THAT OLD FEELING A film review by Scott Renshaw Copyright 1997 Scott Renshaw
(Universal) Starring: Bette Midler, Dennis Farina, Paula Marshall, Gail O'Grady, David Rasche, Danny Nucci. Screenplay: Leslie Dixon. Producers: Leslie Dixon, Bonnie Bruckheimer. Director: Carl Reiner. MPAA Rating: PG-13 (profanity, adult themes) Running Time: 105 minutes Reviewed by Scott Renshaw.
Bette Midler is not the star of THAT OLD FEELING, and neither is Dennis Farina. Actually, that's not entirely true. Midler _is_ a star, which is why she gets lead billing, and Farina is at least a recognizable face, which is why he gets second billing. THAT OLD FEELING isn't really about Midler and Farina, however, which is why is needs some kind of warning for unsuspecting audiences.  Instead of getting a brassy broad starring in a brassy broad farce, viewers will find a surprisingly mellow comedy starring someone named Paula Marshall. It is only because Marshall is so charming that THAT OLD FEELING doesn't fall flat on its mellowness.
Marshall plays Molly DeMauro, a young woman who has just gotten engaged to aspiring politician Keith (Jamie Denton). It should be a blissful time for Molly, except that she knows the wedding will mean getting her divorced parents -- actress Lilly Leonard (Midler) and novelist Dan DeMauro (Farina) -- together in the same place. Dan and Lilly's divorce was anything but amicable, and the expected shouting match causes quite a spectacle at the reception. Unexpectedly, the shouting becomes smooching, as the feuding ex-spouses find their animosity turning into animal attraction. This development causes no end of trouble, as Keith fears the scandal will harm is Congressional campaign, and Dan and Lilly's new spouses -- interior designer Rowena (Gail O'Grady) and self-help author Alan (David Rasche), respectively -- fear they will become exes themselves. It is left to Molly, accompanied by a tabloid photographer named Joey (Danny Nucci), to track down parents who have had the nerve to commit adultery with each other.
The first half-hour certainly fosters the expectation that THAT OLD FEELING is going to be a tart-tongued parade of family quarrels, exaggerated characters and physical comedy. The opening scene trots out the familiar "woman swallows her surprise engagement ring in a desert" scenario (seen most recently in Woody Allen's EVERYONE SAYS I LOVE YOU), but it is still goofy fun. The wedding gives the sniping Dan and Lilly some clever insults, and also introduces the one-dimensional characters of their second spouses. David Rasche is particularly funny as the incessantly jargon-spewing touchy-feely therapist, who talks himself hoarse and makes terribly sincere pronouncements about how important it is "to dialogue and to language." Director Carl Reiner keeps all these elements under control, never allowing scenes to degenerate into pie fights or prat-falls, while still keeping THAT OLD FEELING lively and sharp-witted.
That sharp wit is dulled, however, once Dan and Lilly run off together, drastically reducing the level of comedic tension and shifting the focus to Molly's quest for her parents and for her own romantic happiness. The story ends up emphasizing Molly's ambivalence over her marriage to Keith, but the script by Leslie Dixon gives us no reason to expect any problems between them until the plot arranges to separate them. THAT OLD FEELING needs to lay more foundation for their incompatibility -- more early scenes of Molly's playful streak, more sense of Keith's stuffy careerism and hypocrisy -- so that we understand the story is really going to be about Molly. As it stands, THAT OLD FEELING often seems disjointed. The reunion of Dan and Lilly has little meaning besides as a plot device to get Molly on the road with Joey, and Keith's drunken seduction of Rowena becomes an afterthought to justify our distaste for him. There is too little conflict for too much of THAT OLD FEELING as we wait for Molly to make her choice between Keith and Joey.
Thank heavens Paula Marshall is such a find. She is the kind of actress who seems to be comfortable in any kind of scene, combining an intelligent sexiness with a willingness to look completely silly; the single funniest moment in THAT OLD FEELING may be a depressed Molly drowning her sorrows in a mouthful of spray whipping cream. There are some very nice scenes between Marshall and Danny Nucci, whose photographer begins as a supreme annoyance but gradually develops an adorably scruffy puppy-dog quality, and Molly's romantic dilemma becomes interesting only because Marshall makes her such a flustered sweetheart. While Bette Midler goes about the business of playing Bette Midler (including singing a song) and Dennis Farina enjoys the chance to play against career-long type-casting as a hoodlum, THAT OLD FEELING quietly becomes a showcase for a talented young performer. If you find yourself entertained by THAT OLD FEELING, it may not be in the way you expect, or by whom you expect.
On the Renshaw scale of 0 to 10 side Bettes: 6.
Visit Scott Renshaw's MoviePage http://www-leland.stanford.edu/~srenshaw Subscribe to receive reviews directly via email See details on the MoviePage
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--- layout: page title: Hello ---
I’m ~agro and this is my personal website. I like to play random notes in a guitar, move code around, play with pixels, and wonder, “am I creating art?” The answer is no.
Five years from now, I get to see myself be ... years of age. I dedicate my life to gift my family the best lives possible, bring happiness and joy to many people's lives, build advanced pointless machines™, live in Iceland, and create videogames and music which I can be proud of.
function codeJam() {
window.open('https://github.com/rohanharikr')
}
Nothing much, says ~agro. He wanted to let you know that he is really happy you took the time to read this paragraph.
... people have spent time on this page.


