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Assessment Tools in Informal STEM (ATIS)
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Draw-A-Scientist Test (DAST)
Assessment Type: Open-ended projective test
The Draw-a-Scientist Test is an open-ended projective test that assesses children's conceptual images of scientists. The DAST is evaluated using a 7-point scale based on the presence of the following components in drawing: lab coat, eyeglasses, facial growth of hair, symbols of research, symbols of knowledge, technology & relevant captions.
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Views of Nature of Science Questionnaire (VNOS-D)
Assessment Type: 7 open-ended questions, along with an individual interview.
Assesses students' views about the empirical, tentative, inferential, and creative and imaginative nature of science, as well as the distinction between observation and inference.
Views of Scientific Inquiry, Primary School Version (VOSI-P)
Assessment Type: 5 opened-ended questions. The questionnaire is administered and the answers are recorded by the researcher.
The VOSI questionnaire elicits details of learners ideas of what scientists do in the production of valid scientific knowledge. Understanding about scientific inquiry is an integral component of scientific literacy, along with Nature of Science (NOS). The VOSI is useful alone, or in combination with the VNOS to gain in-depth insights into respondents epistemological views of science. The VOSI targets aspects unique from, but complementary to, the VNOS instrument.
Science Motivation Questionnaire (SMQ)
Assessment Type: 30 Likert-type items
The 30-item Science Motivation Questionnaire (SMQ) assesses six components of students' motivation to learn science in college or high school courses. The SMQ assesses six components of motivation: intrinsically motivated science learning, extrinsically motivated science learning, relevance of learning science to personal goals, responsibility (self-determination) for learning science, confidence (self-efficacy) in learning science, & anxiety about science assessment.
Abbreviated Version of the Mathematics Anxiety Rating Scale (A-MARS)
Assessment Type: Self-administered questionnaire
This is an abbreviated (25-item version) of the original Mathematics Anxiety Rating Scale (MARS) instrument developed by Richardson and Suinn (for reference- see comments).The purpose of the study was to develop abbreviated version of MARS, and to find whether certain specific backgrounds (gender, socio-economic status) and academic variables can predict math anxiety.
Asian Student Attitudes Towards Science Class Survey
Assessment Type: Likert scale
This instrument is for measuring the attitudes toward science class of fourth- and fifth-grade students in an Asian school culture. Specifically, the development focused on three science attitude constructs: science enjoyment, science confidence, and importance of science as related to science class experiences.
Assessing Women & Men in Education (AWE) Undergraduate Engineering Mentor Surveys
The pre- and post-activity mentor surveys contain items to measure the impact of the mentoring role on the students' abilities as well as data to measure the effectiveness of the activity.
Assessing Women & Men in Engineering (AWE) Undergraduate Engineering Mentee Survey
Using the AWE Mentee surveys you can determine whether the mentoring program met its objectives and use this information to improve the activity and make evaluation decisions.
Attitude Toward Science in School Assessment (ATSSA)
Assessment Type: 14 items
An instrument used to compare the scientific relationship between attitude and achievement.
Attitudes Toward Mathematics Inventory (ATMI)
Assessment Type: Self-assessment
The Attitudes Toward Mathematics Inventory (ATMI) is a 40 question, 4-factor survey designed to measure high school and college students' attitudes toward mathematics. Unlike other math assessments, the ATMI was designed to be brief while also capturing multiple factors that contribute to one's attitude about math.
BASICS Study ECS Student Implementation and Contextual Factor Questionnaire Measures
Assessment Type: Questionnaire
This questionnaire collects measures the implementation of Exploring Computer Science (ECS) curriculum, contextual factors that influence how students engage in the CS class, and socio-demographics.
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BASICS Study ECS Teacher Implementation and Contextual Factor Questionnaire Measures
This questionnaire collects background information, measures the implementation of Exploring Computer Science (ECS) curriculum, contextual factors that influence teacher use of the CS curriculum, and socio-demographics.
Beliefs about Science and School Science Questionnaire (BASSSQ)
Assessment Type: Self-report
The Beliefs about Science and School Science Questionnaire (BASSSQ) was designed to assess high school science teachers' beliefs about what occurs in science. The first part of the BASSSQ is comprised of two subscales, "Process of Scientific Inquiry" and "Certainty of Scientific Knowledge."
Assessment Type: Survey
The CIQ measures STEM career interest, including an overall score and scores for three subscales: interest, importance, intent.
Changes in Attitudes about the Relevance of Science (CARS)
Assessment Type: Likert type
The tool was developed to measure: (a) change of science-related attitudes over time among students; and (b) the effect of similar curricula on the attitudes of different classes.
Chemistry Attitude and Experience Questionnaire (CAEQ)
Chemistry Attitudes and Experiences Questionnaire (CAEQ) measures first-year university chemistry students' attitude toward chemistry, chemistry self-efficacy, and learning experiences. The instrument was developed as part of a larger study and sought to fulfill a need for an instrument to investigate factors that influence student enrollment choice. We set out to design the instrument in a manner that would maximize construct validity. The CAEQ was piloted with a cohort of science and technology students at the end of their first year.
Children's Attitudes Toward Technology Scale (CATS)
This 26-item questionnaire addresses the assessment of children's attitudes toward technology. Sub-scales at two test administrations demonstrated good internal consistency and moderate test-retest stability.
Children's Environmental Attitudes & Social Knowledge Scale (CHEAKS)
Assessment Type: 36 5-point Likert scale items (addressing attitude) & 30 multiple-choice questions (addressing knowledge)
Measures children's global attitudes and knowledge about environmental issues, such as animals, energy, pollution, recycling, water, and general issues.
Children's Responsible Environmental Behavior Scale (CREBS)
Assessment Type: Survey/Questionnaire
CREBS is used for exploring the extent to which elementary school students in Turkey demonstrate four types (political action; eco-management; consumer and economic action; individual and public presentation) of behaviors to help prevent and resolve environmental problems and issues.
Children's Science Curiosity Scale (CSCS)
Assessment Type: 30 5-point Likert scale items
Measures elementary school children's attitudes towards science in a learning context.
Citizen Science Central DEVISE Scales for Citizen Science
Assessment Type: Evaluation Instruments
The DEVISE project (Developing, Validating, and Implementing Situated Evaluation Instruments) at the Cornell University Lab of Ornithology developed a set of constructs and instruments to measure outcomes associated with citizen science such as interest, motivation, self-efficacy, and skills.
Classroom Activities and Outcomes Survey
This is part three of the four part "Classroom Activities and Outcomes Survey." The survey asks students to rate the progress they have made in science process skills as a result of completing a particular course or program.
College Biology Self-Efficacy Instrument
This instrument may lead to further understanding of student behavior, which in turn can facilitate the development of strategies that may increase students' desire to understand and study biology. More specifically, by using the self-efficacy tool as a pre- and post-test indicator, instructors can gain insight into whether students' confidence levels increase as they engage in more complex tasks during the course, and, in addition, what type of teaching strategies are most effective in building confidence among students to achieve biological literacy.
Common Instrument Suite-Student (CIS-S) Survey
Assessment Type: Self-report survey
The PEAR Institute's Common Instrument Suite Student (CIS-S) survey is a youth self-report survey that measures a variety of STEM-related attitudes, including STEM engagement, STEM career knowledge, and STEM identity. The CIS-S has been administered over 130,000 times to youth enrolled in informal/OST STEM programs, as well as in schools across 47 U.S. states, and across eight countries in Asia, South America, and Europe. It was developed with informal, out-of-school time (OST) programs in mind but can be administered in schools as the concepts are equally applicable. The purpose of the survey is to better understand how informal STEM programming impacts students' perceptions/attitudes towards STEM. Four standard survey offerings are available based on outcomes of interest and age ranges. The CIS-S is available in three administration formats: •	Traditional Pre-Post: This method asks students to complete the survey twice: 1x at the beginning of the program and 1x at the end of the program. Change is measured by subtracting pretest scores from posttest scores. •	Retrospective Pre-Post: This method is similar to the traditional pre-post, but students answer each question 2x (in one sitting) from two different frames of reference: "before the program" and "at this time." The survey is administered once at the end of the program. •	Retrospective Self-Change: This method asks students to reflect on how much they feel they have changed over the period of programming. It is administered 1x at the end of the program. Students are shown a statement and are asked to think back to the beginning of the program and rate whether they do/feel things less or more because of the program.
Constructivist Learning Environment Survey (CLES)
Constructivist Learning Environment Survey (CLES) was used to gather data leading to assertions about teacher knowledge and beliefs, teaching performance, and the comparison of knowledge and beliefs to teaching performance
Critical Thinking in Everyday Life
Assessment Type: 20 point-scale questions
This tool is part of a larger evaluation system used to measure the life skills of decision making, critical thinking, problem solving, goal setting, communication, and leadership. The life skills (i.e., decision making, critical thinking, communication, problem solving, and goal setting) selected for this overall measure were thought to be the most commonly identified life skills emphasized in 4-H youth development curricula and program activities. Critical thinking is defined as thinking that evaluates reasons and brings thought and actions in line with evaluations. This survey will assesses youth's critical thinking ability by examining the frequency of use of the following skills that are needed to think critically: reasoning, inquiry, analysis/information processing, flexibility, and evaluation.
CS4HS Teacher Professional Development Survey
Emerging STEM Learning Activation
Designed to be used with 7-9 year olds, this survey is used to assess the degree to which a child demonstrates emerging STEM learning activation.
Engagement in Science Learning Activities
The Engagement survey was written for use with 10-14 year-old respondents immediately after a science activity, whether in a class or in an informal learning context. It is used to measure an individual's	behavioral, cognitive, and affective engagement.
Environmental Values Short Form
Assessment Type: 31 questions self-report questionnaire
A scale to assess environmental values in adults.
Epistemological Beliefs Assessment for Physical Science (EBAPS)
Assessment Type: 30 items (5-point Likert scale & multiple choice)
Measures students' views about the nature of knowledge and learning in the physical sciences along five non-orthogonal dimensions (structure of scientific knowledge, nature of knowing and learning, real-life applicability, evolving knowledge, & source of ability to learn.
Epistemological Views Toward Science
Assessment Type: 35 items, 5-point Likert scale
EQulP Rubric for Science - NGSS
Assessment Type: Rubric
