By the closing decades of the sixteenth century, Renaissance humanism had become the prevalent culture among the educated elite that dominated the political establishment, the officially recognized churches, and the schools of western and central Europe, north as well as south of the Alps. Even across the bitterly contested divide of the Reformation, and despite the limitations imposed by censorship of the press, inquisitions, and consistories, a broadly uniform higher culture prevailed. Books and ideas passed back and forth from Protestant to Catholic regions. A famous classical scholar and neo-Stoic moralist like Justus Lipsius (1547–1606) could make his academic career at different periods of his life at both Protestant and Catholic universities provided he was willing to conform to the established local form of Christianity, even though there were some bitter remarks about the slippery religious convictions of an author whose most famous book of ethics was called Of Constancy. Furthermore, though the humanistic culture that prevailed in the late Renaissance was in one sense restricted to the privileged few who could obtain an education, the work of translators and popularizers allowed a much larger proportion of the population to share the new culture. A man of the people like Shakespeare had access to themes, ideas, and values found in classical texts, even though he could never penetrate the classical heritage with the profundity of a brilliant and privileged university graduate like John Milton. The humanistic tradition remained dominant in many respects, among plain folk as well as the educated classes, into the late nineteenth century.

Although Italy in the fourteenth and fifteenth centuries was a distinct society with a distinct culture, sharply different from the rest of Europe, it was closely linked to transalpine Europe by religion, politics, and trade. Not only people but also ideas and books passed back and forth across the Alps. During the fourteenth century, many of the mercenary troops who conducted Italy's wars were foreigners, especially French and English. Large colonies of Italian merchants were established in northern commercial centres such as London, Paris, Lyons, and the cities of Flanders and Brabant. The clergy were important carriers of cultural influence, both northerners going to Rome to conduct lawsuits in the church courts, seek dispensations, or petition for appointments, and Italians going north as papal legates, collectors, and appointees. Other carriers of ideas were university teachers and students. A few of these were Italians going north to study (almost exclusively theology, at Paris) or to teach in northern schools and universities; but far more numerous were the northerners coming to Italian universities. From the thirteenth century, Italian faculties of medicine and law were regarded as the best in Christendom, and a doctorate in law or medicine from Bologna, Padua, or another Italian university provided a clear competitive advantage when students returned home. Until after 1450, few northern students came primarily to study humanistic subjects; but Italian law and medical science had some connection with humanistic studies. When transalpine students returned north, they not only carried both ideas and books with them but also in many cases gained influential positions that enabled them to become patrons who promoted humanistic learning.

This chapter includes sections on all of the highlevel divisions of organisms identified in Chapter 2 that are important in the fields of palaeobiology and biostratigraphy, namely bacteria, plant-like protists or algae, animal-like protists or protozoans, plants, fungi, invertebrate animals and vertebrate animals. It also covers trace fossils.

As far as practicable, a standard format has been adopted. Areas covered include: biology, morphology and classification; palaeobiology; and biostratigraphy.

Emphasis has been placed on the palaeobiological and biostratigraphic significance of the various groups, and their proven and potential applications in the interpretation of earth and life history and processes. Other areas are covered only if they are relevant to these applications, and only in a level of detail commensurate with applicability. Fossil groups with minimal applicability have not been included.

More or less familiar names have been used wherever practicable, and an attempt has been made to keep the amount of scientific jargon to a necessary minimum.

Micropalaeontology and palynology

The groupings used in this book are essentially natural, reflecting evolutionary relationships, and the arrangement is in at least approximate order of evolutionary advancement. It is worth noting here, though, that an alternative, entirely artificial grouping of microfossils also exists, which is useful for practical purposes, as it is based on size range, composition, and required methods of collection, preparation and study. This treats together the calcareous microfossils, that is, the calcareous algae, the calcispheres or oligosteginids, Bolboforma, foraminiferans, calpionellids, ostracods and otoliths; the siliceous microfossils, that is, the silicoflagellates, diatoms and radiolarians; the phosphatic microfossils, that is, the conodonts and ichthyoliths; the organic-walled microfossils or palynomorphs, that is, the dinoflagellates, acritarchs, plant spores and pollen, and chitinozoans; and the calcareous nannofossils (Jones, 1996). The study of microfossils is termed micropalaeontology; that of organic-walled microfossils or palynomorphs, palynology.

