A Resource Centre for the HumanitiEs
Wien
Vienna
Österreich
Austria
ARCHE
ÖAW
Österreichische Akademie der Wissenschaften
Austrian Academy of Sciences
Daniel
Schopper
Daniel Schopper
Hannes
Pirker
Hannes Pirker
Universität Wien
Omar
Siam
Omar Siam
ACDH
Austrian Centre for Digital Humanities
Sprach- und Literaturwissenschaften
Linguistics and Literature
Öffentliche Ressourcen sind ohne Einschränkungen zugänglich.
Public resources are accessible without any further restrictions.
öffentlich
public
Ein Text, der nach den TEI-Richtlinien kodiert ist.
A text that is encoded according to the TEI guidelines.
XML/TEI
Englisch
English
anglais
Digital Humanities
Digital humanities
Namensnennung - Nicht-kommerziell - Weitergabe unter gleichen Bedingungen 3.0 Österreich (CC BY-NC-SA 3.0 AT)
Attribution-NonCommercial-ShareAlike 3.0 Austria (CC BY-NC-SA 3.0 AT)
CC BY-NC-SA 3.0 AT
Angewandte Sprachwissenschaft
Applied linguistics
Anglistik
English studies
Soziolinguistik
Sociolinguistics
Kennzeichnet Sammlungen oder Ressourcen in ARCHE, die durch das CLARIN Virtual Language Observatory (VLO, https://vlo.clarin.eu) aggregiert werden sollen. Kriterien für die Aufnahme: das Objekt sollte eine Sprachressource darstellen, d.h. es sollte die definierten Kriterien der Klasse E33 'Linguistic Object' in CIDOC CRM erfüllen. Aus der Definition von E33: die Klasse fasst identifizierbare Ausdrucksformen natürlicher Sprache zusammen. Instanzen können in verschiedenen Formen ausgedrück werden: z.B. als geschriebener Text, aufgenommene Sprache oder Zeichensprache. Sie sind unabhängig vom Medium oder der Methode durch die sie ausgedrückt werden. Ausdrücke in formalen Sprachen, wie Computercode oder mathematische Formeln, sind nicht Teil der Klasse. (http://www.cidoc-crm.org/Entity/e33-linguistic-object/version-6.1) Beispiele: die Fotografie einer Inschrift, ein Textdokument, der Scan eines Textdokumentes, eine Wörterbuchdatei, ein Korpus, eine Audioaufnahme, etc.
Denotes Collections or Resources in ARCHE that should be harvested by the CLARIN Virtual Language Observatory (VLO, https://vlo.clarin.eu). Criteria for inclusion: the object should be a language resource, i. e. conform to the criteria defined by the Class E33 'Linguistic Object' in CIDOC CRM. From the definition of E33: the set comprises identifiable expressions in natural language or languages. Instances can be expressed in many ways: e.g. as written texts, recorded speech or sign language. They are independent from the medium or method by which they are expressed. Expressions in formal languages, such as computer code or mathematical formulae, are not part of the set. (http://www.cidoc-crm.org/Entity/e33-linguistic-object/version-6.1) Examples: a photograph of an inscription, a text document, a scan of a text document, a dictionary file, a corpus, an audio recording etc.
CLARIN VLO
Korpuslinguistik
Corpus linguistics
Elsner
Daniel Elsner
öffentlich: 775
public: 775
VOICE, the Vienna-Oxford International Corpus of English, is a one-million-word corpus of naturally-occurring, non-scripted, face-to-face interactions carried out using English as a lingua franca (ELF), i.e. English used as a common means of communication among speakers from different first-language backgrounds. The interactions recorded and transcribed are complete speech events from different domains (educational, leisure, professional) and represent different speech event types (conversation, interview, meeting, panel, press conference, question-answer session, seminar discussion, service encounter, working group discussion, workshop discussion).
VOICE is based on audio-recordings carried out between July 2001 and November 2007, usually using portable mini-disc recorders with external microphones. These audio-recordings capture 151 naturally-occurring, non-scripted, face-to-face interactions involving 753 identified individuals from 49 different first language backgrounds using English as a lingua franca (ELF), i.e. English used as a common means of communication among speakers from different first-language backgrounds. Most of the audio-recordings are supplemented by detailed field notes including information about the nature of the speech event and the interaction taking place as well as about the participants engaging in these ELF interactions. The audio-recordings were transcribed, checked and proof-read by trained transcribers and researchers in accordance with the VOICE mark-up and spelling conventions. See sub-collection Documentation for more information on mark-up and spelling conventions. Details for each electronic text are given in the individual text headers. The principles and practices underlying the selection and design of the corpus are documented in the project and sampling description of the Corpus Header.
