Oscillations between members of flavoured, electrically neutral meson pairs and the CP violation are phenomena strictly connected with the mixing. However, CP is more general, having been observed also in the decay of charged mesons.

CP violation was first observed in the neutral K system. We see the states of definite strangeness, those of definite CP and those with definite mass and lifetime. The oscillation between the former states, the mathematical expressions and the experimental evidence.

The oscillations and CP violation in the B0 system, and the beautiful experimental results obtained at dedicated high-luminosity electron–positron colliders, the ‘beauty factories’. Beauty physics at the dedicated experiment LHCb at LHC, in particular for the B0, that is not accessible to beauty factories. Examples of CP violation in B0. The recent discovery of CP violation in the charm sector.

How the many different measurements can be put together to test the SM with the unitary triangle.

Neutrinos are the most difficult particle to study, because they interact only via weak interactions. However, they have given revolutionary surprises, and it is with neutrinos that physics beyond the SM has been discovered. In the SM, neutrino masses are rigorously zero, but experiments show that they do have a mass. In the SM, neutrino flavour eigenstates are mass eigenstates; experiments show that they are mixtures of them. Two discoveries proved this. One is neutrino oscillations, discovered in atmospheric neutrinos, the other is the adiabatic flavour conversion in matter, discovered in solar neutrinos.

These were with natural neutrinos. Several experiments have been, and are being, performed with artificial neutrinos from reactors or accelerators to measure with increasing accuracy the neutrino mixing matrix and the mass spectrum. We found that the neutrino mixing is much larger than that of the quarks. Nobody knows why.

The SM assumes neutrinos to be different from antineutrinos, but no experimental proof of it exists. Neutrinos and antineutrinos may well be the same particle, a Majorana spinor. We see how this is searched for by looking for the extremely rare double beta decay.

This chapter focuses on the areas of Humanities and Social Sciences (HASS), Health and Physical Education, Science, Technologies and Languages and we approach these areas using the critical framework of the Ten Teacher Questions. We hope that you may revisit Chapter 6 to refresh your understanding of the ACARA Cross-curriculum Priorities, and as you progress into the Teaching Ideas of this chapter.

The weak interaction was proposed by Fermi in 1933, to interpret the beta decay. The interaction Lagrangian is the product of two charged currents (CC) – one of the nucleons, one of the leptons. It was later discovered that parity and charge conjugation are not conserved and that the structure of the charged currents is a combination of vector and axial currents, V–A. The beautiful Goldhaber experiment on the helicity of the neutrino.

The coupling of all leptons is universal, but not that of the quarks. To obtain universality, Cabibbo introduced the concept of mixing of the hadronic currents, namely of quarks. Then the Glashow–Iliopoulos–Maiani mechanism solved a problem introducing the hypothesis that a fourth quark would exist, the charm, completing a doublet with the strange one. With the discovery of two more quarks, the quark mixing matrix contains a phase factor that is the origin of CP violation in the Standard Model.

The weak neutral currents were discovered with the Gargamelle bubble chamber at CERN in 1973. This showed a close similarity between weak and electromagnetic interactions and opened the way to their unification.

Welcome to this book. We welcome local and international readers in both rural and urban contexts. This book is about linguistic diversity in schools and how teachers can harness multilingual resources and diverse worldviews to promote the wellbeing and achievement of all students.

Throughout the book we present examples of effective practice in classrooms around Australia, ranging from Menindee (New South Wales) to Yarrabah State School (Queensland), from Kalgoorlie (Western Australia) to the Eyre Peninsula (South Australia) and from Mallacoota (Victoria) to Tennant Creek (Northern Territory). The principles and pedagogies promoted here will also apply to multilingual classrooms and communities globally. In Australia or elsewhere, you may be training to become a teacher, or may be a graduated teacher wishing to expand your skills. Our goal is that this book will shape new ideas and perspectives on teaching practice within all schools.

In this chapter we give a brief overview of corporate governance in the United States (‘US’), the United Kingdom (‘UK’), New Zealand, Canada, South Africa, India and Singapore, some of the major Anglo-American corporate governance jurisdictions that are based on the unitary (one-tier) board model. In Chapter 12 we deal with corporate governance developments in the European Union (‘EU’), the G20/OECD Principles of Corporate Governance, and corporate governance in Germany, Japan and China. The Principles include traditional Anglo-American corporate governance principles but go wider – as well as principles applying to a traditional unitary board structure, they include principles applying to a typical two-tier board structure.

If the mass of a hadron is large enough, decays into final states that can be reached by strong interaction, that is, without violating any selection rule, are possible. The lifetime is then extremely short, of the order of a yoctosecond (10−24 s). These hadrons decay practically where they were born. We show how they are observed as ‘resonances’.

Hadrons, both baryons and mesons, were discovered in rapidly increasing numbers in the 1950s and early 1960s. How their quantum numbers, spin, parity and isospin were measured. Gradually it became clear that hadrons with the same spin and parity could be grouped in multiplets of the SU(3) symmetry. Proposal of the quark model and experimental verifications of its predictions. With increasing accelerator energies, more surprises were to come. The quarks are not only the three originally known, u, d and s, but three more exist, c, b and t. And more leptons were found, in total three ‘families’ of fundamental fermions, each with two quarks, a charged lepton and its neutrino.

In modern physics, symmetries are a powerful tool to constrain the form of equations, namely the Lagrangian that describes the system. Equations are assumed to be invariant under the transformation of a given group, which may be discrete or a continuous Lie group. Classification of the various types of symmetry. The concept of spontaneous symmetry breaking. It will evolve into the Higgs mechanism, which gives origin to the masses of the vector bosons that mediate the weak interactions, of the quarks and of the charged leptons.

The discrete symmetries, in particular the parity and the particle–antiparticle conjugation operations and the corresponding quantum numbers.

An important dynamical symmetry of the hadrons, the invariance of the Lagrangian under rigid rotations in an ‘internal’ space, the isospin space. The unitary group is SU(2).

In Chapter 3, we are fortunate to have three contributing authors, Susan Poetsch, Denise Angelo and Rhonda Anjilkurri Radley, bringing their research and lived experience in Aboriginal and Torres Strait Islander languages.. The chapter describes a dynamic and detailed picture of the multilingualism of communities and the developing ecologies of Aboriginal and Torres Strait Islander languages. Through six real-life vignettes and visits to communities, we meet multilingual Indigenous children in their daily lives, who move between multiple modes of language use, with their families and in school. The chapter highlights the widespread use of new Indigenous languages (including creoles such as Kriol and Yumplatok) and the revival and revitalisation of traditional Aboriginal and Torres Strait Islander languages in some communities. The chapter also highlights Aboriginal and Torres Strait Islander people’s ways of using English, and the linguistic challenges faced by many children in school.

Chapter 1 encourages readers to reflect on their own experience of linguistic diversity, and their perception of the multilingual nature of rural, remote and urban Australia today. The chapter establishes its relevance to readers’ development in the first AITSL Teaching Standards (‘Know your students and how they learn’).