Virtually all technologically relevant applications involve interactions of turbulent flows with solid walls, including flows over aircrafts and automobiles. We study these interactions using canonical wall-bounded flows, including fully developed channels, pipes, and flat-plate boundary layers, with a focus on channel flow. A common scaling may be employed in the near-wall region using the friction velocity and viscous length scale to derive the so-called wall units. In this region, which comprises the viscous sublayer, buffer layer, and overlap layer, the law of the wall governs the mean velocity profile, and the constant-stress-layer assumption is often employed. We discuss key features of the mean velocity profile, particularly the log law in the overlap region, which stands as a celebrated result in turbulence theory. Away from the wall, the outer layer scales with the boundary-layer thickness and freestream velocity. We discuss the skin friction and wake laws to describe the mean outer velocity profile and introduce the Clauser chart method. We also examine in more detail the scales and structural features of turbulence near a wall, including streaks and hairpin vortices.

This chapter focuses on the barriers that LGBTIQ people continue to experience across a range of sectors, including the workplace, schools, healthcare and social care provision, and counselling and psychological services. Whilst some positive changes have occurred, this chapter highlights the ongoing (and renewed) resistance to the inclusion of LGBTIQ people. An overview of research on resistance to the inclusion of LGBTIQ people within foster care services and sports and resistance to the inclusion of certain LGBTIQ people (e.g., LGBTIQ refugees, disabled LGBTIQ people) within services is also provided. The chapter highlights the importance of both equity and liberatory practices in the removal of barriers to inclusion.

This chapter situates the field of LGBTIQ psychology in relationship to broader global and political contexts. An overview of the socio-legal status of same-gender sexualities and trans internationally (e.g., criminalisation of LGBTIQ people; marriage equality) is provided. The impact of global socio-political frameworks, specifically neoliberalism and right-wing extremism, on LGBTIQ people is evaluated. Terminology in the field of LGBTIQ psychology and the merits of different variations on language are also discussed.

In turbulent free-shear flows, fluid streams interact to generate regions of turbulence that evolve without being limited or confined by solid boundaries. Such interactions create mean shear, which is a source of turbulent kinetic energy that results in enhanced flow mixing. Far downstream, the flow retains little memory of its origins and exhibits self-similar behavior. Its mean velocity profile, turbulence intensities, and Reynolds stresses, when scaled appropriately, become independent of downstream distance as it freely expands into its surroundings. Free-shear flows occur in combustors, vehicle wakes, and jet engine exhaust. We focus our attention on three canonical categories of such flows: jets, wakes, and mixing layers. A detailed similarity analysis of the plane jet is provided alongside summarized results for the plane wake and mixing layer. We introduce examples involving turbines in wind farms and drag on wake-generating bodies. The notion of entrainment, which is central to the expansion of free-shear flows, is discussed. We also examine the scales and structural features of turbulent free-shear flows, including streamwise rib vortices and spanwise rollers.

This chapter explores the use of assisted reproductive technologies by LGBTIQ people. In order to provide a framework for understanding why access to assisted reproductive technologies has been so important for many LGBTIQ people, the chapter introduces the concept of reproductive justice, which emphasises the social contexts in which people access assisted reproductive technologies, and how this can facilitate access for some groups whilst preventing access by others. The chapter reviews psychological research on lesbian, bisexual, and queer women’s experiences of assisted reproductive technologies, trans people’s experiences of fertility preservation, gay men and surrogacy, and the experiences of children conceived via assisted reproductive technologies.