The Vienna-Oxford International Corpus of English (VOICE) is stored in a TEI-based XML format. Each sub-collection in ARCHE is one version of VOICE from 1.0, 1.1, 2.0, 2.0 POS to 3.0. These collections were divided in further sub-collections which represent the five domains represented in VOICE (ED: educational, LE: leisure, PB: professional buisness, PO: professional organizational, PR: professional research and science). Domains in VOICE denote socially defined situations or areas of activity. The domain collections contain resources (i.e. the individual corpus texts, which are transcripts of the speech events) in a TEI-based XML format. In addition to versions of VOICE, the Top Collection VOICE in ARCHE also contains the sub-collection Documentation.
year = {2021}, date = {2021-09-30T00:00:00.000000}, editor = {Seidlhofer, Barbara and Pitzl, Marie-Luise and Schopper, Daniel and Breiteneder, Angelika and Breuer, Hans-Christian and Dorn, Nora and Klimpfinger, Theresa and Majewski, Stefan and Osimk-Teasdale, Ruth and Pirker, Hannes and Radeka, Michael and Riegler, Stefanie and Siam, Omar and Stoxreiter, Daniel},
The most wide-spread contemporary use of English throughout the world is that of English as a lingua franca (ELF), i.e. English used as a common means of communication among speakers from different first-language backgrounds (Seidlhofer 2011). Nevertheless, linguistic descriptions before the mid-2000s focused almost entirely on English as spoken and written by its native speakers. Starting in 2005, the VOICE project sought to redress the balance by compiling the first general corpus capturing spoken ELF interactions as they happen naturally in various contexts. VOICE was designed and compiled to make possible linguistic descriptions of this most common contemporary use of English by providing a corpus of spoken ELF interactions which has been freely accessible to linguistic researchers all over the world since 2009. The Vienna-Oxford International Corpus of English (VOICE) was initially created by Barbara Seidlhofer (founding director) and Angelika Breiteneder, Theresa Klimpfinger, Stefan Majewski, Marie-Luise Pitzl (project researchers) from 2005 to 2011 at the English Department at the University of Vienna. VOICE 1.0 Online was released in 2009, VOICE 1.0 XML in 2011. VOICE POS XML 2.0 was the first part-of-speech tagged version of VOICE and was based on the same data as VOICE 2.0 XML. Both VOICE 2.0 XML and VOICE 2.0 POS XML were released in 2013. Additional researchers centrally involved in the creation of VOICE 2.0 POS XML were Ruth Osimk-Teasdale, Michael Radeka and Nora Dorn. VOICE 2.0 XML and VOICE POS XML 2.0 included minor revisions with regard to previous versions. VOICE 3.0 XML and VOICE 3.0 Online are based on the same data as VOICE 1.0/2.0 and were created from spring 2020 to autumn 2021 in the VOICE CLARIAH project. VOICE 3.0 XML is a new, merged TEI-conform XML version of VOICE 2.0 XML and VOICE POS XML 2.0, which contains spoken mark-up as well as part-of-speech and lemma information in TEI-XML format. The members of the VOICE CLARIAH team who created VOICE 3.0 were: Marie-Luise Pitzl (PI), Daniel Schopper, Barbara Seidlhofer, Hans Christian Breuer, Ruth Osmik-Teasdale, Hannes Pirker, Stefanie Riegler, Omar Siam.
CC BY-NC-SA 3.0 AT: 614 / CC BY 4.0: 161
English as a lingua franca
conversation
educational
interaction
interculturality
interview
leisure
meeting
multilingualism
panel
press conference
professional business
professional organizational
professional research and science
question-answer session
seminar discussion
service encounter
working group discussion
workshop discussion
Vienna-Oxford International Corpus of English (VOICE) XML
Barbara
Seidlhofer
Barbara Seidlhofer
Marie-Luise
Pitzl-Hagin
Marie-Luise Pitzl-Hagin
Angelika
Breiteneder
Angelika Breiteneder
Hans Christian
Breuer
Hans Christian Breuer
Nora
Dorn
Nora Dorn
Theresa
Klimpfinger
Theresa Klimpfinger
Stefan
Majewski
Stefan Majewski
Ruth
Osimk-Teasdale
Ruth Osimk-Teasdale
Michael
Radeka
Michael Radeka
Stefanie
Riegler
Stefanie Riegler
Institut für Anglistik und Amerikanistik | Universität Wien
Department of English and American Studies | University of Vienna
öffentlich: 153
public: 153
VOICE 1.1 XML is stored in a TEI-based XML format. Each sub-collection represents one of five domains in VOICE (ED: educational, LE: leisure, PB: professional buisness, PO: professional organizational, PR: professional research and science). Domains in VOICE denote socially defined situations or areas of activity. The domain collections contain all resources (i.e. the individual corpus texts, which are transcripts of the speech events) in a TEI-based XML format.
