*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*x*
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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:	2926_1257_1124
TOPIC#:		353
DATE:		910520
TRANSCRIBER:	khb
UTT_CODER:	lsh
DIFFICULTY:	2
TOPICALITY:	3
NATURALNESS:	1
ECHO_FROM_B:	1
ECHO_FROM_A:	1
STATIC_ON_A:	1
STATIC_ON_B:	1
BACKGROUND_A:	1
BACKGROUND_B:	1
REMARKS:        Speakers overlap a lot.

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

ad^t          A.1 utt1:  {D Well, } I guess, {F um, } I'll start out,  /
sd^t          A.1 utt2:  {C and } that is, {F um, } I don't know what section of the public school system they're talking about,  whether it's the first eight grades, the high school, or colleges.  /
sd          A.1 utt3:  I have mixed views on all three of them. /  

b          @B.2 utt1:  Uh-huh.  /
qo          @B.2 utt2:  [ What do you think about, + what do you think about ]  [ the, + the ] lower grades, {D you know, } # K through seven? # /  

sd          A.3 utt1:  # {D Well, } [ [ I, + I, ] + I ] # should imagine the  lower grades,  /
sv           A.3 utt2: [ [ [ what would, + what, ] + what's, ] + what's ] certainly drawn everyone's attention to  that is the fact that, {F uh, } many of the inner city and, {F uh, } I guess what we'd call, {F uh, }  ghetto or poorer districts,   

b          B.4 utt1:  Uh-huh. /  

+          A.5 utt1:  including rural districts, don't seem to be able  to produce the students that, [ ind-, + indeed ] many, {F uh, } manufacturing and other,   

b          B.6 utt1:  Right. /  

+          A.7 utt1:  enterprises want.  /
sv          A.7 utt2: [ They can't seem to, + they  can't seem to ]  read properly, do math,   

b          B.8 utt1:  Uh-huh. /  

+          A.9 utt1:  properly, and conform to what employers want. /  

aa          B.10 utt1:  Yep.  /
%          B.10 utt2:  I, {F uh, } -/  

sv          A.11 utt1:  {C So } that's got everybody excited.  /
sd          A.11 utt2:  High schools, I'm not too sure.  /
sd          A.11 utt3:  It seems that high schools at least produce candidates, [ [ a-, + a-, ] + although ]  I have great misgivings about the S A T -s, that go on to a  variety of colleges.  /
sv          A.11 utt4:  It seems a great deal of our public colleges have foreign students  in them, {F uh, } from, {F um, } a myriad of nations,  /
sv          A.11 utt5: [ {C and, } + {F uh, } {C and } ] also, {F um, } {F uh, }  I think that, {F uh, } a certain percentage of, {F uh, } the [ colleges produce a  fairly de-, + {F uh, } public colleges produce a fairly decent ] student,   

b          B.12 utt1:  Uh-huh. /  

+          A.13 utt1:  or fairly decent graduate, I should say. /  

aa          B.14 utt1:  Yeah,  /
sd          B.14 utt2: [ [ I, + I, ] + I ] just read some things  recently where, {F um, } <swallowing> {F uh, } [ colleges now, + {F uh, } graduate programs ] in general  [ now train, + ] basically, they're fifty per cent foreign <lipsmack>.  # {F Uh, } # /  

sd          A.15 utt1:  # {F Oh, } # # I didn't realize it was that high. # /  

aa          B.16 utt1:  # Yeah,  /
sd          B.16 utt2: {F oh, } just # about f-, - /
%          B.16 utt3: yeah  /
sd          B.16 utt4: {C but } [ when  you consider, + {F um, }   

ba          A.17 utt1:  Wow. /  

+          B.18 utt1:  when you consider, ] {F uh, }   

x          A.19 utt1:  <Laughter>.   