wflow_convert
converts existing R Markdown files to use the workflowr
template. This is especially useful when migrating an existing project with
many R Markdown files to use workflowr.
wflow_convert(files, standalone = FALSE, dry_run = FALSE, verbose = TRUE)
| files | character. The R Markdown file(s) to be converted. Must have file extension Rmd or rmd. Supports file globbing. |
|---|---|
| standalone | logical (default: FALSE). Embed the configuration chunks directly in the document to create a standalone file. Should only need to be used when creating files outside the context of a workflowr project. |
| dry_run | logical (default: FALSE). Preview the changes to the files.
Show the output of |
| verbose | logical (default: TRUE). Report progress. |
Invisibly returns a list which contains the results of running
diff
between the original and converted versions of each file. The
names of the list elements are the filenames. The diffs are character
vectors. Only files which were successfully converted are included.
wflow_convert
attempts to identify the current state of each R
Markdown file and convert it to the latest version of the workflowr template.
Specifically, it can perform any of the following conversions:
Convert a standard R Markdown file to use the workflowr template
Convert an outdated workflowr Rmd file to use the latest workflowr template
Convert a workflowr Rmd file to the standalone version of the template
(if standalone = TRUE
)
Convert a standalone workflowr Rmd file to the non-standalone version
of the template (if standalone = FALSE
)
Convert an ashlar R Markdown file to use the workflwor template
If a given R Markdown file is already using the latest version of the template, it is not changed.
If a file is lacking a YAML header, a generic YAML header is added.
wflow_convert
overwrites the original files.
not_run({ # Convert an R Markdown file to use workflowr template wflow_convert("existing.Rmd") # Convert an R Markdown file to use workflowr template, # but embed the shared chunks to create a standalone file wflow_convert("existing.Rmd", standalone = TRUE) # Preview the changes wflow_convert("existing.Rmd", dry_run = TRUE) # Convert multiple an R Markdown files wflow_convert(files = list.files(path = "analysis", pattern = "Rmd$", full.names = TRUE)) })


--- layout: newsstory title: News Story match: Yeltz 1 Burton 1 ---
A first league draw at home: 1-1 against Burton with our scorer Mr Own Goal. We're stuck in 10th.


I’m looking for a remote Ruby On Rails & React full stack developer position. I’m the web developer with 10+ years of experience. I work with Ruby On Rails (5+ years), React (Javascript, 3+ years), Golang as highload language. Reach me out by the email<EMAIL_ADDRESS>Diagonalfilm is the market leader in Switzerland for online cinema delivery. During my work here, I set up continuous integration & delivery process, added more than 1000 test checks, completely refactored the delivery software. I refactored the main UI application to React and improved the response time and the customer’s satisfaction. We delivered more than 100000 films & trailers to 300+ cinemas across Switzerland with more than 5000TB of data. I made three major software integrations with our partners (Disney & Deluxe) in London & Zurich. I’ve reduced delivery errors by factor 3.
IdFly provided outsourcing from Siberian developers to the Moscow region. We did 20+ marketing projects for brands like Castrol, Sony, Nivea, Rexona, Bayer, and Gazprom. We also delivered the code for four startups (none of them are currently alive though). We collected 1 million users for “9fine” startup and reached $15k monthly revenue for “nalopatu”. We grew our team to 10+ members, I’ve interviewed more than 50 people, integrated CI / CD pipelines & Docker to the development process.


2I believe that Kay means here that it might be possible to implement the method as he has described it directly given the computational power available at the time.
[3]Kay himself has spelled daß in two different ways in this article; his orthography is retained here.
[4]NP-hardness as it applies to this particular problem in reconstruction is given in Appendix 5.
[5]'If the etymon is not identical to the Classical Latin (CL) form the latter is also listed.'
6'Single letters shifts' have a special significance to programmers. For example, bit-shift instructions are commonly used in assembly language programs; 'right-shifting' the letters used to designate the evil HAL 9000 series computer in the cult classic 2001: a space odyssey spell the initials of a rather well known computer company.
[7]The telegraphic code is a four-digit number assigned to each Chinese character to make it possible to send Chinese over telegraph lines.
[8]The description of the program given here is taken from an electronic manuscript provided to me by Dr. Veatch. No pagination is given.
[9]These are the names of two of the programs in the suite. I have tried to avoid mentioning the names of the programs as these details do not add to the description.
[10]Without going into too much detail, the difference in results is due to the fact that if tonal and segmental representations are conflated (e.g., by using accented vowels), the frequency distributions of the symbols will be different than for the tone number transcription; this in turn will give a different measure of relatedness.
11The term dialect may be misleading: these are apparently different languages.
[12]I should reiterate that Kay's project is really one of the earliest attempts to look inside forms and do real comparison, and that my criticism is intended to be quite mild: the average desktop computer today is perhaps two orders of magnitude more powerful that the machines Kay had to work with.


