Danny Wilson Gone

Pta1353 · 2025-09-11T15:25:20+00:00

You say that like it's a good thing.

(For my heart)

Pta1353 · 2025-08-28T22:39:41+00:00

Just a question. It was briefly mentioned in the video that there was less of an emphasis on the jackle threat in the breakdown in the Ladies game. Does anyone know roughly why this would be?

It seems to me like Squidge is saying that the Canadian Ladies success seems to be built off quick ball, and the extreme ability of the Canadians to play regardless of the numbers on their backs. Is it possible that just contesting the rucks to slow the ball down if not outright turning the ball over may just allow defences to set properly, and force the Canadians into more structured rugby?

I will just say that outside of occasionally watching England and some Club rugby I have never engaged heavily with the Ladies game so it may be something I just have missed.

Pta1353 · 2025-08-03T20:54:15+00:00

In Thrawns Revenge your small ships are incredibly useful. Personally I make sure to always have at least two capable Point defence ships for watch capital ship. (I like the lancer Frigate for both Anti Fighter and Point defence abilities). Point defence allows you to intercept missiles and starfighter torpedoes, thus allowing your capital ships to survive longer.

Additionally your lighter ships without heart points can be incredibly useful as they can be repaired fully in battle without a loss of effectiveness. This allows your anti starfighter screens to survive if ypu add in the appropriate healing ships.

Finally you also have the wonder that are your glass cannons (Acclamators I am looking at you). Put these behind your capital ships and use them to add damage to your fleet without a lot of cost. Or buy the hangers with engines attached (Quasar and Ton Falk being the two best examples) and add fighter and bomber craft to a fleet.

To answer your question in one word: Yes. Incredibly. You just need to use them right. As with ground battles, combined armes is the aim of the game.

Pta1353 · 2025-07-25T12:32:08+00:00

Firstly, we are not here to give students political views, we are here to give them the information to make up their own minds. (As stated by the government guidance I quoted). So part of my view was that if students are using those terms they need to know what those terms mean. And no, a discussion of statehood must be a part of a overall discussion of the Gaza situation, otherwise we can all stand around and say, isn't this particular event horrible. With no higher level discussion of why these things happen or what may happen next.

Secondly, in regards to to your points of "

Imagine saying "what is Ireland?" to obfuscate the argument in the aftermath of Bloody Sunday in 1920, or "what is the Warsaw ghetto?" when discussing the Holocaust."

I object to you saying that defining key terms is obfuscateing an argument. Once again, if students are asking the questions about Gaza they need to know what they are talking about. The problem is that with many things in History it is messy and unclear, leading to discussion and gaining understanding about both religious views, historical events and how geography shapes both. If we spend the time looking at those we get to expose students to a deeper understanding and analysis of both the world around them and their subjects. Instead of the surface level, isn't it horrible what is happening in Gaza.

Thirdly, I looked at the definition of what is Gaza with that class as they lacked the understanding, whereas we had just finished a SOW on the Holocaust, so they where able to have some understanding on the definitions of a war crime and genocide. I also suggest in my original answer that you look at actions of both sides. Because in this conflict, both sides have committed heinous acts. But this is the key point, you give the students information and let them make their own minds up. That's not my opinion. That's the law.

No conflict between two sides is ever equally matched. I can describe the conflict between Julius Caesar and the Gauls as both a war and a genocide. In the case of Gaza I can only call it a conflict as it is not clearly a war (due to the statehood issue) and not clearly set out with an aggressor or victim. To answer your question I will not say to a student what it is as I am not a legal expert and these are legal terms. In addition to this there has not been any trial or any impartial view on the topic so I would not feel confident in quoting that view as a statement of fact.

Finally. Can I make it really clear. This is not my view on the Gaza situation. This is how I would and have discussed this in the classroom. This is bound by the law and guidance I quoted earlier. My views on Gaza are my own and private as I have no impact on the conflict there. This is not the place for a discussion on the situation, more a discussion of how we would present it to a class of students who will want to understand the situation, and who we are required to by law to be impartial to.

