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 |
|---|---|---|---|---|---|---|---|---|
H | 5.5 | 5.625 | 5.5 | 2,246 | Female | Train | they were going off with one particular person and that relationship became their primary relationship. and i was having a crazy dalliance and edinburgh and. | [
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N | 5 | 5.2 | 4.8 | 2,246 | Female | Train | because i think in polyamory, you have to be so open about your feelings towards other people and about jealousy and et cetera, et cetera.there's tons of communication that has. | [
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H | 4 | 4.2 | 3.8 | 2,246 | Female | Train | has to happen. isn't there.so yeah, it wasn't as that meant actually when we emailed and we chatted and it was so much more easier. does that make, yeah.totally, yeah! | [
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N | 4.6 | 4 | 4.4 | 2,246 | Female | Train | when do you actually break up with somebody? because i had quite a sort of long protracted unraveling of a romantic relationship, which was no longer... | [
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H | 4.4 | 5 | 4.2 | 2,246 | Female | Train | they were, his four year old sister had drawn pictures, like four year old picture, four year old type pictures of him, myself. | [
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H | 5.2 | 4.8 | 4.8 | 2,246 | Female | Train | and that was what i was appalled by. and then we met that saturday and i said, james, i heard about what's happened and we're not getting back together. and you are not... | [
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X | 4.6 | 4.6 | 4.6 | 2,246 | Female | Train | ...and getting over my very big relationship in that i have deleted file in like, like, like i've gone into a state of shock poster... | [
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H | 4.2 | 4.8 | 4.6 | 2,246 | Female | Train | ...let's end it our first break up monologues podcast on this sort of slightly positive note that there is some energy and there is something to be... | [
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N | 5.2 | 5 | 4.8 | 2,246 | Female | Train | gained from what we learn about ourselves in those heartbroken times. well, i would love to hear from you with your breakup stories, you can tweet at me @rosiewillbe. | [
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N | 4.8 | 4.4 | 4 | 1,179 | Male | Train | their instructional materials to supplement their core curriculum. and more and more of those teachers are finding their way to websites that enable teachers to post their lesson plans online. | [
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H | 4.4 | 4.6 | 4.6 | 1,179 | Male | Train | just this month, amazon launched a new lesson sharing storefront called amazon ignite in an effort to get a piece of the action. online curriculum materials are therefore an increasingly important influ- | [
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H | 5.2 | 5.4 | 4.6 | 1,179 | Male | Train | professor at the university of southern california's rossier school of education. and i'm happy to say an occasional contributor to education next, along with jane dean, morgan's the... | [
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X | 3.8 | 3.8 | 4.2 | 1,179 | Male | Train | ...but the second is just the claim that almost all american teachers are going online in order to supplement what they do have access to. how do we... | [
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X | 4.4 | 5.2 | 4.6 | 1,314 | Female | Train | ended on the individual reviewer, but some big things that, that were consistent across reviewers. one was the issue of alignment. a lot of these materials claim alignment to a number. | [
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C | 5 | 4.7 | 5 | 1,314 | Female | Train | the flattest was in terms of offering supports for teaching diverse learners. and there were two dimensions here that we evaluated and... | [
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U | 4.4 | 3.6 | 5 | 1,314 | Female | Train | both the authors and the texts themselves and our reviewers felt that most of the materials didn't really represent the diversity that is apparent in american classrooms, these days. | [
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N | 4.8 | 4.4 | 4.2 | 1,314 | Female | Train | load. so on teachers pay teachers. we related the, again, our overall ratings to the number of downloads as reported by the website. and there was a correlation of point... | [
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U | 4.2 | 4.6 | 4.8 | 1,314 | Female | Train | high quality core materials. also, i know that teachers in that state got more training on those materials, both in-service and pre-service. so i think that that's promising. i... | [
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U | 4.777778 | 4.777778 | 4.666667 | 1,314 | Female | Train | get that you've got 3 million teachers out there going to websites weekly to find material to use in their classroom is a little bit nuts. | [