AWS::Batch::JobDefinition Resources
The type and quantity of the resources to request for the container. The values vary based
on the name
that's specified. Resources can be requested by using either the
limits
or the requests
objects.
- memory
-
The memory hard limit (in MiB) for the container, using whole integers, with a "Mi" suffix. If your container attempts to exceed the memory specified, the container is terminated. You must specify at least 4 MiB of memory for a job.
memory
can be specified inlimits
,requests
, or both. Ifmemory
is specified in both, then the value that's specified inlimits
must be equal to the value that's specified inrequests
.Note If you're trying to maximize your resource utilization by providing your jobs as much memory as possible for a particular instance type, see Memory management in the AWS Batch User Guide.
- cpu
-
The number of CPUs that are reserved for the container. Values must be an even multiple of
0.25
.cpu
can be specified inlimits
,requests
, or both. Ifcpu
is specified in both, then the value that's specified inlimits
must be at least as large as the value that's specified inrequests
. - nvidia.com/gpu
-
The number of GPUs that are reserved for the container. Values must be a whole integer.
nvidia.com/gpu
can be specified inlimits
,requests
, or both. Ifnvidia.com/gpu
is specified in both, then the value that's specified inlimits
must be equal to the value that's specified inrequests
.
Syntax
To declare this entity in your AWS CloudFormation template, use the following syntax:
Properties
Limits
-
The type and quantity of the resources to reserve for the container. The values vary based on the
name
that's specified. Resources can be requested using either thelimits
or therequests
objects.- memory
-
The memory hard limit (in MiB) for the container, using whole integers, with a "Mi" suffix. If your container attempts to exceed the memory specified, the container is terminated. You must specify at least 4 MiB of memory for a job.
memory
can be specified inlimits
,requests
, or both. Ifmemory
is specified in both places, then the value that's specified inlimits
must be equal to the value that's specified inrequests
.Note To maximize your resource utilization, provide your jobs with as much memory as possible for the specific instance type that you are using. To learn how, see Memory management in the AWS Batch User Guide.
- cpu
-
The number of CPUs that's reserved for the container. Values must be an even multiple of
0.25
.cpu
can be specified inlimits
,requests
, or both. Ifcpu
is specified in both places, then the value that's specified inlimits
must be at least as large as the value that's specified inrequests
. - nvidia.com/gpu
-
The number of GPUs that's reserved for the container. Values must be a whole integer.
memory
can be specified inlimits
,requests
, or both. Ifmemory
is specified in both places, then the value that's specified inlimits
must be equal to the value that's specified inrequests
.
Required: No
Type: Json
Update requires: No interruption
Requests
-
The type and quantity of the resources to request for the container. The values vary based on the
name
that's specified. Resources can be requested by using either thelimits
or therequests
objects.- memory
-
The memory hard limit (in MiB) for the container, using whole integers, with a "Mi" suffix. If your container attempts to exceed the memory specified, the container is terminated. You must specify at least 4 MiB of memory for a job.
memory
can be specified inlimits
,requests
, or both. Ifmemory
is specified in both, then the value that's specified inlimits
must be equal to the value that's specified inrequests
.Note If you're trying to maximize your resource utilization by providing your jobs as much memory as possible for a particular instance type, see Memory management in the AWS Batch User Guide.
- cpu
-
The number of CPUs that are reserved for the container. Values must be an even multiple of
0.25
.cpu
can be specified inlimits
,requests
, or both. Ifcpu
is specified in both, then the value that's specified inlimits
must be at least as large as the value that's specified inrequests
. - nvidia.com/gpu
-
The number of GPUs that are reserved for the container. Values must be a whole integer.
nvidia.com/gpu
can be specified inlimits
,requests
, or both. Ifnvidia.com/gpu
is specified in both, then the value that's specified inlimits
must be equal to the value that's specified inrequests
.
Required: No
Type: Json
Update requires: No interruption


