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Paul Grice
Paul Grice (1913-1988) is best known for his psychological account of meaning, and for his theory of conversational implicature, although these form only part of a large and diverse body of work. This is the first book to consider Grice's work as a whole. Drawing on the range of his published writing, and also on unpublished manuscripts, lectures and notes, Siobhan Chapman discusses the development of Grice's ideas and relates his work to the major events of his intellectual and professional life.
A Tyneside Heritage
A Tyneside Heritage is a detailed local socio-economic history, developed through the lives of three generations of the author's family. The story begins in the early nineteenth century with the author's great-great-grandfather Robert Chapman JP, draper, South Shields Borough Councillor and sailing collier owner. It continues with his son Henry Chapman JP, founder of a chartered accountancy firm and building society. It ends with the author's distinguished grandfather Col. Sir Robert Chapman, Borough Councillor, Mayor, MP in the 1930s, Chairman of North Eastern Trading Estates, Vice-Lieutenant for County Durham and president of numerous local philanthropic associations.
Knowing History in Schools
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.
Stochastic Modelling of Reaction-Diffusion Processes
Practical introduction for advanced undergraduate or beginning graduate students of applied mathematics, developed at the University of Oxford.