year = {2011}, date = {2011-05-31T00:00:00.000000}, author = {Seidlhofer, Barbara and Breiteneder, Angelika and Klimpfinger, Theresa and Majewski, Stefan and Osimk-Teasdale, Ruth and Pitzl, Marie-Luise}, version = {}, bookauthor = {},
The most wide-spread contemporary use of English throughout the world is that of English as a lingua franca (ELF), i.e. English used as a common means of communication among speakers from different first-language backgrounds (Seidlhofer 2011). Nevertheless, linguistic descriptions before the mid-2000s focused almost entirely on English as spoken and written by its native speakers. Starting in 2005, the VOICE project sought to redress the balance by compiling the first general corpus capturing spoken ELF interactions as they happen naturally in various contexts. VOICE was designed and compiled to make possible linguistic descriptions of this most common contemporary use of English by providing a corpus of spoken ELF interactions which has been freely accessible to linguistic researchers all over the world since 2009. The Vienna-Oxford International Corpus of English (VOICE) was initially created by Barbara Seidlhofer (founding director) and Angelika Breiteneder, Theresa Klimpfinger, Stefan Majewski, Marie-Luise Pitzl (project researchers) from 2005 to 2011 at the English Department at the University of Vienna. Minor revisions and corrections for VOICE 1.1 were made by Ruth Osimk. VOICE 1.0 Online was released in 2009, VOICE 1.0 XML and VOICE 1.1 XML in 2011.
CC BY-NC-SA 3.0 AT: 153
VOICE 1.1 XML metadata is stored in a separate corpus header in TEI-based XML format with a version specific binary. Furthermore, each resource binary (i.e. each XML corpus text) containes metadata relevant to the specific speech event in its TEI header.
VOICE 1.1 XML
VOICE 2.0 XML is stored in a TEI-based XML format. Each sub-collection represents one of five domains in VOICE (ED: educational, LE: leisure, PB: professional buisness, PO: professional organizational, PR: professional research and science). Domains in VOICE denote socially defined situations or areas of activity. The domain collections contain all resources (i.e. the individual corpus texts, which are transcripts of the speech events) in a TEI-based XML format.
year = {2013}, date = {2013-01-31T00:00:00.000000}, author = {Seidlhofer, Barbara and Breiteneder, Angelika and Klimpfinger, Theresa and Majewski, Stefan and Osimk-Teasdale, Ruth and Pitzl, Marie-Luise and Radeka, Michael}, version = {}, bookauthor = {},
The most wide-spread contemporary use of English throughout the world is that of English as a lingua franca (ELF), i.e. English used as a common means of communication among speakers from different first-language backgrounds (Seidlhofer 2011). Nevertheless, linguistic descriptions before the mid-2000s focused almost entirely on English as spoken and written by its native speakers. Starting in 2005, the VOICE project sought to redress the balance by compiling the first general corpus capturing spoken ELF interactions as they happen naturally in various contexts. VOICE was designed and compiled to make possible linguistic descriptions of this most common contemporary use of English by providing a corpus of spoken ELF interactions which has been freely accessible to linguistic researchers all over the world since 2009. The Vienna-Oxford International Corpus of English (VOICE) was initially created by Barbara Seidlhofer (founding director) and Angelika Breiteneder, Theresa Klimpfinger, Stefan Majewski, Marie-Luise Pitzl (project researchers) from 2005 to 2011 at the English Department at the University of Vienna. VOICE 1.0 Online was released in 2009, VOICE 1.0 XML in 2011. VOICE 2.0 XML includes minor revisions with regard to previous versions, but is otherwise based on the same data as VOICE 1.0 XML. These minor revisions were gathered by Ruth Osimk-Teasdale and Michael Radeka and corrections were made by Ruth Osimk-Teasdale. VOICE 2.0 XML was released in 2013.
VOICE 2.0 XML metadata is stored in a separate corpus header in TEI-based XML format with a version specific binary. Furthermore, each resource binary (i.e. each XML corpus text) containes metadata relevant to the specific speech event in its TEI header.
VOICE 2.0 XML
öffentlich: 41
public: 41
year = {2011}, date = {2011-05-31T00:00:00.000000}, author = {Seidlhofer, Barbara and Breiteneder, Angelika and Klimpfinger, Theresa and Majewski, Stefan and Osimk-Teasdale, Ruth and Pitzl, Marie-Luise}, bookauthor = {},
The professional organizational domain includes all social situations connected with activities of international organizations or networks which are not doing research or business.
CC BY-NC-SA 3.0 AT: 41
Professional Organizational (PO)
year = {2013}, date = {2013-01-31T00:00:00.000000}, author = {Seidlhofer, Barbara and Breiteneder, Angelika and Klimpfinger, Theresa and Majewski, Stefan and Osimk-Teasdale, Ruth and Pitzl, Marie-Luise and Radeka, Michael}, bookauthor = {},
This conversation takes place over lunch between professionals who work in higher education. They all know each other through their work and discuss a miscellany of often unrelated topics, some of which are work-related whereas others are not. S7 leaves the group after about 30 minutes because she has to attend another meeting. The atmosphere is friendly and welcoming, and the talk is interspersed with food-related issues.
