Summary

1. Introduction to Napoleon’s Russian Campaign Map: Alice introduces a map depicting Napoleon’s 1812 Russian campaign, highlighting the map’s use of a thick band to represent the army’s size at various points and a dark lower band for the retreat path, which correlates with temperature and time scales.

2. Observation of Event Representation: Alice notes that events are linked to both the black and red paths on the map, indicating different aspects of the campaign.

3. Initial Russian Encounter: Alice and Bob discuss an event where Cossacks confront Napoleon’s forces, marked at this part.

4. Exploration of Army Movements and Divisions: They examine a section where the two armies meet and divide, noting a division and a force moving off.

5. Analysis of Campaign Duration: Bob finds it interesting that one part of the campaign took as long as another significant portion.

6. Troop Numbers and Losses: Alice and Bob discuss the army’s diminishing numbers, noting specific figures at various points, including 400,000 troops, 75,000 troops, and the eventual reduction to 10,000 troops from the original 422,000.

7. Weather’s Role and Historical Records: They speculate on the impact of weather and reference historical records, including the diary of Jacob, to understand temperature effects and troop movements.

8. River Crossings and Troop Losses: The discussion highlights the significant troop losses during river crossings, with specific instances causing a reduction in numbers, such as from 50,000 to 28,000.

9. Segregation Maps of US Cities: Transitioning to a different topic, Alice and Bob examine maps showing segregation in US cities, noting population densities and the distribution of ethnic groups in areas like Manhattan and Central Park.

10. Analysis of Segregation Patterns: They observe and compare segregation patterns across different cities, mentioning specific areas like Monterey Park in Los Angeles and discussing the stratification of ethnic groups.

11. Technical Challenges and Observations: Throughout their discussion, Alice and Bob encounter technical difficulties with their digital tools, affecting their ability to analyze and discuss the maps effectively.

12. Conclusion and Recording Issues: They conclude their session by noting the need to stop recording due to technical issues, planning to continue their analysis in a second session.

Transcript

B: Let’s just see what we can find.

A: All the things. Okay. Interesting. Are we meant to be doing this collaboratively?

B: Yes.

A: Got you. Okay, we’ve both seen this picture before.

B: Yes.

A: And what’s interesting here is it says that the events are tied black path back. But I do see some events tied to the red path as well.

B: Like where at the very start, the.

A: Cossacks pass the demon out of Caliph.

B: Like this part?

A: Yeah, that part. That’s the. Okay.

B: So that’s the Russians. I’m not sure, but I don’t know.

A: I’m now going ahead and reading the text. Do I need more historical information in my brain?

B: I mean, I think we can figure out some of what’s going on, right? There’s some major things, like where the two armies meet up with each other that divided.

A: So I see a division here where someone goes off force there.

B: Yeah. What’s interesting is I don’t know how long this part took, but it seems to have taken just as long as this entire part.

A: Yeah. So where did they go? Here. They had also diminishing numbers, probably similar to. Okay, interesting. So there’s numbers here.

B: Wait, that’s a number. I thought that was population count. Okay.

A: Yeah. You need a 4k monitor.

B: Yeah, I don’t have a very big monitor.

A: Okay, so 400,000 here. Where 75,000.

B: I see.

A: And over here, this branch offset of 60,000, ends up with 33,000 here.

B: Okay.

A: 30,000 here. When they’re going to meet up again. At that point, it looks like they add with the 20,000 to get to the 50,000.

B: Yeah. So are they just hanging out here for a while?

A: Just hanging out there and not dying as much as everybody else?

B: I guess so.

A: That’s right. Okay. Was there actual incursions with russian forces during any of this, or is this just weather?

B: Yeah, I don’t know.

A: In order to better judge the eye on the diminishion of the army troops, which rover Marshall devotee who had been detached at Minsk.

B: Okay, so this is a little bit of a lie. So the fact that everybody starts together is like a simplifying assumption.

A: I see. All right, so the names here, those are like locations?

B: I think so.

A: And then down here we’ve got how darn cold it’s getting.

B: But only on the way back.

A: Interesting. Right. But only on the way back. So they started recording it, but started showing at about freezing level. Yeah, 10,000 make it back out of the 422,000 that started.

B: Oh, that’s so wrong.

A: Yeah. And they got to Moscow at 100,000. But of course, there was this other horse at 30,000. And the river crossings seem to be shown mostly at just the return except for the Neiman.

B: And what’s neat is you can see the effect of having to forward the river. How there’s a discontinuity.

A: We lose 4000 down to getting down to 20,000 here. Same with here. They go from 50,000 to 28,000.

B: But this one, there’s this discontinuity here. But it’s like before the river.

A: Interesting. Maybe that’s when they waited and thought that.

B: I mean, there is also a discontinuity here. Here. Discretization of the data as well.

A: These do seem to be inclining.

B: But there’s also these here, which strike me as polling because there are no rivers here. But notice that they have the temperature here and here. Until they knew.

