Podcasts about anglo norman

Dr Victoria McAlister from Towson University, Maryland, on everything you ever wanted to know about castles! Featuring all the big hits, Maynooth Castle, Bunratty, Blarney, Trim, the Rock of Dunamase, Clonard castle, Ferrycarrig, Carrickfergus, Irish castles, Anglo-Norman castles, Tower houses, colonialism, we cover it all. Dr McAlister busts some myths and explains how new advances in technology can assist the archaeologist and historian in their understanding of settlement around castles and the importance of considering the things we cannot see. Suggested reading:-Victoria McAlister, The Irish Tower House: Society, Economy and Environment c. 1300-1650 (Manchester University Press, hardback 2019, paperback 2021)-https://www.thegreatcourses.com/courses/great-castles-of-europe-Tom McNeill, Castles in Ireland: feudal power in a Gaelic world (Routledge, 1997)-Tadhg O'Keeffe, Ireland Encastellated, AD 950–1550; Insular castle-building in its European context (Four Courts Press, 2021)Regular episodes every two weeks (on a Friday)Email: medievalirishhistory@gmail.comX (formerly Twitter): @EarlyIrishPodSupported by the Dept of Early Irish, Dept of Music, Dept of History, Maynooth University, & Taighde Éireann (formerly Science Foundation Ireland/Irish Research Council).Views expressed are the speakers' own.Production: Tiago de Oliveira Veloso Silva.Logo design: Matheus de Paula CostaMusic: Lexin_Music

fWotD Episode 2895: Empress Matilda Welcome to Featured Wiki of the Day, your daily dose of knowledge from Wikipedia’s finest articles.The featured article for Tuesday, 8 April 2025 is Empress Matilda.Empress Matilda (c. 7 February 1102 – 10 September 1167), also known as Empress Maud, was one of the claimants to the English throne during the civil war known as the Anarchy. The daughter and heir of Henry I, king of England and ruler of Normandy, she went to Germany as a child when she was married to the future Holy Roman Emperor Henry V. She travelled with the emperor to Italy in 1116, was controversially crowned empress in St Peter's Basilica, and acted as the imperial regent in Italy. Matilda and Henry V had no children, and when he died in 1125, the imperial crown was claimed by his rival Lothair of Supplinburg.Matilda's younger and only full brother, William Adelin, died in the White Ship disaster of 1120, leaving Matilda's father and realm facing a potential succession crisis. Upon her widowhood in the Holy Roman Empire, Matilda was recalled to Normandy by her father, who arranged for her to marry Geoffrey of Anjou to form an alliance to protect his southern borders in France. Henry I had no further legitimate children and nominated Matilda as his heir, making his court swear an oath of loyalty to her and her successors, but the decision was not popular in his Anglo-Norman court. Henry died in 1135, but Matilda and Geoffrey faced opposition from the barons. The throne was instead taken by Matilda's male cousin Stephen of Blois, who enjoyed the backing of the English Church. Stephen took steps to solidify his new regime but faced threats both from neighbouring powers and from opponents within his kingdom.In 1139, Matilda crossed to England to take the kingdom by force, supported by her half-brother Robert, Earl of Gloucester, and her uncle David I of Scotland, while her husband, Geoffrey, focused on conquering Normandy. Matilda's forces captured Stephen at the Battle of Lincoln in 1141, but her attempt to be crowned at Westminster Abbey collapsed in the face of bitter opposition from the London crowds. As a result of this retreat, Matilda was never formally declared Queen of England, and was instead titled "Lady of the English" (Latin: domina Anglorum). Earl Robert was captured following the Rout of Winchester in 1141, and Matilda agreed to exchange him for Stephen. Matilda was besieged at Oxford Castle by Stephen's forces that winter, but escaped at night across the frozen River Isis (Thames) to Abingdon, reputedly wearing white as camouflage in the snow. The war degenerated into a stalemate, with Matilda controlling much of the south-west of England, and Stephen the south-east and the Midlands. Large parts of the rest of the country were in the hands of local, independent barons.Matilda returned to Normandy, now in the hands of her husband, in 1148, leaving their eldest son to continue the campaign in England; he was eventually declared Stephen's heir after the signing of the Treaty of Wallingford and succeeded to the throne as Henry II in 1154, forming the Angevin Empire. She settled her court near Rouen and for the rest of her life concerned herself with the administration of Normandy, acting on her son's behalf when necessary. Particularly in the early years of her son's reign, she provided political advice and attempted to mediate during the Becket controversy. She worked extensively with the Church, founding Cistercian monasteries, and was known for her piety. She was buried under the high altar at Bec Abbey after her death in 1167, until much later when her tomb was moved to Rouen Cathedral.This recording reflects the Wikipedia text as of 02:01 UTC on Tuesday, 8 April 2025.For the full current version of the article, see Empress Matilda on Wikipedia.This podcast uses content from Wikipedia under the Creative Commons Attribution-ShareAlike License.Visit our archives at wikioftheday.com and subscribe to stay updated on new episodes.Follow us on Mastodon at @wikioftheday@masto.ai.Also check out Curmudgeon's Corner, a current events podcast.Until next time, I'm neural Niamh.

Ireland is the only country in Western Europe that has experienced being colonised in the modern era. It was used by England as a laboratory for imperialism, and was the site of bloody colonial wars for centuries, yet many people in the neighbouring United Kingdom have little understanding of Ireland's history.  The new series on Ireland & Empire begins with the Tudor Conquest. By the 1500s, there were small pockets of English imperialism in Ireland via descendants of the Anglo-Norman invasions of the 1190s, but they were concentrated along the southeastern coast. However, when Henry VIII launched the Protestant Reformation in England, establishing control over Ireland suddenly became a top priority. In 1541, he declared all Irish people as his subjects. He built upon previous laws banning Irish language and customs, and created a militarised society. And by Elizabeth I's reign, the Tudors introduced plantations in Ireland which granted land to English and Scottish settlers.  Listen as Anita and William are joined by Professor Jane Ohlmeyer at Jaipur Literature Festival to discuss how Tudor colonialism paved the way for the overhaul of Gaelic society in Ireland. _____________ Empire Club: Become a member of the Empire Club to receive early access to miniseries, ad-free listening, early access to live show tickets, bonus episodes, book discounts, and a weekly newsletter! Head to empirepoduk.com to sign up or start a free trial on Apple Podcasts. Email: empire@goalhanger.com Instagram: @empirepoduk  Blue Sky: @empirepoduk  X: @empirepoduk goalhanger.com Assistant Producer: Becki Hills Producer: Anouska Lewis Senior Producer: Callum Hill Learn more about your ad choices. Visit podcastchoices.com/adchoices

Happy St Brigit's weekend! (For links to Brigit content see below). Instead of Brigit we were eager to release an episode we recorded just before Christmas with the brilliant Dr Colin Veach, from the University of Hull, on the English colonisation of Ireland, which may be known to some of you as the Anglo-Norman Invasion. Today's episode mostly focusses on the English perspective of the conquest. Whether it was inevitable, how we should frame the events, English or Anglo-Norman etc. We talk Diarmaid Mac Murchada or in English, Dermot McMurrough and Strongbow, King Henry II and the bad King John, but we'll cover Rory O'Connor and other aspects in more detail in future episodes. We've an extra super short bonus episode which we will release next week on the initial propaganda that was released justifying the English invasion and how historians should approach the sources today. Suggested reading: Colin Veach, From Kingdom to Colony: Framing the English Conquest of Ireland , The English Historical Review, 2024;, ceae210, https://doi.org/10.1093/ehr/ceae210 Brigit links: Niamh on the Bitesize Irish Podcast https://www.youtube.com/watch?v=om-vObx_1gg Tiago's article on RTÉ Brainstorm: https://www.rte.ie/brainstorm/2025/0130/1493745-medieval-ireland-kildare-women-st-brigid-darlugdach-gnathnat-sebdann-muireann-and-coblaith-sarnat/ Podcast episode with Prof. Catherine McKenna last year: https://open.spotify.com/episode/1GYSJHylMlTNuKUSSzLhN1?si=fcdf72608d9142b7 Email: medievalirishhistory@gmail.com X (formerly Twitter): @EarlyIrishPod Supported by the Dept of Early Irish, Maynooth University, & Taighde Éireann (formerly Science Foundation Ireland/Irish Research Council). Views expressed are the speakers' own. Production: Tiago de Oliveira Veloso Silva. Logo design: Matheus de Paula Costa Music: Lexin_Music

In this episode, we’re piecing together the Celtic roots of the word piece and related words. Piece comes from Middle English pece [ˈpɛːs(ə)] (piece, morsel, bit), from Anglo-Norman piece (piece, bit, part), from Late Latin petttia (piece, portion), from Gaulish *pettyā, from Proto-Celtic *kʷezdis (piece, portion) [source]. Related words in the modern Celtic languages include: […]

Im Sommer 1147 begaben sich tausende Kreuzfahrer aus der ganzen Christenheit auf den Weg ins Heilige Land. Auf Vermittlung des Zisterzienserabtes Bernard von Clairvaux machte ein Teil von ihnen ein Zwischenstopp in Portugal. Die Eroberung Lissabons, das bis dahin zum muslimischen Almoravidenreich gehörte, durch Kreuzfahrer aus England, Nordfrankreich und dem Rheinland ermöglichte es dem portugiesischen Herrscher Afonso sich als Herrscher eines unabhängigen Königreiches zu etablieren. Unsere Literaturtipps zur Folge: - Charles W. David/Jonathan P. Phillips (Hg.): De Expugnatione Lyxbonensi/The conquest of Lisbon, New York 2001. - Harold Victor Livermore: Essays on Iberian History and Literature, from the Roman Empire to the Renaissance, Aldershot 2000. - Lucas Villegas Aristizábal: Norman and Anglo-Norman participation in the Iberian reconquista, c.1018-c.1248, Nottingham 2007. - Jonathan Phillips: The Second Crusade. Extending the Frontiers of Christendom, New Haven/London 2007. - Giles Constable: Crusaders and Crusading in the Twelfth Century, Farnham 2008. - Henriques de Oliveira Marques: Geschichte Portugals und des portugiesischen Weltreiches, Stuttgart 2001.

In the centuries after the Norman Conquest, as many as eight languages were spoken in the British Isles: English, Anglo-Norman, Latin, Norse, Welsh, Cornish, Irish, and Hebrew. Who spoke these languages, and how did they interact and influence each other? In this episode, Austin Benson discusses the linguistic and literary landscape of multilingual Britain, interviewing Dr. Sara Pons-Sanz at Cardiff University about Old Norse, Dr. Shamma Boyarin at the University of Victoria about Hebrew, and Dr. Georgia Henley at Saint Anselm College about Middle Welsh.For more information about these speakers and their conversation, visit www.multiculturalmiddleages.com.

Ashlee Johnson goes all Medieval on us. We end up chatting about some incredible Anglo Norman Queens who deserve to have their own Netflix show. Hosted on Acast. See acast.com/privacy for more information.

Send us a Text Message.The Anglo-Norman invasion of Ireland took place during the late 12th century, when Anglo-Normans gradually conquered and acquired large swathes of land from the Irish, over which the kings of England then claimed sovereignty, all allegedly sanctioned by the papal bull Laudabiliter.  The Anglo-Norman invasion was a watershed in Ireland's history, marking the beginning of more than 800 years of direct English conquest and colonialism in Ireland.Support the Show.Irish Mythology - Mythical Cycle - Book of Invasions

March 3rd-6th, I preached the second annual King James Bible Seminar at Blessed Hope Baptist Church in Tahlequah, Oklahoma. This is PART ONE! It shows how GOD works through the number 7, just as he promised in Ps. 12:6,7! CORRECTION: I mistakenly said that the words: "Honi soit qui mal y pense" were LATIN, when they are not. The maxim is from the Anglo-Norman language, a dialect of Old Norman French spoken by the medieval ruling class in England. Hope that removes any confusion.

Chapters cont... 4. Anglo Norman period  5. Medieval  6. Early Modern  7. C20 &21  ps The Queen MotherThe concluding section to 'Royals in War', continuing from th previous episode.  But before we go any further, please SHARE this podcast with a friend – do it nowhttps://www.bloodyviolenthistory.com/episodesTo be King, Queen, Pharaoh, Tsar or Emperor a person had to gain power over people, a person had to hold power over people and lastly that person had to pass that power onto their successor of choice.  ‘War should be the only study of a Prince.  He should consider peace only as breathing time, which gives him leisure to contrive, and furnishes as ability to execute, military plans'.  Yes Machiavelli; despite being tortured by a prince, was still clear headed enough to understand what a prince, a king, had to do to stay on top.  In peacetime a king can maintain his power with spectacles, tournaments and Royal progression across him realm – bread and circuses.  But when a challenge looms, war is not far behind.  The ruler must don his amour and lead his men to victory.  Or death.Even as young democracies emerged, kings, with their conviction upheld by Divine Right, would only reluctantly surrender the levers of power when a sharp blade is held to their throat.  How can monarchs gain, hold and pass on absolute power – have a listen to find out.so it goes,Tom Assheton and James Jackson See also:YouTube: BloodyViolentHistoryhttps://www.instagram.com/bloodyviolenthistory/https://www.jamesjacksonbooks.comhttps://www.tomtom.co.uk If you enjoy the podcast, would you please leave a short review on Apple Podcasts/iTunes, Spotify or Google Podcast App? It takes less than 60 seconds, and it really helps to spread the wordSee https://simplecast.com/privacy/ for privacy information

“Irreligion, the lack or rejection of religious beliefs or practices. Irreligion is a broad concept that encompasses many different positions and draws upon an array of philosophical and intellectual perspectives, including atheism, agnosticism, skepticism, rationalism, and secularism. These perspectives themselves are multifaceted, such that people who are irreligious may hold a wide variety of specific beliefs about religion or be related to religion in varied ways. Around the world, hundreds of millions of people do not identify with any religion, particularly in China, which is officially an atheist state. The term irreligion can be challenging to apply in specific circumstances and is frequently characterized differently depending on context. Surveys of religious belief sometimes use lack of identification with a religion as a marker of irreligion. However, this can be misleading, as in some cases a person may identify with a religious cultural institution while not actually holding the doctrines of that institution or participating in its religious practice. Some scholars define irreligion as the active rejection of religion, as opposed to the mere absence of religion. “ I learned that “Spare the rod, spoil the child”, “Trinity” “Denomination”, and “The Lord helps those who help themselves” are not in the Bible. “An interesting quote from the 1915 “Gospel Advocate” (Pg 589) says: “The word ‘Church' is really not a translation of any word that was used by either Christ or His Apostles, but is the Anglican form of a different word which Roman Catholicism substituted in place of the word used by Christ and His Apostles… It is in our english scriptures by order of King James, who instructed his translators of 1611 not to translate the word “Ecclesia” by either ‘Congregation' or ‘Assembly' but to use the word ‘Church' instead of a translation.” “What does the word “Church” mean and from where did it come from? The scriptures? No.” “The word “Church” is neither Hebrew nor Greek. In point of fact, when these languages were translated into English Bibles, the word “Church” was already in existence. The greek word used in the renewed covenant for “Church” is “Ekklesia” which basically means “Called Out ones”. Ekklesia does not refer to a building, but rather a group of people. Proper English translations should read: Congregation, Assembly or Group. Strangely in Acts 19:32, 39 and 41, Ekklesia is the word that is translated as “Assembly”, but in other passages, it is translated as “Church”. Jesus and His disciples never spoke the word religion. “The term religion comes from both Old French and Anglo-Norman (1200s AD) and means respect for sense of right, moral obligation, sanctity, what is sacred, reverence for the gods.[15][16] It is ultimately derived from the Latin word religiō. According to Roman philosopher Cicero, religiō comes from relegere: re (meaning "again") + lego (meaning "read"), where lego is in the sense of "go over", "choose", or "consider carefully". Contrarily, some modern scholars such as Tom Harpur and Joseph Campbell have argued that religiō is derived from religare: re (meaning "again") + ligare ("bind" or "connect"), which was made prominent by St. Augustine following the interpretation given by Lactantius in Divinae institutiones, IV, 28.[17][18] The medieval usage alternates with order in designating bonded communities like those of monastic orders: "we hear of the 'religion' of the Golden Fleece, of a knight 'of the religion of Avys'".[19] “From Middle English sinne, synne, sunne, zen, from Old English synn ("sin"), from Proto-West Germanic *sunnju, from Proto-Germanic *sunjō ("truth, excuse") and *sundī, *sundijō ("sin"), from Proto-Indo-European *h₁s-ónt-ih₂, from *h₁sónts ("being, true", implying a verdict of "truly guilty" against an accusation or charge), from *h₁es- ("to be"); compare Old English sōþ ("true"; see sooth). Doublet of suttee.” --- Send in a voice message: https://podcasters.spotify.com/pod/show/antonio-myers4/message Support this podcast: https://podcasters.spotify.com/pod/show/antonio-myers4/support

Hugh de Lacy, one of the Anglo-Normans who was sent to bring order to Ireland (where the Anglo-Normans were having  a lot of trouble), was inspecting the military installation he was having built at Durrow (where St. Columba had previously built a monastery), when he was murdered by one of the Irish who wanted him dead, by being hit on the head with an ax. So there you are. There is your crime. We discuss this, yes we do, but really we are discussing Hugh de Lacy because he built Trim Castle, and Michelle really really really wanted to talk about Trim Castle. So she does. We learn a lot about Anglo-Norman castles, really. But Anne still wonders about where the best place to hide your murder ax might be, because under your tunic just does not sound right.

This week on Talking History, we're excavating the history of Medieval Dublin - finding out what life was like back then and what archaeological evidence can reveal. Joining Patrick Geoghegan is: • Ruth Johnson, Dublin's City Archaeologist, protecting, managing and investigating the city's oldest heritage. She completed a PhD in Medieval History at TCD. • Paul Duffy, archaeologist, historian and author, specialising in medieval and urban archaeology. His historical research centres on the Crusades and, in particular, Irish involvement in the thirteenth century Cathar Crusade in Languedoc. • Dr Grace O'Keeffe, a medieval historian based in Dublin and the editor of Archaeology Ireland. Her doctoral research in TCD was on the hospital of St John the Baptist in medieval Dublin. • And Dr Catherine Swift, Department of History, Mary Immaculate College Limerick. Research interests include Medieval Ireland with particular interest in ogham stones, St Patrick, Old Irish historical sources, Scandinavian society and settlement in Ireland, Brian Boru and the kingdom of Thomond, Anglo-Norman colony of the Mid-West and DNA studies of medieval Irish population. She has an M.Phil in Archaeology from the University of Durham, a D.Phil in History from University of Oxford and an M.Phil in Early Irish Language.

