Some of these workers feed or remove material to or from machines, clean vehicles, pick up unwanted household goods, and pack materials for moving. ### Duties Hand laborers and material movers typically do the following: - Manually move material from one place to another - Pack or wrap products by hand - Keep a record of the material they move - Signal machine operators to help move material > [[Next >->53-7061-WhatTheyDo-2]] > [[Close->53-7061-Detailed]]

- Clean cars, equipment, and workplaces In warehouses and in wholesale and retail operations, hand laborers and material movers work closely with material moving machine operators and material recording clerks. Some workers are employed in manufacturing industries, loading material onto conveyor belts or other machines. The following are examples of types of hand laborers and material movers: Cleaners of vehicles and equipment wash automobiles and other vehicles, as well as storage tanks, pipelines, and related machinery. They use cleaning products, vacuums, hoses, and brushes. Most of > [[< Previous->53-7061-WhatTheyDo-1]] > [[Next >->53-7061-WhatTheyDo-3]] > [[Close->53-7061-Detailed]]

these workers clean cars at a carwash, an automobile dealership, or a rental agency. Some clean industrial equipment at manufacturing firms. Some - for example, those who work at a carwash, also known as carwash attendants > [[< Previous->53-7061-WhatTheyDo-2]] > [[Next >->53-7061-WhatTheyDo-4]] > [[Close->53-7061-Detailed]]

- interact with customers. Hand laborers and freight, stock, and material movers move materials to and from storage and production areas, loading docks, delivery trucks, ships, and containers. Although their specific duties may vary, most of these movers, often called pickers, work in warehouses. Some workers retrieve products from storage and move them to loading areas. Other workers load and unload cargo from a truck. When moving a package, pickers keep track of the package number, sometimes with a hand-held scanner, to ensure proper delivery. Sometimes they open containers and sort the > [[< Previous->53-7061-WhatTheyDo-3]] > [[Next >->53-7061-WhatTheyDo-5]] > [[Close->53-7061-Detailed]]

material. Hand packers and packagers package a variety of materials by hand. They may label cartons, inspect items for defects, and keep records of items packed. Some of these workers pack materials for shipment and move them to a loading dock. Hand packers in grocery stores, also known as grocery baggers, bag groceries for customers at checkout. Machine feeders and offbearers process materials by feeding them into equipment or by removing them from equipment. The equipment is generally operated by other workers, such as material moving machine operators. Machine feeders and offbearers help > [[< Previous->53-7061-WhatTheyDo-4]] > [[Next >->53-7061-WhatTheyDo-6]] > [[Close->53-7061-Detailed]]

the operator if the machine becomes jammed or needs minor repairs. Machine feeders also track the amount of material they process during a shift. Refuse and recyclable material collectors gather garbage and recyclables from homes and businesses to transport to a dump, landfill, or recycling center. Many collectors lift garbage cans by hand and empty them into their truck. Some collectors drive the garbage or recycling truck along a scheduled route and may use a hydraulic lift to empty the contents of a dumpster into the truck. Stockers and order fillers receive, unpack, and track > [[< Previous->53-7061-WhatTheyDo-5]] > [[Next >->53-7061-WhatTheyDo-7]] > [[Close->53-7061-Detailed]]

merchandise. Stock clerks move products from a warehouse to store shelves. They keep a record of items that enter or leave the stockroom and inspect for damaged goods. These clerks also use handheld radio frequency identification (RFID) scanners to keep track of merchandise. Order fillers retrieve customer orders and prepare them to be shipped. > [[< Previous->53-7061-WhatTheyDo-6]] > [[Close->53-7061-Detailed]]

# Work Environment ### Work Environment Most hand laborers and material movers work full time. Because materials are shipped around the clock, some workers, especially those in warehousing, work overnight shifts. > [[Close->53-7061-Detailed]]