A: I didn’t see where you were showing the temperatures.

B: This temperature. See this one mine goes up here and there’s a discontinuity right here. Because I think he knows the number somewhere over here. And he knows the number somewhere over here. And then that creates discontinuity.

A: Yeah, I see. I wonder if that is tied to when they have historical record of the actual temperature.

B: Well, it says it’s based on the diary of Jacob, the.

A: Okay, I see. So maybe like Jacob wrote down the temperatures on those days. Yeah, and then the troop sizes somewhere in the middle.

B: No, I think they just labeled them like that. But I’m guessing on these same dates he guessed what the.

A: Okay, that makes more sense.

B: I also think the numbers are very.

A: Yeah, I got you. So it probably doesn’t really matter.

B: So maybe even though he doesn’t report the temperature here, he reports the troop count and the fact that they cross the river Richmond.

A: I didn’t see your.

B: Here.

A: Okay, got you.

B: So there’s no temperature here. So maybe he just reported that they crossed the river.

A: Yeah, I see. Oh, interesting. So those two troops, 30,000 here, 100,000 from here, they’re down to 4000 here. But they meet up with another 22,000 that come down as 6000 in the very beginning.

B: I think these must not be at the same time. I think it’s just like, they can’t eat due time on this, so they make it look like it’s the same amount.

A: Okay.

B: They’re coming back to the same time.

A: The return trip seems to be time based, though, right?

B: Right. But not this offshoot or this offshoot.

A: Yeah, the black one.

B: Okay.

A: Yeah. Who knows what they were doing up here having a commune. Anyway, we spent, like, ten minutes. How do we have time? All of them?

B: Yes, but the next few are not too bad.

A: Okay.

B: All right. Okay, part two. There are five maps showing different us cities segregation conditions. Here, one dot represents 120 people. Different ethical groups are colored in different colors. Your task, one for each map, identify any patterns in how neighborhoods are desegregated. Two, compare different cities. What similarities and differences do you notice in the patterns of the segregation? Discuss other findings. I think so this is a case where we can switch between the different cities.

A: Oh, I see. Okay, so the five maps, these next five digitalization, are related to this construction.

B: And we can always bug out early once there’s enough data.

A: Yeah. Okay.

B: All right.

A: All right. So first notices here is like, Manhattan seems to have a lot of population.

B: It’s very dense. And then Central park. Nobody lives in Central park according to this data.

A: That makes sense.

B: I don’t think that’s actually true. Each dot represents, like, 100 people. Does it say that? I can’t actually.

A: Can you zoom in?

B: This, like, control.

A: Okay.

B: There are other places that are missing population, like this thing, and I don’t know whether that’s.

A: Unfortunately, your pointer color is very light colored, very light cyan. So I cannot see it at all.

B: Okay. Do you want me to. How does this look?

A: Oh, hey, how did you make it thicker?

B: I’m using the pen.

A: Nice.

B: Okay. This area, I don’t think that’s a park, but it might be an industrial zone. It’s an idea.

A: Yeah, that makes sense. Okay. There does seem to be a lot of stratification for ethnic groups, except for, like, in Jersey City, there’s a couple with a few mixings, but getting kind of the sense that it might be hard to tell from the colors. It seems like there’s more stratification between black ethnic group and everybody else. But it might be that it’s hard to distinguish blue from green.

B: I think the blue and the green look pretty different, except, like, I guess over here you can see there’s, like, a bunch of green in the middle of this blue area.

A: Interesting. I can’t read what it says, though. Even on my monitor.

B: I’m not too familiar with New York. You want to try different cities?

A: Yep.

B: All right, so the next one is Chicago, which I’m also not very familiar with.

A: A very sharp divide, north south shorelines.

B: What is that shoreline? Yeah, this is the lake here, sort of river.

A: This is the big lake.

B: Okay, so you’re saying right here is where there’s a north south divide, but then there’s also, like, this area and this area I can’t see.

A: Again. Can I see your pointer? Can you draw the lake so I can see your pen?

B: All right, here’s my.

A: Probably because you’re drawing on your screen.

B: What do you mean drawing on my screen?

A: How is your pen changing thickness? Just.

B: I’m pressing with the mouse more.

A: Do that. I guess it changes thickness when I go slow. Okay. If I go slow, then I get a slow pen movement. But now I can’t see your pointer or pen at all.

B: I’m not pressing down or anything.

A: Okay.

B: Can you draw? Here’s my pointer.

A: Okay. Yeah. It’s very thin and light green colored.

B: Okay, so light green is a bad color is what you’re telling me.

A: Yeah. So interestingly, when I use the laser pointer, I get a nice blue that’s very dark.

B: So do I on mine.

A: Okay. And then when I see yours, it looks like this green color, which is the color of the pen, makes up very.

B: Yeah.

A: I see. So I should use the pen as well.

B: I’m. Okay.

A: Circling a lot helps. Yeah.

B: Okay. Because it’s nowhere to look. Okay. Anyway, let’s look at the next one.

