Winner of the the Susan Elizabeth Abrams Prize in History of Science. When Isaac Newton published the Principia three centuries ago, only a few scholars were capable of understanding his conceptually demanding work. Yet this esoteric knowledge quickly became accessible in the nineteenth and early twentieth centuries when Britain produced many leading mathematical physicists. In this book, Andrew Warwick shows how the education of these "masters of theory" led them to transform our understanding of everything from the flight of a boomerang to the structure of the universe. Warwick focuses on Cambridge University, where many of the best physicists trained. He begins by tracing the dramatic changes in undergraduate education there since the eighteenth century, especially the gradual emergence of the private tutor as the most important teacher of mathematics. Next he explores the material culture of mathematics instruction, showing how the humble pen and paper so crucial to this study transformed everything from classroom teaching to final examinations. Balancing their intense intellectual work with strenuous physical exercise, the students themselves—known as the "Wranglers"—helped foster the competitive spirit that drove them in the classroom and informed the Victorian ideal of a manly student. Finally, by investigating several historical "cases," such as the reception of Albert Einstein's special and general theories of relativity, Warwick shows how the production, transmission, and reception of new knowledge was profoundly shaped by the skills taught to Cambridge undergraduates. Drawing on a wealth of new archival evidence and illustrations, Masters of Theory examines the origins of a cultural tradition within which the complex world of theoretical physics was made commonplace.

This is a substantially revised and updated introduction to arithmetic topics, both ancient and modern, that have been at the centre of interest in applications of number theory, particularly in cryptography. As such, no background in algebra or number theory is assumed, and the book begins with a discussion of the basic number theory that is needed. The approach taken is algorithmic, emphasising estimates of the efficiency of the techniques that arise from the theory, and one special feature is the inclusion of recent applications of the theory of elliptic curves. Extensive exercises and careful answers are an integral part all of the chapters.

Covers the work of those who have been central to nursing theory for decades as well as many newer theorists. The text draws content from topics such as philosophy, conceptual models and the middle range theories of nursing.

Practice lessons designed for the beginning student in music theory.

This volume focuses on the four books by Durkheim which are generally accorded "classic" status: The Division of Labor in Society (1893), The Rules of Sociological Method (1895), Suicide (1897), and The Elementary Forms of the Religious Life (1912). In considering each of these works, Jones gives an account of Durkheim's intentions and beliefs, and why he held these beliefs, taking into consideration their social and historical context. In this discussion Jones also explains how Durkheim held some beliefs because he held other beliefs, in the sense that some beliefs provided his reasons for holding other beliefs. The author then follows this with a critical assessment of Durkheim's beliefs, indicating where these reasons were or were not insufficient, either by Durkheim's standards or our own. This book provides an excellent introduction to these four works in particular, and to Durkheim's sociological theories in general. It will be useful to upper-division undergraduates, as well as graduate students in sociology, philosophy, and intellectual history. Researchers and instructors will find it a valuable resource for lectures and research. "A remarkable work. . . . From presuppositions to conclusions, the presentation of Durkheimian thought is exceptionally clear, concise and pertinent. Jones succeeds in avoiding the traps associated with a summary, staying true to the essential ideas of the sociologist." --Archives de Sciences Sociales des Religions (Translated from French) " 'Translating' Durkheim's central ideas into undeniably more accessible language. Jones always stays close to the texts, and, in tune with his first goal, his work is a relatively accurate account of Durkheim's ideas. In addition, Emile Durkheim is a helpful reference for specific points and definitions." --Contemporary Sociology.

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Reprint of the original, first published in 1882.

This book is for high school and college teachers who want to know how they can use the history of mathematics as a pedagogical tool to help their students construct their own knowledge of mathematics. Often, a historical development of a particular topic is the best way to present a mathematical topic, but teachers may not have the time to do the research needed to present the material. This book provides its readers with historical ideas and insights which can be immediately applied in the classroom. The book is divided into two sections: the first on the use of history in high school mathematics, and the second on its use in university mathematics. The articles are diverse, covering fields such as trigonometry, mathematical modeling, calculus, linear algebra, vector analysis, and celestial mechanics. Also included are articles of a somewhat philosophical nature, which give general ideas on why history should be used in teaching and how it can be used in various special kinds of courses. Each article contains a bibliography to guide the reader to further reading on the subject.