Eminent Innovative Infotech
Benefits of online training
Online learning, or e-learning, offers a number of advantages for people and companies looking to develop a new content program or curricula — none bigger than the ability to offer that training anywhere, anytime. That means whether your trainees are all together in a classroom or scattered all over the country in different time zones, they can still tap into the same course materials, and at a time that’s convenient to them.
- Simple, Flexible Logistics: After location, time is the greatest limitation on learning. That goes for both the instructors and the students, each of whom has to be both available and in alignment with the other for face-to-face instruction. By removing that requirement, everyone involved can participate at a time, and for a duration, that suits his or her schedules.
- Convenient - As employees and Students struggle to balance the demands of work and home, online Training allows them to learn from work, home and on the road.
- Online Training is Flexible-learn when they want and where they want. Instructor led training relies on the availability of both the instructor and the particular group of employees (among many other variables such as venue space!). This is difficult and costly to coordinate especially if training falls within key hours of productivity.
- Online Training Reduces Travel Costs- Unless training is targeted at a particular department within a particular geographic location, training requires travel costs that eat through training budgets fast. With travel becoming more expensive due to the increase in gas prices, the cost to send employees to conferences and development programs is only going to grow. Online training allows employees to access training materials and courses from anywhere around the world.
- Online Training Streamlines Administrative Tasks- Online training administered through organizational learning management systems make it easy to enroll groups of targeted employees into training programs. Once enrolled, course administrators can communicate with the class through automated or manual messages. This not only saves administrative time but it also greatly reduces costs.
- Online Training Courses Can be Re-used- While it can be costly to create high-quality and engaging training programs, once created, they can be used time and time again. This means that the marginal cost to train one more employee becomes lower over time. Additionally, if the course is offered online through the company learning management system, employees can refer back to the content at their convenience, ensuring that the learning sticks and is directly applied on the job.
- Online Training Reaches Far and Wide- Tied into the benefit above, online training provides you will the ability to train any number of employees either both immediately and in the future. In other words, depending on the course, online training can be utilized years ahead increasing the ROI of a single course. Gone are the days of being limited to the schedules of employees and the size of the classroom or venue you can book.


Ping Pong
About Ping Pong
Created by:
Emily Dokken
GitHub Username/URL:
emdok
Are you ready for some fun?
Rules:
Ping Pong will count up to your number from 1 with the following exceptions:
Numbers divisible by 3 become "Ping"
Numbers divisible by 5 become "Pong"
Numbers divisible by 15 become "PingPong"
Enter in your number here:
Submit!
Result


 No one will gather up their bones and bury them again; they will remain scattered on the ground like dung.
3 And all the people of this wicked nation who are still alive and whom I have exiled to other countries will say, 'We would prefer to die than to continue to stay alive here in these countries.' That will be true because I, Yahweh, have said it."
4 Yahweh said to me, "Jeremiah, tell the people that this is what I, Yahweh, am saying to them: 'When people fall down, they get up again, do they not?
When people are going along a road and find out that they are walking on the wrong road, they go back and find the correct road, do they not ?
5 Yes, they do, so why do these people of Judah continue trusting in those idols that have deceived them?
They continue turning away from me and betray my covenant, even though I have warned them of what will happen.
6 I have listened carefully to what they say, but they do not say what they should say. Not one of them is sorry for having sinned.
No one says, "I have done wicked things." They are sinning and doing what they want to;
Charging into sinful behavior with the excitement of a horse that is running into a battle.
7 All the birds that fly south for the winter know the time that they need to fly south,
and they all return at the right time the following year. But my people are not like those birds! They do not know what I, Yahweh, require them to do.
8 Your men who teach you the laws that Moses wrote have been saying false things about those laws.
So, why do they continue saying, "We are very wise because we have the laws of Yahweh"?
9 Those teachers, who think that they are wise, will be ashamed and dismayed when they are taken to other countries by their enemies
Because they sinned by rejecting what I told them. Truly, they were not very wise to do that!
10 So, I will give their wives to other men; I will give their fields to the enemy soldiers who conquer them.
All the people, including those who are important and those who are not important and even my prophets and priests, deceive others in order to obtain their possessions.
11 They act as though the sins of my people are not serious, like wounds that do not need to be cleaned and bandaged.
They tell the people that everything will go well with them, but that is not true; things will not go well with them.
12 They should be ashamed when they do disgusting things, but they do not even know how to show on their faces that they are ashamed about their sins.
So, they will be killed, and their corpses also will lie among the corpses of others who have been slaughtered by their enemies. They will be killed when I punish them.
13 I will allow their enemies to take away the figs and grapes that the people would have harvested from their fields. Their fruit trees will all wither.
They will not receive all the blessings that I prepared for them. This will certainly happen because I, Yahweh, have said it.' "
14 Then the people will say, "Why should we wait here in these small towns? We should go to the cities that have high walls around them, but even if we do that we will be killed there,
Because Yahweh our God has decided that we must be destroyed; it is as though he has given us a cup of poison to drink, because we sinned against him.
15 We hoped that things would go well for us, but things have not gone well.
We hoped that we would recover and be strong again, but only things that terrify us are happening to us.
16 People far north in the Israelite city of Dan can already hear the snorting of the horses of those who are preparing to attack us. It is as though the entire land is shaking as their army approaches;
they are coming to destroy our land and everything in it, the people and the cities."
17 Yahweh says, "I will send those enemy soldiers to Judah, and they will be like poisonous snakes among you.

