text stringlengths 0 353 | EmoClass stringclasses 10
values | EmoAct float64 1 7 | EmoVal float64 1 7 | EmoDom float64 1 7 | SpkrID stringlengths 1 7 | Gender stringclasses 3
values |
|---|---|---|---|---|---|---|
... very valuable that we could lose, but there's also a lot that is very valuable that we could win. | X | 4 | 4.2 | 4.6 | 1588 | Male |
so in response to what you just mentioned, i guess one of the arguments would be well, if the university of california is borrowing billions of dollars off of the private market- | N | 2.6 | 3.8 | 4.4 | 1339 | Female |
it raises so many questions, right? | N | 3.6 | 3.4 | 3.8 | 1588 | Male |
a private university that receives a federal subsidy. | N | 3.8 | 4 | 4 | 1588 | Male |
... federal reserve, do the same thing with puerto rico. why didn't they do the same thing with detroit? why is it that they forced detroit to take on severe austerity- | N | 4 | 2.6 | 4.2 | 1588 | Male |
... and cut people's pensions and shut off people's water, when the federal reserve could have treated them the same way they treat a wall street bank and just buy the debt and destroy it? | N | 4 | 3 | 4.6 | 1588 | Male |
and within the last year, when this question was posed to the federal reserve chair, he said, "oh, well, we don't think we have the authority to do that." | N | 4 | 3.2 | 4.2 | 1588 | Male |
well, now that the pandemic has hit, the federal reserve has suddenly discovered they have had that authority all along and they've set up something that they're now calling the- | N | 3.8 | 3 | 4.6 | 1588 | Male |
... the university, instead of forcing it to borrow from wall street for its operating costs. | N | 2.4 | 2.6 | 3 | 1588 | Male |
okay, thomas. so why organize a strike? why not just go through congress or other established political avenues? | N | 3.6 | 3.8 | 4.4 | 1339 | Female |
i mean, betsy devos and joe biden are not going to do this willingly. when we won that billion dollars worth of debt discharge- | N | 3.8 | 3.6 | 4.6 | 1588 | Male |
... we had to drag the obama administration, kicking and screaming every single step of the way. and we're still fighting for every single penny discharged. | D | 4.4 | 3 | 4.6 | 1588 | Male |
but again, no one knows who to report infractions to. no one knows if my employer discriminates against me, if i can't enter a post office, no one knows who to actually- | X | 3 | 2.6 | 3.8 | 1589 | Female |
had these health education and welfare offices. this is the office that is now referred to as health and human services. and this was the office that was likely going to be the one- | N | 3.4 | 3.2 | 3.6 | 1589 | Female |
and that is san francisco, which i think makes a lot of sense because san francisco at the time was the home of, in 1977, a lot of different- | N | 2.8 | 4.2 | 3.4 | 1589 | Female |
... occupation. brad lomax, he's a member of the black panther party. and so was his caregiver. and he called them up and said, "hey, i'm black and i'm disabled." and this is important- | N | 2.2 | 3.2 | 3.4 | 1589 | Female |
... not have been possible without the support of the black panthers. so every single day they had food for them. local unions allowed the protestors to use their fax machine. | X | 2.8 | 4.8 | 4.2 | 1589 | Female |
the reason it ended was because they were successful. so joseph califano said, "okay, okay, okay, we're going to sign these regulations. we're going to enact this law." and it is to this day- | X | 3.8 | 5 | 4 | 1589 | Female |
... the longest non-violent occupation of a federal building. and i think what's so exceptional about that is people didn't see disabled people as people who are- | N | 2.4 | 4.4 | 4.2 | 1589 | Female |
... capable of launching a protest or a movement. and so in some of the oral histories from that, people were saying how disabled people from all over the- | N | 3.4 | 3.2 | 3.8 | 1589 | Female |
... country would wake up and look at the news and say, "wow, they're still there." | N | 3.4 | 4.6 | 3.8 | 1589 | Female |
and so since the ada was passed in 1990, and now what has arisen to be the next arena for disabled activism? | N | 3.4 | 4.4 | 4 | 143 | Female |
and it's a group of people who are queer, trans- | N | 4 | 4 | 4 | Unknown | Unknown |
... into the fact that race and gender and disability intersect in really powerful ways. and in doing so, they've argued that to move forward we have to think about access and- | S | 3.2 | 3 | 4.4 | 1589 | Female |
... and customs enforcement is going to be there. that's not accessible for me. so thinking about access in terms of, "if i enter a building, but i don't feel safe because i'm the only person- | S | 4.6 | 2.4 | 4.6 | 1589 | Female |
... of color in that building." so, really pushing us to expand how we think about access so that we really do include everyone and really value the different kinds- | X | 2.6 | 5 | 4.2 | 1589 | Female |
... of isolation. it's different than maybe other identities, like as a woman i grew up among women. so there are always women around that i could connect with and talk about that identity with. | N | 3.8 | 4.4 | 3.4 | 1589 | Female |