Educators Evaluating the Quality of Instructional Practice, or EQuIP, has assembled this rubric and criteria for aligning instructional materials to the three-dimensional learning aspects of the Next Generation Science Standards (NGSS). The Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric for science provides criteria by which to measure the alignment and overall quality of lessons and units with respect to the Next Generation Science Standards (NGSS).
EQulP Rubric for Science - NGSS (Outcome Expectation)
Outcome expectations are defined as a person's judgements about the likely consequences of a given task, positive outcome expectations serve as incentives that promote future behavior (Bandura, 2001). They guide behavioral choices as people adopt courses of action that are likely to result in positive outcomes. A scientist's outcome expectations related to outreach would be expected to inform the extent to which they continue to engage with the public. This scale was developed to measure scientists' outcome expectations for their public engagement work.
Exploring Physics Confidence Survey
Assessment Type: 6 closed-ended questions
This evaluation instrument was developed for Exploring Physics, an extra curricular program for 5-7 grade students, with a focus on female students. It is part of an NSF funded program entitled Promoting Young Women in the Physical Sciences.
Grade 4-12 Pre-Post Computing Camp/Workshop Evaluation Surveys
These are surveys used in an outreach program and camps for K-12 girls. The surveys have been developed at the University of Colorado, have been validated through statistical testing, with reliability and validity information available upon request.
Internet Attitudes Scale (IAS)
Assessment Type: Self-administered 40-item 4-point Likert scale questionnaire
Internet Attitude Scale (IAS) is a 40-item Likert-type one-dimensional inventory for measuring attitudes towards the Internet. Furthermore, this inventory was created to measure the Internet users' preferred and perceived specific Internet attributes.
Is Science Me?
Assessment Type: (68) 3-point items, (44) 4-point items, (20) 5-point Likert scale items, (44) multiple choice
This instrument was developed for a study looking at an ethnically and economically diverse sample of 33 high school students to explore why some who were once very interested in science, engineering, or medicine (SEM) majors or careers decided to leave the pipeline in high school while others persisted.
Mentoring for Effective Primary Science teaching (MEPST)
The survey is designed to assess preservice teachers' perceptions of how their mentoring in science teaching has influenced their ability to teach science. It measures personal attributes, system requirements, pedagogical knowledge, modeling, and feedback as factors that comprise beneficial mentoring for science teachers.
Middle School Technology and Engineering Post-Event Survey
This is a post-event survey to be used following a technology and/or engineering outreach activity with middle school females, to assess middle school girls' identification with and interest in engineering and technology. It was developed by the Society of Women Engineers, a professional society which advocates for the inclusion of females in engineering and technology.
Model of Environmental Values (2-MEV) Scale
Assessment Type: Survey/Questionaire
The Environmental (2-MEV) Scale questionnaire was developed in Europe to measure adolescents' attitudes and gauge the effectiveness of educational programs.
Modified Attitudes towards Science Inventory (mATSI)
Measures students' attitudes towards science related to such factors as students' perceptions of the science teacher, anxiety toward science, value of science in society, self-concept toward science and desire to do science.
Modified Fennema Sherman Mathematics Attitude Scale
The Fennema-Sherman Mathematics Attitude Scale measures student attitudes towards mathematics. The survey consists of 4 subscales, each designed to measure confidence, math as a male domain, teacher perception, and usefulness.
New Ecological Paradigm Scale (NEP-R)
The New Ecological Paradigm Scale-Revised (NEP-R) is an updated version of the 1978 New Ecological Paradigm Survey. This updated version reflects current environmental terminology, as well as tests a single construct. The NEP-R is suitable for use in the general adult population.
New Ecological Paradigm Scale for Children (NEP-C)
The New Ecological Paradigm for Children is modeled after the New Ecological Paradigm (NEP) and the New Ecological Paradigm-Revised (NEP-Revised) for adults. The survey contains 10 questions assessing three subscales that contribute to one's environmental world view including rights of nature, eco-crisis, and human exceptionalism.
PDQ Survey
The Undergraduate PDQ instruments are designed for undergraduate activities where time limitations or activity importance make rigorous assessment (e.g. using pre and post measures) impractical. PDQ stands for "pretty darn quick," so named because you can use them for activities that you want to assess but don't have the desire or time to do so more intensively. Both versions of the undergraduate PDQ instruments gather data on the extent to which respondents participated in the activity, their goals, and feedback from the leaders or participants on their impressions of the activity, their satisfaction with the activity, and their suggestions for how it could be improved.
Perceived Authenticity Scale
Assessment Type: Scale
STEAM education is a method for driving student engagement in STEM topics through personal expression, creativity and aesthetics. EarSketch, a collaborative and authentic learning tool which introduces students to programming through music remixing, has previously been shown to enhance student engagement and intent to persist in computing. The goal of EarSketch is to broaden participation in computing through a thickly authentic learning environment that has personal and real world relevance in both computational and music domains. This mixed methods study extends previous work by 1) using a newly- developed instrument to assess creativity and 2) testing a theory of change model that provides an explanatory framework for increasing student engagement in STEAM. The results suggest that students who used EarSketch express statistically significant gains in computing attitudes and creativity. Furthermore, a series of multiple regression analyses found that a creative learning environment, fueled by a meaningful and personally relevant EarSketch curriculum, drives improvements in students' attitudes and intent to persist in computing. This work makes a significant contribution to computer science education by establishing the effectiveness of an authentic STEAM curriculum and advancing our knowledge of the underlying mechanisms driving students' motivations to persist in STEM disciplines.
Personal Creativity Scale
This scale build on the work from previous researchers who have measured creativity by using Creativity Support Tools (CSTs) that were developed from interviews and focus groups. One instrument, The Creativity Support Index (CSI), measures creativity in terms of feelings of exploration, expressiveness, and immersion. Our current work builds on this scale by modifying the items to fit within a STEAM, specifically computing and music, context.
Pre-College Annual Self-Efficacy Survey
LAESE is designed to identify longitudinal changes in the self-efficacy of undergraduate students studying engineering. (see AWE Self-Efficacy Literature Overview and Information on Self-Efficacy). LAESE can be used with any students studying engineering. A High School instrument, based on LAESE, was developed and tested by the Female Recruits Explore Engineering (FREE) Project.
Pre-College Middle School Survey for Engineering
Using the pre-college suite of surveys you can determine whether specific activities met your objectives and use this information to improve activities and make evaluation decisions. Specifically, the instruments assess the following topics: Course-taking plans for high school, whether participant intends to study science, engineering, or computer, what participant knows about what engineers, scientists, or computer scientists do, what factors (if any) about being an engineer, scientist, or computer scientist appeal to participant, events or persons that influenced participants' study plans, participant skill and confidence level in areas that are important for successfully completing a science, engineering, or computer degree, where participants plan to study science, engineering, or computer science/engineering, her/his satisfaction with the quality of the activity in which she/he has participated.
Pre/Post STEM Survey for 4th and 5th Grade
This pre/post survey was developed for In4All's (formerly BEC) STEM™ Connect program, focused on 4th and 5th grade students. The evaluation investigated the impact the program had in two key areas: career interest and attitude. The expectation is that the students will: (1) improve their attitude/behavior toward math and science and (2) increase their interest in pursuing a math or science career. To measure their attitude toward math and science, the Attitude Toward Science in School Assessment (ATSSA) was administered. This instrument was developed by Germann (1988) to assess attitudes toward science among 7th to 10th grade students. Our survey expanded to include the topic of math, replacing the word 'math' with 'science' in all survey items. Additional items were added to measure their interest in math or science-related careers. For three school years, the survey was administered to 4th-grade students. While the language has not been tested with 4th graders specifically, it was determined that the preference was to administer the original validated tool rather than risk compromising results by changing the language. Additional items were also added to the post-test survey to measure opinions on the presentations, activities, volunteers, and whether the student felt an increased interest in math and science as a result of the program.
Programme for International Student Assessment (PISA)
Assessment Type: Multiple-choice
Assesses how well students can apply the scientific knowledge and skills they have learned at school to real-life challenges.
Project Quantum
Assessment Type: Surveys/Online Assessments
Project Quantum is an ambitious project to crowd source a bank of high quality multiple choice questions for assessing computing in schools, developed jointly by Computing At School, The Centre for Evaluation and Monitoring (CEM), Cambridge Assessment and the Diagnostic Questions team.
Relevance of Science Education (ROSE) Student Questionnaire
Assessment Type: Point scale items w/one open-ended question
Assesses children's interest in, attitude towards, and experiences in science and technology, as well as their opinion about environmental challenges and career aspirations.
Revised Simpson-Troost Attitude Questionnaire (STAQ-R)
Assessment Type: 5-point Likert scale ranging from "strongly agree" to "strongly disagree" with an option of a neutral response (undecided/uncertain).
Revised Simpson-Troost Attitude Questionnaire (STAQ-R) is a revised version of the original tool called the Simpson Troost Attitude Questionnaire (STQ), a 58-item Likert type scale created by Simpson and Troost in 1982. For reference, please see Simpson, R. D., & Troost, K. M. (1982). Influences on commitment to and learning of science among adolescent students. Science Education, 66, 763-781.
Revised Women in Science Scale (WISS-R)
Assessment Type: 6-point Likert scale ranging from "strongly agree" to "strongly disagree" with no option of a neutral response.
Women in Science Scale-Revised (WISS-R) is a revised version of the original tool - Women in Science Scale (WISS), a 27-item Likert type scale created by Erb & Smith in 1984. For reference, please see Erb, T. O., & Smith, W. S. (1984). Validation of the attitude toward women in science scale for early adolescents. Journal of Research in Science Teaching, 21, 391-397.
Science Learning Activation
The Learning Activation Lab is a national research and design effort to learn and demonstrate how to activate children in ways that ignite persistent engagement in science, technology, engineering, art, and mathematics learning and innovation. This particular assessment was designed to be used with 10-14 year olds, and are used to assess an individual across each of the four dimensions of science learning activation. These scales can be used concurrently to measure the multi-dimensional construct of science learning activation or separately to measure individual dimensions.
Science Motivation Questionnaire II -(SMQ II) by Shawn M. Glynn
The Science Motivation Questionnaire II is a reliable and validated survey that assesses science motivation based on 5-factors (intrinsic motivation, self-efficacy, career motivation, self-determination, grade motivation).
Science Opinion Survey (SOS)
Assesses current interest and attitudes in science activities at school.
