| Important Core Job Duties (in order of importance) For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 100 (%) | Description: Interpret data, reports, maps, photographs, or charts to predict long- or short-range weather conditions, using computer models and knowledge of climate theory, physics, and mathematics. |
| Importance: 100 (%) | Description: Formulate predictions by interpreting environmental data, such as meteorological, atmospheric, oceanic, paleoclimate, climate, or related information. |
| Importance: 95 (%) | Description: Speak to the public to discuss weather topics or answer questions. |
| Importance: 95 (%) | Description: Gather data from sources such as surface or upper air stations, satellites, weather bureaus, or radar for use in meteorological reports or forecasts. |
| Importance: 90 (%) | Description: Conduct meteorological research into the processes or determinants of atmospheric phenomena, weather, or climate. |
| Importance: 90 (%) | Description: Analyze historical climate information, such as precipitation or temperature records, to help predict future weather or climate trends. |
| Importance: 85 (%) | Description: Prepare forecasts or briefings to meet the needs of industry, business, government, or other groups. |
| Importance: 85 (%) | Description: Develop and deliver training on weather topics. |
| Importance: 80 (%) | Description: Consult with other offices, agencies, professionals, or researchers regarding the use and interpretation of climatological information for weather predictions and warnings. |
| Importance: 80 (%) | Description: Develop or use mathematical or computer models for weather forecasting. |
| Importance: 80 (%) | Description: Analyze climate data sets, using techniques such as geophysical fluid dynamics, data assimilation, or numerical modeling. |
| Importance: 80 (%) | Description: Prepare scientific atmospheric or climate reports, articles, or texts. |
| Importance: 80 (%) | Description: Prepare weather reports or maps for analysis, distribution, or use in weather broadcasts, using computer graphics. |
| Importance: 80 (%) | Description: Develop computer programs to collect meteorological data or to present meteorological information. |
| Importance: 80 (%) | Description: Broadcast weather conditions, forecasts, or severe weather warnings to the public via television, radio, or the Internet or provide this information to the news media. |
| Importance: 75 (%) | Description: Apply meteorological knowledge to issues such as global warming, pollution control, or ozone depletion. |
| Importance: 75 (%) | Description: Perform managerial duties, such as creating work schedules, creating or implementing staff training, matching staff expertise to situations, or analyzing performance of offices. |
| Importance: 70 (%) | Description: Measure wind, temperature, and humidity in the upper atmosphere, using weather balloons. |
Bachelor Degree Careers and Jobs (jobs after undergraduate degree)
Explore Careers and Jobs Predominantly Filled by Those with a Bachelor's Degree with or without Certificates - All On One Page
Sorted by median annual U.S. salary and including percentage of job holders with Bachelor's Degree.
A bachelor's degree qualifies graduates for a wide range of professional, technical, and management-track careers across nearly every industry. For people who want to compare where a four-year degree can lead before choosing a major or job. Compare careers ranked by salary, review degree-holder and experience percentages, and access preparation resources for each role.
Here is a short Helper Video 
.
This page will take you through 4 steps, relative to an Bachelor's Degree, to (1) Select a career, (2) Find active job listings, (3) Prepare for the career you chose, and (4) Provide web resources specific to the career you chose.
Step 1: Select a Career: You will be presented with a listing of Bachelor's Degree careers. The list may be quite long. There are two ways you might like to use this list:
1) Filter - As you enter a word, you will filter (limit) the list of careers below
2) Browse the list (Don't Filter) - You can simply browse the list of careers. There may be many that you might never have considered. This may help you to discover careers that might be of interest.
Once you have identified a career of interest, simply click on it.
Step 2: Find a Job: After you have selected a career/job title above, you will see a form asking for your location. You will see several radio selection choices to utilize the job search site of your choice.
Step 3: Prepare For a Career: In this section you will gain access to detailed information to help you prepare for the career you selected. Information includes core and supplemental duties, general and specific work activities, knowledge required, essential and transferable skills required, day-in-the-life summaries, knowledge required, software skills required, preparation required, educational requirements, training and work experience required, local salary information, certifications, professional associations, current job listings for the job selected along with multiple similar job titles, and related careers (related to what they do, what they know, and what they're called).
Step 4: Career-Specific Resources (detailed and constantly updated): Continue to scroll down the page and you will find tabs that will provide detailed (updated) links to occupational information specific to the career you selected. This information includes:
Videos: Provides a listing of video links related to this career. A great way to get a quick overview of the occupation.
