EmoClass stringclasses 10
values | EmoAct float64 1 7 | EmoVal float64 1 7 | EmoDom float64 1 7 | SpkrID int64 1 3.33k | Gender stringclasses 2
values | Split_Set stringclasses 2
values | transcript stringlengths 1 353 ⌀ | emotion2vec_features listlengths 1 1 |
|---|---|---|---|---|---|---|---|---|
U | 4 | 4.4 | 5.2 | 1,081 | Female | Train | important and innovative and unique. so let's talk about that a little bit.yeah- | [
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U | 4 | 4.8 | 5.4 | 1,086 | Female | Train | it's very interesting. so- | [
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H | 5.6 | 4.4 | 5 | 1,086 | Female | Train | ... let me before telling you about the methodology, give you another startling fact.okay.90%- | [
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X | 3.6 | 3.6 | 3.6 | 1,086 | Female | Train | of the world's children live in the majority world, or the developing world. | [
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N | 4.2 | 4.6 | 4 | 1,086 | Female | Train | it's 10% that live in the western world. | [
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N | 4.4 | 4 | 3.6 | 1,086 | Female | Train | ... percent of the literature or the information- | [
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S | 3.4 | 3.4 | 3 | 1,086 | Female | Train | ... nutrition. what's going on when mothers are talking- | [
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U | 5 | 4.2 | 4.6 | 1,086 | Female | Train | ... to children? we have to have cogent evidence around this. | [
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N | 3.8 | 4.6 | 4 | 1,086 | Female | Train | ... so the survey is really what we used. it's one of the largest- | [
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N | 3.6 | 4.4 | 3.2 | 1,086 | Female | Train | ... children declaration, and it's sponsored by unicef. | [
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N | 4 | 4 | 3.8 | 1,086 | Female | Train | it's implemented around the world. and the beauty of this is in the most recent, so it's been going through multiple waves- | [
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N | 3.2 | 4.6 | 3 | 1,086 | Female | Train | ... but the most recent wave was conducted in 2005. | [
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N | 3.2 | 3.4 | 3.2 | 1,086 | Female | Train | they included a lot of questions about this immediate and most influential context for children under five. we- | [
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X | 4.6 | 4.6 | 5 | 1,086 | Female | Train | ... and i think the very unique aspect of our paper was to take the principles of children's rights to survive- | [
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O | 4.4 | 4.6 | 4.2 | 1,086 | Female | Train | and take that lens and look at the data and say- | [
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N | 3.2 | 3.6 | 3.8 | 1,086 | Female | Train | it's a very, very complicated- | [
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X | 3.6 | 3.8 | 4 | 1,086 | Female | Train | ... but fairly representative, households are sampled in a country. | [
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N | 3.4 | 4.6 | 4.4 | 1,086 | Female | Train | there are multiple modules that look at health, nutrition- | [
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N | 3.8 | 4.6 | 4.4 | 1,086 | Female | Train | ... education, economic status, and countries can elect which modules or questions they- | [
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N | 4.2 | 4 | 4.6 | 1,086 | Female | Train | our study was one, one micro sample of- | [
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N | 3.2 | 4 | 3.8 | 1,086 | Female | Train | ... and just broad statistics of gdps and- | [
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N | 3.4 | 4.2 | 4 | 1,086 | Female | Train | the findings were, so we had a sample of 28 countries that we looked at in this study, and we had them- | [
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X | 3.8 | 4.2 | 3.8 | 1,086 | Female | Train | ... for the ease of categorization- | [
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N | 3.8 | 4 | 3.8 | 1,086 | Female | Train | ... we looked at high human development index, human development- [crosstalk 00:04:27]. | [
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S | 3 | 2.6 | 3.4 | 1,086 | Female | Train | only one fourth of the mothers said they had breastfed the children the previous day. | [
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N | 3.2 | 3.8 | 3.2 | 1,086 | Female | Train | ... in a caveat here, is that the- | [
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U | 4.2 | 3.8 | 4 | 1,086 | Female | Train | ... the means or the average belies the huge distribution. | [
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X | 5.2 | 4.4 | 5 | 1,086 | Female | Train | so in some ways you can't just peg it to the mean, but that being said, the uppermost range of many- | [
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C | 3.4 | 3.2 | 3.2 | 1,086 | Female | Train | ... of the responses we got were still lower than what should be in place for optimal- [crosstalk 00:04:58] | [
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U | 4.2 | 5 | 5.2 | 1,086 | Female | Train | ... need, what we know is a nurturing and a stimulating environment. so- | [
