Libby Hemphill research and posts on social media, collaboration, and related technologies

17Jan/083

Cloning my Boot Camp partition to a new hard drive

UPDATE: See my other cloning post for alternative instructions that don't require UNIX commands; it's easier, faster, and less likely to fail.

My MacBook needed a new hard drive. Leopard was quite helpful in moving all my old Mac OS information from the old drive to the new one, but it won't move my Boot Camp partition. I backed up my data, swapped my hard drives, and stuck my old hard drive in an external USB case. The instructions that follow assume that you have both your old and new drives connected, but they should work whether you've already physically swapped your drives or not. If you formatted your BootCamp partition NTFS, you can try using WinClone instead. Mine's FAT32, so that didn't work for me.

MAKE SURE YOU HAVE ALL YOUR DATA BACKED UP. THESE DIRECTIONS ARE OFFERED WITHOUT GUARANTEE OR WARRANTY OR ANY OTHER KIND OF "TY". THIS MAY NOT WORK FOR YOU. YOU CAN'T BLAME ME IF IT DOESN'T.  THIS ALTERNATIVE METHOD WORKS BETTER

So, here's what I did to clone my Boot Camp partition to a new drive, partition, whatever.

  1. Create a new partition on my new drive (I used Boot Camp Assistant)
  2. Open Disk Utility and get the Disk Identifier for my old Boot Camp partition and my new one
  3. Use Disk Utility to Unmount both the old Boot Camp partition and the new one
  4. Open Terminal and get ready for some UNIX fanciness
  5. Use "dd" to clone my old Boot Camp partition to my new one with the following command

    sudo dd if=/dev/disk1s3 of=/dev/disk0s3 bs=1mwhere

    disk1s3 = the Disk Identifier for my old drive
    disk0s3 = the Disk Identifier for my new drive
    bs=1m = tells dd to use bigger chunks so it clones faster

Common errors
"dd: /dev/disk1s3: Resource busy" - you didn't Unmount that partition properly
"dd: /dev/disk0s3: Permission denied" - you're not using sudo and don't have permissions to write the new partition
"dd: bs: illegal numeric value" - you may have typed "bs=1M" when you meant "bs=1m"; just doublecheck it

dd used 12-14% of my CPU while it was working, so I barely noticed.

UPDATE: You may find that using these instructions gets all your data moved but that your partition still isn't bootable. I'm working on a fix and will post when I have it. Use this method instead

15Jan/082

New (to me) and Useful: Upromise

I owe a lot of money in student loans. A lot. I'll take nearly any help I can get paying them down. Upromise to the rescue!

Because I have some loans serviced by Sallie Mae, I can transfer my Upromise account monies to my loans. I'm pretty sure it works like this:

  1. Open an Upromise account
  2. Link your credit cards to your Upromise account
  3. Shop at stores that contribute to Upromise accounts
  4. Small percentages of your purchases get put into your Upromise account
  5. Transfer your Upromise account money to your Sallie Mae-serviced loan
  6. Repeat steps 3-6

See, free and simple. You can also get your friends and family to sign up so that percentages of their purchases go to your Upromise account too. Thanks, family! Mine came out like gangbusters and signed up right away. Let me know if you have no loans and no one else to support via Upromise; I'd love to get a piece of your shopping too. :-) Upromise is good for people planning to go to school too, but I don't know all the details there.

Oh, I almost forgot. Upromise partners with restaurants and bars too. That's right. 4% of what you eat out or drink can go to your savings account. Woot! Ann Arbor restaurants and bars include aut bar, Arbor Brewing Company, Leopold Bros., and Scorekeepers. There are more, but that's a start. Again, woot!

15Jan/080

New (to me) and Useful: Tangerine

I want a MacBook Air. I don't need it, and I can't afford it, but I want it. Badly. So, I got myself some new toys for my MacBook instead. Free toys (well, toys with free trials). The first is Tangerine.