Resumes: Sources for resume materials and techniques. This can help to get you started.
Job Description: Sources that provide job descriptions, which are vital to resume and interview preparation.
Interviews: Provides links that can help you to prepare for and successfully complete the job interview.
Step by Step: Provides links to resources that can help to organize the career search process.
LinkedIn: One of the best professional social media sites that provides links, opportunities, and networking specifically for careers and career development.
Step 1 of 4: Select a Career
Leading Books About Bachelor's Degree Jobs
What jobs can you get with a Bachelor's Degree? Scroll through the picklist (below). These are careers related to the Bachelor's Degree level, with at least 30% of job holders having a Bachelor's Degree. - 255 specific careers are listed, with matching jobs currently available. Select those careers that may be of interest - you will then get links to matching active job listings, and detailed resources to help you prepare.
You can use this form two ways:
1) Enter a Keyword - As you enter a keyword, you will filter (limit) the listing to those careers that contain the keyword entered
2) Browse the list (Don't enter a keyword) - You can simply browse the list of careers. There may be many that you might never have considered. This may help you to discover jobs that might be of interest.
OR - leave blank and scroll through the choices:
Select a Job Title - Sorted by Annual Salary -(scroll and Select) :
Legend: Career Title Link / (% having Bachelor's Degree) / (Median Annual U.S. Salary)
Step 2 of 4: Find a Job
Job Listings for: Atmospheric and Space Scientists.
Step 3 of 4: Prepare For a Career
Prepare for the "Atmospheric and Space Scientists" Career
The details below will provide a pathway to your specific job goal and help you to identify an appropriate career ladder.
Atmospheric and Space Scientists
Description: 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.
Please click on a section below to expand and see detailed occupational information related to "Atmospheric and Space Scientists":
U.S. Total Employment (2023):
10,700U.S. Total Employment (2033 est.):
11,600
Employment Change (2023-2033 est.):
900 (8.3%) Average Annual Job Openings (2023-2033 est.):
1,000
Core Duties
Supplemental Duties
| Important Supplemental Job Duties (in order of importance)
For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 65 (%) | Description: Design or develop new equipment or methods for meteorological data collection, remote sensing, or related applications. |
| Importance: 65 (%) | Description: Estimate or predict the effects of global warming over time for specific geographic regions. |
| Importance: 65 (%) | Description: Create visualizations to illustrate historical or future changes in the Earth's climate, using paleoclimate or climate geographic information systems (GIS) databases. |
| Importance: 60 (%) | Description: Direct forecasting services at weather stations or at radio or television broadcasting facilities. |
| Importance: 60 (%) | Description: Teach college-level courses on topics such as atmospheric and space science, meteorology, or global climate change. |
| Importance: 60 (%) | Description: Research the impact of industrial projects or pollution on climate, air quality, or weather phenomena. |
| Importance: 60 (%) | Description: Conduct numerical simulations of climate conditions to understand and predict global or regional weather patterns. |
| Importance: 55 (%) | Description: Conduct wind assessment, integration, or validation studies. |
| Importance: 50 (%) | Description: Collect air samples from planes or ships over land or sea to study atmospheric composition. |
Work Activities
| Important General Work Activities (in order of importance)
For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 96 (%) | Description: Working with Computers: Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. |
| Importance: 95 (%) | Description: Analyzing Data or Information: Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. |
| Importance: 92 (%) | Description: Getting Information: Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Importance: 85 (%) | Description: Updating and Using Relevant Knowledge: Keeping up-to-date technically and applying new knowledge to your job. |
| Importance: 85 (%) | Description: Processing Information: Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. |
| Importance: 84 (%) | Description: Interpreting the Meaning of Information for Others: Translating or explaining what information means and how it can be used. |
| Importance: 82 (%) | Description: Making Decisions and Solving Problems: Analyzing information and evaluating results to choose the best solution and solve problems. |
| Importance: 80 (%) | Description: Communicating with People Outside the Organization: Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. |
| Importance: 77 (%) | Description: Communicating with Supervisors, Peers, or Subordinates: Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Importance: 77 (%) | Description: Thinking Creatively: Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Importance: 76 (%) | Description: Organizing, Planning, and Prioritizing Work: Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Importance: 74 (%) | Description: Identifying Objects, Actions, and Events: Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
