Picture In Mind Research Articles

Polynomials with equally spaced zeros

Polynomials like (x + l)x(x - 1) or 5 (x - 2)(x - 4)(x - 6)(x - 8) are particularly easy to sketch because their zeros are real, distinct and equally spaced along the x-axis. As a simple exercise, please picture in your mind the graph ofy=(x-1)(x-2)(x-3)(x-4)(x-5)(x-6)(x-7)(x-8)

Putting the pieces together: A new look at the SEG Annual Meeting

Puzzles are always fun and the really tough ones can be quite a challenge. So… imagine that you have been asked to construct a puzzle and that each piece will be hand carved by a different artist. This group of artists will get together to talk about the pieces 10–12 times, but only on a few occasions will all be present and no whole pieces are viewed. Phone, fax, and email are, of course, available. The master blueprint exists only in the individual minds of the participants and each one hopes that they all have the same or a similar picture in mind. A month from now, these artists will all slap their finished pieces down at the Colorado Convention Center with about $2.5 millon and the 1997 financial well-being of the SEG riding on the results.

Fractal space-time and the statistical mechanics of random walks

We illustrate some of the ideas involved in fractal space-time using familiar deterministic fractals. Starting with the objective of reproducing the Heisenburg uncertainty principle for point particles, we use the Peano-Moore curve to help visualize the qualitative behaviour of particles moving on fractal trajectories in space and time. With this qualitative picture in mind we then explore exactly solvable models to verify that our ideas are mathematically consistent. We find that the Schrödinger equation describes ensembles of classical particles moving on fractal random walk trajectories. This shows that the Schrödinger equation has a straightforward microscopic model which is not, however, appropriate for quantum mechanics. The free particle Dirac equation is also derivable in terms of ensembles of classical particles and this unites the two equations conceptually in a very direct way. In both cases what we discover is a many-particle simulation of quantum mechanics and this confirms in a graphic way that the mysteries surrounding quantum mechanics lie not in the equations, but in interpretation and the theory of measurement. Finally, we discuss an exactly solvable model which incorporates fractal time. The calculation produces the Dirac equation in 1 + 1 dimensions and because of intrinsic space-time loops, constitutes a model with the potential to exhibit the wave-particle duality found in nature.

Pictures of the Mind: The Decor of 18th-Century Monastic Libraries

Pictures of the Mind: The Decor of 18th-Century Monastic Libraries

Tomorrow's City Management: Guides for Avoiding Success-Becoming-Failure

What can be done to reorient tomorrow's city management? The authors suggest following seven high-priority remedies or palliatives for city managers. 1. an elaboration of a volatile and mixed politics/administration zone, 2. a new blend of fact [equilibrium] value, 3. an emphasis on effectiveness as guide for city management, along with a deemphasis on efficiency and economy, 4. a focus on continuous improvement as a guiding metaphor 5. various ways of enhancing emphasis on city management team, 6. greater regenerative interaction, and 7. a new balance in manager/council relations. Toward Elaborating Politics/Administration Consider, first, retaining conventional dichotomy at each extreme, but with a kind of two-way intermediate zone. This refines such long-standing pronouncements as the city manager's job is political (Bosworth, 1958). This intermediate politics/administration zone is seen as shifting and even mercurial, but nonetheless amenable to greater definition and specification that can lead to mutual learning and change--by city council as well as city management, or city manager and staff. As long-time city manager Mendonsa explains: The problems and issues are much too complex and difficult for councils to work in policy arenas without a full understanding of administrative issues. Moreover... councils need and expect advice, information, and assistance manager can provide.... Equally important, many administrative issues are much too politically sensitive for manager to proceed without keeping council fully informed. Much experience and theory motivate such expenditures of time and resources (Svara, 1988; Nalbandian, 1991). Although few jurisdictions deliberately explore this intermediate zone, let us try to do a bit more. To illustrate, at least three kinds of things can be done to reframe council-manager relations, consistent with a more elaborated politics/administration mind picture. The suggestions deal with a new balance, and hence go far beyond conventional injunctions to be helpfully skillful (Anderson, Newland, and Stillman, 1983; 66-69) or to manage appearances while doing proscribed but unavoidable (Duggan, 1991). Periodic Fine Tuning Some simple designs can help diagnose fluid intermediate zone, where continuous diagnosis is critical. Our favorite design involves sharing of 3-dimensional images, in which pairs--such as city manager and council--separately develop lists of answers to three questions (Golembiewski, 1993; 318-323): 1. do you see (council or manager)? 2. do you see yourself in relation to (council or manager)? 3. does (council or manager) see you? Periodic public sharing of these 3-D images, along with examples of liked/disliked policy, idea, behavior or attitude, provide raw material for contracting about short-term character of politics/administration intermediate zone. Operationally, participants then develop lists from 3-D images of what they would like to see stopped, started, or continued. Bargaining can proceed. What will one side stop, for example, to see a start by other on some item? Formal documents often result. The basic purpose is to make useful midcourse corrections, conveniently and regularly. Caught soon enough, such materials can result in greater clarity about jurisdictions and performance, improved working relationships, and other fine tunings. This is not some nicety. City managers today operate in territories where real-time feedback is useful, if not critical. For example, How aggressive [should a manager] be as a changeagent? (Anderson, Newland, and Stillman, 1983; 68). Only local and often temporary approximations apply and, absent high-quality data, only foolhardy will go very far, or very fast. Yet proactivity is precisely what is required. …

