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Welcome and I hope you enjoy and benefit from your visit to the official website of the Masonic Province of Devonshire.
This website was set up for a number of reasons. Firstly to act as a resource for members of the Craft within Devonshire, allowing them to use and contribute to the information contained within its pages.
Secondly, to allow Devonshire Masons, spread all over the world to maintain links with the Province, by keeping up to date with the news and events that takes place within its borders and thirdly to allow non-members to learn and understand a little about Masonry. In fact, the websites very existence disproves the most widely held misconception that Masonry has something to hide. Far from it, Masonry actually encourages publicity of its charitable donations and involvement in its local communities.
For members of the Craft, I hope a visit to this site helps you to make your daily advancement in Masonic knowledge and for non members, I hope it may whet your appetite and encourage you to find out a little more.
Rt. W. Bro. Ian Kingsbury - Provincial Grand Master for the Province of Devonshire.
Provincial Grand Master's Address to Provincial Grand Lodge - 10th April 2017
The purpose of gathering together for our Provincial Grand Lodge Meetings is not just to confer well-earned appointments and promotions upon our Brethren but to welcome and host our distinguished guests. We thank you so much for your good company and support at these meetings, especially this year at the beginning of our Tercentenary Celebrations. What an honour today to have with us WBro Les Hutchinson, Chief Operations Officer of the Masonic Charities Foundation.
As you are well aware these occasions would not happen if it were not for the hard work of our Secretariat headed up by our Provincial Grand Secretary W.Bro Richard Ebrey, ably assisted by W.Bro. Chris Yard APGM and a great team of helpers led by W.Bro.Andy Dewis our Pr.G.Tyler.
I particularly want to thank my Deputy PGM, Very W.Bro.Nick Ball for the loyal support and sound advice that he gives me throughout the year. I include in my thanks all of the Executive who are so supportive.
The appreciation of myself and Executive is extended to the acting provincial officers who have been so dedicated this year and taken full advantage of supporting us at Lodge Installations.Conscientiously led by our two Wardens W.Bros Roger Smith and Walker Lapthorne.I know that it has been a great Masonic experience for you and you have gained so much and made many new friends. I also thank our Wardens for the splendid amount raised for charity £1,500 this was done by guessing the weight of Walker Lapthorne at the beginning and end of the year, as well as the production of embroidered Tercentenary napkins and the coloured pocket squares.
Likewise our best wishes go to all those appointed today especially our active officers who will enjoy the experience of accompanying the Executive around the Province in this most important year of our Tercentenary. Once again headed up by two excellent Wardens W.Bros Alan Mark and Barry Page.
As we are all well aware this year celebrates 300 years of Freemasonry and I want you all to enjoy the occasion. There are many events throughout the Province, that you have notice of and are listed in the Devonshire Mason. They have been so well planned and organised by our 300 Committee, to whom we are all indebted:W.Bros Andy Vodden Chairman Adrian Rogers, Phil Ratcliff and Bob Woods and all their helpers. Please support these functions as well as organising your own local Lodge celebration. The committee could not have done more, with all their initiatives, to put our order into the community spotlight. Brethren an effective way of gaining public awareness will be the exchange of this banner, from PGM to PGM, in full regalia through the Provinces, of the Group 9 PGMs. Starting its journey from Jersey, where it is being flown back to today with Rt.WBro.Ken Rondell and finally ending up with Rt.WBro.Steve Pearn on the Isles of Scilly.When the banner is exchanged we hope to attract Television, Radio and Press coverage as well as public spectators. If it is your intention to attend the Exeter Cathedral Service on the 24 June please book early with W.Bro. Gerald Sclater. As well as attending in regalia, Lodge banners will be displayed to make this a very colourful occasion.
Brethren we have a fully supportive strategy in place, for our Province, that supports and cares for the needs of a prospective candidate, from Initiate through to Past Master. There are many hard working Brethren who carry out this vital work in a team spirit, I cannot thank you enough, you are what makes our order so strong and sustainable. Our Province could not be better served by our Mentoring and Recruitment Teams. W.Bro. Charles Yelland APGM heads up our Mentoring team and along with W.Bro. Chris Thomas our Provincial Mentor is doing a superb job. I want to thank W.Bro. Colin Gale for the excellent work that he puts in with our Recruitment and Membership Team, combining this work with his expert advice on our IT systems and supplying our endless requests for accurate statistics. There are now more resources available to us from the Improvement Delivery Group. The IDG now replaces the Masonic Focus Group and will now coordinate and distribute all initiatives, such as The Members Pathway and Guidance on Masonic Education, that make for good practice and improvement of the order. I must encourage all of you to keep up to date on these matters on our website, which has links to Twitter and Facebook. You will notice the website that I encourage you to use has been brought up to date with links to Twitter and Facebook and is more smart-phone friendly. I want to thank all involved, especially W.Bro. Peter Keaty, APGM and Information Officer, and W.Bro. Martin Heskins Website Manager, WBro David Goode who produced the new website and Paul O'Connell who continues to oversee our Social Media. We must not forget the very successful work that W.Bro. Clive Eden has done as our Press Secretary. I hope it will enable us all to seek out new members for our order. It would be some achievement if we could increase our membership during this particular year by 300, that figure would of course include Joining members. Let us never forget that if we approach someone, or if they approach us and that could be via website, the internet, the Provincial Office or Grand Lodge they still have to pass the rigorous tests of suitability. You are all aware of the correct procedures of dealing with prospective candidates, as I am confident that all assistance has been given via our Recruitment and Mentoring Teams, that has filtered back to your Lodges through the respective officers. I thank you for your attention to this matter it cannot be more important to us all.
When we stop celebrating and the curtain comes down on 2017 this Province will start its new charity Festival and that will be for the Masonic Charity Foundation. It will be launched in January of 2018 and will end in 2023. We have been working on this for some 18 months and I have formed a small Festival Committee the Chairman of the Festival will be W.Bro. Chris Yard. I notify you of this today which will enable you as individual Lodges to save up and prepare to donate something on Launch day in January 2018, if you so desire. The donations that you may care to make into the gift aid envelopes on your chairs today will be going to the 2018 festival, thank you. You will recall that I requested data to be collected by W.Bro. Barry Page just over a year ago on the amount of donations made by lodges, to local charities and organisations in their area. This figure is over and above what you donate to the main charities in our order. I was looking for a total figure, for the purpose of pointing out to you all of what a powerful force for good you are and what you have done collectively to promote the good of our order in the Province of Devonshire. That figure comes to approx £250,000 and I congratulate you all. Therefore I know for sure that the Brethren of this Province will enter into the spirit of this Festival whole heartedly and make us all very proud of helping those in need.
I want to thank W.Bro. Barry White for his contribution as Provincial Grand Charity Steward. His knowledge of our charity rules and investments has been invaluable. I have particularly enjoyed working with Barry on our WAKE charity distribution evenings—Thank you Barry. I am sure we all wish W.Bro. Reuben Ayres much success in taking over from Barry. Many of us have experienced and enjoyed the excellent work Rueben has done as Provincial Orator.
After many devoted years of service W.Bro. Raymond Bray, to whom I had the honour of presenting a 60 year Certificate of service to Freemasonry this year, retires as Provincial Grand Chaplain. — I cannot thank you enough for all you have contributed to this Province -Thank you Raymond
You will all wish to join with me in congratulating our newly appointed Grand Officers who will be invested this April at Grand Lodge:
First Appointments go to W.Bro.Eric Collings PAGDC, W.Bro.Peter Durrant PAGDC, W.Bro.Robert Charles Munro PAGDC, W.Bro. The Rev.John Westacott PAGChaplain and promotions to W.Bro. William Grahamslaw PAGDC & W.Bro. Ron Preston PAGDC. We wish them a very happy and memorable day in London.
Freemasonry is a wonderful order with so much to give and unite men from all walks of life and beliefs. Let us feel proud and privileged to stand shoulder to shoulder as Brother Masons, ready to spread goodness in this world we live in. Brethren I hope you have enjoyed today which marks the beginning, in Devonshire, of our Tercentenary celebrations and will continue to enjoy this year and many more to follow.
May God be with you all and get you safely to your destinations.
Rt. W. Bro. Ian Kingsbury - Provincial Grand Master for the Province of Devonshire


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Nothing to see yet. But since you're here, did you know that... Michael Jordan was so excited about the Air Jordan 11 that he wore the shoe during the 1995 NBA Playoffs and forced Nike to go with the sample version... You're welcome.
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A fun and interactive way to assess and practise children's understanding of numbers and number names. The set includes number boards and matching number name cards. A numbers to twenty set can also be downloaded. - Printable Classroom Activities and Games by Teacher's Pet. Primary school resources, including premium downloadable, printable classroom activities and games. Resources for Early Years (EYFS), KS1 and KS2 including challenge cards, board games, CVC, VCOP, stickers, posters, wordmats, signs, roleplay activities and much much more! A sparklebox alternative! - numbers, words
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Water Heater dip tube
The water heater dip tube, what it does, how do you know if it is bad, and how to replace it.
The image above or to the left shows how a dip tube works.
The dip tube is the blue pipe on the right side of the water heater, notice that it goes almost all the way to the bottom of the water heater.