| Importance: 71 (%) | Description: Establishing and Maintaining Interpersonal Relationships: Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Importance: 69 (%) | Description: Training and Teaching Others: Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| Importance: 69 (%) | Description: Documenting/Recording Information: Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
| Importance: 68 (%) | Description: Judging the Qualities of Objects, Services, or People: Assessing the value, importance, or quality of things or people. |
| Importance: 66 (%) | Description: Developing and Building Teams: Encouraging and building mutual trust, respect, and cooperation among team members. |
| Importance: 65 (%) | Description: Scheduling Work and Activities: Scheduling events, programs, and activities, as well as the work of others. |
| Importance: 64 (%) | Description: Providing Consultation and Advice to Others: Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics. |
| Importance: 64 (%) | Description: Developing Objectives and Strategies: Establishing long-range objectives and specifying the strategies and actions to achieve them. |
| Importance: 63 (%) | Description: Coordinating the Work and Activities of Others: Getting members of a group to work together to accomplish tasks. |
| Importance: 62 (%) | Description: Estimating the Quantifiable Characteristics of Products, Events, or Information: Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity. |
| Importance: 62 (%) | Description: Guiding, Directing, and Motivating Subordinates: Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. |
| Importance: 62 (%) | Description: Monitoring Processes, Materials, or Surroundings: Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
| Importance: 61 (%) | Description: Evaluating Information to Determine Compliance with Standards: Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. |
| Importance: 61 (%) | Description: Coaching and Developing Others: Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
Specific Work Activities
| Important Specific Work Activities
How can you begin to build experience and skill doing these? This will help now, to begin preparing for this type of occupation. Specific Work Activities appear below: |
|
| Analyze design requirements for computer or electronics systems. | |
| Analyze environmental data. | |
| Apply knowledge or research findings to address environmental problems. | |
| Collaborate on research activities with scientists or technical specialists. | |
| Collect environmental data or samples. | |
| Communicate with the public on environmental issues. | |
| Conduct climatological research. | |
| Coordinate training activities. | |
| Create images or other visual displays. | |
| Develop environmental research methods. | |
| Develop mathematical models of environmental conditions. | |
| Develop theories or models of physical phenomena. | |
| Develop training materials. | |
| Direct technical activities or operations. | |
| Instruct college students in physical or life sciences. | |
| Interpret research or operational data. | |
| Manage human resources activities. | |
| Measure environmental characteristics. | |
| Prepare research or technical reports on environmental issues. | |
| Prepare scientific or technical reports or presentations. | |
| Present information to the public. | |
| Provide educational information to the public. | |
| Provide technical information or assistance to public. | |
| Research environmental impact of industrial or development activities. | |
| Teach classes in area of specialization. | |
| Test computer system operations to ensure proper functioning. | |
| Write computer programming code. | |
Knowledge Required
| Knowledge Required (in order of importance)
For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 87 (%) | Description: Mathematics: Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
| Importance: 87 (%) | Description: Physics: Knowledge and prediction of physical principles, laws, their interrelationships, and applications to understanding fluid, material, and atmospheric dynamics, and mechanical, electrical, atomic and sub-atomic structures and processes. |
| Importance: 86 (%) | Description: Geography: Knowledge of principles and methods for describing the features of land, sea, and air masses, including their physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life. |
| Importance: 81 (%) | Description: Computers and Electronics: Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
| Importance: 74 (%) | Description: English Language: Knowledge of the structure and content of the English language including the meaning and spelling of words, and rules of composition and grammar. |
| Importance: 63 (%) | Description: Communications and Media: Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media. |
Essential Skills
| Essential Skills (in order of importance)
These are the foundational skills most central to success in this occupation. For the Top 5 most important, how can you begin building experience and confidence using these skills now? |
|
| Importance (%) | Description |
| Importance: 68 (%) | Description: Reading Comprehension: Understanding written sentences and paragraphs in work-related documents. |
| Importance: 66 (%) | Description: Active Listening: Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. |
| Importance: 66 (%) | Description: Speaking: Talking to others to convey information effectively. |
