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Evaluating the educational impact of information and communications technology in Irish schools
A paper presented at the 8th International Conference on Teacher Research, Richmond, BC, April, 2001
My work context
I have been working across the island of Ireland for ten years. I work as an independent researcher and consultant. My main work has been developing professional learning courses leading to the award of higher degrees in the Republic of Ireland, and for this I am in partnership with British universities who accredit the courses. To date, nearly 70 educators have been, or are about to be, awarded Masters degrees for their studies of their own educational practices, a figure that is significant for Irish education, given that there are only some three and a half million people in the south. I also supervise twelve PhD candidates. As well as my work with universities, I undertake independent consultancy work, and in this capacity I am active in Northern Ireland, where I am involved in the Education for Mutual Understanding initiative.
Background to the research
In autumn 2000 I was invited, in a private capacity, to conduct an evaluation for the National Centre for Technology in Education (NCTE), an agency of the Irish Department of Education and Science. The NCTE has been in existence since 1997 and has been the body responsible for overseeing the development of a coherent initiative to ensure that all Irish students would 'have the opportunity to achieve computer literacy and to equip themselves for participation in the information society' (Government of Ireland, 1997: 2).
In this paper I would like to explain how the evaluation developed, and how the NCTE aimed to ensure that its work could be judged in terms of its educational impact. I also want to explain how I see evaluation as part of the personal professional learning of the participants involved in the programme which is being evaluated, and to offer a view of evaluation that it is indeed an aspect of a practice which may be seen as research. Evaluation, for me, involves the presentation of evidence which enables the practice to be judged in terms of its educative influence in the lives of practitioners.
In presenting this account of work in progress, I am hoping to show that I can claim that I am contributing towards an improvement in the quality of educational experience for teachers, and that they in turn are contributing to the quality of educational experience for their students in classrooms; and I am inviting your critical scrutiny of my claim as part of my own self evaluation.
Information and communications technology in Ireland
Information and communications technology (ICT) was first introduced into Irish schools in the 1980s. In 1984, the Department of Education initiated a pilot project 'Computers in Education', in 34 schools representative of all types of primary schools over a two-year period (Healy, 2001). This project was generally viewed positively (see for example the Irish National Teachers' Organisation, 1996).
However, the initiative was not followed through in a systematic way, some of the reasons being, according to the Irish National Teachers' Organisation (1994), the lack of funding and lack of training for teachers. In its 1997 document 'Schools IT 2000 – A Policy Framework for the New Millennium' (Government of Ireland, 1997: 2), the Department of Education and Science admitted that 'Ireland lags significantly behind its European partners in the integration of information and communication technologies (ICTs) into first and second level education.'
This realisation, particularly in the context of a booming economy and massive investment from overseas, led to an awareness of the need to promote ICT in schools to ensure a highly literate and competitive workforce for the new century. 'The need to integrate technology into teaching and learning right across the curriculum is a major national challenge, which must be met in the interests of Ireland's future economic wellbeing' (Government of Ireland, 1997: 2) In November 1997, therefore, the Taoiseach and the Minister for Education and Science launched Schools IT 2000.
This initiative would put various structures in place at national and regional level:
an Educational ICTs Co-ordination Unit in the Department of Education (now the Department of Education and Science);
a National Centre for Technology in Education in Dublin City University to manage the implementation of Schools IT 2000 (established until 2001);
A Schools IT 2000 base in at least ten Education Centres to provide support to schools on a regional basis (Government of Ireland, 1997: 5).
My work was with the NCTE.
The work of the NCTE
The work of the NCTE is organised in terms of strands. It aims to fulfil the recommendations of the 1997 report to establish a technology infrastructure, a skills infrastructure, and a support initiative. The immediate schools-focused aspect of the work is in relation to the strand Schools Integration Project (SIP), and this is also where I am involved.
SIP is an initiative that invited all first and second level schools to submit a proposal to the NCTE for funding and support to develop a particular ICT project within the school or a cluster of schools. In the event several hundred schools applied to be involved. An appointed selection committee identified 40 projects to be supported in the first instance and a further 41 projects have been supported.This brings the total to 81projects. Some of these projects therefore have been in existence for two years, and have produced impressive artefacts in the form of booklets, study guides, resources, information packs, and so on. Most schools have their own web-site. SIP on line aims to publish the work of the participating schools. Other schools did not make their application for support immediately, and others decided to implement their projects at various stages. Consequently projects around the country are all at different stages in their implementation and completion.
Part of the teacher education provision was to provide the technology, skills and support infrastructure mentioned above: for example, to offer inservice courses in ICT, as well as schools-based support for the development of web sites, schools-based computer suites, and other aspects in schools. A massive programme of inservice provision came into being, involving a team of inservice providers based at NCTE headquarters, regional education centres, and the national body of ICT advisers.
Setting up the evaluation process
In September 2000 I was invited by the Director of the NCTE to conduct an evaluation of the Schools Integrated Project. The Director's concern was to provide evidence that the NCTE's mandate to provide a technology infrastructure, a skills infrastructure, and a support infrastructure had been fulfilled. My own view is that such infrastructures do not count for much unless they can be shown to have influenced the quality of educational experience for children in classrooms. This also is my view of teacher education (similar to that of Michael Huberman, 1992), that unless teachers can show that their practice has influenced the learning experience of students, teacher education fails to fulfil its potential as a force for the kind of personal and social renewal which can lead to the development of good orders. Consequently, I suggested to the Director that we invite teachers in classrooms (in the immediate instance, the SIP coordinators in schools across the country) to produce accounts of their own self studies as they tried to improve their practice for their students' educational benefit. He was in agreement, and we began to develop an evaluation strategy that would focus on supporting the 110 SIP coordinators to reconstruct their existing work in terms of an action research framework which focused on the production of evidence in support of the coordinators' claims that they had influenced the quality of learning in classrooms.
The kind of methodology I wanted to promote was one which values people rather than programmes (see also Kushner, 2000). I believe that the dominant kind of propositional theory which views organisations and organisational structures as abstract entities is not the most useful in helping people to understand their work and make practical decisions about how to improve their work. For me, organisations are people, and people need to make decisions themselves about what their lives and work are about (McNiff, 2000). Similarly, evaluation refers to a process of people monitoring and evaluating their own work. Education, in my opinion, is about helping people to see that they are the live agents in social change processes. Social change does not come about because a policy-maker mandated it; social change begins with people, and happens because individuals see the need for, and want to change (Rizvi, 1993). If social change begins in people's minds (John Hume, leader of the SDLP in Northern Ireland frequently comments that decisions about decommissioning processes begin in people's minds, not in board rooms), those people themselves need to accept the responsibility of being accountable for their own living. In terms of evaluation processes, this means that participants need to take responsibility for their own self evaluation and produce accounts to show that their life work counts for something in the education of their students. Nor can their claims to have influenced the educational experience of their students remain at the level of opinion or hearsay; those claims must be supported by the production of validated concrete evidence to show that what practitioners say can be taken as authentic and trustworthy.
I proposed therefore that all parties in the SIP initiative should undertake their own self evaluations. I saw my work as coordinating an effort to provide organisational support to enable the production of accounts by all participants to show that the SIP initiative was fulfilling the aims of the NCTE to provide a technology infrastructure, a skills infrastructure, and a support infrastructure, and to show that this provision was educationally beneficial. My commitment for full participation by all members of the organisation was animated by a vision of organisational learning for social change; but achieving a situation which can be called organisational learning means 'tap[ping] people's commitment and capacity to learn at all levels in an organization' (Senge, 1990: 4; emphasis in original). From my experience (see above), I had found that classroom teachers really welcomed the opportunity of investigating their work and producing public accounts to show that their work was having educational impact; however, suggesting that people at all levels in an organisation should evaluate their own practice was more problematic, and this belief was soon to be strongly reinforced. In this paper, however, I do not intend to go into the political aspects of who agreed to undertake their self studies, and why; there is not space, and my own research is still in process. However, I do hope to produce a text around this project which will engage with the ideas of power and authority in organisations, and who decides who should be accountable for their practice.
Here I want to focus on what is being achieved for educational benefit, and to invite your critical comment as validation for my own claims that I am supporting organisational learning such that the quality of education for students in schools is being enhanced.
Implementing the evaluation process
I arranged with colleagues in the NCTE head office to set up an infrastructure to support schools-based SIP coordinators. This infrastructure took the form that:
I met with a core team of 12 SIP coordinators who had been seconded from teaching to take up full-time posts as regional supporters;