# How to Become a Hand Laborer or Material Mover There are usually no formal educational requirements to become a hand laborer or material mover. Employers typically require only that applicants be physically able to perform the work. ### Education There are no formal educational requirements to become a hand laborer or material mover. ### Training Most positions for hand laborers and material movers require less than 1 month of on-the-job training. Some workers need only a few days of training, and most training is done by a supervisor or a more experienced worker who decides when trainees are ready to work on their own. Workers learn > [[Next >->53-7061-HowToBecomeOne-2]] > [[Close->53-7061-Detailed]]

safety rules as part of their training. Many of these rules are standardized through the Occupational Safety and Health Administration (OSHA). ### Licenses, Certifications, and Registrations Refuse and recyclable material collectors who drive trucks that exceed a certain capacity - such as vehicles with the combined weight of the vehicle, passengers, and cargo exceeding 26,000 pounds > [[< Previous->53-7061-HowToBecomeOne-1]] > [[Next >->53-7061-HowToBecomeOne-3]] > [[Close->53-7061-Detailed]]

- must have a commercial driver's license (CDL). Obtaining a CDL requires passing written, skill, and vision tests. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Hand laborers and material movers who work with the public, such as grocery baggers or carwash attendants, must be pleasant and courteous to customers. Hand–eye coordination. Most hand laborers and material movers use their arms and hands to > [[< Previous->53-7061-HowToBecomeOne-2]] > [[Next >->53-7061-HowToBecomeOne-4]] > [[Close->53-7061-Detailed]]

manipulate objects or move objects into specific positions. Listening skills. Hand laborers and material movers follow instructions that a supervisor gives them. Physical stamina. Hand laborers and material movers need the endurance to perform strenuous tasks, such as moving or cleaning objects, throughout the day. Physical strength. Some hand laborers and material movers must be able to lift and carry heavy objects. > [[< Previous->53-7061-HowToBecomeOne-3]] > [[Close->53-7061-Detailed]]

# Pay The median annual wage for hand laborers and material movers was $37,680 in May 2024. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $29,780, and the highest 10 percent earned more than $50,970. Median annual wages for hand laborers and material movers in May 2024 were as follows: In May 2024, the median annual wages for hand laborers and material movers in the top industries in which they worked were as follows: Some hand laborers and material movers, such as grocery > [[Next >->53-7061-Pay-2]] > [[Close->53-7061-Detailed]]

baggers or carwash attendants, may receive tips. Most hand laborers and freight, stock, and material movers work full time. Shifts longer than 8 hours are common, and sometimes overtime is available. Because materials are shipped around the clock, some workers, especially those in warehousing, work overnight shifts. > [[< Previous->53-7061-Pay-1]] > [[Close->53-7061-Detailed]]

# Job Outlook Overall employment of hand laborers and material movers is projected to grow 4 percent from 2024 to 2034, about as fast as the average for all occupations. About 1,008,300 openings for hand laborers and material movers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. ### Employment Projected employment of hand laborers and material movers varies by occupation (see table). Hand laborers and freight, stock, and material > [[Next >->53-7061-JobOutlook-2]] > [[Close->53-7061-Detailed]]

movers will still be needed to move materials in many sectors of the economy. However, some warehouses have installed equipment, such as high-speed conveyors and sorting systems, to increase efficiency. Machine feeders and offbearers' tasks are likely to continue to be automated. The increasing ability of technology to feed and lift materials to machines is expected to lead to a decline in employment for machine feeders. Packers and packagers have fewer manual tasks as technology in warehouses and packaging facilities continues to evolve. Grocery stores, which employ many of these workers > [[< Previous->53-7061-JobOutlook-1]] > [[Next >->53-7061-JobOutlook-3]] > [[Close->53-7061-Detailed]]

to bag groceries, may need fewer baggers as a growing number of stores implement self-checkout, order pickup, and delivery. Demand for stockers and order fillers will be supported by an increased need for workers to prepare orders for pickup or delivery. The consumer preference to buy online and pickup in-store is expected to accelerate demand for these workers who will be needed to fill a growing number of online orders. Refuse and recyclable material collectors may experience some growth as the amount of trash and recycling generated by the growing population increases. However, this > [[< Previous->53-7061-JobOutlook-2]] > [[Next >->53-7061-JobOutlook-4]] > [[Close->53-7061-Detailed]]

growth may be constrained by efficiencies from automation and improvements to routing. Employment growth of cleaners of vehicles and equipment is expected to be tied to demand for automotive repair and maintenance services. > [[< Previous->53-7061-JobOutlook-3]] > [[Close->53-7061-Detailed]]