Get your dip tube here.
The reason, is to force the cold water to the bottom and allow the hot water to come out of the left side of the water heater, notice there is no dip tube on the left side of the water heater.
This image is not to scale and not up to code, it's only purpose is to show how the dip tube works.
A water heater is always full of water, it does not empty, then fill again, the red in the tank represents hot water in the tank, the light blue represents cold water coming in to the tank. The image shows the tank going all the way from hot to cold, but if you have a water heater with a good recovery, the water heater will be able to keep heating the water, and prevent the water from ever getting cold. Almost all water heaters have dip tubes, Gas, electric, and oil fires, even indirect hot water makers have dip tubes, there are some that don't, if the cold water line is connected to the bottom of the water heater, there is no need for a dip tube.
The image to the left is a water heater with a broken dip tube notice how the cold water goes over the hot water in the tank and only allows the hot water above the break to go out into the hot line, leaving all the rest of the hot water in the tank. this is one of the reasons "NOT THE ONLY ONE" you may only have a few minutes of hot water. Other reasons you may only have 5 minutes of hot water


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Serving fresh ground, custom-made burgers to blimpy fans since 1953.
"Cheaper than Food"
Located at the corner of Packard and S. Division in Ann Arbor, Michigan, Krazy Jim's Blimpy Burger is quite simply one of the best burger joints in America. Now serving the 5th generation of Blimpy Addicts, we grind our own beef fresh from choice Western chuck. Then our friendly, personable staff throws the rounded balls of meat onto the grill, smashes them flat with a spatula and cooks your...
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Can't beat greasy burgers and being yelled at if you order you're food wrong!
This place is the model of inefficiency. There were maybe 15 people in line in front of me, at 1:30 on a Wednesday, I waited for over twenty minutes, then gave up as only one person had been served. If you like long lines and long wait times for no apparent reason, this is the place for you.
Serving fresh ground, custom-made burgers to blimpy fans since 1953.


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OSU gathering community input on possible renaming of buildings (Gazette-Times)
"This isn't about revising history or hiding history or taking something away," Scott Vignos, director of strategic initiatives in the Office of Institutional Diversity, told the group. "It's about revealing history. It's about learning about our past and drawing lessons from that past." (see also KATU)
The real ghost in the machine (Chatham Press)
A piece by Martin Erwig is Professor of Computer Science at Oregon State University and author of the book 'Once Upon an Algorithm: How Stories Explain Computing.'
14 ways vitamin D can boost your health (Independent)
At Oregon State University, a study that monitored the health of 185 female students found a relationship between low levels of vitamin D and depression. Many of the women who took part in the study were found to have low vitamin D levels. And a third of the women experienced "clinically significant" depressive symptoms during the course of the study.
Inside the most exclusive high powered rocketry event in America (Motherboard)
"We might be digging a hole to get at this thing, man," Joshua Allen told me as we barreled across Nevada's Black Rock Desert in the back of a covered pickup truck. Allen and his peers from Oregon State University had just launched their homemade rocket at Big A** Load Lifting Suckers, an annual gathering of rocketeers that showcases the most powerful amateur rockets in the US.
Going nuts for solar energy (Pamplin Media)
George, who came from a family of hazelnut farmers, founded the business out of his dorm room at Oregon State University, along with his younger brother, Shaun.
Critters crossed the ocean after the earthquake (Jefferson Public Radio)
These questions are explored in a recent report by scientists at the Oregon Institute of Marine Biology and the Hatfield Marine Science Center of Oregon State University.
Northwest country fan recounts escape from Nevada shooting (OPB)
Barden, 36, grew up in Prineville, Oregon, and graduated from Oregon State University in 2006. She now lives in Scottsdale, Arizona. She is among a handful of Pacific Northwest residents and people with local ties who have posted messages to Facebook reassuring friends and family that they survived the mass shooting in Las Vegas.
Cut through the jargon with this guide to gardening terms (Oregonian)
Like what's a cover crop or cold composting? What's a hardiness zone? And what, for goodness sake, is an open-pollinated plant? Let's find out. A handful of Oregon State University Extension Service experts step up with definitions. Here we go.
Tuesday Teaching Talks: Join colleagues and the Center for Teaching and Learning (CTL) in a certificated series of teaching workshops. Attend one, some, or all. On Oct. 3, we will explore various approaches for effectively planning and reflecting on lessons. If available, please bring samples of your current lesson plans. This 90-minute workshop will be facilitated twice in Milam 215 at 10 a.m. & 2 p.m. No need to register – just come on by! Learn more here. Contact us here.
"Let's Talk" Meeting for Classified Staff Working in Business Centers: We will talk about how to positively impact the new audit in a collaborative way, and any other classified issues. Tuesday Oct. 3, 11 a.m. – 12:30 p.m.. Willamette East – 3rd Floor Valley Library. Lunch served, please drop by on your break! For more information contact SEIU campus organizer Siobhan Burke at email@example.com.
NEW! ElderCare Connections Kick-Off: Learn about the upcoming calendar and provide input on additional topics of discussion. ElderCare Connections is montly, lunch hour, informational meetings and discussions about what it means to be a caregiver and how to optimally support the ones you love and yourself. FREE refreshments and dessert at the kick-off meeting! Tuesday, Oct. 3, noon-1 p.m. in MU 222. For more information contact firstname.lastname@example.com or 541-737-4906.
Workshop on Faculty Political Engagement: This is an interactive workshop and discussion session on how OSU Faculty can engage in legislative advocacy at the state and federal level. The goal of this event is to provide OSU Faculty with a better understanding of how they can participate effectively in Salem and Washington D.C., both as individual faculty members and on behalf of the University. Tuesday, Oct. 3, noon – 1:30 p.m., MU Horizon Room. Lunch will be provided for those who RSVP by Sept. 29. RSVP: https://goo.gl/forms/70n5IKwqIfNIi8Ho2. Streaming: http://senate.oregonstate.edu/ Questions/Concerns: 737-4514 or email@example.com
Apply now for the Ecampus Research Fellows Program: If you are interested in conducting research about online teaching and learning, the Ecampus Research Unit will help you plan your proposal for the Ecampus Research Fellows Program. The Ecampus Research Unit annually funds up to five faculty and/or department projects – $20,000 each – to support research in the areas of distance and online education, including hybrid delivery. Info sessions will be held Oct. 3 at 1 p.m. and Oct. 6 at 11 a.m. at the 4th floor of The Valley Library, Kelley Conference Room. Applications are due Nov. 1. For more info, contact Mary Ellen Dello Stritto, firstname.lastname@example.com.
OSUsed Store Public Sales: The OSUsed Store is open for its weekly public sales Tuesday 5:30 p.m. to 7:30 p.m. and Friday noon to 3 p.m. at 644 SW 13th. Personal purchases must be made during public sales. Staff may shop for their department 8 a.m. to 4 p.m. Mondays through Thursdays. More information on our website.
Upcoming Events
NEW! Global Opportunities Fair: Interested in study abroad opportunities? Students studying "Out There" starts at the Global Opportunities Fair! On Thursday, Oct. 5, from 10 a.m. to 2 p.m. in the Student Experience Center Plaza, students can learn more about the 100+ study and internship abroad programs in 70+ countries available through OSU. Hosted by the Office of Global Opportunities, this fair will feature information about the places and programs around the globe that are practical, affordable and possible for OSU students!
NEW! Queer History Month BBQ: Thursday, Oct. 5 from 4-6 p.m. at the Pride Center. Kick off Queer History Month at the Pride Center's BBQ social! There will be free grilled food with vegan and gluten free options. Enjoy food and mingling, tour the center, play lawn games or board games, and more! Volunteers are welcomed and encouraged to help out with BBQ food prep – sign up here. To request accommodations related to a disability, please email firstname.lastname@example.com or call (541) 737-9161.
NEW! OSU Disability Network. Join a group of OSU community members interested in discussing Disability Studies teaching and research, in general, and the development of a DS curriculum at OSU, in particular. Our first event of the term will be a film screening of Deej. OSU student, autistic self-advocates will participate in a discussion after the film. Thursday, Oct. 5, 7 p.m. Milam 319. This event is free and open to the public. *Please note this event is fragrance free.
Faculty Staff Prayer Group: If you teach or work at OSU you are invited to join Deacon and Professor Chris Anderson and others in the Faculty Staff Prayer Group, every Wednesday at noon in the chapel at the Newman Center on Monroe. It's quiet. It's informal. We simply sit in a circle and reflect together on the Sunday gospel as a way of centering and strengthening us in our work at the university. So please come and join us. You are very welcome. For more information, email email@example.com. Sponsored by the OSU Newman Center and Newman Club.
Charlene Alexander Welcome Reception: A reception welcoming Charlene Alexander, new Vice President and Chief Diversity Officer with the Office of Institutional Diversity, will be held from 3 – 5 p.m. on Tuesday, Oct. 10 in the Student Experience Center (SEC 112). All members of OSU and the broader community are invited to enjoy desserts, beverages, and to meet Charlene. For more information or questions, please contact University Events firstname.lastname@example.com or 541-737-4717.
