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 |
|---|---|---|---|---|---|---|---|---|
N | 4.8 | 4.2 | 4.6 | 1,226 | Male | Train | we'll defer a little bit, you're looking at a hog mid to high single digit percentage point loss in the number of international students in the u.s. since 2017. | [
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U | 5.2 | 4.8 | 4.8 | 1,179 | Male | Train | so one of the big questions here is whether this recent slow down or even decline in the number of international students enrolled in the u.s. is a harbinger | [
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U | 5 | 3.8 | 4.8 | 1,179 | Male | Train | sort of continues across cohorts and eventually shows up in the numbers, four years from now as a.. | [
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X | 4.8 | 4.8 | 5 | 1,226 | Male | Train | the thing that you're most concerned about and survey after survey shows us is security. and i would say that particularly for institutions in.. | [
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N | 4.2 | 3.8 | 4.8 | 1,179 | Male | Train | and i guess the question that raises for me, is if that was the strategy that these institutions were increasingly relying on over time, depending.. | [
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N | 4.6 | 3.6 | 4.6 | 1,226 | Male | Train | turns 18. cause there was a big drop in the birth rate around 2008. and i think a lot of institutions were gearing up their international numbers precisely to take advantage of that.. | [
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O | 4.8 | 4.4 | 4.2 | 1,179 | Male | Train | my guest today has been alex osher, president of higher education strategy associates and author of has president trump scared away all the foreign students available now at education. next step.. | [
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X | 4 | 4.6 | 5.2 | 1,332 | Female | Train | that's in contrast to some of the best research on reducing absenteeism that has been done in chicago public schools with the urban education lab, | [
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N | 4.8 | 5.6 | 3.6 | 1,332 | Female | Train | generated, our intervention that i just described reduces absenteeism by at a cost of about $5 per net day generator, one, 100th as | [
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N | 4.8 | 4.6 | 4.4 | 1,332 | Female | Train | fuzzy, right?well, first of all, the tax credit scholarship idea was given birth in states about 18 states already have this. | [
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H | 4 | 4.4 | 4.6 | 1,332 | Female | Train | exactly right. and one of the things we want to make sure is that once a family has a scholarship and a good situation for their child, | [
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A | 4.2 | 2.8 | 4.2 | 1,332 | Female | Train | they would start doing things to the private school participants and other education providers that would be counter productive. | [
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N | 4.6 | 3.8 | 5.2 | 1,332 | Female | Train | well, first of all, i totally your premise, no bill passes in this environment without it being a bipartisan bill. | [
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N | 2.8 | 3.6 | 3.2 | 1,332 | Female | Train | so that we have a picture of the- | [
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X | 4.4 | 4.2 | 4.4 | 1,332 | Female | Train | over time is more women came into the labor market. and as the occupations opened up, suddenly women were becoming | [
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X | 4.6 | 5 | 5 | 1,332 | Female | Train | discounting pay by 22% compared to a comparable worker in terms of experience and skills and gender, | [
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N | 2.6 | 4 | 2.6 | 1,332 | Female | Train | ... student achievement when we look across countries. | [
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X | 3.4 | 5.6 | 3.4 | 1,332 | Female | Train | all of the current teaching force. and we, i basically think that teachers are working as hard as they can, and as effectively as they can. | [
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N | 4.2 | 2.8 | 5.2 | 1,179 | Male | Train | i think that american school districts are experiencing unprecedented fiscal constraints. | [
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N | 3.8 | 3.4 | 4.8 | 1,179 | Male | Train | last spring teachers in six states took to the streets to demand better pay and more state- | [
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N | 3.4 | 4.2 | 4.6 | 1,179 | Male | Train | spending on education. in some cases with the support of district officials. | [
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N | 3.6 | 4.2 | 5.2 | 1,179 | Male | Train | already this year, teachers in los angeles and denver have gone on strike and their peers in west virginia and oakland are poised to do the same | [
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N | 3.4 | 2.8 | 5 | 1,179 | Male | Train | but my guest today has an important message for district leaders. if you think these are the bad times, wait until trouble really hits. while we can't predict exactly when- | [
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N | 4.6 | 3.6 | 4.6 | 1,179 | Male | Train | the next economic downturn will occur, now is the time to prepare for when it does. | [