I arranged to meet with all schools-based SIP coordinators in a variety of settings: a plenary session of all 110 met during November 2000, and I met with all regional groups in January 2001;
I supported the core team in supporting their regional groups of SIP coordinators;
I provided materials in the form of handouts and books;
I was available to support via telephone, email, postal correspondence, personal meetings.
(The initial plan was that this schedule would be implemented systematically through November 2000–May 2001. In the event, the schedule was severely disrupted in February 2001 because of stoppages of teacher meetings as part of the industrial action of the Association of Secondary Teachers, Ireland, in support of claims for improved pay and conditions; and the strict limitations put on teacher meetings because of the foot and mouth crisis. I had to be creative in finding ways to continue to support SIP coordinators, and I found myself working at a distance, sometimes from my home in England, and liaising closely with the two Project Officers based in NCTE head office.)
The evaluation process I adopted throughout was the one devised by Jack Whitehead of the University of Bath:
What do I think I can do about it?
What will I do about it?
How will I gather evidence to show that I am influencing the situation?
How will I ensure that any judgements I come to are reasonably fair and accurate?
(see Whitehead, 1993, 2000; see also McNiff, 1988/92; McNiff et al., 1996).
I invited SIP coordinators to frame their work in terms of these questions. Many were delighted at the opportunity to place a theoretical framework around their practice, and evaluation comments about the usefulness of such provision included:
'putting a design structure on our SIP projects.'
'I feel I now have a clear idea on how to proceed.'
One colleague wrote:
'The main thing for me was the fact that it put the 'evaluator' at ease and took away the terrible harsh interpretation that is associated with the term "evaluation".'
(These comments are taken from evaluation feedback sheets at the end of regional presentations on the process of evaluation and how to write an evaluation report)
I reinforced these presentations with detailed guidelines on how to write up an action research report. These appear tohave been well received.
What claims am I making?
I am claiming that SIP coordinators are finding my support useful in framing their own work as research projects. The discourse seems to have changed nationally from 'SIP project' to 'SIP action research project'. There is everywhere talk of identifying criteria whereby evidence can be produced to support claims to knowledge of improved learning.
I am claiming that SIP coordinators are experiencing new levels of confidence in a view of practice as research. Evaluation comments include:
'I feel I know what I am doing now.'
'I now see my work as research. I am aware that I need to produce evidence to show that I am influencing students' learning.'
I am claiming that some organisational learning is taking place. Core team members have sent me reports to suggest that they are evaluating their practice as supporters. One colleague (who must at present remain anonymous) writes:
'I am looking at my practice in terms of whether SIP coordinators can see the need to produce evidence to show that they also are identifying criteria to judge their practice.'
However, my hope to involve all members of the organisation remains only a hope. Not all members of the organisation have expressed a desire to undertake their own self evaluations (see above; I shall be exploring these issues in a comprehensive text). At least I am able to produce validated evidence that many members of the organisation are engaging in their self evaluations, and that they can show their educational influence in classrooms.
I am claiming the effectiveness of an action research approach to organisational evaluation. Further, I am claiming that when evaluation is conducted at the level of individual monitoring and critical engagement with practice, that this can then lead to whole school development and organisational learning, which can in turn lead to social improvement. This I acknowledge is a massive claim, but one which I aim to support by coordinating the compilation of a research archive of some 80 research reports which take the form of self studies, produced by SIP coordinators, to show how they improved the quality of learning for students in classrooms.
When I return to England on 16th April I hope to collect from the post office a bundle of reports. The schedule agreed with the NCTE head office and SIP coordinators is that first drafts of reports should be written by 6th April. I will then read and respond to these first drafts, return them to their authors, and follow up that process with a further round of regional meetings in early May. Final reports will be produced by 21st May. My task then is to compile the reports into a coherent archive, and to produce a report to explain the process of evaluation and how it might be seen as supporting the NCTE's claims to have supported teachers in improving the quality of learning for students through ICTs.
There are many implications arising from this research project, and I will detail them in my later text. Provisionally I would say that the research shows the value of practitioner-based research for school improvement, and, at a wider level, for social change. I do believe that social change has to happen initially in terms of individuals' commitments to take the responsibility for improving their own situations, and that this begins by their reflecting critically on how they might improve their own work. I do believe that it is the responsibility of each one of us to put our own house in order.
I also hope to make a case for practitioner-based research as a powerful form of professional learning. Siobhán Ní Mhurchú (2000: 74), a participant whom I supported for her MA studies, wrote:
'I believe that if you can give people hope when dealing with a particular problem, if you can show them a practical way, the problem can be overcome from within people's own resources. … If action research were adopted as a form of professional development on a national scale, teachers' own self perceptions would rise and we would be looking at an invigorated workforce that had the confidence to take a pro-active role in improving society. I believe that action research might be a more viable option for the Department of Education and Science in supporting professional development as it taps into a source of energy and goodwill that would enable people to innovate and manage change for themselves in their own educational environments' (Siobhán's work is reproduced in McNiff, in production).
At the level of what counts as educational knowledge and where might be the locus of that knowledge, I do believe that the research shows the implications for the development of a body of knowledge which is constituted of the descriptions and explanations that practitioners offer for their own educational practice (see Whitehead, 2000; see also actionresearch.net). While dominant propositional theories help us to understand what needs to be done, the propositional form of theory needs to be embedded within the living educational theories of practitioners as they begin to investigate their practice by asking questions of the kind, 'How do I improve my work?' (Whitehead, 1989).
I believe this is happening in the contexts where I work. I know that my own learning has been influenced by the ideas of my colleague Jack Whitehead, and I believe that such professional learning relationships are at the heart of how supporters themselves are able to support wider institutional and social change. I can make the claim that I am helping people in Ireland to reconceptualise their own professional knowledge base by citing the words of practitioners such as Siobhán Ní Mhurchú and Caitríona Mc Donagh, another MA course member:
'I have come to understand that I can contribute to a much wider body of knowledge. [My dissertation] is part of that body of knowledge which is transforming what the research community understands as legitimate theory. As I have influenced the quality of my professional learning in my classroom and my workplace, so I hope also to influence the wider community of researchers in their understanding of how knowledge is produced and used within practitioners' individual and collective practices. I have become aware of my own potential for influence, both in local and wider contexts, and I intend to take every opportunity to share my learning in my hope for a more democratic and caring approach to education in schools.' (Ní Mhurchú, 2000: 73).
'The awesome respect in which I had held educational research and theories prior to my engagement with [my MA studies] has given way to a new critical understanding of dilemmas of practice and theory. … Prior to this project I would not have considered my educational values or epistemology of practice worth sharing within the institution of the school. Living through the process of this research I have found a voice in the educational world. This teacher voice was seldom heard. The practising teacher tended to bow to academic educational theorists, to psychologists, to departmental inspectors, to parent bodies, yet where is the teacher's voice heard? Teacher craft was not valued by institutions of education professionals. This form of research has given colleagues and me a voice and method to articulate our theories' (Mc Donagh, 2000: 75).
In the case of these two colleagues I can show that I have influenced the quality of professional learning which judges its effectiveness in terms of whether the quality of student learning experience is improved. It now remains to be seen whether my influence has had an impact in the evaluation of the SIP projects. Time will tell. Like all good soap operas, I am leaving this presentation on a note of high closure. Next week I miss the episode in the soap Eastenders, where the answer 'Who shot Phil Mitchell?' is answered, and I have to wait until I get back to England to find out. Similarly, you will have to wait until the final documentation is available to make judgements about my claims; but I am hoping that the pile of reports waiting for me on my return will contain evidence to ensure that today's presentation has been worthwhile for us all.
Government of Ireland (1997) Schools IT 2000: A Policy Framework for the New Millennium. Dublin, Department of Education and Science.
Healy, M. (2001) 'How do I support the introduction of IT in my school?' Unpublished MA dissertation, Thurles, University of the West of England, Bristol.
Irish National Teachers' Organisation (1994) Computers in Education: A Pilot Project. Dublin, INTO.
Irish National Teachers' Organisation (1996) Information Technology in Irish Primary Education: Issues and Recommendations. Dublin, INTO.
Kushner, S. (2000) Personalizing Evaluation. London, Sage.
Mc Donagh, C. (2000) 'Towards a Theory of a Professional Teacher Voice. How can I improve my teaching of pupils with specific learning difficulties in the area of language?' Unpublished MA dissertation, Dublin, University of the West of England, Bristol.
McNiff, J. (1988/92) Action Research: Principles and Practice (first edition). Basingstoke, Macmillan / London, Routledge.
McNiff, J. (2000) Action Research in Organisations. London, Routledge.
McNiff, J. (in preparation) Action Research: Principles and Practice (second edition). London, RoutledgeFalmer.
Ní Mhurchú, S. (2000) 'How can I improve my practice a teacher in the area of assessment through the use of portfolios?' Unpublished MA dissertation, Cork, University of the West of England, Bristol.
Rizvi, F. (1989) 'In defence of organizational democracy' in J. Smyth (ed.) Critical Perspectives on Educational Ledership. London, Falmer.
Whitehead, J. (1989) 'Creating a living educational theory from questions of the kind, "How do I improve my practice?"', Cambridge Journal of Education 19(1): 137–153.
© Jean McNiff