- Clean cars, equipment, and workplaces In warehouses and in wholesale and retail operations, hand laborers and material movers work closely with material moving machine operators and material recording clerks. Some workers are employed in manufacturing industries, loading material onto conveyor belts or other machines. The following are examples of types of hand laborers and material movers: Cleaners of vehicles and equipment wash automobiles and other vehicles, as well as storage tanks, pipelines, and related machinery. They use cleaning products, vacuums, hoses, and brushes. Most of > [[< Previous->53-7062-WhatTheyDo-1]] > [[Next >->53-7062-WhatTheyDo-3]] > [[Close->53-7062-Detailed]]

these workers clean cars at a carwash, an automobile dealership, or a rental agency. Some clean industrial equipment at manufacturing firms. Some - for example, those who work at a carwash, also known as carwash attendants > [[< Previous->53-7062-WhatTheyDo-2]] > [[Next >->53-7062-WhatTheyDo-4]] > [[Close->53-7062-Detailed]]

- interact with customers. Hand laborers and freight, stock, and material movers move materials to and from storage and production areas, loading docks, delivery trucks, ships, and containers. Although their specific duties may vary, most of these movers, often called pickers, work in warehouses. Some workers retrieve products from storage and move them to loading areas. Other workers load and unload cargo from a truck. When moving a package, pickers keep track of the package number, sometimes with a hand-held scanner, to ensure proper delivery. Sometimes they open containers and sort the > [[< Previous->53-7062-WhatTheyDo-3]] > [[Next >->53-7062-WhatTheyDo-5]] > [[Close->53-7062-Detailed]]

material. Hand packers and packagers package a variety of materials by hand. They may label cartons, inspect items for defects, and keep records of items packed. Some of these workers pack materials for shipment and move them to a loading dock. Hand packers in grocery stores, also known as grocery baggers, bag groceries for customers at checkout. Machine feeders and offbearers process materials by feeding them into equipment or by removing them from equipment. The equipment is generally operated by other workers, such as material moving machine operators. Machine feeders and offbearers help > [[< Previous->53-7062-WhatTheyDo-4]] > [[Next >->53-7062-WhatTheyDo-6]] > [[Close->53-7062-Detailed]]

the operator if the machine becomes jammed or needs minor repairs. Machine feeders also track the amount of material they process during a shift. Refuse and recyclable material collectors gather garbage and recyclables from homes and businesses to transport to a dump, landfill, or recycling center. Many collectors lift garbage cans by hand and empty them into their truck. Some collectors drive the garbage or recycling truck along a scheduled route and may use a hydraulic lift to empty the contents of a dumpster into the truck. Stockers and order fillers receive, unpack, and track > [[< Previous->53-7062-WhatTheyDo-5]] > [[Next >->53-7062-WhatTheyDo-7]] > [[Close->53-7062-Detailed]]

safety rules as part of their training. Many of these rules are standardized through the Occupational Safety and Health Administration (OSHA). ### Licenses, Certifications, and Registrations Refuse and recyclable material collectors who drive trucks that exceed a certain capacity - such as vehicles with the combined weight of the vehicle, passengers, and cargo exceeding 26,000 pounds > [[< Previous->53-7062-HowToBecomeOne-1]] > [[Next >->53-7062-HowToBecomeOne-3]] > [[Close->53-7062-Detailed]]

- must have a commercial driver's license (CDL). Obtaining a CDL requires passing written, skill, and vision tests. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Hand laborers and material movers who work with the public, such as grocery baggers or carwash attendants, must be pleasant and courteous to customers. Hand–eye coordination. Most hand laborers and material movers use their arms and hands to > [[< Previous->53-7062-HowToBecomeOne-2]] > [[Next >->53-7062-HowToBecomeOne-4]] > [[Close->53-7062-Detailed]]

movers will still be needed to move materials in many sectors of the economy. However, some warehouses have installed equipment, such as high-speed conveyors and sorting systems, to increase efficiency. Machine feeders and offbearers' tasks are likely to continue to be automated. The increasing ability of technology to feed and lift materials to machines is expected to lead to a decline in employment for machine feeders. Packers and packagers have fewer manual tasks as technology in warehouses and packaging facilities continues to evolve. Grocery stores, which employ many of these workers > [[< Previous->53-7062-JobOutlook-1]] > [[Next >->53-7062-JobOutlook-3]] > [[Close->53-7062-Detailed]]

to bag groceries, may need fewer baggers as a growing number of stores implement self-checkout, order pickup, and delivery. Demand for stockers and order fillers will be supported by an increased need for workers to prepare orders for pickup or delivery. The consumer preference to buy online and pickup in-store is expected to accelerate demand for these workers who will be needed to fill a growing number of online orders. Refuse and recyclable material collectors may experience some growth as the amount of trash and recycling generated by the growing population increases. However, this > [[< Previous->53-7062-JobOutlook-2]] > [[Next >->53-7062-JobOutlook-4]] > [[Close->53-7062-Detailed]]