To begin our understanding of the Troubles we have to go back—way back. We cover the Anglo-Norman invasion of Ireland in the 12th century, the creation of the Irish Plantation system, that bastard Cromwell, and end with the 1800 Acts of Union.

If a Middle Ages full of castles, jousts, hawking, illicit love affairs and playful singing in the meadows is what you're looking for, then look no further than the Lais of Marie de France. These 12th century love stories, written in Anglo-Norman by a writer who was unusually keen to make her name known, describe noble stories of passion, devotion, betrayal, self-sacrifice and magical transformations played out in enchanted woodlands and richly-draped chambers.Irina and Mary discuss Marie's various portrayals of love, her luscious powers of description, and the frequent deployment of animals in her stories to expose and resolve human problems.This is an extract from the episode. To listen in full and to our other Close Readings series, sign up here:Directly in Apple Podcasts: https://apple.co/3pJoFPqIn other podcast apps: lrb.me/closereadingsIrina Dumitrescu is Professor of English Medieval Studies at the University of Bonn and Mary Wellesley as a historian and author of Hidden Hands: The Lives of Manuscripts and their Makers. Hosted on Acast. See acast.com/privacy for more information.

Dr Christopher Monk is a specialist consultant in medieval culture and texts, working freelance in the heritage sector and with creative professionals. He is also a cook.A cook of Medieval food and recipes, re-worked for our modern kitchens. The feasts of kings usually cooked over open fire, for 100's of guests and with the help of countless cooks, spit-turns, kitchen assistant's and many others now reworked for your family table!What are the barriers for us when trying to cook an ancient recipe? What does the language and the translation of the texts tell us and how do we interpret the texts?What recipes can be found in the early Anglo-Norman kitchen?Let's dive in and get a chance to find out recipes, language and techniques of the past going back nearly a thousand years in Medieval Europe.Do we need a glossary - a medieval culinary glossary- to better understand the ingredients of our old English kitchens? On his YouTube channel Dr Christopher Monk brings to you recipes from the fourteenth century Fourme of Cury ('Method of Cookery'), King Richard II's official cookery treatise (c.1390), as well as other early cookery works.If you want to find more about Dr Monks forthcoming book as well as watching some of the fascinating recipes he re-creates check his website and YouTube channel here:https://modernmedievalcuisine.com/https://www.youtube.com/@MonksModernMedievalCuisine/aboutThis podcast comes with the welcome support of Maltby and Greek UK's No1 Greek delicatessen!Get your hands to some delicious cheese, wine and herbs here: https://www.maltbyandgreek.com/Music was composed by Pavlos Kapralos: https://www.youtube.com/channel/UCzgAonk4-uVhXXjKSF-Nz1AThank you for listening!The Delicious LegacySupport this show http://supporter.acast.com/the-delicious-legacy. If you love to time-travel through food and history why not join us at https://plus.acast.com/s/the-delicious-legacy. Hosted on Acast. See acast.com/privacy for more information.

Edward the Confessor was of Anglo-Norman stock

In law, a verdict is the formal finding of fact made by a jury on matters or questions submitted to the jury by a judge. In a bench trial, the judge's decision near the end of the trial is simply referred to as a finding. In England and Wales, a coroner's findings used to be called verdicts but are, since 2009, called conclusions. Etymology. The term "verdict", from the Latin veredictum, literally means "to say the truth" and is derived from Middle English verdit, from Anglo-Norman: a compound of ver ("true", from the Latin vērus) and dit ("speech", from the Latin dictum, the neuter past participle of dīcere, to say). Criminal law. In a criminal case, the verdict, which may be either "not guilty" or "guilty"—except in Scotland where the verdict of "not proven" is also available—is handed down by the jury. Different counts in the same case may have different verdicts. A verdict of guilty in a criminal case is generally followed by a judgment of conviction rendered by the judge, which in turn is followed by sentencing. In U.S. legal nomenclature, the verdict is the finding of the jury on the questions of fact submitted to it. Once the court (the judge) receives the verdict, the judge enters judgment on the verdict. The judgment of the court is the final order in the case. If the defendant is found guilty, they can choose to appeal the case to the local Court of Appeals. Compromise verdict. A compromise verdict is a "verdict which is reached only by the surrender of conscientious convictions upon one material issue by some jurors in return for a relinquishment by others of their like settled opinion upon another issue and the result is one which does not command the approval of the whole panel", and, as such, is not permitted. Directed verdict. In a jury trial, a directed verdict is an order from the presiding judge to the jury to return a particular verdict. Typically, the judge orders a directed verdict after finding that no reasonable jury could reach a decision to the contrary. After a directed verdict, there is no longer any need for the jury to decide the case. A judge may order a directed verdict as to an entire case or only to certain issues. In a criminal case in the United States, once the prosecution has closed its case, the defendant may move for a directed verdict. If granted, the verdict will be "not guilty". The prosecution may never seek a directed verdict of guilty, as the defendant has a constitutional right to present a defense and rebut the prosecution's case and have a jury determine guilt or innocence (where a defendant has waived his/her right to a jury trial and allowed the judge to render the verdict, this still applies). In the American legal system, the concept of directed verdict has largely been replaced by judgment as a matter of law. General verdict. A general verdict is one in which the jury makes a complete finding and single conclusion on all issues presented to it. First, the jury finds the facts, as proved by the evidence, then it applies the law as instructed by the court, and finally it returns a verdict in one conclusion that settles the case. Such verdict is reported as follows: "We the Jury find the issues for the plaintiff (or defendant, as the case may be), and assess his damages at one hundred thousand dollars." Sealed verdict. A sealed verdict is a verdict put into a sealed envelope when there is a delay in announcing the result, such as waiting for the judge, the parties and the attorneys to come back to court. The verdict is kept in the sealed envelope until court reconvenes and then handed to the judge. This practice is virtually the default in many U.S. jurisdictions or may be the preference of the judge involved. --- Send in a voice message: https://anchor.fm/law-school/message Support this podcast: https://anchor.fm/law-school/support

All good things come in threes. Or more. Add a Chief Sustainability Officer, a body positive Barbie doll,  a purple inclusive M&M and an actual expert in applied ethics and you get a lively discussion on true colours, washings and genuine CSR efforts in the first episode of our new mini-series (it comes in threes) on corporate social responsibility. Have a listen and find out more, including how energy companies account for their profits and your bills via legitimisation strategies.   More information about the podcast and  a full transcript can be found on wordsandactions.blog. In this episode early in the introduction, Erika cites two definitions. She first cites the definition of sustainability in a 1987 report by the World Commission on Environment and Development (a sub-organisation of the United Nations) called “Our Common Future”. It can be found here. The second definition is on corporate social responsibility and taken from the website Investopedia.  The examples we give of CSR in action, including attempts that backfired, are body-positive Barbie dolls, the “inclusive” and desexualised M&M candy figures and a now (in)famous Benetton advert. The latter is  reproduced in Erika's and Veronika's textbook Language in Business, Language at Work (Macmillan Higher Education, 2018; the second edition will have Bernard as the third author. Still in the introduction, we also mention this article on the social responsibility of business, the reference to which can be found on our website.  Every summer, the Pride season in Western countries now comes with many examples of “pinkwashing”, where companies claim to be queer-friendly, but either don't have relevant policies or even have practices that go against LGBT equality. Some examples from 2022 can be found here.  Towards the end of the introduction, Veronika talks about legitimation as a discourse strategy, based on these works by van Leeuwen and Reyes. We then proceed to the interview with Garrath Williams. On the links between ‘responsible' and ‘response', the Oxford English Dictionary has the following to say (shortened – the OED has lots of detail): Etymology: < Anglo-Norman responssable, ressponsable, Anglo-Norman and Middle French responsable answerable, entitled to an answer …, answerable, required to answer …, that responds, that constitutes a reply (15th cent.), apparently < classical Latin respōns- , past participial stem of respondēre respond v. … probably < classical Latin respōnsāre to reply  While we mention but do not elaborate on the Drink Responsibly campaign in the UK, someone else has, in a 2014 report on alcohol and the night-time economy.  During our analysis of the ExxonMobil press release, we wonder if the company has a Chief Sustainability Officer. The answer is no but it has had an external sustainability advisory panel since 2009.    In episode 26, we'll talk about language and the environment – see you then!

This episode is a brief overview of the changes to English language and literature wrought by the Norman Conquest in 1066.Interstitial Correction: She Who Must Be ObeyedMusic: "Rejoice" (GF Handel) perf.  Advent Chamber Orchestra; "Medieval Flute" (Carlos Carty)Support the show

Melvyn Bragg and guests discuss the impact of David I of Scotland (c1084-1153) on his kingdom and on neighbouring lands. The youngest son of Malcolm III, he was raised in exile in the Anglo-Norman court and became Earl of Huntingdon and Prince of Cumbria before claiming the throne in 1124. He introduced elements of what he had learned in England and, in the next decades, his kingdom saw new burghs, new monasteries, new ways of governing and the arrival of some very influential families, earning him the reputation of The Perfect King. With Richard Oram Professor of Medieval and Environmental History at the University of Stirling Alice Taylor Professor of Medieval History at King's College London And Alex Woolf Senior Lecturer in History at the University of St Andrews Producer: Simon Tillotson

Melvyn Bragg and guests discuss the impact of David I of Scotland (c1084-1153) on his kingdom and on neighbouring lands. The youngest son of Malcolm III, he was raised in exile in the Anglo-Norman court and became Earl of Huntingdon and Prince of Cumbria before claiming the throne in 1124. He introduced elements of what he had learned in England and, in the next decades, his kingdom saw new burghs, new monasteries, new ways of governing and the arrival of some very influential families, earning him the reputation of The Perfect King. With Richard Oram Professor of Medieval and Environmental History at the University of Stirling Alice Taylor Professor of Medieval History at King's College London And Alex Woolf Senior Lecturer in History at the University of St Andrews Producer: Simon Tillotson

In this episode of Past Perfect, Chris Mielke is joined by Ádám Nádasdy, a professor of English linguistics and a poet who is famous for translation Sheakspear`s plays into Hungarian. The professor starts the conversation with the Anglo-Norman world, the development of English in the Middle Ages, and the interactions between English and French. You will learn how the difference between „swine” and „pork” appeared, which strange French expressions still exist in English, and when did British start pronounce vowels as it is now. Ádám Nádasdy also speaks about the changes in English between Chaucer to Shakespeare: is it true that Elizabeth I would instead prefer American English over the modern British one?The second part of the interview tells about the current project of the professor, the translation of Dante's „Divine Comedy” into Hungarian. Ádám Nádasdy explains „Science Fiction” of Dante`s Heaven and the mistakes of cosmology, which were made both by Dante and Christopher Columbus. In the end, the professor shares his thoughts on the spirit of the Middle Ages, whether they were gloomy and “gothic,” or did the medieval people enjoy life even more than we do it nowadays. Past Perfect! is CEU Medieval Radio's show on medieval and early modern history and culture, where various issues from the crusades to archeo-zoology to medieval urine sampling are discussed. The discussions are made with the aim to popularize medieval and early modern studies with the help of experts such as early musicians, historians, philologists and archeologists.This episode was recorded in 2013. 

Support the show! www.patreon.com/themidnighttrainpodcast Creepy Ireland Today's episode is on Creepy Ireland. To kick it off right, we wanted to say "top of the mornin' to ye ''' but seeing as how that's just a silly Hollywood invention, we are instead going to say "A hundred thousand welcomes."    Before we get into the meat and potatoes of this episode, I reached out to a friend of ours, Katie, who's father is directly from Ireland. I asked her to see if he had any sort of creepy interactions over there. She also reached out to a cousin who lives over there and I received this message, this morning:   Oh boy I hit the jackpot reaching out to my cousins in Ireland I had no idea about this but here's her message.    Ohhh some that I've heard, well as it happens

In the new episode of Past Perfect, professor Terence Barry from Trinity College, Dublin, speaks about the Norman conquest of Ireland, urban development, and the island's economy in the Middle Ages. He starts with the Normans' invasion, explaining how they appeared on the Irish coast and why it was so difficult to conquer the whole island. In the second part, Terence Barry reveals what castles can say about Anglo-Norman presence in Ireland and how they survived till our days. The last part of the interview is devoted to Irish trade in the Middle Ages. The professor claims that Ireland was an essential part of the European trade routes, having partners everywhere from Italy to Scandinavia. In the end, Terence Barry focuses on markets and fairs, especially on the Kells market in the County Meath near Dublin, where the medieval market cross can still be seen in the heart of the city.Past Perfect! is CEU Medieval Radio's show on medieval and early modern history and culture, where Christopher Mielke casually discusses with his guests various issues from the crusades to archeo-zoology to medieval urine sampling. The discussions are made with the aim to popularize medieval and early modern studies with the help of experts such as early musicians, historians, philologists and archeologists.This episode was first recorded and broadcast in 2013.

Replevin or claim and delivery (sometimes called revendication) is a legal remedy, which enables a person to recover personal property taken wrongfully or unlawfully, and to obtain compensation for resulting losses. Etymology. The word "replevin" is of Anglo-Norman origin and is the noun form of the verb "replevy". This comes from the Old French replevir, derived from plevir ("to pledge"), which is derived from the Latin replegiare ("to redeem a thing taken by another"). Nature. In The Law of Torts, John Fleming has written: From medieval times, there has also come down to us a summary process, known as replevin, by which a man out of whose possession goods have been taken may obtain their return until the right to the goods can be determined by a court of law. Replevin arose out of the need of a turbulent society to discourage resort to self-help and although for a long time primarily used in disputes about distress between landlord and tenant, it was gradually expanded to cover all cases of allegedly wrongful dispossession. If the plaintiff wanted return of his chattel in specie, replevin was a more appropriate remedy than either trespass or trover in which only damages could be recovered. Restoration of the property is, of course, only provisional, pending determination of title. In common law, several types of action existed with respect to deprivation of possession (being subdivided into the wrongful taking of chattels and the unjust detention of them, even where the original taking was lawful): In the case of wrongful taking: A writ of replevin was available only for an unlawful taking in the nature of a wrongful distress, where restitution could be made for the goods wrongfully taken (being in the nature of a redelivery of the pledge or the thing taken in distress) with damages for the loss sustained by such action. As distrained goods are in the custody of the law, any attempt to take them back by force without a writ of replevin could be contested by writ of rescous or de parco fracto, with a remedy in damages. A writ of trespass vi et armis was available in the taking of goods, with a remedy in damages. An action of trover and conversion was available for the non-forcible taking of goods, with a remedy in damages. · In the case of unjust detention: Replevin lay to recover goods still held after a tender of amends. Detinue lay to recover lent goods where the holder refused to return them to the owner. However, the defendant was allowed to exculpate himself by oath, so this action was displaced by that of trover and conversion. At common law, the ordinary action for the recovery of goods wrongfully taken was originally one of detinue, but no means of immediate recovery was possible until the action was tried. Replevin arose to deal with the matter of the illegal distress of goods for rent or damage feasant, in order to procure their restoration to the owner. Illegal distress has been held to occur where: 1. no relationship of landlord and tenant exists at all, 2. there is no demise at a fixed rent, 3. no rent is due, or nondue to the person who has distrained, 4. goods have been released before the distress, or tendered before the impounding, 5. the entry was illegal, or 6. things privileged from distress (for example, neither goods nor chattel) have been seized. Replevin will not lie where if any part of the rent claimed was due, but this defense is not effective where the only rent claimed by the landlord is not recoverable by distress. It has been held that replevin applies to any wrongful taking of goods and chattel. --- Send in a voice message: https://anchor.fm/law-school/message Support this podcast: https://anchor.fm/law-school/support

The Bishop of Lincoln, a French aristocrat called Hugh was much loved for standing up to corrupt kings, and for his holiness. He was declared a saint twenty years after his death 

Enjoy this special preview episode of my History of Modern Politics podcast with Matt Wittlief. Listen to all of the episodes now at HistoryOfModernPolitics.com.  William the Conqueror has taken the throne of England, and the consequences for the English are severe. Once he passes away, things deteriorate until Henry I takes the throne and unites Anglo-Norman and Anglo-Saxon England. Without an heir, the country descends into "the anarchy" upon his death, and we look forward to the House of Plantagenet.  Learn more about your ad choices. Visit megaphone.fm/adchoices