Hot and muggy out. Got another bird in the studio. Happened this morning while I took the dogs for a bike ride. Came back and Peaches ran right up into the loft. I knew immediately what it was and went and got the pool skimmer. Shooed the bird down into the lower studio, then closed the middle door when the bird flew straight into the north window. Peaches and I have an unspoken agreement. We both herd the bird, me pushing towards an open door, Peaches towards her open mouth. Whoever gets to the bird first, wins. Usually the bird will get panicky and fly low to get around me and Peaches will snag the line drive off the wall with all the skill of an American League outfielder. Today, I got the out. I was able to grab the bird against the window screen, run it over to the door and set it free. Peaches was quite miffed and gave me that "play me, or trade me" look.
b. It's the sizzle, not the steak, stupid?
c. Human Nature vs. Shuman Schmaister?
Last week I got an Email from a company rep back east that is coming out to Scottsdale next summer and wants a speaker. They heard about me and wanted to know what I would charge for a "family friendly speech".
I Emailed the rep back and said I was available and my fee for a "family friendly speech" is $1,000, and that my "mature audience speech" is $1,500. I was being funny (or, so I thought). Normally, I contract in the zero to $500 range (and all points in between), but my good friend Marshall Trimble consistently gets $1,000 per speech and I thought I'd at least float the possibility. Needless to say, I was a tad insecure about asking for "so much moola," thus the joke.
I'm not making this up. They were the ones who requested the "family friendly" speech, and yet, evidently when they were faced with the choice of getting the prospect of juicy "mature audience" material, they were suddenly willing to pay 33% more for forbidden fruit.
No wonder adult films in hotel rooms are $13.99 while regular Hollywood films, with real plots and people who can actually act, only get $4. Or, is that the real message? No matter, it's certainly an insight into shuman schmaister, no?


