http://exhibits.library.stonybrook.edu/mfp/files/original/0b23587071eb74262e935a3ecfe9c335.pdf a7cab238e0c1ab47a7dac2665aa1d81e PDF Text Text rum” "'mlrv-“wfly—arum - a... ~v—w.n—-.w~-< October 9, l968 Dr. Reese T. Jones Dopartment of Mental Hygiene The Langley Porter Neuropsychiatric 4Gl Parnassus Avenue San Francisco, California 94l22 Institute Dear Reese, mr—aw dawn-nwm' .m—s Please excuse the delay in answering your letter, but I that I could handle additional tapes. I believe had to be sure that I can. 1 have read the draft of your medical student's report EEG examined records carefully. The record of the ano S. Miller showed very little change except in the samples which follow flashes. But those samples are too short to be sure. shows a decrease in alpha abundance and an increase in beta and theta activities. and in amplitude I read these records before seeing your letter and wonder if your statement that Shiel's record showed little change may not have been in error. The record of Shiel -n~—-;;.www. As I showed you at the meeting. we are prepared to provide print-outs of the EEG samples. statistical changes if the samples are sequential. and figures of the EEG changos for each of the variables analyzed. The analyses can be either of period or power spectrum. Trwvw-flv‘ufi‘l' < wwnpw .4- raw-rarw-nvu- quality of your paper record is excellent and we will “artefact” the saMplos during playback. Assuming that you will provide multiple drug administrations in the same subject and that you will randomly assign the sequence to take care of the sequence effect. and. ideally that you will throw away the first records in each subject. I would ask that there be a 2 minute sine wave followed by a minimum lo minute resting record. To maintain a constant state of alertness during this part of the study. we introduce eye opening every 5 minutes. The - .- ..../-—1- . ..~.,~ ”.3.— �D" “"95 -2~ October 9, 1968 Following drug administration. at whatever times you feel the effects are to be measured, we would need a 15 minute sample done in the same fashion as the pro sample. You may, of course, record additional 15 minute samples in an experiment after administration. It may be worth— at. say, 1 and 2 hours EEG while to take an sample before your interviews. and again, either after the interview or the flicker experiment. not know if we can read your tape and would suggest manufacture a 10 minute sample with a different frequency that you We read each one and if the frequencies will on oath channel. them come out as you put on, then you can proceed. Re are equipped 3 l back to play at 7/8, 3/4. 7 1/2 and 15 ips. Most of our work 1 is at 7/8. I would suggest you record your sample either at 1 this or do 3 3/& ips. that we provide is a “relative“ amplitude. it is important that the calibration signal from an oscillator go through the EEG and that the settings of the EEG not be changed thereafter. If you will ”lock“ your calibration amplitude to some standard, and although it will very, it will Because the amplitude measure do so within a narrow range, and thus give you a good amplitude measure. for us itofeasy the same to identify samples, we generally frequency at the end of the experiment place a signal 1 minute. then leave a gap of approximately 2 minutes on the for tape and begin our next sample with a calibration frequency not easily related by a factor of 2 to the one before (gég;, 10, 17, 25, 8, 20. £32,). To make Incidentally, in reading the medical student's report, it seems that subject A had no EEG change, D had an intermediate change and B and C had the greatest EEG change. Hhat were the behavioral effects Just before and just after the EES samples? he will begin our THC studies within the next two weeks. I have not yet received a legal supply of marijuana but plan to carry out the study anyway. The protocol is being retyped and I will send you a copy as soon as I have it. Please send us a sample tape and he will proceed from there. Sincerely yours, Fink. M.U. Professor of Psychiatry Max MF:kp � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Correspondence Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Correspondence to: Jones, Reese T. Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context mfp-05-00-022-5-440 Date A point or period of time associated with an event in the lifecycle of the resource 1968 Creator An entity primarily responsible for making the resource <a title="Fink, Max, 1923-" href="http://id.loc.gov/authorities/names/n79039548" target="_blank">Fink, Max, 1923-</a> Subject The topic of the resource Correspondence -- Correspondence Relation A related resource The Max Fink Collection Description An account of the resource Rights Information about rights held in and over the resource <a title="IN COPYRIGHT - EDUCATIONAL USE PERMITTED" href="http://rightsstatements.org/vocab/InC-EDU/1.0/" target="_blank">IN COPYRIGHT - EDUCATIONAL USE PERMITTED</a> Source A related resource from which the described resource is derived Special Collections and University Archives, University Libraries. Stony Brook University Libraries (State University of New York). Language A language of the resource en-US Format The file format, physical medium, or dimensions of the resource application/pdf Publisher An entity responsible for making the resource available Contributor An entity responsible for making contributions to the resource Correspondence