Science Process Skills Inventory (SPSI)
Assessment Type: 11 Likert scale items
The inventory consists of eleven items, each representing a different skill in the science inquiry process. Youth are prompted to respond to each statement using a 4-point Likert scale indicating how often they practice each of the items when doing science: Never (1), sometimes (2), usually (3), and always (4). Recommended scoring of the SPSI is the calculation of a composite science process skills score. This is calculated by summing the individual ratings for each item. The score range for the composite score is 11-44.
Scientific Attitude Inventory: A Revision (SAI II)
Assesses students interest in science, their attitudes toward science, their views of scientists, and their desire to become scientists.
Self Efficacy and Metacognition Learning Inventory- Science (SEMLI-S)
Assessment Type: 30-item closed-ended questions
The tool assesses students' metacognition, self-efficacy and constructivist science learning processes.
Self-Concept and Competence Scale in Physics
Student's Interest in Physics as a School Subject. This part of the questionnaire contained three items in which the students rated on a 5-point Likert scale their interest in physics courses in general, in relation to the physics course they have at present, and in relation to other science and non-science courses.
Self-Efficacy for Public Engagement with Science (PES)
Assessment Type: 13-item self-efficacy scale
This scale documents scientists' self-efficacy in their ability to conduct reciprocal public engagement activities. The scale can provide baseline data to describe the range of self-efficacy found among a group of scientists. If embedded within the context of a scientist training program, the scale has the potential to serve as a reflection tool for scientists by providing data on the relative strengths and areas of improvement in their PES activities. The scale can also be used as a longitudinal measure to document changes in self-efficacy over time. Using the scale in this way is advisable only in situations that involve a sustained intervention with multiple interaction points that take place over weeks or months.
Sources of Science Self-Efficacy Scale
The sources of science self-efficacy were assessed with the Sources of Science Self-Efficacy Scale, which was adapted from a scale used to measure this construct in the domain of mathematics (see Lent, Lopez, et al., 1996). It consists of four subscales measuring the effects of mastery experiences (eight items; sample: ''I got a good grade in science class last semester''), vicarious experiences (seven items; sample: ''Many of the adults I most admire are good in science''), social persuasions (eight items; sample: ''My teachers believe I can do well in difficult science courses''), and physiological states (eight items; sample: ''Science makes me feel uncomfortable and nervous'').
STEM Learning Activation Survey
Designed to be used with 10-14 year-olds, these survey scales are used to assess an individual across multiple dimensions of STEM learning activation. Please note that these can be used in conjunction with the scientific sensemaking scale included above. These scales can be used concurrently to measure the multi-dimensional construct of STEM learning activation or separately to measure individual dimensions.
Student Attitudes toward STEM Survey (S-STEM)
The S-STEM consists of two surveys: One for upper elementary grades, and one for middle/ high school students. Students' attitudes toward Science, Math, Engineering, and Technology, and 21st Century Learning are measured. The instrument is well validated and asks students about their interests in STEM in addition to their attitude, though the survey can seem repetitive for some students.
Student Computer Science Attitude Survey: CS Principles
Assessment Type: Survey/Self-Assessment
Snapshot status or change in students' confidence and interest levels, and perceptions of belongingness in CS, usefulness of CS, and being encouraged in CS change as a result of participation in CS Principles (CSP). This assessment measures confidence, interest, belongingness,	perceived usefulness of CS, and encouragement in computer science.
Students Leaving Engineering Survey
Retention of students in engineering continues to be of concern. To best address this area, we need to know what contributes to both students persisting in engineering and what contributes to their leaving.
Students Persisting in Engineering Survey
Retention of students in engineering continues to be of concern. To best address this area, we need to know what contributes to both students persisting in engineering and what contributes to their leaving. The persisting in engineering instrument is designed to measure both male and female student's reasons for persisting in engineering programs.
Survey of Attitudes Towards Astronomy
This instrument includes a pre-test and post-test on students attitudes towards astronomy. Four factors, including affect, cognitive competence, perceived value, and perceived difficulty of astronomy are assessed.
Survey of Undergraduate Research Experiences (SURE)
This is a validated instrument for evaluating undergraduate research programs, particularly in the sciences, which was developed by and administered through David Lopatto of Grinnell College. It consists of three different parts to capture attitudes before, during, and after the research program.
Teacher Efficacy and Attitudes Toward STEM Survey
The surveys can be used for measuring or monitoring change in teachers' efficacy and attitudes in STEM subjects, attitudes toward STEM, instructional practices and technology use. The 5 surveys (Science, Technology, Engineering, Math, and one for Elementary Teacher Efficacy) each have 6 sub-scales which include teaching efficacy, outcome expectancy, student technology use, frequency of instructional practices, and attitudes toward 21st-century learning. It is a validated measure that provides a multifaceted understanding of STEM teacher attitudes, efficacy, and practice. Although it can be an advantage to focus on subject matter for some (science, math, etc.) it could also be perceived as a limitation when evaluating integrated STEM approaches; it just depends upon your need.
Test of Mathematics Related Attitudes (TOMRA)
This instrument is for measuring the attitudes toward math class of middle school students.
Test of Science Related Attitudes (TOSRA)
Assessment Type: 70 5-point Likert scale items (10 questions from 7 subscales)
Assesses science-related attitudes along seven dimensions: social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, & career interest in science.
Thinking about Science Survey Instrument (TSSI)
Assessment Type: 60 multiple choice questions
Many scientists and science educators are concerned about the public's ambiguous relationship with science and this public includes elementary teachers. Like many citizens, too many elementary teachers find science disconnected from everyday life and thinking. Science is a "school subject" not an important part of everyday life. Some may believe that science conflicts with important personal beliefs they hold about other areas of life such as religion and art. Elementary teachers who feel this disconnection with science will at best approach science teaching as something one does if school authorities demand it. Given that we are now promoting constructivist approaches to science teaching among teachers who frequently face the challenges of multiculturalism, and in addition the rising challenges to science itself, society's demands of elementary teachers is all the more greater. The demands increasingly require of teachers an engagement with science at a significant level of depth and sophistication. The research reported here is about developing new insight on the processes of elementary science teacher education and development, and in general the development of the public understanding of science, vis-a-vis social and cultural factors that contribute either to science resistance or affirmation of science. This document reports on the development of a quantitative instrument for assessing socio-cultural resistance to, and support for, science that can be employed in efforts to quantitatively document the presence or absence of significant cultural concerns.
Undergraduate Research Student Self-Assessment (URSSA)
URSSA is an online survey instrument for use in evaluating student outcomes of undergraduate research experiences in the sciences. It is highly customizable and allows for comparison against similar programs (especially for NSF-funded Biology REU programs). The University of Colorado developed the URSSA, which has been supported by the National Science Foundation through its Divisions of Chemistry and Undergraduate Education, the Biological Sciences Directorate, and the Office of Multidisciplinary Affairs.
Utley Geometry Attitude Scale (UGAS)
The UGAS was developed after an extensive review of a variety of existing instruments used to measure attitudes to mathematics (e.g. Akin, 1974; Dowling, 1978; Fennema & Sherman, 1976; Tapia, 1996) and was designed to measure the attitudes of undergraduate college students toward geometry. The instrument is designed such that higher scores are more indicative of an overall higher attitude toward geometry.
Views about Science Survey (VASS)
Assessment Type: 30 multiple choice items (13 related to scientific dimensions, 17 related to cognitive dimensions) set up as contrasting alternatives design (CAD).
Probes personal beliefs about the nature of science within 3 scientific dimensions (structure, methodology, and validity of science) and learning science within 3 cognitive dimensions (learnability, reflective thinking, and personal relevance of science).
Wareing Attitudes toward Science Protocol (WASP)
Assessment Type: 50 items on 5-point Likert scale
Relationships among attitudes of students toward science, as measured by the WASP (Wareing Attitudes Toward Science Protocol), perceived antecedents of such attitudes, and class achievement or performance indicated by reported grades were investigated for a survey sample of 1,740 students in 87 high school science classes from five communities. Additionally, students' self-reported number of tests administered in a given course, perceived rewards, degree of stress, and internal structure of the course were examined as potential predictor variables. Results indicate a significant correspondence between report card grades, degree of structure, degree of stress, gender, degree of rewards, number of tests, and students' attitudes toward science.
Youth Engagement, Attitudes and Knowledge Survey (4-H)
Assessment Type: Some parts of the survey are multiple choice, and the majority of the questions are point-scale.
This survey is developed based on several other youth surveys, and includes questions on several youth development and STEM factors, including student demographics, life skills, decision making skills, critical thinking skills, etc. The survey is created for broader 4H community, but can also be applied outside it.
Youth Teamwork Skills Survey
Assessment Type: Self-reported survey
The Youth Teamwork Skills Survey is a self-report survey that measures youths' perceived team communication skill levels. The survey is meant for youth in grades 6 - 12 participating in STEM out-of-school time programs. The survey includes 28 items that fall into five factors based on the team communication skill areas of closed-loop communication, information exchange, and listening.
Applied Learning Student Questionnaire (ALSQ)
Assessment Type: Self reported survey
This instrument is used across Georgia's Governor's Office of Student Achievement Innovation Fund grants. These primarily target high school students participating in programs supporting STEM persistence.
National Assessment of Educational Progress (NAEP) Science Assessment Instrument
Assessment Type: Multiple choice, short constructed response questions, and extended constructed response questions.
Evaluates students' knowledge of three fields of science (earth, physical, and life), three elements of knowing and doing science (conceptual understanding, scientific investigation, and practical reasoning), and two overarching domains in science (the nature of science and themes-systems, models, and patterns-present in science).
Views on Science and Education (VOSE)
The Views on Science and Education Questionnaire (VOSE) was designed to assess attitudes towards and knowledge of the nature of science (NOS) as well as the teaching practices related to NOS.
Views on Science-Technology-Society (VOSTS)
Assessment Type: Catalogue of 114 multiple choice questions
"Monitors" students' views concerning the epistemological, social & technological aspects of science.


