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 | 2.8 | 4.2 | 4 | 1,590 | Female | Development | pay for the dowry of a member's daughter who was wanting to get married, they would also have religious services. and we know that they had a space as well. they would have- | [
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N | 3.6 | 4.4 | 4 | 1,590 | Female | Development | kind of a little space in the church where they could conduct their religious services, but also their meetings. so they had meetings to keep organized and keep their work- | [
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N | 3.6 | 3.6 | 3.4 | 1,590 | Female | Development | full moment in the records of the group for people with visual impairments. they refer to themselves as the guild of the blind. and there's a moment- | [
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X | 3.6 | 3.2 | 3.6 | 1,590 | Female | Development | where they're getting worried about staying on the right side of the state. so they want to make sure that they keep their permission from the state and they want to say on the right side of that. | [
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N | 3.2 | 3.4 | 3.4 | 1,590 | Female | Development | and so there's a point where they start getting worried about who's joining up. and so they start saying, "well, you can only be a member if you're blind-" | [
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N | 3.2 | 3.2 | 4 | 1,590 | Female | Development | [inaudible 00:05:47] or by natural causes by nature. and what they start doing is saying, "well, if you've been blinded as a punishment, then you can't be-" | [
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N | 2.8 | 3.2 | 3.8 | 1,590 | Female | Development | visual impairment. they also had arguments about who could and couldn't be part of the group. and one of the things that became clear with them is that they- | [
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N | 2.6 | 4 | 4 | 1,590 | Female | Development | were concerned about whether you just walked with a limp or whether you actually had lost a limb. and i haven't been able to figure out what's going on there quite yet. | [
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N | 3 | 4.2 | 4.4 | 1,590 | Female | Development | i don't know if it has to do with sort of bodily integrity, if you will, or if it had to do with how people moved. that part's not- | [
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N | 3.4 | 3.8 | 3.6 | 1,590 | Female | Development | term that they used was in firm, the italian word is [foreign language 00:06:31]. and you were considered in firm if you couldn't work to take care of your own needs. | [
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N | 3.8 | 3.8 | 4.4 | 1,590 | Female | Development | so if you were a war veteran and you had had a leg amputated, but you were still able to work to take care of your own needs, you wouldn't- | [
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N | 3 | 3.4 | 4.4 | 1,590 | Female | Development | be considered in firm. by the same token, if you were a single mother who had maybe five children and all under the age of say seven- | [
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N | 3.6 | 3.6 | 4.4 | 1,590 | Female | Development | and they weren't able to take care of themselves, you might be considered in firm because you weren't able to work outside of the home. and so that- | [
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N | 3.4 | 3.6 | 4.4 | 1,590 | Female | Development | they will be part of it. the idea that you're thinking of with the mobility impairment, that what they were looking at is were you able to actually work to take care- | [
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N | 2.8 | 3.8 | 3.6 | 1,590 | Female | Development | of this category of [foreign language 00:07:20]. and that it doesn't necessarily map onto what we think of as disability. so if you had a visual impairment- | [
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N | 2.8 | 3.4 | 3.6 | 1,590 | Female | Development | but still could work, then you wouldn't be considered disabled. if we think of disabled and infirm as the same thing. i think the other thing is that- | [
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N | 3.6 | 4 | 4.4 | 1,590 | Female | Development | one of the kind of key principles out of disability studies is the idea of, nothing about us without us. so the idea that it's important to- | [
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N | 3.6 | 3.6 | 4.6 | 1,590 | Female | Development | try to maintain in the work that you're doing, the voices of the population that you're writing about. and that's been one of the hardest things about doing scholarly research on disability. | [
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N | 3.4 | 3.4 | 4.6 | 1,590 | Female | Development | oh, we're less than other people. and in fact, a lot of the cases are them fighting very, very hard for rights and attention and those sorts of things. and so that's- | [
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X | 3.2 | 2.6 | 3.8 | 1,591 | Female | Development | there was a supreme court case, brown versus the board of education, that basically said for black students, separate is not equal. | [
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N | 3 | 3.6 | 3.2 | 1,591 | Female | Development | not present when kids are pulled out and pulled away and in separate places.what kinds of disabilities do these children typically have? | [
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S | 3.4 | 2.8 | 3.4 | 1,591 | Female | Development | she's coaching these kids and saying, "come on, come on." and we throw this kid with a disability into the river and they have to keep up. and what happens is, they can't. | [
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N | 3 | 4.2 | 3.8 | 1,591 | Female | Development | and so they end up coming to the side again and needing these special supports. when we're talking about inclusive practice and inclusion, we're really talking about a- | [
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N | 3.2 | 4.4 | 4.4 | 1,591 | Female | Development | pond, where you have a variety of people working with small groups of kids. you have kids who can swim fast. kids who are learning to dive. | [
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N | 3.6 | 4 | 3.2 | 1,591 | Female | Development | kids who are learning to hand off things to their peers while they're sitting in that lovely, cushy floaty chair. it's a very different way of thinking about schooling. | [