Reviews: The Sound of Buster Keaton - $20.00 : Buster Stuff, Buster Keaton memorabilia store.
This collection of Keaton's works provides an in-depth resource for research, yet the positive tone of the book is both easy enough and delightful for casual reading. Besides the notable performances, David Macleod has found obscure, uncredited pieces, thus clarifying further several areas of Keaton's sound career. Printed on good paper with good, sharp pictures. Highly recommended, with the added courtesy by the happy author of his cordially signing the title page.


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Features and Columns · Movies
The Coolest Effect in 'A Nightmare on Elm Street' Was a Bloody Accident
There are happy accidents. And then there's the time Wes Craven lost control of a rotating room full of blood.
By Meg Shields · Published on March 31st, 2020
Welcome to How'd They Do That? — a bi-monthly column that unpacks moments of movie magic and celebrates the technical wizards who pulled them off.
Thanks to the creative carte-blanche of its villain, the original A Nightmare on Elm Street is full of surreal practical effects. When you're a demonic wise-guy who hunts victims in their dreams, you're able to pull some freaky, nightmarish shit. From body bags erupting with eels to clawed hands emerging from bathtubs and stairs turning to mush, when it comes to terrorizing teens, Freddy Krueger likes to dream big.
But of all of Freddy's dreamscape shenanigans, there's one practical effect in Wes Craven's 1984 film that always leaves me in a daze. It has to do with a bed and a whole lot of blood.
Nancy (Heather Langenkamp) has learned the truth about the evil presence that's been terrorizing her neighborhood: the spirit of a kid-killer named Fred Krueger (Robert Englund) is taking revenge on his murderers' children by attacking them in their dreams. Nancy picks up the phone and warns her skeptical boyfriend, Glen (Johnny Depp): if he sleeps, he dies. They hatch a plan, and Nancy fixes to sneak out of her house to meet him. But her parents have put her on lockdown and escaping won't be easy, so she gives Glen a call to loop him in. His parents pick up. He's asleep and she ought to talk to him tomorrow. They leave the phone off the receiver. Oh god.
There's a heavy flow joke in there somewhere.
Glen's death is full of surprises. First, his body is sucked through the bed; a cavern forming in the mattress' center swallowing him and his TV whole. And then the first burst of blood, more violent and propulsive than you'd expect. Who would have thought the crop-topped teen to have had so much blood in him? And it just keeps coming. Not only that, but this blood defies logic, pooling on the ceiling while the Glen-geyser keeps gushing. Finally, the blood streams unpredictably as if the room were in free fall. What a nightmare.
How'd they do that?
Long story short:
By pouring fake blood through a hole into an upside-down, rotating room.
Long story long:
Before we get to the bed geyser we have to talk about the showstopper death of Tina Gray (Amanda Wyss). Tina is the first victim of "Dream Demon" Freddy, and her demise makes one hell of an impression. While dreaming, Tina encounters Krueger (and his freaky elongated arms) in an alley and the creep sets about to teen murderin'. Meanwhile, in the waking world, Tina's boyfriend Rod (Nick Corri) watches helplessly as Tina's body is sliced, diced, and dragged up the wall and across the ceiling.
The wall-to-ceiling drag was accomplished with a rotating room created by mechanical special effects designer Jim Doyle (Academy Award-winning inventor of the Dry Fogger). In the essential making-of documentary Never Sleep Again: The Elm Street Legacy, Doyle explains that "Wes wanted something really big and fantastic and out there for the first death…so I suggested a rotating room." Craven described the room as a "hairy situation," with no wires just vertigo and panic attack-inducing rotations, with all items nailed down and the cameraman strapped into an "airplane seat" attached to the wall. The room itself was not mechanical; it took several crewmembers on either side of the contraption to manually flip the room around.
Even though it was a nightmare to shoot in, when it came time to film Glen's death, the filmmakers went back to the rotating room. The pressure was on, not only because the blood effect was complicated (working with water always is), but because they had one take to do it. The room was flipped upside down and the crew prepared for the effect. A sheet-lined shoot for the blood was carved out of the middle of the bed, with crewmembers positioned "above" on the outside of the room, poised to pour in the gallons of blood-colored water. With the bed now positioned at the "top" of the room, Craven, strapped into a camera chair, gave the word "go."
As cinematographer Jacques Haitkin explains in Never Sleep Again, when the crew began to dump the water through the hole "as soon as it hit the ceiling and hit the light it immediately electrified the water. So the guy pouring the water got electrocuted." Or, as Doyle puts it: "oops."
Not only was the water now electrified, but as Haitkin describes, the water began to slosh from side to side, which threw off the weight of the room, causing it to shift and the operators to lose control. The room rolled all the way over and crew members lept out of the way as cables and ropes ripped out of their rigging. As Craven recounts in the documentary, the water "went into all the lights and there were these huge flashes in the dark…we were spinning in the dark with all these sparks going on."
The wall had a window in it and of course, the blood poured out onto the operators desperately trying to regain control of the room. The room finally stopped rocking once all the liquid poured out, leaving the crew still attached to the structure suspended, upside down, for around 20 minutes in the dark and covered in blood.
The up-is-down and vice-versa rationale of the original geyser is easy enough to wrap your head around, but thanks to the series of unfortunate events, the blood didn't just pool on the ceiling. After the initial splash, the liquid slips and streams at angles that just don't make sense; it's a lurch that defies all logic. Gravity: as it exists in dreams, which is to say elusive, frustrating, and terrifyingly unpredictable. Even if they'd had the resources to do a second take, I don't think they could have replicated the effect as it appears onscreen. And for that: a happy accident indeed.
Miraculously no one was hurt and even more miraculously…they got the shot. Fun fact: as detailed in the Larry Cohen biography Larry Cohen: The Stuff of Gods and Monsters, the cult director employed the Nightmare crew to pull off a rotating room stunt for The Stuff: "I was lucky that nobody got hurt," Cohen explains. "But the scene looks great." Such is the gamble of a manually operated rotating room, it seems.
What's the precedent?
While pouring heaps and heaps of fake blood into an out of control, electrified rotating death box might be a first, Hollywood has a long and illustrious history of rotating sets. Indeed, they have been around since the early days of cinema, with gravity-defying sequences in the likes of When the Clouds Roll By (1919) and The Boat (1921).
The direct influence cited in Never Sleep Again is Stanley Donen's Royal Wedding (1951), which features a sequence where Fred Astaire dances over every square inch of a living room. The showstopping "You're All the World To Me" dance, which lasts a whopping four minutes, was accomplished with a cameraman harnessed inside a 20-foot-diameter rotating barrel that contained the nailed-down set. I highly recommend checking out this video from Galen Fott, which highlights Astaire's superhuman ability to make tapdancing in a drying machine look effortless.
Fred Astaire defying gravity in 'Royal Wedding' (1951)
While the wheel-like interior of the Discovery spacecraft in 2001: A Space Odyssey is perhaps the most well-known example in genre cinema, rotating sets do have a particular affinity for horror. Released two years before A Nightmare on Elm Street, Tobe Hooper's Poltergeist bares the closest family resemblance to Craven's room effect. Both movies utilize their rooms for an identical purpose: to give the impression of an invisible, gravity-defying supernatural menace. In Poltergeist, Diane, the mother of the family, is attacked by the titular pissed-off spirit. She does some serviceable Linda Blair bed thrashing and is sent rolling up the wall, across the ceiling, and down the other side of the room.
What's remarkable is that despite their differences in budget, Poltergeist and A Nightmare on Elm Street's rotating set pieces (ha!) aren't noticeably different in a technical sense. Poltergeist's budget was roughly 10 times that of Nightmare's. That's insane when you consider how similar the two special effects look. The budgetary constraints also explain why Nightmare had to cut corners: why their set wasn't motorized, why they had limited takes, and why they tried to get the most out of the set as they possibly could. It's a great example of resourcefulness and a tried-and-true, replicable cinematic special effect — a solid, simple, time-tested trick. At a certain point, throwing more money at a box in a hamster wheel is only going to pay for more set decoration. Or more blood, depending on what you're into.
Related Topics: A Nightmare on Elm Street, Horror, How'd They Do That?
Meg Shields is the humble farm boy of your dreams and a senior contributor at Film School Rejects. She currently runs three columns at FSR: The Queue, How'd They Do That?, and Horrorscope. She is also a curator for One Perfect Shot and a freelance writer for hire. Meg can be found screaming about John Boorman's 'Excalibur' on Twitter here: @TheWorstNun. (She/Her).
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There is one word that I can use to sum up defense this past week…. Dallas. If you don't have someone from FC Dallas on your team right now, you are missing out. They have at least two good options that should be looked at. Other than that, not a lot of clean sheets were earned this week, so having defenders that can rack up bonus points was very important. Next week, there are a lot of teams on a bye, but there are still many good defensive ptions.
Aurélien Collin (SKC v DC), Jeff Parke (CLB vs PHI), and Josh Williams (CLB vs PHI).
Since last week Hedges has gone up by $0.2m and is earned by 3% more managers. His ownership still seems low to use when you consider that he's #2 in total points and #1 in CBIs. He is a solid defender and has earned at least 2 Defensive bonus points each week (3 the last two weeks). He's a quality defender and one that is very capable of getting a clean sheet against Toronto.
Real Salt Lake has not had a lot of luck in earning clean sheets this year. But, Schuler is still one of the highest bonus points generating defender so far. He's earned 2 defensive bonus points in each of his last 3 games, but has been just shy of making that 3. An away game against Colorado is a matchup that favors RSL and if they can indeed get a clean sheet, Schuler should be able to easily get 8 points.
Like I mentioned above the break, we think you should have a Dallas player in your defensive line. Michel is not as defensive as Hedges, but fortunately his adventures into the offensive 3rd have been able to earn him some Attacking points. He's currently #1 in points and Crosses, and #2 in key passes (for defenders). He's a good hybrid player and has been gaining a lot in value.
San Jose has been struggling this year, but Vancouver is a bit out of form right now as well. Hernandez is cheap, has good bonus point generation, and is playing at home. There is a chance he could pay off for a daring manager this weekend.


Send them support ticket, wait for them to reply and pray..... All you can do.
can I make pre-order for the devices which coming soon on November ??
it seems I am just a one of many people trying to get your confirmation that the payment has been made. I have already uploaded the wire transfer proof for my order (order ID: 0012017082401763) and manged to open several tickets for your service desk. But the status still shows "Unpaid".
I paid with USD on Aug. 3, 2017.
2. bank account name(sender name): sender name is LEE HONG IL .
3. swift message : I forgot to send a message. However, the remittance has been completed.


There have been 0 recalls on 750ilp vehicles in recent years. The latest was issued on 2002-05-20 due to a problem with the fan.	Approximately 1550 vehicles were involved. Since 2001, 750ilp's have experienced approximately 2 recall(s) . See a list of recalls for your model year below.


text:
Sphaenorhynchus carneus és una espècie de granota que es troba al Brasil, Colòmbia, l'Equador, Perú i, possiblement també, Bolívia.