2727 California Street is an art & education initiative + an artist in residence program. We are located in Berkeley, CA.
Our shop contains items that are connected to our program ~ goods handmade by members of our community, items selected by residents, publications produced in P.E. Area, and more.
Please email everybody@2727.today us know if there is something you would like to contribute to the shop.


Beat butter, vanilla amd sugar with an electric mixer until just combined. Add egg and beat to combine.
Sift flours with bicarb soda and baking powder and add to butter mixture along with coconut. Mix gentely till well combined.
Roll two teaspoons of mixture into ovals, place on lined oven trays and flatten slightly with the back of a fork. Allow room for spreading.
Bake at 170 ° C till lighly browned at the egdes. Remove and cool on trays for a few minutes to cool completely.
To make the filling, beat butter, vanilla , milk and icing sugar, in a small bowl until fluffy.
Place a small amount of raspberry jam on the flat side of one biscuit and spread some icing on the flat side of a similar -sized biscuit.
Sandwich biscuits together. Repeat with remaining biscuits.


Even though all of us have calendars on our phones stationery lovers like us love to have a physical pretty calendar that gives us joy just by looking at it. I am beyond thrilled to be already sharing a set of monthly calendars that are all uniquely designed on the blog today. Feel free to use calendar templates which are available here for the month january 2018.
From an adorable fox to a cutie pie squirrelto a precious pup and so much moresomething for everyone.
Cute november 2018 calendar. The free printable 2018 calendar is here. Free printable download at a piece of rainbow. The wait is over. Beautiful floral 2018 calendar and monthly planners with unique flower designs for each month.
Theyre one of the most popular items on the blog. Download this 2019 free printable calendar to use on our desk office or even for cute little gifts. 2018 printable calendar with vintage fruit botanicals. Get more organized and punctual by managing your work and other activities in an effective manner.
Should you like to plan ahead i have a good news for you. A few disappointments but on the whole it has been rewarding and peaceful. Check out free monthly july 2019 calendar printable pdf word excel page landscape portrait blank templates a4 vector xls 1185 editable calendar for july 2019 cute july 2019 wall floral calendar designs and july 2019 calendar with holidays. 2017 has been a good year so far.
Includes 12 months weekly planner weekly meal planner faith planner printable art. Attention all animal loverstodays free printable 2018 watercolor animal calendar is for you. Believe it or not i had this finished in december but you know how life gets really full and you just have to let go of a few things so you can enjoy and savor the moment. 2018 calendar on one page vertical months run across page week starts on monday.
Like the holidays and having your son home from college. Who here likes to receive a free calendar 2018 printable by now. Although it isnt quite over yet its time. The 2018 free printable monthly calendar is here.


I was inspired by the beautiful circular movement of a dancer's flowing skirt, the expression it holds, and the theme of love.
This piece began with research inside Rio Carnaval. It really gave me the behind the scenes look at the process of Carnaval for different communities; from the competitiveness and finance stress to the designing of floats, props, costumes, and coming up with a theme. The process is what intrigued me. My theme is love. Love has a story. It comes in different colors, purposes, magnitude, and impact. It's the relationship we have with our friends, family, artistry, significant other, complete strangers or something as simple as the nature that surrounds us. It's a lifelong journey of experiences, growth, and perspective; beginning inward with ourselves as the root.


Recently I was given a book by Shauna Niequist called Bread and Wine, a love letter t life around the table. Before I opened the cover I didn't know much about it other than I was given a copy to review. I like it that way because I don't want anyone else's opinion to color my own. The book's cover is filled with wine glasses and breadsticks and I suppose instinctively I thought it was just a cookbook.
It IS a cookbook but so much more!
Bread and Wine is as much a memoir of moments in Shauna's life as it is a group of recipes to create wonderful meals from. Through every chapter you realize that meeting at the dinner table is a ritual every family creates in their own unique ways. We're given a peek into her life only to realize how much alike we all are as we face troubles and joys.
Weaved throughout the book is Shauna's faith in God, wonderful recipes for food she shares with her friends and her overall attitude to life in the way she's created a loving family. The book is a collection of essays that show one woman and her journey through life with family and friends. She shares profound joy in nurturing through food. Each story is accompanied by a recipe and there's always the backdrop of food and wine being food and wine by in a Christian sense it's so much more to Shauna.
When you read this book, whether you're curled up on an overstuffed sofa or sitting up in bed, you'll see vivid images describing the wonderful meals Shauna creates. Bread and Wine should be on your night table or have you already read the book?


text:
Q: My npm start for react tutorial project is not working I am trying to learn react and following egghead's video tut from https://egghead.io/lessons/react-react-fundamentals-development-environment-setup?series=react-fundamentals on setting up my dev environment. However, after installing relevant modules as mentioned in the first video, when I try npm start, it is throwing following error:
Shaileshs-MacBook-Pro:react-project shailesh$ npm start

> shaileshgupta@1.0.0 start /Users/shaileshgupta/react-project
> webpack-dev-server

/Users/shaileshgupta/react-project/webpack.config.js:3
  output: {
  ^^^^^^

SyntaxError: Unexpected identifier
    at exports.runInThisContext (vm.js:53:16)
    at Module._compile (module.js:374:25)
    at Object.Module._extensions..js (module.js:405:10)
    at Module.load (module.js:344:32)
    at Function.Module._load (module.js:301:12)
    at Module.require (module.js:354:17)
    at require (internal/module.js:12:17)
    at module.exports (/Users/shaileshgupta/react-project/node_modules/webpack/bin/convert-argv.js:80:13)
    at Object.<anonymous> (/Users/shaileshgupta/react-project/node_modules/webpack-dev-server/bin/webpack-dev-server.js:55:48)
    at Module._compile (module.js:398:26)

npm ERR! Darwin 15.0.0
npm ERR! argv "/usr/local/Cellar/node/5.3.0/bin/node" "/usr/local/bin/npm" "start"
npm ERR! node v5.3.0
npm ERR! npm  v3.3.12
npm ERR! code ELIFECYCLE
npm ERR! shaileshgupta@1.0.0 start: `webpack-dev-server`
npm ERR! Exit status 1
npm ERR!
npm ERR! Failed at the shaileshgupta@1.0.0 start script 'webpack-dev-server'.
npm ERR! Make sure you have the latest version of node.js and npm installed.
npm ERR! If you do, this is most likely a problem with the shaileshgupta package,
npm ERR! not with npm itself.
npm ERR! Tell the author that this fails on your system:
npm ERR!     webpack-dev-server
npm ERR! You can get their info via:
npm ERR!     npm owner ls shaileshgupta
npm ERR! There is likely additional logging output above.

npm ERR! Please include the following file with any support request:
npm ERR!     /Users/shaileshgupta/react-project/npm-debug.log

I banged my head and tried to debug it, but couldn't find any possible solution to it. Could anyone help me understand what is going on here? Let me know if you need more information.

A: You might need to install the webpack dev server
npm install webpack-dev-server --save-dev

A: Post the whole code, you're probably missing a comma after the first property of module.exports object

A: If you have a file with the .jsx extension, try changing it to .js. That worked for me when I had the same problem.

A: Most of the times we will copy paste the webpack.config.js file from tutorials. Some part of the code will look like this in the webpack.config.js.
devServer: {
  inline: true,
  port: 8080   }

When you run npm start from command prompt you might have not installed webpack-dev-server. if so run the below line
npm install webpack-dev-server -g

In few cases webpack-dev-server is installed but something else will be running in 8080 port. In that cases simply change the port number in webpack.config.js file. below is the updated code.
 devServer: {
  inline: true,
  port: 4000   }

That should resolve your problem.
Click here for more about this issue

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In the photo, Toyin Abraham looked every wit a pregnant woman. She wore a red maternity gown coupled with a headscarf wound around her head. But that was not even the part that was tale-telling. It was Toyin's face that screamed pregnant….
Nollywood actor,Adeniyi johnson who was first husband of Toyin Abraham,set to wed another beautiful angel in Nollywood industry After his marriage to Toyin crashed in 2015.


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When in the midst of confusion and disappointment, focus on something positive in your life. Something you know you control, something you know you can improve.