+          B.20 utt1:  especially in technical areas, science,   

b          A.21 utt1:  Yeah. /  

+          B.22 utt1:  engineering and # computers. # -/  

sv          A.23 utt1:  # {D well } that's what # I was going to point out, #  I think it mostly is that technical, # -/  

b          B.24 utt1:  # Yeah,  /
sd           B.24 utt2: especially in those areas, #  [ [ it's, + {F um, } <lipsmack> [ I kn-, + ] it's, ] + it's ] almost fifty per cent foreign, {D like } forty-eight  per cent,  /
sd          B.24 utt3: {C and } that involves both Canadian,   

b          A.25 utt1:  Yeah. /  

+          B.26 utt1:  and, {F uh, } {F uh, } European,  Middle Eastern, [ and, + and ] Far Eastern,  /
%          B.26 utt2: yeah. /  

ba          A.27 utt1:  Wow. /  

sd          B.28 utt1:  [ [ I, + I ] think, + {F um, } I think ] I have similar  views,  /
sv          B.28 utt2: that's, {D you know, } where our elementary grades, {F um, } <lipsmack> - /
sv          B.28 utt3: [ i-, + it's ] amazing,  /
sd          B.28 utt4:  I have a friend [ who's an e-, + who's an elementary ] school teacher, /  

b          A.29 utt1:  Yeah. /  

sd          B.30 utt1:  {C and } she said that  [ [ they recently, + {D you know, } they have to go through, ] + [ they have to, + they have to ] ]  pat the kids down, because they bring guns to school.  /
sd          B.30 utt2: She teaches in the city,   

b          A.31 utt1:  Yeah. /  

+          B.32 utt1:  of Baltimore,  /
%          B.32 utt2: {C and } # that, # -/  

b          A.33 utt1:  # Yeah,  /
%          A.33 utt2: that, - /
%          A.33 utt3: # yeah,  /
sv          A.33 utt4: that must be an inner  school.  /
sd          A.33 utt5:  I just read [ a, + an, ]   

b          B.34 utt1:  Uh-huh. /  

+          A.35 utt1:  amazing article, {A I guess, }   

b          B.36 utt1:  Yeah. /  

+          A.37 utt1:  in [ this month's NE-, + this week's NEW YORKER ]  about Baltimore,   

b          B.38 utt1:  Uh-huh. /  

+          A.39 utt1:  {F uh, } which, {F uh, } went on to talk about, - /
h          A.39 utt2:  I don't know,  /
sd          A.39 utt3: I thought it was rather slanted in favor of the mayor,  [ [ or, + or, ] + or ]  the politicians [ in the, + in there, ]  /
sd          A.39 utt4:  [ [ I d-, + I do, ] + I do ]  know a few people and [ have been, +   

b          B.40 utt1:  Uh-huh. /  

+          A.41 utt1:  have done ] some business up in Baltimore,  /
sd          A.41 utt2:  {C but } it seemed to me that [ the inner school system there was the one thing  that didn't s-, + the inner city school system was the one thing ] that didn't flower too well.  /
sd          A.41 utt3:   They talked about individual cases of people trying hard,  /
sd          A.41 utt4:  {C but } it was very difficult. /  

b          B.42 utt1:  Uh-huh. /  

sd          A.43 utt1:  [ [ [ I, + I, ] + I, ] + I ] think, if I was going to  fault it, {D now, } - /
sd          A.43 utt2: if [ I'm, + I'm ] looking to carry on a conversation,   

b          B.44 utt1:  Yeah. /  

+          A.45 utt1:  that way, [ I thi-, + ] there's a couple of things that  really bother me,  /
sd           A.45 utt2: I think when I learned the other day, {F uh, } {F uh, }  that, {F uh, } [ the average American, + the average American, ]   

b          B.46 utt1:  Uh-huh. /  

+          A.47 utt1:  now, watches seven point two hours of television a day,  /
sd          A.47 utt2:  and that school children, [ [ a-, + a-, ] + are ]  not far off that mark with six point eight. /  

x          B.48 utt1:  <Throat_clearing>.   