Referències

Carneus

redpajama_set_name: RedPajamaWikipedia


Hotel: free on-site parking, outdoor and indoor pool, sundeck, Jacuzzi, spa, sauna, restaurant, lounge, fitness centre, business centre, meeting facilities, accessible features, 24-hour front desk, luggage storage, ATM, overnight cleaning services, shuttle service.
Room: free WiFi, pets allowed, non-smoking, eco-friendly, soundproofing, air-conditioning, accessible suites, dining and seating areas, flat-screen TV, ironing facilities, full kitchen, refrigerator, microwave, toaster, dishwasher, stovetop, oven, walk-out balcony, bath, hairdryer, safe.
Platinum Hotel & Spa is a 4-star off-the-Strip and non-gaming resort that's half a mile from the bustling LINQ Promenade. Suitable for both family vacations and business travel, instead of a casino it's one of the most popular choices in the city for its spacious suites that are about three times larger than the typical Las Vegas hotel room, as well as complimentary amenities like WELL Spa + Salon, indoor and outdoor swimming pools at the rooftop, a fitness centre, same-day laundry service, complimentary valet, and full-service concierge.
Opened in 2007, the hotel features a total of 255 one- and two-bedroom non-smoking and eco-friendly Las Vegas hotel suites. These range from 910 to 2,100 sq feet and come with a walk-out balcony, some overlooking the Las Vegas Strip, as well as an electric fireplace and pillow top mattresses.
Guests will also be treated to additional room amenities like gourmet kitchen with stainless steel appliances and granite countertops, including a dishwasher, microwave, oven and refrigerator, separate showers and jetted tubs, as well as Bose Wave radio and MP3-enabled bedside radio. Note that same day and overnight laundry service is available too. The mandatory resort fee also includes WiFi, daily wine reception, in-room coffee service, as well as local and toll-free call. Moreover, this is a pet-friendly hotel.
The first-class experience also includes the gym in their convenient fitness centre, both indoor and heated outdoor swimming pools, heated year-round and open daily, 8am – 10pm, as well as 8,000 sq feet of meeting and event space.
A restaurant/lounge called Kil@wat® Restaurant is available for casual dining as well. Note that in-suite dining and grocery delivery service is an option too. Should this not be good enough, there are dozens of nearby options to consider on the LINQ Promenade as well.
Rewarded with TripAdvisor's Certificate of Excellence, Platinum Hotel & Spa has been one of Sin City's top choices among travellers looking for comfort and serenity.


This game saw a very limited release from Capcom here in the states (and in Japan). Interesting enough, the story behind this game was Capcom held a theme contest and a Japanese gamer won and hence, the game was then produced. Very few people have played this game and for those who have, most find this concept to be unique and a nice collectable item for any Capcom fan.
We have one kit left, which comes with the PCB itself (B Board), one Capcom sticker, manual and some control panel artwork (reprints, but from Capcom themselves). It comes in the smaller brown B Kit box, not the large white one as we're out of those.
Blue "B" boards are rare to find altogether, so having this in a partial kit format is almost an impossibility these days.


Mushroom dye veteran Teresa Paquet will have several different dye baths prepared for you to try out. All dye pigments are derived from local wild mushrooms and the colors may surprise you! Two mordant treated silk scarves will be provided (additional scarves may be purchased). Check in at the Girdwood Community Room 15 min prior to your session start time to collect scarves. Workshop will be held in outdoor pavilion so bring warm cloths!


ANDEAN ROOTS, A COMPLETE EXPRESSION OF A GLORIOUS PAST. YOU WILL ENJOY THE BEST MISTICISM ASTRONOMICAL WISDOM OF THE ANDEAN MILLENARY CULTURE S RICH IN FOLKLORE HANDCRAFTS, IS A DREAM OF THOUSANDS OF SHAPES AND COLORS, THE MUSIC WRAPPED IN THE TELLURIC SOUND OF WIND AND PERCUSSION, ARE ASSOCIATED WITH THE SKY, WHILE THE DRUMS AND SYMBOLS OF MOTHER EARTH, WHEN PLAYED TOGETHER THEY REPRESENT COSMIC WHOLENESS.
HERITAGE IS OUR LEGACY FROM THE PAST, WHAT WE LIVE TODAY, AND WHAT WE PASS ON TO FUTURE GENERATIONS, OUR CULTURAL AND NATURAL HERITAGE ARE BOTH IRREPLACEABLE SOURCES OF LIFE AND INSPIRATIONS.


Mr. Paul Anthony Mihalik, M.Ed., OCDS, is a retired Lieutenant Colonel of U.S. Air Force. He has been a school administrator in the Tucson Public Schools and served as an adjunct professor for Embry-Riddle Aeronautical University for ten years. Col. Mihalik has a private practice as a marriage and family counselor. He and his wife Lucy have seven children and are both members of the Secular Order of Discalced Carmelites. They celebrated their Fiftieth wedding anniversary on January 28, 2000.


It's been a couple of decades now that many workers have had the freedom of greater flexibility: the ability to set hours, to work at home or patch together a day's work around the demands of child- or elder-care. Many of the youngest American workers have never known it any other way. More than half of employers today offer some variety of flexible work arrangements.
That many workers and employers are sorting through the "where, when and how" of work is a natural consequence of several trends. Technology allows not just working at home, but also the ability for the boss to monitor when actual work is happening. Flexibility has become a logistical necessity; in nearly half of families with two parents today, both parents work fulltime – a marked increase from 1970. And many are choosing multi-track careers that mean earning a living in one job, while finding greater satisfaction moonlighting in another.
As flexibility becomes more highly prized, it is a concept moving beyond the ways the hours of the workday are distributed. Paid parental leave appears to be gaining support. Unlimited vacation time is getting its moment in the sun (even if only 1%-2% of companies actually offer the benefit, according to the Society for Human Resource Management). Job-sharing, compressed workweeks and fulltime telecommuting have become common.
And some sectors, like law, are dipping a toe into value-based billing where time-based billing was long standard. As firms move toward greater flexibility, they must figure out new ways to assess the value of their workers' contributions.
Firms see good reason to grant workers greater control of their schedules. Control often means happiness. In one study recently published in the American Sociological Review, data was gathered from about 850 IT workers at a Fortune 500 company. Half of the employees that were studied worked a traditionally structured 40- to 50-hour week, while the other half were given autonomy over where and when they could work. Managers were trained to focus on results rather than the time clock, and to be more supportive of employees' personal lives.
There was no drop in the number of hours worked or the quality of work in the autonomous group, according to the study, "Does a Flexibility/Support Organizational Initiative Improve High-Tech Employees' Well-Being?" by Phyllis Moen of the University of Minnesota and six co-authors from other schools. What did change for those employees with more control over their schedule was this: reduced burnout, less perceived stress and psychological distress, and increased job satisfaction.
That study echoes the findings of an earlier study by Moen that measured the positive effects of a workplace initiative granting greater scheduling control in easing work-family conflict.
Senior executives have always been expected to be "on." What's changed today is that it is expected of even those farther down in the organization.
Squaring work and home demands generally hits women harder than men. About 40% of working mothers said that being a parent made it harder for them to advance in their careers, while only 20% of working fathers said the same in a recent Pew Research Center report. And so, several studies show, women over time tend to advance less quickly, make less money, and are often confronted with a different set of constraints and factors in plotting out career moves.
Such was the case for Christine Grant, a professor of chemical and biomolecular engineering and associate dean of faculty advancement in engineering of NC State University, when she was asked to consider a different associate dean post. It could have meant more money, more prestige and perhaps a faster stepping-stone to becoming dean. But flexibility meant a lot to her — a benefit she would value even more later when her mother got sick and came to live with her and her family. "I'd have to be in the office 9 to 5, would have all of those meetings, I'd have to be accountable in a different way, and I don't think I could do that," said Grant, an editor and contributing author to Success Strategies from Women in STEM: A Portable Mentor.
She agonized over the decision for a year, and was eventually able to continue in her job structure as associate dean that kept the parts of the job she valued – empowering faculty, mentoring students, consulting and coaching minority students – while still retaining her flexibility. "I have had some opportunities where people come to me and ask about being a dean somewhere, a more structured position. But that's just not the way I'm wired in this season of my career," she concluded.
Bidwell points out that senior executives have always been expected to be "on." What's changed today is that it is expected of even those farther down in the organization. "The nice thing about the cell phone is that, before it, if [there was a] crunch, [employers] asked you to stick around because they said, 'We don't want to be in a situation where we really need something and can't reach you.'" Now you can leave, but you're never really free, he notes.
In one study co-authored by Rothbard, it was clear that employees who wanted – and got – a bright line between work and home were more satisfied and committed to the firm. In "Managing Multiple Roles: Work-Family Policies and Individuals' Desires for Segmentation," published in Organization Science in 2005, the authors sampled 460 employees at a large U.S. public university and found that the presence of on-site child care compelled those workers to visit their children during the workday. This blurred the line between work and home for workers who wanted more separation, thereby making them less committed and satisfied. Workers who had access to flextime and who wanted more separation between work and home were more satisfied and committed.
Which is Worth More – Money or Flexibility?
Some, like Grant, at some point face the choice between flexibility and career advancement. But Rothbard says there is often no reason to choose. "Does it have to be a trade-off? Sometimes the answer is yes, but it doesn't necessarily have to be yes," she says. "We often pose these questions and think of them in trade-off terms, and that can be limiting to us. If you can do something where you're very successful, you're often paid a lot of money, but because you are successful you are often given a lot of leeway in how you do your job, and that can be the case in many different professions. The more successful you are in delivering results, the more benefit of a doubt people will give you, which may enable you to have flexibility." Sometimes a job candidate can negotiate that flexibility as part of the terms of employment, and sometimes it can be negotiated later as an employee's needs – either personal or professional – change.
Finding meaning in, and bringing order to, work takes a spirit of experimentation and creativity explicitly negotiated between the worker and employer, says Friedman. "It starts with having an appreciation for what matters to you that goes beyond what most people normally think about. What are your values? What is your vision of the world that you are trying to create? What matters to you? It takes some effort to develop that. Most people are simply reacting to an opportunity. You need to have some kind of compass.