Words: 8445
professional organizational conversation
lunch conversation between professionals working in higher education (POcon543)
This conversation takes place during the lunchtime break of a one-day meeting about the European higher education area. The participants are members of various institutions and organizations involved in higher education and quality assurance. S7 hosts the meeting and invites the participants to a buffet in the seminar room where they had their discussions before. Participants thus get themselves drinks and food and come back to the table one after the other. There are multiple parallel conversations as people talk about private as well as professional matters. The transcript switches between several of these parallel conversations.
Words: 5640
conversation over lunch between professionals involved in European higher education matters (POcon549)
This conversation takes place in the coffee break between two working group discussions which are part of a larger assembly about mobility in Europe. The speakers, all academics from different European universities, discuss what they want to do after the official program of the day and where they want to go shopping. The speakers know each other from earlier occasions of this kind, so the atmosphere can be described as relaxed. As many people talk to each other during the coffee break, only individual threads of talk could be transcribed.
Words: 1276
conversation during coffee break about shopping malls (POcon591)
This task force meeting takes place among representatives from various European universities. S1 chairs the meeting, S2 and S11 are coordinators supporting the chair in administrative issues. All other speakers are participants of the meeting and also members of the task force. The speakers discuss legal and administrative preconditions for establishing joint university degrees. At the beginning, S1 prompts a short introductory round because some of the speakers have not met before, though the majority of speakers are acquainted with each other. After that, they exchange some thoughts on the legal situation in different countries. Then S5 gives an unscripted presentation (which is not transcribed in its entirety because it exceeds 10 minutes). During this presentation, S12, who is not present at the beginning, joins the meeting. After S5's presentation, the speakers start discussing the implications of the matrix S5 has presented and how to best use it. S1 gives a short overview of main points with the help of some transparencies. Then the discussion continues on various aspects relating to establishing joint degrees. S1 collects points that come up and takes notes on flip charts and a blackboard.
Words: 14767
professional organizational meeting
meeting to discuss the proceedings of a planned workshop on joint degree programs (POmtg314)
This meeting happens in the course of a day in which a task force works on issues related to establishing collaboration among European universities and joint European master's degrees. S1 is a high-ranking official of [org1], which is concerned with European higher education. He joins the task force group only for this portion of the day. S1 asks the participants to report on their work during the day and S2 starts to summarize what they have done. Then, a discussion develops in which all participants offer comments and make suggestions as to how to proceed. S1 leaves the group again after approximately half an hour and the members of the task force continue to collect important points, which S4 writes down on a flip chart. There is a rather high level of background noise in this portion of the meeting and some speakers are at quite a distance from the microphone. After collecting ideas and points for discussion on the flip chart, the speakers decide to split into two groups and start dividing up and clarifying points for discussion for each group.
Words: 9231
meeting to discuss and prepare the thematic organization of workshops on joint degree programs (POmtg315)
This meeting happens in the course of a day in which a task force works on issues related to establishing collaborations among European universities and developing joint degrees. The members of the task force have previously split into two working groups, with one group focusing on administrative and one group focusing on academic aspects regarding the development of joint degrees. In this meeting, the two groups come together again and discuss their suggestions and questions they have collected. S1 is the chair of the meeting and also the speaker of the academic group. She starts by summarizing the questions put forward by the academic group. She has handwritten notes to help her summarize all the questions. She generally formulates her sentences freely, but towards the end of her summary she partly reads from her notes, which is indicated in the transcript. After S1's summary, S4 summarizes the outcomes of the brainstorming done by the administrative group and the other speakers add comments. A discussion about the different project phases emerges, then S4 resumes his summary. The meeting ends with a short discussion on how the task force and the project should proceed.
Words: 5910
meeting to discuss the results of the preceding working group discussion (POmtg316)
This is a meeting of professionals involved in European higher education and quality assurance. The participants S1, S2, S3, S4, and S5 follow a previously fixed agenda for the whole day. S1, the chairman, clearly leads the discussion, also towards exact outcomes. S4 takes the minutes of the meeting. In this meeting, the speakers discuss how different organizations involved in quality assurance work together, but also how they compete with each other and occupy different positions. Additionally, they discuss membership criteria and the possibility of having a mission statement. All participants are well acquainted. There is a friendly and open working atmosphere throughout the whole discussion. S6 is the researcher and does not participate in the discussion. S7 is not present during the meeting, but only enters the room briefly after approximately 50 minutes to tell S1 that someone has arrived in their office. At this, S1 leaves the room briefly, but returns again after two minutes. During S1's absence, the other speakers continue discussing the topic. When S1 returns, he joins in again and the discussion continues.
Words: 12848
meeting about standards in quality assurance for European higher education (POmtg403)
This is a meeting of representatives of various European organizations and networks involved in higher education quality assurance. After the general opening and an introductory round, S7, S6 and S4 present their respective networks, then a discussion follows. S1, S4, S5 and S11 are well acquainted, the others are not, even though they might have run into each other on other occasions. Generally, there is a friendly atmosphere though participants are competitors in some way. S1 is the chairman and clearly assigns turns. S2 is the researcher and does not participate in the meeting.