Innovative applications of palynology

Palynology has a number of applications in the fields of petroleum geology, mineral exploration and exploitation, coal mining, and archaeology (see appropriate sections below). It also has applications in a number of other fields.

By the beginning of the sixteenth century, the programme of humanistic studies and the dream of a renewal of ‘civilized’ learning and literature and an end of ‘barbarism’ had established themselves to some extent in all the major countries of western and central Europe. But the new learning, often viewed with suspicion because of its Italian origins and its reverence for pagan literature, had by no means become dominant north of the Alps. Its marginal and subordinate position was accurately reflected in the life of the universities (see Chapter 4). There were some masters in every faculty of liberal arts who criticized traditional textbooks and aspired to modify the curriculum leading to arts degrees in order to de-emphasize logic and give greater attention to humanistic studies. These men were able to offer lectures on classical authors and private lessons in Greek from time to time. A genuine and spontaneous interest in the new learning was growing up, and even in such a notoriously conservative university as Cologne, many students managed to lay the foundation of a mastery of classical Latin and ancient literature, even of Greek, that enabled them to become prominent humanists in later decades. Most humanists were perfectly content to work quietly on the margin of university life, teaching the works of classical or modern humanistic authors, and eventually working their way into more important positions as heads of colleges or attaining far more important positions in one of the three higher faculties that dominated the institutions and offered virtually the only stable, salaried or beneficed professorships.

This book aims to present a comprehensive account of the development and significance of the humanistic culture of Europe (north as well as south) in the age of the Renaissance. It is based on the researches of more than a generation of scholars active since about the end of the Second World War. At that time, critical attacks on the traditional picture of Renaissance civilization established by Jakob Burckhardt had produced so much doubt about the meaning, and even the existence, of a Renaissance that many historians abandoned use of the term itself, a situation brilliantly demonstrated in Wallace K. Ferguson's The Renaissance in Historical Thought (1948). In the aftermath of that historiographical demolition, I myself wrote a dissertation which systematically avoided use of the dread term ‘Renaissance’, and not a single member of my examining committee challenged or even mentioned the omission. Yet leaving ‘the Renaissance’ and ‘humanism’ out of the history of the Renaissance age was not a viable position, as I found when I undertook to revise my dissertation into a book that addressed the intellectual problems of the sixteenth century, and found in an even more pressing way when I faced the task of explaining the Renaissance to a class of college freshmen in a lecture of fifty minutes. Whether historians like the concepts ‘Renaissance’ and ‘humanism’ or not, the centuries to which those terms are conventionally applied really did exist and must be faced, since they contributed in important ways to the subsequent development of Western society and civilization.

We have already discussed, in chapter 4, how complicated functions may be expressed as power series. However, this is not the only way in which a function may be represented as a series, and the subject of this chapter is the expression of functions as a sum of sine and cosine terms. Such a representation is called a Fourier series. Unlike Taylor series, a Fourier series can describe functions that are not everywhere continuous and/or differentiable. There are also other advantages in using trigonometric terms. They are easy to differentiate and integrate, their moduli are easily taken and each term contains only one characteristic frequency. This last point is important because, as we shall see later, Fourier series are often used to represent the response of a system to a periodic input, and this response often depends directly on the frequency content of the input. Fourier series are used in a wide variety of such physical situations, including the vibrations of a finite string, the scattering of light by a diffraction grating and the transmission of an input signal by an electronic circuit.

The Dirichlet conditions

We have already mentioned that Fourier series may be used to represent some functions for which a Taylor series expansion is not possible.

It happens frequently that the end product of a calculation or piece of analysis is one or more algebraic or differential equations, or an integral that cannot be evaluated in closed form or in terms of tabulated or pre-programmed functions. From the point of view of the physical scientist or engineer, who needs numerical values for prediction or comparison with experiment, the calculation or analysis is thus incomplete.