Win A Game At The Junk Yard Golf Club PLUS See Florence + The Machine!
This autumn you could be winning the ultimate prize! We have teamed up with The Light to give you the chance to win an awesome game at the new Junk Yard Golf Club PLUS tickets to see Florence + The Machine on 15th November!
Grab a mate and start the night off with cocktails for two while you prepare to thrash one another at a round of crazy golf at the brand-new Junk Yard Golf Club. There are three 9-hole crazy golf courses to challenge your mates on, filled with scrap yard slides, wrecked car parts, circus freaks and jungle bathtubs.
Once you've hit that final ball and the champion has been crowned, it's time to head to Leeds First Direct Arena where you'll get to watch Florence + The Machine from a suite box. Your box will give you a seated view of the concert and the added fun of a private entertainment area with complimentary bar.


text:
Q: MySQL calculate ON-OFF time from datetime I have a simple schema
CREATE TABLE Stack (
  `id` INTEGER,
  `datetime` DATETIME,
  `status` VARCHAR(3)
);

INSERT INTO Stack
  (`id`, `datetime`, `status`)
VALUES
  ('1', '2020-01-01 10:00:00', 'ON'),
  ('2', '2020-01-01 11:00:00', 'ON'),
  ('3', '2020-01-01 12:00:00', 'OFF'),
  ('4', '2020-01-01 12:30:00', 'OFF'),
  ('5', '2020-01-01 15:00:00', 'ON'),
  ('6', '2020-01-01 16:00:00', 'ON'),
  ('7', '2020-01-01 17:30:00', 'OFF'),
  ('8', '2020-01-01 18:00:00', 'ON');

Pratically is a device. This device send me datetime and the status of a machine. I need to get/calculate the ON-OFF time of the machine in format like 00:00:00, checking every line of the DB.
I have made a DB Fiddle for simplify:
https://www.db-fiddle.com/f/dpypuY7qc8apmJfC3qrovf/2
Any help? Thanks

A: I got a basic one for the duration except for the last bit from 'ON' to 'NOW()'. It looks like this:
SELECT SEC_TO_TIME(SUM(TIMESTAMPDIFF(SECOND, S1.datetime, S2.datetime))) AS duration
FROM Stack AS S1,
     Stack AS S2
WHERE S1.id + 1 = S2.id AND
      S1.status = 'ON'

This can probably be written as a JOIN as well, most people prefer that, but that's equivalent to this. There's a bit of juggling with the times, as you can see. The result is:
06:30:00

I spotted an error in your database, there are two id's with the value 7. I changed the second one to 8 and now the result is:
04:30:00

That cannot be right. Haha... sorry, let me think. OK, checked it, and it is correct. The 06:30:00 was caused by the error in the database.
The next query will compute the remaining time at the end of the database table:
SELECT SEC_TO_TIME(TIMESTAMPDIFF(SECOND, `datetime`, NOW())) AS `duration`
FROM `Stack`
WHERE `id` = (SELECT MAX(`id`) FROM `Stack`) AND
      `status` = 'ON'

It now return the ridiculous:
838:59:59

This is not the right result, so ignore it. The date is simply too far back in the past for this query to work. To get a reasonable result from the database I changed all the dates from 2020-01-01 to 2021-01-22.
Finally we need to combine these two. And that's relatively simple:
SELECT
  SEC_TO_TIME(
    (SELECT SUM(TIMESTAMPDIFF(SECOND, S1.datetime, S2.datetime)) AS duration
     FROM Stack AS S1,
          Stack AS S2
     WHERE S1.id + 1 = S2.id AND
           S1.status = 'ON')
     +
     (SELECT TIMESTAMPDIFF(SECOND, `datetime`, NOW()) AS `duration`
      FROM `Stack`
      WHERE `id` = (SELECT MAX(`id`) FROM `Stack`) AND
            `status` = 'ON')
   );

And that should do it. Now I am sure there must be a better way to do this, but hey, it works!
Oh, if the last status is 'OFF' it results NULL. Let me work on that. This should do something:
SELECT
  SEC_TO_TIME(CAST(
    (SELECT SUM(TIMESTAMPDIFF(SECOND, `S1`.`datetime`, `S2`.`datetime`)) AS duration
     FROM Stack AS `S1`,
          Stack AS `S2`
     WHERE `S1`.`id` + 1 = `S2`.`id` AND
           `S1`.`status` LIKE 'ON')
     +
     IFNULL((SELECT TIMESTAMPDIFF(SECOND, `datetime`, NOW()) AS `duration`
             FROM `Stack`
             WHERE `id` = (SELECT MAX(`id`) FROM `Stack`) AND
                   `status` LIKE 'ON'), 0)
   AS UNSIGNED));

I added the CAST(.... AS UNSIGNED) to remove the anything after the second.

A: You say this is about one device. This is the table you have:

+----+---------------------+--------+
| ID |  DATETIME           | STATUS |
+----+---------------------+--------+
|  1 | 2020-01-01 10:00:00 | ON     |
|  2 | 2020-01-01 11:00:00 | ON     |
|  3 | 2020-01-01 12:00:00 | OFF    |
|  4 | 2020-01-01 12:30:00 | OFF    |
|  5 | 2020-01-01 15:00:00 | ON     |
|  6 | 2020-01-01 16:00:00 | ON     |
|  7 | 2020-01-01 17:30:00 | OFF    |
|  8 | 2020-01-01 18:00:00 | ON     |
+----+---------------------+--------+

These are my conclusions:

*

*We see the device is on at 10:00. Was it on before? We don't know. Hence we consider this the first switch-on time.

*Why are we getting this? Has the device failed to send an OFF in between? Well, let's consider this "still on".

*Switched off.

*Why are we getting this? Has the device failed to send an ON in between? Well, let's consider this "still off".

*Switched on.

*Why are we getting this? Has the device failed to send an OFF in between? Well, let's consider this "still on".

*Switched off.

*Switched on.

This means we must always find the next status change. ON directly after ON gets ignored. Same for OFF after OFF.
Steps:

*

*Add a row with the current time and OFF for easier calculation later.

*Look into the previous row. Only keep rows that have a different status from the previous row.

*For easier calculation, I convert the timestamps to seconds since a fixed date in the part.

*Now it's mere aggregation and getting back from seconds only to hours, minutes, and seconds.

