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.

Chapter 2 discusses the subject of perception and how an individual’s selective perception of a situation influences their behavior. This discussion is expanded to include selective perception from a cultural perspective as well as from a group perspective. We also discuss the effects of selective perception on the degree and quality of communication that occurs in groups.

Chapter 6 delves deeply into the subject of communications in groups. We discuss the factors that hamper effective communications. We also explore the effects that gender and more broadly, member diversity can have on the nature of our communications. We include a section on factors and techniques that improve the quality of member communication in a diverse society.

This chapter on continental strike-slip faults and shear zones explores some of the largest faults on Earth, and also faults that represent the greatest seismic hazards. The structural pattern associated with continental strike-slip faults is presented, including strike-slip duplexes, riedel-shears, transpressional and transtensional fold and fault structures, and the chapter discusses how some large faults of this kind appear to transect the entire lithosphere. Shear wave splitting data are briefly presented as a type of data that gives information of the deeper part of continental strike-slip faults, with the Great Glen fault as an example. The well-known San Andreas Fault in the western US, the Dead Sea Fault, The Alpine fault in New Zealand and the Turkish Anatolian Fault are presented as examples of large faults of this kind and how they represent plate boundaries in continental crust. Continental strike-slip structures that do not represent plate boundaries are also discussed, with the active strike-slip faults along the Tibetan plateau and much older and deeply eroded examples from Gondwana (Brazil-Africa) and Canada.