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Emanuel Haldeman-Julius was born in Philadelphia in 1889, the son of poor Russian immigrants. Emanuel did not achieve much at school and worked in various jobs until he found his niche as a reporter for a variety of socialist newspapers. He married a wealthy heiress, became a publisher and eventually achieved fame and wealth. The cornerstone of his success was producing little blue books selling at five cents each. Eventually he published 500 million copies of these books which the poor were able to buy because of their low price. It is argued that Haldeman-Julius's publications made a major contribution to the cultural background, both scientific and literary, of the period in the United States of America. His little blue books were bought by children as the cheapest source of information. They were also purchased by working men intent on self advancement. The booklets reflected his general view and that of his authors, being socialist in politics and atheist in religious outlook. They promoted sex education, evolutionary theory and a wide range of excellent literature. However even with Haldeman-Julius's knowledge of and enthusiasm for evolution, he failed to see the demise of the little blue books, which did not change sufficiently over time.

This paper illustrates the educational uses of the Word Wide Web in a university situation; it gives an account some of the ways in which the World Wide Web and other information technologies have been used to extend the scope of the history of science generally and the history of chemistry in particular. I observed that the World Wide Web contains a huge number of classical and literary works online, whereas the number of scientific works online is comparatively small. I have taken three actions to try to remedy this deficiency. i) I set up a WWW page called "Science Textbooks and Historical Science Online", which provides links to science books, which are available online. This WWW page, which was very small has now grown and I receive quite a lot of interested comment. ii) I found a sponsor who has agreed to put 12 chemistry textbooks online, if I could form a committee of knowledgeable and interested people and get some agreement on what those textbooks might be. iii) I have started a web page in which a nineteenth century chemistry textbook by Robert Avey Ward is being put online. I hope that these actions will improve the research tools available to those interested in the history of science.

This paper relates to some thoughts about the very different access to communication that those living in developing countries have as compared with those living in developed countries. I advocate using information technology in within my own teaching in Australia, yet from my experiences in developing countries, I know how limited access to any modern form of communication is currently in the schools and universities of these countries. In this paper, I will reflect upon technical problems, equity and distribution problems and some possible educational solutions. Questions that arise are how is the internet is going to effect the knowledge base of children, of working people generally and of academics. Will society be split in developed countries between the computer literate and the non-computer literate? Will the present disparity in wealth between developed and developing countries grow even wider. Will this future change in education and wealth be dependent on the extent to which a country's population is linked to the internet. Thoughts about these issues arise from the author's experience and research.

This paper looks at the pressures under which academics in Australia are currently working, with special regard to small regional universities. Some time will be spent in explaining the situation and context of those working in the field of education at Northern Territory University as an example. In many respects small regional universities are under greater pressures than their older and larger counterparts in the major centres of population. Regional universities, however, tend to be the sole providers of educational courses over huge areas, which often gives them greater local community support. Amongst the other pressures one sees at the smaller regional universities are the problems of retaining the educationally desirable diversity of courses in a situation where there is little opportunity for economies of scale. The greater use of technology may provide some relief from these pressures and this is currently being investigated. Here again examples will be given.

The concept of physical and chemical change is far from being the clearest and most self-explanatory concept in the world. If a number of chemists are asked to define physical and chemical change, there may well appear to be a fair degree of uniformity in their answers, until a few examples are suggested. When chemists are asked to place a variety of changes into the category of physical or chemical change, then differences inevitably arise. It is not difficult to demonstrate this by viewing school textbooks and articles about the topic. In spite of this, physical and chemical change is still taught in most in most secondary school courses. The problem arises from the definition and the historical layers of meaning that have grown around the concept, almost by accretion, without teachers being aware of their significance. The purpose of this paper is to describe the answers given by experienced educators to a questionnaire, which attempted to find out what the views of science educators/chemists worldwide about physical and chemical change now are. Four appendixes present: (1) List of Respondents; (2) List of Questionnaires Returned; (3) Physical and Chemical Change: An Information Sheet; and (4) Full Questionnaire: Interview Protocol or Basis for Written Response.

