Kevin Cahill – författare

Unique in its clarity, examples, and range, Physical Mathematics explains simply and succinctly the mathematics that graduate students and professional physicists need to succeed in their courses and research. The book illustrates the mathematics with numerous physical examples drawn from contemporary research. This second edition has new chapters on vector calculus, special relativity and artificial intelligence and many new sections and examples. In addition to basic subjects such as linear algebra, Fourier analysis, complex variables, differential equations, Bessel functions, and spherical harmonics, the book explains topics such as the singular value decomposition, Lie algebras and group theory, tensors and general relativity, the central limit theorem and Kolmogorov's theorems, Monte Carlo methods of experimental and theoretical physics, Feynman's path integrals, and the standard model of cosmology.

Kevin M. Cahill reclaims one of Ludwig Wittgenstein's most passionately pursued endeavors: to reawaken a sense of wonder around human life and language and its mysterious place in the world. Following the philosopher's spiritual and cultural criticism and tying it more tightly to the overall evolution of his thought, Cahill frames an original interpretation of Wittgenstein's engagement with Western metaphysics and modernity, better contextualizing the force of his work. Cahill synthesizes several approaches to Wittgenstein's life and thought. He stresses the nontheoretical aspirations of the philosopher's early and later writings, combining key elements from the so-called resolute readings of the Tractatus with the "therapeutic" readings of Philosophical Investigations. Cahill shows how continuity in Wittgenstein's cultural and spiritual concerns informed if not guided his work between these texts, and in his reading of the Tractatus, Cahill identifies surprising affinities with Martin Heidegger's Being and Time-a text rarely associated with Wittgenstein's early formulations.In his effort to recapture wonder, Wittgenstein both avoided and undermined traditional philosophy's reliance on theory. As Cahill relates the steps of this bold endeavor, he forms his own innovative, analytical methods, joining historicist and contextualist approaches to text-based, immanent readings. The result is an original, sustained examination of Wittgenstein's thought.

It is the barbed wire entanglement that tortures yet frees in the long story of this small island on ‘the dark edge of Europe’. It defined the national struggle for independence far more than any other single issue. The famine between 1845 and 1850 killed a million of the island’s population of 8 million and drove another million into exile. This event chopped Irish history in half, demonstrating as nothing else could that without security of tenure for a normal life span you were at the mercy of landowners. This book is not about the famine, but about the key event that followed it: the extraordinary redistribution of land from mainly aristocratic landed estates to small farmers. This redistribution took over 150 years, from famine’s end to the closure of the Land Commission in 1999, and was achieved with some civility and far less violence than the actual independence struggle itself. Who Owns Ireland is a startling expose of Ireland’s most valuable asset: its land. Kevin Cahill’s investigations reveal the breakdown of ownership of the land itself across all thirty-two counties, and show the startling truth about the people and institutions who own the ground beneath our feet.

Assessment in Practice explores timely and important questions in relation to assessment. By examining the relationship between identity, culture, policy and inclusion, the book investigates the conflicted and fractured battleground of assessment, and challenges current and practiced understandings of assessment practice. The authors encourage the reader to reconceptualise assessment as a sociocultural practice. Each chapter studies a key theme in the understanding of assessment policy and practice from a sociocultural perspective and provides questions to prompt reflection on the key assessment concepts outlined in the book. Using culture as both a lens and analytic tool, the chapters examine topics such as The social order of assessment, how assessment works in the world and how learning could be assessed Perspectives on social justice and assessment, with a particular focus on social class and other potential inequalities on the experiences of assessment for young people Discussions of ability and the assessment of students with special education needs as well as the role of inclusivity in assessment practice Written by leading academics from University College Cork, the third volume in the successful Routledge Current Debates in Educational Psychology series is an essential read for researchers and postgraduate students in educational research and education psychology.

Assessment in Practice explores timely and important questions in relation to assessment. By examining the relationship between identity, culture, policy and inclusion, the book investigates the conflicted and fractured battleground of assessment, and challenges current and practiced understandings of assessment practice. The authors encourage the reader to reconceptualise assessment as a sociocultural practice. Each chapter studies a key theme in the understanding of assessment policy and practice from a sociocultural perspective and provides questions to prompt reflection on the key assessment concepts outlined in the book. Using culture as both a lens and analytic tool, the chapters examine topics such as The social order of assessment, how assessment works in the world and how learning could be assessed Perspectives on social justice and assessment, with a particular focus on social class and other potential inequalities on the experiences of assessment for young people Discussions of ability and the assessment of students with special education needs as well as the role of inclusivity in assessment practice Written by leading academics from University College Cork, the third volume in the successful Routledge Current Debates in Educational Psychology series is an essential read for researchers and postgraduate students in educational research and education psychology.