Mike Isaacson: I'm sorry, but there's really no comparison between Irish indentured servitude and African chattel slavery. [Theme song] Nazi SS UFOsLizards wearing human clothesHinduism's secret codesThese are nazi lies Race and IQ are in genesWarfare keeps the nation cleanWhiteness is an AIDS vaccineThese are nazi lies Hollow earth, white genocideMuslim's rampant femicideShooting suspects named Sam HydeHiter lived and no Jews died Army, navy, and the copsSecret service, special opsThey protect us, not sweatshopsThese are nazi lies Mike: Thanks for joining us for episode six of The Nazi Lies Podcast. We've talked about Hitler survival rumors, neo-Nazis denialism, the Jewish Talmud, critical race theory and even lizard people. Today we are going to tackle the myth of Irish slavery. We are joined by Miki Garcia, author of The Caribbean Irish: How the Slave Myth Was Made. Garcia is a 20-year veteran in the media and consulting industry. She has a master's in journalism from the City University of London and is currently working on her PhD at the University of Westminster. Thanks for joining us, Miki. Miki: Thank you for having me. Mike: Before we get into the Irish slavery myth, I want to talk to you about how you came to this research. What sparked your interest in the transatlantic trade of Irish indentured servants? Miki: When I was a student in the 1990s, I did some volunteer work for street workers in the Kings Cross area. It was a rundown area of London in those days and all the people sleeping rough in the 1990s in this specific area were Irish. It was the time when the IRA were bombing across England and the British media was very biased and had a hostile attitude towards Irish people. We didn't have a St. Patrick's Day festival in London. It's hard to believe, but Irish history is not in the school curriculum in England or continental European countries either. So, I asked around, but no one knew what was going on. To clear so many why, I immersed myself in Irish history and language and I play the Irish music instruments as well, and turned out those homeless people were the 1950s immigrant workers. So the decade was the height of Irish immigration. During the post war years, Britain used a substantial number of immigrant workers and many of them were youngsters, teenagers, and I got to know them personally. It was heartbreaking. When Irish people left home, they took a boat and they arrived at Holyhead which is in Wales and they took the train to come to London and the last stop in London was called Euston. And Kings Cross and Euston are basically side by side so there were so many Irish people there newly arrived and settled and so many Irish businesses like Irish pubs, restaurants, hostels, Catholic funeral parlors, barbers and so on. It was a very, very Irish area. I'm basically interested in the Irish diaspora, how the Irish people were influenced by the British policies. There are quite a few people who are interested in their status within the British system. For example, Marx and Engels, German immigrants in England, they were very interested in the Irish people as workers, and they wrote a lot about them. Irish history is most part a history of struggle against England and British imperialism since 1169, the Anglo-Norman invasion. So it's been going on for such a long time, more than 800 years. 852 years. The Irish in the Caribbean have been at the back of my mind for a while and this topic contains so many issues and it's also contentious. I wanted to write about them, but I didn't know where to start. It was the Black Lives Matter movement a few years ago. I saw many discussions on the internet, and there are so many innocent questions like, were Irish people slaves or Black? Or to more aggressive ones like “get over it” and so on. I've written some books on the Irish diaspora before so I wanted to write something very easy, simple, and informative. I think a myth is created because quite often people don't know the facts or the truth, so this is how it started. Mike: Let's start by discussing what Irish indentured servitude was not namely chattel slavery. What were the major differences in how Irish indentured servants and enslaved Africans were treated and dealt with? Miki: By definition, slaves are for life, so they were basically property, and they were owned, no human rights or civil rights. But indentured servants, they work for a time for a few years and they will be free, so they had human rights and civil rights in theory. But the Irish people were not homogenous. The majority of them who went to the Caribbean were forced, but many were born into service. Some of them were colonizers. They were colonial officers, administrators, traders, merchants, skilled workers, soldiers, sailors, and so on. But during the 17th century, forced people didn't exchange a legal contract. There are many types of indentured servants as well, and many wanted to go there. At the end of the servitude, they received land or sugar or whatever raw materials. They bought property, land and they settled just like mainland America, Virginia, Georgia, and so on. So that was their purpose. In the Caribbean, quite a few Irish people went there to have a better life. But it was after Cromwell's invasion, England captured too many people so they didn't know what to do with them, the local prisons were packed so that's why a large-scale systematic transportation policy was set. This produced many forced indentured servants. They were basically so-called political prisoners and criminals, wandering women, spirited children, and orphans, and so on. But within the context of the Caribbean, they were independent Irish settlers. For example, St. Christopher (St. Kitts) became the first English colony in the Caribbean in 1623 and then Barbados, Nevis, Montserrat, Antigua, and Jamaica and so on. So, African people and Irish people are very, very different, legally different as well. Mike: I want to get into the Cromwell stuff. Cromwell, basically, effectively made it illegal to be Irish in the UK. Am I correct in saying that? That's what I got from reading the book. Miki: Yeah. Because basically what England wanted to do is to wipe out the whole population. They wanted to control the whole island. So yeah, that's what's been happening all those years, centuries. Mike: Yeah, because thinking about reading the book, one of the things that you mentioned was that there were technically people that went voluntarily into indentured servitude, but it seemed like their choices were basically either go into indentured servitude to avoid being arrested for vagrancy or get arrested for vagrancy and go into indentured servitude anyway. Miki: Right after Cromwell's invasion, there were a lot of people who were shipped basically, transported. They had no choice. But at the same time, they are always volunteer settlers as well because they had no choice, you know? England sent a lot of soldiers, so they didn't have a life. They wanted to have a better life in general. But majority of them right after Cromwell's invasion, they were basically transported. They didn't have a choice. Mike: Okay. So, now getting back to the neo-Nazis, particularly those of Irish descent, they've drawn parallels between Irish indentured servitude and African slavery usually to downplay the latter while bemoaning the former. You'd think it would be to motivate them, to show solidarity with people of African descent, but they're Nazis, so.. Every myth starts off as a misinterpreted fact as you kind of said, and there were parallels between these two instances of forced labor mainly because they were both industrial processes of the British Empire. What were the similarities between Irish indentured servitude and African slavery? Miki: Irish people were basically the major workforce before Africans were transported. So at the beginning, they were growing tobacco, indigo, cotton and provisions and these can be grown in a relatively small space and sugarcane. The sugarcane production was extremely labor and capital intensive, so it needed unskilled workers. This speeded up with the arrival of Africans. But it's not very simple to pinpoint servants working and living conditions as each locality or planter was different. Some planters were very nice, sympathetic, but some were not so. But generally speaking, Irish servants received better foods and clothing and better living and working conditions than African workers. But in some plantations, because they worked only for a few years, they were treated like temporary slaves, in some cases worse than the slave workers. One of the unique aspects is that some forced indentured servants in the Caribbean, they did very well later in life. Irish workers finished their indenture and left the region or stayed as wage workers, became overseers, foremen, plantation slave owners, traders and so on. Basically, they moved up the social ladder. I saw many documents at the local archives. It is hard to find the information when they arrived, but their wills and inventory of death are easier to find. So this indicates that they have become wealthy plantation owners and more British by the time they died. But this was the purpose of the English. They wanted to make them English. And servants and slaves, they didn't mingle too much when they worked together in the same plantation because they had different tasks and responsibilities, but they cooperated on many occasions. For example, servants joined with slaves in plots of revolts and sea escapes. And these are very well documented in Barbados. When they were caught, slaves got heavier punishment and often tortured and executed. But servants, they were typically sent to other places, for example, from Barbados to Jamaica. Jamaica is huge, so it needed to be settled. And another example is in Jamaica, runaway slaves and servants went to the mountains and they formed independent communities on the mountains and they were called the Maroons. In the early 19th century, the movement for Catholic emancipation in Ireland and Britain and African slave emancipation developed at the same time. In the 1960s, it was the decade of the civil rights movement. There is the similarity of the civil rights struggle in Northern Ireland and with the struggle of the African-American civil rights movement. In the modern-day context, the status of Irish and African people as a major labor force at the bottom of the hierarchy is so visible because they belong to the most powerful nations, Britain and the US. So there are some similarities because they're both a part of American and British imperialism. Mike: Right. And one thing that you didn't mention just now was also the mortality rate, it seemed like there was a pretty high mortality rate not only in the trip over to the Caribbean but also during one's time as an indentured servant. Miki: Yes, because Irish people were not used to the climate, hot and humid climate, so it took time for them to get used to that climate. And also, they were not immune to tropical diseases. There were so many insects because of the climate. But African people were quicker to adjust with the local climate. That's why the Irish people the scorching sun burned their legs so they were called redlegs, and so they really struggled with the climate and tropical diseases as well. And also some early planters were very brutal as well, and they really couldn't survive. Mike: Okay. Now in the book, you talk a bit about the various attitudes and actions that the Caribbean Irish and Irish people in general took towards enslavement of the Africans and those of African descent. Can you talk a bit about that? Miki: The relationship between the colonizer and the colonized can be viewed a bit as like between the superior and inferior group. Thel colonizers, all colonizers, British or European colonizers, they typically felt superior to the colonized. So within the context of the British Empire in the Caribbean, I think Irish and African because they both belong to the working class at the bottom of the hierarchy. So basically, they were treated as second class citizens. And so, Ireland is basically England's oldest colony, the last colony, the southern part is independent, but the north eastern part is not. This means Britain have not been trading Irish people with respect for such a long time. And I think discrimination, prejudice, or stereotypes don't go away immediately because it's in their culture, language, and society, everyday life accumulated over the years, centuries in fact, and I think Irish and British children they know these facts long before they start reading history books. There was a survey in early 1980s in Nottingham, England, primary school children were asked which group was least favorable, Irish, Germans, West Indians, and Asians. Asians means Commonwealth immigrants from India, Pakistan, Bangladesh. They answered Irish. I don't know which area of Nottingham the survey was conducted, but they probably have never really interacted or talked to new immigrants. But the issue is quite deep rooted because they didn't probably know what to think of new immigrants. And Irish children also they know what England did to their country and to them long before they start going to school. So the issue is quite deep rooted. For example, in England, our grandfathers' and fathers' generation fought against the Germans, so they still have bitter feelings so you've got to be careful when you mention the G-word. But the children and grandchildren, they are not angry at the Germans because this was a one-time event in history. So Irish and Africans, they have been within the British or American system for such a long time, so the issue is so deep rooted. What I think is that the things we do, say or feel every day are habitual, so our habitual thinking patterns are passed down through generations. I think you've got to be aware of your stereotypical views or negative thinking patterns too and reframe them with historical facts or healthier views on a conscious level, otherwise it's hard to break the cycle. But I think younger generations, especially the generation Y and Z, because of the internet they are more global and borderless, and they're more relaxed and less competitive. Yeah, I think they are more educated. I think. I don't know, but that's the impression I've got. Mike: One of the things that I was thinking about was towards the end of the book you talk about the Irish that got involved in the abolition movement. Could you talk a bit about that? Miki: There are a lot of people who are against the slavery, but before Atlantic slavery trade started, Irish people have been really oppressed by England. Daniel O'Connell and all the rest, there are quite a few people who are against the oppressive regime, England or wherever. These two, Catholic emancipation and African slave emancipation, they went hand in hand. The argument they were making were basically the same. It started at the end of the 18th century and at the beginning of 19th century. They acquired Catholic emancipation first and then African slave emancipation, but England couldn't really give up the Atlantic slave trade because it was just too lucrative. And so they created this new system called apprentice system. It didn't end immediately but gradually, it wasn't very lucrative anymore because it was highly dangerous and morally wrong as well. So yeah, gradually, things developed and ended. Mike: Could you talk a bit about the apprentice system real quick? Miki: Apprentice system, it was basically English people trying to justify themselves. African slave workers, they are not used to being independent because when they were working, religion was banned, religion was highly dangerous. That's what they thought. Education, religion, and none of those empowering activities were possible, so they believed that African people need to go through stages to be independent. So basically, it's more like indentured servitude. They sort of changed the title apprentice, but what they did exactly was exactly the same. They just changed the title. But it was a gradual development. Mike: And there were Irish people at the time that came out against the apprentice system too, right? Miki: Some people, yeah, but not all of them. As I said earlier, Irish people are not homogenous. And a lot of people who are still in the Caribbean in the late 17th and early 18th century,and became quite wealthy as well. Yeah, a lot of people were against. But in reality, it was very difficult to have an opposing opinion because it was also very dangerous because a lot of people are very, very directly, indirectly involved with the business. It was all over, not just the Caribbean. They were in America as well that they are established trades, you know? There were so many people benefiting from the trade in not just the Caribbean but in mainland America and British Isles as well. So a lot of people were pretty much part of the British Empire in those days. Mike: Okay. So next, I want to talk about sources, which is my favorite thing to talk about with historians and journalists. What sources were you using to tell the story of the Caribbean Irish and how did you navigate the bias of these authors? Miki: I think there are quite a few history books out there and probably more academic than general books. This is another reason why I wanted to write something broad and sort of an overview of the Irish people who went there. I've read a lot, but I've visited local archives throughout the Caribbean and London of course and the Netherlands and Portugal as well. I used primary sources, witness accounts and diaries when I could to navigate the biases, especially when you are writing something Irish history, Irish affairs, I think you need to read widely from different sources, writers. Catholic and Protestant writers, for example, have their own perspective to explain the same historical events. The books written by revisionists, historians and third-party writers are also very important to us. So just read as much as I can and that's what I do so that you can form your own opinion writing voice, I think. Mike: Yeah, your use of sources really comes through in the book. Just the amount of names that you have in the book to start with. It's incredible how many people's stories you're able to tell. Miki: Yeah, it's interesting, you know? The local archives were absolutely brilliant because imagine it's so humid and hot, and you get to see century old documents, papers. It's just amazing. A lot of them are so unreadable, and paper changes color but still, it's just so amazing they still survive those heat and humidity. Yeah, I was amazed. Mike: It's my firm conviction that the purpose of studying history is to provide instructive lessons for the present. What historical lessons does the story of the Caribbean Irish have to teach us? Miki: Some people think this event occurred in a faraway land many, many years ago, but I think we are all connected. I'm not going into an esoteric spiritual argument here, but we can learn a lot from the Irish diaspora because the Irish diaspora is so unique because it was not a one-time event in history, but it occurred across centuries and continents involving diverse individuals, so that's why it's used as a screening device or a massive database. You can integrate a wide range of subjects such as race, ethnicity, class, gender, and social inequality and all the rest of it. For example, I visited Bucharest, the capital of Romania, and Sofia, Bulgaria a few years ago. These countries are the weakest economies within the EU, and what I noticed first was that these countries have few youngsters as many of them are gone to Germany or France, the UK where they can make more money, so it's kind of normal. But at the same time, I spotted cracks on the streets, derelict buildings in the city centers and graffiti on the wall, but no workers are left in the countries to fix those infrastructure and buildings, and the crime rate is getting higher. My initial thought was that this was a bit like Dublin in the 1950s when the Irish government wants to build their country and infrastructure. All their capable workers were in England. In the late 1950s, the Irish government had to ask the workers to come home, officially ask them to come home. They said that the economy is better. It was getting better, but not significantly. It was more like a gradual improvement. But anyway, the EU definitely needs to reform. They were talking about it because of Brexit but the COVID pandemic disrupted. So anyway, as long as these European countries belong to bigger and powerful economies, there'll be not only economic but also cultural and social consequences as well. There is a case study. We can learn a lot from the Irish experience. Mike: So, you're currently enrolled in a PhD program. What research are you working on now? Miki: I'm looking at the Irish diaspora newspaper, Irish immigrant newspaper in London that functioned as the voice of the working-class movement in England during the mid-20th century. The purpose of this newspaper was to unite two Irelands and protect Irish people's rights in Britain. What they did was they tried to bring the Irish question and working-class people together. The working-class movement means they operated with the general left wing and anti-fascist movement, Rhodes' base. They worked with left wing organs, trade unions, communist parties, labor parties, mainly with the London headquarters but in the three jurisdictions, London, Belfast, and Dublin. So this newspaper was basically a political campaign tool. This newspaper's office was also in the Kings Cross area. Right after the war, first war years, this was the only support system for Irish people in England so they helped a lot of Irish immigrants as well. Yeah, so it's a very exciting project. Mike: Miki Garcia, thank you so much for coming on The Nazi Lies Podcast to talk about the Irish slavery myth. The book again is The Caribbean Irish: How the Slavery Myth Was Made out from Chronos Books, which provides a great introductory account of Irish indentured servitude. She also has two other books on the Irish diaspora, Rebuilding London Irish migrants in Post-War Britain and The Irish Diaspora in a Nutshell both out from The History Press. You can follow Miki Garcia on twitter @mikigarcia. Thanks once again for coming on the podcast. Miki: Thank you! Mike: If you enjoyed what you heard and want to support The Nazi Lies Podcast, consider subscribing to our Patreon or making a one-time donation via Cash App or PayPal, both username Nazi Lies. [Theme song]

Was the harp banned by Queen Elizabeth? Hear the origins of the song Soul of a Harper by Rie Sheridan Rose. Songwriting as a parent offers its own special joys, songs about the children we love. Plus, was it horrible, the night that Paddy Murphy died? Welcome to Pub Songs & Stories. This is a Virtual Public House for musicians to share the stories and inspiration behind their music. My name is Marc Gunn. Today's show is brought to you by my Gunn Runners on Patreon. Subscribe to the podcast and download free music when you sign up at PubSong.com. #pubsongs #harpers #queenelizabeth WHO'S PLAYING IN THE PUB TODAY 0:32 - “The Night Paddy Murphy Died” from Going for Brogue 6:11 - WELCOME kids back in school. Correction from last show 10:22 - “The Lady of Setliff Manor” from Soul of a Harper 12:22 - TRAVEL WITH CELTIC INVASION VACATIONS. Every year, I take a small group of Celtic music fans on the relaxing adventure of a lifetime. We don't see everything. Instead, we stay in one area. We get to know the region through its culture, history, and legends. You can join us with an auditory and visual adventure through podcasts and videos. We're going to Scotland in 2022. Join the invasion at http://celticinvasion.com/ 13:40 - Was the harp banned by Queen Elizabeth? That's the story that Rie Sheridan Rose heard. It led to the creation of a great song first recorded by my old band, the Brobdingnagian Bards. It also became the album title for my first official solo CD. Rie Sheridan Rose is a published author and poet. Little did I know when she gave me the lyrics to this song that I would be singing it twenty years later and have collaborated with her on many songs since. You can hear more of her songs and about our collaborations on show #210 of this show. 16:34 - History on Rie's Story I did a search to find out more about this period in history, to sort of corroborate Rie's story. I found several websites that said, yes indeed, it did happen. Here's some info from HipHarp.com: “The Irish harpers began to be suppressed after the Anglo-Norman invasion in the 12th century, which broke down the old cultural systems. The kings, who always had their own personal harpers, who were of very high standing, were replaced with English nobles. The Irish harpers began an existence of wandering from court to court. The English accused them of being spies. Queen Elizabeth decreed in 1603 that all Irish harp players should be hung and their harps burned. Interestingly, the British loved Irish harp music and usually employed harp players of their own. Queen Elizabeth had one. I guess he was immune. Cromwell was even more radical than Elizabeth and pretty much finished them off. Of course the harp tradition didn't die out all at once. Turlough O'Carolan, the most famous of the Irish harpers we have on record lived from 1670-1738. But 1792 was the last harp meeting in Belfast and by the beginning of the 19th century harp playing had pretty much died out. In Scotland the harp players were able to hide out in the Highlands, but the Battle of Culloden (1745?) pretty much finished off Scottish Highland culture and with it the harp players.” 19:32 - “Soul of a Harper” from Brobdingnagian Fairy Tales 23:01 - Songwriting as a parent offers its own special joys, songs about the children we love. Autoharpers like myself often liken ourselves to actual harpers. The great Irish harper, Turlough O'Carolan, is a favorite of us, but now it's time to highlight an actual harper and songwriter. Sharon Powers is a Celtic harpist in Birmingham, AL. She has played professionally since 2016. Her musical stylings lend both touches of elegance and whimsy that delight the ears of all who listen. She is also the mother of a baby named Arthur as she'll tell you about it in her story. 26:12 - “Arthur's Lullaby” by Sharon Powers from Single -- New Irish & Celtic Song Lyrics. I updated the lyrics for all of the songs I sing in this show. You will find lyrics and chords so you can play along with me. Just click the song title to find the lyrics or follow the link in the shownotes to find more Irish & Celtic song lyrics. 30:02 - UPCOMING SHOWS THURS: Coffee with The Celtfather on YouTube (Season 8.5) @ 12:00 PM Eastern JUN 17: Carmanda Art Show on YouTube @ 12:00 PM Eastern. Free! JUN 17: Celtfather Live @ 8 PM ET. Get your tickets. JUN 18-20: Magic City Con, Birmingham, AL JUN 27: Tucker Brewing Company, Tucker, GA @ 3:30-6:30 PM  ET You can find my complete calendar on my website. 31:14 - SUPPORT WHAT YOU LOVE If you enjoy the music in this show, please show your support. You can learn more about my guests by following the link to them on the website. Sign up to our mailing lists. Buy music or merch. Follow us on streaming and tell a friend. Pub Songs & Stories is based on the value-for-value model. If you get pleasure from this show, you can buy my Virtual Public House CD or send me a few bucks to keep it going. Or best of all, Join the Gunn Runners Club on Patreon. Your support pays for the production and promotion of my music and this podcast. Follow the link in the shownotes. Special thanks to my newest patrons: Amelia Pantone, Ron Lankford, Rod Nevin If you have questions or comments, email me or Chat in the Celtic Geeks group on Facebook. -- Post a review in Apple Podcasts. If you enjoy the show, please subscribe or post a review on Apple Podcasts. I'd love your feedback. 32:40 - “Everybody Needs A Drinking Song” from Don't Go Drinking With Hobbits Pub Songs & Stories was produced by Marc Gunn. The show is edited by Mitchell Petersen with graphics by Miranda Nelson Designs. You can subscribe in your favorite podcatcher or listen on my website where you can subscribe to my mailing list. I'll email you regular updates of new music and podcasts, special offers, and you'll get 21 songs for free. Welcome to the pub at www.pubsong.com!