Words: 14641
meeting between representatives of European higher education quality assurance networks (POmtg404)
This meeting takes place at the university language center and involves eleven speakers who work at different language schools in Europe. They meet in order to discuss the success of, and problems encountered with, their individual projects. S4 and later on S5 share their experience and related the details of their individual project events in their countries to the group. The other speakers react, ask question and all speakers join in the discussion. S1 is the chair of the meeting, yet S2 also very actively steers the discussion. At the end of the meeting, S8 gives the other speakers instructions how to get to a venue in the evening.
Words: 11922
meeting of project group discussing two past project events (POmtg439)
This meeting at the university language center involves ten speakers who work at different language schools in Europe and are involved in a joint program dealing with the teaching of languages in relation to food. They meet in order to discuss the success of, and problems encountered with, their individual projects. In the preceding event a subgroup discussed and evaluated the booklet that had been produced accompanying the individual projects. In this particular event the booklet is discussed with all participants of the meeting in order to give feedback and propose possible improvements. The speakers thus occasionally refer to pictures and translations in the booklet, e.g. fire, cheese, soup, meat, fish, stars, moon etc. S1 functions as the chair of the meeting, but his role is not always noticeable. A large part of the conversation takes place among S1, S5, S9 and occasionally S7.
Words: 6692
meeting of project group to discuss and evaluate a booklet (POmtg444)
This meeting at the university language center involves nine speakers who work at different language schools in Europe and are involved in a joint program dealing with the teaching of languages in relation to food. They meet in order to discuss the success of, and problems encountered with, their individual projects. At the beginning S1 finishes a presentation of the project she organized, which took place the night before. S1 functions as the chair of the meeting, but S2, who takes notes during the meeting and is the administrative advisor of the project, is fairly prominent, too. A large part of the conversation takes place among S1, S2, S3 and S4. The meeting ends by the speakers forming two groups to discuss details.
Words: 4177
meeting of a project group to discuss one of their projects (POmtg447)
This is a meeting of professionals involved in European higher education and quality assurance. The participants follow a previously fixed agenda. S1, the chairman, clearly leads the discussion, also towards exact outcomes. S4 takes the minutes of the meeting, which is mostly concerned with formulating a mission statement and clarifying definitions and order of points in a manual. All participants are well acquainted. S5, who is actually not part of the working group but also professionally involved in the subject matter, joins the meeting to give her opinion and to offer advice. There is a friendly and open working atmosphere throughout the whole discussion.
Words: 6103
meeting about quality assurance and a mission statement for a European quality assurance organization (POmtg539)
This is a meeting of professionals involved in higher education and quality assurance in Europe. The participants stick to a fixed agenda while discussing the topics. S2, the chairman, clearly leads the discussion. He wants exact outcomes. At the beginning of the meeting, the speakers try to find a date for another meeting which they can all make. Then they go on to discuss other items on the agenda, for example how many members should constitute a particular committee they are setting up. They also discuss some particular wordings in a draft document they have written. The participants are well acquainted. There is a friendly and open working atmosphere throughout the whole meeting. S6 is not a participant of the meeting but only enters the room once to inform S2 of the arrival of someone. S7 is the researcher and does not participate in the meeting either.
Words: 11345
meeting on quality assurance issues in European higher education (POmtg541)
This is a meeting of a group of professionals involved in higher education and quality assurance. The participants stick to a fixed agenda which they have already received before. S1, the chairman, clearly leads the discussion. The speakers talk about a document, the role of [org1], some general procedures of the organization in relation to national legislation and the contents for an upcoming meeting. The participants are well acquainted. S6 does not participate in the meeting but only steps in for a moment to ask a question. People know her because she has participated in the discussion before. There is a friendly and open working atmosphere throughout the whole meeting.
Words: 4497
meeting between professionals to discuss an internal document on higher education in Europe (POmtg542)
This speech event is a joint meeting of representatives of different European quality assurance networks and other stakeholders, i.e. a meeting among professionals involved in European higher education quality assurance matters. S1, who is chairing the meeting, has invited the other participants to this meeting in order to introduce their respective networks and discuss common goals. The meeting thus switches between rather monologic statements of the representatives of the networks and very interactive parts when people engage in discussions. There is a fixed agenda to which participants stick and also a document that was sent to the participants prior to the meetings and to which they refer in the course of their discussions.
Words: 16685
meeting to discuss issues of quality assurance within the European higher education area (POmtg546)
This is a press conference about the cooperation of Serbia with the European Union, in particular with regard to fulfilling the requirements of ICTY (the International Criminal Tribunal for the former Yugoslavia). S1, the chairperson, makes an initial statement, after which S2 and S3 also each make a short statement on the preceding talks and the agreement that has been reached. Subsequently, journalists (S4, S5, S6, S8, S9, S10) pose questions, which S2 and S3 and also S7 answer.