- Clean cars, equipment, and workplaces In warehouses and in wholesale and retail operations, hand laborers and material movers work closely with material moving machine operators and material recording clerks. Some workers are employed in manufacturing industries, loading material onto conveyor belts or other machines. The following are examples of types of hand laborers and material movers: Cleaners of vehicles and equipment wash automobiles and other vehicles, as well as storage tanks, pipelines, and related machinery. They use cleaning products, vacuums, hoses, and brushes. Most of > [[< Previous->53-7063-WhatTheyDo-1]] > [[Next >->53-7063-WhatTheyDo-3]] > [[Close->53-7063-Detailed]]

these workers clean cars at a carwash, an automobile dealership, or a rental agency. Some clean industrial equipment at manufacturing firms. Some - for example, those who work at a carwash, also known as carwash attendants > [[< Previous->53-7063-WhatTheyDo-2]] > [[Next >->53-7063-WhatTheyDo-4]] > [[Close->53-7063-Detailed]]

- interact with customers. Hand laborers and freight, stock, and material movers move materials to and from storage and production areas, loading docks, delivery trucks, ships, and containers. Although their specific duties may vary, most of these movers, often called pickers, work in warehouses. Some workers retrieve products from storage and move them to loading areas. Other workers load and unload cargo from a truck. When moving a package, pickers keep track of the package number, sometimes with a hand-held scanner, to ensure proper delivery. Sometimes they open containers and sort the > [[< Previous->53-7063-WhatTheyDo-3]] > [[Next >->53-7063-WhatTheyDo-5]] > [[Close->53-7063-Detailed]]

material. Hand packers and packagers package a variety of materials by hand. They may label cartons, inspect items for defects, and keep records of items packed. Some of these workers pack materials for shipment and move them to a loading dock. Hand packers in grocery stores, also known as grocery baggers, bag groceries for customers at checkout. Machine feeders and offbearers process materials by feeding them into equipment or by removing them from equipment. The equipment is generally operated by other workers, such as material moving machine operators. Machine feeders and offbearers help > [[< Previous->53-7063-WhatTheyDo-4]] > [[Next >->53-7063-WhatTheyDo-6]] > [[Close->53-7063-Detailed]]

the operator if the machine becomes jammed or needs minor repairs. Machine feeders also track the amount of material they process during a shift. Refuse and recyclable material collectors gather garbage and recyclables from homes and businesses to transport to a dump, landfill, or recycling center. Many collectors lift garbage cans by hand and empty them into their truck. Some collectors drive the garbage or recycling truck along a scheduled route and may use a hydraulic lift to empty the contents of a dumpster into the truck. Stockers and order fillers receive, unpack, and track > [[< Previous->53-7063-WhatTheyDo-5]] > [[Next >->53-7063-WhatTheyDo-7]] > [[Close->53-7063-Detailed]]

safety rules as part of their training. Many of these rules are standardized through the Occupational Safety and Health Administration (OSHA). ### Licenses, Certifications, and Registrations Refuse and recyclable material collectors who drive trucks that exceed a certain capacity - such as vehicles with the combined weight of the vehicle, passengers, and cargo exceeding 26,000 pounds > [[< Previous->53-7063-HowToBecomeOne-1]] > [[Next >->53-7063-HowToBecomeOne-3]] > [[Close->53-7063-Detailed]]

