Rhetoric and public speech in English republicanism, 1642-1681

The study analyses the ambivalent relationship republicanism, as a form of self-government free from domination, had with the ideal of participatory oratory and non-dominated speech on the one hand, and with the danger of unhindered demagogy and its possibly fatal consequences to that form of government on the other. Although previous scholarship has delved deeply into republicanism as well as into rhetoric and public speech, the interplay between those aspects has only gathered scattered interest, and there has been no systematic study considering the variety of republican approaches to rhetoric and public speech in 17th-century England. The rare attempts to do so have been studies in English literature, and they have not analysed the political philosophy of republicanism, as the focus has been on republicanism as a literary culture. This study connects the fields of political theory, political history as well as literature in order to make a multidisciplinary contribution to intellectual history. The study shows that, within the tradition of classical republicanism, individual authors could make different choices when addressing the problematic topics of public speech and rhetoric, and the variety of their conclusions often set the authors against each other, resulting in the development of their theories through internal debates within the republican tradition. The authors under study were chosen to reflect this variety and the connections between them: the similarities between James Harrington and John Streater, and between John Milton and John Hall of Durham are shown, as well the controversies between Harrington and Milton, and Streater and Hall, respectively. In addition, by analysing the writings of Marchamont Nedham the study will show that the choices were not limited to more, or less, democratic brands of republicanism. Most significantly, the study provides a thorough analysis of the political philosophies behind the various brands of republicanism, in addition to describing them. By means of this analysis, the study shows that previous attempts to assess the role of free speech and public debate, through the lenses of modern, rights-based liberal political theory have resulted in an inappropriate framework for understanding early modern English republicanism. By approaching the topics through concepts used by the republicans legitimate authority, leadership by oratory, and republican freedom and through the frames of reference available and familiar to them roles of education and institutions the study presents a thorough and systematic analysis of the role and function of rhetoric and public speech in English republicanism. The findings of this analysis have significant consequences to our current understanding of the history and development of republican political theory, and, more generally, of the connections between democratic theory and free speech.

Improving speech transcription for Mandarin-english translation

This paper describes the development of the CU-HTK Mandarin Speech-To-Text (STT) system and assesses its performance as part of a transcription-translation pipeline which converts broadcast Mandarin audio into English text. Recent improvements to the STT system are described and these give Character Error Rate (CER) gains of 14.3% absolute for a Broadcast Conversation (BC) task and 5.1% absolute for a Broadcast News (BN) task. The output of these STT systems is then post-processed, so that it consists of sentence-like segments, and translated into English text using a Statistical Machine Translation (SMT) system. The performance of the transcription-translation pipeline is evaluated using the Translation Edit Rate (TER) and BLEU metrics. It is shown that improving both the STT system and the post-STT segmentations can lower the TER scores by up to 5.3% absolute and increase the BLEU scores by up to 2.7% absolute. © 2007 IEEE.

Peregrinación a la cibdat de gygantes : configuración del imaginario geográfico bíblico en La fazienda de Ultramar

Resumen: Dado que la imaginación medieval del mundo se nutre de ideas directamente heredadas de la Biblia, a menudo en contienda con la exploración empírica del globo terrestre, el estudio de los relatos de viajes en general, y de las guías de peregrinos a Tierra Santa en particular, nos permite comprender el modo en que el hombre de letras medieval se apropiaba del imaginario bíblico para darle forma a un mundo cuyos límites exóticos cobraban familiaridad por ser el escenario de las historias más apreciadas por los lectores de la época. Dentro del repertorio de literatura de viajes hispánica, La fazienda de Ultramar, cuya redacción se habría llevado a cabo a comienzos del siglo XIII, es un texto de singular importancia, por ser una de las más antiguas versiones en romance de la Biblia. No solo es un texto fundacional para una tradición que cambió la forma en que el hombre medieval se acercaba a las Sagradas Escrituras, sino que, debido a su carácter de itinerarium, nos permite conocer el modo en que la Biblia afectaba la imaginación del lector medieval acerca de la geografía de Tierra Santa. Es por ello que el propósito de esta comunicación será analizar el modo en que la estructura de itinerarium incide sobre el tratamiento del texto sagrado y la forma en que la lógica narrativa de los episodios bíblicos se subordina a la geográfica. De esta forma, se intentará echar luz sobre algunas cuestiones que han limitado el estudio de esta obra.

An Analysis of English, Spanish and Basque Demonstratives in Narrative: a Matter of Viewpoint

[EN]This paper undertakes the study of the occurrence of non-corresponding demonstrative forms in Spanish, Basque and English in exactly the same linguistic context. It is proposed that the differenccs in the choice of the demonstratives result from the differences in the kind of iniormation that must be coded in each of the languages. Thus, I will argue that in Spanish and Basque the obligatory coding of the aspectual categories of the imperfect and the preterit has the function of imposing specific viewing arrangements onto the situations they designate. By contrast, in English, where the aspectual distinction is not overtly coded, the demonstrativcs are proposed to fulfil this function.

Internationalisation, multilingualism and English-medium instruction: the teacher's perspective

[EN]In the newEuropean higher education space, Universities in Europe are exhorted to cultivate and develop multilingualism. The European Commission’s 2004–2006 action plan for promoting language learning and diversity speaks of the need to build an environment which is favourable to languages. Yet reality indicates that it is English which reigns supreme and has become the main foreign language used as means of instruction at European universities. Internationalisation has played a key role in this process, becoming one of the main drivers of the linguistic hegemony exerted by English. In this paper we examine the opinions of teaching staff involved in English-medium instruction, from pedagogical ecologyof-language and personal viewpoints. Data were gathered using group discussion. The study was conducted at a multilingual Spanish university where majority (Spanish), minority (Basque) and foreign (English) languages coexist, resulting in some unavoidable linguistic strains. The implications for English-medium instruction are discussed at the end of this paper.

Transforming Curriculum Delivery through Technology: Stories of challenge, benefit and change

During 2008–2010, the Transforming Curriculum Delivery through Technology Programme investigated the potential for technology to support more flexible and creative models of curriculum delivery. This publication captures outcomes from individual projects and summarises the key points emerging from the programme.

Distributed e-Learning Programme: Stories from regional pilots

These stories are based on a selection of regional pilot projects that were completed for the Distributed e-Learning Programme between 2005 and 2007. As part of this HEFCEfunded programme, JISC commissioned 21 projects around the use of technology to support lifelong learning in a regional context.

Case study: Digital approaches to English and mathematics

Case study on six partner organisations in the eastern region and how they have supported learners on apprenticeship and traineeship programmes.