Informal Interpreters Research Articles

Prolegomenon to a Proper Interpretation of Quantum Field Theory

This paper digests technical commonplaces of quantum field theory to present an informal interpretation of the theory by emphasizing its connections with the harmonic oscillator. The resulting “harmonic oscillator interpretation” enables newcomers to the subject to get some intuitive feel for the theory. The interpretation clarifies how the theory relates to observation and to quantum mechanical problems connected with observation. Finally the interpretation moves some way towards helping us see what the theory comes to physically.The paper also argues that, in important respects, interpretive problems of quantum field theory are problems we know well from conventional quantum mechanics. An important exception concerns extending the puzzles surrounding the superposition of properties in conventional quantum mechanics to an exactly parallel notion of superposition of particles. Conventional quantum mechanics seems incompatible with a classical notion of property on which all quantities always have definite values. Quantum field theory presents an exactly analogous problem with saying that the number of “particles” is always definite.

The Cooperative Resolution of Policy Conflict

I develop an approach for analyzing the conditions for cooperative resolution of policy conflict. I analyze certain policy conflicts as bargaining situations, with opportunity for cooperation, among opposing issue factions. As a framework for analysis, I present an informal game-theoretic interpretation of nonzero-sum policy conflict. With that foundation, I derive implications about the conditions for cooperative outcomes with respect to several aspects of the policy process: issue content, the structure of conflict, leadership, party politics, and political institutions.

Education, training and knowledge base design

Abstract: Knowledge based systems offer considerable potential for the creation of new learning environments. In education such environments can be used with the mediation of a teacher and limits to the interpretation of the knowledge do not necessarily present problems. Intelligent tutoring systems cannot rely on human mediation and all interpretation of learner understanding is restricted to semantics of the knowledge representation. Thus the choice of representation is fundamental to the design of an intelligent tutoring system. Experience from an engineering context suggests that the success of a few intelligent tutoring systems depends on the formal nature of the topics considered. Typical topics for education and training require the integration of a formal understanding with an informal interpretation of considerable complexity. A new approach to the use of knowledge based systems, firmly centred on experience of applications actively used in education and/or training, will be required to solve this problem.

Topological characterization of families of graphs generated by certain types of graph grammars

A precise topological characterization of classes of graphs generated by certain context free graph grammars (CFGG) is given. An informal interpretation of the results is that CFGG cannot generate any interesting classes of graphs besides trees and series-parallel networks, except in trivial ways (e.g. by including subgraphs of higher connectivity explicitly in the production rules).

Laws of Information which Govern Systems

The structure of n-dimensional information theory is well adapted to the study of complex systems of many parts interacting in a nonsimple way, since it allows quantifications of the degree to which the parts are interdependent, i.e., are in communication with each other. It is particularly well suited to hierarchical systems. Even when calculations are impossible, informal interpretations of informational equations shed interesting light on the behavior of systems. These informal interpretations are emphasized. It is shown that the requirements on a system for selection of appropriate information (and therefore blockage of irrelevant information), internal coordination of parts, and throughput are essentially additive and therefore compete for the computational resources of the system. This observation has implications for system architecture. It is shown that under certain assumptions (valid, for example, for networks of parallel processors) systems are constraintlosing as well as information-losing. The importance and usefulness of the loss of information by a system is discussed briefly.

Changing Patterns of Constitutional Development

At the end of its twentieth year the United Nations is in the midst of a constitutional crisis the outcome of which is still in doubt. During its lifetime it has survived other profound changes, some no less constitution shaking than the present one. Other developments were absorbed chiefly through a process of informal Charter interpretation and institutional adaptation; whereas the current financial crisis was allowed to reach the stage where formal confrontation of conflicting Charter interpretations could be avoided only by adopting a procedural device to evade decision that, unfortunately, also brought the Assembly to a halt.

A TEACHING PROGRAM IN COMMUNITY PEDIATRICS

AT THE School of Medicine of the University of Pittsburgh, the Department of Pediatrics has organized a series of field experiences intended to acquaint future physicians with programs and facilities outside the confines of the Medical Center which are concerned directly or indirectly with the health and welfare of normal and exceptional children. During their pediatric outpatient service, senior medical students in groups of six to eight spend 6 half-days in "community pediatric" training. Each student is loaned a collection of selected reprints, booklets and mimeographed material pertinent to the areas covered in the community experiences. They are urged to read the appropriate material before each field trip in order that their observations may be meaningful and productive. Additional preparation is given at the visit site by approximately an hour's group discussion of the general area to be covered, specific items to be noted, and questions to be considered during the experience. No attempt is made to cover all aspects of the program being viewed. Informal discussion and interpretation are maintained by the instructor throughout the field trip.