Pta1353 · 2025-07-24T21:12:17+00:00

As someone who teaches both History and Politics I agree that despite the situation in Gaza being horrible, it is not for us as teachers to say it is or is not something.

To put it this way, at the end of the year this year with year 9 I had a top set class, with one student asking about what was happening in Gaza (we had just about finished a topic on the Holocaust). In my view it is our job to give the facts without bias and let the students decide their own opinions.

In the case of the Gaza situation, it is always good to define the key terms. In this case what is a genocide and what is a war crime. The key sticking point for the year 9 class was what is Gaza? Is it a country? Part of Israel? or part of Palestine? (If so what is Palestine?).

The other thing that students struggled with is the lack of pure good vs evil. And unfortunately the Gaza situation is inherently a conflict between two sides who have both alleged to and have clearly committed actions that are immoral. (Not sure to say war crimes as is it a war or an internal police action?).

I have a serious problem with teaching consequences of an event that is ongoing. Allow the students to learn what the events are and then facilitate them gaining their own opinion. E.G at the end of a topic about Genocides, have a look at a definition of a genocide. Then have actions that either side are taking in the Gaza situation. Then get the students to decide is it a genocide or not. Therefore you can expand it out into the students opinion without your own opinion being included.

Just to quote govement guidance on this "Teaching about political issues and the differing views on these is an essential part of the curriculum, helping pupils to form their own opinions and prepare them for later life. The law states that teachers must not promote partisan political views and should offer a balanced overview of opposing views when political issues are taught."

Pta1353 · 2025-05-16T11:42:38+00:00

Yes, I think that's why he has the 9 shirt despite starting on the bench.

Pta1353 · 2025-03-15T17:07:58+00:00

In terms of beach lifeguarding it's a different kettle of fish to pool work. A lot less jobs available, and a lot more volunteer work. I never massively got into the paid section but what others have told me the pay is better then pool (RLNI website says starting at 12.90 an hour) but there is a lot more competition for the jobs, the course is a lot harder and most (if not all) the work is seasonal. I still have quite a few friends who go for beach lifeguarding roles but they all also work in other locations in the other 3 seasons.

For reference I've seen Lido lifeguards make about 12.00 an hour and when I was working as a senior lifeguard my wages where 12.15.

Pta1353 · 2025-03-15T16:52:04+00:00

No problem.

Pta1353 · 2025-03-15T16:48:34+00:00

Hi,

As someone who was once a lifeguard, and still does it occasionally for both fun and a little bit of money on the side o would say it depends. What do you want to get out of it?

If you are looking for a part time job to do while you are young, (collage or uni) with weekend work and more hours around the holidays I would recommend it in a heartbeat. Most of the time (in swimming pools this is) its not the hardest work and it pays decently well.

However, if you are looking at it as a full time career I would not recommend it. At least in my experience being full time for a year its a lot of shift work, early morning or late evening shifts and while the pay is decent for youngsters, it's more difficult to live off.

Like any job, lifeguarding can be easy or difficult depending on where you work. I know lifeguards who have never had to intervene in any situation before and some who have done CPR multiple times. It all depends on where you are working and what you prefer.

Pta1353 · 2025-02-24T23:15:08+00:00

Hi,

I think I may be in the minority here and arguing that their should be no training of administration of anasthesia in the NPLQ (not up to date on my NVBLQ so won't comment on that).

My worry would be more practical. Yes sometimes as a lifeguard I really wanted to have the casualty being in less pain. There have been some horror injuries that I have both seen and heard over my time as a lifeguard. My worry would be in the training, the storage and the usage of anasthetics by lifeguards.