| Importance: 66 (%) | Description: Science: Using scientific rules and methods to solve problems. |
| Importance: 66 (%) | Description: Critical Thinking: Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. |
| Importance: 66 (%) | Description: Active Learning: Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Importance: 64 (%) | Description: Writing: Communicating effectively in writing as appropriate for the needs of the audience. |
| Importance: 56 (%) | Description: Mathematics: Using mathematics to solve problems. |
| Importance: 52 (%) | Description: Learning Strategies: Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| Importance: 52 (%) | Description: Monitoring: Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
Transferable Skills
| Transferable Skills (in order of importance)
These are skills that can transfer across occupations and industries. For the Top 5 most important, how can you strengthen these skills now so they support both this career and future career flexibility? |
|
| Importance (%) | Description |
| Importance: 64 (%) | Description: Complex Problem Solving: Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
| Importance: 62 (%) | Description: Judgment and Decision Making: Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
| Importance: 52 (%) | Description: Social Perceptiveness: Being aware of others' reactions and understanding why they react as they do. |
| Importance: 52 (%) | Description: Systems Analysis: Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. |
Day-in-the-Life Summaries
| Day-in-the-Life Summaries These summaries show the main types of activities you are likely to perform on a regular basis in this occupation. How can you imagine your typical workday — using these examples to see if this type of work fits you? |
| Activity: Analyze data to improve operations. |
| Activity: Analyze environmental or geospatial data. |
| Activity: Assist scientists, scholars, or technical specialists with projects or research. |
| Activity: Collect environmental or biological samples. |
| Activity: Communicate environmental or sustainability information. |
| Activity: Create visual designs or displays. |
| Activity: Develop research plans or methodologies. |
| Activity: Develop scientific or mathematical theories or models. |
| Activity: Develop systems or practices to mitigate or resolve environmental problems. |
| Activity: Direct scientific or technical activities. |
| Activity: Evaluate designs, specifications, or other technical data. |
| Activity: Investigate the environmental impact of industrial or development activities. |
| Activity: Manage human resources activities. |
| Activity: Monitor environmental conditions. |
| Activity: Prepare informational or instructional materials. |
| Activity: Present research or technical information. |
| Activity: Program computer systems or production equipment. |
| Activity: Provide information or assistance to the public. |
| Activity: Research issues related to earth sciences. |
| Activity: Teach academic or vocational subjects. |
| Activity: Test performance of computer or information systems. |
Software Skills
|
Software Skills These are examples of software tools commonly used in this occupation, organized from most to least important for your career preparation. How can you start learning or practicing the highest-priority tools so that you feel confident using them on the job? |
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| High-Priority Tech Skills | ||||||||||||||||||||||||||||||
| Office suite software: | ||||||||||||||||||||||||||||||
| Microsoft Office software | ||||||||||||||||||||||||||||||
| Emerging Tech Skills | ||||||||||||||||||||||||||||||
| Analytical or scientific software: | ||||||||||||||||||||||||||||||
| IBM SPSS Statistics SAS The MathWorks MATLAB | ||||||||||||||||||||||||||||||
| Data base user interface and query software: | ||||||||||||||||||||||||||||||
| Microsoft Access Structured query language SQL | ||||||||||||||||||||||||||||||
| Electronic mail software: | ||||||||||||||||||||||||||||||
| Microsoft Outlook | ||||||||||||||||||||||||||||||
| Graphics or photo imaging software: | ||||||||||||||||||||||||||||||
| Adobe Photoshop | ||||||||||||||||||||||||||||||
| Object or component oriented development software: | ||||||||||||||||||||||||||||||
| C++ Perl Python R | ||||||||||||||||||||||||||||||
| Operating system software: | ||||||||||||||||||||||||||||||
| Linux Microsoft Windows UNIX | ||||||||||||||||||||||||||||||
| Presentation software: | ||||||||||||||||||||||||||||||
| Microsoft PowerPoint | ||||||||||||||||||||||||||||||
| Spreadsheet software: | ||||||||||||||||||||||||||||||
| Microsoft Excel | ||||||||||||||||||||||||||||||
| Web page creation and editing software: | ||||||||||||||||||||||||||||||
| Word processing software: | ||||||||||||||||||||||||||||||
| Microsoft Word | ||||||||||||||||||||||||||||||
| General Software Tools | ||||||||||||||||||||||||||||||
| Analytical or scientific software (scroll table below): | ||||||||||||||||||||||||||||||
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| Desktop publishing software: | ||||||||||||||||||||||||||||||
| QuarkXPress | ||||||||||||||||||||||||||||||
| Development environment software: | ||||||||||||||||||||||||||||||
| Formula translation/translator FORTRAN Software development tools | ||||||||||||||||||||||||||||||
| Geographic information system: | ||||||||||||||||||||||||||||||
| ESRI ArcInfo ESRI ArcView | ||||||||||||||||||||||||||||||