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X | 5.428571 | 5.428571 | 5.571429 | 1,179 | Male | Train | west editor of education next, and i'm joined today by margarete rosa director of the genomics lab at georgetown university. margarita is the author of a new blog post titled | [
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H | 4.6 | 5 | 5.2 | 1,179 | Male | Train | dear districts. these are the glory days. are you ready for tomorrow's financial pain that you can find on the journal's website@educationnext.org, and will be the focus of our.. | [
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N | 4.8 | 3 | 5.4 | 1,179 | Male | Train | we've seen this script before. what script do you have in mind? | [
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N | 4.833333 | 4 | 4.333333 | 1,182 | Female | Train | so the script is basically, we've had a bit of a run of sort of stronger economic growth, which means that there- | [
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U | 4 | 5.6 | 5 | 1,182 | Female | Train | more resources in states for education. and that the revenue for districts has exceeded- | [
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N | 4.666667 | 4.166667 | 4 | 1,182 | Female | Train | last year's expenditures and we're due for some economic stumble. and i'll be vague on that because i had done- | [
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N | 4 | 3.4 | 4.2 | 1,182 | Female | Train | so this is kind of the peak in spending before we should likely anticipate some sort of stumble. | [
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N | 4.6 | 3.6 | 4.4 | 1,179 | Male | Train | the following three years and only exceeded its 2008, 2009 levels in 2015, 16. that- | [
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N | 4.4 | 4.2 | 5.4 | 1,179 | Male | Train | that's the most recent year for which data are available on a nationwide basis. | [
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N | 4.666667 | 4.166667 | 4.666667 | 1,179 | Male | Train | and your post suggests, i hear you saying, that the past few years have likely been pretty good. is that right? | [
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N | 5.2 | 3.4 | 4.2 | 1,182 | Female | Train | the phrase "glory days" is a little bit of an attention-getter. it just means we're sort of- | [
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N | 4.8 | 4.6 | 4 | 1,182 | Female | Train | at the top of one of these rollercoaster rides. and 2008 was the top of one. | [
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N | 5.2 | 4.4 | 4.4 | 1,182 | Female | Train | and so we talk a lot about restoring spending to 2008, but 2008 was a peak. it was higher than the year before and higher than the other. it was after kind of- | [
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N | 4 | 4 | 4.8 | 1,182 | Female | Train | so to assume that's the steady state is sort of missing the big picture. we- | [
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N | 4.2 | 3.8 | 4.4 | 1,182 | Female | Train | revenues sort of exceeded cost of living or sort of inflation adjustment. and- | [
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N | 4.4 | 3 | 4.2 | 1,182 | Female | Train | but it never feels like the peak when you're in the peak. and i can say that back in 2008, people didn't think that was the peak. | [
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X | 4.666667 | 3.333333 | 4.166667 | 1,182 | Female | Train | you know, so you look back on it, this is what the- | [
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X | 4.8 | 3.4 | 3.6 | 1,182 | Female | Train | then you're going to actually see your cost [inaudible 00:06:43] up. and that can be tough for districts, to see... it often | [
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A | 4.8 | 3.8 | 4.2 | 1,182 | Female | Train | get the political backlash or the stakeholders get frustrated. and then they end up going over to the corner and cutting this other thing instead. and so we suggest that districts try- | [
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X | 5.2 | 4.6 | 4.8 | 1,179 | Male | Train | recommendation that districts resist more hiring, even in the good times, reminded me of an article that we ran in education next, all the way back in the winter of 2004, by- | [
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N | 4 | 3 | 5 | 1,179 | Male | Train | which was about districts struggles to downsize. and one of the dynamics that he identified was this use it or lose it mentality that- | [
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D | 5.2 | 4.4 | 4.4 | 1,179 | Male | Train | but are there places that have taken this advice? are there examples you can point to, of farsighted fiscal management in school districts right now? | [
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X | 4.8 | 4.6 | 4.8 | 1,182 | Female | Train | several decades. and i mean several decades, going back to the 1970s and forward. the districts do the opposite where they rushed out whenever they had extra money and did hiring. | [
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X | 4.6 | 4.6 | 5.4 | 1,332 | Female | Train | furthers the common goal of equity and make sure that all public schools are working together in a way that means better opportunities, particularly- | [
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N | 4 | 3.6 | 4 | 1,332 | Female | Train | in neighborhoods. but most importantly, in our poor neighborhoods, have better schools that are more dynamic, that attract and keep talent, that offer the best possible- | [