Is the 2022 Ford F-150 Lightning enough to convince the "typical truck guy" to switch to electric? Jarod and Luke discuss Ford's electric vehicle investments and its implications on the future of Tesla, Rivian, and the future of EVs. Links to stuff we talked about: https://www.ford.com/trucks/f150/f150-lightning/2022/ https://www.youtube.com/watch?v=J2npVg9ONFo https://rivian.com/ https://www.youtube.com/watch?v=m7atGkba-Z8 https://www.torquenews.com/13417/tesla-s-planned-25k-car-could-end-being-half-price-when-incentives-kick https://carbuzz.com/features/ford-f-150-lightning-vs-rivian-r1t-electric-truck-wars https://www.goethe.de/ins/gb/en/kul/ser/arc/vll/21618144.html Anglo-Norman language - Wikipedia https://www.history.co.uk/articles/the-kaiser-the-tsar-and-king-george-v-cousins-at-war-in-ww1 History Correction: While Queen Victoria did frequently speak German with her family and some German friends, she did not regularly use it in official business. In fact, English was the predominant language of the royal court throughout the modern era. During the early years of the English monarchy, though, French was the official language of the royalty. This was the case from William the Conqueror in 1066 until Henry IV in 1413. From then onward, English was the predominant language of the nobility with French and German being a second language in the upper classes. It seems as though Jarod needs to read a book or two on British Nobility.

Bail is a set of pre-trial restrictions that are imposed on a suspect to ensure that they will not hamper the judicial process. Bail is the conditional release of a defendant with the promise to appear in court when required. In some countries, especially the United States, bail usually implies a bail bond, a deposit of money or some form of property to the court by the suspect in return for the release from pre-trial detention. If the suspect does not return to court, the bail is forfeited and the suspect may possibly be brought up on charges of the crime of failure to appear. If the suspect returns to make all their required appearances, bail is returned after the trial is concluded. In other countries, such as the United Kingdom, bail is more likely to consist of a set of restrictions that the suspect will have to abide by for a set period of time. Under this usage, bail can be given both before and after charge. For minor crimes, a defendant may be summoned to court without the need for bail. For serious crimes, or for suspects who are deemed likely to fail to turn up in court, they may be remanded (detained) while awaiting trial. A suspect is given bail in cases where remand is not justified but there is a need to provide an incentive for the suspect to appear in court. Bail amounts may vary depending on the type and severity of crime the suspect is accused of; practices for determining bail amounts vary. In law, a verdict is the formal finding of fact made by a jury on matters or questions submitted to the jury by a judge. In a bench trial, the judge's decision near the end of the trial is simply referred to as a finding. In England and Wales, a coroner's findings used to be called verdicts but are, since 2009, called conclusions. Etymology. The term "verdict", from the Latin veredictum, literally means "to say the truth" and is derived from Middle English verdit, from Anglo-Norman: a compound of ver ("true", from the Latin vērus) and dit ("speech", from the Latin dictum, the neuter past participle of dīcere, to say). Criminal law. In a criminal case, the verdict, which may be either "not guilty" or "guilty"—except in Scotland where the verdict of "not proven" is also available—is handed down by the jury. Different counts in the same case may have different verdicts. A verdict of guilty in a criminal case is generally followed by a judgment of conviction rendered by the judge, which in turn is followed by sentencing. In U.S. legal nomenclature, the verdict is the finding of the jury on the questions of fact submitted to it. Once the court (the judge) receives the verdict, the judge enters judgment on the verdict. The judgment of the court is the final order in the case. If the defendant is found guilty, he can choose to appeal the case to the local Court of Appeals. --- Send in a voice message: https://anchor.fm/law-school/message Support this podcast: https://anchor.fm/law-school/support

Irish towns, seeped in history and with stories going back centuries are embedded in the Irish folk memory.   In order to preserve this vital part of our ancient past, the Irish Walled Towns Network (IWTN) was established by the Heritage Council in 2005.   It exists to help these urban centres become better places to live, work and visit. A walled town is a town that had walls and features like gates, towers, and earthen ditches built around it, to defend the occupants, and control the flow of people and revenue in and out of the town. They were also seen as status symbols reflecting wealth and influence.   While some walled towns date back to the Viking period, the majority date from the Anglo-Norman / medieval period. However, there are some examples of towns that were walled in the 1600s.    Town walls and their associated features are now recognised as National Monuments.   Most walled towns have only sections of the walls remaining, however, the circuit of the walls usually mark and define the historic core of the town.   In today's podcast, Ian Doyle, Head of Conservation with The Heritage Council, explains the importance of the scheme, and why walled towns remain an integral part of Irish life to this day.   He also discusses Irish Walled Towns Network grants for interpretation and events projects, which support initiatives that help make the towns better places to live and to help raise awareness about the important heritage of the town, which leads to increased tourism and pride of place.    Numerous interpretation and conservation projects that the Irish Walled Towns Network has supported have gone on to win awards like Chambers Ireland, and Local Authority Members Association (LAMA) Community and Council awards.   On the show we also chat with, Róisín Burke, Project Manager of the Irish Walled Towns Network, who gives an overview of the all-island organisation, with members from north and south of the border     And finally we chat with Sarah McCutcheon, Executive Archaeologist with Limerick City and County Council, and Vice- Chair of the Irish Walled Towns Network Committee, who discusses the achievements to date in Kilmallock and Limerick City. The Heritage Council: Website Facebook Instagram Twitter LinkedIn YouTube This podcast has been produced by Fuzion Communications.

Today we are looking at the origins of the word music, which is something that is quite important to me as I like to sing, play various musical instruments, and to write songs and tunes. Music comes from the Middle English word musyke [ˈmiu̯ziːk], which was borrowed from the Anglo-Norman musik/musike, which came from the […]

Merriam-Webster's Word of the Day for February 7, 2021 is: ragamuffin • RAG-uh-muf-in • noun : a ragged often disreputable person; especially : a poorly clothed often dirty child Examples: "[Bill Eddins] saw the photograph on sale years ago and ever after has recited the story of its purchase to visitors of his office. 'It's not me in the picture. We were too poor to afford a camera,' the story goes. 'But if we had had enough money to afford photography, that's what I would have looked like.' The ragamuffin, 5 or 6 years old, stared straight out of the frame at the viewer with a look that seemed to say, 'It's sure hot, mister, ain't it.'" — Colin Warren-Hicks, The Pensacola (Florida) News Journal, 16 Dec. 2020 "The Amarilla Club was full of festive ragamuffins. Their frowsy heads protruded from every window, and from within came drunken shouts, the thumping of feet, and the twanging of harps." — Joseph Conrad, Nostromo, 1904 Did you know? If you've guessed that rag or ragged is related to ragamuffin, you may be correct, but the origins of the word are somewhat murky. In Middle English, ragamuffin functioned both as a surname and generically to denote a ragged (and sometimes stupid) person, and in the Middle English alliterative poem Piers Plowman William Langland used the word to serve as the name of a demon. The muffin part of ragamuffin may have its origin in either of two Anglo-Norman words for a devil or scoundrel, but that too is uncertain. No matter its muddied history—the word has continued to develop in modern times. It can also refer to a type of music with rap lyrics and a reggae beat.