New Faculty Orientation: The Research Office will host a half day New Faculty Orientation event on Nov. 2 from 2 to 5 p.m. in the Memorial Union Horizon Room that will introduce you to critical information, resources, and services to empower your research and outreach efforts. Vice President for Research, Cindy Sagers, will introduce the event and a panel discussion with distinguished research faculty will follow at 2:30pm. Refreshments will be provided. Register: https://oregonstate.qualtrics.com/jfe/form/SV_3fO8QesQpYl2KfX For questions contact Jane Cigarran at firstname.lastname@example.com
Lectures, Workshops, Webinars
NEW! WRGP Fall Seminar Series. John Loomis, Professor of Economics, Colorado State University, will present "Economic Valuation of River Restoration: Methods and Analysis of the Valuation Literature" on Wednesday Oct. 4, from 4 to 5 p.m. in Owen Hall 103. Free and open to the public. Flyer.
NEW! Living on the Land – Land Stewardship Planning, Soils & Water Resources: Learn the basics of planning for natural resource management, including soil health and water rights. The first in a five class workshop series for small acreage landowners and those new to managing land. Thursday, Oct. 5, 6 p.m., – 8 p.m.. Walterville Grange 39259 Camp Creek Road, Springfield. $10/Class, $30 for series or $35 for 2 Farm Partners. Registration Required
OMSI Communication Fellowship Info Session: Attention STEM students and faculty! OMSI will be giving a presentation & answering questions about their science communication program. Student participation fulfills Broader Impact and outreach goals for OSU grant-funded research. Bring your lunch and join us on Oct. 4 from noon – 1 p.m. in LPSC 402 to learn more + demo presentations from current fellows! Contact firstname.lastname@example.com with questions.
OSU Supplier Showcase, Event and Travel Planner Expo: The OSU Merchant Expo/Supplier Showcase and the Event & Travel Planners Tradeshow is now the OSU Supplier Showcase, Event and Travel Planner Expo. Brought to you by Procurement, Contracts and Materials Management (PCMM) and University Conference Services (CS). The goal for the event is to connect OSU staff in the market for goods, services, and event and travel planners with suppliers interested in doing business with OSU. Oct. 12, 11 a.m.-2 p.m., CH2M Hill Alumni Center and The LaSells Stewart Center. Go online to find out more and let us know if you will be attending: https://osuexpo.org/
Take Note
NEW! OSU Employees and dependents attending OSU: Staff Fee Privilege (Tuition Discount): Deadline is Tuesday, Oct. 17, to submit the application for employees or family members attending OSU during Fall 2017. Applications are to be submitted to your HR business center. For additional information, please visit: hr.oregonstate.edu/benefits/staff-fee-privileges-tuition-reduction
NEW! Eat Free at OSU: The Human Services Resource Center (HSRC) has created a Twitter feed to help students get involved on campus, and also highlight opportunities for free food available during events. For more information, visit: https://twitter.com/eatfreeOSU
EXTENDED! Puerto Rico Agriculture Donations: The College of Agricultural Sciences is seeking donations for Puerto Rico. Forty percent of PR agriculture has been lost due to hurricane Irma, and the remaining by hurricane Maria. Our Ag partner K-12 schools and our University colleagues are in need of agriculture curriculum, and classroom supplies to help rebuild their ag classrooms and school gardens. Items requested include: seeds, gloves, garden/greenhouse supplies, books, classroom supplies including markers, scissors, ag curriculum as well as gift cards from Wal-Mart and Home Depot. Donations are accepted in Strand Agricultural Hall-STAG 147, or any of the brightly decorated donation boxes around campus, until Oct. 13, OSU MANRRS and SACNAS Chapter students will be assisting with boxing and shipping.
External Course Fees Updated: Oregon State University will take written comments on its proposed updates to OSU Standard 576-010 University Fees through the end of business on Friday, Oct. 20. The purpose of the comment period is to receive public feedback regarding updates to the Winter 2018 External Course Fees before they become effective Nov. 1. The proposed fees are available electronically as a pdf upon request. Comments or requests should be directed to Susan Barba at firstname.lastname@example.com.
GrantForward: Oregon State University has an institutional subscription to GrantFoward – An excellent resource to search for funding opportunities. Contact email@example.com if you need assistance with creating a profile.
Weekly update from research development: The Office for Research Development emails a Weekly Update with information on Limited Submissions, Foundation, Featured Funding opportunities, and special Research Office announcements. Click to Subscribe to the Research ListServ and receive the Weekly Update, or email firstname.lastname@example.com with your name and we will add you to the ListServ.
Fall Family Weekend Events: OSU Program Council is looking for student organizations and OSU departments that are planning events during Fall Family Weekend that would like to have their event information included in the program for the weekend. Please email firstname.lastname@example.com with the event title, organization name, date and time of event, location, and a brief 1-2 sentence description of the event by Oct. 6, to be included in the program.
Traffic and Maintenance
To apply for the below positions, visit http://oregonstate.edu/jobs unless otherwise specified.
Education Program Assistant 1 – Oregon State University (OSU) Extension Service Family and Community Health (FCH) program invites applications for a part-time (approximately 18 hours per week), (.45 FTE), Limited Duration (approximately 9 months), Education Program Assistant (EPA1) with the Jefferson County Extension office in Madras. This position will work as a member of a regional and statewide team of Extension FCH (affiliated with OSU's College of Public Health and Human Sciences). Posting# P01182CT. Closes Oct. 3.
This recruitment will be used to fill one full-time Analyst Programmer, competency level 1, position for the Enrollment Management Information Technology at Oregon State University (OSU). Posting # P01186CT. Full consideration Oct. 4. Closes Oct. 11.
Education Program Assistant 1 – Oregon State University (OSU) Extension Service Family and Community Health (FCH) program invites applications for a part-time, .80 FTE (approximately 32 hours per week), Limited Duration (approximately 1 year), Education Program Assistant 1 (EPA1) in Columbia County. This position will be located in St. Helens, Oregon. This position will work as a member of a regional and statewide team in the FCH program (affiliated with OSU's College of Public Health and Human Sciences). Posting# P01185CT. Closes Oct. 4.
The Office of the Registrar is seeking a Project Manager for Student & Academic Services. This is a full- time (1.0 FTE), 12-month, fixed term professional faculty position. Reappointment is at the discretion of the Registrar. This is an Internal Employment Opportunity. Posting # P01638UF. Closes Oct. 5.
Education Program Assistant 1 – Oregon State University (OSU) Extension Service Family and Community Health (FCH) program invites applications for a part-time, .65 FTE (approximately 26 hours per week), Limited Duration (approximately 1 year), Education Program Assistant 1 (EPA1) in Columbia County. This position will be located in St. Helens, Oregon. This position will work as a member of a regional and statewide team in the FCH program (affiliated with OSU's College of Public Health and Human Sciences). Posting# P01187CT. Closes Oct. 5.
Academic Advisor – The College of Business invites applicants for a full time (1.0 FTE) 12-monthAcademic Advisor position. Posting #P01601UF. Closes Oct. 6.
The Office of Admissions is seeking an Assistant Director of Operations. This is a full-time (1.00 FTE), 12-month, fixed term professional faculty position. Reappointment is at the discretion of the Director. Posting #P01584UF. Closes Oct. 6.
The Office of Human Resources in the Auxiliaries & Activities Business Center (AABC) is seeking a Human Resources Consultant 1. This is a full-time (1.0 FTE), 12-month, fixed term professional faculty position. Posting # P01613UF. Closes Oct. 6.
NEW! Finance Coordinator -The Forestry, Oceanic and Atmospheric Business Center (FOBC) is seeking a Finance Coordinator. This is a full-time (1.0 FTE), 12-month, fixed term professional faculty position. Posting # P01643UF. Closes Oct. 8.
Facilities Services is seeking a Plumber. This is a full-time (1.0 FTE) 12-month position. Posting # P01194CT. Closes Oct. 9.
Administrative Program Assistant – The Office of International Admissions invites applications for a full-time (1.0 FTE), 12-month, Administrative Program Assistant. Posting #P01200CT. The date for full consideration of applications is Oct. 11. The position closes Oct. 18.
Newport Business Office Manager – The Agricultural Sciences and Marine Sciences Business Center invites applications for a full-time (1.00 FTE), 12-month, Business Office Manager position for their Newport Office. Posting #P01575UF. Closes Oct. 11. This position is located in Newport, Oregon.
PACE Program Coordinator – OSU Profession and Continuing Education invites applications for one full-time Program Coordinator. This position provides project management support for the Program Management team, setting up projects, maintaining schedules, ensuring deadlines are met and materials are distributed for non-degree certificate programs. This includes, but is not limited to, organizing and maintaining the PACE course schedule, working with outside vendors and PACE clients, counseling students, coordinating with the Marketing team, and supporting faculty and instructors. Posting #P01177CT. Closes Oct 11.
Academic Technologies at Oregon State University is recruiting for an Equipment Systems Specialist, Comp Level 2. This is a full-time 12 month position. Posting # P01202CT. Closes Oct. 13.
The Office of Precollege Programs invites applications for a full-time (1.0 FTE), 12-month, academic wage salaried position. This position is anticipated to last one year. Posting # P00325AW. Closes Oct. 13.