| Graphics or photo imaging software: | ||||||||||||||||||||||||||||||
| AccuWeather Galileo Advanced Visual Systems AVS/Express Image editing software Microsoft Paint | ||||||||||||||||||||||||||||||
| Map creation software: | ||||||||||||||||||||||||||||||
| ITT Visual Information Solutions ENVI | ||||||||||||||||||||||||||||||
| Operating system software: | ||||||||||||||||||||||||||||||
| Cisco IOS | ||||||||||||||||||||||||||||||
| Video creation and editing software: | ||||||||||||||||||||||||||||||
| Apple Final Cut Pro | ||||||||||||||||||||||||||||||
| Web page creation and editing software: | ||||||||||||||||||||||||||||||
| Social media sites |
Preparation Required
| Preparation Required - How much preparation is needed to obtain this type of job? |
| Job Zone Four: Considerable Preparation Needed |
| A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified. |
| Most of these occupations require a four-year bachelor's degree, but some do not. |
| Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training. |
| Many of these occupations involve coordinating, supervising, managing, or training others. Examples include real estate brokers, sales managers, database administrators, graphic designers, conservation scientists, art directors, and cost estimators. |
Education Required
| Education Required - by frequency of educational attainment This shows you details about the level of education most commonly held by workers in this occupation. How can you begin planning the educational pathway that will prepare you best for this type of work? |
|
| Frequency of Attainment (%) | Level of Education |
| Frequency of Attainment: 60.0 (%) | Level of Education: Bachelor's Degree |
| Frequency of Attainment: 20.0 (%) | Level of Education: Master's Degree |
| Frequency of Attainment: 15.0 (%) | Level of Education: Doctoral Degree |
| Frequency of Attainment: 5.0 (%) | Level of Education: Post-Doctoral Training |
Training and Experience Required
| Training and Experience Required - by frequency of training and work experience attainment This section shows you how often different types of training and work experience are required for this occupation. How can you start gaining the kinds of experience and training that are most common for this type of work? |
|
| Frequency of Attainment (%) | Level of Training and Work Experience |
| Frequency of Attainment: 30.0 (%) | Level of Training and Work Experience: Over 1 year, up to and including 2 years |
| Frequency of Attainment: 15.0 (%) | Level of Training and Work Experience: Over 6 months, up to and including 1 year |
| Frequency of Attainment: 15.0 (%) | Level of Training and Work Experience: Over 2 years, up to and including 4 years |
| Frequency of Attainment: 15.0 (%) | Level of Training and Work Experience: Over 4 years, up to and including 6 years |
| Frequency of Attainment: 10.0 (%) | Level of Training and Work Experience: Over 6 years, up to and including 8 years |
| Frequency of Attainment: 5.0 (%) | Level of Training and Work Experience: None |
| Frequency of Attainment: 5.0 (%) | Level of Training and Work Experience: Over 1 month, up to and including 3 months |
| Frequency of Attainment: 5.0 (%) | Level of Training and Work Experience: Over 10 years |
Local Salary Information
Select a State (scroll and Select) :
Please select a State to see State and National Salaries
Certifications
| Certifications These are examples of certifications that may be important for this occupation. How can you begin exploring which certifications fit your goals and what steps you would need to take to earn them? |
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Certified Consulting Meteorologist
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Professional Associations
| Professional Associations These associations connect people who work in this occupation or related fields. How can you start using these associations to learn more, build your network, or find mentoring opportunities? |
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International Society of Biometeorology (ISB)
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National Weather Association (NWA)
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Job Listings
Related Careers to Consider
Step 4 of 4: Career-Specific Resources (detailed and constantly updated)
This section contains detailed resources appropriate to "Atmospheric and Space Scientists". Explore these resources to start learning more. Links are constantly updated, so bookmark this page.
Videos
Here is a listing of videos related to this career. A great way to get a quick overview of the occupation.
Resumes
Here are resources that allow you to see example resumes for this occupation. It may be helpful to see examples from others who have this type of experience.
Job Description
Here are resources that provide job descriptions, which are vital for resume and interview preparation.
Interviews
There are many great resources that can help guide you through the interview process. These links provide help in preparing and performing an effective interview, specific to this occupation.
Step-by-Step
Here are links to help guide you, step-by-step, to become a(n): Atmospheric and Space Scientists
LinkedIn®
Here are links to various posts and groups from LinkedIn ® that relate to this occupation. Great way to start building professional contacts in the field that might be most appropriate for you.
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