A: All right.

B: Los Angeles.

A: Yeah, we know of that place. Oh, look, there’s a lot of Hispanics in Los Angeles. It’s also reasonably segregated, so I believe.

B: This is Monterey park.

A: Which one can you circle a lot?

B: I’m circling a. Oh, I just can’t.

A: See it at all. I guess I make my monitor, my screen bigger.

B: All right, dear. Here, I’m trying with the pen.

A: Okay. Now I see south Texas down to East Los Angeles. Yeah. Monterey Park. I see it. Yes, that makes sense.

B: Yeah.

A: But still, San Gabriel, that matches what they expect. Alhambra is probably there as well. Yeah. Just above Monterey Park.

B: Pasadena is surprisingly mixed.

A: Yeah. Mixed for asian, Hispanic and white.

B: Yes.

A: As you would expect. At least that matches my experience there. Okay. All right. I’m noticing city centers are dense. Dense, right. And dense. And usually less segregated.

B: I’m having trouble seeing what’s going on.

A: Over here, I’m seeing, like, green, red.

B: Okay.

A: Orange, blue.

B: Yeah.

A: Pretty much everything, even.

B: So is that true for the other ones? Let’s look at Chicago again.

A: Yeah.

B: Oh, it’s not letting me change anymore.

A: I click on it, and it’s not changing. Interesting.

B: Oh, there it goes. Now I’m on New York again. I don’t know what the city center of is. I mean, I guess there’s this area up here, like, north of Manhattan.

A: Is it the Upper east side?

B: I don’t know anything about New York. Let’s go back. The city center. I don’t know what the city center in Chicago is, but it’s really dense right here along the.

A: Yeah, yeah. Okay. And I see that there is where there’s also lack of segregation.

B: But then all the way up here, there’s a little.

A: Yeah.

B: What other cities do we.

A: Interesting. It’s not changing for me again.

B: Me neither. I guess we just have to wait. There you go.

A: Boston might just take a while to load.

B: Yeah.

A: Boston looks similar in terms of density, is showing less segregation.

B: I feel like this is very zoomed out. Maybe I don’t know enough about Boston. I mean, I guess it’s got this entire bay thing going on.

A: Yeah.

B: All right. And then what else do we. City.

A: Well, hello. That matches my expectation as well. All right.

B: What’s interesting is how dense it is by the university. I guess it’s because this is a very zoomed out map. So this here is the university.

A: I know where the university is. Westbritter is.

B: Okay. And then right around the university is downtown. So that’s where it gets very dense. But then there’s this dividing line between down. Is that the river? Okay. Then on the west side of the river, there’s a little bit more. A little less segregation.

A: There you go. Yeah. And then west of that, of course, we got the airport and the industrial area.

B: Mines. Yeah. Maybe this one should be zoomed in more as well.

A: It’s kind of nice to have pretty much all of the metropolitan area that we’re getting down.

B: People would know that. Where is Provo on this map? I think this is Provo. Or is that too far north, south.

A: Over behind. South of the map. Yeah.

B: Okay.

A: And octane is.

B: Then I think the last map is.

A: Is that related? Should be a 6th map.

B: Yeah, that’s confusing. But let’s see.

A: Updating it.

B: I know this is not updating for me either.

A: Here, one dot is 200 people on the Salt Lake city.

B: Oh, because of the Zoom changes.

A: Yeah. So it doesn’t match the instructions.

B: Yeah.

A: Not that that probably matters too much for interpreting differences across cities.

B: There you.

A: Ah, it’s the US map. Here you can also see where the population centers are.

B: It’s a population.

A: Yep. Except that you can see like different.

B: It’s literally a population.

A: Sure. But with ethnic division or indications, I should say a lot of central area looks very white.

B: Are you using your point finger at all?

A: Nope.

B: The point is to use the pointer.

A: Okay. Here in the center of the US.

B: There’S nothing in the center of the.

A: Okay. Okay. So here on the midwest there’s a preponderance of white only. Yes.

B: I can’t see your cursor at all.

A: Because it matches the color of the map. Here, I’ll draw here in this sort of area.

B: Okay, wait, exclude all the population. This area is not the midwest. This is the.

A: Oh yeah, you’re from Midwest. But then I guess that’s not exactly true because any population center has a bit more.

B: Plus I think you can notice that the south is more blue.

A: Oh yeah, check that out.

B: That took a while to update. Yeah, like all of your circling of the little cities just popped out all of a sudden.

A: Oh, interesting. So there’s some language. Yeah, I should erase them all because I’ve littered them out. What does the pointer do? Can you move things? I’m just curious now, getting distracted. Okay, so I get the move icon. When I put the pointer icon over the circle that I just drew it. Okay. Try to drag it. Doesn’t do anything. Now I saw that we have some problems. Okay, so now we can stop recording and do a second session. I think maybe the recording gets too much.

B: Okay, so I’m going to click record and stop recording.