The Oregon State University College of Agricultural Sciences and the OSU Extension Service invites applications for a full-time (1.00 FTE), 12-month, fixed-term Assistant Professor of Practice, Extension Field Crops and Watershed Management position located in Malheur County, Oregon. Posting # P01591UF. Closes Oct. 13.
The Office of Financial Aid is seeking a Financial Aid Advisor. This is a full-time (1.00 FTE), 12-month, fixed term professional faculty position. Reappointment is at the discretion of the Director. Posting #P01604UF. Closes Oct. 13.
Sous Chef – University Housing & Dining Services (UHDS) invites applications for a Sous Chef. This is a full-time, 12-month, fixed term, professional faculty positions, with reappointment at the discretion of the Director. Posting # P01602UF. Closes Oct 16.
Office Specialist – This recruitment will be used to fill one full-time Office Specialist 1 position for the Tillamook County Extension Office at Oregon State University (OSU). This position will be located in Tillamook, Oregon. Posting #P01198CT. Closes Oct. 18.
4-H Youth Development Educator – The 4-H Youth Development Off Campus office is seeking a full-time, 12 month, 4-H Youth Development Educator position, affiliated with OSU's College of Public Health & Human Sciences. This position is located in Baker City, Baker County and reports to the Outreach and Engagement Regional Administrator. Reappointment is at the discretion of the Program Leader and the Regional Administrator. Posting# P01619UF. Closes Oct. 19.
4-H Youth Development Educator – Oregon State University Extension invites applications for a full-time, fixed-term, 4-H Youth Development Educator position, affiliated with OSU's College of Public Health & Human Sciences. The position is located in Heppner, Oregon in Morrow County, and reports to the Outreach and Engagement Regional Administrator (RA). Reappointment is at the discretion of the Regional Administrator in consultation with the 4-H Program Leader. Posting# P01606UF. Closes Oct. 20.
Supervisor-University Facilities/Operations: The Department of Fisheries and Wildlife (FW) is seeking a Facilities, Compliance, and Safety Manager. This person will serve in two primary capacities: (1) Facilities Manager and (2) Safety and Compliance Manager. Posting #P01597UF. Closes Oct. 22.
Cook 1 – University Housing & Dining Services (UHDS) invites applications for three full-time, 10-month, classified Cook 1 positions. Posting # P01125CT. Closing date is Dec 29 or when filled.
ABE Teacher The College Assistant Migrant Program (CAMP) is seeking an ABE Teacher. This is a part-time, .49 FTE, 9-month, fixed term professional faculty position. Posting # P01530UF. Closes June 30, 2018.
The Oregon State University Foundation has an new opportunity for a Facilities and Office Technician. This position is responsible for coordinating all aspects of the Foundation's Corvallis building, offices, and grounds, and for selected facilities activities in the Foundation's Portland office. Learn more or apply at: www.osufoundation.org
The Oregon State University Foundation has an exciting opportunity for an Service Desk Support Technician (helpdesk) in Information Technology. This position will assist in the implementation and support of OSU Foundation IT systems by providing first level support for the ITS Service Desk responding to and addressing requests for assistance with technical problems and issues. The Service Desk Support Technician will provide support to all OSU Foundation offices, including the main Corvallis office, three offices on the OSU Corvallis campus, one office in Portland, and one office in Bend. Learn more or apply at: www.osufoundation.org
The Oregon State University Foundation is seeking an innovative Oregon State student to work in the Donor Relations department. Be part of the team that says thank you and makes sure that generous supporters know their gifts are having a positive impact on campus. Alumni, parents, and others donate over $100 million a year to OSU for scholarships, new facilities, and research projects. This position works a maximum of 20 hours per week. Students must be available during summer months. Hourly wage is $10 – $12. Visit About Us at the OSU Foundation website http://www.osufoundation.org to learn more details and how to apply.
Web Development Student Internship. The OSU Foundation seeks an energetic and creative Oregon State student to join our talented Communications team as a Web Intern. This student position offers an exciting opportunity to increase your knowledge of website and multimedia development and digital communications processes, while building your professional portfolio. Projects will include building and editing web pages, multimedia features, and digital communications for the OSU Foundation. Up to 20 hours per week. Work must be completed onsite at the OSU Foundation office during regular business hours (8 a.m. – 5 p.m., Monday – Friday). Applicants must be current OSU students. This position is open immediately with preference given to applicants who have an interest in continuing work throughout the 2016-17 academic year. Work-study students are encouraged to apply. $10.25-12/hour. Apply at http://www.osufoundation.org/s/359/foundation/index.aspx?sid=359&gid=34&pgid=4481www.osufoundation.org
The Oregon State University Foundation has an exciting opportunity for an Athletic Development Events Student Worker on our Athletics Communication and Stewardship team. Under the direction of the Events Director, interns will observe and assist in projects related to event planning. Responsibilities include engaging in strategic planning for upcoming events, opportunity to innovate new fundraising events, researching potential venues, purchasing and organizing events supplies, crafting communication, assist with RSVP guest and invitation lists, tracking information, assist with on-site event execution including set-up, registration and breakdown, and other duties as needed.
Corvallis: "The human capacity for burden is like bamboo- far more flexible than you'd ever believe at first glance." ~ Jodi Picoult. Sunny today, high of 72, low of 41. Sunny tomorrow.
Central Oregon: Mostly sunny, high of 56, low of 29. Sunny tomorrow.
Newport: Sunny, high of 66, low of 49. Sunny tomorrow.
Statewide: For OSU employees around the state, find your local forecast here: http://www.wrh.noaa.gov/pqr/


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Lloyd's Market is the right place for your risk :
because the most expert, specialist underwriters in the world work in this Loyd's Market. Risk managers and brokers tap steadily and successfully into those outstanding talents.
Lloyd's Market combines :
security and ratings of the largest carriers with the client responsiveness and entrepreneurialism of a much smaller insurer.
Lloyd's Market's skilled insurers and brokers work together to tailor risk solutions to meet any client need : small or large, simple or complex. Wherever you are in the world, your broker can help you access this unrivalled breadth of expertise and bring your risk directly to the right decision maker, who will provide quotes and other terms and conditions, often there and then.
Lloyd's Market stays ahead of new risks and exposure :
Lloyd's market's underwriters monitor them as they evolve to make sure corporate risk managers are offered appropriate cover for their risks. They pioneered cyber cover, Directors' and Officers' insurance, professional liability lines and even kidnap and ransom cover.
Nowadays, much of the insurance underwritten at Lloyd's Market is :
to protect a business's tangible assets and liabilities.Cover are provided for all levels of complexity, for example, for property, plant and machinery, as well as for first and third party liability protection and employment risks.
For further information, contact :
Watine's consultancy, Paris France
Hotline : 33(0)145.200.999 or e-mail : firstname.lastname@example.com.
Have a look here : https://sos-rc-pro.fr/rc-pro-souscription/
Our main partners are Nexus EBA Insurance Services, Lloyd's broker in London, Beazley company via Créalinks and Verspieren group with Montmirail.
You should also have a quick look at this video below to know :
– how Lloyd's Market works.
– who are brokers, coverholders and service companies.
Have another look also at our article on that topic :


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The public pension crisis is the kind of subject thats easy to over-analyze, in part because there are so many different examples of bad behavior out there and in part because the aggregate damage these entities will do when they start blowing up is immense.
But most people see pensions as essentially an accounting issue and therefore boring so it doesnt pay to go back to this particular well too often. Still, New York Citys missing $100 billion cant be ignored:
New York City Owes Over $100 Billion for Retiree Health Care
(Bloomberg) New York City faces future health costs for its retired workers of $103.2 billion, an increase of $40 billion over a decade. It has about $5 billion set aside to pay the bill.
The so-called other post-employment benefits liability was disclosed in New Yorks comprehensive annual financial report released by the city comptrollers office Wednesday. The citys $98 billion unfunded liability for retiree health care exceeds the citys $93 billion of bond debt and $48 billion pension-fund shortfall.
The numbers are huge, said Maria Doulis, a vice president at the Citizens Budget Commission, a budget watchdog group funded by the business community. If youre looking at the big three liabilities, this is the one thats problematic, because theres nothing set aside to address this and theres absolutely no strategy on the part of the city.
New York, the most populous U.S. city, has almost 300,000 current employees and is responsible for more than 230,000 retirees and their beneficiaries. City employees with 10 years of service qualify for free retiree health care.
The citys post-employment benefits include health insurance, Medicare Part B reimbursements, and welfare fund contributions. Medicare Part B covers doctors services that are received from a federally approved facility or a medical practice. Welfare funds are administered by unions and provide supplemental benefits such as prescription drug, vision and dental coverage.


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Who is ready for the holidays? If you are looking for some quick and easy holiday inspired crafts to do with the dolls or even to make as gifts for your friend, here are a few (there are so many!!) of my favorite Christmas crafts we have done over the years.
- Christmas Eve Sleepover by the Tree – no sew doll sleeping bags
- Printable Doll Sized Winter Worksheets
- Button Jewelry for Dolls
- Colorful Stockings from Baby Socks
- Doll sized Candy Canes
- Four No Sew Scarf Ideas
- DIY Button Garland
- Make a Doll Sized Snowboard
Which one is your favorite? Happy Crafting!