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Challenging a will in court can be a costly, time-consuming and emotionally draining experience. Family members fight. Beneficiaries can end up waiting for years as cases wind through the system.
That said, what are your chances of winning?
Litigation over wills is becoming increasingly common, said Suzana Popovic-Montag, managing partner at Hull & Hull LLP, a Toronto-based law firm that specializes in estate and trust planning.
"Coupled with the tremendous increase in wealth that we have seen over the last few years, people are living longer," she said. "As people live longer, they are, statistically, far more likely to develop a cognitive disorder or to experience cognitive decline."
The result, she says, is that estate plans are challenged "on the basis of a lack of testamentary capacity or undue influence."
Those are just two of several grounds for disputing a will. Challenges can also be brought on the basis of improper execution – the will is unsigned or not properly witnessed – or the testator's (will writer's) lack of knowledge and approval of its contents, or simple fraud.
"The ones you see all the time are undue influence and lack of capacity, and there's a couple of reasons for that," said Lynne Butler, an estate lawyer in St. John's and author of several books about estate planning.
"Mostly it is because when people are shocked or disappointed by a will, the first thing they will do, like a knee-jerk reaction, is say, 'Well someone forced them.' Or, 'They didn't know what they were doing.' "
In such cases, she says, a capacity assessment will be performed. This is a formal assessment of a person's mental capacity to make decisions about property and personal care.
Often, she said, a will is challenged on more than one ground. The advantage of this is that "if you can't quite prove one, you might be able to prove the other."
She recalled a case in which a will contained items that the testator, an elderly woman, did not own. "We went with 'lack of knowledge and approval of the contents,' " she said, "which is a lesser test than lack of capacity."
Not anyone, however, can mount a challenge. In most of Canada, only a spouse and dependent children can contest a will that has disinherited them. Otherwise, said Ms. Popovic-Montag, "the basic test in Ontario is that you have to have a financial interest in the estate in order to have standing to challenge a will."
"That means the challenger has proof that he or she had been named in a prior will," she said, "or, for example, that the testator once promised to include you if you agreed to take care of them."
The key there, Ms. Butler said, "is there had to have been a promise that a reasonable person would see as a reasonable promise. And you have to have passed up other opportunities or made decisions to your own detriment because you thought you would eventually get that [legacy]. It is basically a fairness type of concept."
Each province has its own laws concerning wills. British Columbia's Wills, Estates and Succession Act is unique in that it also allows adult children to make a claim. Although there are no legal obligations to provide for them in a will, there is a moral obligation to do so if there are sufficient assets.
"What we have in British Columbia is your classic tug of war between the right of a parent to decide what to do with his or her assets after death, versus the moral claim that can be brought by an adult independent child," said Trevor Todd, a Vancouver-based estate litigation lawyer.
"I have a claim right now," he said, "where there are six children, almost everything left to the two sons and very little left to the four daughters." Because of rising land values, the family farm on which the daughters worked as children is now worth $10-million.
"Outside of B.C.," said Mr. Todd, "these daughters would not have a case. We are going to win and will get them, I hope, an equal share."
Most people see challenges to wills as a purview of the wealthy. But even modest estates are increasingly becoming the subject of challenges, lawyers say.
"Your level of what you see as wealth depends on how you were raised and the standard of living you have now," said Ms. Butler. "If you are a person with almost nothing, that $10,000 asset is just as good as $10-million to somebody else."
All three lawyers, meanwhile, emphasize that regardless of the grounds, winning your case in court can be far from easy.
The onus is on the person attacking the will to prove that it is invalid, said Mr. Todd. The person writing the will is "presumed to be competent, so the person attacking the will has to prove [otherwise]. Similarly, if someone is alleging that the will was done by the undue influence of somebody, you have to prove that they unduly influenced [the testator], and it is very difficult to prove that."
At the same time, judges are growing impatient with frivolous claims and notices of objection.
In the past, they would assign legal costs to the estate if they felt a losing claim was at least reasonable, said Ms. Popovic-Montag. But "we now have more of a loser-pay principle. If the judge says this is not a proper inquiry, not only are you going to pay your own costs, you are going to pay the costs of the other side as well."
In the end, disputing a will is time-consuming and expensive. Those who want to try should think hard first.
"I have so many clients come in at first instance and say, 'This is the principle of the thing: There is no way Mom wanted that, there's no way,'" Ms. Popovic-Montag said. "But when you delve into it and the evidence starts to unfold, it doesn't always pan out the way people thought.
"You have to go into it knowing what might happen."
AUGUSTA DWYER
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The concept of sect, or the division between day and night, is a primary consideration in Traditional/Classical Astrology, and it corresponds to the hot/cold polarity in temperament. This consideration carries over to Essentialist Astrology. The day/night division has been tied to gender since at least the Hellenistic Era, with day being associated with masculine and night being associated with feminine. This gender correspondence is an apparent Patriarchal redaction, and it is rejected in Essentialist Astrology. It is also redundant and adds nothing to the system. Day and night are perfectly adequate descriptors for this polarity, without the need to bring in gender.
There is another polarity in astrology, which is just as important as the division between day and night. This polarity gets muddled with day and night, but it is separate and distinct. This is the wet/dry polarity. It is very possible that this polarity became muddled as a part of the apparent Patriarchal redaction which assigned gender to sect. While adding a new gender classification in this day and age is highly controversial and unnecessary, having some classification for the wet/dry polarity is quite useful. Thus, I will use the term consistency for this polarity with a soft consistency corresponding to wet, and a hard consistency corresponding to dry. To my knowledge, these terms are not found in any known tradition, but merely adding a new name to a well-established concept is an adaptation rather than an innovation, and thus it is acceptable in Essentialist Astrology.
The soft principle corresponds to the wet temperament and is one of blending and merging. It considers the whole and tries to see how things are similar rather than how they are different. It also tends to be gentle. Instead of engaging in direct conflict, it gives way to opposition. The soft principle is yielding and bends so that it does not break. It tends towards the creative rather than analytical.
The hard principle corresponds to the dry temperament and is one of separating and dividing. It considers classifications and tries to see how things are distinct rather than how they are the same. It also tends to be strong. The hard principle does not shy from direct conflict and stands firm in the face of opposition. It tends towards the analytical rather than the creative.
The polarity between night and day is relatively harmonious. Night follows day and day follows night in a gentle and predictable rhythm. There is a seamless pattern between activity and rest. The day signs and the night signs have little in common with each other, but they do not engage in conflict with each other either.
The polarity between soft and hard, however, can be deeply divisive. In any controversy one can think of, the fundamental issue is along the soft/hard polarity. In physics, the fundamental controversy has always been whether the universe is made of "things," distinct particles, or "stuff," continuous substance or waves. In linguistics, it has always been between the "lumpers," those that see how different languages are similar, and the "splitters," those that see how different languages are distinct. In reading education, it is between "phonics" and "whole language." In language learning, it is between traditional grammar instruction and immersion. The list goes on and on.
The truth of the matter is that in all of these controversies, the real answer is that both are right and necessary. There is an interplay between soft and hard, which is just as necessary as the interplay between day and night. If everything were soft, we would not have diversity or know what anything was. If everything were hard, it would eventually break down into nothingness. We need both.
The complicated way that the polarities behave can be seen in astrology. In astrology, the signs are related to each other by aspect. The aspects used in Essentialist Astrology are the same as those that are used in Traditional/Classical Astrology, and they are based on the principles of Sacred Geometry.
The very first aspect is the Conjunction when planets or chart points are in the same sign, and this is 0° and based on the number 1. Obviously, if planets and chart points have the same sign, they are the same with respect to both polarities.
There is an interplay between all of the other aspects and the polarities, as is discussed below.
This is the astrological reason that the hard and soft polarity tends to be more heated and contentious than the day and night one.
It might be that the square is easier between signs that have the same consistency. For example, it could be that the square between Aries and Capricorn is easier than the one between Aries and Cancer. That feels like it might be correct, but I would need to research that further to adopt such a position with confidence.
I have observed that the squares between the mutable signs are easier than the squares between the other modes. That could be because the nature of mutable signs is less prone to contention than that of the other modes. It could also be that the squares that involve signs of different consistences are ruled by the same planet. Gemini (day, soft) and Virgo (night, hard) are both ruled by Mercury, and Sagittarius (day, hard) and Pisces (night, soft) are both ruled by Jupiter. It is something to think about.
In addition to the aspects that are formed by angles, there are also aspects that are formed by mirror images along the Solstice and Equinox lines. These aspects have an interesting interplay between sect and consistency as well.
The tropical zodiac is based on the seasons, so there is a clear division between signs that are on each side of the Summer and Winter Solstice line. There is another clear division between signs that are on each side of the Spring and Autumn Equinox line. The signs that are mirror images along the Solstice line are antiscia, and the signs that are mirror images along the Equinox line are contra-antiscia. On a more technical note, while the aspects based on angles are measured from the same degree, i.e. 5°, 16°, etc., the antiscia and contra-antiscia are measured as mirrors of 30° (the number of degrees in each sign). Thus antiscia and contra-antiscia pairs would have degree pairs such as 5° and 25°, 17° and 13°, etc.
In the Southern Hemisphere, the seasons are reversed so it could be that the commanding and obeying signs are also reversed. More research is required to say this with any certainty, however.
This article has introduced the term consistency to discuss the traditional polarity of wet and dry. Consistency is divided into soft, which corresponds with the wet temperament, and hard, which corresponds with the dry temperament. Being able to classify soft and hard consistencies is extremely useful. It explains the various controversies in the world, and it also adds a deeper understanding of the dynamics of relationships between the signs, which are known as aspects.