Those of you who have seen me in person lately know that I've been spending a lot of time at the gym. I walk a little funny. I sleep a lot more. My workouts have been pretty intense. I'd like them to stay that way, but first I need better soundtracks. It's tough to power through the stairmaster or some spinning torture when the beat drops to 90 beats per minute (BPM). Tangerine is a rockin' bit of software that analyzes the BPM and beat intensity of your iTunes music. Exporting that info to iTunes is as easy and clicking "File" and "Export BPM Values to iTunes" (that feature is available only after you pay the $24.95 license fee).

Tangerine's playlist generation and display options are killer. First, when you create a playlist, you select a duration, BPM, beat intensity, and pattern. The BPM and beat intensity selections use range bars with sliders, so that's easy enough. Then, you pick a pattern (these look a lot like the programs on the elliptical trainers at the Ann Arbor YMCA). I do a bunch of interval training when I work out, so I picked the pattern closest to intervals. You can also tell Tangerine not to use duplicate songs and to select songs for a playlist based on their ratings. I haven't rated many songs in iTunes, so that's not useful for me, but it's a nice add-on nonetheless.

I started downloading Tangerine at 7:55pm, and by 7:56pm, it was downloaded, installed, and analyzing songs for BPM and beat intensity. In fact, by the time I opened the Tangerine window it had already analyzed at least 50 songs. That's crazy fast. Here we are at 8:24pm, and it's already in the "S's" (2/3 of 4312 songs). I've used DeKstasy, beaTunes, and some tapping thing to get BPM data before, and none of them are near as blazing as Tangerine. I still like DeKstasy for remixing (GarageBand and I are not friends), but I'll stick with Tangerine for analyzing BPM and probably for making mixes.

I need 2 playlists per week for those non-spinning class sessions at the Y. Hopefully Tangerine delivers after such a great start.

UPDATE: As of 8:47pm, Tangerine done analyzing my whole library. My dad called, so I'm not sure when exactly it finished, but that's crazy fast.

UPDATE: Making playlists was a easy as it looked. Some of the songs had the wrong BPM, but you can fix it by clicking "Window -> BPM Calculator" (or Apple+D) and clicking the beat. Not ideal, but I've had to fix only a few songs so far.

15Jan/080

Google Analytics Gives Me Too Much Information

Maybe it's not really that Google Analytics gives me too much information but that I am prone to getting lost in small multiples. I guess technically GA's interface isn't small multiples, but it does have a lot of information. For example, I'm fascinated by the "click overlay" feature which shows me where people clicked on my site by overlaying little things that look like progress bars over all the links. If people clicked on them, they get a little "progress" and change color. Not surprisingly, the most commonly clicked items are post titles and "Continue..." links. People also click on "About Me" a bunch. And, Eric Cook's blog "Words, get out of my head" dominates the clicks in the "recommended blogs" category. Rock on with your fun blog title, Eric!

For those of you not familiar with Google Analytics, its Google's supersuite of traffic tracking software. I don't use AdWords, nor am I using my blog to make money, but Analytics is still helpful. You may have noticed that I changed the format of blog links to include the title of the post instead of its unique ID number. I did that in part so that my "most visited pages" section in Analytics would make sense; now it shows me an entry such as "/blog/2007/12/07/google-calendar-mediawiki-plugin/" which I can understand without having to visit the page. Yes, my mediawiki plugin post is the most clicked individual post. Woot! I've used traffic tracking software Awstats and Webalizer, and Analytics is just slicker and easier for me. You have to post some JavaScript at the bottom of your pages (easy enough in a good WordPress theme), but since that script is just about the <body> tag, it's the last part of the page to load and shouldn't slow your users down. You'll need a Google account to access Analytics, and it's instructions are pretty straightforward.