sd          A.49 utt1:  {D Now, } I don't know what school children,  what year that is. /  

b          B.50 utt1:  Right. /  

sv          A.51 utt1:  {E I mean } that's a hell of a lot time to be  sitting in front of the tube. /  

b          B.52 utt1:  Yeah,  /
%          B.52 utt2: [ a-, + ] {C and } [ it's, + {F uh, } {F uh, } it's ]  really, - /
sv          B.52 utt3: {D you know, } kids can't read, {F um, } /  

%          A.53 utt1:  {D Well, } I, -/  

%          B.54 utt1:  it's really, - /
%          B.54 utt2: they, - /
sd          B.54 utt3: you know by the time,   

b          A.55 utt1:  Yeah. /  

+          B.56 utt1:  they, - /
sd          B.56 utt2: my wife teaches, {F uh, } middle school. /  

bh          A.57 utt1:  Really? /  

ny          B.58 utt1:  Yeah,  /
sd          B.58 utt2: # [ an-, + {C and } ] they can't, # -/  

bf          A.59 utt1:  # {F Oh, } {C so } you're close to the subject. # /  

aa          B.60 utt1:  yeah,  /
sd          B.60 utt2: by the time they get there,  they can't read.  /
sd          B.60 utt3: [ [ The-, + they, ] + they ] can't read anything. /  

sd          A.61 utt1:  {C And } yet, you know I have  grandchildren,  /
sd          A.61 utt2: I have [ ten, + {F uh, } nine ]  grandchildren in various parts of the country, /  

b          B.62 utt1:  Uh-huh. /  

sd          A.63 utt1:  {C and, } of course, {D you know, } I can't speak  to the rural or poorer inner city schools, /  

b          B.64 utt1:  Yeah. /  

sd          A.65 utt1:  these kids go to a f-, - /
sd          A.65 utt2:  they live in a fairly nice upper scale neighborhood, /  

b          B.66 utt1:  Yeah. /  

sd          A.67 utt1:  {C and } they seem to be doing extraordinarily well. /  

b          B.68 utt1:  Uh-huh. /  

sd          A.69 utt1:   [ I, + I, ]  {E I mean } I quiz them  /
sd          A.69 utt2: {C and }  I talk to them,  /
sd          A.69 utt3: {C and } [ they, + they ] read well,  /
sd          A.69 utt4: they do everything well.  /
sv          A.69 utt5:  {C But }  [ I, + I, ] {E I mean, } I think  [ that's a f-, + that's ] part of the environment. /  

aa          B.70 utt1:  Yeah,  /
sv          B.70 utt2: I think [ it's, + it's ]  probably the work that [ [ your, + your ] children, + your children ] are doing, {F uh, } {F um } <lipsmack>, /  

aa          A.71 utt1:  Yeah,  /
sv          A.71 utt2: [ [ [ that, + that, ] + that, ] + that ]  could be # very well true. # /  

sd          B.72 utt1:  # [ [ [ She, + she's, ] + {D yeah, }  # she ] can tell, +   

b          A.73 utt1:  Yeah. /  

+          B.74 utt1:  she can tell, ] {D you know, } when they have kids  come in for, -/  

b          A.75 utt1:  Right. /  

sd          B.76 utt1:  they meet with all of the parents, /  

b          A.77 utt1:  Yes. /  

sd          B.78 utt1:  {C and } she can tell before a parent comes in, normally,    

b          A.79 utt1:  Really. /  

+          B.80 utt1:  {D you know, } give or take, eighty, ninety,   

b          A.81 utt1:  Yeah. /  

+          B.82 utt1:  per cent, {D you know, } what the parents are  going to be like when they come in, and the responses the parents # will give back. # /  

bh          A.83 utt1:  # No kidding. #  /
%          A.83 utt2: # {F Oh, } [ [ I, + I, ] + I, ] # -/  

ny          B.84 utt1:  # {F Oh, } yeah. # /  

b          A.85 utt1:  yeah,  /
sd          A.85 utt2: I guess [ I could, + I can ] understand that. /  