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The movie releases like October 5th! But she already knows he's busy. Oh gosh. Sara and I looked at each other at exactly the same time with exactly the same facial expression--suppressed laughter. It was a great moment.
Anyway Total Recall was good. But watching Jessica Biel and Kate Beckinsale run constantly and then take a break in order to beat each other to a pulp makes me exhausted for them.
If you don't hear from me too much this week, loveys, it's because I've got a deadline that's coming up and so I'm over here doing the editing thing.
I started thinking today that Linc's birthday is coming up and you know how kids always have pictures of themselves with cake all over them for their first birthday? It occurred to me that I better start introducing him to more solid foods before b-day. We feed him baby food (like in the jars) and those snacks for babies--puffs and that sort of thing that easily dissolve. And formula, of course. The boy had two teeth pop up forever ago and then everything went on hiatus. We've seen zero new teeth. A lot of our friends were giving their babies full-course meals by this age, but we're a little more slow going with it. I was also thinking that Ashtyn was walking at her first birthday party. Today I tried to get Linc to stand and he wasn't into it. You know when they just keep their legs in the air? Yeah. I guess we're going to take our time on that as well. The boy can crawl at lightening speed.
Anyway, a little update on Ashtyn. Today I came in her room and sat on the floor (surrounded by toys). She jumps up and she says in her sweet little voice, "OK, Mom, now you pick up the toys and we'll have a picnic!" And then she goes and sits in the big rocker with her arms behind her head, just relaxing away. I'm sitting there, trying not to laugh, and I say, "Um, you want me to pick up all your toys?" She smiles like an angel as she rocks back and forth. "Yep!" Oh. Just wanted to clarify.
Posted by Brandy Bruce at August 05, 2012
Labels: Ashtyn sayings, Lincoln update, movies
2 comments
At my Lincoln's first birthday he didn't have any cake because he wasn't into solid food that much. It wasn't until his 2nd birthday that we got a picture of him with cake all over his face. Good luck with all the birthday stuff I hope you all have fun!ReplyDelete
New follower here - great blog!ReplyDelete
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Following the long period of investigation pursued by the Corcoran Board, there is wonderful news to report. The Corcoran Gallery of Art and College of Art and Design, the National Gallery of Art, and the George Washington University (GW) are announcing a proposed collaboration that would safegaurd and increase access to the Corcoran's iconic collection as a resource for the public in Washington, DC; maintain the historic Corcoran building as the renovated showplace for an important new program of exhibitions of modern and contemporary art; and strengthen and elevate the Corcoran College and its programs. The collaboration would raise the stature of arts education in the District and expand the benefits, services, and interdisciplinary opportunities that both the National Gallery of Art and GW provide to students, museum-goers, and the Washington community.
Click here for information on the Corcoran's future
Click here for Frequently Asked Questions regarding the Corcoran-NGA-GW agreement
Corcoran Provost Letter to Adjunct Faculty for February 2014
Corcoran Provost Letter to Full Time Faculty for February 2014
Corcoran Provost Letter to Parents for February 2014


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Hi, I am new to this forum. I have had an under active thyroid for over 10 years and taking 100mg of levothyroxine. I still suffer many of the symptoms regardless of the medication and my GP will only test the TSH levels and not T3 or T4. I am gaining weight regardless of my exercise routine or diet and it is very frustrating.
Can anyone recommend where I can go to get a private blood test covering the full range required to understand properly what medication would be best for me? I live in the south west of England in Wiltshire.
Many thanks for any help or advice.


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Last September while on a family vacation to Tennessee my brother and I decided to go on a hike and see this steam engine.My brother Wesley had seen a post on Smokstak.com about this engine and with a little research were able to find its location. After a nice early morning hike we found it. It is an early Nichols and Shepard engine between 10 to 15 horsepower. This was a fairly small engine but in its day would have been a workhorse. Now the story on the engine. It was used as a logging and sawmill engine and was being used to build a new school. They were done with the project and were driving it out of the woods when the operator steered too close to the edge of a ridge. It rolled and fell several hundred feet and landed in this creek bed. It was deemed not worth trying to repair and was left where it fell. No one was hurt in the accident. This happened in the 1920's so it has been there for quite a few years. Some of the engine is missing but quite a bit of it has been left and it is well worth the hike to see it. Here are the directions if you would like to go on the hike also. Take 321 out of Gatlinburg, TN several miles and you will see a sign for the Great Smoky Mountains National Park on the right. Turn right and go to the park ranger residence on the right. You can park there and the trail begins behind the house. It is unmarked but not hard to find. Follow the trail and you will cross several foot bridges. You will see stone walls, stone pillars and a cemetery along the way. The engine is located past the primitive camp site on the left.
|First glimpse
|Found it
|Front wheel and axle
|Both rear wheels
|Crank shaft
|Planetary gears and smokestack flange
|Fire box end of the boiler
|My brother Wesley (on right) and I
|Steering compression spring
|Crankshaft bearing with some babbitt left
|Worn bar lugs and star lug
|Boiler rivets
|Worn drive gear
|Brass plug that the scrappers could not get out
|Axle stay rods


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Symphony Nova Scotia announces its 2010/11 season
Halifax, NS – Symphony Nova Scotia is delighted to announce its 2010/11 concert season! This season the orchestra brings you more great music – more classical heavyweights, more Canadian and Maritime content, and more of Nova Scotia's best artists and bands.
"There's something for everyone in the new Symphony Nova Scotia season," says Music Director Bernhard Gueller.
"We are proud to present concerts such as The Music of the Beatles, Mozart's Requiem, The Nutcracker, Howard Cable's Holiday Spectacular, and our annual collaboration with the Nova Scotia Youth Orchestra. Amongst the wealth of leading guest artists are Basia Bulat, Erin Costelo, Meaghan Smith, Jan Lisiecki, and Jon Kimura Parker."
Season ticket packages are now available now for 2010/11. Highlights include:
CELEBRITY CLASSICS SERIES: ten inspiring classical music concerts
- Halifax's own Denise Djokic opens the season with Saint-Saëns' beloved Cello Concerto.
- The orchestra performs some of the greatest works of the symphonic repertoire: Beethoven's Fifth, Brahms' Violin Concerto, Schubert's "Unfinished" symphony, Mozart's "Jupiter" symphony and more…
- Young Canadian pianists Jan Lisiecki and Avan Yu join the Symphony to perform two exuberant concertos.
- The Symphony presents Mozart's stunning Requiem for the first time in a decade.
- And then, the Scandinavian Festival, with an augmented orchestra to bring you Grieg's Peer Gynt Suite and his Piano Concerto with Jon Kimura Parker. You'll also hear Sibelius' Symphony no. 2, as well as his unparalleled Violin Concerto.
POPS SERIES: eight lively Maritime and popular music concerts
- The annual tribute concert takes on the greatest hits of the Beatles!
- Comedian Steve Smith (a.k.a. Red Green) joins the orchestra for a hilarious symphonic take on everything handy. (And yes, there will be duct tape!)
- The Symphony brings in more of Cape Breton's best – this time, the Barra MacNeils – for a foot-stomping Celtic music concert.
- In a throwback to the hugely successful and sold-out 2007 Motown concert, Dutch Robinson joins the orchestra for Symphonic Soul.
- Local stars like Meaghan Smith, Erin Costelo, and Sons of Maxwell bring the music home in the Maritime series.
- Howard Cable conducts the orchestra in a massive holiday pops extravaganza.
BAROQUE SERIES: three exquisite concerts in an intimate venue, plus Handel's Messiah
- Tafelmusik's incomparable Jeanne Lamon returns once again, this time to perform the best of English baroque music.
- Alexander Weimann, one of the world's best harpsichordists, performs the baroque music of his home country, Germany.
- Baroque specialist Noel Edison, director of the Toronto Mendelssohn Choir, comes to Halifax with his authentic, lively interpretation of Handel's majestic Messiah.
- Family concerts include the 20th-anniversary production of the holiday hit The Nutcracker, along with Spooky Chills and Musical Thrills, a very special in-costume Halloween concert – complete with costume contest, face painting, and a musical instrument petting zoo!
- The Nova Scotia Youth Orchestra joins Symphony Nova Scotia for a performance of one of the world's favourite symphonic works: Mahler's Fifth Symphony.
A brochure outlining Symphony Nova Scotia's 2010/11 season is available by calling the box office at 494.3820 or 1.800.874.1669, or by visiting the Symphony Nova Scotia website at www.symphonynovascotia.ca.
Single tickets for Symphony Nova Scotia's 2010/11 season go on sale August 3, 2010, and ticket packages are available now.
Ticket package holders receive a host of rewards, including savings of up to 30%, the best available seats in the house, a free open rehearsal pass, free e-programs, and an exclusive subscriber rewards card. And if you're under 30, you can save even more – up to 60% – with the Under-30 U-Pick package.
To purchase a season ticket package, call 494.3820 or 1.800.874.1669 today!