In this episode I talk Edward Mills and Dr. Tom Hinton about their supervisory relationship, from exchanging their first speculative emails about the PhD to working together now on a postdoctoral project.  Music credit: Happy Boy Theme Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 3.0 License http://creativecommons.org/licenses/by/3.0/    Podcast transcript 1 00:00:09,000 --> 00:00:15,000 Hello and welcome, R, D and And The Inbetweens, I'm your host, Kelly Preece, 2 00:00:15,000 --> 00:00:31,000 and every fortnight I talk to a different guest about researchers development and everything in between. 3 00:00:31,000 --> 00:00:36,000 Hello and welcome to the latest episode of R, D and The Inbetweens. 4 00:00:36,000 --> 00:00:44,000 It's Kelly Preece. And today I'm gonna be talking to both sides of a PhD supervisory team to Edward Mills. 5 00:00:44,000 --> 00:00:53,000 He's been on this podcast a few times, talking about writing up his thesis and preparing for your Viva is here today with his PhD supervisor 6 00:00:53,000 --> 00:01:02,000 and now postdoc supervisor Dr. Thomas Hinton to talk about the supervisory relationship from both sides. 7 00:01:02,000 --> 00:01:11,000 What makes a good supervisor? What makes a good supervisor? And what advice they have for other students and academics. 8 00:01:11,000 --> 00:01:14,000 So, Tom, first, you happy to introduce yourself? Yes. 9 00:01:14,000 --> 00:01:15,000 So I'm Tom Hinton. 10 00:01:15,000 --> 00:01:26,000 I'm a senior lecturer in French in the Department of Modern Languages, specialised in the Middle Ages, particularly medieval French and Occitan Fab. 11 00:01:26,000 --> 00:01:32,000 Edward. Hello, my name's Edward. I am just in the process of finishing up my PhD 12 00:01:32,000 --> 00:01:38,000 I've just submitted my corrections in modern languages. Work on many of these similar areas. 13 00:01:38,000 --> 00:01:44,000 Tom. Really Which is appropriate, I think, given the focus for for this podcast. 14 00:01:44,000 --> 00:01:49,000 So, yeah, we're gonna talk about the supervisory relationship and the particular supervisory 15 00:01:49,000 --> 00:01:53,000 relationship that Tom and Edward have experienced over the past four years. 16 00:01:53,000 --> 00:01:57,000 I guess best thing to do is go right back to the start. Back to the beginning. 17 00:01:57,000 --> 00:02:03,000 So how did you come to be Tom's student Edward? 18 00:02:03,000 --> 00:02:05,000 So I am very fortunate. 19 00:02:05,000 --> 00:02:18,000 I think on one thing which I am conscious of in this episode is I'm going to give everybody supervisor envy. But to go way back. 20 00:02:18,000 --> 00:02:22,000 It actually happened because of an email that we sent out. 21 00:02:22,000 --> 00:02:32,000 So I was working in France after finishing my master's and my masters supervisor who knew that myself, 22 00:02:32,000 --> 00:02:37,000 another master's candidate, were interested in doing PhDs 23 00:02:37,000 --> 00:02:43,000 occasionally sent out emails to us saying, you know, have you seen this opportunity for funding, this opportunity for funding and so on and so forth. 24 00:02:43,000 --> 00:02:51,000 And it just so happened that Tom had sent one round about some funding that was available in Exeter, 25 00:02:51,000 --> 00:02:59,000 mentioning that there were these three student ships and it would be great to have some mediaeval French representation 26 00:02:59,000 --> 00:03:07,000 in amongst that this sort of new cohort and that French specific PhD funding was and still is quite rare. 27 00:03:07,000 --> 00:03:18,000 So I sat down over Christmas five years ago and wrote an email, basically, and that's sort of where it started, isn't it, Tom? 28 00:03:18,000 --> 00:03:29,000 Really? Yeah, I think it's a I mean, that's how a lot of PhD supervisor relationships start, I think is through someone e-mailing in this case. 29 00:03:29,000 --> 00:03:31,000 I was, as I would explain, 30 00:03:31,000 --> 00:03:39,000 I was trying to be proactive in terms of putting feelers out to colleagues around the country to see if they had students who be interested. 31 00:03:39,000 --> 00:03:47,000 And then you get an email in your inbox. And I think obviously it's important that the project is a good fit. 32 00:03:47,000 --> 00:03:52,000 So it doesn't it doesn't have to be exactly what you're working on, but you have to, as a supervisor, 33 00:03:52,000 --> 00:03:58,000 be able to see yourself giving good value, being the right person for that project. 34 00:03:58,000 --> 00:04:03,000 In this case, it did so happen that it was remarkably close to what I was interested in. 35 00:04:03,000 --> 00:04:10,000 And I think, um, the the topic immediately caught my interest. 36 00:04:10,000 --> 00:04:13,000 So was that so that you said that there was funding available? 37 00:04:13,000 --> 00:04:22,000 So was there an interview process? Did you like what kind of interaction did you have in advance of you starting Ed? 38 00:04:22,000 --> 00:04:28,000 Edward, did you speak on the phone or did you meet and get to meet in person or. 39 00:04:28,000 --> 00:04:33,000 So we most did it via e-mail. I think Tom is not fair to say. 40 00:04:33,000 --> 00:04:38,000 Yeah, I think almost entirely wasn't it I think. Yeah. I actually spoke face to face to you. 41 00:04:38,000 --> 00:04:43,000 I don't think we ever spoke on the phone. But the time we spoke face to face, I think you already had your offer. 42 00:04:43,000 --> 00:04:47,000 I think that's why. Yeah. So there was an application process. 43 00:04:47,000 --> 00:04:57,000 I actually did something I wouldn't recommend to future applicants, which is I only applied for this one particular pot of funding. 44 00:04:57,000 --> 00:05:01,000 I this was university funding rather than DTP funding. 45 00:05:01,000 --> 00:05:06,000 So looking back, I was incredibly fortunate that I was successful in this respect. 46 00:05:06,000 --> 00:05:12,000 I would definitely recommend applying for funding in as many places as possible. 47 00:05:12,000 --> 00:05:16,000 But in terms of the particular funding stream that I was on. 48 00:05:16,000 --> 00:05:21,000 Yeah, there was an application and interview process. 49 00:05:21,000 --> 00:05:26,000 So I'd say that our correspondance kind of split into two phases roughly. 50 00:05:26,000 --> 00:05:31,000 The first one was when we were kind of hammering out what the project would would be about. 51 00:05:31,000 --> 00:05:36,000 And again, that was mostly for me. I think it's it's fair to say, Tom, I think that's really the right way of going about it. 52 00:05:36,000 --> 00:05:40,000 Yeah. And I think that's quite it's kind of surprisingly important stage. 53 00:05:40,000 --> 00:05:51,000 I think potentially in it as a supervisor, I see that's the time when I can ask questions that that might prompt further reflection, 54 00:05:51,000 --> 00:05:56,000 might prompt revision of certain parts,  improvements. 55 00:05:56,000 --> 00:06:00,000 So that by the time a candidate arrives at they're actually submitting an actual application. 56 00:06:00,000 --> 00:06:07,000 They're in the best possible place. I think it's you know, if this relationship is going to work well afterwards, 57 00:06:07,000 --> 00:06:13,000 it's useful if you can kind of get it in even in that speculative phase when you don't know if you need to get to work together. 58 00:06:13,000 --> 00:06:18,000 I've had other students where they weren't successful in the applications, 59 00:06:18,000 --> 00:06:25,000 and you could look at that as a lost time when you invest time in in a student and helping them to refine their ideas. 60 00:06:25,000 --> 00:06:31,000 But actually, it's it's crucial, I think, once that those projects that do get off the ground once you get going, 61 00:06:31,000 --> 00:06:36,000 because then it allows you to already know that you are probably for it. 62 00:06:36,000 --> 00:06:43,000 I mean, I'll ask you here, Edward, but I think for the student, it's an opportunity to kind of see how you might work with that supervisor as well. 63 00:06:43,000 --> 00:06:48,000 Intellectually. Yeah, I think that's that's absolutely right. 64 00:06:48,000 --> 00:07:00,000 And I remember being very struck when I started emailing back and forth and we started coming to see the second stage in particular, 65 00:07:00,000 --> 00:07:08,000 which was why me producing a rough research proposal now kind of refining it together. 66 00:07:08,000 --> 00:07:14,000 I think we went through several versions of it, didn't we, before before we submitted it. 67 00:07:14,000 --> 00:07:28,000 And I remember being struck by the level of detail of care and of interest that Tom showed for it. 68 00:07:28,000 --> 00:07:32,000 It's definitely an opportunity, as you said, time for the student to see how the relationship would work. 69 00:07:32,000 --> 00:07:38,000 And it was something that really. Made me think that. 70 00:07:38,000 --> 00:07:39,000 Exeter was a place I'd want to go. 71 00:07:39,000 --> 00:07:45,000 This isn't an advert for the University of Exeter or necessarily for Tom Hinton, though I certainly would make that in a heartbeat. 72 00:07:45,000 --> 00:07:51,000 But it's if you get that sense that there's a good dialogue going between you. 73 00:07:51,000 --> 00:07:57,000 It's it's really, really positive step. Nothing made me feel. 74 00:07:57,000 --> 00:08:03,000 More keen to go to Exeter. Or to work with this particular supervisor, 75 00:08:03,000 --> 00:08:11,000 then the degree of interest that there was in the feeling that this was a project that that you take it on were interested in. 76 00:08:11,000 --> 00:08:13,000 I think. 77 00:08:13,000 --> 00:08:20,000 I think I think that that's a it's such an important part of the process and it's not depending what discipline you're in, it's not always possible, 78 00:08:20,000 --> 00:08:30,000 because particularly in the sciences, you're applying to a very specific project which is led by a very specific supervisor or principal investigator. 79 00:08:30,000 --> 00:08:34,000 But we're kind of in the more humanities and social sciences. 80 00:08:34,000 --> 00:08:41,000 It's such so important to have that conversation. It's like you say, Tom, it's not just about how you're going to work together intellectually, 81 00:08:41,000 --> 00:08:46,000 but also about actually what the dynamic of the relationship is going to be. 82 00:08:46,000 --> 00:08:53,000 And if that that that is right for you, it's kind of like an audition like it for you both to sort of feel like, is this is this going to work for us? 83 00:08:53,000 --> 00:09:00,000 Is this going to be the kind of relationship that we're both going to find? 84 00:09:00,000 --> 00:09:05,000 Intellectually and I guess professionally is the word I'd use fruitful. 85 00:09:05,000 --> 00:09:10,000 Say they want to commit to over a significant period of time? It is. 86 00:09:10,000 --> 00:09:15,000 Yeah, I'm pleased to say that I managed to I managed to dupe Tom and four a bit. 87 00:09:15,000 --> 00:09:22,000 Years later, he's still trying to escape, I believe. So. 88 00:09:22,000 --> 00:09:30,000 Thinking about this over the span of the past four years of your supervisory relationship. 89 00:09:30,000 --> 00:09:34,000 What will? I guess I'll ask you first. 90 00:09:34,000 --> 00:09:36,000 Edward, what? How would you describe the dynamic of it? 91 00:09:36,000 --> 00:09:44,000 You talked about how in those initial interactions you felt that there was an awful lot of attention to detail and a sense of care. 92 00:09:44,000 --> 00:09:49,000 Is that did that kind of follow through in there in the rest of the relationship? 93 00:09:49,000 --> 00:09:55,000 How how would you say the dynamics are? Yeah, I think it definitely did carry on through. 94 00:09:55,000 --> 00:09:59,000 So in our first meeting together in September, we already met in person over the summer. 95 00:09:59,000 --> 00:10:02,000 But in our first sort of September meeting, 96 00:10:02,000 --> 00:10:10,000 Tom suggested that we start by effectively just discussing the document that I've been working on over the previous few months, 97 00:10:10,000 --> 00:10:15,000 which was the research proposal, just seeing if anything had changed in the couple of months since, 98 00:10:15,000 --> 00:10:23,000 obviously I'd last discussed it with him and seeing if anything new had come up and discussing how we might get started. 99 00:10:23,000 --> 00:10:27,000 Which in the arts nad humanities is often a difficult conversation to have. 100 00:10:27,000 --> 00:10:32,000 So, yeah, I definitely did, I think continue on that sense of good care and an interest. 101 00:10:32,000 --> 00:10:35,000 Yeah. What about. What about for you, Tom? 102 00:10:35,000 --> 00:10:44,000 How would you describe your dynamically working relationship with Edward as this as a supervisor and supervisor? 103 00:10:44,000 --> 00:10:49,000 I think the great thing about Edward is that he'll always come to meetings with ideas. 104 00:10:49,000 --> 00:10:56,000 So there's always something to discuss. There's always a really some really interesting routes in 105 00:10:56,000 --> 00:11:07,000 And I guess for me it's been I'd say, first of all, I want to talk about it intellectually and then about sort of interpersonally, intellectually. 106 00:11:07,000 --> 00:11:13,000 It's been an interesting experience supervising PhD that's really quite close to the kinds of questions that I'm interested in, 107 00:11:13,000 --> 00:11:22,000 because I've been very aware all the way through not wanting to to guide the project in the way that I might have if it was me working on it. 108 00:11:22,000 --> 00:11:27,000 So it's obvious it's crucial that this is the student's project. 109 00:11:27,000 --> 00:11:35,000 And your role as supervisor, I think, is to try to prompt, to nudge, to advise, but not to not to guide or to take over in any way. 110 00:11:35,000 --> 00:11:41,000 Hopefully that's something I've managed to avoid doing. And interpersonally, I think it's always been. 111 00:11:41,000 --> 00:11:43,000 It was very straightforward and easy from the start. 112 00:11:43,000 --> 00:11:50,000 I think we were lucky from that point of view because, you know, there's an element of luck about this as well. 113 00:11:50,000 --> 00:11:56,000 So you get a bit of a sense of of your supervisor's personality and your students personality from early exchanges. 114 00:11:56,000 --> 00:12:00,000 But in the end, you you can bring two people together. 115 00:12:00,000 --> 00:12:05,000 Hopefully we'll get on and certainly be professional. You know, it's very important that professional relationship. 116 00:12:05,000 --> 00:12:10,000 In our case, I think we did get on genuinely with. We are friends now. 117 00:12:10,000 --> 00:12:16,000 And and that's a that's that was a really good serendipitous thing. 118 00:12:16,000 --> 00:12:25,000 But I think as a supervisor, even if you didn't have immediate chemistry with the student on an interpersonal level, 119 00:12:25,000 --> 00:12:31,000 you obviously have responsibilities and a professional attitude that you need to have. 120 00:12:31,000 --> 00:12:40,000 You can maybe talk about that as well later on, what you're saying about the kind of the interpersonal, but also. 121 00:12:40,000 --> 00:12:45,000 You know how you work with someone professionally, I think it's really important because, yes, 122 00:12:45,000 --> 00:12:54,000 in either lots of cases you do have that sort of interpersonal connection and you do kind of end up becoming not just, 123 00:12:54,000 --> 00:12:57,000 you know, colleagues or supervisors supervisor, but friends. 124 00:12:57,000 --> 00:13:02,000 But that's not always the case because it's not always the case with anybody we work with in our professional lives. 125 00:13:02,000 --> 00:13:08,000 And just because you don't have that kind of platonic connection with someone doesn't 126 00:13:08,000 --> 00:13:15,000 mean that you can't work very productively with them on a professional level. 127 00:13:15,000 --> 00:13:27,000 Yeah, I think that's really nicely put, actually. I think yeah, I think that's my experience of sort of second hand experience of other colleagues. 128 00:13:27,000 --> 00:13:34,000 Supervisory relationships is that on the whole I think As you suggested, the staff most often there is there. 129 00:13:34,000 --> 00:13:42,000 I mean, it's it's quite a natural thing to evolve out of being so closely involved with someone's work and not just work, but their working life, 130 00:13:42,000 --> 00:13:50,000 I suppose, over such a long period of time that there very often is a strong personal relationship that develops and the supportive relationship. 131 00:13:50,000 --> 00:13:56,000 But it's not it's not a given. And even in cases where that didn't develop. 132 00:13:56,000 --> 00:14:01,000 I think the important thing is that there's a strong professional relationship. 133 00:14:01,000 --> 00:14:07,000 And one thing I'd add to that, actually, you were very kind earlier, Tom, to mention I come to. 134 00:14:07,000 --> 00:14:12,000 We call them supervisions. I think that's probably a hangover from. 135 00:14:12,000 --> 00:14:23,000 Where I did my undergraduate and various other bits of terminology, but meetings or kind of contact events or whatever you want to call them. 136 00:14:23,000 --> 00:14:30,000 I think coming to them with ideas is something I would encourage all students to do when working with supervisors. 137 00:14:30,000 --> 00:14:36,000 Tom and I both did. Alternate components of the same training. 138 00:14:36,000 --> 00:14:39,000 I think didn't we Tom in the kind of the first couple of months. 139 00:14:39,000 --> 00:14:43,000 So I had it as a hDE session on working with the supervisors, 140 00:14:43,000 --> 00:14:51,000 which is now being developed into an excellent set of online resources put together by one of our PGRs. And there's an ECR or supervisors equivalent to that. 141 00:14:51,000 --> 00:14:57,000 And I think one thing we both fully took away from the versions of that was that. 142 00:14:57,000 --> 00:15:07,000 As a PhD student, you have a lot more responsibility for shaping your project than you may be used to from an undergraduate or master's perspective. 143 00:15:07,000 --> 00:15:10,000 So I would always be. 144 00:15:10,000 --> 00:15:20,000 Possibly slightly annoying in coming to Supervisions which is certainly the early ones with an actual agenda, which may be overkill. 145 00:15:20,000 --> 00:15:24,000 But I would always come along with ideas of what I wanted to discuss because 146 00:15:24,000 --> 00:15:31,000 I was very conscious from the start of the fact that my supervisor's time, 147 00:15:31,000 --> 00:15:37,000 one of my supervisors in the plural, because of course, it's not just the one person supervision job is precious. 148 00:15:37,000 --> 00:15:46,000 And I want to effectively milk my supervisors as efficiently as possible. 149 00:15:46,000 --> 00:15:56,000 You've been working together for four years now on the PhD, but also on a postdoctoral project which we can perhaps come to later. 150 00:15:56,000 --> 00:16:01,000 But how has the dynamic of the relationship changed in that time? 151 00:16:01,000 --> 00:16:06,000 I'm interested in hearing from Tom first. Obviously, you know, you helped him. 152 00:16:06,000 --> 00:16:11,000 Put the proposal together or gave him some advice and guidance, and he said that, 153 00:16:11,000 --> 00:16:16,000 you know, because the research areas are so close, you didn't want to steer him too heavily. 154 00:16:16,000 --> 00:16:24,000 But how have things. How have things shifted during that time as he's got more knowledgeable about the project? 155 00:16:24,000 --> 00:16:30,000 I think. I think one thing I should have said probably earlier is that Edwards was my first student. 156 00:16:30,000 --> 00:16:35,000 And so it's been a learning process for me. At the same time as I think it has to him. 157 00:16:35,000 --> 00:16:43,000 So I think we both felt our way into the relationship in the in the first the first phase. 158 00:16:43,000 --> 00:16:48,000 And nothing, as is probably natural as most PhD projects. 159 00:16:48,000 --> 00:16:56,000 Initially, the initial stages were about Edward getting a sense of what he wanted to work on. 160 00:16:56,000 --> 00:17:05,000 And so I probably had more of a. More of a directional 161 00:17:05,000 --> 00:17:15,000 involvement At that stage, whereas I think as the project's gone on, particularly in the last year of it, 162 00:17:15,000 --> 00:17:23,000 when a lot of work was coming from Edward in quite a short space of time. 163 00:17:23,000 --> 00:17:26,000 It's been nice to see how he's developed his expertise. 164 00:17:26,000 --> 00:17:36,000 And I've been I've had much more of a secondary role, I think, in terms of just responding to the kind of big ideas that he was bringing. 165 00:17:36,000 --> 00:17:49,000 But I think probably that initial phase was interested to hear what Edward says to this was about helping him to 166 00:17:49,000 --> 00:17:58,000 see the big ideas that he might pursue and that he might weigh what kind of direction he might take is his PhD. 167 00:17:58,000 --> 00:18:06,000 Yeah, I think I said absolutely accurate description of what I think your role was that on? 168 00:18:06,000 --> 00:18:11,000 Only I. Always found big ideas in some aspect of that quite scary. 169 00:18:11,000 --> 00:18:20,000 So. I think certainly in the early stages, the thesis work quite well was Tom sort of pushing me to think about the big ideas 170 00:18:20,000 --> 00:18:26,000 in response to me producing what was actually quite specific pieces of text. 171 00:18:26,000 --> 00:18:35,000 So one of the things that we decided from the start of the thesis is that for pretty much every meeting that we'd have, 172 00:18:35,000 --> 00:18:39,000 I would bring something to the table. Why? 173 00:18:39,000 --> 00:18:43,000 I'd bring. I think we set it like fifteen hundred words of writing 174 00:18:43,000 --> 00:18:47,000 Tom as a minimum something. like that. Yeah. 175 00:18:47,000 --> 00:18:51,000 When we when we draftedd the supervision agreement, 176 00:18:51,000 --> 00:18:58,000 which is something that requires of PhD students and their supervisors both to sign off on. 177 00:18:58,000 --> 00:19:03,000 We said, okay, so if I produce this that will then leave something to lead us to, something to to discuss. 178 00:19:03,000 --> 00:19:11,000 So looking back, I'm looking now at first piece of work I submitted to Tom, and it's slightly painful to read in some respects. 179 00:19:11,000 --> 00:19:17,000 But I can see here how how your role, how you how how you saw your role fits into that. 180 00:19:17,000 --> 00:19:25,000 Now, in terms of encouraging me to think about these bigger ideas, I'm watching something quite specific about certain texts. 181 00:19:25,000 --> 00:19:33,000 And I remember you sort of encouraging me to think more broadly and to look at where I might go with all of that, 182 00:19:33,000 --> 00:19:35,000 these ideas I was bringing to the table. 183 00:19:35,000 --> 00:19:44,000 Whereas I think more recently that the latter stages of PhD, you've been much more assertive about the way you think you want to go next. 184 00:19:44,000 --> 00:19:50,000 And that's been really great. That's interesting. Actually, I hadn't I hadn't realised that. 185 00:19:50,000 --> 00:19:54,000 I mean, clearly you've been managing it, managing it very, very effectively. 186 00:19:54,000 --> 00:20:03,000 I think you always knew you always it's this is something that must vary a lot across from one student to another in that, 187 00:20:03,000 --> 00:20:09,000 as you say, some students are more comfortable initially diving straight into the kind of the big questions. 188 00:20:09,000 --> 00:20:11,000 And I think in your case, as you rightly said, 189 00:20:11,000 --> 00:20:18,000 it was much more about working on focussed on smaller questions and then seeing what the implications of that were. 190 00:20:18,000 --> 00:20:23,000 And I think those implications, I think you where I think you really developed over the. 191 00:20:23,000 --> 00:20:29,000 PhD is in getting to grips with those implications and seeing them a lot a lot earlier. 192 00:20:29,000 --> 00:20:37,000 Well, one of the one of the things that I was being told in, my Masters, is that I work best when I have a very specific question to answer. 193 00:20:37,000 --> 00:20:45,000 And I think that's still true. But one of the things that I think supervision has allowed me to do is to develop 194 00:20:45,000 --> 00:20:51,000 those specific questions into bigger ideas more quickly and more efficiently, 195 00:20:51,000 --> 00:20:54,000 I suppose, if that's fair to say. 196 00:20:54,000 --> 00:21:01,000 I think the one thing for you that's been a consistent all the way through is probably the corpus that you thought you wanted to work on. 197 00:21:01,000 --> 00:21:05,000 So that has stayed fairly stable, hasn't it, all the way through fairly. 198 00:21:05,000 --> 00:21:08,000 I mean, it has hasn't really changed, I think. 199 00:21:08,000 --> 00:21:12,000 But yeah the corpus itself has remained fairly similar. 200 00:21:12,000 --> 00:21:25,000 I think the way I approach it, as you say, Tom, has changed, particularly after the the upgrade, which was a a challenging point in the PhD for me. 201 00:21:25,000 --> 00:21:33,000 And I think one where I came to really appreciate your role in the supervisor's supervisor relationship. 202 00:21:33,000 --> 00:21:40,000 And I think that's a really good Segue actually into thinking about that, because you've talked and you both talked a lot about the the you know, 203 00:21:40,000 --> 00:21:49,000 the many, many positives and strengths in your intellectual, interpersonal, professional relationship as supervisor and supervisor. 204 00:21:49,000 --> 00:21:53,000 But, of course, you know, no research degree is without its challenges. 205 00:21:53,000 --> 00:22:02,000 So, Edward, first, can you talk a little bit about the upgrade and why that was a why that was such a challenge? 206 00:22:02,000 --> 00:22:09,000 And maybe, Tom, you can reflect on how you worked with Edward through that process. 207 00:22:09,000 --> 00:22:14,000 So to answer that, I'm going to have to be a little bit specific about certain parts of my PhD. 208 00:22:14,000 --> 00:22:18,000 And I'll I'll try and keep this as sort of brief as possible. 209 00:22:18,000 --> 00:22:26,000 The first year of my PhD, I was basically thinking about a distinctive Anglo Norman. 210 00:22:26,000 --> 00:22:38,000 Didactic, that is to say how what was special about French texts in medieval England and how they thought about and engaged with education. 211 00:22:38,000 --> 00:22:52,000 And I'd spent the year producing effectively a lot of contextual material about the Latin background to a lot of these medieval texts and the. 212 00:22:52,000 --> 00:22:58,000 Upgrade itself, which for me under the old system happened at the in the fourth term. 213 00:22:58,000 --> 00:23:07,000 So sort of around the start of my second year rather than the end of the first, which is the norm nowadays was something of a shock, I think. 