Words: 3190
professional organizational press conference
press conference about the cooperation of Serbia with the European Union (POprc465)
This press conference deals with the conflict between Israel and the Hezbollah in Lebanon and the European Union's approval of a United Nations Security Council resolution aimed at ending this conflict. After a meeting of EU foreign ministers, three representatives of the European Commission (S2, S3, S4) report on the meeting's outcome and answer related questions posed by international journalists. Some of these questions are asked and answered in French, and simultaneously translated into English. S1 chairs the press conference and invites journalists in the audience to pose their questions.
Words: 3433
press conference about the military conflict between Israel and the Hezbollah in Lebanon (POprc522)
This press conference of the European Union deals with illegal immigration in Spain. S2, an EU commissioner, is asked questions by journalists and answers them. S1 is the chairperson and invites journalists in the audience to pose their questions.
Words: 1448
press conference on illegal immigration in Spain (POprc557)
This press conference takes place after a meeting of the European Commission focusing on the accession of Bulgaria and Romania to the European Union (EU). The EU president (S2) and a commissioner (S3) give two short speeches first, then they answer various questions on the accession of Bulgaria and Romania but also concerning the accession negotiations with Croatia. The questions are posed by journalists from various European newspaper agencies, who sometimes also speak French or German. Comments in languages other than English are simultaneously translated by two interpreters (S12 and S14). S1 chairs the press conference and seems to be already acquainted with some of the journalists.
Words: 4091
press conference on the accession of Romania and Bulgaria to the European Union (POprc558)
This press conference of the EU is on the EU-Norway Energy Partnership dialogue. It starts with two short statements by the minister and the commissioner, then a question-answer session with journalists follows.
Words: 5421
press conference on the EU-Norway energy partnership dialogue (POprc559)
This working group discussion takes place among representatives from several European universities. The group has been given a document with a number of issues which they need to discuss and put in a logical order and chronological sequence. These issues concern the administrative side of establishing joint degrees among European universities. The speakers also discuss how academic and administrative aspects are related and in which cases they should be addressed separately. S1 is the chairperson and leads the discussion. S10 only joins the group after a couple of minutes. S1 starts by asking if there are any additional issues the participants would like to add to the ones in the document. After that the speakers start to arrange the issues in a temporal sequence. S1 occasionally takes notes. After about 15 minutes, someone joins the group to take notes, but does not participate in the discussion. S12 only joins the group after 25 minutes.
Words: 13175
professional organizational working group discussion
working group discussion on administrative matters concerning joint degree programs in Europe (POwgd12)
This working group discussion takes place among representatives from several European universities. They discuss various questions and matters arising in creating joint university degrees among European universities, such as how scientific disciplines in different countries can collaborate. S1 is the chairperson. He guides the discussion and invites the other speakers to voice their opinions and make comments. He also takes notes during the discussion from time to time. Although the participants have met before and are thus acquainted, they are not very well acquainted, which is why S1 prompts an introductory round at the beginning and draws a seating chart. S12 helps S1 in taking notes on a computer throughout the discussion, and since he is typing he hardly speaks. S2 is the researcher and thus not a participant of the interaction. S13 is not a participant of this working group either and joins the group only for a minute to take pictures with her camera, but otherwise is not present. S6 is part of the working group, but does not stay for the whole discussion and leaves after about 45 minutes. After about 70 minutes, S1 decides the group should have a coffee break during which the speakers stay in the same room. The discussion continues on the same topic after the coffee break. S14, who is not a member of the working group as such but a high ranking member of the organization, joins the discussion after the coffee break for about 25 minutes and then leaves again.
Words: 20130
working group discussion on joint degree programs in Europe (POwgd14)
This working group discussion involves representatives from several European universities. The discussion happens during a longer workshop which focuses on creating joint degrees and establishing cooperation among universities in Europe. S1 is the chairperson, but has only been asked to chair the discussion a couple of minutes before. Initially, S1 and the participants are not sure which issues they should address in their discussion. After a few minutes, S6, who is a high official of [org1] but does not participate in this working group, enters the room. S1 asks him about the particular task of their working group. S6 explains that he wants them to determine the temporal sequence of previously collected questions, then he leaves the group again. S1 organizes the group, asks S7 to take notes and act as rapporteur. The group starts discussing the order of the questions in a joint document. The speakers also mention and elaborate on many related issues.
Words: 11210
working group discussion on the timing of the implementation of joint degree programs (POwgd243)
This working group discussion takes place in the course of a whole day in which approximately 15 people work together as a task force on different matters regarding European higher education. At this point in the afternoon, they split into two subgroups which work at different tables in the same room. This speech event represents one of these two subgroups, consists of eight participants and represents a discussion of academic matters in relation to joint programs. Often voices and laughter from the background can be heard, which are being ignored and not transcribed unless communication between the two groups takes place. All speakers are participants of the discussion, and S1 was appointed to chair the group. Thus, she repeatedly takes notes during the discussion and asks questions. In addition, S8, who works for the host institution, also seems to take notes.