Budget airline Ryanair, the largest airline in Europe by passengers carried, is being taken to court by the United Kingdom's Civil Aviation Authority (CAA) for refusing to refund thousands of British customers who suffered through dozens of Ryanair flight delays and cancellations this summer.
The CAA is an independent regulations entity established by Parliament responsible for holding the aviation industry accountable in the UK. After Ryanair flatly refused to refund thousands of tickets this summer, citing pilot and cabin crew strikes, the CAA took over on behalf of those passengers, taking legal action against the low-cost carrier. The organization believes that Ryanair's consumers deserve repayment under local laws, although the airline has taken the stance that the strikes were out of its control, and therefore do not fall under the restrictions of the law. The budget carrier has successfully evaded refunding customers in other European countries.


text:
Porthole Cruise Magazine
P&O Cruises Contest Reveals Newest Ship Name (VIDEO)
#wpdevar_comment_1 span,#wpdevar_comment_1 iframe{width:100% !important;}
When P&O Cruises asked their fans to help name their new ship, they had no idea how popular the contest would be. 30,000 submissions later, the latest vessel from the luxury cruise line has its name; P&O Cruises Iona.
The team at P&O Cruises narrowed the list down to only a few, but the submission from Gillian, a resident of Dundee, stuck out the most. Named for the island of Iona off the coast of Scotland, Gillian chose the name because of the island's beauty and striking views of the sea.
P&O Cruises Ship | Photo: P&O Cruises Website Screenshot
Paul Ludlow, Senior Vice President of P&O Cruises, was smitten with the name from the start.
"We are an island nation and as Britain's favorite cruise line, it seems very fitting to highlight one of our most notable islands and celebrate the geographic diversity of the UK, especially as we can trace back our roots to the Scottish Isles." he said.
P&O Cruises Iona: Facts to Know
P&O Cruises Iona, weighing in at a whopping 180,000 tons, can hold more than 5,000 passengers, making it the largest ship P&O operates. The ship's power source is 100% natural gas, something many cruise lines are exploring for newer vessels in an effort to be as environmentally-friendly as possible. In fact, Iona is set to be the most environmentally conscious ship in P&O's fleet. That's an incredible feat for a ship of such magnitude.
RELATED: P&O Cruises builds largest British ship
One of the coolest features on board Iona is called The Dome, an entertainment hub complete with a clear sky dome, a pool with a retractable stage, fun water features as well as whirlpools. Billed as an all-weather venue for guests to enjoy, nighttime is when The Dome comes alive with aerial performances and projections onto the dome.
P&O Cruises Iona is set for its inaugural sail in 2020.
-Evan Gove
#cruise line#cruise ship#England#Evan Gove#Iona#island#Luxury Cruise Ship#Natural Gas#new ship#P&O Cruises#Scotland#Travel#United Kingdom#vacation
Porthole Cruise Magazine is a leading cruise and travel publication covering cruise news, ship reviews, the cruise lifestyle and more.
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Since August 15, Pakistani nationals seeking medical treatment have not been denied visas.
New Delhi: India today issued a medical visa to another Pakistani national following a promise made by the Ministry of External Affairs on Independence Day.
"Amna - We have approved medical visa for your father Mr Shamim Ahmed," External Affairs Minister Sushma Swaraj tweeted in response to a request from Amna Shamim through the Twitter handle of Karachi's Muhammad Talha.
Shamim also posted a reference letter dated October 9 from a doctor at Sir Ganga Ram Hospital who stated that the patient was being considered for a liver transplant.
On Independence Day, the Ministry of External Affairs (MEA) had announced that India would provide medical visas to all bona fide Pakistani patients.


I guess I'm getting older, but I don't wade fish much anymore. When I was younger, I used to surf and wade fish all the time. Sometimes, I would do both activities on the same day.
I heard on the radio about a man from Ingleside contracting the Vibrio bacteria while wade fishing. While I do know at least three cases of people that got infections who never left their boat, I figure a person's chances are higher if you are in the water.
It's a good idea to keep small bottles of bleach in the boat for any wounds that occur. If you fish as often as I do, these wounds include line cuts, hook punctures and small fin pricks from fish. If you wade fish you can add oysters and barnacles to that list.
If you own a boat and can afford a trolling motor and power pole there is no reason to wade. With a power pole and trolling motor, it is easier to move along a shore line with several people than it is wading.
Waders must carry stringers, bait buckets, nets, pliers and an assortment of gear that is often a duplication of what is already in the boat.
I've had stringers of trout and reds stripped by sharks while wading several times. I once had to fight a shark for my bait bucket! I've stepped on several stingrays, without wounds…knock on wood!
At this point in my life I'm much more concerned about the Vibrio bacteria. I do have some very fond memories of wade fishing and I have done some this year in Cedar Bayou.
But, day in and day out, with my customers who vary in age from 5 to 87 years old, I just can't plan on wading.
Posted on July 12, 2017 May 30, 2018 by mycoastalworldPosted in fishingTagged Aransas Bay Fishing, Coastal Bend Guides Association, fishing guide, Vibrio, wade fishing.


New York, NY – July 23, 2018 – K'Arts Ballet of Korea will present the American premiere of Song of the Mermaid, a fantasy ballet choreographed by SunHee Kim, running October 20 and 21 at New York City Center. Song of the Mermaid, inspired by Hans Christian Andersen's beloved tale "The Little Mermaid," will star Kimin Kim, principal dancer of Mariinsky Ballet, and feature 40 dancers and an original score composed by Hana Ryou.
and after graduation, moved to New York to study at NYU's Tisch School of the Arts, working with numerous dance companies as a dancer and choreographer. Kim returned to Korea, where she worked as a dancer and teacher at various institutions before moving to Russia to train in classical ballet with the renowned Vaganova Teacher Training Program. She was the first Korean ever to study classical ballet in Russia, at a time when there were no official diplomatic relations between the two countries. It is not surprising that her achievements abroad have played a major role in the development of Korean ballet.
Kimin Kim born in Seoul, South Korea and trained at KNUA under Vladimir Kim and Margarita Kulik. Kim joined the Mariinsky Ballet as a trainee in December 2011 and was promoted to First Soloist in July 2012 and Principal Dancer in April 2015. Kim's repertoire with the Mariinsky Ballet includes Solor and the Golden Idol in La Bayadère, Ali in Le Corsaire , the Diana and Acteon Pas de Deux, Basilio in Don Quixote, Count Albrecht in Giselle, Rubies from George Balanchine's Jewels, the Nutcracker Prince in Vasily Vainonen's The Nutcracker, Mercutio in Leonid Lavrovsky's Romeo and Juliet, Prince Siegfried and the Prince's Friends in Swan Lake, the third movement of Balanchine's Symphony in C, Aminta in Frederick Ashton's Sylvia and roles in Harald Lander's Études, William Forsythe's The Vertiginous Thrill of Exactitude, Alexei Ratmansky's Concerto DSCH and Wayne McGregor's Infra.
Kim was a prizewinner at the international ballet competitions in Rome (2008), Moscow (2009), Jackson (2010) and Varna (2010). In 2012, he won the Grand Prix at the Arabesque international ballet competition in Perm and the Grand Prix at the Youth America Grand Prix in New York. Kim made his debut with American Ballet Theatre dancing Solor in La Bayadère during the 2015 Spring season at the Metropolitan Opera House.
Song of the Mermaid is presented by Valentina Kozlova Dance Foundation and Korean Cultural Center New York.
Song of the Mermaid will run Saturday, October 20 at 8 pm and Sunday, October 21 at 2 pm. Tickets start at $25 and can be purchased (Starting September 4) online at www.NYCityCenter.org, by calling 212.581.1212, or in person at the City Center Box Office. New York City Center is located at 131 W 55th St between Sixth and Seventh avenues. For more information, please visit www.NYCityCenter.org.


TRIED-and-tested recipes from celebrity chef, Aldo Zilli.
I recommend using CocoPacific Raw which is great for cooking and baking with. This is a must-have book if you have cut out gluten, dairy or refined sugar from your diet, yet still want to bake treats like the blueberry lemon mousse cake.
Home Show tomorrow at Olympia in London as I am there for the last time this year. Ciao!
The night before making this, place the can of coconut milk in the fridge. Line the base and sides of a 23cm springform or loose-bottomed cake tin with baking parchment.
Soak the cashew nuts in 300ml of filtered water with ½ tsp of Himalayan pink salt for 3-4 hours.
To make the base, in a food processor chop up the dates with the salt and vanilla seeds to form a ball-like paste. Add the coconut and hemp seeds and blitz. Melt the coconut oil, add to the mix and process until everything is combined. Turn out into the prepared tin and press down to form a base. Then refrigerate.
In a blender, process 150g of the blueberries, the lemon zest and juice, honey and salt to form a purple juice. Drain and rinse the cashew nuts, then add them to the blueberry juice and process until smooth.
Open the can of coconut milk and remove the cream on the top, which will have set overnight. You need 240g, so use some of the thinner milk from the bottom of the can if necessary. Whip up the coconut cream in a freestanding mixer or using an electric whisk, until it's smooth and thick.
Melt the coconut oil and blend it into the blueberry juice and then add everything in the blender to the whipped coconut cream. Lightly whisk everything once more until just combined.
Fold in the remaining 175g of blueberries then pour the mix over the prepared base. Refrigerate for about 2 hours.
Decorate with blueberries and scented edible flowers to serve.
The night before, put the two cans of coconut milk in the fridge for the vanilla cream. You will also need four tall but wide glasses or bowls.
Open the refrigerated cans of coconut milk and scrape off the thicker part of the milk. You need 450g thick set milk for the vanilla cream. Set aside in the fridge until needed. Reserve the rest of the coconut milk for the coffee mousse.
To make the coffee mousse, combine the ground coffee and boiling water and set aside. Place 150ml of coconut milk into a blender. Place the rest of the mousse ingredients, except the coffee and coconut oil, in the blender and blend until smooth. Melt the coconut oil and add to the blender. Strain the coffee, measure out 60ml and add to the blender, blending until completely smooth. Spoon out 55g of the coffee mousse into each glass and refrigerate.
Next make the vanilla cream. Take the set coconut milk and whip until smooth and thick using a hand-held whisk or freestanding mixer, then add the coconut nectar or honey and vanilla and whisk once more.
Remove the glasses from the fridge and spoon 40g of vanilla cream over each layer of the coffee mousse. Divide the rest of the mousse over the first layer of vanilla cream, then top with a final layer of cream according to the size of your glasses.
Refrigerate until needed, grate chocolate over the top, and serve with any leftover cream.
Recipes taken from Clean Cakes by Henrietta Inman (£20, Jacqui Small), photographs by Lisa Linder.


text:
Elateridae or click beetles (or "typical click beetles" to distinguish them from the related families Cerophytidae and Eucnemidae, which are also capable of clicking) are a family of beetles. Other names include elaters, snapping beetles, spring beetles or skipjacks. This family was defined by William Elford Leach (1790–1836) in 1815. They are a cosmopolitan beetle family characterized by the unusual click mechanism they possess. There are a few other families of Elateroidea in which a few members have the same mechanism, but most elaterid subfamilies can click. A spine on the prosternum can be snapped into a corresponding notch on the mesosternum, producing a violent "click" that can bounce the beetle into the air. Clicking is mainly used to avoid predation, although it is also useful when the beetle is on its back and needs to right itself. There are about 9300 known species worldwide, and 965 valid species in North America.

