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*x*                                                                     *x*
*x*            Copyright (C) 1995 University of Pennsylvania            *x*
*x*                                                                     *x*
*x*    The data in this file are part of a preliminary version of the   *x*
*x*    Penn Treebank Corpus and should not be redistributed.  Any       *x*
*x*    research using this corpus or based on it should acknowledge     *x*
*x*    that fact, as well as the preliminary nature of the corpus.      *x*
*x*                                                                     *x*
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FILENAME:	3745_1423_1406
TOPIC#:		353
DATE:		920113
TRANSCRIBER:	RDL
UTT_CODER:      aabo
DIFFICULTY:	2
TOPICALITY:	1
NATURALNESS:	1
ECHO_FROM_B:	2
ECHO_FROM_A:	2
STATIC_ON_A:	1
STATIC_ON_B:	1
BACKGROUND_A:	2
BACKGROUND_B:	3
REMARKS:        Children in background on A  Background noise on B

==============================================================================
  

o          B.1 utt1:  All right. /  

sd^t          A.2 utt1:  {F Um, } serious problems in the public education  and what can be done about it.  /
o@          A.2 utt2: # {F Uh, } #   

qo          @B.3 utt1:  # {D Well, } # what do you think? /  

+@          A.4 utt1:  {D Well, } [ I, + that's funny because I ] just, {F um, } quit my job to stay home with my kids. /  

b          B.5 utt1:  Oh. /  

sd          A.6 utt1:  {C And, } {F um, } I was a teacher for seven years in the public schools,  /
sd          A.6 utt2: {C so } I know a little bit about it not,   

x          B.7 utt1:  <Laughter>.   

+          A.8 utt1:  a whole great deal. /  

ad          B.9 utt1:  {D Well, } tell me about it.  /
qw          B.9 utt2: # [ What are, + #   

x          A.10 utt1:  # <Laughter>. #   

+          B.11 utt1:  what are ] the problems with public education? /  

sd          A.12 utt1:  {D Well, } {F um, } [  there, +  there's ] some.  /
sd          A.12 utt2:  There's several <laughter>.  /
sd^t          A.12 utt3: It's such [ a, + a ] broad, {D you know, } topic that [ y-, + you ] need to boil it down. /  

b          B.13 utt1:  Uh-huh. /  

sv          A.14 utt1:  {C But, } {F um, } one that, {F um, } [ I thought was a problem that +  ((   )) , I thought it was a serious problem, ] that I'm not sure it's being taken care of right now, {F uh, } was {D like } bilingual education --   

b          B.15 utt1:  Uh-huh. /  

+          A.16 utt1:  -- for, {F um, } different,   

x          B.17 utt1:  <Noise>.   

+          A.18 utt1:  {F um, } minority groups and like Asians and, {F um, } {F uh, } Mexican Americans [ and, + and ] just people in general that speak other languages that sometimes come from other countries or coming from different areas [ and + [ they + ]  <child_talking>, and ] in this area,  /
sv          A.18 utt2: {C and, } {F um, } as the school district, I'm not sure how to go about it, because it's hard to get one teacher that speaks all these languages -- /  

b          B.19 utt1:  Right. /  

sd          A.20 utt1:  -- {C and so } most of these children are put in, {F um, } {C either } special ed {C or } a bilingual program,  and then for just a small amount of time,  /
sd          A.20 utt2: {C and then } they're into their <child_talking> regular classrooms the remaining [ of the, + part of the ] day,  /
sd          A.20 utt3: {C and so } the teachers are not sure how to teach them math when they don't read or speak English. /  

b          B.21 utt1:  Uh-huh. /  

sd          A.22 utt1:  {C And so, } {F um, } a lot of the money isn't put into that,  /
sd          A.22 utt2: {C and so } these children are just kind of sat in the corner  /
sv          A.22 utt3: {C and, } {F um, } <child_talking> {D you know, } there's only so long you can do that  /
o@          A.22 utt4: # {C and, } #   

aa          B.23 utt1:  # Right. # /  

+@          A.24 utt1:  to me that seemed like a big problem in the school districts.  /
sd          A.24 utt2: {C And } a lot of the teachers, - /
sv          A.24 utt3: [ it n-, + it ] was not the teacher's fault.  /
sv          A.24 utt4: A lot of the teachers were just not getting the backbone or support that they needed or the materials or the extra help that they needed for these specific children <<faint>> #  ((   )) . # /  

qy          B.25 utt1:  # Do # you find that those parents, {F um, } - /
sd          B.25 utt2: I've seen the same thing and heard the same things,  /
sv          B.25 utt3: {C and } at the same time I've heard that it's even harder when both parents are required to work and can't spend, {D you know, } [ that, + that ] time, {D you know } -- /  

b          A.26 utt1:  Yeah. /  

sd          B.27 utt1:  -- typically the mother was at home with, {F uh, } the children # [ and, + #   

b          A.28 utt1:  # Yeah. # /  

+          B.29 utt1:  and ] at least could kind of keep up on what's going on,  /
sv          B.29 utt2: {C and } really society sort of dictates that, {F uh, } {D you know, } both the parents work. /  

b          A.30 utt1:  Yeah. /  

sv          B.31 utt1:  {C And, } {F um, } I know I've heard some people talk about just the fact that even as far back as the, {D you know, } the second and third grade, {F uh, } if the kids had, {D you know, } proper reading skills or learned proper reading skills [ that, + that ] would make a lot of difference. /  

aa          A.32 utt1:  {F Oh, } yeah.  /
aa          A.32 utt2:  {F Oh, } definitely,  /
aa^r          A.32 utt3: definitely.  /
sd@          A.32 utt4: [ {C And } it, + {C and } it ] teaches language too.    