so on the sensory overload of these loud crowded spaces, the internet becomes a space where people can connect. one hashtag- | X | 2 | 3.2 | 2.6 | 1589 | Female |
in these spaces, because they were a lot of people talking about how hard it was to have an autistic child, which was really painful for a lot of autistic people. | N | 3.4 | 3.4 | 4 | 1589 | Female |
so clients as autistic people in positive ways. and then that's not all just like, "yay, everything's great to be autistic." because they also use that space to say- | X | 3 | 5.2 | 3.6 | 1589 | Female |
why did you study disability activism? | N | 2.4 | 4.4 | 3.6 | 143 | Female |
all of us will be disabled. and so i find disability studies to be a really useful way of thinking through how we move through the world. | N | 3.6 | 5 | 4.4 | 1589 | Female |
never have a disability. you might have a stroller with a baby in it. everyone benefits when we build worlds that are built under the assumption that every kind of body- | X | 2.6 | 2.8 | 3.6 | 1589 | Female |
but you decided at one point to also- | S | 2.6 | 3.6 | 3.8 | Unknown | Unknown |
there's a variety of different reasons. but i think really the kind of aha moment came when i was on a walk with a friend of mine who's- | N | 4.4 | 4.8 | 4.2 | 1590 | Female |
a historian who also at that time, worked on disability studies. and as people often do, we were talking about our work and talking about what we work on. and- | N | 4.2 | 4.2 | 3.8 | 1590 | Female |
she was telling me that she worked on disability and i was asking her a little bit more about that. and she was talking about the fact that in ancient greece, blindness- | N | 3.2 | 4.6 | 4.2 | 1590 | Female |
was not necessarily seen as a disability. so i had said to her, "how can blindness not be a disability? doesn't everyone agree that that's a disability?" | X | 4 | 3 | 4.6 | 1590 | Female |
and she simply looked at me and said, "why?" | X | 4 | 3 | 4.2 | 1590 | Female |
and so i had this moment where i thought, well- | N | 3.8 | 4.2 | 4.4 | 1590 | Female |
why? and it completely took something that i had taken for granted, this category of disability and the idea that there are these certain things that absolutely have to be- | X | 4 | 2.8 | 4.2 | 1590 | Female |
not really differently. so in other words, one of the central things in disability studies is the idea that the category of disability is socially constructed. | N | 4.4 | 4 | 4 | 1590 | Female |
so in other words, it's not something that's absolute in any way. that different cultures see disability differently. so the ancient greeks might see it one way, 19th century people in- | N | 3.4 | 3.8 | 4 | 1590 | Female |
japan might see it another way. 21st century americans might see it a different way. and that there's not necessarily anything absolute in that category. so at some point you decide to- | N | 2.8 | 3.4 | 4.4 | 1590 | Female |
we had this conversation and i started thinking about, well | N | 2.8 | 3.4 | 3.6 | 1590 | Female |
what do we understand for the early modern of the renaissance period 16th century about disability? and i started looking and i realized that there was nothing. not a- | N | 3.8 | 3.8 | 4.2 | 1590 | Female |
look at topics related to disability. and i'm trying to figure out where to look. and he just sort of casually said, "oh, you should look at- | N | 3.6 | 3.8 | 4 | 1590 | Female |
the guild." i think there was a guild for confraternity, for people with visual impairments and one for people with mobility impairments. and it turned out that there were probably hundreds of- | N | 3.8 | 4.2 | 4.4 | 1590 | Female |
as sort of spiritual clubs for lay people. so you might think of it like kiwanis or rotary or the elks, only with the spiritual bent. and they're- | N | 3.6 | 4.6 | 3.6 | 1590 | Female |
not for monks. they're not for priests. they're for regular people out working in the streets. and in venice during this time period, there were two different kinds of these groups. there were very, very- | N | 3 | 4 | 4 | 1590 | Female |
large ones that were for elite members of the society, people at the kind of top of the social ladder. and they did a lot of charity work. | N | 3.2 | 4 | 4 | 1590 | Female |
but then there was also a second level of, we might think of them as more kind of popular groups. so not necessarily for the elite, all this- | X | 4 | 4.6 | 4.4 | 1590 | Female |
another end, groups for people who wanted to beg. and these are the groups that i'm looking at. these are groups where they had very little money and they- | N | 2.4 | 3.8 | 3.4 | 1590 | Female |
essentially formed because they wanted to beg in the streets. and the venetian government said, "you can't just be wandering around begging on your own." you have to have some kind of- | N | 3.2 | 3.8 | 4 | 1590 | Female |
approval. and they did that through saying, you need to form one of these groups. and there were two in venice that we know of, at least one for people with- | N | 2.4 | 3.6 | 3.4 | 1590 | Female |