About Symphony Nova Scotia
Symphony Nova Scotia is Nova Scotia's orchestra. Each year more than 50,000 audience members (including 16,000 young music lovers) join us in communities across Nova Scotia for performances of the music they love – from baroque and classical to pop and rock and folk. Under the inspirational leadership of Music Director Bernhard Gueller, Symphony Nova Scotia is recognized as one of the finest orchestras in the country. Visit www.SymphonyNovaScotia.ca to learn more, listen online, or subscribe today!
Symphony Nova Scotia is grateful to the Canada Council for the Arts, Nova Scotia Tourism, Culture, and Heritage, and the Halifax Regional Municipality for their continued support.


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- Research article
- Open Access
- Open Peer Review
Development and validation of the competence in evidence based practice questionnaire (EBP-COQ) among nursing students
- Maria Ruzafa-Martinez1Email author,
- Lidon Lopez-Iborra1,
- Teresa Moreno-Casbas2 and
- Manuel Madrigal-Torres3
© Ruzafa-Martinez et al.; licensee BioMed Central Ltd. 2013
- Received: 29 August 2012
- Accepted: 31 January 2013
- Published: 7 February 2013
Nursing educators need rigorously developed instruments to assess competency in evidence based practice (EBP) at undergraduate level. This concept is defined as the capability to choose and use an integrated combination of knowledge, skills and attitudes with the intention to develop a task in a certain context. Also, we understand that EBP is gaining knowledge and skills, as well as increasing positive attitudes toward EBP that will promote a change in behaviour to implement EBP in practice. This study aims to develop a psychometric test of the Evidence Based Practice Evaluation Competence Questionnaire (EBP-COQ) among undergraduate nursing students.
The questionnaire was developed by item generation through a review of scientific literature and focus groups. The instrument was validated in terms of content validity through an expert review. The EBP-COQ was administered to a cohort of nursing students (n =100) to evaluate test reliability and select the best items. Psychometric properties of the final instrument were assessed in a sample of 261 nursing students.
The EBP-COQ consisted of 25 items. A factorial analysis grouped the items into the three categories that define competence relating to EBP: attitude, knowledge and skills. Cronbach's alpha was 0.888 for the entire questionnaire. The factor solution explained 55.55% of the variance.
EBP-COQ appears to measure with adequate reliability the attributes of undergraduate nursing students' competence in EBP. The instrument is quick to disseminate and easy to score, making it a suitable instrument for nursing educators to evaluate students' self-perceived competence in EBP.
- Competence
- Evidence-based practice
- Undergraduate nursing
- Questionnaire
- Validation
As a result of the Bologna Process the educational systems in all European countries are in the process of reforming and harmonization. Accordingly, at the European Higher Education Space the learning model has been built on competence-based education (CBE). The characteristics of CBE are: it is oriented to the professional practice; it is learner-centred and the learning process is central; it has a constructivist approach [1].
In Spain, from this new framework, the National Government has determined a revision of the curricula, the teaching model and a definition of the competences in most of the degrees, included health care sciences (nursing, medicine, etc.). In the new Nursing Degree (four-year programme) one of the academic competences is related to the utilization of "Evidence-based Practice (EBP)" in the clinical decision-making [2].
So, the nursing curriculum should provide the acquisition and development of knowledge, attitudes and skills in EBP. For successful implementation in practice, EBP knowledge would need to result in skills, attitudes and appropriate changes in behaviour [3]. Most evidence-based practice (EBP) educational assessment tools evaluated until today have focused on specific knowledge components or technical skills. Other important potential barriers to the adoption of EBP, such as attitudinal, perceptual and behavioural factors, have yet to be studied [4], especially in the undergraduate setting [5]. Shaneyfelt [6] added that further development and testing is required to evaluate EBP attitudes. Tilson et al. remark the significance of this concept "EBP is gaining knowledge and skills, as well as much as increasing positives attitudes toward EBP that will promote a change in behaviour to implement EBP in practice" [7]. Therefore, the teachers and health care educators need good quality instruments to assess the student acquisition of EBP competence.
Determination of the best methods to teach clinical decision-making has been made difficult by the lack of well-validated evaluation tools and the absence of randomized controlled trials evaluating the impact of EBP educational interventions [8]. In addition, assessment tools used to assess EBP competence have primarily focussed on medical students and graduates [9, 10]. A systematic review [6] identified 104 unique instruments, most of which were administered to medical students and postgraduate trainees and evaluated EBP skills. That paper identified that the majority of instruments predominantly focused only on one aspect of EBP (critical appraisal).
At nursing area the published questionnaires are used to evaluate self perceived competency in EBP for registered nurses. One of this, the Evidence Based Practice Questionnaire (EBPQ) [11] focuses on research utilization, in particular nurses' ability to access and appraise research reports and implement research findings in practice. Several other questionnaires have been adapted from medical context. One of them is the questionnaire adapted by Watters et al. [12] from the McColl et al. [13] Evidence Based Medicine instrument. Watters et al. didn't mention the reliability and validity results from the questionnaire adaptation. Other example of the use of medicine instruments to study the EBP in nursing is the one written by Brown et al. [14] based in the Johnston et al. [5] "KAB Questionnaire". In this case, it was focused in United Stated nursing students from different academic years, and the authors didn't make any adaptation of the items to the nursing context.
Very few reports have looked at the undergraduate learning environment, even less in nursing context. A growing body of literature exploring EBP teaching and learning confirms the research deficit in undergraduate EBP education and calls for further work within this area. Waters et al. [12] adapted the Nurses Perceptions of Evidence- based Practice survey for student attending post-registration education courses at a professional nursing college. Brown et al. [14] adapted the questionnaire developed for undergraduate medicine students by Johnston et al. [5] to nursing students. To conclude: assessing EBP competence in nursing students is hampered by a relative shortage of validated and practical assessment tools.
In Spanish nursing area we only found two questionnaires related to the EBP. One is the translation of the EBPQ [15] and the other one has been originally developed in Spanish [16]. However, any of these have been created specifically for the assessment of undergraduate nursing student's competence in EBP.
From this review of the literature and published instruments, there appeared to be a need for a knowledge, attitude and behaviour questionnaire designed to evaluate EBP teaching and learning in an undergraduate nursing curriculum in Spanish. However, concepts like attitude and behaviour need to be measure with self-perceived questionnaires. For the reason that undergraduate nursing students' competence in EBP appear to be important in determining the future behaviour and use of EBP [7] and because existing instruments may be less than satisfactory for measuring these attributes. For the purpose of this study, competence is defined as the capability to choose and use an integrated combination of knowledge, skills and attitudes with the intention to develop a task in a certain context [17].
The purpose of the study was to develop and validate a new measure, the Evidence-based Practice Competence Questionnaire (EBP-COQ), an instrument to assess undergraduate nursing students' attitude, knowledge and skills in EBP in a Spanish context.
The development and validation of the EBP-COQ occurred in three phases. The first phase consisted of the identification of items for the questionnaire, the second phase involved a pilot test of the first version of the instrument, and the final phase comprised the processes used to psychometrically evaluate the questionnaire administering in our target population, undergraduate nursing students. The steps followed for the instrument's development used guidelines and methodologies [18].
Item development and selection
Characteristic of questionnaire/scale reviewed for items identification
Items categories
Bennett KJSackett DL Haynes RB, Neufeld VR, Tugwell P & Roberts R (1987) [19]
- Critical Appraisal of the Clinical Literature to Medical Students
- Critical appraisal reading skills
Medical students
Landry FJ, Pangaro L, Kroenke K, Lucey C, Herbers, J. (1994) [20]
- Medical student knowledge of research design, basic critical appraisal skills, and attitudes toward and clinical use of the medical literature
- Critical appraisal reading knowledge
Medical students
- Investigation design knowledge
- Skills in making clinical decision applying medical literature
McColl A, Smith H & Field J (1998) [13]
General attitude toward Evidence-Based Medicine (EBM)
- Attitude towards EBM
General practitioners (UK)
- Awareness and perceived usefulness of relevant extracting journals, review publications, and databases
- Ability to access relevant databases
- Understanding of technical terms used in EBM
- Views on the perceived major barriers to practicing EBM
- Views on how best to move from opinion based to EBM
Fritsche L, Greenhalgh T, Falck-Ytter Y, Neumayer, HH, Kunz M. (2002) [21]
"Berlin Questionnaire"
-Knowledge about interpreting evidence
Medical students and residents
-Skills to relate a clinical problem to a clinical question
-Best design to answer a question
-Use quantitative information from research to solve specific patient problems
Ramos KD, Schafer S, Tracz SM. (2003) [22]
"Fresno test"
-Development of the investigation process: question formulation, adequate research design for this question, searching process and critical appraisal of the findings.