- must have a commercial driver's license (CDL). Obtaining a CDL requires passing written, skill, and vision tests. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Hand laborers and material movers who work with the public, such as grocery baggers or carwash attendants, must be pleasant and courteous to customers. Hand–eye coordination. Most hand laborers and material movers use their arms and hands to > [[< Previous->53-7063-HowToBecomeOne-2]] > [[Next >->53-7063-HowToBecomeOne-4]] > [[Close->53-7063-Detailed]]

movers will still be needed to move materials in many sectors of the economy. However, some warehouses have installed equipment, such as high-speed conveyors and sorting systems, to increase efficiency. Machine feeders and offbearers' tasks are likely to continue to be automated. The increasing ability of technology to feed and lift materials to machines is expected to lead to a decline in employment for machine feeders. Packers and packagers have fewer manual tasks as technology in warehouses and packaging facilities continues to evolve. Grocery stores, which employ many of these workers > [[< Previous->53-7063-JobOutlook-1]] > [[Next >->53-7063-JobOutlook-3]] > [[Close->53-7063-Detailed]]

to bag groceries, may need fewer baggers as a growing number of stores implement self-checkout, order pickup, and delivery. Demand for stockers and order fillers will be supported by an increased need for workers to prepare orders for pickup or delivery. The consumer preference to buy online and pickup in-store is expected to accelerate demand for these workers who will be needed to fill a growing number of online orders. Refuse and recyclable material collectors may experience some growth as the amount of trash and recycling generated by the growing population increases. However, this > [[< Previous->53-7063-JobOutlook-2]] > [[Next >->53-7063-JobOutlook-4]] > [[Close->53-7063-Detailed]]

- Clean cars, equipment, and workplaces In warehouses and in wholesale and retail operations, hand laborers and material movers work closely with material moving machine operators and material recording clerks. Some workers are employed in manufacturing industries, loading material onto conveyor belts or other machines. The following are examples of types of hand laborers and material movers: Cleaners of vehicles and equipment wash automobiles and other vehicles, as well as storage tanks, pipelines, and related machinery. They use cleaning products, vacuums, hoses, and brushes. Most of > [[< Previous->53-7064-WhatTheyDo-1]] > [[Next >->53-7064-WhatTheyDo-3]] > [[Close->53-7064-Detailed]]

these workers clean cars at a carwash, an automobile dealership, or a rental agency. Some clean industrial equipment at manufacturing firms. Some - for example, those who work at a carwash, also known as carwash attendants > [[< Previous->53-7064-WhatTheyDo-2]] > [[Next >->53-7064-WhatTheyDo-4]] > [[Close->53-7064-Detailed]]

- interact with customers. Hand laborers and freight, stock, and material movers move materials to and from storage and production areas, loading docks, delivery trucks, ships, and containers. Although their specific duties may vary, most of these movers, often called pickers, work in warehouses. Some workers retrieve products from storage and move them to loading areas. Other workers load and unload cargo from a truck. When moving a package, pickers keep track of the package number, sometimes with a hand-held scanner, to ensure proper delivery. Sometimes they open containers and sort the > [[< Previous->53-7064-WhatTheyDo-3]] > [[Next >->53-7064-WhatTheyDo-5]] > [[Close->53-7064-Detailed]]

material. Hand packers and packagers package a variety of materials by hand. They may label cartons, inspect items for defects, and keep records of items packed. Some of these workers pack materials for shipment and move them to a loading dock. Hand packers in grocery stores, also known as grocery baggers, bag groceries for customers at checkout. Machine feeders and offbearers process materials by feeding them into equipment or by removing them from equipment. The equipment is generally operated by other workers, such as material moving machine operators. Machine feeders and offbearers help > [[< Previous->53-7064-WhatTheyDo-4]] > [[Next >->53-7064-WhatTheyDo-6]] > [[Close->53-7064-Detailed]]

the operator if the machine becomes jammed or needs minor repairs. Machine feeders also track the amount of material they process during a shift. Refuse and recyclable material collectors gather garbage and recyclables from homes and businesses to transport to a dump, landfill, or recycling center. Many collectors lift garbage cans by hand and empty them into their truck. Some collectors drive the garbage or recycling truck along a scheduled route and may use a hydraulic lift to empty the contents of a dumpster into the truck. Stockers and order fillers receive, unpack, and track > [[< Previous->53-7064-WhatTheyDo-5]] > [[Next >->53-7064-WhatTheyDo-7]] > [[Close->53-7064-Detailed]]

safety rules as part of their training. Many of these rules are standardized through the Occupational Safety and Health Administration (OSHA). ### Licenses, Certifications, and Registrations Refuse and recyclable material collectors who drive trucks that exceed a certain capacity - such as vehicles with the combined weight of the vehicle, passengers, and cargo exceeding 26,000 pounds > [[< Previous->53-7064-HowToBecomeOne-1]] > [[Next >->53-7064-HowToBecomeOne-3]] > [[Close->53-7064-Detailed]]

