Caribbean Earthquakes, 1840-1900 – BRGM Data

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Re-sizing a virtual drive without losing data in Linux

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If you’re like me, sometimes you create a virtual machine without planning ahead with regard to space needs. If you aren’t like me, and all 4 partitions aren’t used up on your particular VM, you could easily add an additional partition without having to enlarge an existing one. However, if you are like me, your virtual hard-drive already has 4 partitions and it’s impossible to add another one. In this case, the easiest solution is to resize the drive and reformat. But what about all the data! If reformatting isn’t feasible for you, do not fret! It’s still possible to resize your virtual Linux drive without losing your data!

  1. Resize the virtual drive in VM management software; once this is done, you’ll notice that it doesn’t yet translate into a larger linux drive — this is because although the new drive has grown, the filesystem hasn’t grown to match it.
  2. fdisk -l (see what your drives are)
  3. fdisk /dev/sda (or whatever the virtual disk’s ID is — main disk, not an individual partition)
  4. p (print the partition table and take note of the 4th partition’s starting sector)
  5. d then 4 (delete the 4th partition)
  6. n then 4 (should default to 4 — create a new partition over the old one)
  7. p (make it a primary partition and make sure the first sector matches; the last should default to the new last sector of the “drive“)
  8. w (write the new partition table)
  9. resize2fs /dev/sda4 (re-size the file system to match the partition table for the 4th partition)

And poof! You’re all done! You should now have re-sized the underlying file system to match your new virtual drive’s size.

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HIST462: French Revolution

Echoes of the French Revolution

Professor Church
Department of History
University of Nevada, Reno

liberty By tearing down centuries of political and cultural tradition in the span of a few decades, the French Revolution ushered in the modern age and created the ideals of citizenship and national identity we know today. For over two centuries, the Revolution sent reverberations throughout France, Europe, and, vis-à-vis its empire, the entire world. By analyzing primary sources and path-breaking historical monographs, this course explores the political, cultural, and social repercussions of the French Revolution to the present day. The first half of the course will explore the Revolution, both in France and in the Atlantic World, and its demands for the satisfaction of three universal ideals: liberty, equality, and fraternity. The second half of the course explores the aftershocks of the French Revolution in the nineteenth and twentieth centuries, as France built a global empire in which subjects employed France’s own revolutionary values to overthrow imperial subjugation.

Grades

20% — Weekly Participation
10% — Leading Discussion
15% — First Paper
15% — Midterm Exam
20% — Final Exam
20% — Final Paper

Required Texts to Purchase

(other texts noted in Schedule available on ARES)

  • Jeremy Popkin. 2009. History of Modern France. 4th ed. Pearson.
  • William Doyle. 2001. The French Revolution: A Very Short Introduction. Oxford Univ. Press.
  • Lynn Hunt, ed. 1996. The French Revolution and Human Rights. Palgrave-MacMillan.
  • Laurent Dubois. 2004. Avengers of the New World: The Story of the Haitian Revolution. Duke.

Selections Available on ARES

  • J.P. Daughton. 2008. Empire Divided. Stanford.
  • Eric Jennings. 2002. Vichy in the Tropics. Stanford.
  • Joan Scott. 2010. Politics of the Veil. Princeton.
  • Franz Fanon, Black Skin White Masks.
  • Jeremy Popkin, Facing Racial Revolution: Eyewitness Accounts of the Haitian Insurrection

Student Learning Objectives

  • Students will be able to explain the causes of the French Revolution: Enlightenment values, absolutism and royal privilege, debt, taxation, and famine.
  • Students will be able to evaluate the legacy of the French Revolution, particularly as it relates to colonial and political struggles of the nineteenth
    and twentieth centuries.
  • Students will be able to read, interpret, and analyze primary source texts with attention to content, historical and cultural context, genre, and
    language