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N | 3 | 3.8 | 3.2 | 1,086 | Female | Train | ... we know that if we're not upholding the- | [
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N | 3.8 | 4.2 | 4.2 | 1,086 | Female | Train | ... we should be doing, and that was very helpful information, that we got very hard information. we- [crosstalk 00:05:13] | [
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U | 4.6 | 5 | 5 | 1,086 | Female | Train | ... and we took the data and we started looking at implications are fit for, how could you, let's say enhanced breastfeeding, exclusive breastfeeding practices? what- | [
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H | 4.6 | 5.6 | 4.6 | 1,086 | Female | Train | yeah, i was very fortunate to work in laos. it's a beautiful country. it's just- | [
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X | 2.8 | 4.2 | 3 | 1,086 | Female | Train | just beautiful. it's southeast asia. | [
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N | 2.4 | 2.6 | 3 | 1,086 | Female | Train | it's unfortunately, though, a landlocked country, it ranks very low in economic development- | [
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N | 3.2 | 3.4 | 3.8 | 1,086 | Female | Train | ... disturbing statistics with respect to children, infant mortality, access to healthcare, access to education. | [
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N | 4.6 | 4 | 4.2 | 1,086 | Female | Train | and part of the university was really to work as an evidence-based partner in this process. | [
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N | 3.6 | 4.2 | 4 | 1,086 | Female | Train | ... led the process. it was a national- | [
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U | 4.4 | 3.6 | 4 | 1,086 | Female | Train | ... programs for children. it was very much in response to, what are the national needs and priorities for young children? and the goal was to build a sustainable policy. and this is a huge- | [
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N | 3.2 | 4.4 | 4 | 1,086 | Female | Train | ... the people. you often hear this rhetoric, "oh, they have great policies, but-" | [
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N | 3.6 | 3.6 | 3 | 1,086 | Female | Train | ... but in implementation, it falls apart. it falls apart because- | [
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X | 2.6 | 4 | 2.4 | 1,086 | Female | Train | there isn't capacity sustainability, there isn't- | [
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N | 3.6 | 4.6 | 4.2 | 1,086 | Female | Train | ... we bring to this process is, how do you build that sustainability on the different pieces of evidence? | [
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X | 3.8 | 4.4 | 3.8 | 1,086 | Female | Train | ... have to be interacting with patients. you have to be- | [
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F | 4.6 | 3.8 | 4.8 | 1,086 | Female | Train | ... interacting with policy makers, you've got to understand how ideology- | [
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X | 3.2 | 3.8 | 3.2 | 880 | Female | Train | and learn the process. learn how do you engage in an evidence-based conversation. | [
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S | 2.7 | 3 | 3 | 1,086 | Female | Train | ... conversation that had occurred, and it was remarked on and used as a model- | [
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C | 4.6 | 5.4 | 4.8 | 1,081 | Female | Train | ... in terms, let's go back to the global policy. and very- | [
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N | 3.8 | 4.6 | 4.2 | 1,086 | Female | Train | so in order to achieve that, there isn't one global policy, they sort of- | [
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X | 4.6 | 4.2 | 4.2 | 1,086 | Female | Train | and then there are the declarations. the declarations are, the mdgs are the most- | [
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N | 4.4 | 3.4 | 4.6 | 1,086 | Female | Train | where early childhood fits in is that it gets piecemeal attention. | [
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O | 3 | 4.4 | 3.2 | 1,086 | Female | Train | ... it's budget on primary education. | [
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X | 3.8 | 3.2 | 3.2 | 1,086 | Female | Train | so you see this sort of an attention to early childhood, there isn't- | [
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X | 3.4 | 4.2 | 3.8 | 1,086 | Female | Train | ... a meeting we had in [bell agio 00:08:04]- | [
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H | 4.8 | 4.4 | 5 | 1,086 | Female | Train | ... if you know, we're really getting the full child.sure.and this was a very interesting- | [
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U | 4.4 | 4.2 | 4.2 | 1,086 | Female | Train | ... what can we put together, to talk to these big declarations, to see if there's a greater inclusion of young children.and what came out of the meeting? | [
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X | 4.2 | 5 | 4.4 | 1,086 | Female | Train | what came out of the meeting was a very interesting structure of how we should be thinking about the evidence from the different sectors that address kids, health, education, legal system- | [