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S | 3.8 | 3.6 | 3.4 | 1,332 | Female | Train | except maybe new orleans, is charters are just as coequally public schools in terms of their rules and requirements on serving all kids- | [
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U | 4.2 | 5 | 4.8 | 1,332 | Female | Train | but we had a very committed school board committed to how do we improve opportunities, particularly for our highest needs kids. and i think there are a couple key pieces to that, one- | [
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H | 5 | 5 | 5.4 | 1,332 | Female | Train | in this extraordinarily challenging, complex profession that teacher's in and helped us keep and grow so many more of our talented teachers. and i think that- | [
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X | 5 | 4.6 | 4.8 | 1,332 | Female | Train | 30% during that timeframe of so many families stayed in denver or came to denver because of the schools. | [
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N | 2.2 | 3.6 | 2.8 | 1,332 | Female | Train | for our folks who teach- | [
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N | 4.6 | 4.4 | 4.4 | 1,179 | Male | Train | rather on the extent to which they provide opportunities for students from low-income families, whether it's the share of students receiving federal pell grants, or the share from the- | [
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F | 4.2 | 5.2 | 4.2 | 1,225 | Female | Train | and then the third measure is one that's a bit more difficult for people to understand, it is called the intergenerational mobility measure. now, this- | [
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N | 2.4 | 4.2 | 4 | 1,225 | Female | Train | which is called the missing one-offs, was really the first to identify the fact that there were many more low income, high achieving students than were going to selective colleges and university- | [
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S | 3.2 | 3 | 4 | 1,225 | Female | Train | high school where they happen to be the low income student who was very high achieving. and they were being not reached by colleges and universities, and they were ending up not applying- | [
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N | 2.8 | 3.4 | 3.6 | 1,332 | Female | Train | keen on colleges and universities. | [
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X | 4.6 | 4.4 | 4.4 | 1,179 | Male | Train | the problem that you identify is that they confound differences in college's effort to enroll low income students with differences in the colleges circumstances- | [
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N | 3.8 | 4 | 4.6 | 1,225 | Female | Train | national income distribution. so it would do very well on what's called the bottom quintile measure, and also it would do very well on the pell share measure at the- | [
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H | 4.6 | 4.4 | 4.4 | 1,225 | Female | Train | the university of wisconsin, located in wisconsin, faces a relevant pool of students whose parents have unusually equal incomes- | [
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H | 3.4 | 5 | 4 | 1,225 | Female | Train | and i think that's a good thing. and most people think that is a good thing for children, that they're growing up in an environment, which is very equal. | [
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X | 4.8 | 4.4 | 5.2 | 1,225 | Female | Train | criteria that are important to the mission and goals of the university, that is up to them, and that should not be decided by a couple of outside economists or a little team of- | [
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X | 4.6 | 4 | 4.8 | 1,225 | Female | Train | maybe bring them up to speed with a summer camp or tutoring before they come in, or a special enrichment courses in their senior year or something like- | [
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U | 4.6 | 5.2 | 4.8 | 1,179 | Male | Train | these other rankings are already out there, as you mentioned previously, there are proposals to tie explicit incentives to them, they're- | [
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X | 4.4 | 3 | 4.2 | 1,225 | Female | Train | distorted heir behavior. so, let me give you a first example of what schools do to distort their behavior. and this is really a disturbing one- | [
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X | 4.2 | 3.8 | 4.2 | 1,225 | Female | Train | hold. the school gets no credit on these rankings for that student. and yet, in order to enroll that student, you need to give that student generous financial aid, too. so what- | [
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U | 4.2 | 3.8 | 3.8 | 1,225 | Female | Train | income, removing the financial aid from them. and that's not too surprising when you think about the incentives that these schools are given by these rankings, they get credit- | [
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X | 4.8 | 4.6 | 5 | 1,225 | Female | Train | they think, well, it's reasonable that schools are very interested in the pell eligible students because they're getting this federal grant and the students above the pell eligible- | [
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U | 4.4 | 4.4 | 5 | 1,225 | Female | Train | several hundred dollars. instead, they're eager to get them because they get credit for each pell grant eligible student in these rankings. and we have seen schools- | [
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