The query:
select
  sec_to_time(sum(case when 'OFF' then secs else -secs end))
from
(
  select
    timestampdiff(second, date '1990-01-01', datetime) as secs,
    status,
    lag(status) over (order by datetime) as prev_status
  from
  (
    select datetime, status from Sack
    union all
    select now(), 'OFF'
  ) end_row_added
) with_previous_status
where status <> prev_status or prev_status is null;

You need MySQL 8 for this. Demo: https://dbfiddle.uk/?rdbms=mysql_8.0&fiddle=9a3e500bafb09a9b3b5295ac715b6236

redpajama_set_name: RedPajamaStackExchange


This beauty was built in 2012 & allows enough space for all! Just over 3800 sq ft. you will be greeted with hardwood floors on both levels throughout. Gourmet kitchen for the chef, double ovens, 6 burner gas stove, double sinks & breakfast bar seating. 4 bdrms 3.25 bthrms plus den, media rm, family rm, living rm, dining room and bonus upstairs - 3 car garage. Additional huge bonus space with separate entrance on main floor perfect for in home office. Nestled in a cul-de-sac!


At Murphy Company, we know how crucial it is to a business to have a mechanical service solution that is customized to their specific needs. That is why we offer solutions to our clean energy customers that are beneficial to the overall well-being of their business. With our years of knowledge and a complete understanding of the clean energy industry, we are able to design and implement the best mechanical services for your business.
Knowing that clean energy companies have a demand for high-quality processing standards, we can provide multiple mechanical installation and repair services that will meet those set standards and exceed their expectations. Through our years of experience, we have provided many successful solutions to clean energy companies. Even under the pressure of the aggressive schedules our customers have, they know they can count on Murphy Company to get the job done the right way.
Along with clean energy companies, our mechanical installation and repair services provide renewable energy companies with equipment solutions that meet their high business standards.That means that our clients in the renewable energy business will never have to worry about how efficiently and effectively their equipment is running.
No matter the type of clean energy your business produces, we can provide a solution that will fit your business needs. By partnering with Murphy Company, you are creating an opportunity to reduce the operating costs of your clean energy company. Our team of certified professionals has the ability to provide you with a solution that is customized to your manufacturing needs. Contact us today and begin seeing the benefits that Murphy Company can do for your clean energy business!


text:
by Summit | Jan 23, 2023 | COVID-19
Written By: Catherine Lewan, DPT, CYT My interest in Long COVID was piqued at the beginning of the pandemic when reports indicated dysautonomia as an underlying cause of the persistent symptoms that patients were reporting. In 2017, I was diagnosed with the most...
Improving Patient Safety and Mobility in the Home
by Summit | Jan 16, 2023 | General Updates & News, Occupational Therapy, Physical Therapy
Written By: Tammy Jurkins OTR/L, CDP, CADDCT, CMDCP As the numbers are growing so must our education so we can facilitate our patients'/clients' abilities to live in the least restrictive environment safely and successfully for as long as possible. Sometimes...
Optimizing Learning with an External Focus
by Summit | Jan 9, 2023 | General Updates & News, Physical Therapy
Written By: Geoff Mosley, PT, NCS As I enjoy watching the perennial sports finales this time of year, it puts me in mind of certain famous "choking" moments in sports history. Who could forget the New York Yankees blowing a 3-0 series lead to let the Boston Red Sox...
Kinesiology Taping for Swelling
by Summit | Jan 2, 2023 | Physical Therapy
Written By: William Oswald, PT, DPT Kinesiology tape (KT) is a cotton and elastic tape with an acrylic adhesive. It is often used to encourage movement with less pain, but can also be used for edema and effusion. Until recently, there hasn't been much research on...
The Latest Information for Treating Patients with Multiple Sclerosis
by Summit | Dec 12, 2022 | Non-CE Courses
Presented By: Naseem Chatiwala, PT, DPT, MS, NCS*CE credits are not available for this courseMultiple sclerosis (MS) is a progressive neurodegenerative disease characterized by neural inflammation and demyelination of the central nervous system. Nearly 1 million...
Exercise Compliance
by Summit | Dec 5, 2022 | General Updates & News, Non-CE Courses
Presented By: Hayley McCurdy, PT, DPT, CSCS*CE credits are not available for this courseExercise compliance with home programs has always been a challenge for clinicians and their patients and clients. This course will provide attendees answers to why patients and...
Musculoskeletal Rehab within the Geriatric Population
by Summit | Nov 28, 2022 | General Updates & News, Physical Therapy
Written By: Andrew Morgan, PT, DPT, MBA, COS-C The population of the United States is aging, and Americans are staying active well into their 70s, 80s, and even 90s. To maintain the desired level of physical activity, older adults must maintain adequate muscle...
Self-Regulation for Children with ADHD
by Summit | Nov 14, 2022 | General Updates & News
Written By: Colleen Williams, PT Self-regulation is one of the most important skills that everyone needs. It is not just a term to be associated with children with behavioral difficulties. We all need to self-regulate to be successful in all aspects of our lives....
COPD Awareness Month: A Therapist's Role
by Summit | Nov 1, 2022 | General Updates & News, Occupational Therapy, Physical Therapy
Written By: Amy Shevlin, PT, MS, DPT, GCS November is COPD Awareness month. COPD, or Chronic Obstructive Pulmonary Disease, includes conditions such as Emphysema, Chronic Bronchitis, and Asthma. COPD is the tenth most prevalent disease in the world, and they estimate...
Fall and Halloween-Based Pediatric Therapy
by Summit | Oct 24, 2022 | General Updates & News, Speech Language Pathology
Written By: Belinda Worley MS-SLP-CCC With the SPOOKTACULAR HALLOWEEN season, it is time to have extra fun with your clients using pumpkins. During speech and language therapy there is just so much to talk about. Pumpkins come in a variety of sizes, textures, and...


Wichita Presbyterian Manor will hold its annual Art is Ageless® exhibit March 15 – 30, 2019, from 9 a.m. to 8 p.m. Entries of artists works are from area artists who are 65 years or older.
Local competition winners will be featured in Wichita Presbyterian Manor's newsletter and website, WichitaPresbyterianManor.org, as well as the Art is Ageless website.
Manor of the Plains will hold its annual Art is Ageless® exhibit March 18 to 20, 2019 from 9 a.m. to 5 p.m. Entries of artists works are from area artists who are 65 years or older.
Local competition winners will be featured in Manor of the Plains newsletter and website, ManorofthePlains.org, as well as the Art is Ageless website.
Rolla Presbyterian Manor will hold its annual Art is Ageless® exhibit March 18 through 21, 2019, from 9 a.m. to 4:30 p.m. Entries of artists works are from area artists who are 65 years or older.
Local competition winners will be featured in Rolla Presbyterian Manor's newsletter and website, RollaPresbyterianManor.org, as well as the Art is Ageless website. Click here for more information.
Newton Presbyterian Manor will hold its annual Art is Ageless® exhibit from March 21 – April 5, 2019, 8 a.m. – 5 p.m. Entries of artists works are from area artists who are 65 years or older.
Local competition winners will be featured in Newton Presbyterian Manor's newsletter and website, NewtonPresbyterianManor.org, as well as the Art is Ageless website.
Entries of artistic works will be accepted from any area artist who is 65 years or older. The deadline for entries is March 22, 2019. Entries must be delivered to the 2nd Floor Rotunda at Topeka Presbyterian Manor, 4712 SW Sixth, Topeka, KS 66606.
Entries of artistic works will be accepted from any area artist who is 65 years or older. The deadline for entries is March 25, 2019. Artwork may be dropped off Mar. 18 – 25, 2019. Entries must be delivered to Fort Scott Village, 2401 S. Horton, Fort Scott, KS 66701.
Contact Becky Kellum for more information, 620-223-5550.
Entries of artistic works will be accepted from any area artist who is 65 years or older. The deadline for entries is March 25, 2019. Entries must be delivered to the Village Green Commons at Aberdeen Village, 17500 West 119th Street, Olathe, KS 66061.
Contact Stephanie Oehlert for more information, 913-599-6100.