214 00:23:07,000 --> 00:23:15,000 I think it's fair. Is it fair to say Tom was a bit of a shock for both of us? Oh, yeah, definitely a learning experience for me as well. 215 00:23:15,000 --> 00:23:24,000 So effectively, what was pointed out to me, quite rightly, I think and this is something that we had both missed. 216 00:23:24,000 --> 00:23:36,000 Was that if I'm going to ask the what's special about this block of texts that would require a significant amount of engagement with. 217 00:23:36,000 --> 00:23:46,000 The texts that they'd need to be compared to so continental French texts and Latin texts, which was really several PhDs 218 00:23:46,000 --> 00:23:55,000 And so it wasn't really something I could do in one PhD. Concomitant to that, I was also asked. 219 00:23:55,000 --> 00:24:01,000 OK. So you're doing a lot of close reading. This is this mysterious thing in the humanities we call close reading. 220 00:24:01,000 --> 00:24:11,000 So what where are you going with this? And two phrases jumped out at me from the upgrade report. 221 00:24:11,000 --> 00:24:18,000 The first one was the best backhanded compliment I've ever heard, which was Edward has done a significant amount of contextual work, 222 00:24:18,000 --> 00:24:22,000 which will stand him in good stead for primary source material later in the thesis, 223 00:24:22,000 --> 00:24:28,000 which is a very nice way of saying why is there no primary source work in this chapter that you've submitted? 224 00:24:28,000 --> 00:24:38,000 And the second was Edward needs to develop a methodology that goes beyond close reading to encompass broader questions of X, Y and Z. 225 00:24:38,000 --> 00:24:44,000 So those would be difficult things to hear. Tom, you were you were in the upgrades, I think, with me, weren't you? 226 00:24:44,000 --> 00:24:50,000 You you'd. You were keen to come along and I did. 227 00:24:50,000 --> 00:24:56,000 Can I. Can I ask what your experience was of the upgrade? I think so, yeah. 228 00:24:56,000 --> 00:25:02,000 I wanted to be there. I was invited and asked if I wanted to be there. I wanted to sit in and 229 00:25:02,000 --> 00:25:11,000 Edward was happy with that as well to learn because this was my first experience of having a student go through the upgrade. 230 00:25:11,000 --> 00:25:17,000 And I think, yes, slightly chastening experience for me as well, because, I mean, 231 00:25:17,000 --> 00:25:21,000 there was a there was good and bad mixed in in terms of the the feedback that you were getting there. 232 00:25:21,000 --> 00:25:28,000 Right. I think it made me realise that both of us had been unclear on this. 233 00:25:28,000 --> 00:25:31,000 I think is the supervisors responsibility in this case. 234 00:25:31,000 --> 00:25:38,000 I should have known the process better, but I think there are some things you learn just through going going through them and experiencing them. 235 00:25:38,000 --> 00:25:42,000 I should have been clearer about what the upgrade wanted. 236 00:25:42,000 --> 00:25:48,000 So the one thing I learnt from listening to the examiners in the conversation they were having with you, Edward, 237 00:25:48,000 --> 00:25:58,000 was that what they really wanted to see was a sign of how you argued and what kind of what 238 00:25:58,000 --> 00:26:02,000 kind of thesis in the literal sense of that word you were building and what kind of argument, 239 00:26:02,000 --> 00:26:07,000 overarching argument you you're building? And I realised that that was something that we hadn't because we'd focus so much on 240 00:26:07,000 --> 00:26:13,000 getting you the contextual knowledge and getting you a mastery of the of the whole area. 241 00:26:13,000 --> 00:26:19,000 We hadn't really done enough on that. I think what I learnt was some I talked a bit about how great it's been, 242 00:26:19,000 --> 00:26:23,000 see Edward becoming more confident as he's developed his expertise through the thesis. 243 00:26:23,000 --> 00:26:29,000 I think it made me a little bit more confident subsequently about my roles. 244 00:26:29,000 --> 00:26:32,000 So I mentioned earlier that you kind of as a supervisor, 245 00:26:32,000 --> 00:26:38,000 I think you need to step stand back and make sure that you don't take ownership in any sense of the of the project, 246 00:26:38,000 --> 00:26:43,000 that there is a balance to strike where sometimes you do need to be a little bit more interventionist. 247 00:26:43,000 --> 00:26:52,000 And I think possibly in that first year of our relationship, I was probably standing back too much, maybe I think or not one. 248 00:26:52,000 --> 00:26:56,000 I was very conscious of not wanting to interfere with your voice. 249 00:26:56,000 --> 00:27:00,000 Edward and your your way of approaching your intellectual. 250 00:27:00,000 --> 00:27:08,000 And I think that's still crucial. But I think also, having gone through the viva sorry, the upgrade, 251 00:27:08,000 --> 00:27:13,000 Viva made me more confident probably about pointing out where think if you remember, 252 00:27:13,000 --> 00:27:20,000 one of the things that they mentioned was that quite a lot of things were in the passive or you were you were kind 253 00:27:20,000 --> 00:27:26,000 of presenting other scholars views rather than taking ownership yourself off of the topic you were talking about. 254 00:27:26,000 --> 00:27:32,000 And so pushing you a little bit more to to do that in response to those to those comments. 255 00:27:32,000 --> 00:27:37,000 I think that that probably became a little bit more part of what I was doing subsequent to that. 256 00:27:37,000 --> 00:27:45,000 And this is something which you then quite rightly began to point out more, I think, in my writing. 257 00:27:45,000 --> 00:27:55,000 My tendency in when I write to hide behind authorities and to be a little bit too deferential on occasion, 258 00:27:55,000 --> 00:27:59,000 I think using quotation where you could actually say things in your own words. 259 00:27:59,000 --> 00:28:06,000 So we'd have situations when we were I'd be saying, oh, there's a possible way of why the quotation marks here, you know? 260 00:28:06,000 --> 00:28:14,000 Couldn't you just say that in your own words? Yes. Yep. Which might sound like a really, really specific point to make. 261 00:28:14,000 --> 00:28:21,000 But he actually fitted into a broader development, I think, in terms of how I argued it was a really important steppingstone. 262 00:28:21,000 --> 00:28:23,000 I disagree about that being a specific thing. 263 00:28:23,000 --> 00:28:33,000 I think that that is part of the process of learning to be an independent scholar and learning to value your contribution and your voice, 264 00:28:33,000 --> 00:28:38,000 because that process is about having. 265 00:28:38,000 --> 00:28:43,000 The confidence to articulate that in your own words, rather than always being deferential and referring to others. 266 00:28:43,000 --> 00:28:50,000 I think that's part of the a part of the process and a part of the journey. 267 00:28:50,000 --> 00:28:54,000 you're trying to work out where you are. I can relate to the fields. 268 00:28:54,000 --> 00:29:01,000 And so some PGRs are going to be very confident, being very comfortable, being assertive from the off and others are not. 269 00:29:01,000 --> 00:29:06,000 And you know, those who are very assertive, they may need to tone it down slightly. 270 00:29:06,000 --> 00:29:13,000 And those who are not assertive enough, they may need to learn to turn it up. It's a very it's really fine balance. 271 00:29:13,000 --> 00:29:20,000 Really fine balance. And in the in the sort of weeks or months following the the upgrade, 272 00:29:20,000 --> 00:29:28,000 I think there were probably two points in the PhD the where I was really struggling. 273 00:29:28,000 --> 00:29:33,000 I think this is probably one of them. 274 00:29:33,000 --> 00:29:42,000 Sad to say, my way out of that eventually was to effectively do the same thing that I'd done in my first year, 275 00:29:42,000 --> 00:29:46,000 which was just to pick a text and write something on it. 276 00:29:46,000 --> 00:29:55,000 Except this time we were thinking a lot more about the the broader implications of it, in particular the focus that the thesis started to take. 277 00:29:55,000 --> 00:29:57,000 And this was a suggestion from you, 278 00:29:57,000 --> 00:30:03,000 which I bought into very enthusiastically because I realised it fitted very well with what I like to talk about anyway, 279 00:30:03,000 --> 00:30:14,000 was that we focus less on what's special about Ango Norman didactic texts and more about the environment in which they were conceived and used. 280 00:30:14,000 --> 00:30:16,000 Again, getting slightly technical here. 281 00:30:16,000 --> 00:30:24,000 One of the really cool things about the work that Tom and I both do now actually on the same project is that medieval England is multilingual. 282 00:30:24,000 --> 00:30:34,000 And this is something that does distinguish it from what we now call the hexagons as a continental fault in that sense. 283 00:30:34,000 --> 00:30:38,000 So English is working with French and with Latin and with other minority languages. 284 00:30:38,000 --> 00:30:43,000 And this is something that we came to realise should be a much more important part of the thesis. 285 00:30:43,000 --> 00:30:48,000 And that's, I think, how we got out of that first sort of caught my eye. 286 00:30:48,000 --> 00:30:54,000 And I think Tom played a very important role there in reminding me of these big, big questions that I had to consider. 287 00:30:54,000 --> 00:31:04,000 So I think it's some that this is really common thing for these students to experience at some point during the whole process, 288 00:31:04,000 --> 00:31:08,000 a period of writer's block or of loss of confidence. There are potential knock backs. 289 00:31:08,000 --> 00:31:13,000 So in Edward's case, it was the upgrade viva. For other people, it'll be different moments. 290 00:31:13,000 --> 00:31:19,000 And it's really, I think is quite a challenge as a supervisor at that point, because your heart goes out to them. 291 00:31:19,000 --> 00:31:28,000 But then once again, we've talked about that balance of giving, giving space for the student to find their feet again, 292 00:31:28,000 --> 00:31:34,000 but equally not allowing them to feel like they're abandoned or that they're on their own with it. 293 00:31:34,000 --> 00:31:36,000 And and so I think in Edward's case, 294 00:31:36,000 --> 00:31:45,000 coming back to writing just a little bit on something focussed was a was a very good way of getting back into getting back into the saddle. 295 00:31:45,000 --> 00:31:56,000 I. But I've had yeah. I'm aware of this as a general point, that if you as a supervisor, you have a student who's. 296 00:31:56,000 --> 00:32:00,000 Struggling to write something, then you sort of don't want to. 297 00:32:00,000 --> 00:32:07,000 You kind of, yeah, you want to try and get the right amount of of contact because you don't want to do it. 298 00:32:07,000 --> 00:32:17,000 Translate into pressure from another source. But at the same time, I think you do need to maintain an active role in that stage as well. 299 00:32:17,000 --> 00:32:28,000 And I think the takeaway for me from that period, this is kind of middle end of my second year, actually, to take away from me the. 300 00:32:28,000 --> 00:32:35,000 Was very much one of Tom being there when I needed him to be. 301 00:32:35,000 --> 00:32:43,000 I think this was the thing. At no point I think did the Tom have to step in and say, you've gone quiet. 302 00:32:43,000 --> 00:32:50,000 You know how you know. Do you want to meet at some point? 303 00:32:50,000 --> 00:32:55,000 But Tom did know when I was writingsomething he'd need to give me sometimes a little bit of space. 304 00:32:55,000 --> 00:33:05,000 And we balanced that, I think, quite well. I remember one one email I received which legitimately made me. 305 00:33:05,000 --> 00:33:12,000 weep a little bit in the office. I think Tom described me is writing beautifully. 306 00:33:12,000 --> 00:33:22,000 Was the word that you use, the phrase you use Tom. And by that, which was genuinely slightly emotional. 307 00:33:22,000 --> 00:33:28,000 But it was that sort of that was that just that moment of your life. 308 00:33:28,000 --> 00:33:36,000 You've got this. While I was struggling, that was very much appreciated. 309 00:33:36,000 --> 00:33:42,000 As we're talking about writing, I think it would be useful to have a have a quick chat about. 310 00:33:42,000 --> 00:33:48,000 Feedback on written work, because it's such a fundamental part of the research degree process, 311 00:33:48,000 --> 00:33:54,000 because, of course, in the end what you're examined on is the thesis and the viva on the thesis. 312 00:33:54,000 --> 00:34:03,000 So I wonder if you could say a little bit about how you managed that, how you managed that process of. 313 00:34:03,000 --> 00:34:11,000 I guess from Tom's perspective how you gave feedback on the writing and how you approached it and then from Edward's perspective, 314 00:34:11,000 --> 00:34:19,000 how you kind of dealt with that and responded to that. So I think with feedback. 315 00:34:19,000 --> 00:34:25,000 Something the supervisors need to bear in mind and maybe that students need to bear in mind when reading feedback 316 00:34:25,000 --> 00:34:35,000 is the effect of written the written format in relation to feedback that you can give through to the voice, 317 00:34:35,000 --> 00:34:41,000 because there's a there are all sorts of things we do when we face to face it. Someone that attenuate criticism, 318 00:34:41,000 --> 00:34:49,000 that make it easier is to make suggestions for improvement without coming across painfully and sometimes with written feedback. 319 00:34:49,000 --> 00:34:52,000 I'm aware of this when I mark undergraduate work. 320 00:34:52,000 --> 00:35:02,000 When I comment on these students work and when I write do review reports or what, when I write book reviews or when I do reports, submissions, 321 00:35:02,000 --> 00:35:10,000 article submissions to journals across all of that, you can come across very aggressively, sometimes very dismissively, if you're not careful. 322 00:35:10,000 --> 00:35:15,000 And I think if you do, probably if you do get a comment that is uncomfortable, 323 00:35:15,000 --> 00:35:23,000 it's worth bearing in mind as a student that there may be just a slight infelicities of tone there. 324 00:35:23,000 --> 00:35:31,000 Hopefully the key thing is that the feedback is constructive and that means for me, it means engaging both on point of detail. 325 00:35:31,000 --> 00:35:38,000 As I read through as a kind of interested reader, really, I sort of I'm having a conversation with the with the text on the page, 326 00:35:38,000 --> 00:35:42,000 I guess, but then also engaging with those bigger questions that we talked about. 327 00:35:42,000 --> 00:35:48,000 So trying to put one's finger on where there's an implication that's not being teased out. 328 00:35:48,000 --> 00:35:55,000 Was that something that can go further productively? So I think that's those two levels on which you work. 329 00:35:55,000 --> 00:35:59,000 One is that the level of detail on the other is the level of implications and 330 00:35:59,000 --> 00:36:07,000 consequences way you want to try and help the student to see where they could go further. 331 00:36:07,000 --> 00:36:15,000 I would add, actually, that it is possible to inject some warmth into feedback for PDG arse, 332 00:36:15,000 --> 00:36:23,000 and I think that the work that Thomas is a very good example of that in that it was feedback rather than correction. 333 00:36:23,000 --> 00:36:30,000 So I would occasionally get a little note along the lines of, oh, I haven't seen this exclamation mark. 334 00:36:30,000 --> 00:36:35,000 If there was an article I'd come across the previous week that just been published, for example, I hasten to add. 335 00:36:35,000 --> 00:36:38,000 That was fantastically rare. 336 00:36:38,000 --> 00:36:51,000 But I'd also get things like nice or good analysis here, you know, which is a way of conveying that warmth and that interest in your project. 337 00:36:51,000 --> 00:37:03,000 I think. The question about the mitigation and not not coming across too harshly is one that the supervision meeting itself can really help with. 338 00:37:03,000 --> 00:37:06,000 Yes. So I think we varied it, didn't we, Tom? 339 00:37:06,000 --> 00:37:10,000 Sometimes you'd send me feedback ahead of a session. Sometimes you do it in the session. 340 00:37:10,000 --> 00:37:15,000 It depended on how punctual I was in getting the work to you. 341 00:37:15,000 --> 00:37:24,000 Probably how busy I was. No, no, no. I vaguely remember sending you, like, 10000 words on a Wednesday and that Friday was the meeting. 342 00:37:24,000 --> 00:37:26,000 So I don't know. I'd always if I did that. 343 00:37:26,000 --> 00:37:33,000 I'd say, you know, here's a bit to focus on if, you know, including the highly likely event that I'm being unrealistic or or, 344 00:37:33,000 --> 00:37:42,000 you know, do you want to delay by a week or something like that. But there was there was real warm for thinking in your comments. 345 00:37:42,000 --> 00:37:49,000 We also varied, I think, between print and PDF in terms of how we did it. 346 00:37:49,000 --> 00:37:58,000 Obviously, in terms of the last few months, the thesis when when we weren't seeing each other in person because of covic, we went to PDF. 347 00:37:58,000 --> 00:38:03,000 But I think you tended to quite like printing out and writing, didn't you, Tom? 348 00:38:03,000 --> 00:38:07,000 Yes. That's I think that's just a personal personal preference. 349 00:38:07,000 --> 00:38:14,000 Yeah, I think it's one of these things that might be worth for PhD students sort of seeing what they what they like as well, 350 00:38:14,000 --> 00:38:22,000 since it works quite well for me as well to the benefit I have of that sort of thing was I then had to take away from I then go away. 351 00:38:22,000 --> 00:38:27,000 You usually go a cup of tea, sit down and just read it all again. 352 00:38:27,000 --> 00:38:32,000 And then when I was revising that piece of work a bit later, I'd go through with a massive marker 353 00:38:32,000 --> 00:38:41,000 And you put a big tick through the comments. I did. Then if I ever told you that you say the other thing I want to say is that it might be 354 00:38:41,000 --> 00:38:46,000 easy to forget that you think of your supervisor as someone who's an expert in that field. 355 00:38:46,000 --> 00:38:51,000 You hope that they are. But that doesn't mean that they know everything, and particularly they don't necessarily know everything about your project. 356 00:38:51,000 --> 00:39:01,000 And one of the benefits of supervision for the supervisor is that it's genuinely interesting and exciting to follow someone else's project, 357 00:39:01,000 --> 00:39:06,000 to follow these ideas that are coming at you and that you're getting a lot from intellectually as well. 358 00:39:06,000 --> 00:39:12,000 Yes, so. It does sound like it's been an incredibly fruitful relationship intellectually and obviously, you know, it's continued. 359 00:39:12,000 --> 00:39:18,000 You submitted your thesis and Viva'd got minor corrections and submitted those and are just waiting to hear. 360 00:39:18,000 --> 00:39:21,000 Is that right? Still waiting to hear. That's right. 361 00:39:21,000 --> 00:39:27,000 And, you know, you've been working together already for, you know, the last part of the PhD on a of projects. 362 00:39:27,000 --> 00:39:32,000 So, you know, you don't continue those relationships if they're not intellectually fruitful. 363 00:39:32,000 --> 00:39:38,000 No. I want to say I've been I'm. But they did mention at the start of this podcast my worries about giving one supervisor envy. 364 00:39:38,000 --> 00:39:42,000 I do want to apologise because I did get incredibly fortunate, 365 00:39:42,000 --> 00:39:48,000 not just to be able to work with Tom, but also in the fact that he wanted to keep working with me. 366 00:39:48,000 --> 00:39:55,000 And in fact, that a particular project came along and got funding at the moment when I was finishing 367 00:39:55,000 --> 00:40:00,000 up my PhD and that because we were so closely aligned in terms of what we worked on. 368 00:40:00,000 --> 00:40:06,000 I was an eligible candidate for that position. I wonder what you had to say about that, Tom. 369 00:40:06,000 --> 00:40:11,000 So I think it was yeah, it was serendipitous that this project got funded at the point when it did. 370 00:40:11,000 --> 00:40:13,000 Ed is too modest to say this, but he wasn't just eligible. 371 00:40:13,000 --> 00:40:22,000 He was an ideal candidate for that role because of the skill set that he had, because I knew that we had this good working relationship. 372 00:40:22,000 --> 00:40:33,000 So I remember my PhD supervisor, former PhD supervisor, who was talking to me about this project saying, well, it would. 373 00:40:33,000 --> 00:40:36,000 It's really important if you're looking for a research associate to think about 374 00:40:36,000 --> 00:40:41,000 the working relationship and the fact that Edward and I already knew each other, 375 00:40:41,000 --> 00:40:48,000 already had this this connection and an established positive way working meant that 376 00:40:48,000 --> 00:40:53,000 it was really perfect to be able to interview and appoint him for that post. 377 00:40:53,000 --> 00:41:01,000 One thing that that has been interesting, actually, in this this phase now is thinking about making sure that it's not just the phd 378 00:41:01,000 --> 00:41:05,000 supervisors supervisor relationship anymore is we've moved beyond that now. 379 00:41:05,000 --> 00:41:10,000 We're colleagues. So that's been an interesting evolution as well. Yeah, it really has. 380 00:41:10,000 --> 00:41:17,000 I think Tom is the P.I. on the project and I'm the RD on the project. 381 00:41:17,000 --> 00:41:24,000 Tom, did I say some acronyms there that I'll just explain for our listeners just in case P I is principal investigator, RS is Research associate. 382 00:41:24,000 --> 00:41:30,000 Yes. Tom did make a point about the difference between research assistant and research associate at the start of this position. 383 00:41:30,000 --> 00:41:41,000 I think it's a valid one. I think this is an extension of the that the PhD the relationship in that Tom, 384 00:41:41,000 --> 00:41:46,000 while not technically my boss, is the person that I'm accountable to on a day to day basis. 385 00:41:46,000 --> 00:41:55,000 But the way that the project is set up, there's definitely a difference in terms of some of the technical skills. 386 00:41:55,000 --> 00:41:58,000 I was very fortunate to have some experience in that respect. 387 00:41:58,000 --> 00:42:06,000 So the discussions that Tom and I have had in certain areas are very collegiate, more so certainly than at the start of the PhD 388 00:42:06,000 --> 00:42:16,000 our discussions were around e Anglo Norman didacticism, hard to say that, you'd have thought I;d have practise after four years. 389 00:42:16,000 --> 00:42:22,000 So I guess to wrap up what I'm thinking would be useful is is just, you know, 390 00:42:22,000 --> 00:42:30,000 through the process of this supervisory relationship to Tom, you said it was, you know, and it was your first p h d student. 391 00:42:30,000 --> 00:42:34,000 So you kind of both new to either side of this. 392 00:42:34,000 --> 00:42:44,000 I wondered if you had any reflections or advice for other supervisors or supervises about what makes it kind of productive, 393 00:42:44,000 --> 00:42:51,000 intellectually exciting, good kind of professional supervisory relationship. 394 00:42:51,000 --> 00:43:00,000 Can I go first here for for supervises? I've heard a lot of discussion about what makes. 395 00:43:00,000 --> 00:43:06,000 A good environment for these student over the last few years. 396 00:43:06,000 --> 00:43:15,000 And I think that from the discussions that I've heard, the most important thing is not effective marketing. 397 00:43:15,000 --> 00:43:21,000 It's not. Advertising certain resources. 398 00:43:21,000 --> 00:43:26,000 It's not X, Y or Z, which you can you can list off very neatly and easily. 399 00:43:26,000 --> 00:43:31,000 I think it's something more ephemeral than that. 400 00:43:31,000 --> 00:43:42,000 It's the idea of finding a supervisor who genuinely cares about you as a person, about what you're doing and about your project as well. 401 00:43:42,000 --> 00:43:47,000 Any amount of. Advertising about Library resources. 402 00:43:47,000 --> 00:43:55,000 Any amount of boasting about research rankings will fall by the wayside. 403 00:43:55,000 --> 00:44:04,000 If the relationship with your supervisor doesn't work and I've been very fortunate in finding a relationship that does. 404 00:44:04,000 --> 00:44:07,000 It was actually one that was put onto me by my undergraduate supervisor, who, 405 00:44:07,000 --> 00:44:11,000 when I mentioned your the opportunity of working with Tom, specifically went. 406 00:44:11,000 --> 00:44:17,000 Yes, that one. That one. Do that one. Do it now. But. 407 00:44:17,000 --> 00:44:27,000 I think if you get a sense that a potential supervisor is someone that you will work with and get on with. 408 00:44:27,000 --> 00:44:34,000 Go with your gut there for current PGRs . I'd extend that and say I appreciate your supervisors and what they do. 409 00:44:34,000 --> 00:44:42,000 There's a lot of training available through the doctoral college in managing relationships with supervisors, and I would encourage you to do that. 410 00:44:42,000 --> 00:44:53,000 It's certainly helped me way back at the start of the thesis and also through the thesis as well to appreciate what exactly. 411 00:44:53,000 --> 00:44:59,000 The role of supervisor is and what you can reasonably and should not expect. 412 00:44:59,000 --> 00:45:10,000 That was supervisor. What about you Tom? I think I'm probably going to repeat a fair bit of someone's fair bit of what I've been saying. 413 00:45:10,000 --> 00:45:16,000 I think from supervisor's point of view, remember that each project and each student is different. 414 00:45:16,000 --> 00:45:24,000 And that's part of the joy of supervision, because you get to be involved in all these different ways of working to get 415 00:45:24,000 --> 00:45:30,000 that balance of being available without being overbearing and then enjoy it. 416 00:45:30,000 --> 00:45:40,000 Thank you so much to Edward and Tom for taking the time to have a really rich and in-depth discussion with me about their supervisory relationship. 417 00:45:40,000 --> 00:45:49,000 And I think it's been really fascinating to hear them talk about those kind of initial emails that they exchanged 418 00:45:49,000 --> 00:45:56,000 before Edward even applied right through to now working together as colleagues on the postdoctoral project. 419 00:45:56,000 --> 00:46:28,490 And that's it for this episode. Don't forget to, like, rate and subscribe and join me next time where I'll be talking to someone else about researchers, development, and everything in between!    