Medical residents
Johnston J M, et al (2003) [5]
Knowledge, attitude and behaviour questionnaire to evaluate Evidence-Based-Practice (EBP)
- Future use of EBP
Undergraduate medical school students (Hong Kong)
- Attitudes towards EBP
- EBP knowledge
- Personal applications and use of EBP
Aarons G A. (2004) [23]
Evidence-Based Practice Attitude Scale (EBPAS)
- Intuitive appeal of EBP
Mental Health service providers (USA)
- Likelihood of adopting EBP
- Openness to new practices
- Perceived divergence of usual practice with research-based developed interventions
Upton D & Upton P (2006) [11]
Evidence-Based Practice Questionaire
- Practice of EBP
Registered nurses different setting (Wales)
- Attitude towards EBP
- Knowledge/skills associated with EBP
Gerrish K, et al. (2007) [24]
Developing Evidence-Based Practice Questionnaire (DEBP)
- Bases of practice knowledge
Registered nurses (England)
- Barriers to finding and reviewing evidence
- Barriers to changing practice on the basis of evidence
- Facilitation and support in changing practices
- Skills in finding and reviewing evidence
Thiel L & Ghosh Y (2008) [25]
Nurses' Readiness for EBP Survey
- Informational needs
Registered nurses (USA)
- Evidence-based culture
- Perceived EBP knowledge
- Attitude toward EBP Scale (NATES)
Melynk B M et al. (2008) [26]
EBP Beliefs Scale and EBP Implementation Scale
- Beliefs toward EBP
Registered nurses (USA)
- EBP implementation
For the second step in this phase, two focus groups were carried out in order to develop the items. This method allowed us to explore and identify relevant aspects of EBP for nursing students. We also extracted words and expressions that could be useful for refining and creating items on the questionnaire. The students were selected to maximize sample variation on criteria judged as likely to influence competence in EBP. The first group consisted of undergraduate nursing students who had studied EBP in their nursing programme as an optional course (n = 8) and the second consisted of nursing students who had not studied this matter (n = 8). A question guide was created to facilitate the discussion and to explore student opinions about their previous experience with EBP and their attitude toward its use and learning.
After the literature review and the focus groups a large pool of statements was prepared to be sure that there was an adequate sample of items within each of the three major content areas comprising the competence construct: attitude, knowledge and skills. The items were re-phrased into affirmative statements and asked the respondents to rate their self perception of competence in EBP using a 5-point Likert-type scale, ranging from 1 "Strongly disagree" to 5 "Strongly agree". Each area of content was represented by equal numbers of positive and negative exemplars of the construct, a condition that tends to reduce subsequent error due to acquiescence. A pool of 110 potential items formed the first questionnaire version.
The selection of the items was carried out in two stages. In the first stage six experts in EBP were asked to classify the items into one of three dimensions that were part of the competence construct (attitude, knowledge and skills). The items which achieved an agreement level of less than 75% or raised doubts about their inclusion in one dimension or other were eliminated. For example, the item "I wish to be updated in the EBP implementation" was removed. A total of 28 items were eliminated, all of them from the attitude dimension. In a second stage the experts also evaluated the level of relevance of each item for its corresponding dimension of competence in EBP. The items were classified according to three categories: 3 "essential", 2 "interesting but not essential" and 1 "irrelevant". The statistical mean for each item was calculated and those, which had a mean over 2.5, were kept on the scale (relevance of 83.3%). The following version of the questionnaire was reduced to 62 items in a proportion that was the equivalent of items edited in a positive and negative sense.
In addition, 20 undergraduate nursing students were selected in order to assess the comprehension and feasibility of the reviewed pool of items and format response. They were selected with a socio-demographic and work profile that was similar to that of the study population.
The second phase and after modifying the items according the nursing students' suggestions we administered the first draft of the EBP-COQ (62 items) to a convenience sample of second and third year nursing students enrolled at Faculty of Nursing in Spain. The day that the instrument was administered 148 students attended to class and 100 of them completed the questionnaire. The aims of this were to evaluate the quality of generated items and eliminate those proving to be inadequate.
Description of the questionnaire
To collect more information and to use it for ulterior analyses we designed an instrument with 4 sections. The first section asked respondent to describe their personal and college characteristics, including age, gender, academic level, other degrees (Diploma, Bachelor, Master or PhD.), any extra training in EBP and nursing research carried out in the last 3 years, and number of journals that they had read in the last month. The next section was the EBP-COQ. A subscale of five items from the "Attitude to Research Scale" [27] was added as the third section. The last section explored the general attitude toward EBP, knowledge and skills in EBP, English language, statistic and computer practice measured on 10-point visual analogue scales. The objective of these 2 last sections was to facilitate the checking of the external construct validity of the questionnaire.
In phase three, the final version of the questionnaire was administered to undergraduate nursing students in November of 2009. The target population for this study was undergraduated nursing students from the Faculty of Nursing, University of Murcia. The convenience sample consisted of baccalaureate nursing students from second and third year (n = 325).
The study was approved by the Research Ethics Committee at University of Murcia. A participant information sheet giving details of the study accompanied the questionnaire. The consent to participate in the survey was personally asked to each student and confidence was assured.
Student participants were informed that participating or declining participation at the study would not affect grading, class standing, or further opportunities at the university.
Data analysis
For the focus groups, all references to EBP competence were coded by two researches. Each researcher made a thematic analysis of the data, and coded them for quite specific concepts of EBP that has been extracted from the literature (believes, feelings, knowledge, implementation, usefulness, practice). A consensus was reached by checking the concepts and themes in relation to the coded extracts and the entire data set.
For the questionnaire, analyses were performed using SPSS version 17. Frequencies of all responses were reviewed for outliers and non-normality. Continuous variables were described using distribution, and ranges. X2 tests were used to compare competence in EBP at categorical variables (gender, previous training in EBP, etc). Student's t test, analysis of variance testing, and correlation coefficients were used to compare competence in EBP and continuous variables (age, integration of research at work scale, visual analogue scales, etc…).
Cronbach's alpha was used to quantify the internal reliability of the total questionnaire and the 3 factors, and to assess the contribution of each question to the overall reliability of each factor. Content validity was addressed through the instrument development process, both by basing the items on the prior instruments and by collegial development of the new items using a panel experienced in EBP.
Construct validity was carried out using pairwise deletion of missing values and conducting a principal components factor analysis with orthogonal varimax rotation for each item set. The sorted factor loadings, eigen values and scree plots resulting from these analyses were examined to identify the number of dimensions or factors that made up the best solution for each item set. We examined the factor loadings to determine whether all items in the set were associated with the attribute of interest. Items with a factor loading less than 0.40 were deleted.
External construct validity was also explored by examination of correlations between the attributes and other characteristics of the respondents as measured by selected other items of the survey. Specifically, we hypothesized that the competence in EBP should be highly intercorrelated with attitude to research, whereas the other attributes (previous training in EBP and Nursing Research) should be only modestly intercorrelated. In the special case of the visual analogue scale set addressing self-perception of attitude toward EBP, knowledge in English, biostatistic, etc were hypothesized to modestly intercorrelated with the EBP-COQ. Criterion-related validity was not addressed explicitly in this study.
Items development and selection has been explained in the Method section. In this section, we report the results of the pilot administration and the final validation of the EBP-COQ to the target population.
The sample population of undergraduate nursing students (n = 100) completed a pilot administration of the 62-item EBP-COQ. Cronbach's alpha coefficient for the first administration was 0.881. Through an item analysis we discarded those items that were either highly correlated with other items, and were thus considered repetitive, or that had item-scale correlations less than 0.30. Eventually, with the reduction of these items a definitive scale was obtained to assess competence in EBP consisting of 32 items.
Socio-demographic and academy data of undergraduate nursing students
208 (82.5)
Mean (SD)
22.14 (5.305)
Academic year
First year
4 (1.6)
Second year
172 (68.8)
Third year
74 (29.6)
Other studies
207 (79.3)
Technical Diploma
37 (14.2)
Other degree (Diploma/Bachelor)
17 (6.5)
EBP training/education
191 (78.9)
< 40 hours
33 (13.6)
Between 40 and 150 hours
17 (7.0)
> 150 hours
1 (0.5)
Research methodology training/education
156 (65.3)
< 40 hours
61 (25.5)
Between 40 and 150 hours
19 (7.9)
> 150 hours
3 (1.3)
Validity analyses
As indicated previously, content validity for the item sets was addressed by grounding the questionnaire development in an earlier survey instruments, focus groups and in the development of the form with guidance from an expert panel.
Instrument structure
During several steps, a total of seven items were eliminated because they did not contribute to a simple factor structure and failed to meet a minimum criteria of having a primary factor loading of 0.4 or above, and no cross-loading of 0.3 or above. For example, the item "I did not know the main healthcare bibliographic databases where I can search scientific information (Medline, Embase, Lilacs, CINALH, etc…)" did not load above 0.3 on any factor.
Finally, the factorability of the 25 items was examined. Several well-recognised criteria for the factorability of a correlation were used. Firstly, the 25 items correlated at least 0.3 with at least one other item, suggesting reasonable factorability. Secondly, the Kaiser–Meyer–Olkin measure of sampling adequacy was 0.933 (p < 0.001), suggesting that factor analysis was appropriate for this data set. Barlett's test of sphericity was significant (χ2 (300) = 3037.995, p < 0.001). The diagonals of the anti-image correlation matrix were all over 0.5, supporting the inclusion of each item in the factor analysis. Finally, the communalities were all above 0.3 further confirming that each item shared some common variance with other items. Given these overall indicators, factor analysis was conducted with all 25 items.
Factor loadings and communalities for 25 items from the Evidence-based Practice Competence Questionnaire (EBP-COQ) (N = 261)
Attitude toward EBP
Skills in EBP
Knowledge in EBP
A2 The EBP helps to make decisions in clinical practice
A3 I'm confident that I will be able to evaluate critically the quality of a scientific article
A4 The practice of EBP will help to have a better definition of the nurse roll
A5 The nursing contract should include time to read scientific papers and make critical appraisal of them.