11Jan/080

iConference Roundtable

Sean Munson and I will be hosting a roundtable discussion at the iConference at UCLA in February. The preconference wiki is up and ready for your contributions. Here's the description of the roundtable:

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Professional students, whether undergraduates or masters’ students, represent a significant portion of the iSchool community. How do iSchools effectively educate those students while continuing to develop successful research programs? This roundtable discussion will focus on how iSchools educate their professional students and engage them in the research aspect of their programs. Innovative approaches to training and integration will be the central theme of this discussion. In an iSchool – where students training for professions including librarianship, information policy, human-centered computing, preservation and researchers exploring such topics as incentive-centered design, forensic informatics, computational linguistics, and digital libraries have both competing and complimentary goals – the potentials for collaboration, innovation, misunderstanding, and disharmony are all high.

The annual iConference provides a unique opportunity for us, as a community, to discuss the roles our professional students have in shaping our identity and our practices. The proposed roundtable will invite participants to discuss questions such as:

* What should the role of research in training information professionals be?
* How can we best engage professional students in our research?
* How do iSchools address the unique curricular challenges we face in preparing students for a very wide variety of careers?
* What do we want an Information degree to signal in the marketplace?
* What are some successes in which research and professional training have benefited one another?

Participants will share innovative approaches to professional education, best practices in engaging professional students in research programs, and remaining challenges. We intend roundtable participation to represent the diversity of iSchools’ current programs. Confirmed participants include:

* Dr. Eileen G. Abels, Master's Program Director, Associate Professor, College of Information Science & Technology, Drexel University
* Dr. Judith S. Olson, Richard W. Pew Collegiate Professor of Human Computer Interaction and Associate Dean for Academic Affairs, School of Information, University of Michigan

Each speaker will present introductory remarks highlighting some of the achievements and challenges they face in their home programs, after which discussion will include questions and input from the attendees. This will be an interactive forum proposing ideas for new approaches to education and integration of professional students. We encourage participants to discuss ideas that work (and those that don’t!) in their schools. We will create and publicize a wiki space for pre- and post-conference participation as well.

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We're hoping that Beth Mynatt from Georgia Tech will also join us and talk a bit about their successes. We'd love to have anyone interested in professional students and information research to join our discussion both online and in Los Angeles. The preliminary schedule of the conference indicates that our roundtable will take place sometime on Friday, February 29.

10Jan/080

Drafting a teaching philosophy

It's time again for me to write a statement of teaching philosophy. My limit is one page. My brain is not working as well as one might hope. Here's what I have for the middle. I'm still working on the intro and conclusion, which obviously will require edits to the middle. What do you think?

One important lesson I learned from my mentors and peers was that being able to critically engage material is a paramount skill for our students. This skill, critical thinking, is invaluable for a broad range of occupations our students may enter; I believe all students who graduate from SI should be able to think critically. Critical thinking transcends disciplines, and using it as a cornerstone for my approach to teaching enables me to adapt to a variety of teaching and learning environments from classrooms to one-on-one sessions with students and GSIs. The respect for intellectual diversity and collaboration that my mentors and peers have demonstrated and encouraged in me are compliments to a focus on critical thinking. The kind of classroom or other learning environment that best facilitates critical thinking relies on the diverse intellectual contributions and approaches of others.

Respecting intellectual diversity means that it is my responsibility as an instructor to foster learning environments where students are encouraged to call upon a variety of ways to view a particular situation and in which students come to value multiple perspectives. One important way I foster intellectual diversity is by doing my best to take neutral stances on controversial or disruptive material. I also encourage students to ask, “What’s another way to look at this?” even when the “this” is a claim I’ve made about the material.

Respecting intellectual diversity also requires that I take into account the varieties of ways in which students learn. Providing material in a variety of formats and using a range of teaching styles – including class discussion, role playing, and individual engagement produces a positive learning environment in which all students can feel safe and respected. I use a variety of aptitude measures when I can so that students have opportunities to demonstrate their skills and to develop new ones. For example, when teaching Social Systems and Collections, I used classroom participation, short essay tests, and long paper writing to check for students’ understanding. When training GSIs authoring assignments for their courses, I’ve helped create short answer, concept mapping, and essay assignments. Using a variety of methods to check for understanding caters to different sets of intellectual strengths and challenges students to develop skills where they have weaknesses.