Letters

Letters Thumbs Up Mom and Dad! It was 1993 in late August and edging toward fall—when university campuses are in a brief lull between summer classes and school's beginning. I was going to have lunch with two colleagues, each of us eager to participate in the remnants of summer's semiunhurried days. With my brown bag in tow, I was left to select a table on the patio area outside the university snack bar while the others went inside to get carry out. Sitting down, I glanced over at the table I really wanted—in the shade—and grudgingly looked at its occupants. My glance lingered on the two men—one approaching middle age, the other in early manhood—because of their stillness. Was I sitting too close for them to carry on a conversation? Had I missed an earlier argument ? Were they two strangers sharing the only cool table? My colleagues arrived with their lunches and we quickly became immersed in conversation. My attention was again drawn to the shaded table when a woman carrying a tray of food joined the men. She quickly set out their lunches and began to talk softly to the older man and he to her—and I began to understand as their talk went on. It wasn't that they were ignoring the younger man; their eyes somehow had a way of making a visual sweep that included him but had no expectations of him. This was a family of hearing parents and their deaf son, here for the university's new student orientation. During one of my first years at Gallaudet, perhaps 1978 or 1979, on the morning of graduation, I was walking alone across campus to the breakfast offered to the graduates, their families and friends, and the faculty and staff. I was by the grassy quad walking behind a graduating student and his parents. The mother carried her son's robe. It was a very peaceful , early May morning. I recall thinking how proud all parents are at their children's graduation...and here was my first graduation at Gallaudet...and the family walking in front of me was what our work was all about. But then something pushed aside my wandering, lofty thoughts. There was a stillness to this threesome. None of the talking, signing, laughing, or nudging one expects to see was there. Instead, they were walking, mom and dad on either side of their son, looking straight ahead as though practicing the processional march their son would soon join. After all their years together was there still no communication ? Ironically, a few hours later so many of the students, most with hearing parents, crossed the stage thanking their parents and, with letters pasted-up on their mortarboards for all the world to see, said "I LUV U Mom & Dad." These events made vivid pictures in my mind. Surely I could never know about life in these families, but over the years since that first graduation , I have seen these pictures repeated time and again. So I am very troubled. My work for many years has focused on families with deaf children. I study the literature, do research involving families, and teach future teachers about developing partnerships with families with deaf children. We discuss the strategies of empowerment and collaboration and how programs can work to facilitate parent-child communication. Perhaps these concepts and the philosophical structure that binds them—which got national support in the 1986 passage of PL 99-457 (now PL 102-119)—did not reach the snack bar student and his family in time to make the critical difference in their lives. I can console myself with that belief if I also believe that we will see communicating sons, daughters, mothers, and fathers on graduation day 2010 when the 1986 babies affected by PL 99-457 walk across the stage. I won't be here on the faculty in 2010 but perhaps I will get an invitation to attend graduation; I would like to see for myself and I'll come early and walk across the quad. Back on the snack bar patio, the family was standing, picking up their trays ready to...