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X | 4.6 | 4.8 | 4.8 | 1,314 | Female | Train | in fact, i'm writing a book, that's going to advocate that, but, but i don't think that we're going to go to a place where school districts are saying that... | [
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O | 4.8 | 4.6 | 4.8 | 2,247 | Female | Train | but perhaps question policies in some, in at least one case it would seem kind of a dumb policy in ways that superintendents or principals... | [
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F | 4.2 | 3.8 | 4 | 2,247 | Female | Train | current superintendent have actually several times in the last year, listened to teachers and modified policies in ways that i think will be a lot better for kids. | [
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D | 4.6 | 4.6 | 5 | 2,247 | Female | Train | the building level, you can learn things that you wouldn't have otherwise and, and having a good relationship with your teacher's union can help in that process. and... | [
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N | 3.8 | 4.4 | 4.2 | 2,247 | Female | Train | i think that if we transition to a model where- | [
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X | 4.6 | 4.4 | 4 | 2,247 | Female | Train | i'm going to very much want to sign up for the union because their representation will offer me a protection against unfair firing... | [
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X | 3.6 | 4.2 | 5 | 2,248 | Male | Train | between 2010 and 2017. so there were parents and students figuring out ways to get these accommodations, whether they need them or not. | [
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S | 3 | 3.2 | 3.6 | 2,248 | Male | Train | so in a way the system is already sort of biased towards these kids- | [
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H | 4.6 | 4.4 | 4 | 1,179 | Male | Train | you hear from the defenders of time limits is that, look, the main purpose of the sat is to predict college success and college is an environment where... | [
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U | 5.2 | 4.8 | 5 | 2,248 | Male | Train | time you want, but in another year or so, you're going to be under quite a bit of time pressure to produce and i think that's a really kind of an interesting, and i think important question. | [
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C | 4.4 | 4.4 | 4.8 | 2,248 | Male | Train | one of the things that i was struck by in your reporting was the flimsy evidentiary basis for the specific accommodations that are provided to students. | [
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F | 5 | 4.2 | 4.6 | 2,248 | Male | Train | you quote, yuri trachtenberg at boston university is saying that, providing extra time on college tests skews results in a manner that's... | [
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N | 4.6 | 3.8 | 4.4 | 2,248 | Male | Train | and i think the other thing to look at is sort of down the road, eventually i think most testing is going to go the route of... | [
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X | 4.777778 | 4.222222 | 4.222222 | 2,248 | Male | Train | in a sense the time issue will kind of go by the wayside. every student will take a test that basically presents them with different... | [
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X | 3.2 | 3.2 | 3.8 | 2,248 | Male | Train | taking it one step further and sort of abusing the system. | [
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X | 3.6 | 3 | 3.6 | 2,248 | Male | Train | the obstacle to a lot of wealthy parents is just sort of finding the right cocktail party to go to be introduced to the right doctor to get the note. | [
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N | 5.2 | 4.2 | 4.6 | 1,179 | Male | Train | meanwhile new data sources, not to mention high profile admission scandals, lay bare the extent to which the admissions process at elite colleges favor students from privileged backgrounds. | [
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H | 3.2 | 5 | 4.8 | 2,249 | Male | Train | and we're all getting into the colleges that they wanted to get into and what a variety of economists have showed is that when those students get to those most selective institutions, it pays off for them in... | [
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N | 3.2 | 3.2 | 4.2 | 2,249 | Male | Train | where there're 16 or 17, we take these idealistic young people and plunge them into the system that is fundamentally unfair and tell them that they have to compete with their peers... | [
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U | 4.6 | 4.4 | 4.2 | 2,249 | Male | Train | used to deal with that from sleep, to diet, to just trying to find some life balance. and a lot of what he did was told them that this test was not actually... | [
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N | 4.8 | 4.4 | 4.2 | 1,543 | Female | Train | to remember it, you generally need those contextual cues to remember it. or sometimes you'll remember the contextual cues rather than the actual thing. | [
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N | 3.8 | 4 | 3.6 | 1,543 | Female | Train | and anyone who's taught anyone will probably be really familiar with it- | [