Words: 8122
working group discussion about academic issues with regard to establishing a joint European degree (POwgd26)
This speech event is a working group discussion with four participants. The discussion is part of a whole day in which a task force meets and at this point splits into sub-groups. The other working group is having a discussion at another table in the same room. Thus, very often voices and laughter from the background can be heard. These background voices are being ignored and are not transcribed unless communication between the two groups takes place, which happens twice in the course of the event - the first time after about 20 minutes, then again after about 50 minutes. Since the discussion of this working group deals with issues concerning European universities and the establishing of a common joint degree, names of student exchange programs such as 'Marie Curie', 'Erasmus', 'Erasmus Mundus', 'Socrates', 'Nordplus' are often talked about. S5 occasionally takes notes on a laptop. The working group discussion happens among four speakers: S1, S2, S4 and S5. At the very beginning, S3, who is a participant of the other working group, is still at the table of this group, but she leaves right away. During the course of the discussion, S1 leaves the group for approximately 10 minutes, so during this time only S1, S2 and S5 are present. S1 joins the group again, and then a little bit later, S5 leaves the group. During her absence, the other group finishes their discussion and thus asks this working group whether they are finishing as well. Thus, the two groups interact for the second time. Shortly after this, S5 joins the group again.
Words: 12251
working group discussion about administrative questions with regard to establishing a joint European degree (POwgd317)
This very interactive working group discussion takes place among representatives of different European universities. The speakers are acquainted with each other as they have all met on the previous day (and perhaps on earlier occasions). The speakers discuss several issues to do with the future of Europe's higher education and the development of joint programs. Even though speakers function in their professional roles, they generally exhibit very supportive and cooperative behaviour on an interpersonal level. S1, the chairperson, is sometimes ignored due to the heated discussion. S13 is the coordinator summarising the main points of the discussion. S5 is the researcher and does not participate in the interaction.
Words: 22808
working group discussion on the organization of joint degree programs in Europe (POwgd325)
This working group discussion is part of a larger assembly. The participants present work for the individual universities' international relations offices. The purpose of the meeting is to improve both internal and external communication, thus affecting the dissemination of knowledge within the universities but also information exchange with the umbrella organization. S7 seems to chair the proceedings but does not appear to be in a dramatically higher position in the network's hierarchy than her colleagues. She has to deliver a report on the outcome of this meeting afterwards. There is no clear agenda although at the beginning S7 'distributes speaking rights' by calling the speakers by their names so that they introduce themselves and the status quo at their office. As becomes during the interaction, the others may interrupt her at any point though. Most of the speakers have obviously met before and, generally speaking, the atmosphere can be described as more or less relaxed.
Words: 7056
working group discussion on the improvement of communication between the members of the organization (POwgd37)
This working group discussion forms part of a larger conference on the European youth pact and the job situation for young people in Europe. The group is a sub-group and is supposed to discuss several questions and to then compare their results with the other sub-group. The participants are representatives of different European youth organizations. They know each other from previous discussions during that day, and the atmosphere is friendly and relaxed. Since the other sub-group is in the same room, you can hear them discussing in the background, which makes understanding quite hard sometimes.
Words: 9949
working group discussion on the European youth pact and the job situation (POwgd375)
This working group discussion is about communication and knowledge transfer and their shortcomings across youth organizations. It is mainly S3 and S12 that do the talking. S3 is taking notes about what to say later when they will gather in the big group again. On one occasion they are joined by S1, a member of the organization team, who asks a kind of 'stimulation question'. As there are other small groups in the same room there is a lot of background noise.
Words: 2591
working group discussion about communication and knowledge transfer across youth organizations (POwgd378)
This working group discussion takes place during a two-day project meeting involving local representatives from language schools and other institutions who participate in a joint international project. The four participants of the working group (S1, S2, S3, S4) talk about dissemination strategies in the media and how they got the media involved and interested in their respective local projects and events. They also address the question of how they should proceed with the booklets that each project group has had to produce. S1 and S4 are colleagues at their local language school. S2 had been upset in the session preceding this working group discussion, so the other participants try to calm her and cheer her up and help her with her local project. There is a high level of background noise during the speech event, which sometimes leads to unintelligible speech, since another working group discussion is talking place in the same room. The working group discussion ends when S5, a member of the other group, breaks up the groups and all speakers go back to their original seats.