Remaining neutral, encouraging students to think of different ways of looking at material, presenting material in a variety of ways, and using multiple methods to check for understanding ultimately creates for students an learning environment in which they can learn the skills to reasonably process and generate information and to develop habits of using those critical thinking skills. Such an environment helps students learn to be precise and logical, to communicate effectively and respectfully, and to analyze information.

Filed under: Teaching No Comments
10Jan/080

Poll miscalls redux

Andrew Kohut, of the Pew Research Center, thinks race is to blame for the pollsters problems in New Hampshire. Well, not race really, but "the difficulties race and class present to survey methodology." Basically, he thinks that less well-educated, poorer white people are less likely to respond to pollsters' questions, and the ways pollsters account for those refusals gets the numbers wrong. Interesting.

Why do I care? Because I really wish I could be following these campaigns with all my energy. It's a strange and wonderful time for America when the race is wide open and people besides old white guys have a shot at the Oval Office. But alas, I must dissertate.

Gloria Steinem's op-ed piece in the Times
was great too. Thanks for the link, Naomi. Ms Steinem points out that "gender is probably the most restricting force in American life." I remember ranting to family in December about race and gender in regards to the Democrats running, and I think I ranted prematurely. They'll know what I mean.

Filed under: Links, Politics No Comments
10Jan/080

RE: How wrong were the polls?

I was confused this morning to find that Senator Clinton had won New Hampshire. Here's a post from TheAtlantic.com that helps me make sense of my poll knowledge and surprise at the actual results.

Basically, pollsters had Senator Obama's numbers right (small variance between actual and projected results). They underestimated support for Senator Clinton. Matthew Yglesias offers the undecided voters as one explanation. Upon rereading, I notice that commentor Brian actually pointed out that pollsters had Senator Obama's numbers right. I wish I'd paid more attention yesterday and today so I could've thought of this myself. Well said, Commenter Brian and Blogger Matthew.

Go Dems!

Filed under: Politics No Comments
8Jan/080

Pork has magical powers

It's true. Molly said it herself. She said it because she had just eaten a pork taco made with the pork I crafted today. For the last two months, I've been working on finding a recipe for carnitas that would fulfill my pork dreams. I LOVE pork. I especially love it spiced, crispy on the outside, juicy on the inside, and wrapped in a corn tortilla with white onions, fresh cilantro, and a little salsa or hot sauce. My goal has been to make a carnitas at home that would allow me cut down on trips to Chipotle and Taquiera la Fiesta. I think I've found it, and now I'll share my special carnitas recipe with you. I've gone through at least 15 pounds of pork to get this right. Enjoy!

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Time: 2.5 hours (active time about 40 minutes)
Serves: Lots; lasts about 5-6 meals at our house with 3 pork eaters

Part One - The Boiling and Shredding
3+ pounds of pork shoulder (butt) roast, cut into chunks about 2" x 2"
half a big white onion
3 cloves of garlic
2 bay leaves
some water
lots of salt
1 tablespoon of canola or vegetable oil

Heat 1 Tbsp of oil in a stock pot, braiser or Dutch oven. I use the setting about 7 out of 10 on my stove. While the oil heats, chop or dice up the onion so it's in little pieces but not tiny pieces. Throw it in the oil and spread it around with a wooden spoon so most of the onion is flat in the oil. Crush up your garlic (or pop 3 cloves out of the rockin' frozen garlic from Trader Joes) and throw that in the pot too.

While your onion and garlic heat up, cut the pork roast into chunks about 2" x 2". You should remove the big chunks of fat but leave the little ones for flavor. As you're chopping it into chunks, toss them in the pot. Once you have all the pork in the pot, stir the pot up and start adding water. Use enough water to just cover the pork. Shake salt over the pot until it makes a little salt layer near the top (you want the water pretty salty but not salty enough for all the stuff to float or anything). Add your two bay leaves. Throw in some black pepper if you like black pepper. Cover the pot, and turn up the heat to the max.