18 My grief for the people of Judah has overwhelmed any sense of happiness. I am very sad in my inner being.
19 Throughout our land, the people ask, "Has Yahweh abandoned Jerusalem?
Is he, our city's king, no longer there?" Yahweh replies, "If they want me to be in Jerusalem, why do the people worship idols and foreign gods?"
20 The people say, "The harvest season is finished, the summer has ended, but Yahweh still has not rescued us from our enemies."
21 I cry because my people have been crushed. I mourn, and I am completely dismayed.
22 I ask, "Surely there is medicinal balm in the the region of Gilead! Surely there are doctors there!"
But my people have been badly wounded in their spirits, and nothing can heal them.


Software Developer.
About me
I finished my Master Degree in Computer Science at March 2016 from Ca'Foscari University Venezia Italy. I am looking forward to use my knowledge and experiences i gained during my academic life in reality and specially in software and security fields. In addition, as i have passion for learning new subjects and i am doing self-study online in order to improve my skills and my knowledge. Furthermore i'd like to travel and visit different countries and learn more about other culture specially new technology, history and for sure the cuisine.
My Skills
Programming
70%
Web Design
80%
IT
90%
Projects
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Venezia, Italy
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The school census collects exclusions information two terms in arrears.
For example, the summer school census collects information on exclusions occurring during the autumn term.
Data is collected two terms in arrears to allow time for any independent reviews panels and governing body reconsiderations to be concluded before supplying information to DfE.
| Phase | Census | Schedule |
|---|---|---|
| State-funded primary,secondary, special schools and pupil referral units | Summer census | Collects autumn term exclusions - occurring between 1 August and 31 December inclusive |
| Autumn census | Collects spring term exclusions – occurring between 1 January and Easter Sunday inclusive | |
| Spring census | Collects summer term exclusions - occurring between Easter Monday to 31 July inclusive |
Schools submit their school census returns via DfE's data collection software COLLECT. For further information on the school census - including exclusions: School census: closed collections.
The following sections outline how exclusions data collection has changed since it was first collected in 1994/95.
In summer 2006 the school census started to collect exclusions data on a termly basis (spring, summer and autumn collections) from maintained secondary schools, 14 city technology colleges and academies to cover the 2005/06 academic year.
The collection amalgamated the previous annual school census and termly exclusion survey, covering both permanent and fixed period exclusions as well as reason for exclusion – all collected at a pupil level.
In published statistics there is a data gap for fixed period exclusions occurring within primary and special schools for the 2005/06 academic year.
This is because these schools did not move to the termly census collection until the following year, and the termly exclusion survey was discontinued in 2004/05.
Permanent exclusions in 2005/06 continued to be collected for primary and special schools via the annual school census.
In the summer 2007 school census the scope of the collection was extended to include primary and special schools, collecting exclusions data for the 2006/07 academic year.
In the spring 2014 school census the scope of the collection was extended again to include termly pupil referral unit (PRU) exclusion data.
Previously this information had been collected annually via the PRU census which ran from 2010 to 2013.
The first full academic year of PRU exclusions data was collected for the 2013/14 academic year.
The termly exclusions survey was first carried out in summer 2003, collecting fixed-period exclusions for the first time for the 2003 summer term.
There was evidence of under reporting from schools and this term of data was published as experimental statistics.
In 2003/04 the first full academic year of fixed period exclusions data was collected via the termly exclusion survey. The survey also collected termly permanent exclusions for the first time.
In addition, reason for exclusion was collected via the termly exclusions survey for the first time as of the 2003/04 academic year.
In published statistics for 2003/04 and 2004/05 a combination of annual schools census and termly exclusion survey figures are published.
Overall, permanent exclusion figures are sourced from the annual school census, with term and reason breakdowns coming from the termly exclusion survey.
All fixed-period exclusion figures are sourced from the termly exclusion survey.
The termly exclusions survey was discontinued after the collection of data for the 2004/05 academic year.
In 1996 permanent exclusions relating to the 1994/95 academic year were first collected by DfE for primary, secondary and special schools via the annual school census. 1995/96 is deemed to be the first reliable year of exclusions data.
In 2002 the annual school census changed to an annual pupil level school census, collecting pupil level exclusions for the 2000/01 academic year.