Words: 5319
working group discussion on dissemination strategies for a project in the media (POwgd442)
This working group discussion takes place among four representatives from different language schools in Romania, Portugal, Belgium, and Austria. The speakers discuss the most important points to consider - in the areas of organization, language learning and dissemination - when planning an event within their project. The working group discussion happens in the course of a two-day project meeting. S1 acts as the chair of the group. S2, S4 and S5 participate actively in the discussion. S4 leaves the group for a couple of minutes and then returns again. S3 is the researcher and does not participate in the discussion. There is another group discussing related topics in the same room, so there is a high level of background noise. Some speakers from the other group (S6, S7, S8) briefly join this group and make short comments but do not participate in the working group discussion.
Words: 4447
working group discussion on most important points in project planning (POwgd449)
This working group discussion among delegates from national and international youth associations deals with youth participation and the role of NGO's in this respect. The discussion takes place in a room where there are two other working groups, hence there is a high level of background noise. While there is no formally appointed chair, it is S3 who appears to be leading this discussion; S8 is the rapporteur and takes notes. S1 and S2 are the organizers of these discussions and join from time to time to give instructions.
Words: 12039
working group discussion on youth participation and the role of NGO's (POwgd510)
This working group discussion among representatives from national and international youth organizations deals with problems and challenges concerning voluntary work. S1 is the chair of this subgroup, S7 is taking notes. S8 joins the group at a later point. The discussion takes place in a room where there are two other working groups, hence there is a high level of background noise. S2 and S5, who are the moderators of these working group discussions, join the subgroup from time to time to give instructions, sometimes they address all the subgroups present in the room.
Words: 10880
working group discussion about problems and challenges concerning voluntary work (POwgd524)
In this workshop discussion, which is part of a larger conference on the situation of young people in Europe, the speakers talk about their impressions of and thoughts on what the plenary speakers said in earlier sessions. Later they are divided into smaller groups to discuss this.
Words: 2043
professional organizational workshop discussion
workshop discussion on the European youth pact and the job situation (POwsd256)
This is a workshop discussion among representatives of various European youth organizations who meet in Austria to discuss youth issues such as social inclusion and the precarious job situation. S1 is the chair and leads the discussions. At the beginning, participants introduce themselves, then they are asked to complete a small talk which is followed by a discussion. This is the first round of discussions in a small group, but generally, the working atmosphere is very positive and supportive.
Words: 12564
workshop discussion on youth and jobs in Europe (POwsd257)
This workshop discussion focuses on the European youth pact and the employment situation of young people in Europe. The participants are representatives of different European youth organizations. They first discuss the results of a panel discussion that took place prior to this speech event in the context of the larger conference that this speech event is part of. The participants also report on their personal experiences in their individual countries and agree on how to proceed. S1 chairs the event and takes notes on the blackboard. S9 is responsible for the minutes and will present the outcome of the workshop discussion to a larger audience afterwards.
Words: 14846
workshop discussion on the European youth pact and the relationship between local and international youth organizations in Europe (POwsd258)
This is a workshop discussion among 12 representatives of various European youth organizations on the topic of youth employment, social inclusion and the precarious job situation. This speech event is the first of two workshop discussions on this topic on the same day. S1 is the chair but often seems to be more preoccupied with taking notes on the whiteboard than on chairing the discussion. S2 takes notes for the whole group on a laptop as she is the rapporteur who will report the outcomes of the group discussion to the other groups at the end of the day. The atmosphere is very friendly and supportive. This group of people is part of a larger group which was spilt up by assigning animal names (cats, dogs) to each of the participants. The people present were all assigned the animal name 'cat'.
Words: 11217
workshop discussion on the advantages and disadvantages of young people in the labor market (POwsd266)
This workshop discussion among representatives of European youth organizations is about the situation of young people in Europe, especially the problems encountered by them during the period of their education and in the labor market. The event is part of a symposium on youth and employment. S1 is the chair, guides the discussion, and takes notes (partly also on a flipchart). As this is the second smaller discussion round, the participants know each other from the earlier session.
Words: 10846
workshop discussion about young people's rights in the labor market (POwsd372)
In this workshop discussion representatives of European youth organizations as well as experts from European institutions discuss youth issues in Europe, particularly the job situation of young people. The event is part of a symposium on youth and employment. S1 is the chair and guides the discussion, S2 takes notes. As this is the second smaller discussion round, the participants know each other from the earlier sessions and a friendly atmosphere prevails.
Words: 6552
workshop discussion about the situation of youth and employment (POwsd374)
This workshop discussion is on the European youth pact and the job situation of young people in Europe. The participants are representatives of different European youth organizations. They present the outcomes of what they discussed in small sub-groups before this event. They know each other from previous discussions, the atmosphere is relaxed and friendly.
Words: 3407
workshop discussion on the European youth pact with presentation of discussions in subgroups (POwsd376)
This workshop discussion deals with issues related to youth and the labor market. In the previous session all members of this workshop were divided in smaller subgroups to discuss matters in greater detail. They now come together to summarize and inform the others of the results of their subgroups. Participants are acquainted, as this is the second day of the conference. S8 chairs the discussion, all other speakers are participants.
Words: 1331
workshop discussion about outcomes of discussions in subgroups (POwsd379)
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