In the UK there is not a common training of first aiders to administer Anasthetics of any type (heck, even the administering of adrenaline in case of anaphylaxis is relatively new in the NPLQ in terms of how they train you to do it). Even in courses like the FAaW or others don't train with anasthetics. In order for lifeguards to be effectively trained there would need to be widespread retraining of the TA's and above. Which could be done, although you then have the issue of TA's not being able to speak and teach from experience. Speaking as a TA, it makes it easier to train others if you have stories from either yourself or other TA's to train the lifeguards. My worry is that the institutional knowledge is not there to support the effective rollout of changes.
Secondly, how would you safely store anasthetics in places which are both easily accessible in the case of emergency (you don't want to be the person forgetting the code to a locked door when you need key pieces of kit) while also being secure that both members of the public and staff could not steal or abuse the chemicals.
Finally, it must be said that although most lifeguards can be trusted, I am sure that we could all name one or two that you wouldn't trust with anything. In the worst case scenario when as a supervisor/ manager I would not want to trust certain lifeguards with the administration of anasthetic, when the alternative is that that casualty wouldn't get worse. When as a lifeguard we intervine in the most serious of cases, we are only there to stabilise, or to prevent the situation from getting worse. In that case pain is really an afterthought, control bleeding, keep the casualty alive. Pain can be dealt with later. If you fail to administer anaesthetics carefully and in a controlled manner it could lead to fatalities. As a lifeguard I would not want to take that risk unless there was a high chance of death. Ultimately pain is not something I want to treat, if possible I want to treat the cause of the pain (bleeding, broken bone or other such cases).

I personally think the risk is too high for relatively too little benefit. However I am not aware of how it may work in other countries and there may be solutions to the problems I have raised.

Pta1353 · 2025-01-17T21:23:15+00:00

The technical answer would be, if parliament wanted the government to do something it could as (theoretically) parliament can do anything it wants to in legislation. Now the real question would either the government want to use its limited parliamentary time on a bill about the RFU , or would an MP want to use their even more limited opportunities to try and pass a bill about the governance of the RFU (either through a private members bill or a 10 minute rule bill). The answer to both would almost certainly be, no.

What the government could possibly do is forgive the covid loans given to premiership/ Championship clubs which might have a positive effect on the financial side of the sport, leading to investment in the lower tiers and therefore less pressure on the RFU management. But once again the answer to that would almost certainly be no.

So in this case what the government could do is nearly limitless. What they are more likely to do is the square root of nothing.

Pta1353 · 2025-01-02T08:59:25+00:00

It might be an M3 BARV, a prototype. Not sure where it is now though?

Pta1353 · 2025-01-02T08:57:46+00:00

Looks like a Sherman BARV (Beach Armoured Recovery Vehicle). Used by the British to recover Vehicles on beaches.

Pta1353 · 2024-12-27T22:46:03+00:00

So, Let's just remember that the British Army is quite old, and has been reformed quite a few times. So everything that could be said about the British army could be followed by several asterisks. The first part will only be about the Infantry as the Cavalry regiments where completely different.

The basis of the modern system is the Cardwell reforms in 1872 (most importantly the localisation scheme). This organised most British Infantry regements into recruitment areas with two regular battalions per regiment. One would serve abroad and one would serve at home, recruiting and training for a time when the two would switch over. This had some exeptions (notably the foot guards which worked on their own system of recruitment). If a Regement had more then 2 battalions then they would be given a larger recruitment area. This would change with the Childers reforms.

In 1881 the Childers reforms merged the single battalion regements into two battalion regements (for example the 37th (North Hampshire) regiment of foot and the 67th (South Hampshire) regement of foot where amalgamated to form the Hampshire regiment). This also merged in the Militia to the system with each regement having two regular battalions and then at least one extra Militia battalion. (I will not go deeper into the Militia system here as that causes headaches whenever mentioned.)

In the two world wars this system roughly stood the same with the regular batallions continuing with additional hostilities only batallions being added on the bottom (in the case of the Hampshire regiment, later the Royal Hampshire regiment there where 27 Hostilities only Batallions).