- must have a commercial driver's license (CDL). Obtaining a CDL requires passing written, skill, and vision tests. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Hand laborers and material movers who work with the public, such as grocery baggers or carwash attendants, must be pleasant and courteous to customers. Hand–eye coordination. Most hand laborers and material movers use their arms and hands to > [[< Previous->53-7064-HowToBecomeOne-2]] > [[Next >->53-7064-HowToBecomeOne-4]] > [[Close->53-7064-Detailed]]

movers will still be needed to move materials in many sectors of the economy. However, some warehouses have installed equipment, such as high-speed conveyors and sorting systems, to increase efficiency. Machine feeders and offbearers' tasks are likely to continue to be automated. The increasing ability of technology to feed and lift materials to machines is expected to lead to a decline in employment for machine feeders. Packers and packagers have fewer manual tasks as technology in warehouses and packaging facilities continues to evolve. Grocery stores, which employ many of these workers > [[< Previous->53-7064-JobOutlook-1]] > [[Next >->53-7064-JobOutlook-3]] > [[Close->53-7064-Detailed]]

to bag groceries, may need fewer baggers as a growing number of stores implement self-checkout, order pickup, and delivery. Demand for stockers and order fillers will be supported by an increased need for workers to prepare orders for pickup or delivery. The consumer preference to buy online and pickup in-store is expected to accelerate demand for these workers who will be needed to fill a growing number of online orders. Refuse and recyclable material collectors may experience some growth as the amount of trash and recycling generated by the growing population increases. However, this > [[< Previous->53-7064-JobOutlook-2]] > [[Next >->53-7064-JobOutlook-4]] > [[Close->53-7064-Detailed]]

- Clean cars, equipment, and workplaces In warehouses and in wholesale and retail operations, hand laborers and material movers work closely with material moving machine operators and material recording clerks. Some workers are employed in manufacturing industries, loading material onto conveyor belts or other machines. The following are examples of types of hand laborers and material movers: Cleaners of vehicles and equipment wash automobiles and other vehicles, as well as storage tanks, pipelines, and related machinery. They use cleaning products, vacuums, hoses, and brushes. Most of > [[< Previous->53-7065-WhatTheyDo-1]] > [[Next >->53-7065-WhatTheyDo-3]] > [[Close->53-7065-Detailed]]

these workers clean cars at a carwash, an automobile dealership, or a rental agency. Some clean industrial equipment at manufacturing firms. Some - for example, those who work at a carwash, also known as carwash attendants > [[< Previous->53-7065-WhatTheyDo-2]] > [[Next >->53-7065-WhatTheyDo-4]] > [[Close->53-7065-Detailed]]

- interact with customers. Hand laborers and freight, stock, and material movers move materials to and from storage and production areas, loading docks, delivery trucks, ships, and containers. Although their specific duties may vary, most of these movers, often called pickers, work in warehouses. Some workers retrieve products from storage and move them to loading areas. Other workers load and unload cargo from a truck. When moving a package, pickers keep track of the package number, sometimes with a hand-held scanner, to ensure proper delivery. Sometimes they open containers and sort the > [[< Previous->53-7065-WhatTheyDo-3]] > [[Next >->53-7065-WhatTheyDo-5]] > [[Close->53-7065-Detailed]]

material. Hand packers and packagers package a variety of materials by hand. They may label cartons, inspect items for defects, and keep records of items packed. Some of these workers pack materials for shipment and move them to a loading dock. Hand packers in grocery stores, also known as grocery baggers, bag groceries for customers at checkout. Machine feeders and offbearers process materials by feeding them into equipment or by removing them from equipment. The equipment is generally operated by other workers, such as material moving machine operators. Machine feeders and offbearers help > [[< Previous->53-7065-WhatTheyDo-4]] > [[Next >->53-7065-WhatTheyDo-6]] > [[Close->53-7065-Detailed]]

