The toolbox for subnuclear physics.

How the Lorentz transformations can be found from basic properties of space-time, independently of electromagnetism, as in the usual presentations. Lorentz-invariance is a common property of all the fundamental interactions.

Clear discussion of the fundamental concepts of energy, momentum and mass; of their relations; and of their transformations between reference systems, in particular the laboratory and centre of mass frames.

The sources of high-energy particles, cosmic rays and the different types of accelerators. The progress of our knowledge is fully linked to the experimental ‘art’ of detector design and development. Detectors are made of matter, solid or liquid, or gaseous. The interactions of charged and neutral high-energy particles with matter are described. The principal types of detector and the principles of their operation are introduced.

The fascinating new world inside the nucleon, of quarks, gluons and colour, the nuclear strong force. How quantum chromodynamics (QCD) was discovered: probing the nucleons with scattering experiments and with increasing energy e+e− colliders, where quarks and gluons appear as hadronic jets.

The colour charges are three. Being the gauge of QCD non-Abelian, the gluons, not only the quarks, are ‘coloured’. How colour charges bind three quarks or a quark–antiquark pair forming hadrons that have zero overall colour charges.

The QCD coupling constant runs as the fine-structure constant, but with increasing momentum transfer, it decreases, instead of growing. Quarks become ‘free’, when they are very close to each other. Only a very small fraction of the proton mass is due to the quark masses, 99% being the energy of the colour field. The QCD vacuum, the status of minimum energy, a very active medium indeed, beautiful to study.

When matter first appeared in the universe, in the first microsecond after the Big Bang, quarks and gluons moved freely in a hot ‘soup’, the quark–gluon plasma. It is created in the laboratory in the ultra-relativistic heavy ion colliders and theoretically analysed with lattice QCD

This short chapter touches on the limitations of the SM. The SM does not include gravity, and it does not explain the major components of the mass–energy budget of the universe, dark matter and dark energy, the latter being probably the cosmological constant. CP violation in the quark sector is too small to explain the matter–antimatter asymmetry of the Universe, but, if confirmed, the non-SM CP violation in the neutrino sector might be large enough. The ‘strong CP violation’ problem might be solved with the existence of a very light particle, the axion; experiments are reaching the requested sensitivity. Supersymmetric particles present in some extensions of the SM have been searched for, but not found so far.

The SM contains too many free parameters: the masses of the fermions and of the bosons, and the mixing angles. The masses of the fermions, from neutrinos to the top quark, span 13 orders of magnitude. Why such big difference? Why is mixing small in the quark sector, and large in the neutrino sector? Why do the proton and the electron have exactly equal (and opposite) charges? Why are there just three families? Are there any spatial dimensions beyond the three we know? And so on.

Chapter 8 moves from the classroom to consider student experience in the school as a whole. take a critical walk through a school to observe many incidental strategies for affirming how that may be used by staff and leadership can to show how all school staff and leaders can collaboratively create a strong school cultures which is resilient against racism. The chapter includes many examples of school initiatives, teacher partnerships, involvement of families, use of school spaces, and participation in activities beyond the school.

Historically, the power to manage the business of all companies and corporations was conferred upon the board of directors. The fact that it was impossible for a board of directors to manage the day-to-day business of large public corporations was only openly acknowledged in the past three decades. This chapter focuses on the organs of a company and then discusses the main functions of a board of directors. It is clear that there is an important distinction between managing the business of the company and directing, supervising and overseeing the management of the business of corporations in large public companies. The board is responsible for directing, supervising and overseeing the management of the business of corporations. Managing the business of large public corporations is normally left to management, but under control of the board.

No matter which corporate code of conduct or corporate governance framework is used, the issue of ‘transparency’ is referred to, either directly or by implication. The application of ‘transparency’ to corporate reporting practices, covering both financial and non-financial conduct and performance, has come under increasing scrutiny from various stakeholder groups. The single most significant reform, to date, in this area in Australia came in response to the high-profile corporate collapses of the early 2000s. On 1 July 2004, the Corporate Law Economic Reform Program (Audit Reform and Corporate Disclosure) Act 2004 (Cth) came into effect. This Act is commonly referred to as ‘CLERP 9’, as it was the ninth instalment under the government’s Corporate Law Economic Reform Program (‘CLERP’). CLERP 9 is broadly consistent with, and a complement to, the ASX Corporate Governance Principles and Recommendations, now in its fourth edition (2019). The aim was for the two documents together to promote good corporate governance practices within Australian listed companies and achieve effective regulation.

As a general rule, directors owe their duties to the company as a whole, not to individual shareholders. Historically, directors’ duties and liability were discussed under general law duties (duties at common law or in equity); subsequently, they were added to under statutory duties. Under general law duties, most courts and commentators usually draw a distinction between equitable duties based on loyalty and good faith, with a particular focus on fiduciary duties, and the duty to act with due care and diligence (the duty of care). The duty of care may arise under principles of equity and at common law, in both contract and tort. Fiduciary duties in Australian law are proscriptive, not prescriptive. That is, the duties prohibit the fiduciary from engaging in particular conduct rather than prescribing what the fiduciary must do in particular situations. The failure to act in a reasonable manner has traditionally fallen within the domain of the duty of care, whereas behavior which falls foul of principles of loyalty is addressed more clearly in equity.

In classical electrodynamics (CED), the most important quantities are the electric and magnetic fields, which directly determine the forces. In quantum electrodynamics (QED), the potentials are the most important quantities; they determine the energy and momentum exchange between the EM field and matter. Gauge invariance, which in CED is just a mathematical curiosity, becomes fundamental in QED, ruling the gauge symmetry that determines the interaction itself.

The Lamb experiment that opened the way is discussed in detail.

Feynman diagrams are graphic representations of mathematical expressions of scattering or decay amplitudes. Without going into the mathematics, we use them to visually suggest the underlying physics. We show how the propagator describes virtual particles, and how uncertainty and relativity principles, joined, imply the existence of antimatter.

The fine-structure constant, which is the dimensionless expression of the electromagnetic charge, depends on the momentum transfer between the probe and the target charge in the scattering experiment we are performing. The ‘running’ of the coupling constants is a property of all the interactions.

The highest precision measurements and theoretical predictions of the magnetic moments of the electron and of the muon. The precision frontier to search for new physics.

Chapter 4 explores the non-Indigenous community languages which form the single biggest site of language learning and maintenance in Australia. For the communities and families who have established and grown these sites of teaching and learning, the languages represent long-standing investments of commitment, love, identity, and intergenerational transmission of history and culture. The community language school communities which our students attend on weekends (often located in borrowed spaces, such as churches and temples) can be a very large part of students’ emotional and intellectual development. Given the diversity of the field, the chapter provides only a sketch of the extraordinary array of community languages, but it also discusses how mainstream schools provides some students with the opportunity to learn and extend their languages. The chapter explores the options in primary and secondary schools to learn a variety of selected languages within the curriculum and invites the reader to dig into some of the inequities in school provision in different Australian states and territories.

Chapter 5 builds your understanding of the thousands of students who are adding English to their language repertoire and offers many excellent teaching strategies. The chapter does not attempt to provide detailed professional development in EAL/D pedagogy but is more concerned with how harnessing English language learning can connect with wellbeing and achievement. The two overarching goals for this chapter are that you develop empathy with English learners’ perspectives, and that you acquire a wide variety of strategies to support English learning, across the curriculum, with high expectations for all students. Chapters 3 and 4 have stressed that it is important for students to maintain and develop the languages they bring to school, as well as to add English proficiency. Strong English proficiency enables participation in all areas of Australian society and economy, and participation in global communities where English is a shared language.