who would've been involved say in processions in the city. so if they're having a big commemorative procession, they would bring out all of the confraternities and have them process in the streets. and so they- | N | 2.8 | 4.4 | 3.8 | 1590 | Female |
might have been part of that. they had certainly some work to do in terms of taking care of each other. so they would have a fund that might- | N | 4 | 4 | 4 | 1590 | Female |
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- | N | 2.8 | 4.2 | 4 | 1590 | Female |
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- | N | 3.6 | 4.4 | 4 | 1590 | Female |
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- | N | 3.6 | 3.6 | 3.4 | 1590 | Female |
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. | X | 3.6 | 3.2 | 3.6 | 1590 | Female |
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-" | N | 3.2 | 3.4 | 3.4 | 1590 | Female |
[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-" | N | 3.2 | 3.2 | 4 | 1590 | Female |
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- | N | 2.8 | 3.2 | 3.8 | 1590 | Female |
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. | N | 2.6 | 4 | 4 | 1590 | Female |
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- | N | 3 | 4.2 | 4.4 | 1590 | Female |
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. | N | 3.4 | 3.8 | 3.6 | 1590 | Female |
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- | N | 3.8 | 3.8 | 4.4 | 1590 | Female |
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- | N | 3 | 3.4 | 4.4 | 1590 | Female |
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- | N | 3.6 | 3.6 | 4.4 | 1590 | Female |
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- | N | 3.4 | 3.6 | 4.4 | 1590 | Female |
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- | N | 2.8 | 3.8 | 3.6 | 1590 | Female |
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- | N | 2.8 | 3.4 | 3.6 | 1590 | Female |
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- | N | 3.6 | 4 | 4.4 | 1590 | Female |
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. | N | 3.6 | 3.6 | 4.6 | 1590 | Female |
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- | N | 3.4 | 3.4 | 4.6 | 1590 | Female |
there was a supreme court case, brown versus the board of education, that basically said for black students, separate is not equal. | X | 3.2 | 2.6 | 3.8 | 1591 | Female |
not present when kids are pulled out and pulled away and in separate places.what kinds of disabilities do these children typically have? | N | 3 | 3.6 | 3.2 | 1591 | Female |
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. | S | 3.4 | 2.8 | 3.4 | 1591 | Female |
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- | N | 3 | 4.2 | 3.8 | 1591 | Female |
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. | N | 3.2 | 4.4 | 4.4 | 1591 | Female |
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. | N | 3.6 | 4 | 3.2 | 1591 | Female |
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- | N | 3.2 | 3.4 | 3.8 | 1591 | Female |
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- | N | 3.6 | 4.2 | 4.2 | 1591 | Female |
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- | X | 3 | 3.4 | 4 | 1591 | Female |
and the instruction that they need. | N | 2.4 | 4 | 3.8 | 1591 | Female |
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- | X | 2.8 | 4.4 | 4 | 1592 | Male |
.. 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- | X | 2.6 | 2.8 | 3.4 | 1592 | Male |
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. | N | 3.4 | 4.2 | 4 | 1591 | Female |
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... | X | 4.6 | 3.2 | 4.2 | 1591 | Female |
the main classroom. and instead of having special ed teacher pull them out of the class for specialized instruction, let's have the special ed teacher do it in the class. | N | 2.4 | 3 | 3.6 | 143 | Female |
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... | N | 2.6 | 3.4 | 3.2 | 1592 | Male |
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... | N | 3.2 | 4.2 | 4.4 | 1591 | Female |
now have the knowledge and the skills. we know how to teach those kids to read- | N | 3 | 3.6 | 4.4 | 1591 | Female |
... and they learn how to read. when i first was teaching, we didn't even have any books in our school- | X | 4.2 | 3.4 | 4 | 1591 | Female |
... 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... | X | 3.6 | 3.2 | 3.8 | 1591 | Female |
who you instruct and how... | N | 2.8 | 4.2 | 4.4 | 1591 | Female |
so, in one of our schools, they've got a fifth grade, a fourth grade and a third grade that they've studied in the fifth grade, the special educator and the fifth grade class... | N | 2.8 | 4.2 | 4.2 | 1591 | Female |
but, they don't have a set aside time to co-plan. in the third grade, they don't have a co-teaching arrangement. they have that typical sort of... | N | 2.2 | 3 | 3.4 | 1591 | Female |
kids past those mathematics assessments, a hundred- | N | 3.4 | 4.2 | 4 | 1591 | Female |
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