Schedule

note: this schedule may change at the discretion of the professor

The French Revolution

  1. Introduction: The Old Regime (1/19 + 1/21)
    1. Lynn Hunt, “Introduction: the Revolutionary Origins of Human Rights,” The French Revolution and Human Rights, pp. 1-33.
    2. Doyle, “Echoes”
    3. (text­book) Popkin, chs. 1-5, pp. 1-35
  1. The Values of the Republic | Origins of the French Revolution (1/26 + 1/28)
    1. (Hunt) Sieyes, “What is the Third Estate?” (1789)
    2. (Hunt) “The Declaration of the Rights of Man and Citizen, 1789,” pp. 71-79.
    3. (ARES) Decrees Abolishing the Feudal System (1789)
    4. Doyle, “Why it Happened”
    5. (textbook) Popkin, ch. 6, pp. 36-41
  1. From Constitutional Monarchy to Democracy (2/2 + 2/4)
    1. (Hunt), “The Poor and the Propertied,” pp. 80-83; “Religious Minorities and Questionable Professions,” pp. 84-101.
    2. (textbook) Popkin, ch. 7, pp. 42-51.
  1. From Terror to Empire (2/9 + 2/11)
    1. (Hunt), “Women,” pp. 119-139.
    2. (textbook) Popkin, chs. 8-9, pp. 52-69.
  1. Revolutionary Rights: the Haitian Revolution (2/16 + 2/18)
    1. (Hunt), “Free Blacks and Slaves,” pp. 101-118.
    2. Laurent Dubois, Avengers of the New World, pp. 1-151.
  1. Haitian Revolution (2) and Napoleonic Wars (2/23 + 2/25)
    1. (ARES) Jeremy D. Popkin, Facing Racial Revolution, 59-92
    2. Laurent Dubois, Avengers of the New World, pp. 152-301.
    3. (textbook) Popkin, ch. 10, pp. 70-82.

FIRST PAPER DUE (2/25)

  1. Ending the Revolution: from the Restoration to the July Monarchy (3/1 + 3/3)
    1. (ARES) The French Constitution, 1830
    2. (textbook) Popkin, ch. 11-12, pp. 82-101.
  1. Midterm (3/8 + 3/10)
    1. (ARES) Schwartz, Very Short Introduction

MIDTERM EXAM (3/10)

Echoes of the Revolution

  1. First as Tragedy, Then As Farce: 1848 to the Second Empire (3/15 + 3/17)
    1. (textbook) Popkin, chs. 13-14, pp. 102-124.
    2. (ARES) Karl Marx, The Eighteenth Brumaire of Louis Bonaparte, Chapter 1, 1852

SPRING BREAK (3/22 + 3/24)

  1. Third Republic (1870-1940) (3/29 + 3/31)
    1. (textbook) Popkin, ch. 17, pp. 142-150.
    2. (ARES) John Leighton: One Day Under the Paris Commune, 1871
    3. (ARES) Léon Gambetta (1838-82): The Belleville Manifesto, 1869
  1. Republican Empire-Building and the Civilizing Mission (4/5 + 4/7)
    1. (textbook) Popkin, chs. 18-19, pp. 151-178
    2. (ARES) Law on the Separation of Churches and State. 9 Dec 1905
    3. (ARES) Daughton, Empire Divided, pp. 3-58
  1. Republican Ideals and Nation-Building: 1870-1914 (4/12 + 4/14)
    1. (ARES) Ernst Renan, “What is a Nation?” (1882)
    2. (textbook) Popkin, ch. 20
    3. (ARES) Daughton, Empire Divided, pp. 227-266
  1. A New Revolution: Vichy and Decolonization (4/19 + 4/21)
    1. (ARES) Franz Fanon, Black Skin White Masks, ch.1 and 5
    2. (ARES) Jennings, Vichy in the Tropics, 1-30, 199-230
    3. (ARES) Ho Chi Minh, “Declaration of Independence of the Democratic Republic of Vietnam”
  1. The French Revolution Today (4/26 + 4/28)
    1. (ARES) Scott, Politics of the Veil, Intro
    2. Doyle, “Where it Stands”
    3. (textbook) Popkin, ch. 37

 

FINAL PAPER DUE (5/3)

FINAL EXAM (Tuesday, 5/10 from 5p-7p)

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HIST 300a – Digitizing History

HIST 300a poster 2
HIST 300A – Digitizing History teaches how to conduct history projects in the 21st century through documentary film-making, web-design, and best practices in the digital humanities. Students will explore a variety of contemporary models for the production and consumption of historical information on the web — including commercial, non-profit, and government databases, as well as public history, journalistic, and other websites.  They will then create a documentary film using professional equipment, to be housed on an interactive website of their own creation.