For the last five years I have asked students of the Diploma of Teaching and Graduate Diploma of Education to write "an individual science autobiography". They were asked to include their recollections of any science lesson that either encouraged them to do science or nearly put them off altogether. They were also asked if the content of the lesson or the personality of the teacher influenced them more. The idea came from an article I had read (Koch, 1990 [EJ419010]). The purpose of the assignment, which was not assessed was to ensure that student teachers thought about the occurrences that had influenced them as children, as a starting point for thinking how science should be taught. Interesting comparisons will be made between the reflections of the prospective primary and secondary teachers. These are contrasted with the recollections of some well-known people (scientists and others/fiction and non-fiction) taken from biographies or novels. The following are appended: (1) An Individual Science Autobiography; (2) Science-Definitions; (3) Dissections: A Summary; (4) Own View of Science-Teachers; and (5) Contradictory Reminiscences.

As a part of a doctoral thesis considering the history of teaching physical and chemical change, 641 chemistry/science textbooks have currently been examined. These books are from many different countries and date from the eighteenth century to the present time. The books have described a wide variety of experiments to illustrate the difference between physical and chemical change. This paper will look briefly at these and show that the heating of iron filings and sulfur to form iron II sulfide was and still is a very popular experiment. The paper will then will focus on the history of this experiment. Some of the anomalies and wrong conclusions that relate to the experiment will be explored, as will its safety and practicality. A simple experiment that has not been used in textbooks for more than 60 years is described as an alternative to the standard experiment. This will indicate that it is possible to learn from the past. [This paper was published in: "Proceedings of the Third International History, Philosophy and Science Teaching Conference," Minneapolis, Minnesota, USA, Volume 2, 29th October-2nd November, pp. 939-949.]

I have been a part of a program in Western Samoa that involves inservicing Western Samoan secondary teachers in all subjects. My part in the program has been to inservice the science teachers in the delivery of the environmental science curriculum to students in the junior secondary schools. Quite a number of the secondary teachers are upgraded primary school teachers and have comparatively little background in their subject areas. The paper will explain the setting of the project broadly, will give some examples of the difficulties that our team encountered in carrying out the task and will raise some general issues of being involved in an Australian Aid Program. Flow Chart of Linkages between units Western Samoan Environmental Science Curriculum is appended. [This paper was published in: Educating all the Family (Editors Mike Read and Roger R. Wook), "Proceedings of the Twenty-Second Annual Conference of the Australian and New Zealand Comparative and International Education Society," 4-7 December, St Hilda's College, University of Melbourne, Australia, pp. 1-11.]

More than five hundred chemistry/science text books from a variety of countries and written at all levels of education have been looked at to see how they dealt with the topic of physical and chemical change. Textbooks have continued to cover this chemical topic for over one hundred years. What evidence do school textbooks contain about the purposes and methods of teaching this topic? Is its coverage in textbooks increasing or decreasing? Does its coverage vary by country, by level or by degree of integration of the sciences? When was physical and chemical change first taught and is it still appropriate to teach this topic? These and other related questions will be considered in the paper.

Australia has been trying hard to establish a National Curriculum over the last five years but up to now a final consensus has still not been reached. What issues and problems were encountered? Why are there such issues and problems? What measures have been taken to tackle these? What further developments are likely? In the seminar, I will address these questions making use of my experience as a science educator working in Australia and I will also make comparisons, where necessary, with the science curricula of other countries. The case of the United Kingdom is interesting as it was able to introduce a National Curriculum comparatively early, but it has proved to be contentious with frequent revisions. It may be of interest to add a postscript as of 2011, as the issue of a National Curriculum has been revisited with a greater degree of agreement than in the first attempt, but the introduction of a National Curriculum still has its detractors. [This article was published in: "The Journal of the Science Teacher Association of the Northern Territory," Volume 14, pp.95-101, 1995.]

We present a general model-independent and rephase-invariant formalism that cleanly relates CP and CPT noninvariant observables to the fundamental parameters. Different types of CP and CPT violations in the K^0-, B^0-, B_s^0- and D^0-systems are explicitly defined. Their importance for interpreting experimental measurements of CP and CPT violations is emphasized. In particular, we show that the time-dependent measurements allow one to extract a clean signature of CPT violation., Comment: 21 pages, no figures, revised version for more readable and references added

For the past two years at NTU, I have been running a fourth year Bachelor of Education course on science issues. The majority of those doing the course are working primary teachers from a variety of backgrounds. The first part of the course consists of the history and philosophy of science, whilst the second part concerns science issues. The reason that I introduced some basic principles of ethics into the course, was so that, as a group, we could try to use some common benchmarks to judge the different issues that students presented to us. This was the starting point and in the paper I will discuss a number of case studies that have aroused some interest and debate. It is hoped that there will be some time for discussion of other scientific issues that colleagues may like to raise. (Two appendixes are included: (1) Not Getting the Lead Out (Kenny Bruno); and (2) AARNET News references to lead poisoning (Rick Crawford).)