On the 900th anniversary of the shipwreck, Dr Sam Willis talks with Charles, Earl Spencer, about the White Ship disaster of 25 November 1120. The loss of the ship was one of the greatest disasters that England ever suffered and its repercussions changed English and European history forever. Henry I was sailing for England in triumph after years of fighting the French as the most formidable ruler in Europe. He landed home safely but the boat which followed a little later, upon which travelled some 300 passengers of the highest rank, including Henry's only legitimate son, the cream of the Anglo-Norman aristocracy including eighteen women of the rank of countess, famous knights and courtiers, did not... See acast.com/privacy for privacy and opt-out information.

Learn about Anglo-Norman kings and POWs with Peter Konieczny, co-founder of Medievalists.net. Follow us on Twitter @knightschool_

William de Braose invited Seisyll ap Dyfnwal and some other local Welsh leaders over for Christmas dinner, at which they were all going to agree to live in peace and whatnot. This made sense to the Welsh, who normally wouldn't have trusted William de Braose any further than they could throw him, because for them, it was the time of reconciliation! Settling debts! Being nice! So you can imagine what a shock it was when William had the doors shut and murdered everybody. Then, because he wasn't done yet, he went on over to Seisyll's castle, captured his wife Gwladys, and slaughtered his 7 year old son Cadwaladr. Merry Christmas! Naturally, the Welsh never forgot this. Anglo-Norman and Welsh relations were set back for decades, and they hadn't been good to begin with. (Bonus! Popper the parrot decides to chime in.)

WWW.YOUTUBE.COM/REBECCALMAHAN AND REBECCA SOUNDS REVEILLE YOUTUBE CHANNEL Does history really repeat itself? This episode was very exciting and gives us an opportunity to think about how historical events and practices from all types of cultures affect future events and evolve. One of the areas we can look at is in the area of violence. If we take a look at specific issues from a historical vantage point, we might be able to shift and prevent things from happening. This can hold true in domestic violence, workplace violence, and other types of social violence. Looking back, we can see ahead, which can actually be fun. This is especially true when we look at it where we take a specific topic and apply it to different cultures and see what the potential outcome(s) can be. It’s also fascinating to take current issues, then look back and discover that despite how unique some of them seem to be, there are cultures that have experienced them we can certainly learn from. To gain more insight and enthusiasm on this, you will want to hear what this guest expert has to say. Guest Expert, Assistant Professor of English and Medieval Literature, Dr. Melissa “Melle” Ridley Elmes, a scholar, interdisciplinary and comparative literary historian and critic, writer of poetry, along with fiction and nonfiction, who specializes in the medieval British Isles and North Atlantic World, with emphasis on Old and Middle English alongside Anglo-Norman, Welsh, and Old Norse/Icelandic literature and culture has much to share on this episode. She also has interests with research engaged in Arthurian legend; Chaucer; Robin Hood/outlawry; women’s and gender studies, particularly women’s literate practices and women and violence; alchemy, magic, and esoterica; monsters and the supernatural; literature and the law; genre studies and medieval English, Anglo-Norman, Welsh, and Icelandic poetic forms; mythology and folklore; ecocritical and animal studies; manuscript studies and history of the book, philology, and history of the English language. Melissa is author of Arthurian Things: A Collection of Poems that published in February 2020 by Dark Myth Publications, along with a number of additional scholarly literary works (see the link to additional works below). She has several upcoming research projects on the horizon and has a vast array of knowledge and experience that has led to exemplary work. For example, she served at the Avalon domestic violence shelter, with 80 hours of training, working as a volunteer for the shelter on the hotline. She mentioned during this episode, “I think that really started my interest in thinking through questions of trauma, in questions of violence, and intersections of trauma violence, class, race, gender. I do a lot of work with that in my teaching, especially in my composition courses, but I do a lot of it in my Lit classes too.” Melissa has been monumental in uncovering current issues that need address based on findings from her research. “It's a field that over the past 20 or so years, I'd say medieval feminist scholarship has been conducted, and much more recently, there's been a real push, an important push, for it to be intersectional and inclusive and we're uncovering things that have been hiding in plain sight for 1,500 years. It's dynamic and it's exciting! It's causing some waves. It's causing some problems.” This is an exciting episode that will draw you in on many levels and allow you to gain a new perspective on how you look at and maybe even conquer new challenges. https://melissaridleyelmes.wordpress.com https://twitter.com/MRidleyElmes https://www.instagram.com/mridleyelmes/?hl=en https://orcid.org/0000-0003-2266-2331

In his daily history slot on WLR's Big Breakfast Blaa,Eamonn McEneaney tells Ollie and Mary all about a statue of St Stephen from the Leper Hospital Waterford.Leprosy was one of the most virulent diseases of the Middle Ages causing permanent damage to the skin, limbs and eyes. Lepers were shunned and even those suspected of suffering from leprosy were segregated, even in church. Many churches had special chambers reserved for lepers with a small opening known as the leper's squint through which they could hear Mass without mixing with the rest of the congregation.Many medieval cities had leper hospitals – usually situated outside the city walls. The church and leper hospital of St. Stephen was built after the Anglo-Norman invasion of 1170. It was located on the corner of the present-day New Street and Stephen's Street – an area which was then outside the walled town. However, by the mid-13th century the suburbs where it was located were enclosed.According to tradition, the leper hospital was founded in 1185 by Robert le Poer [Power] who endowed it with almost 800 acres of land for its upkeep. King John granted a further 900 acres to the leper hospital when he visited Waterford in 1210 on condition that the lepers prayed daily for him. Most of this land was located near Dunmore East and in an area still known as Leperstown to this day. King John's grant also included the land stretching from John's Bridge through Johnstown and John's Hill to Ballytruckle. All that remains of the leper hospital on the site now is a two-storey house with a limestone fireplace bearing the date 1632.The church of St. Stephen, located beside the leper hospital is first mentioned in the historical records in the mid-15th century but because of its association with the hospital was also probably founded in the 12th century. In 1468, John Collyn, Dean of Christ Church Cathedral, left small sums of money in his will for the upkeep of St. Stephen's Church and for the relief of the patients in the hospital.

In 1324, Alice Kyteler and several other Anglo-Norman citizens of Kilkenny were accused of witchcraft. Kyteler's husband had died under suspicious circumstances, and the new bishop was obsessed with witchcraft: perfect storm. What do your hosts believe? Yes to the poisoned husband. No to the nine red roosters and the four and a half peacocks. And her cohorts, including Petronilla de Meath, who was burned at the stake? Wrong place, wrong time. Oh, and Kyteler got away.

The Second Barons' War (1264–1267) was a civil war in England between the forces of a number of barons led by Simon de Montfort against the royalist forces of King Henry III, led initially by the king himself and later by his son, the future King Edward I. The war featured a series of massacres of Jews by Montfort's supporters including his sons Henry and Simon, in attacks aimed at seizing and destroying evidence of Baronial debts. After a rule of just over a year, Montfort was killed by forces loyal to the King in the Battle of Evesham. The reign of Henry III is most remembered for the constitutional crisis in this period of civil strife, which was provoked ostensibly by his demands for extra finances, but which marked a more general dissatisfaction with Henry's methods of government on the part of the English barons, discontent which was exacerbated by widespread famine. French-born Simon de Montfort, Earl of Leicester, had originally been one of the foreign upstarts so loathed by many lords as Henry's foreign councillors, but having inherited through his mother the English title Earl of Leicester, he married Henry's sister Eleanor without Henry's permission, and without the agreement of the English Barons (ordinarily necessary since it was a matter of state). As a result, a feud developed between de Montfort and Henry. Their relationship reached a crisis in the 1250s, when de Montfort was put on trial for actions he took as lieutenant of Gascony, the last remaining Plantagenet lands across the English Channel. De Montfort took advantage of rising anti-Jewish sentiments in England. An alleged Jewish child murder of Hugh of Lincoln had led to the hanging of 18 Jews. Official anti-Judaic measures sponsored by the Catholic Church combined with resentment about debts among the Barons gave an opportunity for Montfort to target this group and incite rebellion by calling for the cancellation of Jewish debts.[2][3] Henry also became embroiled in funding a war against the Hohenstaufen Dynasty in Sicily on behalf of Pope Innocent IV in return for the Hohenstaufen title King of Sicily for his second son Edmund. This made many barons fearful that Henry was following in the footsteps of his father King John and, like him, needed to be kept in check. When Henry's treasury ran dry, Innocent withdrew the title, and in regranting it to Charles of Anjou in effect negated the sale. Simon de Montfort became leader of those who wanted to reassert the Magna Carta and force the king to surrender more power to the baronial council. In 1258, initiating the move toward reform, seven leading barons forced Henry to agree to the Provisions of Oxford, which effectively abolished the absolutist Anglo-Norman monarchy, giving power to a council of twenty-four barons to deal with the business of government and providing for a great council in the form of a parliament every three years, to monitor their performance. Henry was forced to take part in the swearing of a collective oath to uphold the Provisions. Seeking to restore his position, in 1259 Henry purchased the support of King Louis IX of France by the Treaty of Paris, agreeing to accept the loss of the lands in France that had been seized from him and from his father King John by Louis and his predecessors since 1202, and to do homage for those that remained in his hands. In 1261 he obtained a papal bull releasing him from his oath, and set about reasserting his control of government. The baronial opposition responded by summoning their own Parliament and contesting control of local government, but with civil war looming they backed down and de Montfort fled to France, while the other key opposition leader, Richard de Clare, Earl of Hertford and Gloucester, switched over to the King's side. Under the Treaty of Kingston an arbitration system was agreed to resolve outstanding disputes between Henry and the barons, with de Clare as the initial arbiter and the option of appealing his verdicts to Loui --- Support this podcast: https://anchor.fm/allthingsplantagenet/support

Angevin empire. The term is commonly used to describe the collection of lands held, or claimed, by Henry II and his immediate successors before Henry III renounced his claims in the treaty of Paris (1259). Henry II first brought the constituent parts of the empire together by combining under his rulership three distinct inheritances. These were, first, the former Anglo-Norman realm, comprising the duchy of Normandy and the kingdom of England, brought into being in 1066, split apart during Stephen's reign, and reunited under Henry in 1154 on his accession. He had become duke of Normandy in 1150, when his father Geoffrey of Anjou, who had conquered the duchy in 1144, abdicated in his favour. Henry also claimed suzerainty over the duchy of Brittany, a claim inherited from his Norman ducal predecessors, and over Wales and Scotland, claims inherited from previous kings of England. Together, this was Henry's inheritance from his mother, the Empress Matilda, daughter of Henry I. From his father Henry inherited the county of Anjou (hence Angevin empire), and the counties of Maine and Touraine, the three lordships together conventionally described as Greater Anjou. Thirdly, there was Aquitaine, the inheritance of the heiress Eleanor of Aquitaine, which came to Henry as prince consort following their marriage in 1152. The core of the duchy consisted of Poitou and Gascony, with a host of other lordships over which the dukes of Aquitaine claime. suzerainty. Ireland also came into the Angevin orbit following Henry's invasion of 1171–2. Henry, accordingly, was lord of a vast block of territory stretching from the Pyrenees to Scotland, making him the most powerful ruler in western Europe at the time. --- Support this podcast: https://anchor.fm/allthingsplantagenet/support

William the Scabby was lead out to the scaffold on which he was to be hanged. A rebel against the Anglo-Norman rule, he had been sentenced to death on 13 counts of Homicide. Now it was time for him to meet his maker. Except, that is not how the story ends, for though William was hanged “until dead”, he was not to stay as such and later in the day, his miraculous resurrection was witnessed by a large proportion of the population of Swansea, including the highly experienced executioner himself.   SOURCES:   Hanska, J. (2001). The hanging of William Cragh: anatomy of a miracle. Journal of Medieval History, 27(2), pp.121-138.   Bartlett, R. (2006). The hanged man: A Story of Miracle, Memory and Colonialism in the Middle Ages. Princeton, N.J.: Princeton University Press.   Medievalswansea.ac.uk. (2019). The Story / The Twice-Hanged William Cragh | City Witness. [online] Available at: http://www.medievalswansea.ac.uk/en/the-story/the-twice-hanged-william-cragh/ [Accessed 1 Aug. 2019].   Vatican City, Biblioteca Apostolica Vaticana, Vatican MS Lat. 4015   ------ For extended show notes, including maps, links and scripts, head over to darkhistories.com Support the show by using our link when you sign up to Audible: http://audibletrial.com/darkhistories or visit our Patreon for bonus episodes and Early Access: https://www.patreon.com/darkhistories Connect with us on Facebook: http://facebook.com/darkhistoriespodcast Or find us on Twitter: http://twitter.com/darkhistories & Instagram: https://www.instagram.com/dark_histories/ Or you can contact us directly via email at contact@darkhistories.com or join our Discord community: https://discord.gg/6f7e2pt Music was recorded by me © Ben Cutmore 2017 Other Outro music was Paul Whiteman & his orchestra with Mildred Bailey - All of me (1931). It's out of copyright now, but if you're interested, that was that.

Fish are served as fish. Chickens as chicken. Turkeys as turkey. But when it comes to other commonly consumed animals in the English-speaking world we use different words for the animal and the food. Cows, pigs, sheep, and deer become beef, pork, mutton, and venison. Why? Well, it starts with the Norman conquest of England in 1066 and has to do with social class divisions between speakers of Old English and Anglo-Norman (the predecessor of modern French). You'll never look at the meat department the same way again. Minicasts are short (approx. 5 min) stories for fans of quick, to-the-point podcasts and as a nice change of pace from the longer full episodes of Mass for Shut-ins.

/ʒ/ (zh) Sound Practice In this lesson, we will practice the least frequent sound in English, /ʒ/. The /ʒ/ phoneme is found in words that have roots in the Romance languages or Latin. Most of the words in this lesson came into English via French (the Anglo-Norman dialect), which was the language spoken by the [...]

Join us on this episode of the Letter from Ireland show as we look at the influence of the Normans on Irish surnames and families - we then take off for Wales where we visit just some of the castles where many of the originators of various Irish surnames in Ireland were born and bred. If you have any of the following Irish names in your family tree, then you will be really interested in this episode: Archdeacon/Cody, Aylward, Barrett, Barron, Barry, Bermingham, Blake, Bluitt, Bonds, Bourke, Brannagh, Brett, Brew, Britt, Britton, Brown, Browne, Bryan, Burke, Butler, Campion, Cantillon, Cantwell, Carew, Chambers, Clare, Codd, Cody, Cogan, Colfer, Comerford, Condon, Cooney, Courcey, Crosbie, Crozier, Cullen, Cummiskey, Cusack, D'Arcy, Dalton, Darcy, Day, Dillon, Fagan, Field, Fitzgerald, Fitzgibbon, Fitzhenry, Fitzsimmons, Fitzsimons, Fitzstephens, Fleming, Flemming, Francis, French, Furlong, Gibbons, Grace, Griffin, Griffith, Hackett, Hays/Hayes, Hussey, Jordan, Joyce, Keating, Lacey, Lawless, Liston, Logan, Lovett, Lucey, Lynch, Lyons, Marshall, Martin, McQuillan, Molyneux, Morris, Morrissey, Nagle/Nangle, Nugent, Plunkett, Power/Powers, Prendergast, Prior, Punch, Purcell, Redmond, Rice, Roach/Roche, Roberts, Rochford, Russell, Savage, Sinnott, Wade, Wall, Walsh/Welsh, White, Wolfe, Wyse, Stapleton, Stephens,Talbot and Tyrrell. The Letter from Ireland Show is a weekly podcast that goes out each Thursday from our cottage in County Cork. Tune in to this episode - and dive straight in to a bit of Irish caint, ceóil agus craic (conversation, music and craic!).