Website, Syllabus, and Projects

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UNR Campus Conferences: Big Data

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NATURAL LANGUAGE PROCESSING AND OPTICAL CHARACTER RECOGNITION:
THE VIEW FROM THE HUMANITIES
Christopher Church, Assistant Professor, History
NLP and OCR: the View from the Humanities Natural Language Processing (NLP) presents numerous opportunities for humanities research, particularly in the field of history. For one, NLP allows historians to overcome their current inability to look at cultural memes in context ­to see how much or frequently something was said relative to everything else that was said. Additionally, it enables historians to create maps of linguistic and cultural change over time, or to paint a synchronic picture of a particular decade, movement, or ideology. In short, it allows historians-and humanists more generally-to obtain a bird’s-eye view of their material. However, there are real challenges to performing NLP on historical documents, namely issues related to Optical Character Recognition (OCR). Rather than relying upon “born-digital;’ “found” or “curated” data sets, historians must create their data themselves from oftentimes spotty archives, degraded materials, or handwritten documents. This presentation will explore the importance of OCR to NLP in the humanities, while attending to the pitfalls of relying too heavily on curated data and proposing some ways to overcome the inherent messiness of the data with which humanists wrestle.

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Adding Unique Identifiers in OpenRefine

Sometimes you may want to add unique identifiers (UIDs) to your data in OpenRefine (eg. migrating the data into a Database Management System (DBMS) like Access or Filemaker).

It’s nice to have a set number of leading zeroes, especially if you’ll sort your data alphabetically.

To do this, you’ll need to add a new column based on any column, which will bring up a dialogue window.  Edit column > Add column based on this column…

open-refine-add-column

For your GREL (Google Refine Expression Language) expression, enter the following:

      “0000”[0,4-row.index.length()] + row.index

UIDs-openrefine-GREL

* Make sure to enter a column name (above circled in blue).

* * *

Here’s what the GREL means:

  • row.index” is a controlled term for the number of the row counting from the top (beginning with 0)
  • “0000” is a string of four zeroes that will be spliced into the index.
  • row.index.length() is how many characters make up row.index (treating it as a string) — so “1981” would have a length of 4, whereas “30” would have a length of 2.
  • [0,4-row.index.length()] slices the string of zeroes to match however many are needed to bring the total number of numeric places to 4. If the index is “13” (length of 2 characters) and you want a total four numbers (0013), then it will take only 2 zeros from the string.
  • finally, “+ row.index” concatenates the original index to the preceding zeros. — so in the case of the above example, it’ll add together “00” and “13” to get “0013”

You can increase the number of leading zeroes to however many you need, but you’ll need to make a few changes.

  1. First, you’ll need to update “0000” to match however many number places you want.
  2. Then you’ll need to change 4-row.index…. to X-row.index….. — where X equals the number of number places.

For example, if you want to increase the total number places to 6, change the expression to

  • “000000”[0,6-row.index.length()] + row.index
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Digital Humanities at Berkeley, Summer Institute

DATA WORKFLOWS AND NETWORK ANALYSIS

This workshop will discuss methods of data retrieval, data cleaning, and visualization.  Participants will discuss how websites are structured and learn how to collect a data set with webscraping.  Participants will learn how to use tools like OpenRefine for cleaning and transforming data and then visualize data using Gephi, an open source tool for network analysis.

Syllabus – Network Analysis

Instructor:

Christopher Church is an assistant professor of history at the University of Nevada, Reno. Before joining the history department at UNR, he was the Program Coordinator at UC Berkeley’s D-Lab. He studies colonialism, citizenship, and environmental history. He is well versed in databases, GIS, scripting, network analysis, and web design. He is tasked with developing a digital humanities curriculum at UNR.

 

 

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Human Face of Big Data (April 30, 2015)

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The Human Face of Big Data (April 30, 7pm)

human-big-data

The Human Face of Big Data: the Promise and Perils of a Planetary Nervous System

Come watch the award-wining documentary, The Human Face of Big Data.
Thursday, April 30, 7pm – Wells Fargo Auditorium (MIKC 124)

Stay for hors d’oeuvres and a panel discussion featuring UNR faculty:

  • Dr. Chris Church, Dept. of History
  • Dr. Katherine Hepworth, Dept. of Journalism
  • Kari Barber, MFA, Dept. of Journalism
  • Dr. David Alvarez, Dept. of Biology
  • Dr. Nicholas Seltzer, Dept. of Political Philosophy

 

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Fight For Your Right to Think film festival

Thursdays in March, 7pm
MIKC 124, Wells Fargo Auditorium

privacy-film-festival_spring2015

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