Once the water starts to boil, skim some of the frothy stuff off the top. Put the lid back on over about 2/3 or 3/4 of the pot, and turn down the heat. You want the water to bubble occasionally, a little less than a real simmer. Let the pork almost simmer, partially covered for about an hour and a half.

Your house should start to smell pretty good. You'll probably start to get hungry just thinking about your rockin' pork. After that hour and a half of almost simmering, turn off the heat and take off the lid. Grab a slotted spoon, a big Tupperware, two forks, and a cutting board with the little dents to catch liquid.

Using the slotted spoon, scoop a few chunks of pork out, and put them on the cutting board. Shred the pork using the two forks (hold them back to back, sort of scrape the meat away from one). Separate as much fat out as you can, and throw the shredded pork bits into your Tupperware. Keep shredding until all your pork is in the Tupperware. Then throw away the fat, and put the forks and cutting board aside.

You can eat the shredded pork if you like. Put it on pasta, eat it with vegetables and potatoes, whatever. Or, you can continue to Part Two and become really, truly happy. You put the pork directly into the Tupperware because most of it is going to go in the fridge. It'll keep for about a week, and you can repeat Part Two every time you want some yummy tacos, burritos, whatever.

Part Two: The Frying and Assembling
Time: 10 minutes (all active time)
Serves: Many, fry enough to feed your hungry roommates

For the frying pan, you'll need
Enough canola or vegetable oil to cover the bottom of the pan
Chili powder
Black pepper
Garlic salt

For each taco, you'll need
A slotted spoonful of shredded pork
1-2 small tortillas (I prefer corn)
Half a handful of diced white onion
A couple pinches of chopped fresh cilantro
Some salsa or hot sauce (I like the green Tabasco)

Put the oil in your frying pan, and heat it up. I use a setting of about 7 or 8 out of 10 on my stove. While it's heating, add chili powder, black pepper, and garlic salt. Add as much of each as you think you'll like, but remember that pork has a lot of its own flavor, so you don't need to cover it up with spices. I basically shake each spice over the oil back and forth across the pan. It probably ends up being about 1 Tbsp of each.

While the oil heats up, get your onion and cilantro out and on the cutting board. Grab the pork from the fridge (or the counter if you're moving right from Part One to Part Two). When the oil is hot - hot like about to splatter but not quite - add 1 slotted spoonful of pork for each taco you want to make. If you're making burritos or using big tortillas, add a little more. The pork with shrink a bit while frying.

Fry the pork until it's a little crispy. Stir it up once in a while to coat it in oil and spices, but you don't need to stir it constantly. You can tell when it's done by the smell - after about 4-5 minutes, you'll smell the first burned bits and know that your pork is done. It'll be crispy on at least one side, and 3-4 shades darker than it was in the fridge.

While the pork fries, chop up your onion and cilantro. You want small chunks, about the size of the onion pieces you put in the pot with the pork. Heat your tortillas (I put mine between two damp paper towels and stick them in the microwave for about 15 seconds per tortilla). When you smell that pork (you really will be able to tell by the smell), remove the frying pan from the heat.

Spoon your pork onto your tortillas, top with onions and cilantro, and add a bit of salsa or hot sauce. Eat up!

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It's so ridiculously good. Yes, it's also that simple. In fact, my roommates and I decided we like it so much that we're going to keep a constant supply in the fridge. Making dinner or a snack is really easy once you've gotten the pork shredded and into the fridge. We save the broth from the boiling pork to use in the frying if the pork gets too dry; you can add a little pork broth to the frying or even to your taco to make it more moist. I'm pretty sure Jason's going to eat the pork broth with noodles or something too.

Filed under: Cooking, Food, Recipe No Comments