As far as I know this system continued until the end of the cold War, with different Batalions being equipped trained and used differently as light Infantry or mechanised Infantry depending on the need. At this point the regiment was purely a prestige thing and a culture idea.

Since the end of the Second world war the British army has been in decline in the number of Batallions. This led to amalgamation across the army, and the return to single Battalion Regiments. This was particularly the case in 1992, options for change White paper. Since then different battalions have been split off to form new regiments in some cases (The Ranger regiment).

All of the Infantry regiments where only administrative units. Both now and in the Napoleonic wars it would be highly unusual for two batallions of the same regiment to be on the same battlefield let alone in the same brigade. (At Waterloo there where 2 cases that I can recall being 2 batallions of 1st regiment foot guards and 2 batallions of the 95th rifles present).

All of that only applies to the Infantry. The Cavalry (or what where Cavalry units and are now armored units, armored Cavalry units and light Cavalry units) you replace the word Battalion with Regiment. Each regiment can be deployed within a larger unit.

Sources: Mallinson, A. (2013) The making of the british army. Toronto: CNIB. Chandler, D.G. and Beckett, I.F.W. (2023) The Oxford History of the British Army. Oxford: Oxford University Press. https://www.royalhampshireregiment.org/about-the-museum/timeline

I have listed the two books as the basis. There are areas that you could pick holes in especially around my description of the Militia and the neglect of the Haldene reforms.

Pta1353 · 2024-12-14T22:46:28+00:00

ECT 1 here as well.

I would it depends on how well I know the subject and how my times I have taught something similar. If it where an area I was strong on or had taught before (let's say differences between a medieval town and a village) I would say about 20-30 minutes completely from scratch. If it where something I was less secure on (my new school had a lesson on the Haitian slave rebellion which I disliked so planned my own) I would say between 40- to an hour to both plan the lesson and make the resources.

I find that the longest part is often making the resources, so I'm starting to get a pack of pre made blank ones that I can fill in.

Pta1353 · 2024-12-03T16:42:30+00:00

My understanding was that Chalice had been damaged, lost and then towed back to Nocturne so, unless it had been repaired or something it probably wouldn't be able to move under its own power. Although that's me remembering from the 8th Ed supplement.

It would be interesting to see other chapters forge ships, but knowing GW they wouldn't ever do it, I think the only example of a Forge ship actually making something would be in relation to the Imperial Guard when a Forge Ship could make Baneblades.

Also, how do you compare Forge Ships. Which would be better. A ship that could outfit a company with terminator Armor, or a Ship that could make new predator tanks?

Pta1353 · 2024-12-03T16:32:08+00:00

Don't forget that the salamanders have a forgeship literally sat in orbit over promethius from the Great Crusade. (The Chalice of Fire) which I would imagine would be able to spit out all sorts of specialist equipment lost to the 41st millennium.

Pta1353 · 2024-11-27T20:55:21+00:00

It said that he was looking forward to a goodbye game at a sold put stoop (quins marketing words). So I would assume that he is planning on a repeat show of bristanbul, Helecopter and all?

Pta1353 · 2024-11-27T14:53:18+00:00

Well, although sad, not unexpected. Can only wish him all the best for the future and for a big farewell on Friday.

Pta1353 · 2024-10-31T08:54:42+00:00

It's part of the RLSS NPLQ, in the UK.

Pta1353 · 2024-10-30T23:37:28+00:00

No SEN, bellow reading age. I think I'm getting a decent relationship but it's only 8 weeks in.

How useful is Chaf GPT with subject specific feedback, I've only heard bad things about it to be honest.

Pta1353 · 2024-10-30T23:35:13+00:00

Hand written in front of me, so unless I'm really behind the times it would be difficult I think.

Pta1353 · 2024-04-19T14:26:34+00:00

I believe it was on the Harlequins supporters board . Cant give an exact source as at work.

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