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 | 4.4 | 4.4 | 4.8 | 1,332 | Female | Train | yes. okay. so my next capsule. i am really feeling the dark background, floral print that i've been seeing a lot of, but i don't want to overdo it because what did i just say? | [
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S | 3.2 | 2.6 | 4 | 1,334 | Female | Train | i rushed.yeah.and i was not happy. and i shopped and i did all sorts of things i wasn't planning on doing. so i was not happy. | [
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H | 4.75 | 6 | 5.625 | 1,332 | Female | Train | so otherwise, i feel happy with what i have.yeah? that's great.i just wish i would have found a pair of boots knee-high boots, but i have been looking for five years- | [
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O | 4.6 | 4.2 | 5 | 1,332 | Female | Train | ... i don't want to take the time to steam something. so there's still things that i haven't worn because of that, because they need to be ironed.have you- ? | [
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N | 4.6 | 5.6 | 4.8 | 1,332 | Female | Train | ... my entire life and totally about getting the deals and being like, this is pretty good. pretty good... [crosstalk 00:08:23]thanks for giving it to me. i have to buy three.yeah. and- | [
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X | 4.6 | 4.6 | 4.4 | 1,332 | Female | Train | when i buy things or look at things, will this actually... is this actually right for me? and there's things that i love and think looks so great on people on instagram.yeah. | [
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U | 4 | 4.4 | 4.2 | 1,332 | Female | Train | part of the... part of what i've started to do is follow more petite people because i'm short.right.so there's styles that just- | [
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N | 4 | 4.4 | 4.2 | 1,542 | Female | Train | so as you said marty, i was a 1988 core member and i taught in phoenix. | [
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N | 3.4 | 3.8 | 4.8 | 1,542 | Female | Train | in my mind, brings up three clear moments for me that really had an impact. the first was my very first day of- | [
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N | 3.8 | 4.6 | 5 | 1,542 | Female | Train | i had 36 first graders walk into my door. | [
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S | 3.2 | 3.6 | 5.2 | 1,542 | Female | Train | i had 30 desks. i had no books and i had no curriculum. | [
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S | 3.6 | 2.6 | 5 | 1,542 | Female | Train | and i quickly came to realize that my kids had no letter recognition and they were part of a bilingual system that- | [
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X | 3.8 | 4 | 4.4 | 1,332 | Female | Train | truly had no coherence or vision throughout my elementary school. and my school just lacks the basics of what you would expect- | [
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X | 3.6 | 3.2 | 3.6 | 1,542 | Female | Train | any school, a rigorous curriculum, a clear vision, a conducive learning environment, and so forth. | [
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N | 5 | 4.6 | 5 | 1,542 | Female | Train | that's one story. the second image that comes into my mind is- | [
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N | 4.8 | 2.8 | 4.2 | 1,542 | Female | Train | one of my students, jasmine had these chronic headaches and for a while- | [
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X | 4.4 | 3.4 | 5 | 1,542 | Female | Train | tooth pain, because she had a mouthful of cavities. and when i started to ask the rest of my kids about dental hygiene practices, i came to- | [
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N | 3.8 | 3 | 4.4 | 1,542 | Female | Train | realize my kids didn't practice, have the basics on dental hygiene or didn't have access to dental care. | [
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S | 3.4 | 2.8 | 4.4 | 1,542 | Female | Train | me becoming exposed to understanding that my kids are coming to school with so many- | [
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N | 3.2 | 3.2 | 4.2 | 1,542 | Female | Train | unmet needs that are just basic needs that every child should have. and as a third story i would- | [
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N | 2.833333 | 3.666667 | 3.333333 | 1,542 | Female | Train | say that has stuck with me and really shaped me was the that- | [
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F | 4.6 | 3.6 | 4.2 | 1,542 | Female | Train | i was your first year typical core member. i was terrified to let my children down. and i was class- | [
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N | 3.6 | 3.2 | 4.4 | 1,542 | Female | Train | would stay late. and this one afternoon in my first semester of teaching, a veteran teacher came into my classroom and she asked- | [
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O | 4.2 | 3.6 | 4.4 | 1,542 | Female | Train | as we were chatting, she asked me why i worked so hard because she wanted to know if i realized that we were teaching- | [
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N | 3 | 4.6 | 5 | 1,542 | Female | Train | the future prisoners of the state of arizona. | [
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A | 5.4 | 3.4 | 5 | 1,542 | Female | Train | which was incredibly shocking and obviously disturbing, but really just deepened my own courage of conviction, because that was the backdrop. but what i- | [
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H | 3.8 | 4 | 3.8 | 1,542 | Female | Train | found is that my children consistently just would rise to the occasion. | [
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X | 3.8 | 4.2 | 4.2 | 1,542 | Female | Train | do just what any other kid could have. they just hadn't had the exposure, opportunity. and then i came to realize, there are just so many barriers here that needed- | [