Etymology
Leach took the family name from the genus Elater, coined by Linnaeus in 1758. In Greek, ἐλατήρ means one who drives, pushes, or beats out. It is also the origin of the word "elastic", from the notion of beating out a ductile substance.

Description and ecology
Some click beetles are large and colorful, but most are under two centimeters long and brown or black, without markings. The adults are typically nocturnal and phytophagous, but only some are of economic importance. On hot nights they may enter houses, but are not pests there. Click beetle larvae, called wireworms, are usually saprophagous, living on dead organisms, but some species are serious agricultural pests, and others are active predators of other insect larvae. Some elaterid species are bioluminescent in both larval and adult form, such as those of the genus Pyrophorus.

Larvae are elongate, cylindrical or somewhat flattened, with hard bodies, somewhat resembling mealworms. The three pairs of legs on the thoracic segments are short and the last abdominal segment is, as is frequently the case in beetle larvae, directed downward and may serve as a terminal proleg in some species. The ninth segment, the rearmost, is pointed in larvae of Agriotes, Dalopius and Melanotus, but is bifid due to a so-called caudal notch in Selatosomus (formerly Ctenicera), Limonius, Hypnoides and Athous species. The dorsum of the ninth abdominal segment may also have sharp processes, such as in the Oestodini, including the genera Drapetes and Oestodes. Although some species complete their development in one year (e.g. Conoderus), most wireworms spend three or four years in the soil, feeding on decaying vegetation and the roots of plants, and often causing damage to agricultural crops such as potato, strawberry, corn, and wheat. The subterranean habits of wireworms, their ability to quickly locate food by following carbon dioxide gradients produced by plant material in the soil, and their remarkable ability to recover from illness induced by insecticide exposure (sometimes after many months), make it hard to exterminate them once they have begun to attack a crop.  Wireworms can pass easily through the soil on account of their shape and their propensity for following pre-existing burrows, and can travel from plant to plant, thus injuring the roots of multiple plants within a short time. Methods for pest control include crop rotation and clearing the land of insects before sowing.

Other subterranean creatures such as the leatherjacket grub of crane flies which have no legs, and geophilid centipedes, which may have over two hundred, are sometimes confused with the six-legged wireworms.

Evolution
The oldest known species date to the Triassic, but most are problematic due to only being known from isolated elytra. Many fossil elaterids belong to the extinct subfamily Protagrypninae.

Selected genera

Actenicerus
Adelocera
Adrastus
Aeoloderma
Aeoloides
Aeolus
Agriotes
Agrypnus
Alaus
Ampedus
Anchastus
Anostirus
Aplotarsus
Athous
Balgus
Betarmon
Brachygonus
Brachylacon
Brongniartia
Calambus
Cardiophorus
Cebrio
Chalcolepidus
Cidnopus
Conoderus
Craspedostethus
Crepidophorus
Ctenicera
Dacnitus
Dalopius
Danosoma
Deilelater
Diacanthous
Dicronychus
Dima
Drilus
Eanus
Ectamenogonus
Ectinus
Elater
Elathous
Eopenthes
Fleutiauxellus
Haterumelater
Hemicleus
Hemicrepidius
Heteroderes
Horistonotus
Hypnoidus
Hypoganus
Hypolithus
Idolus
Ignelater
Ischnodes
Isidus
Itodacne
Jonthadocerus
Lacon
Lanelater
Limoniscus
Limonius
Liotrichus
Megapenthes
Melanotus
Melanoxanthus
Metanomus
Merklelater
Mulsanteus
Negastrius
Neopristilophus
Nothodes
Oedostethus
Orithales
Paracardiophorus
Paraphotistus
Peripontius
Pheletes
Pittonotus
Pityobius
Podeonius
Porthmidius
Procraerus
Prodrasterius
Prosternon
Pyrearinus
Pyrophorus
Quasimus
Reitterelater
Selatosomus
Sericus
Simodactylus
Spheniscosomus
Stenagostus
Synaptus
Vesperelater
Zorochros

Notes

References

External links

Elateridae. Click Beetles of the Palearctic Region.
On the University of Florida / Institute of Food and Agricultural Sciences Featured Creatures website:
Click beetles, Alaus spp.
Conoderus rudis (Brown)
Conoderus scissus Schaeffer

redpajama_set_name: RedPajamaWikipedia


text:
3D Printing Financials: 3D Systems Beats Estimates in Q3 Earnings, Revenue Still Down 13%
November 9, 2020 by Vanesa Listek 3D Printers3D Printing3D Printing ResearchBusinessDental 3D Printing
3D printing and digital manufacturing solutions provider 3D Systems beat expectations for its third-quarter earnings but marked a year-over-year revenue decline as the coronavirus pandemic slowed economic growth, disrupted the equipment and services market, and impacted operations, ushering in a host of challenges worldwide.
3D Systems reported its third-quarter revenue dropped 13% from the same time last year to $135.1 million. It also informed a loss of $72.9 million, or 61 cents per share, notably higher than the $38 million loss in the prior quarter. Moreover, cash on hand decreased by $58.4 million since December 31, 2019, now at $75.3 million. Mainly due to the uses of cash, which included $26.5 million for debt repayments, $32.6 million for operations, $12.5 million for payments to purchase noncontrolling interests, and $11 million for capital expenditures, but were partially offset by proceeds of $25 million from the issuance of common stock during Q3.
3D Systems headquarters. Image courtesy of 3D Systems
The Rock Hill, South Carolina-based company said it had losses of 61 cents per share, while losses adjusted for non-recurring costs and stock option expense were 3 cents per share. Luckily for the company, this figure surpassed estimates by four analysts surveyed by Zacks Investment Research, who predicted a loss of 8 cents per share in the Q3 period.
So far in 2020, the company's stock was down 24.8% and hit some slumps during the year, mainly in March and September, with stocks tumbling again in late October after an analyst questioned the sudden upturn of 3D Systems' shares. William Blair analyst Brian Drab considered the 46% rally had a lot to do with a job posting at Tesla advertising it was seeking to hire a "highly motivated additive manufacturing technician," which had investors assuming 3D Systems had something to do with the electric car maker's 3D printing equipment operations. Moving past this and ahead of the 2020 Q3 report release, 3D Systems' stock closed up 10% at $6.54 per share on November 5, 2020.
3d Systems software control. Image courtesy of 3D Systems
Commenting on the quarter, CEO Jeffrey Graves said that "with restructuring efforts on track to deliver a targeted $60 million in savings on a run-rate basis by year-end, the company is pleased with our progress in the quarter and believe we will exit the year a much more efficient, highly focused additive manufacturing company that is well-positioned as a market leader in this exciting industry."
During the previous quarterly report, we learned that the business had reorganized to focus on two market verticals, healthcare and industrial, which include sectors like medical, dental, aerospace, defense, automotive, and durable goods. At the time, revenue from healthcare had decreased by 11.4%, but during Q3, revenue from healthcare has increased by 6.1% to $59.8 million – compared to the same period last year. This was mainly driven by stronger sales to the dental market. Instead, sales from the industrial segment slumped 23.8% to $75.3 million as demand for materials and services across all geographies plummeted, mainly due to COVID-19-related lockdown and severely restricting commercial activities.
Healthcare preoperative procedure rehearsal using 3D Systems software and services. Image courtesy of 3D Systems
As a result of customer pullbacks amid the pandemic, 3D Systems reduced hiring and cut back on travel spending that resulted in savings to its operating expenses. This was part of an aggressive cost restructuring plan announced during Q2 aimed at reducing operating expenses by $100 million per year. Part of the plan also foresees a 20% workforce reduction, with most of the layoffs completed by the end of this year, as well as a reduction in the number of facilities.
A few months back, the company was considering the divestiture of parts of the business that did not align with its new strategic new focus. In line with this, 3D Systems recently sold its software business subsidiaries, Cimatron and GibbsCAM, which mainly focus on subtractive manufacturing technology. Moreover, in the Q3 earnings report, Graves suggests that this sale is expected to strengthen the company's balance sheet and help ensure the ability to execute the planned restructuring activities while maintaining critical investments for growth in core businesses. The executive also revealed that the company will continue with other divestitures of non-core assets in the months ahead.
Even though the company is reporting serious headwinds due to pandemic-related slowed economic growth, 3D Systems was already struggling to increase revenues in 2019. Last year, the company's full-year report showed revenues were down 9% from the previous year. This was mainly due to a decline in printer sales caused by a delay in factory metals printing shipments, the timing of large enterprise customer orders, and the softer macro industrial environment.
3D Systems Point of Care 3D Solutions. Image courtesy of 3D Systems
Amid rising cases of coronavirus worldwide, and a relentless disruption to businesses, the equipment and services markets, as well as systems manufacturers, need to recover fast. Nonetheless, potential impacts could go on well into 2021, depending on the evolution of the virus, and both vaccine and treatment responses available to the population. Due to this uncertainty, the company was cautious as it moves ahead into the last quarter of the year but anticipated that growing trends in the healthcare segment could continue, strengthening the core business towards a more robust revenue outcome.
Tagged with: 3D dental market • 3d printing business news • 3D printing financials • 3d printing healthcare • 3d systems • 3d systems earnings • 3d systems investors • 3d systems stock • earnings report


Anyway to open bookmarks directly?
Discussion in 'iPhone' started by drjdan, Aug 17, 2008.
Lookup "webclips" this feature has been available for a long while now.
I did a webclips search. I did not see anything that talked about the bookmark link.
I know how to add a single site.
What I want to do is get the full bookmark list--the same as you can once Safari is open. The same as you get in Windows when you selection favorites.
I don't think it's possible, but I'd be happy to be proved wrong on this.