Join us on this episode of the Letter from Ireland show as we look at the influence of the Normans on Irish surnames and families - we then take off for Wales where we visit just some of the castles where many of the originators of various Irish surnames in Ireland were born and bred. If you have any of the following Irish names in your family tree, then you will be really interested in this episode: Archdeacon/Cody, Aylward, Barrett, Barron, Barry, Bermingham, Blake, Bluitt, Bonds, Bourke, Brannagh, Brett, Brew, Britt, Britton, Brown, Browne, Bryan, Burke, Butler, Campion, Cantillon, Cantwell, Carew, Chambers, Clare, Codd, Cody, Cogan, Colfer, Comerford, Condon, Cooney, Courcey, Crosbie, Crozier, Cullen, Cummiskey, Cusack, D'Arcy, Dalton, Darcy, Day, Dillon, Fagan, Field, Fitzgerald, Fitzgibbon, Fitzhenry, Fitzsimmons, Fitzsimons, Fitzstephens, Fleming, Flemming, Francis, French, Furlong, Gibbons, Grace, Griffin, Griffith, Hackett, Hays/Hayes, Hussey, Jordan, Joyce, Keating, Lacey, Lawless, Liston, Logan, Lovett, Lucey, Lynch, Lyons, Marshall, Martin, McQuillan, Molyneux, Morris, Morrissey, Nagle/Nangle, Nugent, Plunkett, Power/Powers, Prendergast, Prior, Punch, Purcell, Redmond, Rice, Roach/Roche, Roberts, Rochford, Russell, Savage, Sinnott, Wade, Wall, Walsh/Welsh, White, Wolfe, Wyse, Stapleton, Stephens,Talbot and Tyrrell. The Letter from Ireland Show is a weekly podcast that goes out each Thursday from our cottage in County Cork. Tune in to this episode - and dive straight in to a bit of Irish caint, ceóil agus craic (conversation, music and craic!).

Rouennais Rabbit Breed - The Fox Hare and Rooster - Fleas - Strange   Hello Listener! Thank you for listening.  If you would like to support the podcast, and keep the lights on, you can support us whenever you use Amazon through the link below: It will not cost you anything extra, and I can not see who purchased what. Or you can become a Fluffle Supporter by donating through Patreon.com at the link below: Patreon/Hare of the Rabbit What's this Patreon? Patreon is an established online platform that allows fans to provide regular financial support to creators. Patreon was created by a musician who needed a easy way for fans to support his band. What do you need? Please support Hare of the Rabbit Podcast financially by becoming a Patron. Patrons agree to a regular contribution, starting at $1 per episode. Patreon.com takes a token amount as a small processing fee, but most of your money will go directly towards supporting the Hare of the Rabbit Podcast. You can change or stop your payments at any time. You can also support by donating through PayPal.com at the link below: Hare of the Rabbit PayPal Thank you for your support, Jeff Hittinger. Now we have a bit of a short episode this week as I had family visiting for the week from out of town. We had several fun activities, for one we went to see PINK in concert. She grew up somewhat close to where I did, and she has the same birthday as me, although she is a couple years younger. We also went to see a medium, and that was also quite interesting. We booked tickets to the movies to see Dead Pool 2, but we were off by a month, so we watched the goofy movie Super-Troopers 2. So needless to say it has been a busy week! I am going to cover one of the long extinct Rabbit Breeds - The Rouennais Rabbit Breed A native or inhabitant or Rouen. Rouen (French pronunciation: ​[ʁwɑ̃]; Frankish: Rodomo; Latin: Rotomagus, Rothomagus) is a city on the River Seine in the north of France. It is the capital of the region of Normandy. Formerly one of the largest and most prosperous cities of medieval Europe, Rouen was the seat of the Exchequer of Normandy during the Middle Ages. It was one of the capitals of the Anglo-Norman dynasties, which ruled both England and large parts of modern France from the 11th to the 15th centuries. People from Rouen are known as Rouennais. Rouennais is a very old French breed which was also know as the "Bulldog" because they had a very square and broad head like a bulldog. It was in France during the early to mid-1800's. The breed weighed in at up to 14 pounds and came in two varieties: Light Fawn and Light Grey, but the Fawns were the most common color. They had rather long ears which were carried upright, but some carried the ears in the same fashion as the Half-Lop of the same era. France exported many of these rabbits to neighboring countries. Rouennais were often crossed with the Patagonian and were used in the genetic makeup of the French Lop. The breed has long been extinct. The Flemish Giant has a blocky head, so maybe that is also where this breed turned up. After looking at more pictures of the French Lop, I can see how they could have a bulldog face. https://en.wiktionary.org/wiki/Rouennais https://en.wikipedia.org/wiki/Rouen Fox, Hare and Rooster There was once a fox and a hare. The fox had a house of ice, the hare a house of wood. Fair spring came and melted the fox's house, while the hare's stood firm and strong. So the fox asked the hare if she could come in to warm herself, then drove him out. The hare went down the road crying, and met two dogs, who asked, "Wuff, wuff, wuff! Why are you crying?" "Leave me alone, dogs! Who wouldn't cry? I had a wooden house, while the fox had one of ice. She invited herself into mine and drove me out." "Don't cry, hare," barked the dogs. "We'll chase her out." "No, you won't." "Oh, yes we will." Off they went to the hare's house. "Wuff, wuff, wuff! Come out of there, fox!" "Go away, before I come and tear you to pieces," she shouted back from the stove. The dogs took fright and fled. Once more the hare went on his way crying. This time he met a bear who asked, "Why are you crying?" "Leave me alone, bear," said the hare. "Who wouldn't cry? I had a wooden house, while the fox had one of ice. She invited herself into mine and drove me out." "Don't cry, hare," said the bear. "I'll chase her out." "No, you won't. The dogs tried and failed; you'll fare no better." "Oh, yes I will." Off they went to chase her out. "Come on out, fox!" roared the bear. But she shouted from the stove: "Go away, before I come and tear you to pieces." The bear took fright and fled. Once more the hare went on his way crying and met an ox who asked, "Why are you crying?" "Leave me alone, ox! Who wouldn't cry? I had a wooden house, while the fox had one of ice. She invited herself into mine and drove me out." "Come with me, I'll chase her out." "No, you won't," said the hare. "The dogs tried and failed, the bear tried and failed; you'll fare no better." "Oh, yes I will." Off they went together to the hare's house. "Come on out, fox!" But she shouted from the stove: "Go away, before I come and tear you to pieces." The ox took fright and fled. Once more the hare went on his way crying and met a cock with a scythe. "Cock-a-doodle-doo! Why are you crying, hare?" "Leave me alone, cock! Who wouldn't cry? I had a house of wood, while the fox had one of ice. She invited herself into mine and drove me out." "Come along with me, I'll chase her out." "No, you won't," said the hare. "The dogs tried and failed; the bear tried and failed; the ox tried and failed. You'll fare no better." "Oh, yes I-will." So they went up to the house. "Cock-a-doodle-doo! I'll cut that fox in two with my scythe so sharp and true!" When the fox heard that, she took fright and called, "I'm getting dressed." Again the cock crowed: "Cock-a-doodle-doo! I'll cut that fox in two with my scythe so sharp and true!" And the fox cried: "I'm putting on my fur coat." A third time the cock crowed: "Cock-a-doodle-doo! I'll cut that fox in two with my scythe so sharp and true!" The fox rushed out of the door and the cock cut off her head. So the hare and the cock lived together happily ever after. https://russian-crafts.com/russian-folk-tales/fox-hare-cock.html Fleas and Flea Infestation in Rabbits Flea infestation occurs as the result of the common flea inhabiting the body of the rabbit and reproducing. The occurrence varies with weather conditions, and clinical signs will depend on each animal’s individual reaction to the infestation. Because fleas feed on blood, heavy infestations may cause anemia (low hemoglobin in the blood due to loss of blood), especially in young rabbits. Rabbits can also develop a hypersensitive reaction to fleabite, with excessive scratching and itching that can sometimes lead to lesions on the skin's surface and skin infections. Symptoms and Types Some rabbits will not show any symptoms when suffering from a flea infestation, but many more others will display one or many of the following symptoms: Self- biting or chewing Excessive scratching, licking Visible bite marks or evidence of fleas (e.g., larvae, flea dirt, etc.) Hair loss Scaling on the skin Pale mucous membranes, increased heart rate (in anemic animals) Secondary bacterial infections ( sometimes seen) Causes Fleas are more common in some climates and during particular seasons, but they can affect rabbits year-round. Moreover, fleas can jump from one pet to another, such as from dogs or cats. Diagnosis Although flea infestation can be easily apparent by the presence of the insects on your rabbit's body, your veterinarian may want to differentiate the insects from ear mites, skin mites, or other parasites. If your rabbit has symptoms of severe itching (biting, licking, scratching at self), your veterinarian will also want to differentiate the reaction from other allergic reactions, infections, or reactions to injections, if any have recently been given. For diagnosis of flea infestation, your doctor will do a flea combing; fleas and/or flea dirt are usually found in affected rabbits. An analysis of skin scrapings will determine whether bacterial infections or other skin parasites are present. A study of discharge from the ear, meanwhile, will confirm whether an ear infection is affecting your rabbit or whether ear mites are present. And a complete blood profile will be conducted as part of a standard physical examination. This will include a chemical blood profile, a complete blood count, and a urinalysis. If your rabbit is suffering from a condition of anemia, this will be determined and treated quickly. https://www.petmd.com/rabbit/conditions/parasitic/c_rb_flea_infestation Word of the week: Strange © Copyrighted

Michael Rosen & Dr Laura Wright find out how much of our language comes from French roots, from Anglo-Norman onwards. A Sunday lunch menu from The Ritz is food for thought, and Dr Richard Ashdowne explains the surprising history behind many words we think of as English, with the help of Buffy the Vampire Slayer. Producer Beth O'Dea.

In the ruin of the ancient parish church in Grange cemetery, Kilmore lies a site of special historical significance - the marble Whitty memorial, erected in 1647. It is the only surviving memorial to an Anglo-Norman family in the country. Its Latin inscription translates follows: 'Here lies Walter Whitty, of Ballyteigue, Esquire, who died 9th November in the year of Lord 1630, and Helen, his wife, daughter of Hammon Stafford, of Ballyconnor Gentleman, who died 27th April, in the year of the Lord 1646, and Catherine, first wife of Richard Whitty, Esquire, daughter of Philip Devereux of Ballymagyr, Esquire, who died 18th of August, in the year 1646, in whose honour the same Richard, the first born of the aforesaid Walter and Helen, with his won second wife, Catherine Eustace, daughter of Oliver Eustace, of Ballymurray, Esquire, cause me (this monument) to be erected, 29th January 1647'. Grange refers to a monastic grange which was a manor or other centre of an outlying farming estate belonging to a monastery and used for food production in Great Britain, Ireland, or Austria. Though initially just a description of the area of land used for food production, in Ireland, the word 'Grange' often evolved into the name of the townland or parish, replacing an earlier name. One of the original Normans to the area was Strongbow Earl of Pembroke. His uncle was Hervey de Monte Marisco, who had been sent over to watch his nephew's interests. When Hervey became a monk in 1179, he bestowed all his lands in south Wexford to his abbey in Canterbury which in time was transferred to the abbey at Tintern with the surrounding lands being used for food production for this nearby abbey. Audio: Willie Murphy, 2017 Our video piece of the Whitty monument: https://youtu.be/Z90oejwaFeQ  Narration: John Ward The Norman Way, Wexford, Forth and Bargy See https://www.racontour.com/the-norman-way/ for more content on south Wexford Email info@racontour.com

The Earl of Musgrave, the Lord Lieutenant of Ireland was a man used to hearing speeches wherever he went. However, the speech he heard in Ballytrent, Co. Wexford in 1836 was unlike anything he had ever heard before. There he received ‘The humble address of the inhabitants of the Barony of Forth, Wexford' or, as they put it, ‘Ye soumissive Spakeen o'ouz Dwelleres o' Baronie Forthe, Weisforthe.' The address, read by Edmund Hore, was neither Modern English nor Irish; the Lord Lieutenant was listening to one of the last speakers of an almost forgotten dialect – Yola. Its origins lie with the Anglo-Norman invasion of Ireland in the 12th century. As the newcomers established a foothold in Wexford and the south-east they brought their medieval Middle English language with them.  Yola was the unique, distinctive badge of the Norman culture as spoken by the isolated inhabitants of Forth and Bargy. As Richard Roche observed, 'there are elements of Norman French and Flemish in the dialect reflecting the presence of those nationalities among the early colonists and from the 16th century, when the English language was on the decline in Ireland Irish began to influence the dialect also. Yola helped preserve traditions, customs, a way of life for many centuries and to make Forth and Bargy a truly alien enclave in Ireland. The stay-at-home disposition of the people of the region and the fact that they rarely married outside their own districts helped to preserve the dialect'. Brian Mathews tells us a bit more about this intriguing dialect in our audio piece with renowned historian, Nicky Furlong, giving a few further examples. Anyone seeking further information on Yola should look for 'Poole's glossary of the old dialect of the English colony in the Baronies of Forth and Bargy' edited by T.P. Dolan and Diarmaid O'Muirthe. Ask for Celestine Murphy in Wexford Town library for further information. Narrators of this audio clip: Heather Hadrill, Brian Matthews and Nicky Furlong, 2017 Text: John Ward See https://www.racontour.com/the-norman-way/ for more content on south Wexford Email info@racontour.com

The death of Malcolm III and his queen, Margaret of Wessex, sent Scotland back into the chaos of dynastic conflict. Malcolm's brother, Donaldbain, stole the throne in 1093 but there were many sons of Malcolm ready to challenge him and first up was Duncan II. In Duncan's favour, he was a well-trained knight, brought up at the Norman court and backed by the King of England, William Rufus. On the downside, he was a well-trained Norman knight, brought up at the Norman court and backed by the King of England. Would the Scots accept this Anglo-Norman figure, or would Duncan be sent packing?

In this episode, we explore the events leading to the death of William the Conqueror. And we'll look at the reign of his son and namesake, William Rufus. The story of William's succession is also the story of a sibling rivalry. William's three sons fought with each other – and even with their father – for control of the Anglo-Norman kingdom. But one thing that William and all of his sons had in common was a love for hunting, and the importance of hunting is reflected in the English language which contains many words and phrases originating in the language of Medieval hunters. TRANSCRIPT: EPISODE 71

Xiaohua: Hello and welcome to RoundTable’s word of the week. 又到词汇小百科的时间了，这周我们来讲butler这个词。因为之前有消息说国际管家学院在成都开了一家分校。 John: yeah that’s right and so there’s an international butler academy coming into china so we thought this was a good opportunity to explain to everyone, what exactly is a butler? Because I think everyone has heard this term but we’re gonna explore it a little bit more in depth. So a butler is a domestic worker in a large household. Usually the household is divided into departments with the butler in charge of the dining room, the wine cellar and the pantry. Some are also in charge of the entire parlor floor with housekeepers carrying for the entire house and its appearance. Xiaohua: butler是指在一个比较大的宅院或者宅邸里面的男管家，有的时候男管家是指管整个宅子的男仆，有时候指的是负责餐厅，酒窖，还有食物储藏室的仆人。 John: Yeah and so butlers are usually male and in charge of male servants while a housekeeper is usually a woman and in charge of the female servants. Traditionally male servants such as footman were actually quite rare and therefore better paid. Xiaohua: housekeeper也是管家不过都是女性来担任housekeeper。而且从传统意义上来讲男管家比女管家薪水都要高。 John: the word butler actually comes from Anglo-Norman buteler which is a varying form of the old Norman butelier, corresponding to French botellier “officer in charge of the king’s wine bottles” Xiaohua: I see 所以从词源上来讲呢butler这个词最初的来源是指负责国王的酒瓶子或者酒窖的那个人。 John: interestingly enough the U.K, the butler actually used to be originally a middle ranking member of the staff of the large household. However in the 17th and the 18th centuries the butler actually became the senior member of the household staff. Xiaohua: 所以butler 以前只是在这个宅子里的一个中层的仆役，而逐渐在十七到十八世纪以后才被提升到了管家的地位。 John: and interestingly enough as well, butlers used to be always attired in a special uniform to make it clear that they were different from junior servants, but today butlers are more likely to wear a business suit, business casual or perhaps appear only in uniform on special occasion. Xiaohua: 对啊我们以前看到过类似在“唐顿庄园Downton Abbey” 那样的片子里面butler男管家都是穿一身特殊的制服来显示他地位的不同。而在现在社会中butler基本上已经不再穿制服了。 John: and bring it now into the modern era, top graduates from various academies for butlers and household managers can start usually at 50 thousands-60 thousands US dollars a year and now there’re even like different types of butlers. So there is the technology butler, who can fix people’s computer and their electronic devices. And there are bath butlers who draw custom baths. Xiaohua: 现代的管家不仅薪酬很好而且还有细分到了说科技管家或者是说洗浴管家，so think about it do you want to be a butler or not. John: Do you want a butler? Xiaohua: ok, we’re definitely thinking from different angles, but that wraps up RoundTable’s word of the week.

So here are two completely unconnected subjects then! Henry is responsible for reforms to the process of English justice that had a long lasting impact on English Justice - including the development of Common law and the Jury system. OK, so he wasn't thinking about the long term futuire, all he wanted to do was to bring more royal revenue in, and more quickly; but none the less, a long term impact he had. The events of his reign would also have a long term impact on Irish politics and society. in 1169. Richard  'Strongbow'  FitzGilbert arrived on the coast of Ireland with the Gaelic king of Leinster, and the Anglo Norman invasion was on. 

The death of Rufus in 1100 sees the accession of a rather more sober character in his younger brother, Henry I. Although Henry's more than capable of holding his own in battle he proves the benefit of brain over brawn and rules over the Anglo-Norman realm with great success, bringing a touch of intellectualism to the court. In case that all sounds a bit dull, Henry's long reign also has time for scandal and tragedy so there's plenty to get your teeth into!