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N | 3.2 | 3 | 3.6 | 1,542 | Female | Train | be overcome in terms of supporting my kids to get their unmet needs met. and then of course doing- | [
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F | 4.8 | 5 | 4.2 | 1,542 | Female | Train | all the work that must be done in the schools and education in my own classroom. | [
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X | 3.2 | 4.8 | 4.4 | 1,542 | Female | Train | but through it all, as i got to know my students and families- | [
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S | 4.2 | 5.2 | 4.8 | 1,542 | Female | Train | i mean, they're just hard working folks who are, my parents are trying to do what's best for their kids- | [
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S | 3 | 3.2 | 3.4 | 1,542 | Female | Train | and sometimes needed a little extra support to know how to best support their kids. | [
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N | 2.8 | 3.4 | 3.6 | 1,542 | Female | Train | but overall, you just saw this context where- | [
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H | 3.6 | 3.2 | 4.2 | 1,542 | Female | Train | really just inspired by my students and my families. i was pretty outraged about- | [
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N | 3.8 | 4 | 4.4 | 1,542 | Female | Train | what was happening and how much of a child's access or opportunity is just driven by which- | [
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N | 3.6 | 3.6 | 4.4 | 1,542 | Female | Train | or she or he happens to be born and where he or she happens- | [
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X | 3.666667 | 3.833333 | 4.166667 | 1,542 | Female | Train | to go to school. and i think i started to just better understand the complexity of the problem. | [
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S | 2.8 | 2.8 | 4 | 1,542 | Female | Train | that's with what's happening outside of school, in communities where children are living in poverty and what that means in inside of classrooms and whole schools and- | [
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X | 3.6 | 4.4 | 4 | 1,332 | Female | Train | and districts and what the beginning of what it might take to do something about this, and really committ to being part of the solution- | [
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S | 2.8 | 3 | 3.8 | 1,542 | Female | Train | and really committed and determined to get to the day when truly every child does have access to a great opportunity. | [
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N | 4 | 2.833333 | 5.333333 | 1,179 | Male | Train | more likely to agree that systematic injustices perpetuate inequity throughout society. | [
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X | 5 | 4.2 | 4.8 | 1,542 | Female | Train | i mean, i would say very simply, because that is what you see. you see it for yourself- | [
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X | 4.6 | 4 | 4.6 | 1,542 | Female | Train | with real people in real classrooms with real children and families. and so you really get in the middle of it. again, it's proximity- | [
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A | 2.8 | 2 | 2.8 | 1,542 | Female | Train | brings insights and understanding of the complex nature of the problem. | [
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N | 2.8 | 3.2 | 3.2 | 1,542 | Female | Train | but also what are the root causes? | [
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X | 3.8 | 3.2 | 4 | 1,542 | Female | Train | and i've never met a core member that would say at the end of two years, that- | [
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S | 3.2 | 2 | 3.4 | 1,542 | Female | Train | our families don't care about their kids' education, or you just more deeply understand- | [
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N | 3.8 | 4 | 4.2 | 1,542 | Female | Train | all that's at play, which is the power of getting right in the middle of it. | [
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U | 5.4 | 4.6 | 5.8 | 1,179 | Male | Train | and then a second set of questions explores tfa alum's views of prominent education reforms. and here, there were a few surprises, at least. | [
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U | 4.6 | 3.8 | 4.6 | 1,332 | Female | Train | me? i was struck by the fact that tfa participants were 15 percentage points less likely to support the expansion of high quality charter schools- | [
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D | 3.8 | 4.2 | 4.8 | 1,179 | Male | Train | despite the fact that many of them had taught in those settings- | [
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N | 4.6 | 4 | 4 | 1,179 | Male | Train | ...tfa participants were also less likely to see a need to reduce dependence on standardized testing in american schools and- | [
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N | 3.8 | 3.4 | 3.4 | 1,179 | Male | Train | ...despite allegations that tfa is some kind of a union busting organization- | [
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X | 4.6 | 3 | 4.8 | 1,179 | Male | Train | ...tfa participation had no impact on participant's views of collective bargaining. | [
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H | 2.8 | 4.4 | 3.4 | 1,542 | Female | Train | well, i must say, marty, i'm not surprised by the findings, so i understand that some folks might be because- | [
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X | 4 | 3.6 | 4.8 | 1,542 | Female | Train | ...i do think there's this impression that everyone in the teach for america network comes to the same conclusions- | [
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N | 3.4 | 3.8 | 4 | 1,542 | Female | Train | ...about the solutions that we ought to be pursuing and- | [
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