Results from Malaysia sees wins for fast rising Uzbek pair!
Earlier today we had the first Asian action of 2017, with a notable card from Malaysia. The card wasn't a big one but had a number of notable fighters on it.
One of, if not them most notable fighter on the show was Uzbek hopeful Azizbek Abdugofurov (4-0, 4) who made light work of Indonesian veteran Aleksander Bajawa (41-3-4, 14). The unbeaten 24 year old needed just 2 rounds to see off Bajawa and will now begin to prepare for a February bout with former 2-weight world champion Sirimongkol Singwancha, with that bout pencilled in for February 10th in Singapore.
Another man from Uzbekistan set to be in the ring on February 10th will be Qudratillo Abduqaxorov (9-0, 6). The 23 year old scored a 5th round TKO over former OPBF champion Romeo Jakosalem (18-14-1, 10) and built on an excellent 2016, which saw him score 5 wins including decisions over Adones Cabalquinto and Larry Siwu. Although still some way from a world title fight Abduqaxorov is planning a busy 2017 with a bout scheduled for February and March, with the March bout set to be for the WBC Silver title against Charles Manyuchi, a really serious test for the fast rising Uzbek.
In the main event fans saw Singaporean based Malaysian born fighter Muhamad Farkhan (3-0, 3) claim the first title of his career as he scored a 4th round TKO win against Japhet Kaseba (6-8, 3) to claim the WBC Asian Boxing Council Light Heavyweight title. The 28 year old Farkhan was fighting in Malaysia or the first time since turning professional 10 months ago and although it's unlikely that he'll shake up the world scene this was still a very notable victory.
In an all-Filipino bout fans saw Jeson Umbal (12-5, 8) take an 8 round decision over Gadwin Tubigon (14-13-2, 9). This was Umbal's 4th successive win and sees him building on good victories over Luis Bedolla Orozco and Mark Anthony Geraldo. Sadly for Tubigon this was a second straight loss following a defeat in October to Akifumi Shimoda.
The card also featured the second professional bout for Nick Frese (2-0, 2). Frese, a Dutch based fighter based in Thailand, defeated Ahmad Tajib (0-1) in 2 rounds.
Shinya Iwabuchi gets dropped by Romeo Jakosalem, before stopping the former OPBF champion!
Earlier today at the Korakuen Hall the fans got a treat with a brilliant main event between Masanobu Nakazawa and Masayoshi Kotake.
Whilst the main event was the only title bout on the card it was far from being the only good fight on offer with a supporting bout between Shinya Iwabuchi (26-5, 22) and former OPBF Light Welterweight Romeo Jakosalem (16-11-1, 8) also putting the fans on the edge of their seat.
The start was a poor one for the heavy handed Iwabuchi was was dropped inside the opening round by a solid counter right from Jakosalem who seemed to sense an upset and his biggest win since a 2011 win over Pan Soo Kim.
Sadly for the Filipino visitor the knockdown was his sole moment of success and Iwabuchi recovered well, regaining his bearings. By the end of round 2 it seemed that the Japanese fighter had began to figure out the visitor and an assault in round 3 sent Jakosalem down. A follow up attack from the heavy handed former Japanese champion then forced the referee to stop the action and save the Filipino from further punishment.
Tomorrow fight fans at the Korakuen Hall will get the chance to see the next "Dangan" show. The main event of the card is a Japanese interim title fight at 140lbs though for us the most enticing bout is actually a supporting bout, also at 140lbs.
The bout in question will see hard hitting Japanese southpaw Shinya Iwabuchi (25-5, 20) battle former OPBF champion Romeo Jakosalem (16-10-1, 8).
Iwabuchi, who has twice come up short in OPBF title fights, looked in great condition on the scales and will be heavily favoured of Jakosalem however the visitor also looked in great shape and had clearly been giving a lot of time to prepare for the bout.
At the weigh in early today both men made the 140lb limit at their first attempt and given that both are top 10 ranked by the OPBF the bout will effectively act as an OPBF eliminator, with the winner likely looking at a possible show against Keita Obara, who stopped Iwabuchi in 12 rounds last year.
Yesterday we reported that Shinya Iwabuchi (25-5, 21) would be returning to the ring on September 5th in a bout with Filipino foe Romeo Jakosalem (16-10-1, 8). It's now been revealed that that bout is one of 3 that have been announced for "Dangan 138". Whilst that's a really mouth watering clash between a former Japanese champion at 140lbs and a former GAB and OPBF champion, it's not actually going to be the most significant bout, at the weight, on the show.
Instead that honour befalls a Japanese Light Welterweight interim title fight between former title contender Masayoshi Kotake (9-9-2, 5) and the once beaten Masanobu Nakazawa (17-1-1, 7).
The fight has come about after a recent injury to incumbent champion Hiroki Okada, who was supposed to face Kotake prior to the injury. It seems now that the JBC have allowed for Kotake and Nakazawa to fight for an interim title with the winner set to fight Okada, probably next year or at the very end of this year, for the unified title.
On paper the bout looks like a mismatch with Nakazawa having the much, much better record. the 32 year old Teiken fighter has however fought generally limited foes with his most notable opponent being Shuhei Tsuchiya, who stopped in in 2 rounds back in 2010. He has, notably, won 14 in a row but has yet to beat an opponent with any real value. Kotake may have a scratchy record but he has competed at a much higher level than Nakazawa and picked up losses to the likes of Iwabuchi, Okada and Koichi Aso as well as draws to Jimrez Jaca and Akihiro Kondo, all of whom would be heavily favoured over Nakazawa.
For fans at the Korakuen Hall on September 5th this really could be a very intriguing contest between two men looking for their most significant win to date.
Shinya Iwabuchi to fight Romeo Jakosalem on September 5th!


German Spotlight is a series of dramatised readings of plays by contemporary German playwrights. The third one in this year's series is called The Jazz Conductor, or DER JAZZDIRIGENT, written by Wolfgang Sréter and directed by Lekha Naidu.
The play speaks of music and war and hope the way only a lover full of dreams can. It speaks of dissent and the forces out to crush it, quietly gives evidence against free-will, without appearing too cynical and brings to life the romance and nostalgia of the Jazz age, love for Theatre and good old family amidst unspeakable horrors. It makes one think of how perfectly nice people can go from innocent bystanders to reluctant participants to probable volunteers to atrocities being committed.
Entry is free, all are welcome.


Whether you're buying your very first drill for some odd jobs around the house, a seasoned handyman looking to upgrade to a more powerful model, or anything in between, there's a power drill on the market to suit your needs. But what are those needs?
The best power drills will make a flawless hole, without fraying the edges of the materials you are working with, but many have extra options like variable speeds, different gears, hammer mode (whereby rotary drilling is backed up by a hammer to break up tougher materials like concrete), and screwdriver mode. Most basic DIY jobs — drilling holes for hanging pictures, for example — can be covered by rotary drilling, either on a cordless drill driver, if you're unlikely to need loads more functionality, or as a mode on a combination, or 'combi', drill, if you'll be needing it for more varied tasks.
There are others — percussion drills with a high torque for screwdriving jobs, ultra-powerful SDS drills for heavy-duty use — but most homeowners won't need to go near these unless you're undertaking some colossal construction work.
Cordless drills aren't only convenient, meaning you're not restricted to working near a plug or having to bend awkwardly to accommodate unwieldy wires, they also heavily reduce the risk of receiving an electric shock and, of course, of tripping.
You'll have that shelf up in no time: no excuses now!
At just over £350, the Makita Brushless Combi Drill is a major departure from our second-place pick, from Bosch, in terms of price. Of course, like all drills, it does roundly the same thing, but it packs a big punch when it does, with an impressive RPM and a max torque of 54. Its big thing, and the reason behind that price tag, is its brushless motor, which is responsive to pressure and materials, for variable speed and superior efficiency. If you're a power tools pro who needs to use their drill often and on a range of surfaces, this is the one to get.
If you're in the process of building your tool kit, you're in good hands with this cordless Bosch drill, which has our vote for best drill for beginners. It offers a good range of functionality for a very decent price, with 20 presets for torque and drill to suit most home DIY needs, and a keyless chuck for fast and easy bit changing. A very useful little addition is the integrated LED, for working in dark areas such as the shed, garage, or under the stairs.
Solidly built, high-quality, and more than robust enough for daily drilling, this hammer drill is a great buy for contractors and hobby remodellers alike, and at a comparatively apprentice-friendly price, too. It has low vibration for comfortable working, its powerful motor keeps going and going, and it handles masonry and other heavy-duty materials with ease. If you're working with bricks or concrete, this is a good, solid buy.
This little drill packs a deceptive punch — compact enough to fit into all manner of cases and bags, or even hang off your belt, and lightweight enough to tote around to multiple jobs, but still powerful enough to get the job done. A good multi-tasker, it can deal with a variety of drilling and screwdriving tasks admirably, including hanging shelves and putting together flat-pack furniture. If you're a jobbing builder, this is a great little buy as a second drill, but for heavier jobs, consider the Hitachi hammer.
Like our Makita pick above, the DeWalt DCD790D2's big selling point is its brushless motor, which keeps the drill's battery going for longer while still offering incredible power, an impressive 60Nm of torque. It's not quite as gung-ho as a hammer drill, but it still makes a good go of thick wood and metal, as well as more delicate surfaces. Its intelligent trigger controls prevent the drill being overloaded, for continuous work without worry. A great all-rounder for power and efficiency — if you had your eye on the Makita, but can't justify the price, this offers many of the same charms for a smaller price.
The Terratek 18V Cordless cuts down on cost without cutting down on quality, making it our best buy for the odd job, or for first-timers. It's fairly basic, offering drilling, impact drilling, and a reverse facility for screws, but if that's all you want it for, it's pretty much perfect. Little touches like a fixable operation switch for continuous drilling, and a belt hook for hands-free roving, won't be totally necessary for all, but are good for the price.