Putnam, Davidson and the seventeenth‐century picture of mind and world

Au-dela de leur rejet commun de la conception du monde objectif et de l'esprit subjectif du XVII e siecle, l'A. precise les positions respectives de Putnam et Davidson a l'egard du dualisme, et souligne leur convergence du point de vue metaphysique et epistemologique

The struggle for resources in Africa

This issue examines aspects of the allocation of resources in Africa. Few problems could be more central to the future of a continent where political and economic crisis persists. A generation after the formal end of colonialism and the inception of the 'decade of development' in the 1960s, Africa continues to struggle for control of its resources and their development. In many ways, the struggle does not go well. For over a century, the idea of a scramble for resources in Africa evoked images, first, of the colonial plunder of the continent and, latterly, of corporate exploitation and expropriation. More recently, however, to speak of a scramble for resources brings to mind pictures of desperate, hungry people searching for food and security from war, of states seeking to attract investment in a world indifferent to their needs. New strategies have become necessary and a new commitment to economic and political development urgent.

The Primacy of Perception in Husserl's Theory of Imagining

According to Husserl, intentionality of perceptual consciousness is model for other nonperceptual intentional acts of mind, such as imagining. The purpose of this paper is to show that in Logical Investigations intentionality of perceptual consciousness is model for understanding imaginal acts. Husserl outlines two distinct situations in which one speaks of an image: (a) there is imaginal act in which one perceived physical object is an image of another perceivable object, and (b) there is imaginal act in which a mental content is an intermediate in intention of an object. In each case Husserl shows that the interpretation of anything as an image presupposes an object intentionally given to consciousness.' Of two imaginal acts, I argue that first is logically dependent on a perceptual intention, and that second is explicable in terms of a perceptual intention rather than in terms of a pictorial representation. I conclude that nonmental images cannot be a paradigm for understanding situation in which an image is a mental event, that images cannot be basis for perceptual acts, and that Husserl is not committed to a view that mental images are pictures in mind.

Remarks on the Modularity of Mind

Jerry Fodor's The Modularity of Mind is discussed. In this book the concept of modularity of cognitive processes is introduced and a picture of mind is proposed according to which the peripheral input systems are modular whereas the central processes are not. The present paper examines this view from both a methodological and a substaintive perspective. Methodologically, a contrast between considerations of principle and of fact is made and implications for the nature of cognitive theory are discussed. Substantively, constraints on information flow are examined as they appear in various aspects of psychological phenomenology, and central processes in particular. It is suggested that the notion of modularity as structural and fixed be replaced by one which is dynamic, context-dependent. This modification, it is argued, is productive for the characterization of the workings of the mind, and it defines new questions for investigation.

Proton transfer in benzoic acid crystals: A chemical spin–boson problem. Theoretical analysis of nuclear magnetic resonance, neutron scattering, and optical experiments

The double proton transfer in benzoic acid crystals can be described by a double-minimum potential. At low temperatures one need consider only the two lowest energy eigenstates, which must be coupled to the crystalline phonons in order to obtain relaxation. Thus the benzoic acid system provides a well-defined chemical example of the spin–boson Hamiltonian. Within this model the tunneling relaxation between localized states occurs by one-phonon emission or absorption. Alternatively, at high temperatures the proton transfer is thermally activated. With this simple picture in mind we analyze NMR T1 relaxation experiments. The temperature-dependent proton transfer rate that emerges from the NMR analysis is in good agreement with inelastic neutron scattering experiments. Optical transitions of a dye probe have also been used to determine proton transfer rates in crystalline benzoic acid. Our model allows us to discuss both doped and pure crystal experiments within a unified framework. Thus, we find that all three different experimental probes yield results that are consistent with our simple theoretical picture. From our results we can determine the proton–phonon coupling constant.

Metabolism and possible health effects of aluminum.