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X | 4.2 | 3.8 | 4.4 | 1,086 | Female | Train | ... private sector, and how can we put these together to really understand- | [
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X | 4.875 | 4.625 | 4.875 | 1,086 | Female | Train | so for the most, i would say the pieces to this that come together in an interesting tapestry- | [
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N | 3 | 3.4 | 3.4 | 1,086 | Female | Train | ... but then there, isn't a linear arrangement around it. | [
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X | 4.4 | 4.8 | 4.4 | 1,086 | Female | Train | one piece i find that it's quite remarkable is- | [
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N | 5.2 | 4.6 | 5.2 | 1,086 | Female | Train | oftentimes parents or key caregivers in the family are not aware of the importance of these early years, and that learning does begin at birth- | [
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H | 4.2 | 5 | 4 | 1,086 | Female | Train | ... and that everything we do with young children enhances their capacity, and their ability, and their potential. | [
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N | 4 | 3.666667 | 4.333333 | 1,086 | Female | Train | there is a universal recognition of wanting your children to be healthy, to be happy- | [
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N | 3.2 | 4.4 | 4.6 | 1,086 | Female | Train | i've done focus groups with remote populations in- | [
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X | 4.2 | 3.4 | 3.8 | 1,086 | Female | Train | [crosstalk 00:00:16] and laos. i've done focus groups in families and sort of very educated in singapore. and you ask them, "what do you want for your children?" and they all say- | [
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-0.826627254486084,
... |
H | 4.4 | 5.2 | 4.2 | 1,086 | Female | Train | "we want healthy children. we want our children to be happy, to be successful." | [
{
"feats": [
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0.05325128883123398,
1.2570269107818604,
0.8127685189247131,
0.03935090824961662,
-0.8925634026527405,
... |
O | 4.8 | 4.4 | 4.6 | 1,086 | Female | Train | "how do you think this happens and what could you do?" that's when we noticed there is a knowledge gap.mm-mm. (affirmative) | [
{
"feats": [
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... |
O | 4.6 | 4.4 | 3.8 | 1,086 | Female | Train | and that's really what we need to work on. i think if somehow there was a [crosstalk 00:00:44]- | [
{
"feats": [
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... |
X | 5 | 4.777778 | 4.888889 | 1,086 | Female | Train | and once families, mm, public will build to demand from the government and we see what demand can do. recently, we are- | [
{
"feats": [
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... |
X | 5.111111 | 4.888889 | 4.222222 | 880 | Female | Train | ... seeing a lot of changes.sure. yes.once- | [
{
"feats": [
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... |
N | 4.2 | 4.4 | 4.4 | 1,086 | Female | Train | ... we will see service provision change. we will- | [
{
"feats": [
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... |
H | 4.6 | 5.2 | 4.2 | 1,086 | Female | Train | but education really is the first step.it's the first step and there is a very key link between particularly maternal education, maternal [crosstalk 00:01:08]- | [
{
"feats": [
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... |
N | 3.6 | 4 | 4.6 | 1,086 | Female | Train | the problem with scaling up is there are not sufficient trained individuals to actually take it forward.right.and so the quality of- | [
{
"feats": [
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... |
F | 3.6 | 3.6 | 3.4 | 1,086 | Female | Train | ... the work and the effectiveness of the program starts dropping.mm-hmm (affirmative). | [
{
"feats": [
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0.7956582307815552,
0.05409521982073784,
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... |
C | 5.6 | 4.6 | 5.2 | 1,086 | Female | Train | and if we had systems to actually enhance capacity, to build training- | [
{
"feats": [
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0.0015367580344900489,
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... |
N | 5 | 4.6 | 5 | 1,086 | Female | Train | ... models, we could reach a large number of populations- | [
{
"feats": [
0.10507093369960785,
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... |
D | 4 | 4.6 | 4.6 | 1,086 | Female | Train | ... families, children. we are not reaching now. the advantage to all of this is we have technology. no longer are we bound- | [
{
"feats": [
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... |
C | 2.8 | 3.4 | 3.8 | 1,086 | Female | Train | ...into classrooms. the walls have exploded, have expanded. and [crosstalk 00:01:47] - | [
{
"feats": [
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... |
H | 4.6 | 4.6 | 4.8 | 1,086 | Female | Train | and, finally, i think we need stronger arguments. | [
{
"feats": [
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... |
X | 5.4 | 3.8 | 5.2 | 1,086 | Female | Train | ... economic development of countries. we have it. | [
{
"feats": [
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... |
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