b          B.86 utt1:  Uh-huh. /  

sd          A.87 utt1:  However, I'm a product of the New York City  public school system from fifty years ago,   

b          B.88 utt1:  Yeah. /  

+          A.89 utt1:  {F uh, } maybe not that long ago,  /
%          A.89 utt2:  {C but, } - /
sd          A.89 utt3: [ {C and, } + {F um, } {C and so, } ] [ I, + I ]  always felt I didn't get a real good education [ in the pu-, + in the ]  grammar schools and part of high school, /  

b          B.90 utt1:  Uh-huh. /  

sd          A.91 utt1:  {C so } I lived in New England at the  time,  /
sd          A.91 utt2: I sent all my children to prep school.  /
%          A.91 utt3: I was f-, - /
sd          A.91 utt4: [ I w-, + I didn't ]  have that much money  /
sd          A.91 utt5: {C but } we struggled  /
sd          A.91 utt6: {C and } # we did it # -- /  

b          B.92 utt1:  # Right. # /  

sd          A.93 utt1:  -- {C and } [ I thought it, + I thought ]  [ a great deal of it was, + a great deal of the ] success that they had in their education was  due to the low student teacher ratio. /  

sv          B.94 utt1:  [ I think, + I think ] it's probably very true. /  

sv          A.95 utt1:  {C And, } [ [  I, + I, ] + I ]  think [ that could, + that's ] a formula that could be applied everywhere,   

b          B.96 utt1:  Uh-huh. /  

+          A.97 utt1:  except it must cost a heck of a lot of money if you do,   

b          B.98 utt1:  Uh-huh. /  

+          A.99 utt1:  it in public school. /  

sv(^q)       B.100 utt1:  {C But } {D you know, } surprisingly,  [ [ I, + I, ] + ] because you put such a commitment on education,   

b          A.101 utt1:  Yeah. /  

+          B.102 utt1:  {F um, } your children probably could have  gone to schools with, {F uh, } {F uh, } a higher student teacher ratio,   

b          A.103 utt1:  Yeah. /  

+          B.104 utt1:  and still done well, because when they would  come home, you and your wife,   

b          A.105 utt1:  Yeah. /  

+          B.106 utt1:  would say, {D you know, } what did you do today, /  

b          A.107 utt1:  Yeah. /  

^q          B.108 utt1:  [ if we, + ] let's sit down and read together. /  

sv          A.109 utt1:  {D Well, } [ [ [ [ that, + that, ] +  that's,  ] +   

b          B.110 utt1:  Yeah. /  

+          A.111 utt1:  that, ] + that ] must be,   

b          B.112 utt1:  Uh-huh. /  

+          A.113 utt1:  [ then, + then ]  if that's, {F uh, } - /
sv          A.113 utt2: I think we both agree on that, #  [ [ [ then, + then, ] + then, ] + then ] a [ parent, + #   

aa          B.114 utt1:  # Yeah,  /
sv          B.114 utt2: {F oh, } it's parental.  /
aa          B.114 utt3:  Yep. # /  

+          A.115 utt1:  parental ] involvement has to be there. /  

aa          B.116 utt1:  Uh-huh,  /
aa          B.116 utt2: yeah. /  

sv          A.117 utt1:  {C And } I guess you got to take them away  from the tube also.  /
sd         A.117 utt2:  [ Another thing that I have, + another problem I have ]  is, {F uh, } I don't really know how to resolve this,  /
sv          A.117 utt3: {C but } is the,  incredible,  {A at least in the high school and college level, } emphasis on sports, where enormous amounts of money are  spent, - /
sv          A.117 utt4: {C and } it seems to me that [ mo-, + money ]  could be more [ well, + well ] spent # somewhere else. # /  

sd          B.118 utt1:  # {C But } [ you kn-, + # you know ]  what's really funny is that [ they, + there's ] been some research, because [ I'm a, +   

b          A.119 utt1:  Yeah. /  

+          B.120 utt1:  I'm a ]  college professor,   

ba          A.121 utt1:  {F Oh, } yeah. /  

+          B.122 utt1:  <Lipsmack> [ [ {C and, } + {F um, } {F uh, } {C and, } ] +  {C and, } ] [ w-, + ] a lot of the research shows that like, [ Georgetown, +   

b          A.123 utt1:  Yeah. /  

+          B.124 utt1:  while Hewing was playing at Georgetown, ]   

b          A.125 utt1:  Right. /  

+          B.126 utt1:  {A basketball, Georgetown, }   

b          A.127 utt1:  Right,  /
b^r          A.127 utt2: right,  /
b^r          A.127 utt3: right. /  