the operator if the machine becomes jammed or needs minor repairs. Machine feeders also track the amount of material they process during a shift. Refuse and recyclable material collectors gather garbage and recyclables from homes and businesses to transport to a dump, landfill, or recycling center. Many collectors lift garbage cans by hand and empty them into their truck. Some collectors drive the garbage or recycling truck along a scheduled route and may use a hydraulic lift to empty the contents of a dumpster into the truck. Stockers and order fillers receive, unpack, and track > [[< Previous->53-7065-WhatTheyDo-5]] > [[Next >->53-7065-WhatTheyDo-7]] > [[Close->53-7065-Detailed]]

safety rules as part of their training. Many of these rules are standardized through the Occupational Safety and Health Administration (OSHA). ### Licenses, Certifications, and Registrations Refuse and recyclable material collectors who drive trucks that exceed a certain capacity - such as vehicles with the combined weight of the vehicle, passengers, and cargo exceeding 26,000 pounds > [[< Previous->53-7065-HowToBecomeOne-1]] > [[Next >->53-7065-HowToBecomeOne-3]] > [[Close->53-7065-Detailed]]

- must have a commercial driver's license (CDL). Obtaining a CDL requires passing written, skill, and vision tests. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Hand laborers and material movers who work with the public, such as grocery baggers or carwash attendants, must be pleasant and courteous to customers. Hand–eye coordination. Most hand laborers and material movers use their arms and hands to > [[< Previous->53-7065-HowToBecomeOne-2]] > [[Next >->53-7065-HowToBecomeOne-4]] > [[Close->53-7065-Detailed]]

movers will still be needed to move materials in many sectors of the economy. However, some warehouses have installed equipment, such as high-speed conveyors and sorting systems, to increase efficiency. Machine feeders and offbearers' tasks are likely to continue to be automated. The increasing ability of technology to feed and lift materials to machines is expected to lead to a decline in employment for machine feeders. Packers and packagers have fewer manual tasks as technology in warehouses and packaging facilities continues to evolve. Grocery stores, which employ many of these workers > [[< Previous->53-7065-JobOutlook-1]] > [[Next >->53-7065-JobOutlook-3]] > [[Close->53-7065-Detailed]]

to bag groceries, may need fewer baggers as a growing number of stores implement self-checkout, order pickup, and delivery. Demand for stockers and order fillers will be supported by an increased need for workers to prepare orders for pickup or delivery. The consumer preference to buy online and pickup in-store is expected to accelerate demand for these workers who will be needed to fill a growing number of online orders. Refuse and recyclable material collectors may experience some growth as the amount of trash and recycling generated by the growing population increases. However, this > [[< Previous->53-7065-JobOutlook-2]] > [[Next >->53-7065-JobOutlook-4]] > [[Close->53-7065-Detailed]]

- Clean cars, equipment, and workplaces In warehouses and in wholesale and retail operations, hand laborers and material movers work closely with material moving machine operators and material recording clerks. Some workers are employed in manufacturing industries, loading material onto conveyor belts or other machines. The following are examples of types of hand laborers and material movers: Cleaners of vehicles and equipment wash automobiles and other vehicles, as well as storage tanks, pipelines, and related machinery. They use cleaning products, vacuums, hoses, and brushes. Most of > [[< Previous->53-7081-WhatTheyDo-1]] > [[Next >->53-7081-WhatTheyDo-3]] > [[Close->53-7081-Detailed]]

these workers clean cars at a carwash, an automobile dealership, or a rental agency. Some clean industrial equipment at manufacturing firms. Some - for example, those who work at a carwash, also known as carwash attendants > [[< Previous->53-7081-WhatTheyDo-2]] > [[Next >->53-7081-WhatTheyDo-4]] > [[Close->53-7081-Detailed]]

- interact with customers. Hand laborers and freight, stock, and material movers move materials to and from storage and production areas, loading docks, delivery trucks, ships, and containers. Although their specific duties may vary, most of these movers, often called pickers, work in warehouses. Some workers retrieve products from storage and move them to loading areas. Other workers load and unload cargo from a truck. When moving a package, pickers keep track of the package number, sometimes with a hand-held scanner, to ensure proper delivery. Sometimes they open containers and sort the > [[< Previous->53-7081-WhatTheyDo-3]] > [[Next >->53-7081-WhatTheyDo-5]] > [[Close->53-7081-Detailed]]