Permanent exclusions from City Technology Colleges (CTCs) and academies were also first collected for the 2000/01 academic year.
Schools provide, via the school census, individual exclusion data for all pupils receiving a permanent or fixed-period exclusion within the collection period.
Within published exclusions statistics, schools are categorised into the following phases.
| Phase | Types of school |
|---|---|
| State-funded primary |
|
| State-funded secondary |
|
| Special |
|
Exclusions information was collected on a termly basis, at enrolment level, via the school census for the first time to cover the 2005/06 academic year. In this first year of collection, information was collected for secondary schools only. For 2005/06 permanent exclusions for primary and special schools were collected via the annual school census.
Permanent exclusion information was collected via the annual school census, at school level, for all pupils in primary, secondary and special schools. From 2000/01 the annual schools census moved to a pupil level collection and permanent exclusions from CTCs and academies were collected for the first time, though these were not included in published statistics until the 2006/07 academic year.
Schools are expected to supply the following via their school census returns:
For each exclusion, this indicates the type of exclusion:
For each exclusion, schools are required to report the main reason for exclusion.
The following table provides descriptions of reasons for exclusions.
The categories should cover the main reasons for exclusions and the 'other' category should be used sparingly.
The descriptions should be used as a guide and are not intended to be used as a tick list for exclusion decisions.
| Exclusion reason | Description |
|---|---|
| Bullying |
|
| Damage |
|
| Drug and alcohol related |
|
| Persistent disruptive behaviour |
|
| Physical assault against adult |
|
| Physical assault against pupil |
|
| Racist abuse |
|
| Sexual misconduct |
|
| Theft |
|
| Verbal abuse / threatening behaviour against adult |
|
| Verbal abuse / threatening behaviour against pupil |
|
Each exclusion is reported with a start date. This start date should reflect the date the exclusion starts - ie the date the pupil was asked to leave the school by the headteacher.
For each fixed-period and lunchtime exclusion, the actual number of sessions for which the exclusion is in effect is recorded.
For fixed-period exclusions, each session counts as half a school day. For lunchtime exclusions, each lunchtime for which the exclusion applies counts as one session.
Exclusion only covers the number of sessions the pupil is expected to be at the school.
A fixed-period exclusion can be discontinuous which means there can be days between the start and finish dates of the exclusion that are not included as part of the exclusion.
Where a pupil is dually registered, exclusion sessions are not recorded for the days when they would have been attending the other establishment.
For example, a pupil is excluded for six sessions starting on a Monday. However, the pupil is registered with another provider on the Wednesday from which they have not been excluded.
Therefore, the pupil is excluded from the school for sessions on Monday, Tuesday and Thursday. The pupil's attendance on the Wednesday would be recorded separately by the other provider.
Exclusions sessions are not recorded for the days when the pupil is attending an approved educational activity.
For example, a year 10 pupil has been excluded for six sessions starting on a Wednesday. However, the pupil attends work experience on a Thursday from which they're not excluded.
The pupil in this situation would be excluded from the school for sessions on Wednesday, Friday and Monday.
Days on which there's a planned school closure do not count towards an exclusion.
For example, a pupil has been excluded from a school for four sessions starting on a Friday but the school is planned to be closed on the Monday for an INSET day.
Therefore the pupil's exclusion should include the two sessions on the following Tuesday, rather than the Monday.
For each exclusion, the pupil's in care status and SEN provision at the time of exclusion is recorded. This may be different to their current provision.
There is no exclusion data that has been collected historically that is no longer collected.
DfE does not collect the following information:
DfE does not collect information on permanent exclusions which were overturned at the governing body consideration stage and at governing body reconsideration stage.
Those do not count as exclusions and the exclusion decision has effectively been overturned.
By collecting the data two terms after that in which the exclusion started, it's anticipated that all the exclusion reviews and reconsiderations procedures would have been completed by the time the data is collected and so only exclusions which have been upheld will be included in school census returns.
Exclusions information is collected with a corresponding reason for exclusion.
For further information on reasons collected: 4.4.2 Reason for exclusion.
Specific details of the incident resulting in the exclusion are not collected via the school census.
For example, the location of the incident, members involved in the incident, if weapons were used etc.
DfE does not collect exclusions data from independent and nursery schools.