+          B.128 utt1:  and they were winning,   

b          A.129 utt1:  Yeah. /  

+          B.130 utt1:  endowment to the university, in other words,   money that could to everything, everything, and normally gets directed away from sports, realistically, a lot of the, was, {F uh, }  was probably, two-thirds, I guess it's now two-thirds of what it was when they were national champions. -/  

x          A.131 utt1:  <Laughter>.   

sd          B.132 utt1:  In other words, while they're national champions,   

b          A.133 utt1:  Yeah,  /
b^r          A.133 utt2: yeah. /  

+          B.134 utt1:  people donate more money. /  

b          A.135 utt1:  Right. /  

sd          B.136 utt1:  Average human beings like you and I,  average Joes, that make a decent # salary, #   

%          A.137 utt1:  # Ri-, - /
b          A.137 utt2: {C but } {E I mean, } #   

+          B.138 utt1:  that are a graduate of the school,   

+          A.139 utt1:  {F uh, } right. /  

+          B.140 utt1:  send big bucks, {D like } couple hundreds of dollars,  /
sd          B.140 utt2:  {C but } # thousands of people, # -/  

%         A.141 utt1:  # [ [ To, + to what, ] + {F uh, } to, ] - /
bf          A.141 utt2: # you say  other things than sports, though. /  

ar          B.142 utt1:  {C Because, } no,  /
sd          B.142 utt2: [ bec-, + ]  normally it's because of the sports. /  

aa          A.143 utt1:  Yeah,  /
aa          A.143 utt2: I know,  /
sv          A.143 utt3: {C but } {E I mean, } they don't   just send it to the new # stadium,  /
%          A.143 utt4: {C or, } # -/  

aa          B.144 utt1:  # Right,  /
aa^r          B.144 utt2: right,  /
sd          B.144 utt3: # {C but } {D see, }  the sports brings in the money. /  

b          A.145 utt1:  Really. /  

sd          B.146 utt1:  {C Because } when Georgetown # was number one, #   

sv          A.147 utt1:  # [ I,  + {D well, } # I ] guess they're <laughter>,   

+          B.148 utt1:  [ [ their, + their, ] + their ]  money that was donated to # them from companies, #   

+          A.149 utt1:  # Right,  /
b          A.149 utt2: right,  /
b^r          A.149 utt3: right. # /  

+         B.150 utt1: [ [ from, + from l-, ] + from ]  business people, from graduates, whatever,   

b          A.151 utt1:  Yeah. /  

+          B.152 utt1:  was up into, {D you know, } {D like }  twenty million dollars,  /
sd          B.152 utt2: {C and } now it's down to {D like, } fourteen million.  /
sd          B.152 utt3:   During that time period, in other words,   

sd          A.153 utt1:  {D Well, } I never thought of # that benefit, yeah. # /  

+          B.154 utt1:  # [ their income # has slow-, +   

b          A.155 utt1:  Yeah. /  

+          B.156 utt1:  [ their, + their ] [ al-, + alumni ] giving and  other funds have slowly ] dropped since then. /  

sd^r          A.157 utt1:  {D Well, } [ I, + I ] never thought,   

b          B.158 utt1:  Uh-huh. /  

+          A.159 utt1:  of that benefit,  /
sv       A.159 utt2: {C but } the consequence,   