material. Hand packers and packagers package a variety of materials by hand. They may label cartons, inspect items for defects, and keep records of items packed. Some of these workers pack materials for shipment and move them to a loading dock. Hand packers in grocery stores, also known as grocery baggers, bag groceries for customers at checkout. Machine feeders and offbearers process materials by feeding them into equipment or by removing them from equipment. The equipment is generally operated by other workers, such as material moving machine operators. Machine feeders and offbearers help > [[< Previous->53-7081-WhatTheyDo-4]] > [[Next >->53-7081-WhatTheyDo-6]] > [[Close->53-7081-Detailed]]

the operator if the machine becomes jammed or needs minor repairs. Machine feeders also track the amount of material they process during a shift. Refuse and recyclable material collectors gather garbage and recyclables from homes and businesses to transport to a dump, landfill, or recycling center. Many collectors lift garbage cans by hand and empty them into their truck. Some collectors drive the garbage or recycling truck along a scheduled route and may use a hydraulic lift to empty the contents of a dumpster into the truck. Stockers and order fillers receive, unpack, and track > [[< Previous->53-7081-WhatTheyDo-5]] > [[Next >->53-7081-WhatTheyDo-7]] > [[Close->53-7081-Detailed]]

# How to Become a Hand Laborer or Material Mover There are usually no formal educational requirements to become a hand laborer or material mover. Employers typically require only that applicants be physically able to perform the work. ### Education There are no formal educational requirements to become a hand laborer or material mover. ### Training Most positions for hand laborers and material movers require less than 1 month of on-the-job training. Some workers need only a few days of training, and most training is done by a supervisor or a more experienced worker who decides when trainees are ready to work on their own. Workers learn > [[Next >->53-7081-HowToBecomeOne-2]] > [[Close->53-7081-Detailed]]

safety rules as part of their training. Many of these rules are standardized through the Occupational Safety and Health Administration (OSHA). ### Licenses, Certifications, and Registrations Refuse and recyclable material collectors who drive trucks that exceed a certain capacity - such as vehicles with the combined weight of the vehicle, passengers, and cargo exceeding 26,000 pounds > [[< Previous->53-7081-HowToBecomeOne-1]] > [[Next >->53-7081-HowToBecomeOne-3]] > [[Close->53-7081-Detailed]]

- must have a commercial driver's license (CDL). Obtaining a CDL requires passing written, skill, and vision tests. ### Important Qualities The following are examples of qualities that are important for these workers to perform their duties. For more information, visit the Employment Projections (EP) skills data page. Customer-service skills. Hand laborers and material movers who work with the public, such as grocery baggers or carwash attendants, must be pleasant and courteous to customers. Hand–eye coordination. Most hand laborers and material movers use their arms and hands to > [[< Previous->53-7081-HowToBecomeOne-2]] > [[Next >->53-7081-HowToBecomeOne-4]] > [[Close->53-7081-Detailed]]

manipulate objects or move objects into specific positions. Listening skills. Hand laborers and material movers follow instructions that a supervisor gives them. Physical stamina. Hand laborers and material movers need the endurance to perform strenuous tasks, such as moving or cleaning objects, throughout the day. Physical strength. Some hand laborers and material movers must be able to lift and carry heavy objects. > [[< Previous->53-7081-HowToBecomeOne-3]] > [[Close->53-7081-Detailed]]

movers will still be needed to move materials in many sectors of the economy. However, some warehouses have installed equipment, such as high-speed conveyors and sorting systems, to increase efficiency. Machine feeders and offbearers' tasks are likely to continue to be automated. The increasing ability of technology to feed and lift materials to machines is expected to lead to a decline in employment for machine feeders. Packers and packagers have fewer manual tasks as technology in warehouses and packaging facilities continues to evolve. Grocery stores, which employ many of these workers > [[< Previous->53-7081-JobOutlook-1]] > [[Next >->53-7081-JobOutlook-3]] > [[Close->53-7081-Detailed]]

to bag groceries, may need fewer baggers as a growing number of stores implement self-checkout, order pickup, and delivery. Demand for stockers and order fillers will be supported by an increased need for workers to prepare orders for pickup or delivery. The consumer preference to buy online and pickup in-store is expected to accelerate demand for these workers who will be needed to fill a growing number of online orders. Refuse and recyclable material collectors may experience some growth as the amount of trash and recycling generated by the growing population increases. However, this > [[< Previous->53-7081-JobOutlook-2]] > [[Next >->53-7081-JobOutlook-4]] > [[Close->53-7081-Detailed]]