With the ready availability of standard packages on powerful computers for the numerical solution of equations, both algebraic and differential, and for the evaluation of integrals, in principle there is no need for the investigator to do anything other than turn to them. However, it should be a part of every engineer's or scientist's repertoire to have some understanding of the kinds of procedure that are being put into practice within those packages. The present chapter indicates (at a simple level) some of the ways in which analytically intractable problems can be tackled using numerical methods.

In the restricted space available in a book of this nature, it is clearly not possible to give anything like a full discussion, even of the elementary points that will be made in this chapter. The limited objective adopted is that of explaining and illustrating by simple examples some of the basic principles involved. In many cases, the examples used can be solved in closed form anyway, but this ‘obviousness’ of the answers should not detract from their illustrative usefulness, and it is hoped that their transparency will help the reader to appreciate some of the inner workings of the methods described.

This chapter is concerned with the formalism of probably the most widely used mathematical technique in the physical sciences, namely the calculus. The chapter divides into two sections. The first deals with the process of differentiation and the second with its inverse process, integration. The material covered is essential for the remainder of the book and serves as a reference. Readers who have previously studied these topics should ensure familiarity by looking at the worked examples in the main text and by attempting the exercises at the end of the chapter.

Differentiation

Differentiation is the process of determining how quickly or slowly a function varies, as the quantity on which it depends, its argument, is changed. More specifically it is the procedure for obtaining an expression (numerical or algebraic) for the rate of change of the function with respect to its argument. Familiar examples of rates of change include acceleration (the rate of change of velocity) and chemical reaction rate (the rate of change of chemical composition). Both acceleration and reaction rate give a measure of the change of a quantity with respect to time. However, differentiation may also be applied to changes with respect to other quantities, for example the change in pressure with respect to a change in temperature.

Although it will not be apparent from what we have said so far, differentiation is in fact a limiting process, that is, it deals only with the infinitesimal change in one quantity resulting from an infinitesimal change in another.

As is natural, in the four years since the publication of the second edition of this book we have somewhat modified our views on what should be included and how it should be presented. In this new edition, although the range of topics covered has been extended, there has been no significant shift in the general level of difficulty or in the degree of mathematical sophistication required. Further, we have aimed to preserve the same style of presentation as seems to have been well received in the first two editions. However, a significant change has been made to the format of the chapters, specifically to the way that the exercises, together with their hints and answers, have been treated; the details of the change are explained below.

The two major chapters that are new in this third edition are those dealing with ‘special functions’ and the applications of complex variables. The former presents a systematic account of those functions that appear to have arisen in a more or less haphazard way as a result of studying particular physical situations, and are deemed ‘special’ for that reason. The treatment presented here shows that, in fact, they are nearly all particular cases of the hypergeometric or confluent hypergeometric functions, and are special only in the sense that the parameters of the relevant function take simple or related values.

The second new chapter describes how the properties of complex variables can be used to tackle problems arising from the description of physical situations or from other seemingly unrelated areas of mathematics.

Differential equations are the group of equations that contain derivatives. Chapters 14–21 discuss a variety of differential equations, starting in this chapter and the next with those ordinary differential equations (ODEs) that have closed-form solutions. As its name suggests, an ODE contains only ordinary derivatives (no partial derivatives) and describes the relationship between these derivatives of the dependent variable, usually called y, with respect to the independent variable, usually called x. The solution to such an ODE is therefore a function of x and is written y(x). For an ODE to have a closed-form solution, it must be possible to express y(x) in terms of the standard elementary functions such as exp x, ln x, sin x etc. The solutions of some differential equations cannot, however, be written in closed form, but only as an infinite series; these are discussed in chapter 16.

Ordinary differential equations may be separated conveniently into different categories according to their general characteristics. The primary grouping adopted here is by the order of the equation. The order of an ODE is simply the order of the highest derivative it contains. Thus equations containing dy/dx, but no higher derivatives, are called first order, those containing d 2 y/dx 2 are called second order and so on. In this chapter we consider first-order equations, and in the next, second- and higher-order equations.

It is not unusual in the analysis of a physical system to encounter an equation in which an unknown but required function y(x), say, appears under an integral sign. Such an equation is called an integral equation, and in this chapter we discuss several methods for solving the more straightforward examples of such equations.