The intention behind this workshop is to summarise some of the research about the use of concept maps, concept circles, Gowin's Vee and similar metacognitive devices that enable outsiders to find out the individual's own understanding of particular concepts and the way in which these concepts are interlinked. There is research evidence to suggest that time spent on teaching students to use concept maps is well spent, as it does clarify concepts for some students and will enhance their academic performance. The author is unaware of research evidence linking the other metacognitive devices mentioned with improved performance, but this seems a reasonably plausible expectation.

This paper concerns the construction of a bibliography of written materials about Aboriginal science and technology drawn from books, theses, dissertations, scientific and non-scientific journals, conference papers and newspapers etc: in fact, articles about the science and technology that relate in some way to Aborigines, from whatever source, have been included. The articles collected have been listed and classified using Hypercard and major issues and themes have been drawn out of these classifications. It is hoped that the bibliography will be of value in itself and that the categorisation of written materials will clarify the issues. Additionally a brief questionnaire was sent to each of the State Ministries of Education to find out what had been achieved in terms of Aboriginal science curricula by the States, and this is compared with the current first draft of the "National Statement". (Contains 2 tables and 1 figure.)

The purpose of this study is to provide case studies of co-operation between education and industry in the Northern Territory in particular; the study also provides exemplars of co-operation between education and industry in Australia and worldwide. The existence of such co-operation is not surprising as education and industry share many common interests. Industry requires the competently trained students, particularly in science, and these students are the products of the education system at various levels: industry wants them to have positive attitudes and to be hard-working and enthusiastic. Industry has the capacity to help promote these positive outcomes whilst the students are still being educated: in fact, the more that industry helps education at all levels the more positive student attitudes towards industry will be. The Northern Territory has very small population for its land area (about one sixth the area of the Australian continent) with a population of about 160,000 people. The study indicates that there are a comparatively large number of examples of co-operation between education and industry for such a small population and is optimistic about the future of such co-operation.

This paper presents a science/science education bibliography, to assist science educationalists interested in Papua New Guinea. 392 articles were reviewed. The bibliography was then categorised in a number of ways to indicate patterns of research productivity in various areas of science education, and at different levels of education. A questionnaire was devised to obtain information from former and current researchers in the field about their own contributions. This exercise produced some surprising information about science education research in Papua New Guinea. (Contains 1 table.) [This article was published in "Research in Science Education" v20 p240-248 1990 and selected refereed papers from the Twenty-First Annual Conference of the Australasian Science Education Research Association, organised by the Science and Mathematics Education Centre, Curtin University of Technology, Perth, W. A., July 1990.]

A general approach for evaluating the nonfactorizable contributions to the hadronic matrix elements is described in terms of the higher twist wave functions of the mesons. An example is illustrated for the $B^{0} \to \pi^{+}\pi^{-}$ decays., Comment: 9 pages, Latex, no figures

The parton model as developed for semileptonic B decays is applied to the inclusive decay B to J/Psi+X. We calculate the momentum spectrum of the J/Psi using a one-parameter distribution function for the heavy quark, taken from production experiments, and compare our results with recent data from CLEO which fixes the distribution parameter epsilon_p. An analogous calculation is carried out in the ACCMM model where the data determines the Fermi motion parameter p_f. The models give a good description of the data, provided in each of them the parameter in the distribution function is chosen to correspond to a softer b quark momentum distribution than that commonly used in studies of semileptonic B decays. In particular we arrive at epsilon_p = O(0.008) and p_f = O(0.55 GeV), respectively. The latter value (p_f = 0.5 GeV) produces in the ACCMM model 10^2*|V_ub/V_cb|^2=1.03, which removes a former supposed discrepancy with the ISGW model. Finally, the strength of the effective color singlet coefficient is found to be a_2 = O(0.28) in both models., Comment: 33 pages, 11 eps figures, uses a4wide.sty and epsfig.sty figs. 1a-c available by request at soldan@hal1.physik.uni-dortmund.de