b          B.33 utt1:  Yeah. /  

+@          A.34 utt1:  Which is really good. # {F Um, } # /  

sd          B.35 utt1:  # {D Well, } # I work at a university,  /
sd          B.35 utt2: [ {C and, } + {C and } ] it's really tough when we're, {F uh, } {F uh, } - /
sd          B.35 utt3: [ I, + I, ] {F uh, } work at the University of Texas at Dallas  /
o@          B.35 utt4:  # {C and, } #   

b          A.36 utt1:  # Uh-huh. # /  

+@          B.37 utt1:  {F uh, } we have, {F uh, } some pretty selective admissions requirements for incoming freshmen. /  

b          A.38 utt1:  Uh-huh. /  

sd          B.39 utt1:   {C And, } {D you know, } there are some students who are [ in the top ten percent of their class, + [ even some who are maybe, + ] {D you know, } in the top ten [ o-, + of ] their class, ]  /
sd          B.39 utt2: {C and } their S A T scores are very low,  /
sd          B.39 utt3: {C and } a lot of it has to do with [ their, + {F uh, } <squeak> their ] reading ability, {D you # know, } #    

b          A.40 utt1:  # Yeah. # /  

+          B.41 utt1: [ their, + their ] language #  /
%          B.41 utt2: {C and, } # -/  

aa          A.42 utt1:  # {F Oh, } # definitely,  /
aa          A.42 utt2: yeah. /  

sv          B.43 utt1:  It, {F uh, } makes it tough because  ((   ))  you know when they come in with scores that low, they may be, {F uh, } good students,  /
sv          B.43 utt2: {C but } they just haven't achieved to their fullest potential  /
sv          B.43 utt3: {C and } they're # going, #   

b          A.44 utt1:  # Yeah. # /  

+          B.45 utt1:  to fail unless some sort of remedial, {F uh, } education is given to them #  /
qh          B.45 utt2: [ {C so, } + #   

aa          A.46 utt1:  # Right,  /
aa          A.46 utt2: # right. /  

+          B.47 utt1:  {C And then } ] [ it, + then it ] comes into, {D well, } who's supposed to give it to them, the colleges and universities # or, #   

b          A.48 utt1:  # Yeah. # /  

+          B.49 utt1:  are they supposed to get that <laughter> back in the high schools # and, #   

b          A.50 utt1:  # Yeah. # /  

+          B.51 utt1:  the junior highs. /  

sd          A.52 utt1:  {D Well, } I know Richardson school district [ has a, + has a ] wonderful program in the remedial reading, {F um, } where, {D you know, }   

x          B.53 utt1:  <Noise>.   

+          A.54 utt1:  of course, all the children are tested in some,   

x          B.55 utt1:  <Talking>.   

+          A.56 utt1:  time  ((   ))  portion of the year  /
sd          A.56 utt2: [ {C and, } + {C and, } ] {F uh, } some children who need extra help are put into this, {F um, } reading program,  /
sd          A.56 utt3: {C and } it is just excellent.  /
%          A.56 utt4: # It is, # -/  

b          B.57 utt1:  # Yeah  /
x           B.57 utt2: # </talking>.   

sv          A.58 utt1:  I wish that all the children could be exposed to that program, {D you know. }  /
sd(^q)          A.58 utt2: {C And } [ I kn-, + I know ] that there are some parents that say how do I get my kids in that,  /
sd          A.58 utt3: {C and } yet they don't qualify,  /
sv          A.58 utt4: {C but } it's unfortunate that they don't qualify, because I think everybody would benefit from these programs. /  

aa          B.59 utt1:  Yeah,  /
aa          B.59 utt2: it sounds like it. /  

sd          A.60 utt1:  It is excellent  /
%          A.60 utt2: {C so, } -/  

qy          B.61 utt1:  {D So } how many children do you have at home? /  

sd          A.62 utt1:  I have two little ones #  /
o@          A.62 utt2: {C and, } #   

b          B.63 utt1:  # Oh. # /  

+@          A.64 utt1:  that's why [ I, + I ] quit my job.  /
sd          A.64 utt2: {F Uh, } {D you know, } I've been teaching since they were, gosh, newborns  /
sd          A.64 utt3: [ {C and } + <child_yelling> {C and } ] it just wasn't adding up  /
sd          A.64 utt4: {C and, } {D you know, } being a teacher, [ and + ] you see all these parents who are working and  working and working and just, {D you know, } don't have the [ [ [ time, + time, ] + time, ] + time. ] /  

b          B.65 utt1:  Yeah. /  

sd          A.66 utt1:  It was kind of getting to me, [ where, + where ] I'm doing the same thing <laughter>. /  

x          B.67 utt1:  <Laughter>.   

sd          A.68 utt1:  {C And so, } {F um, } {D you know, } my children are getting older  /
sd          A.68 utt2: {C and } I was missing out on a lot,  /
sd          A.68 utt3: {C so } I just decided to stay home for a while,  /
sd          A.68 utt4: I don't know how long <laughter> <child_talking>. /  

ba          B.69 utt1:  {D Well, } that's good. / 