Literature regarding the biochemistry of aluminum and eight similar ions is reviewed. Close and hitherto unknown similarities were found. A hypothetical model is presented for the metabolism, based on documented direct observations of Al3+ and analogies from other ions. Main characteristics are low intestinal absorption, rapid urinary excretion, and slow tissue uptake, mostly in skeleton and reticuloendothelial cells. Intracellular Al3+ is probably first confined in the lysosomes but then slowly accumulates in the cell nucleus and chromatin. Large, long-lived cells, e.g., neurons, may be the most liable to this accumulation. In heterochromatin, Al3+ levels can be found comparable to those used in leather tannage. It is proposed that an accumulation may take place at a subcellular level without any significant increase in the corresponding tissue concentration. The possible effects of this accumulation are discussed. As Al3+ is neurotoxic, the brain metabolism is most interesting. The normal and the lethally toxic brain levels of Al3+ are well documented and differ only by a factor of 3-10. The normal brain uptake of Al3+ is estimated from data on intestinal uptake of Al3+ and brain uptake of radionuclides of similar ions administered intravenously. The uptake is very slow, 1 mg in 36 years, and is consistent with an assumption that Al3+ taken up by the brain cannot be eliminated and is therefore accumulated. The possibility that Al3+ may cause or contribute to some specific diseases, most of them related to aging, is discussed with the proposed metabolic picture in mind.

INITIATION INTO POST‐GRADUATE EDUCATION: A PERSONAL IN‐SERVICE APPRAISAL

AbstractFor most of us working in this field, appropriate education has had to be gained almost entirely through learning on‐the‐job. It is rather like parachuting ill‐prepared and ill‐equipped into an unfamiliar, neglected, confusing territory to tackle tasks which are complex, poorly understood and looked upon with disdain and despair by many people.With this picture in mind, I have reviewed my own experiences since taking the leap five years ago, to crystallize out of them what seems to have been of most value and to be pertinent to a discussion on education in this field: recognizing that learning on‐the‐job, as a form of in‐service training, is desirable, necessary and inevitable, but when, how and the extent to which it is relied upon in a program of training, are critical questions for planners. I deal first with the bewildering array of items which confronts the initiate, all clamouring for immediate new knowledge, understanding, skills and action. These have to be sorted out into manageable categories, given an order of priority, and tackled as efficiently as possible by selective reading, consulting, visiting, recording, doing and, most importantly, thinking. Finally, I expose several ways of looking at aspects of this territory which I regard as helpful, even essential, for getting the complexities into perspective and having a framework for continuing education.

Writing About the Western United States

James K. Folsom, ed. The Western: ,4 Collection of Critical Essays. Englewood Cliffs, N.J. : Prentice-Hall, 1979. 177pp. L.L. Lee and Merrill Lewis, eds. Women. Women Writers, and the West. Troy, N.Y.: Whitston Publishing, 1980. 252 pp. John R. Milton. The Novel of the American West. Lincoln: University of Nebraska Press, 1980. 341 pp. William W. Savage, Jr. The Cowboy Hero: His Image in American History & Culture. Norman: University of Oklahoma Press, 1979. 179 pp. MEMORANDUM From: Jonah Cetacea, Chairman To: Prof. Izaak Walton Re: Classes in 1981-82 Since the popularity of Canadian Literature of the West continues to result in overflow enrollments, the Class Committee wishes you to teach the long-dormant Western American Fiction next year, in order to accommodate those students wanting to study in the department. Please send your text list.... I will return to this excerpt, but first picture in your mind's eye a saloon in College town, in which five men are playing poker. They come from an ordinary town of its sort, picturesque and populated mostly by Homosapien Scholars and their disciples, who pursue money, promotion, degrees and hockey pucks. At this poker table are Mythhunter, Compiler, Wheeler-Dealer, Teacher, and Reviewerskeptic. They have been winning and losing money for several hours; it is late and they are betting on the last hand of five-card draw. Compiler bets a dollar...and the betting goes on until first Wheeler- Dealer and then Mythhunter decide the game is too rich for their weak cards. Then Compiler folds. Teacher bets three dollars (these modest amounts are typical of Collegetown poker games). Reviewerskeptic likes the odds and raises a dollar, whereupon Teacher calls. His aces and fours beat the kings and tens.

The expansion of the metagalaxy

In the big-bang hypothesis the metagalaxy (or Universe) is considered to have expanded from a state of extremely high density. The observations of distant galaxies are usually interpreted with this picture in mind. As pointed out by Alfven it is important to see, if these observations do really require the hypothesis of an early extremely high density. It is found that with present available information, it is not possible to conclude that the density has been higher than implied by the Schwarzschild limit.

Binding: A unifying notion or a pseudoconcept?