text:
[![NuGet](https://img.shields.io/nuget/v/skadisteam.inventory.svg)](https://www.nuget.org/packages/skadiprices.csgofast/0.1.0)
[![Discord](https://img.shields.io/badge/discord-join%20chat-blue.svg)](https://discord.gg/0i5X3oDHJbDUsiGC)

If you join the discord, message igeligel.

|               | Build Status  |
| ------------- |:-------------:|
| Linux/Mac     | WIP           |
| Windows       | [![Build status](https://ci.appveyor.com/api/projects/status/ln5ux6vby2ukfaog?svg=true)](https://ci.appveyor.com/project/igeligel/skadisteam-inventory) |

## Project
.net core library to get inventories in the [Steam Community](http://steamcommunity.com/).
It will enable you to:
- Get public inventories in a nice and easy to understand datastructure (No Dictionaries)
- Get private inventories by login data and trade tokens

## Dependencies

| Package             | Version     |
| ------------------- |-------------|
| NETStandard.Library | 1.6.0       |
| Newtonsoft.Json     | 9.0.1       |

## Installation

### As Nuget Package (Recommended)

> WIP

### Referenced as built package
1. You need to install .net core. For instructions head over [here](https://www.microsoft.com/net/core).
2. Open your command line.
3. Change directory to the package's source.
4.
   ```
   $ dotnet restore
   ```
5.
   ```
   $ dotnet build
   ```
6. Reference your build like this:

   ```
   "skadisteam.inventory": "0.1.0-*"
   ```

   in your project.json file. For an example watch the [testing package](https://github.com/igeligel/skadisteam.inventory/tree/master/src/skadisteam.inventory.test).

## How to use

All the core functionalities are built around the [SkadiInventoryClient](https://github.com/igeligel/skadisteam.inventory/blob/master/src/skadisteam.inventory/SkadiInventoryClient.cs). For documentation check out the [documentation](https://github.com/igeligel/skadisteam.inventory/blob/master/documentation/public.md#skadiinventoryclient).

To use the public available inventory you need to do these steps:

1. Create the configuration instace

    ```csharp
    var skadiLoadInventoryConfiguration =
        new SkadiLoadInventoryConfiguration
        {
            AppId = 730,
            ContextId = 2,
            PartnerCommunityId = 76561198028630048,
            TradableItems = true
        };
    ```
    This will create the configuration for requesting inventories. It will request the appid, contextid, partner community id and a boolean if the items should be tradable.

2. Now we need to transfer the instance as parameter to a function given by the SkadiInventoryClient.
    ```csharp
    var inventory = SkadiInventoryClient.LoadInventory(skadiLoadInventoryConfiguration);
    ```
    The inventory instance will hold now an inventory modelled by the [SkadiInventory](https://github.com/igeligel/skadisteam.inventory/blob/master/documentation/public.md#skadiinventory) class.

We can also request private profiles if we have the trade token and successful login information:

1. Create an instance of [SkadiLoadPartnerInventoryConfiguration](https://github.com/igeligel/skadisteam.inventory/blob/master/documentation/public.md#skadiloadpartnerinventoryconfiguration)

    ```csharp
    var skadiLoadPartnerInventoryConfiguration =
        new SkadiLoadPartnerInventoryConfiguration
            {
                AppId = 730,
                ContextId = 2,
                PartnerCommunityId = 76561198028630048,
                SessionId = "XXX,
                SteamLoginSecure =
                    "76561198028630048XXXXXX",
                TradeToken = "XXXXXXXX",
                TradableItems = false
            };
    ```
    This configuration got similar properties compared to the inventory configuration of the public inventory.

2. This instance needs to be transferred as parameter to a function of the SkadiInventoryClient.
    ```csharp
    var inventory = SkadiInventoryClient
        .LoadPartnerInventory(skadiLoadPartnerInventoryConfiguration);
    ```
    The inventory instance will hold now an inventory modelled by the [SkadiInventory](https://github.com/igeligel/skadisteam.inventory/blob/master/documentation/public.md#skadiinventory) class.

## Documentation
The documentation is referenced here:

[Click me](https://github.com/igeligel/skadisteam.inventory/blob/master/documentation/public.md) to get to the documentation

## Contribute
Watch the [master repository](https://github.com/igeligel/skadisteam) for more information.

## Authors
- [igeligel](https://github.com/igeligel)

## Contact
[![Steam](https://raw.githubusercontent.com/encharm/Font-Awesome-SVG-PNG/master/black/png/16/steam-square.png "Steam Account") Steam](http://steamcommunity.com/profiles/76561198028630048/)

[![Twitter](https://raw.githubusercontent.com/encharm/Font-Awesome-SVG-PNG/master/black/png/16/twitter.png "Twitter") Twitter](https://twitter.com/kevinpeters_)

[![Discord](http://i.imgur.com/wlwOQpl.png "Discord") Discord (I am igeligel there. Just send me a direct message)](https://discord.gg/0i5X3oDHJbDUsiGC)

## License
[MIT](https://github.com/igeligel/skadisteam.inventory/blob/master/LICENSE)

redpajama_set_name: RedPajamaGithub


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Cheap & Flexible flights to Bocas Del Toro (BOC) in 2021/2022
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Home > Destinations > South America > Panama > Bocas Del Toro
Find cheaper flights and flexible date options to Bocas Del Toro, Panama, Isla Colon International Airport, BOC in 2021/2022 with CheapFlightsFinder from the USA and airports all over the world. The GEO coordinates for Isla Colon International Airport are 9.340849876, -82.25080109, located in the country of Panama. On this page you can find the best deals, flexible times to fly to Bocas Del Toro and the cheapest dates to travel to Isla Colon International Airport (BOC) in the year 2021/2022 from the best meta search engines in the world. We search Skyscanner, KAYAK, momondo, Dohop, KIWI, Jetradar, Google Flights and many more to make sure you get the best price possible. Also, see the best things to do in Bocas Del Toro, the weather in Bocas Del Toro, a map of Bocas Del Toro, some travel videos of Bocas Del Toro and flight times and distances to Isla Colon International Airport (BOC) from the most popular US airports.
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Starfish Beach
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Weather in Bocas Del Toro
FLIGHT DISTANCE AND FLYING TIME TO Bocas Del Toro
Flights from Atlanta - Georgia, Atlanta Hartsfield-Jackson International Airport (ATL) to Bocas Del Toro (BOC) - The flight distance between these airports is 1,684 miles (2,711 kilometres). The direct flight time is roughly 4 hours 14 minutes.
Flights from Los Angeles - California, Los Angeles International Airport (LAX) to Bocas Del Toro (BOC) - The flight distance between these airports is 2,852 miles (4,589 kilometres). The direct flight time is roughly 6 hours 50 minutes.
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Flights from Orlando - Florida, Orlando International Airport (MCO) to Bocas Del Toro (BOC) - The flight distance between these airports is 1,320 miles (2,125 kilometres). The direct flight time is roughly 3 hours 26 minutes.
Flights from Charlotte - North Carolina, Douglas International Airport (CLT) to Bocas Del Toro (BOC) - The flight distance between these airports is 1,790 miles (2,880 kilometres). The direct flight time is roughly 4 hours 28 minutes.
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Flights from Portland - International Airport, Oregon (PDX) to Bocas Del Toro (BOC) - The flight distance between these airports is 3,458 miles (5,565 kilometres). The direct flight time is roughly 8 hours 11 minutes.
Travel videos about Bocas Del Toro
Flight Routes to Bocas Del Toro
From Atlanta Cheapest flight price found from Atlanta (ATL), United States to Bocas Del Toro, Panama (BOC): $802
Depart: 04 Feb 2021 · Return: 09 Feb 2021
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Depart: 01 Feb 2021 · Return: 01 Mar 2021
From Portland Cheapest flight price found from Portland (PDX), United States to Bocas Del Toro, Panama (BOC): $1,251


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