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X | 4 | 3.2 | 3.8 | 1,543 | Female | Train | and the students will tell you all sorts of things about the context of the lesson. like, hey- | [
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X | 4.4 | 4.4 | 4 | 1,543 | Female | Train | you knocked your coffee over. yeah. all those things happened, but what about the stuff- | [
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X | 4.2 | 3.8 | 5 | 1,543 | Female | Train | i was teaching you? and they can't remember that. and that's because they've got episodic memories of the event that was the lesson- | [
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X | 3.833333 | 3.5 | 3.5 | 1,543 | Female | Train | but not actually the stuff you actually wanted them to remember. | [
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O | 3.8 | 2.6 | 4 | 1,179 | Male | Train | cues are all of a sudden missing and that makes it hard for them to actually- | [
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X | 4.6 | 4.2 | 4.6 | 1,543 | Female | Train | yeah. i mean that's what happens is that, i mean, ultimately- | [
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N | 3 | 4 | 3.2 | 1,543 | Female | Train | that's less necessary, but, it's not like they're in one type and then- | [
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U | 4.8 | 3.8 | 4.4 | 1,543 | Female | Train | they're in the other, there's a sort of transition between the two. so it may be that the student is still relying on quite a lot of contextual cues and not aware- | [
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N | 5 | 2.833333 | 4.666667 | 1,543 | Female | Train | move the student, even to just a different classroom down the hall, you know? | [
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H | 5.2 | 5 | 4.4 | 1,543 | Female | Train | i can't remember your system, junior high to high or whatever it is? or from high school to university or whatever, then- | [
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U | 4.8 | 4.4 | 5 | 1,543 | Female | Train | so much of the context is different in terms of the rooms and the people and who they're with and their friends- | [
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U | 4.4 | 4.2 | 5 | 1,543 | Female | Train | and they haven't really appreciated how much, whatever it was they knew, was packaged in a bundle with all those context clues. so remove the- | [
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N | 3.6 | 4 | 4.8 | 1,179 | Male | Train | can educators best produce semantic memory? | [
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N | 4.8 | 3.6 | 4.8 | 1,543 | Female | Train | well. what you need to do is make sure that you are making your students think hard about- | [
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N | 3.6 | 3.2 | 3.2 | 1,543 | Female | Train | our lesson practice. we might be directing them to think hard about something else, like getting on with your peers- | [
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N | 5.2 | 2.8 | 3.8 | 1,543 | Female | Train | or learning the capitals of western europe or whatever- | [
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S | 3.6 | 3.6 | 4.4 | 1,543 | Female | Train | by sabotaging their learning by getting them to focus on complicated practical stuff- | [
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N | 3.2 | 4.4 | 3.8 | 1,543 | Female | Train | so for example, if we want students to learn something in science- | [
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N | 3.6 | 4.2 | 3.6 | 1,543 | Female | Train | then if they're doing an experiment- | [
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A | 4.4 | 2.8 | 3.8 | 1,543 | Female | Train | the experiment. now there's a time and a place for that. it's not never do experiments- | [
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N | 3.4 | 3.4 | 4 | 1,543 | Female | Train | but, if what we thought was, i want them to know about friction- | [
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N | 4.4 | 3.2 | 4.2 | 1,543 | Female | Train | friction, and then they'll know about friction. probably they won't. probably they'll remember, oh yeah, we got lots of different surfaces and we- | [
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H | 4.2 | 5 | 4.4 | 1,543 | Female | Train | got some carpet and we got some lino and we got some, i don't know- | [
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X | 4.8 | 2.6 | 3.4 | 1,543 | Female | Train | glass. and we put the car on and they'll remember the stuff, the doing bit- | [
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... |
S | 3.6 | 3.2 | 4 | 1,543 | Female | Train | friction and the glass had less friction than the carpet. that bit will be lost, probably. | [
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... |
N | 5.166667 | 4 | 4.333333 | 1,543 | Female | Train | i mean, this is on balance. it's not like a one-to-one correlation that will - | [
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U | 4.4 | 4.2 | 4.6 | 1,543 | Female | Train | always work, but if you're betting and having a good bet- | [
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... |
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