Implementation of UART driver, transfer data through DMA.
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Implementation of UART driver, transfer data through DMA.
§ UARTD_ERROR
An unspecified error has occurred.
§ UARTD_ERROR_LOCK
| #define UARTD_ERROR_LOCK 2 |
UART driver is currently in use.
§ UartdCallback
| typedef void(* UartdCallback) (uint8_t, void *) |
UART transfer complete callback.
§ UARTD_Configure()
| uint32_t UARTD_Configure |
( |
UartDma * |
pUartd, |
|
|
uint8_t |
uartId, |
|
|
uint32_t |
uartMode, |
|
|
uint32_t |
baud, |
|
|
uint32_t |
clk |
|
) |
| |
Initializes the UartDma structure and the corresponding UART & DMA .
hardware select value. The driver will uses DMA channel 0 for RX and DMA channel 1 for TX. The DMA channels are freed automatically when no UART command processing.
- Parameters
-
| pUartd | Pointer to a UartDma instance. |
| pUartHw | Associated UART peripheral. |
| uartId | UART peripheral identifier. |
| uartMode | UART peripheral identifier.* |
| baud | UART baud rate |
| clk | UART ref clock |
| pXdmad | Pointer to a Dmad instance. |
§ UARTD_DisableRxChannels()
This function disables the appropriate DMA channel for Rx channel of USART.
- Parameters
-
| pUsartd | Pointer to a UsartDma instance. |
| pRxCh | Pointer to TxChannel configuration |
- Returns
- 0 if the transfer has been started successfully; otherwise returns USARTD_ERROR_LOCK is the driver is in use, or USARTD_ERROR if the command is not valid.
§ UARTD_DisableTxChannels()
This function disables the appropriate DMA channel for Tx channel of USART.
- Parameters
-
| pUsartd | Pointer to a USARTDma instance. |
| pTxCh | Pointer to TxChannel configuration |
- Returns
- 0 if the transfer has been started successfully; otherwise returns USARTD_ERROR_LOCK is the driver is in use, or USARTD_ERROR if the command is not valid.
§ UARTD_EnableRxChannels()
This function initialize the appropriate DMA channel for Rx channel of UART.
- Parameters
-
| pUartd | Pointer to a UartDma instance. |
| pRxCh | Pointer to TxChannel configuration |
- Returns
- 0 if the transfer has been started successfully; otherwise returns UARTD_ERROR_LOCK is the driver is in use, or UARTD_ERROR if the command is not valid.
§ UARTD_EnableTxChannels()
This function initialize the appropriate DMA channel for Tx channel of UART.
- Parameters
-
| pUartd | Pointer to a UartDma instance. |
| pTxCh | Pointer to RxChannel configuration |
- Returns
- 0 if the transfer has been started successfully; otherwise returns UARTD_ERROR_LOCK is the driver is in use, or UARTD_ERROR if the command is not valid.
§ UARTD_RcvData()
| uint32_t UARTD_RcvData |
( |
UartDma * |
pUartd | ) |
|
Starts a UART master transfer.
This is a non blocking function. It will return as soon as the transfer is started.
- Parameters
-
| pUartd | Pointer to a UartDma instance. |
- Returns
- 0 if the transfer has been started successfully; otherwise returns UARTD_ERROR_LOCK is the driver is in use, or UARTD_ERROR if the command is not valid.
§ UARTD_SendData()
| uint32_t UARTD_SendData |
( |
UartDma * |
pUartd | ) |
|
Starts a UART master transfer.
This is a non blocking function. It will return as soon as the transfer is started.
- Parameters
-
| pUartd | Pointer to a UartDma instance. |
- Returns
- 0 if the transfer has been started successfully; otherwise returns UARTD_ERROR_LOCK is the driver is in use, or UARTD_ERROR if the command is not valid.


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Motivation
How does life look through the 'pleasure, passion and purpose' lens?
Pleasure is always chomping at the bit to be satisfied to be honest. Whether it’s wanting a bag of chips and a block of chocolate to munch on at night, or wanting to be ‘right ‘ in an argument with the missus.
In both cases, the happiness is brief and fleeting, closely followed by regret. Both are involved with the endorphin hit, physiologically located and executed.
Life is a bit more complicated with the passion side of the pyramid (even though a pyramid technically has five sides, we’ll only talk about three ;)). Passion; flow; being in the groove; loss on perception in relation to time and space…truely beautiful. Reaching a place where ability meets challenge, nice.
But similarly, this is fleeting and hard to generate. There are times when I get this through creating art works, or wood working, crafting… coding? Where does the time go, honestly? It again is like a drug hit I’m my books. It is insular, private and fleetingly rewarding. Gaming generates some of these conditions that hooks me in on occasion.
What the purpose side of my three sided pyramid looks like is my immediate community here in Naenae (yes, is is spelt pretty much the same as the briefly popular dance move). I know my neighbours around me, and even get along with some of them ;).
Actually, we’re really involved with three or four families in my neck of the woods. Our kids play together, we share time together, share space though hospitality (cups of real coffee) and share some of our struggles that we’re going through.
The happiness I get from my community involvement doesn’t give me the same endorphin hit of euphoria that the previous two do, more like a general warm fuzzy feeling just below my left rib.
However, it feels more substantial. it isn’t reliant on my ‘being on my game’, or ‘performing acts of great physical or mental agility’. It just requires me to give of myself. My time, my space (and coffee) and my struggles.
Medium to long term Nice.
From the 'discovering values and higher purpose' exercise: What are your core values?
(I’m still not sure if this is what they are, or what i’d like them to be) Kindness. Generosity. Discovery. Laughter. Creativity.
What do you stand for?
Kindness. Honesty. Compassion. Continual growth.
How did you find the resilience ideas and meditation exercise?
I found this really interesting and really hard. The continuity of the focus on the simplicity of ‘mindfulness’ and it’s application to freeing ourselves from being swayed by our emotions is comforting.
The meditation part was harder. There is so much to address in my 40 years on this rock, floating around an interstellar hydrogen bomb. The feelings of failure ‘feel’ like they’ve been many. The technique of amplifying through consciously acknowledging the positive successes, to balance out the disproportionate perception of the ‘failures’ was helpful.
I also feel like I’ve got the ‘feeling stupid’ step down pat at times during this course. I’m feeling more comfortable with that now. ‘Failure is the mother of success’ is a good maxim. The temporal nature of these feelings, and seeing that they do intact pass, is a great help in ‘feeling the fear and trying to do it anyway’.
Any other musings?
I’m starting a bit more research in to how to be a better problem solver, and one belief I’ve come across that is relevant here is this: “There is no such thing as failure, only feedback.”
Kia kaha, fa’amalosi. “Stay strong”, or should I say, stay ‘mindful’.