b          B.160 utt1:  Yeah. /  

+          A.161 utt1:  then, - /
sd(^q)       A.161 utt2: [ [ I, + my, ] + I ]  guess what I'd have to say about that, is,   

b          B.162 utt1:  Yeah. /  

+          A.163 utt1:  there can only be one champion <laughter>. /  

%          B.164 utt1:  That's, - /
aa          B.164 utt2: yeah.  /
sv          B.164 utt3:  [ It's, + it's ]  amazing the way, - /
sv          B.164 utt4: {C but } now that's big time. /  

qh          A.165 utt1:  Isn't that something, # though, # /  

aa          B.166 utt1:  # Yeah. # /  

sd          A.167 utt1:  I didn't realize that. /  

qy^d          B.168 utt1:  [ {C But, } + {C but, } ] {F uh, } smaller schools  aren't like that, {F uh, } /  

nn          A.169 utt1:  No. /  

qy^d          B.170 utt1:  [ only, + only ] the big time schools show that. /  

ny          A.171 utt1:  Yeah. /  

sv          B.172 utt1:  {C But } you're right,  /
sv          B.172 utt2: [ I, + I ]  think the emphasis on sports,  /
%          B.172 utt3: {C and } as a, - /
sd          B.172 utt4: {D see, } [ [ I'm a, + I'm a, ] + I'm a ] former athlete in a  sense,  /
sd          B.172 utt5: I swam, {F um, } /  

b          A.173 utt1:  Yeah,  /
b^r          A.173 utt2: yeah. /  

sv          B.174 utt1:  {C but } swimming never gets much glory, so  it really doesn't matter.  /
%          B.174 utt2: # {C But, } # -/  

sd          A.175 utt1:  # {D Well, } # Mark Spitz made a lot of money on it. /  

aa          B.176 utt1:  That's true,  /
aa^r          B.176 utt2: that's true,  /
sd          B.176 utt3: {C but }  you know # they still, # -/  

sd          A.177 utt1:  # [ {C And } he di-, + # {C and } he came ]  back this year,  /
^g          A.177 utt2: didn't he,  /
sd          A.177 utt3: {C but } he didn't make it. /  

b^m          B.178 utt1:  He didn't make it,  /
aa          B.178 utt2: no. /  

b          A.179 utt1:  No. /  

sd          B.180 utt1:  [ I, + I ]  would have liked it [ if he, + if he ] would have, though, /  

b          A.181 utt1:  Yeah. /  

sd          B.182 utt1:  {C but } I think, {F uh, } realistically  {D you know, } you read [ the, +   

b          A.183 utt1:  Yeah. /  

+          B.184 utt1:  the ] research studies,  /
sv          B.184 utt2: {C and, } {F uh, }  I don't think he would have made it simply because [ the w-, + the event ] he was trying to swim, [ they even, + ] the research shows that distance running,   

b          A.185 utt1:  Yeah. /  

+          B.186 utt1:  so I would assume distance swimming might be similar,   that, - /
sv          B.186 utt2: {C and } he was good at distance, Spitz, as a swimmer, {D you know, }  /
%          B.186 utt3: at, -/  

%          A.187 utt1:  {D Well, } -/  

sd          B.188 utt1:  I can remember that,  /
sd          B.188 utt2: {C but } [ the distance, + {F um, }  <lipsmack> [ the, + the ] distance ] strength and endurance, or whatever,  sort of starts to peak at about twenty-eight, twenty-nine, thirty.  /
sd          B.188 utt3:   That's why some of your long distance runners,   

b          A.189 utt1:  Right. /  

+          B.190 utt1:  were in their [ l-, + ] early thirties, /  

b          A.191 utt1:  Right,  /
b^r          A.191 utt2: right. /  

sd          B.192 utt1:  {C and, } {C but } he's was trying to make  it in the sprinter's event, /  

b          A.193 utt1:  Right. /  

sd          B.194 utt1:  {C and } most of them,   

sd          A.195 utt1:  {D Well, }   

+          B.196 utt1:  are under twenty-five. /  

+          A.197 utt1:  [ I read, + [ I, + I ] also read, ]  I, - /
sv^t          A.197 utt2: we're getting off the subject here a bit, /  