A6 The widespread EBP implementation will allow to increase nursing autonomy from others professions.
A8 When I work as a nurse I will pleased if the PBE will be in practice
A9 The application of EBP improves patient's healthcare outcomes
A10 In the future I wish to contribute to apply the EBP
A11 I do not like reading scientific articles
A12 The patient care will experiment minor changes with the EBP application
A14 It pleased me that the EBP is only a theoretical movement that does not takes in practice
A15 If I will have the opportunity I would assist to an EBP course
A16 I would like to have better access to published nursing scientific evidences
C1 I feel able to make a clinical question to start the searching of the best scientific evidence.
C2 I do not feel able to search for scientific evidences in the principles heath sciences data bases.
C4 I do not feel able to search for the scientific information about the subject in the most important bibliographic indexes.
C5 I feel able to evaluate critically the quality of a scientific article.
C6 I do not feel able to analyze if the obtained results of a scientific study are valid.
C7 I feel able to analyze the practical utility of a scientific study.
C8 I know how to make clinical questions organize in the PICO format.
C10 I know the principal sources that offer the information revised and catalogued behind the evidence point of view.
C11 I do not know the most important characteristics of the principal investigation designs.
C12 I know the different evidence level of the designs of the investigation studies.
C13 I do not know the different recommendation grades about the adoption of a determined procedure or health intervention.
C14 I know the principal measures of association and potential impact that allow to evaluate the magnitude of the analyzed effect in investigation studies
Factor loadings < 0.4 are suppressed
Cronbach's alpha was 0.888 for the entire questionnaire. Internal reliability was also confirmed for each of the subscales with Cronbach's alpha being 0.940 for factor 1: Attitude toward EBP; 0.756 for factor 2: Skills in EBP and 0.800 for factor 3: Knowledge in EBP.
Correlations among EBP-COQ dimensions and attitude toward research
Attitude toward research
Attitude toward EBP
Skills in EBP
Knowldege in EBP
Global score (Competente in EBP)
Pearson correlation
P valor
Correlations between EBP-COQ dimensions and the eight visual analogue scales
Attitude toward EBP
Knowledge in PBE
Skills in PBE
Pearson correlation
P value
Pearson correlation
P value
Pearson correlation
P value
Self reported attitude toward EBP
Skill level in EBP
Knowledge level in EBP
Attitude toward promotion
Perceived mates attitude toward EBP
Knowledge in English Language
Knowledge level in computer
Knowledge level in statistics
A sizable and significant positive correlation is present between factor 2 and 3 and the perception of knowledge level and skills level measured through a visual analogue scales (Table 5). Other correlations are smaller, even though some are significant. However, we should notice that factor 1 only correlates with self reported attitude toward EBP scale.
Relation between attitude toward EBP, knowledge and skills in EPB and training in EBP/Research Methodology
Training in EBP
Standard desviation
P value
Attitude toward EBP
Knowledge in EBP
Skills in EBP
Training in Research Methodology
Standard Desviation
P value
Attitude toward EBP
Knowledge in EBP
Skills in EBP
This paper described the development and psychometric evaluation of a questionnaire designed to explore nursing undergraduate students' self-perceived competence in EBP. It consists of 25 items, which are organized into three subscales (attitudes towards EBP, skills and knowledge of EBP). All items of the instrument are scored on a Likert-type scale of 1- 5, with a higher score indicating more self-perceived competence in EBP, greater self-perception of knowledge and skills in EBP, and more positive attitudes towards the EBP. Cronbach's alpha measured 0.88 for the entire questionnaire, demonstrating internal consistency.
Although the instrument is focused in nursing undergraduate students, the selection of the content included in the questionnaire was based on both, relevant literature, professional experts and nursing students, in order not to omit most important issues. These procedures, in addition with theoretical definition of the constructed covered by the instrument, and with experts review over items, contributed to support the face validity [28]. Construct validity was established through the demonstration of convergent and discriminant validity.
Criterion validity has not been measured as an agreement in terms of responses collected from a gold standard questionnaire. At the moment that the study was carried out, any Spanish gold standard was known. However, discriminant validity was aimed at examining the ability of the EBP-COQ to distinguish between groups so that it should theoretically be able to distinguish between those nursing students with previous knowledge of EBN and those without. On the other hand, the correlation between attitude towards research and the self perception of knowledge, skills and attitude measured through the analogue visual scales and EBP-COQ scores suggested that the questionnaire was measuring competency in EBP.
As similar publications aren't available at this point, this work posts a contribution to the educational research. The Sicily Consensus Statement on EBP [7, 29] high- lighted a need for effective training in each of the five steps of EBP, and future research into valid and reliable instruments to evaluate this training. The present questionnaire could be a useful measure to evaluate the programmatic impact of EBP educational interventions in nursing area. Educators might turn to instruments with strong evidence of responsive validity in order to recommend appropriate educational and organizational interventions. This could contribute to reduce the lack of consensus as to the best teaching and learning methods for integrating EBP into an undergraduate-nursing curriculum.
The choice of an EBP evaluation instrument should be guided by the purpose of the evaluation and the EBP domains of interest. Future users of the questionnaire should be into account that the definition of the EBP competence by the Tuning Nursing Project [30] and the technical statements from the Nursing Curricula has oriented the scope of its content.
As previously mentioned other authors have developed questionnaires with the aim to evaluate EBP in health related professions [5, 11, 31]. One example of it is the KAB questionnaire, one of the most referenced instruments in this context. Johnston et al. [5] designed the "KAB" questionnaire with a result of a 50, 7% of the variance. The Cronbach's alpha of each of the factors of Johnston et al questionnaire were between 0,75 to 0,88. If we compare these statistical results with the EBP-COQ ones, we can highlight the relevance of the EBP-COQ instrument.
A crucial characteristic of the EBP-COQ is the self-perceived method of assessment. The intention was to use an approach that allows assessing the subject's attitude, one of the three components of the competence construct. This is one of the most important differences from other traditional instruments that hardly assess this domain in depth because of the difficulty to assess behavioural issues through objective measures. However, previous studies have been able to demonstrate the importance of this dimension as a predictor of a positive behavioral toward resource utilization after following educational interventions [7, 32].
On the other hand, the use of objective or self-perceived instruments to measure knowledge and skills depends on the research aims and both of them could be complementary. McCluskey and Lovarini [33] have showed that objective and self-perceived instruments found similar results in a pre-post test educational intervention addressing in a sample of occupational therapists.
In addition, the self-perceived method is the most useful to way to measure the competence in EBP even before the students receive the training, or it could be used with the same group of participants (e.g. pre and post EBP training). This solves one of the issues concerning development of EBP evaluation instruments whether the instrument is intended for repeated use [34]. As McCluskey and Lovarini [33] suggest a limitation of the objective measure instruments is the possibility of a learning effect from repeated administration of the outcome measures. Repeated administration of measures, particularly those focusing on knowledge, may have over-estimated the treatment effect.
The EBP-COQ instrument assesses the self-perceived competence level in EBP. The instrument has demonstrated very good reliability, and the validity findings show promise in the application of the instrument for evaluating change due to education at an undergraduate nursing level.
In contrast to other EBP assessment instruments that focus primarily on comprehension of concepts, the EBP-COQ provides information about the effects of training in three domains: attitudes, knowledge and skills. Overall, the EBP-COQ demonstrates good sensitivity to the effects of training, distinguishes among respondents with different educational training in EBP and research methodology, has good reliability and has strong internal consistency when the instrument is considered as a whole, across three dimensions.
The self-report and multiple-choice design ensured the use of the instrument as reflected in the short completion times. The instrument is applicable to classroom settings, workshops, seminars, faculty retreats, and online administration.
Future steps of this research could be focused on a confirmatory factor analysis of the preliminary questionnaire version presented here, in other Spanish representative sample, or even in other Spanish language countries. These researches could explore additional evidences of validity based in construct, convergent and criterion indicators.
Authors' information
MARÍA RUZAFA-MARTÍNEZ RN MSc PhD is a lecturer of the University of Murcia Faculty of Nursing. She teaches EBP in undergraduate education. Her investigation interest is focused in development and validation of questionnaires and implementation of EBP.
LIDÓN LÓPEZ-IBORRA RN PhD is an associated professor of the University of Murcia Faculty of Nursing. She teaches EBP in undergraduate education. Her investigation interest is focused in development and validation of questionnaires and implementation of EBP.
TERESA MORENO-CASBAS RN MSc PhD FEAN is the Director of the Nursing and Health Care Research Unit from the Institute of Health Carlos III. Her investigation interest is focused in the implementation of Evidence Based Practice in clinical settings.
MANUEL MADRIGAL-TORRES MSc PhD is associated professor of the University of Murcia Faculty of Medicine. His investigation interest is focused in development and validation of questionnaires.
We thank all the student participants for the selfless time dedicated to this investigation. This work has been supported by a grant from FIS (Fondo de Investigación Sanitaria, Grant PI060913).
Authors' Affiliations
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Pre-publication history
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