AbstractCommunication between chemists and physicists working in different domains of physical chemistry may sound like a dream, but actually it must be established in order that the whole field may develop in a more efficient way. Binding is a unifying concept whose discussion may make it possible for specialists of different extractions to profit from each other's work. When different specialists speak of binding, they have some intuitive picture in mind. Does it correspond to a unique well‐defined concept, or is it just a cover for ignorance? A tentative definition is proposed as a starting point for discussion, but it is also emphasized that only from an open‐minded and thorough analysis of the various interpretations it should be possible to make real progress. An example showing very clearly the relationship between the various topics is that of biopolymers, whose understanding depends on the specification of the role of a variety of binding effects, from chemisorption to charge transfer to (one‐dimensional) metallic binding.

The Idea of a Person in Medieval Morality Plays

The Idea of a Person in Medieval Morality Plays Natalie Crohn Schmitt In 1914, W. Roy Mackenzie explained that "A Morality is a play, allegorical in structure, which has for its main object the teaching of some lesson for the guidance of life, and in whiCh the principal characters are personified··abstractions or highly universalized types."1 By and large critics of medieval morality plays have continued to work within the limitations of Mackenzie's description, refining our understanding of the object of the lesson, and of the concepts "allegory," "personified ab­ straction," and "universalized type." There has.been no substan­ tial change in our understanding of these plays. In this paper I argue that while the object of the plays is didactic, their effect is mimetic; that, more literally than the analyses have allowed, the plays provide a phenomenological account of existence, and that the concepts "allegory,'' "personi­ fied abstraction,'' and "universalized type" do not account for the whole of the medieval experience of the plays, nor for the whole of our experience of them either. My starting point is Geoffrey Bullough's observation that "it has not yet been adequately realized how continuously Eng­ lish literature has been affected, both in matter and in form, by changes in men's notions of the human mind and of its relation to the body and the world about it."2 This paper is an attempt to begin to recover the psychology inherent in the medieval morality plays. It shows that a number of things which have heretofore been dismissed as literary weaknesses can be under­ stood as representation of the human experience. The paper has four parts: 1 . Mimesis, in which I explain, in general, the view of man in the world which the plays express, and 2. Allegory, 3. Personified Abstractions, and 4. Universalized Type, in which 23 24 Comparative Drama I explore the difficulties these concepts present in our under­ standing of these plays. I Mimesis: Mind, Body, and World. The war between Good and Evil was the profoundest reality of life, since upon the issue hung the eternal destiny of the soul. The salvation of the hard-pressed soul was the supreme prize of existence, and mortal life became subject to a single evaluation-the soul's progress toward God or its defection away from Him. The adventure of life was, in our sense, inward and spiritual. God created the earth and the heavens and all things therein so that man might work out his life and destiny. Man was at the center of the universe and everything possessed significance not in itself but for man's pilgrimage. The Devil and his demons indeed were very real and very close, and the powers of God and his angels needed constantly to be drawn upon to combat them. What we call external reality was subordinate to the central conflict. The observer was himself in the picture at the center, and the world was more like a garment man wore about him than a stage on which he moved. The internal and external world were identi­ fied in a state of fusion and wholeness.3 Robert Potter believes the events which occur in the course of a morality play to be not mimetic representations of life, but analogical demonstrations of what life is about.4 The distinction, however, does not seem medieval. The world itself was a great analogy making manifest the otherwise invisible and only reality of God. The medieval artists were Realists;S they believed that the world was to be understood not in terms of operations and causes, but in terms of its meaning. The part of man which is the nearest image of God is his mind. Those activities which seem to belong to man as an organic creature but do not proceed from his will are reckoned as outside his "self." The automatic functions of the body are grouped together as "lower functions"; they become dissociated from the self, which is increasingly thought of as limited to activities of the mind. Self-expression, then, becomes associated with what we would think of as self-repression.6 This picture of mind, body, and world and...

The picture in your mind

Discussed throughout have been several theoretical issues. What is particularly important about these theories for the media professional is that, in contrast to other learning theories, e.g., reinforcement, they address the basic pictorial vs. verbal characteristics of media and provide a beginning framework for understanding how these influence learning. The intent of this article has been to establish and extend interest in imagery research among media researchers and practitioners. The following conclusions and observations seem pertinent to this intent and justified by the foregoing introduction to the imagery literature.

