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 |
|---|---|---|---|---|---|---|---|---|
X | 3 | 4.6 | 4 | 1,451 | Female | Train | aired writer. i wanted to touch on a couple different things. the most important thing for me was that in working with young people who are very- | [
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S | 2.8 | 3 | 4 | 1,451 | Female | Train | but they also are like crying on my shoulder because they had a breakup or they got into a fight with a friend and young people are still people. | [
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U | 3 | 4.4 | 3.8 | 1,451 | Female | Train | are so complex. and i thought it was important that story- | [
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X | 4.2 | 3.6 | 3.6 | 1,451 | Female | Train | the feel, like i could be loved and have a relationship and was valued in the ways that i saw other women around- | [
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U | 4.8 | 5.2 | 5.4 | 1,451 | Female | Train | -me who were other races that were able to be seen as a love interest. and so- | [
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N | 2.6 | 4.4 | 4 | 1,451 | Female | Train | of a black teen girl to be able to choose what is the race that she wants and how does she want- | [
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X | 4.4 | 4.2 | 4.4 | 1,451 | Female | Train | -to not only have an interracial dating relationship that we often don't see represented in media for black women, to someone of another race. | [
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X | 4.8 | 4.8 | 4.4 | 1,451 | Female | Train | in particular, a white person, but also just the navigation of being able to choose and connect with that. | [
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X | 4.2 | 5.2 | 5.2 | 1,451 | Female | Train | and the last is that i didn't want a story where it was just about a black person's responsibility that they have been impacted by- | [
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F | 4 | 4.6 | 3.8 | 1,451 | Female | Train | we live in a interconnected society where there is a responsibility by all people who live in our community, that they should be helping their community and being involved. | [
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D | 3.6 | 3.4 | 4.4 | 1,451 | Female | Train | in their community. and i directly think about work of anti-racist work and how to be anti-racist. and- | [
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F | 4.4 | 4.8 | 4.2 | 1,451 | Female | Train | is very good friends. the close connection of their relationship is that he had to go on his own journey of understanding what is his own. | [
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U | 3.8 | 3.8 | 4 | 1,451 | Female | Train | and how do they navigate that relationship, where there's a lot of work that he needs to do. that's not her- | [
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U | 4.4 | 4.2 | 4.8 | 1,451 | Female | Train | so their race and identity. so i really wanted to sort of open up and touch on these layers and representation in a lot of different ways. | [
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X | 4.4 | 4.4 | 4.6 | 1,452 | Female | Train | intriguing layers, and they'll be able to see themselves in- | [
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S | 4.8 | 3.4 | 5 | 1,452 | Female | Train | move on to this next question on page 271, you wrote, "never imagine something like this could happen." | [
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X | 4 | 3.8 | 4.8 | 1,452 | Female | Train | how does this speak to the trauma that our students face on a regular base? | [
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F | 4.6 | 4.2 | 4 | 1,451 | Female | Train | i think the things that this new generation, this younger generation coming through are experiencing the world in different ways, but they're- | [
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X | 4.2 | 4.2 | 4.8 | 1,451 | Female | Train | we raise them from the past that we know, and the decisions that we make and how our communities are. and that, to me- | [
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A | 5 | 4 | 4.333333 | 1,451 | Female | Train | sort of a demonstration of generational trauma, which is really what i was talking about. | [
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S | 3 | 4 | 3 | 1,451 | Female | Train | how that transponds. even looking- | [
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U | 5 | 5 | 5.2 | 1,451 | Female | Train | follow, they were set up oftentimes under the legacy and the history of racism. | [
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X | 4.4 | 3.8 | 4.8 | 1,451 | Female | Train | and so, i think that messaging to me, for young people now. | [
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X | 4 | 3.6 | 5 | 1,452 | Female | Train | she absolutely right. the pandemic made us take stock of what's real and what must be taken care of right now. | [
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X | 4.6 | 4.2 | 4.8 | 1,452 | Female | Train | and so just a very powerful way for us to be able to look at this and be able to think about what is the trauma that our children- | [
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N | 3.4 | 3.4 | 3.4 | 1,452 | Female | Train | we're doing, and a lot more. talking about trauma, but- | [
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N | 4.8 | 4 | 5.2 | 1,452 | Female | Train | at this juncture, we had not talked about the trauma of racism. and so it forces us to take a look at it and to deal with it. and educators- | [
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H | 4.8 | 5 | 5.4 | 1,452 | Female | Train | watch this happen because it wasn't her responsibility. | [
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U | 4.4 | 4.4 | 4 | 1,452 | Female | Train | all this time. it's ever all the answers to my daddy's freedom. | [
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X | 5.4 | 4.8 | 4.6 | 1,452 | Female | Train | how is this reflective of white privilege? and why did you add this to the text? | [
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F | 4.6 | 4.8 | 4.6 | 1,451 | Female | Train | i think for so, so much of our society, when we deal about- | [