Parth Chopra
Who am I?
Always hungry. Reliably scrappy.
Hey! I'm Parth, an ex-Twitter engineer actively looking for new opportunities. As a software developer and UI/UX designer, I strive to understand the needs of people, emphasizing social impact and empathy through my work. My best projects are those that aim to make systems useful by focusing on users and their needs. A self-proclaimed nerd, I'm absolutely fascinated by natural language processing, distributed architecture, and financial infrastructure.
You can usually find me skipping leg day at the gym, making unnecessary purchases on Amazon, or coding away
in the wee hours of the night. Don’t hesitate to reach out if you’re interested in getting to know my endeavors, working with me, or just chatting over a cup of tea.


Preparation time
less than 30 mins
Cooking time
10 to 30 mins
Serves
Serves 1
Dietary
Perfect for when you want a tasty and filling meal but you haven't got much time.
Bring a small pan of water to the boil and gently lower the egg in. Set a timer for 6 minutes.
Meanwhile, heat the groundnut oil in a wok over a medium to high heat, add the mushrooms and stir-fry for 2 minutes. Add the ginger, garlic, chilli flakes, spring onions and beansprouts and stir-fry for another minute. Add the miso, soy and the cooked noodles. Mix well to combine then cook for a further minute.
When the 6 minutes is up on the egg, pour the hot water away, add cold water to the pan and peel the egg gently when cool enough to touch.
Season the noodles to taste and serve in a shallow bowl. Top with the egg halved and a sprinkling of chilli flakes.


Page 2 of 2
Re: [Important] Portal Debate!!
Posted:
Tue Oct 14, 2008 9:34 pm
by joeafro
what sankt pauli said i think was a good idea, but it seems a lot like diablo >.>
honestly i think there should be 2 different port systems, one to have like 5 ports that you can use to go anywhere, and then another that lets you "mark" 3 different safe squares, like say, different towns sell different items, you know?
Re: [Important] Portal Debate!!
Posted:
Mon Oct 27, 2008 9:08 am
by Richard. UK
Can I float a little Idea out there to spark peoples brains maybe?
Level Requirement Protals?, level 50 Mage casts a portal or something, level40 fighter tries to jump in steal mark. "NO SIR!" you must be level 50 or above to enter this portal.
This might iradicate higher levels port pking people, but the only way to get lower levels through these higher level protals is through a guild group, link or party, or such. Just a little one to pick the brains?
Richard
Re: [Important] Portal Debate!!
Posted:
Fri Oct 31, 2008 7:00 am
by Sankt Pauli
The idea is not bad, it aims at the "skipping content" part. But it would also mean that newbies can't porthop others but their ports can be hopped by every higher level, which seems a bit unfair at a first glance to me.
I think instead of ports having level-requirements the areas themselves should have level-requirements.  That way you don't really skip content, because when you're able to enter the lvl12+ area port you technically experienced the lvl1-12 content (even if you only killed twisted crawlers - you reached lvl12 therefore "technically" mastered the 1-12 content).
Re: [Important] Portal Debate!!
Posted:
Sat Nov 01, 2008 8:05 pm
by deathstalker
well i can see that there is alot of ideas here about this.
i personally liked the way that diablo portal system worked.
the problem with xenimus port is you have to hit stop action
to stop it and also that if you port everybody around can follow it.
so if you could come up with a way that maybe when someone
ports to a mark or an area that either their port closes or noone
could enter their port for like 10 seconds or something.
but whatever is decided on this issue is fine with me.
i just hope it isnt like wows is i really dont like theirs alot.
i also think that it should be level requirements for
certain areas. any how good luck everyone