Harun al-Rashid

HARUN AL-RASHID PERCIVAL BAILEY* It is told of Harun al-Rashid, the famous caliph of Baghdad, that a courtier, thinking to curry favor by flattery, as is their wont, remarked one day that the caliph must be the happiest man on earth. The caliph grew thoughtful and replied that he had not known a dozen wholly happy days in his entire life. The story started me thinking whether I could remember an equally large number ofunusuallyhappy days in my ownlife. My earliest recollections are of my grandfather's farm. My father had gone to Mount Vernon to work in the carbarns ofthe L. & N. Railroad, and in that town of southern Illinois I was born. But the panic of 1893 threw him out ofajob, and my mother fetched her two sons back to the farm while my father sought work elsewhere. I remember having the measles and my fury at being locked in a room with a turn button so high I could not reach it, even by dragging a chair to the door. And I remember myjoy when my aunt played the small organ. I remember being dragged in a sled over the ice ofthe pond, but most ofall I remember going fishing. I cannot have been more than four years old at the time. The whole setting is still a vivid picture in my mind—the creek which ran across my grandfather 's farm, the big willow tree, my mother and my grandfather, who had prepared the hook and line and given the pole to me to hold.When the cork bobbed, I pulled as I had been told, and out came a little sliver of silver which danced in the sunshine at the end of the line. I ran around like one possessed, shrieking in a delirium ofjoy, and, for a long time, would allow no one to touch my treasure. I have no recollection ofthe rest ofthe day, but never since have I ever experienced such an undiluted ecstasy. Soon afterward we moved away, and I have never developed a liking for fishing. My favorite treatise on the * 731 Lincoln Ave., Evanston, 111. This paper was written for and presented to the Chicago Literary Club, April, 1966. It is reprinted here with their permission. 54? Percival Bailey · Harun al-Rashid Perspectives in Biology and Medicine · Summer 1967 art is not the Compleat Angler but a more modern one entitled To Hell with Fishing! Can it be possible that there is a subconscious wish to protect this ancient memory? At any rate, on that day I was completely happy, for I was too young to realize the tragic destiny of mankind, and no one to whom that realization has come can ever be completely happy again. While my father went to Cuba in the Spanish-American War, I lived with my mother, brother, and a little sister (the unwanted one) in a log hut near the Buckskin schoolhouse. I was a thin, languid boy, with only one playmate, the son ofour tenant farmer, a tough, sturdy lad some six months older than I. The other boys troubled me seldom for fear of Charlie. I took part in all their sports but never distinguished myselfuntil one day at school I was chosen by lot to be the hare in our game ofhare and hounds during the luncheon recess. I was given a hundred yards' start because they expected to catch me quickly. Some ofthe larger boys were soon baying at my heels, but to the surprise of everyone, most of all myself , I suddenly recovered my wind and kept easily ahead ofthem. They finally gave up the pursuit and returned to the schoolhouse. I was, of course, the last to return and face the irate schoolmaster, who had already switched my tardy schoolmates. Now I had my turn, but I scarcely felt the hickory switch because ofmy elation. I suspect that the teacher, who was my cousin, did not lay on very heavily, but it would have made no difference in my case, since I hadjust acquired a new standing in the eyes ofmy fellows, and a great peace had settled upon my soul. I had always been...

IN SEARCH OF PRINCIPLES IN INTEGRATIVE BIOLOGY

a musician playing the piano, the coordination of parts into a whole (an abbreviation of the dictionary meaning of integration). Consider a bat in the woods navigating by echoes, a spider weaving its characteristic web, or any of an infinity of examples of amazing animal performance. Keep these mental pictures in mind throughout my remarks since the theme is really How do animals do these feats that they all do? Recognizing their prey, their own kind, which side is up, drinking a certain amount, locomoting a certain amount, orienting, mating, escaping, displaying?I conjure up the images and memories that fascinated you in your tender years before you became sophisticated and learned it was not dignified to admit an interest in animals and natural history. We have for our subjects the most com? plex systems known, by far, and it is not to be expected that we will get to the heart of understanding soon. Nor is it to be ex? pected that man will wait for a step by step approach, up from the molecule. Si? multaneous attack at all levels is called for. The level of integration which I want to point to tonight is that intermediate be? tween the cellular and the intact organism, neglecting the molecular, subcellular, so? cial, ecological, and others out of no lack