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N | 3.2 | 3.4 | 3.8 | 1,591 | Female | Development | teaching is a very popular movement right now. one of the things we're seeing though, is that the research based practice that goes with it, isn't often- | [
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N | 3.6 | 4.2 | 4.2 | 1,591 | Female | Development | in place. so the teacher comes in, the special ed teacher comes in and kind of functions as a helper. and they're just working with these kids with disabilities. one of the things that we are, in the- | [
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X | 3 | 3.4 | 4 | 1,591 | Female | Development | schools that we work with, as well as the students that we're preparing to be teachers, we're teaching them to use small groups to use parallel- | [
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N | 2.4 | 4 | 3.8 | 1,591 | Female | Development | and the instruction that they need. | [
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X | 2.8 | 4.4 | 4 | 1,592 | Male | Development | so what we're seeing right now in the classrooms is special education teachers might be in there and there might be some collaboration taking place. we might be seen students- | [
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X | 2.6 | 2.8 | 3.4 | 1,592 | Male | Development | .. who are receiving special education services in the general education classroom, but it's a seed in the classroom and they're not really being included the way we- | [
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N | 3.4 | 4.2 | 4 | 1,591 | Female | Development | things for kids to read. those who are gifted, might be reading something at the high school level. someone else might be primarily working with pictures to learn about it. | [
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X | 4.6 | 3.2 | 4.2 | 1,591 | Female | Development | that's an example of what we're talking about. those kids with more significant disabilities, people still believe that they are better off if they're in a separate place with... | [
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N | 2.6 | 3.4 | 3.2 | 1,592 | Male | Development | types of supports in order to help the student be more successful, but for a school to be truly inclusive, we need to be able to then take what that student is learning and... | [
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N | 3.2 | 4.2 | 4.4 | 1,591 | Female | Development | structure the school day that is really still very much stuck in the 19th century. you do math at this time and reading at this time and everybody goes... | [
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N | 3 | 3.6 | 4.4 | 1,591 | Female | Development | now have the knowledge and the skills. we know how to teach those kids to read- | [
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X | 4.2 | 3.4 | 4 | 1,591 | Female | Development | ... and they learn how to read. when i first was teaching, we didn't even have any books in our school- | [
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X | 3.6 | 3.2 | 3.8 | 1,591 | Female | Development | ... because it was all for kids with moderate and significant disabilities. and the assumption was they would never learn to read. so we have to do more than good enough. we have to high... | [
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N | 2.8 | 4.2 | 4.4 | 1,591 | Female | Development | who you instruct and how... | [
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S | 2.6 | 3.2 | 3 | 1,615 | Male | Development | has been rising during the past 10 years between 2008 and 2018. | [
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N | 4.6 | 3.8 | 5 | 1,485 | Female | Train | in direct correlation to the souls, to the polls- | [
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N | 4.4 | 4.8 | 3.8 | 1,485 | Female | Train | certainly increased turnout an increased participation. so does north carolina- | [
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H | 5 | 5 | 5.166667 | 1,485 | Female | Train | to vote in america? well and they're- | [
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N | 3.166667 | 4.5 | 3.833333 | 1,485 | Female | Train | looking at those pictures and saying, wow, people are really enthusiastic- | [
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N | 3.833333 | 3.833333 | 4.333333 | 1,486 | Female | Train | and one of the challenges there is that that is a population that is often- | [
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N | 4.666667 | 4.333333 | 4.666667 | 1,486 | Female | Train | and you're concerned about covid and following some quarantine guidelines- | [
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N | 3.833333 | 4.166667 | 3.5 | 1,486 | Female | Train | easier for people to participate and that lower the barriers to participating in elections. i think all- | [
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N | 3.166667 | 4.333333 | 3.833333 | 1,487 | Female | Train | [inaudible 00:02:45] this year, the commission currently has a four to one republican majority. democrats running for a spot on the commission are pushing for more aggressive, renewable energy mandates- | [
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N | 3.333333 | 4.333333 | 4.5 | 1,488 | Male | Train | streets for years now. [and he's 00:02:58] ridden in these cars when there was still a driver just | [
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O | 3.6 | 4.6 | 4.6 | 1,490 | Female | Train | i believe that we can end mass incarceration in my lifetime- | [
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N | 3.166667 | 3.333333 | 3.5 | 1,489 | Female | Train | we welcome you to listen to this week's temperature check. covid 19 behind bars- | [
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N | 3.2 | 3 | 3.8 | 1,490 | Female | Train | the bail reforms, unfortunately rolled back some of the gains of the reforms earlier this year- | [
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N | 3.8 | 4.2 | 3.2 | 1,489 | Female | Train | in this piece, you emphasize the importance of a college degree for many reasons- | [
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X | 4.166667 | 3.833333 | 4.166667 | 1,489 | Female | Train | can you walk us through what such a process might look like? and as a da- | [
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N | 3.5 | 2.5 | 3.666667 | 1,490 | Female | Train | [ground 00:03:30] evictions and tenants rights and where landlords are violating the rights of vulnerable new yorkers or participating in fraud that victimizes people- | [
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