Specialties

Once a student has passed the Assaulter Training Course, he gets to choose which specialty he wishes to be. Instructors make recommendations based on which areas the student excelled. The student may choose to follow the advice of the instructors, or make up his own mind. If a student decides that he has made a wrong decision in his choice of specialties, he can ask his superiors if he can change his area. Permission is usually granted, but students may change specialties only once. The specialties are:

[Driver / Pilot]  |  [Medic]  |  [Point Man / Recon]  |  [Demolitions]
[Heavy Weapons / Rear Guard]  |  [Electronics]  |  [Technician]




Driver / Pilot:

Students are taught how to drive (or fly) a multitude of vehicles/craft. They are taught defensive driving, offensive driving, evasive driving, controlled crashes, and vehicle dynamics. A stunt driver is brought in to teach students how to perform certain "stunts" including: bootlegger turns, J turns, 180's, reverse 180's, 360's and controlled skids. For walker training they first train on a simulator, and then practice on a real AT-PT and AT-ST walker. Other variants, including the AT-AT are trained on with the simulator. For pilot training they are instructed by the Cobras' various pilot personnel and are taught how to fly starfighters, freighters and even capital ships.

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Medic:

To become a medic, the student must have a basic knowledge of medicine, either a degree of some kind or experience in the field. Those accepted are taught medical skills: everything from first aid to surgery, with an emphasis on EMT skills. They are sent to medical school at Tabbir University for six months for further instruction. When not on active duty, medics work in the base hospital and as EMT's on Tabbir Prime.

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Point Man / Recon:

Students are taught to move with stealth, to move through an area without being seen or heard, to be invisible. They are the men in front, the first to engage the enemy. As such they are taught how to kill silently, how to operator scanners, how to communicate with their teammates silently, how to detect enemies at long range, and most importantly to move silently.

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Demolitions:

Students are taught how to blow things up - with grenades, explosive charges and missiles. They are taught how to correctly apply door breaching charges, use explosives to disarm vehicles without rupturing their fuel tanks - in general how to break things using explosives. Demo students are also taught how to disarm and dispose of explosives - everything from grenades to high explosives to atomic munitions.

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Heavy Weapons / Rear Guard:

Students are taught how to use the big weapons: repeaters, vehicle weapons, artillery, starship guns, even capital ship weapons. In their teams, Heavy Weapons members usually carry a bigger weapon than their comrades - usually a light repeater or a shotgun. Students are taught basic repair skills for the weapons they work with.

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Electronics:

Students are taught to excel with things of a technological nature: computers, droids, scanners and communications gear. They are the 'nerds' of the bunch. They are taught basic slicing skills, computer programming and repair, HoloNet navigation and exploitation, droid programming and repair, as well as security skills. For security they learn how to pick mechanical locks, how to crack electronic locks, and how to do both tasks quickly. A quote they are extremely proud of is, "If we can't pick a lock in under 60 seconds, it can't be picked."

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Technician:

Students are taught to fix anything and everything - in the field. From jammed blasters to a swoop that won't start, technicians can fix anything, usually with minimal tools. If they can't fix it outright, they jury-rig it to work for the time being. In the field, when something breaks, the technicians are called upon to do their thing - and do it fast, often times lives are at stake.

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Commander:

Certain members are given formal command training. They study the various tactics involved with squad dynamics. No new skills are learned, it is strictly a classroom session.

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This is an original work by Ross Hedvicek