The influence of strong and electroweak penguin amplitudes in $B/ \bar B \rightarrow \pi^+\pi^-$ is investigated in connection with the determination of the unitarity triangle angle $\alpha$ of the CKM matrix. A relation between the observable asymmetry, the angle $\alpha$, and the penguin amplitude is established. A model calculation of the penguin amplitude shows that the CP asymmetry in $B^{0}\rightarrow \pi^{+}\pi^{-}$ decays is only mildly influenced by the penguin amplitudes. Experimental limits on pure penguin and penguin dominated processes are consistent with the model. This information also suggests in a rather model independent way that penguin amplitudes will not be a serious complicating factor in the determination of $\alpha$ from the $\pi^{+}\pi^{-}$ time dependent asymmetry., Comment: 15 pages, Latex, three figures available upon request

We calculate CP-violating rates and asymmetry parameters in charged and neutral $B\to \pi\pi, \pi K$ and $\bar K K$ decays arising from the interference of tree and penguin (strong and electroweak) amplitudes with different strong and CKM phases. The perturbative strong (electroweak) phases develop at order $\alpha_s$ ($\alpha_{em}$) from absorptive parts of one-loop matrix elements of the next-to-leading (leading) logarithm corrected effective Hamiltonian. The BSW model is used to estimate the hadronic matrix elements. Based on this model, we find that the effect of strong phases and penguins is substantial in most channels, drastic in many. However, a measurement of the time dependence parameter $a_{\epsilon+\epsilon'}$ in the $\pi^+\pi^-$ channel is only influenced at the 20\% level by the complication of the penguins. Recent flavor sum rules developed for $B^{0,\pm} \rightarrow \pi\pi, \pi K, K \bar K$ amplitudes are tested in this model. Some are well satisfied, others badly violated, when electroweak penguins are included., Comment: 29 pages, latex/revtex, no figures

We present a general model-independent and rephase-invariant formalism that cleanly relates observables to the fundamental parameters and explicitly separates different types of CP violation in the $B^0$-, $D^0$- and $K^0$- systems. We emphasize its importance when interpreting experimental measurement of CP violation, the unitarity triangle, and probes of new physics., Comment: 12 pages, revtex, no figures

We calculate direct CP-violating rate asymmetries in charged $B\to PP$ and $B\to VP$ decays arising from the interference of amplitudes with different strong and CKM phases. The perturbative strong phases develop at order $\alpha_s$ from absorptive parts of one-loop matrix elements of the next-to-leading logarithm corrected effective Hamiltonian. CPT constraints are maintained. Based on this model, we find that partial rate asymmetries between charge conjugate $B^{\pm}$ decays can be as high as 20\% for certain channels with branching ratios in the $10^{-6}$ range. Because the $c\bar{c}$ threshold lies so close to the physical momentum scale, the asymmetries depend sensitively on the model assumptions used to evaluate the imaginary parts of the matrix elements, in particular, on the internal momentum transfer. The charge asymmetries of partial rates would provide unambiguous evidence for direct CP violation., Comment: 19 pages, 4 figures (3 available as uuencoded ps-files), LaTeX, preprint DESY 94-170

We study the inclusive semileptonic B decays in the parton model. The model gives a decay spectrum which is in excellent agreement with experiment and makes several predictions to be tested in the forseeable future., Comment: 8 pages (7 figures available upon request), Latex file, talk given at the XXIXth Rencontres de Moriond, ``Electroweak Interactions and Unified Theories'', M\'eribel, France, March 12--19, 1994, DO-TH 94/12

We calculate direct CP-violating observables in charged $B\to VV$ decays arising from the interference of amplitudes with different strong and CKM phases. The perturbative strong phases develop at order $\alpha_s$ from absorptive parts of one-loop matrix elements of the next-to-leading logarithm corrected effective Hamiltonian. CPT constraints are maintained. Based on this model, we find that partial rate asymmetries between charge conjugate $B^{\pm}$ decays can be as high as 15-30\% for certain channels with branching ratios in the $10^{-6}$ range. The small values of the coefficients of angular correlations, which we calculated previously to be of order $10^{-2}$, are not significantly degraded by the strong phases. The charge asymmetries of rates and angular distributions would provide unambiguous evidence for direct CP violation., Comment: 24 pages, 3 figures (upon request), LaTeX, preprint DESY 93-192

The parton model for semileptonic B meson decays is studied with special attention to the decay distributions. We find that the spectra show dramatic variations when we introduce cuts on the hadronic energy or invariant mass of hadrons. Results for both $b\rightarrow u$ and $b\rightarrow c$ decays are presented. The detailed spectra may help to separate the two types of decays., Comment: 9 pages, DO-TH 93/29, OHSTPY-HEP-T-93-011, September 1993