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N | 3.2 | 4 | 4.2 | 1,451 | Female | Train | it often is looked at it is that other person's problem, and it's not our role. and that you sort of like expect that the system will work itself out. | [
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S | 4.2 | 4.4 | 4.8 | 1,451 | Female | Train | but if the system is built not to actually work itself out for- | [
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X | 4.8 | 5 | 5 | 1,451 | Female | Train | -particular populations, then who are the ones that can take on a responsibility, and not to go into any too much spoiler. | [
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X | 4.8 | 5.2 | 5.2 | 1,451 | Female | Train | but it is. it's a reflection of our community. and it's a reflection of our role. and i think just connecting back to your previous questions about young people in our schools and knowing- | [
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H | 4 | 4 | 4.8 | 1,451 | Female | Train | responsibility and thinking specifically of teachers, their responsibility to recognize what is their- | [
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X | 4.2 | 4.8 | 3.8 | 1,451 | Female | Train | -role in terms of influencing and impacting particular populations that we know have been marginalized. | [
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N | 3.8 | 5.6 | 5.4 | 1,451 | Female | Train | reasons. and that's looking at who are we allowing to come into their own without looking at it as a behavioral issue or looking at- | [
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N | 4.6 | 4.2 | 4.8 | 1,451 | Female | Train | as you know, maybe the way that they're expressing themselves is because of a lot of different factors. | [
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N | 3 | 4.8 | 4.2 | 1,451 | Female | Train | or, you know, looking at things that it's a judgment. | [
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X | 3.6 | 4.8 | 3.6 | 1,451 | Female | Train | as in, again, without going too much into the text, thinking about early on her relationship- | [
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H | 5 | 4.6 | 5.4 | 1,450 | Female | Train | and cynthia, we couldn't have had such a lovely conversation without your insightful. | [
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H | 3.8 | 5.2 | 4.8 | 1,450 | Female | Train | join our facebook community, which is a very active community of writing- | [
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X | 4.4 | 4.6 | 4.8 | 1,450 | Female | Train | ... teachers, or go to nwp.org and sign up for our monthly newsletter right now, so you can be informed of upcoming events- | [
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H | 4.6 | 4.4 | 4.8 | 1,450 | Female | Train | ... and opportunities like this one, after you listen to this - | [
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H | 4.2 | 5.4 | 4.2 | 1,450 | Female | Train | it's a tool to advocate for a better world with teachers, literally around the world. i'm your host, tammy baker at the nwp in berkeley, california. and i'm so excited- | [
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H | 4.2 | 5 | 5 | 1,450 | Female | Train | let's start, if it's okay with you, by having you each tell me a little bit about yourself. what is your history in teaching or in education? | [
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H | 5.2 | 6 | 5 | 1,614 | Female | Development | thank you danielle, for your lovely introductions. it's so exciting to be here. i think my teaching history, it would be going back at least two decades. | [
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H | 5.2 | 4.6 | 5.4 | 1,453 | Female | Train | business sydney for nine years. and so, teaching there and studying there for most of those dear years and been in pakistan for the last nine years as well. and i'm- | [
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H | 4 | 4.2 | 4.4 | 1,453 | Female | Train | ... teaching at tns beaconhouse, which is the new school since 2014. and it's five years now since i've been here.mm-hmm (affirmative). | [
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H | 4.6 | 5.2 | 4.8 | 1,614 | Female | Development | thanks for having us, tanya. | [
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H | 5 | 5.6 | 5 | 1,615 | Male | Development | this is really exciting. i am currently working for the greater madison writing project in the school of education. | [
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H | 5.6 | 5.4 | 5.2 | 1,454 | Female | Train | working full-time for the writing project. i have been a high school english teacher for 12 years working in wisconsin schools. | [
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H | 4.4 | 5.2 | 4.6 | 1,450 | Female | Train | excellent. and i think you've both said what you're doing now, so i'm going to ask you this question, if you were not talking to me right now, what would you be- | [
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S | 2.8 | 3.4 | 2.8 | 1,450 | Female | Train | ... wednesday or thursday at this time? | [
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F | 3 | 4.4 | 4.4 | 1,453 | Female | Train | resting now and closing the day. | [
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U | 4.4 | 4.2 | 4.6 | 1,454 | Female | Train | [inaudible 00:06:38]. we are wrapping up our summer pd and youth work, so it's like a cleanup crew of all the stuff we- | [
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X | 4 | 5 | 4.4 | 1,454 | Female | Train | ... this in a little computer lab in a library at uw madison. | [
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X | 4.2 | 4.6 | 4.2 | 1,454 | Female | Train | we really wanted to work with students who were interested in a variety of different social issues. and the goal was to help them see how- | [
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N | 5.6 | 5.4 | 5.2 | 1,454 | Female | Train | ... they could use writing to create change for things that really mattered to them. so each of the students came in with a topic that they cared about, and then we- | [
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