Before embarking on our discussion of methods for solving various integral equations, we begin with a warning that many of the integral equations met in practice cannot be solved by the elementary methods presented here but must instead be solved numerically, usually on a computer. Nevertheless, the regular occurrence of several simple types of integral equation that may be solved analytically is sufficient reason to explore these equations more fully.

We shall begin this chapter by discussing how a differential equation can be transformed into an integral equation and by considering the most common types of linear integral equation. After introducing the operator notation and considering the existence of solutions for various types of equation, we go on to discuss elementary methods of obtaining closed-form solutions of simple integral equations. We then consider the solution of integral equations in terms of infinite series and conclude by discussing the properties of integral equations with Hermitian kernels, i.e. those in which the integrands have particular symmetry properties.

Obtaining an integral equation from a differential equation

Integral equations occur in many situations, partly because we may always rewrite a differential equation as an integral equation.

All scientists will know the importance of experiment and observation and, equally, be aware that the results of some experiments depend to a degree on chance. For example, in an experiment to measure the heights of a random sample of people, we would not be in the least surprised if all the heights were found to be different; but, if the experiment were repeated often enough, we would expect to find some sort of regularity in the results. Statistics, which is the subject of the next chapter, is concerned with the analysis of real experimental data of this sort. First, however, we discuss probability. To a pure mathematician, probability is an entirely theoretical subject based on axioms. Although this axiomatic approach is important, and we discuss it briefly, an approach to probability more in keeping with its eventual applications in statistics is adopted here.

We first discuss the terminology required, with particular reference to the convenient graphical representation of experimental results as Venn diagrams. The concepts of random variables and distributions of random variables are then introduced. It is here that the connection with statistics is made; we assert that the results of many experiments are random variables and that those results have some sort of regularity, which is represented by a distribution. Precise definitions of a random variable and a distribution are then given, as are the defining equations for some important distributions. We also derive some useful quantities associated with these distributions.

For systems that have some degree of symmetry, full exploitation of that symmetry is desirable. Significant physical results can sometimes be deduced simply by a study of the symmetry properties of the system under investigation. Consequently it becomes important, for such a system, to identify all those operations (rotations, reflections, inversions) that carry the system into a physically indistinguishable copy of itself.

The study of the properties of the complete set of such operations forms one application of group theory. Though this is the aspect of most interest to the physical scientist, group theory itself is a much larger subject and of great importance in its own right. Consequently we leave until the next chapter any direct applications of group theoretical results and concentrate on building up the general mathematical properties of groups.

Groups

As an example of symmetry properties, let us consider the sets of operations, such as rotations, reflections, and inversions, that transform physical objects, for example molecules, into physically indistinguishable copies of themselves, so that only the labelling of identical components of the system (the atoms) changes in the process. For differently shaped molecules there are different sets of operations, but in each case it is a well-defined set, and with a little practice all members of each set can be identified.

As simple examples, consider (a) the hydrogen molecule, and (b) the ammonia molecule illustrated in figure 28.1.

Any student of the physical sciences will encounter the subject of oscillations on many occasions and in a wide variety of circumstances, for example the voltage and current oscillations in an electric circuit, the vibrations of a mechanical structure and the internal motions of molecules. The matrices studied in the previous chapter provide a particularly simple way to approach what may appear, at first glance, to be difficult physical problems.

We will consider only systems for which a position-dependent potential exists, i.e., the potential energy of the system in any particular configuration depends upon the coordinates of the configuration, which need not be be lengths, however; the potential must not depend upon the time derivatives (generalised velocities) of these coordinates. So, for example, the potential −q v · A used in the Lagrangian description of a charged particle in an electromagnetic field is excluded. A further restriction that we place is that the potential has a local minimum at the equilibrium point; physically, this is a necessary and sufficient condition for stable equilibrium. By suitably defining the origin of the potential, we may take its value at the equilibrium point as zero.

We denote the coordinates chosen to describe a configuration of the system by qi, i = 1, 2, …, N. The qi need not be distances; some could be angles, for example. For convenience we can define the qi so that they are all zero at the equilibrium point.