b          B.198 utt1:  Uh-huh,  /
b^r          B.198 utt2: yeah. /  

sd          A.199 utt1:  {C but } [ I, + I ] do want to add this to  that, because [ I, + I ] was quite interested in that myself, /  

b          B.200 utt1:  Uh-huh. /  

sd          A.201 utt1:  {C but } I read where, the reason that he  had to do this in the sprint events is that national television wouldn't pay for the [ l-, + ]  distance events,  /
sd          A.201 utt2: {C and } they didn't think they could capture the excitement to get sponsors,   

ba          B.202 utt1:  {F Oh, } you're kidding. /  

+          A.203 utt1:  if you brought just the f-, - /
^q          A.203 utt2:  here he comes down the finish line,  /
^g          A.203 utt3: right?  /
sd          A.203 utt4: {C So }  [ it had to be, + it had to be, ]   

ba          B.204 utt1:  Jeez. /  

+          A.205 utt1:  where they could put it in one segment,  /
sd          A.205 utt2:  [ [ and, g-, + and, ] + and ] I guess, capture the whole thing for some sponsor. /  

b          B.206 utt1:  Huh.  /
%          B.206 utt2: # {C And } that # -- -/  

co          A.207 utt1:  # Let me # ask you another question. /  

sd          B.208 utt1:  -- [ as, + as ] an athlete, I just hate that.  /
aa          B.208 utt2: # Go head, # /  

b          A.209 utt1:  # Yeah. # /  

b          B.210 utt1:  yeah,  /
qw          B.210 utt2: [ what were say-, + what were you saying? ] /  

sd          A.211 utt1:  {D Well, } [ i-, + if ]  you teach [ c-, + {F uh, } college, ] -/  

b          B.212 utt1:  Yeah. /  

sd           A.213 utt1:  [ {C and, } + {C and, } ]  I know, when I went to college,  [ I, + I ] went to summer school, /  

b          B.214 utt1:  Uh-huh. /  

sd          A.215 utt1:  {C and } I thought [ that, + {F uh, }  in fact that, ] my idea of it was, {F uh, } [ rather than, + rather than ] finish early, I just enjoyed some of  the subjects that I was taking  /
sd          A.215 utt2: {C and } I had the ability [ to, + to ]  go in summer school,  /
sd          A.215 utt3: {C and } [ I, + I ] did, [ n-, + ]   

b          B.216 utt1:  Uh-huh. /  

+          A.217 utt1:  take those subjects,  /
sd          A.217 utt2: {C so } what that leads  me, - /
sd          A.217 utt3: my next thought is, I understand there's a lot of talk now about  extending the school year which seems inordinately short anyway,   

b          B.218 utt1:  Uh-huh. /  

+          A.219 utt1:  compared to the Japanese,   

b          B.220 utt1:  Right. /  

+          A.221 utt1:  or the Germans. /  

b          B.222 utt1:  Yeah.  /
sv          B.222 utt2:  # [ [ I think, + I think, ] + #   

qw          A.223 utt1:  # {D Well, } how do you think # that would  work in grammar schools  /
%          A.223 utt2: {C and, } -/  

+          B.224 utt1:  I think, ] {F uh, } [ in, + in ]  some sense, {F um, } <lipsmack> what I would do before I would extend a school year, is I would make it better.    Before I would continue the agony, /  

aa          A.225 utt1:  Yeah,  /
aa^r          A.225 utt2: yeah,  /
aa          A.225 utt3: # that's right <laughter>. # /  

sd          B.226 utt1:  # {C and } something you have to  consider, too, # {F um, } because I know [  a-, + ] [ [ as a, + as a, ] +   

x          A.227 utt1:  <Laughter>.   

+          B.228 utt1:  as a ] former high school teacher,     

b          A.229 utt1:  Yeah. /  

+          B.230 utt1:  I know that from right now, -/ 