This chapter provides an overview of theory and research in relation to identity development, coming out, and connecting with LGBTIQ communities. An introduction to – and critique of – stage model approaches to conceptualising sexuality and gender is provided, alongside an overview of how people come to understand their sexuality and gender. The complexities of sexual identity are exploredfrom the increasing use of plurisexual identity labels (e.g., pansexual, polysexual, queer) to the popularisation of public displays of suggestive lesbian acts and the heteroflexible ‘girl crush’. The process of identifying as trans and navigating transitioning is also discussed. Next, the chapter focuses on the disclosure of LGBTIQ identities through a review of research focusing on ‘coming out’ to families and friends, responses to disclosure, and the (often) strategic choice not to disclose. The final section of this chapter focuses on the ways in which LGBTIQ people find community, with a particular focus on the increasing use of online spaces. Some of the challenges of accessing these spaces and/or axes of exclusion experienced by some LGBTIQ people are also discussed.

In many practical applications, one is interested only in the average or expected value of flow quantities, such as aerodynamic forces and heat transfer. Governing equations for these mean flow quantities may be derived by averaging the Navier-Stokes and temperature or scalar transport equations. Reynolds averaging introduces additional unknowns owing to the nonlinearity of the equations, which is known as the closure problem in the turbulence literature. Turbulence models for the unclosed terms in the averaged equations are a way to manage the closure problem, for they close the equations with phenomenological models that relate the unknown terms to the solution variables. It is important that these models do not alter the conservation and invariance properties of the original equations of motion. We take a closer look at the equations of motion to understand these fundamental qualities in more depth. We describe averaging operators for canonical turbulent flows at the core of basic turbulence research and modeling efforts, and discuss homogeneity and stationarity. We also examine the Galilean invariance of the equations of motion and the role of vorticity in turbulence dynamics.

This chapter explores gender diversity across a range of contexts. The term ‘gender diversity’ is used to refer to a diversity of genders (inclusive of cis and trans men and women and non-binary people). To understand gender diversity in more detail, this chapter introduces a range of theories of gender and presents cisgenderism as an ideology that delegitimises people’s own understandings of their bodies and genders. First, the focus is on cisgender lesbians and gay men in relation to gender diversity to highlight the ways in which gender norms underpin many aspects of lesbian and gay lives, including division of household labour, parenting, intimacy (including intimate partner violence), and identifications. Next, gender diversity within Western cultures is explored with reference to the lives of non-binary people and the challenges they face living in a cisgender-centric context. The last section of the chapter focuses on gender in cross-cultural contexts, including those that challenge Western gender binaries and world views.

This chapter responds to an often-overlooked issue in Australian public schooling’s commitment to equity, that is, ‘religion’, or more precisely, educator’s ‘responsivity’ to the religious identities and knowledges of learners. The shared focus of this book is commitment to equity and pedagogies that transform learning and muster approaches to a more inclusive, responsive and socially just education. We argue for a widening of educational pedagogy. In this chapter, we center Muslim learners as a case study for enabling pedagogies for superdiverse Australian classrooms. We argue for culturally and ‘religiously’ responsive pedagogy (CRRP) as a powerful means of shifting away from established pedagogies that often erase religion from classrooms. This chapter considers the role of enabling pedagogical approaches that are responsive to the lifeworlds of Muslim learners and their religious backgrounds; that view religion as a form of learner diversity and thus assets for learning; that provide equitable opportunities and high expectations for all learners; and that prepare respectful spaces that allow for ‘sensitive’ and controversial dialogue, mediation of difference and criticality so all learners may engage with societal change.

This chapter will show you how traversing the overlapping identities of self (micro), organisation (meso) and system (macro) is an essential skill for educators to be culturally responsive. This includes making decisions informed by broader contexts, organisation/learning environment interpretations of those cultures and, crucially for educators at all stages, what this then looks like in their own educational setting. For pre-service teachers, this calls for a consideration of multiple layers in the development of teacher identity. For all educators, it demands reflection and scrutiny throughout one’s career recognising that some aspects of identity may remain a continuity, while others may change. By examining practitioner examples, research literature, national and global contexts, this chapter will equip you with practical and theoretical examples. We hope this will help you identify and negotiate micro, meso and macro levels of teacher identity as a way to better identify, empathise and implement effective culturally responsive pedagogies for the contexts you work in.