Chapter 14 is another new chapter for the textbook. We explore the advantages and disadvantages associated with virtual groups. We discuss the concept of distance (geographic, temporal, and socio-emotional) and important factors to consider in the establishment of any virtual group. We also describe the characteristics of high-performing virtual groups and provide recommendations on how to plan and execute highly effective virtual meetings.

Chapter 13 discusses the concept of group behavior. We begin by describing group behavior in the context of a unit our readers can readily relate to, the family. We address the subject of culture and how it influences group behavior. We discuss the concept of systems thinking (viewing a particular situation not in isolation but in connection to and interrelated with other situations) beginning with general systems theory and moving into the realm of complex systems to better understand individual behavior in groups.

This chapter outlines creative and body-based learning (CBL) as a pedagogical approach that puts principles of transformative pedagogy into action. CBL provides a provocation to engage with the body and creativity as instruments for learning and modes of representation. In highlighting the liberatory impact for both learners and educators, we explore how such approaches disrupt power imbalances and allow young people agency, higher-order thinking and a sense of belonging to a community of learners. In developing a theoretical base for our work, we are drawn to theories of embodiment, arts and affect.

In today’s complex world, we know as educators that learning is most meaningful when established through experience – learning by doing rather than by simply listening or observing. Our learners need to be supported in nurturing their creativity, developing as critical thinkers and flexible problem solvers, to apply skills and understanding in new domains and different situations creating solutions to problems encountered. Education and life should not be isolated from each other. By providing opportunities for learners to engage and learn through authentic, real-life, relevant experiences, we are scaffolding their application of skills to learning including adapting and changing their ideas and forming habits of lifelong learners. This chapter provides educators with a guide for embedding cross-curricular exploratory learning experiences as an integral part of planning, teaching and assessment responsive to all learners; and inclusive of the theoretical foundations and instructional strategies that inform their approaches. Authentic studies will be utilised, and practical tools outlined, to demonstrate how to bring these concepts to life within a constructivist framework.

Chapter 8 is a new chapter for our textbook dedicated to the topics of diversity and inclusion. We discuss the power that can be derived from diverse group members and their experiences, but their diversity alone does not provide it. The importance of inclusion as a catalyst for leveraging the benefits of member diversity for higher productivity outcomes is discussed. We describe some of the challenges that diversity in groups can pose and factors that can exacerbate these challenges. We offer suggestions on methods groups can employ to help them overcome these challenges.

This chapter explains how pressure and density vary with depth and how they together control the different elevations of continental and oceanic regions, and reviews the fundamental concept of isostasy, the principle of flotation, where the lithospheric plates float on hot underlying mantle. It discusses Airy and Pratt models for isostasy and how and when high surface topography is compensated by a crustal root. The fundamental role of temperature is demonstrated in terms of the geotherm, heat production in the lithosphere, mantle and core, and how the Earth loses heat to the atmosphere through plate tectonic processes. The latter point also relates to how the geotherm varies through the upper crust, which again relates to geothermal energy exploitation. Temperature and pressure variations also control melting and magmatism, and this chapter covers the fundamental principles and characteristics of melting and magma crystallization. Also covered is metamorphic rocks and the metamorphic processes that occur in response to plate tectonic processes. Finally different kinds of sedimentary basins and their formation and classification according to plate tectonics are briefly reviewed.

This chapter outlines the theoretical and practical processes of teaching arts integrated curriculum through a transformational learning framework (Mezinow, 2009). A key aim is to highlight how relational knowledge built through dialogic meaning making strategies in visual art provides an approach to curriculum design where students can interrogate their standpoint. We outline pedagogical approaches under the banner of creative and body-based learning (CBL) that focus on transformational learning underpinned by standpoint theory and illustrated by vignettes of three visual art strategies.

The purpose of this chapter is to highlight the centrality of children and young people in the learning process and identify educational approaches that emphasise the importance of ‘learner voice’. Opening avenues for consultation, participation and collaboration with learners in the design of curriculum, pedagogy and assessment can be significant in enhancing their engagement, achievement and wellbeing. That is, attention to the humanistic, agentic and cognitive attributes of learners, understanding their culture and lifeworlds, empowering learners to exercise agency and valuing their knowledge and skills contributes to the co-creation of meaningful learning experiences (Morrison et al., 2019; Price et al., 2020).

This first of three chapters on orogeny presents a general introduction to mountain belts and further focuses on mountain belts formed by accretion of material onto a convergent plate boundary. The chapter starts out emphasizing some of the many tectonic scenarios that can lead to accretionary orogeny. The first example covered is Taiwan, where the transition from a regular accretionary wedge to an actual orogenic belt created by arc collision can be studied. Slab tear and the flipping of subduction is also covered by this example. The prime example of an accretionary mountain belt is the Andes, which is given special attention in this chapter with several maps and profiles. The Andes mountain chain shows lateral variations in terms of timing of orogenic initiation, orogenic events, arc collisions, magmatism, topographic development, strain and width. The chapter also covers the lateral and temporal variation in subduction zone dip and its implications. It continues by exploring tectonostratigraphic terranes and uses the North American Cordillera as the main example. The growth of western North America through repeated accretionary events is also explored, before exploring implications of accretionary orogeny for surface processes, climate and biodiversity.

This last chapter of the book focuses on the Archean and Proterozoic part of the Earth’s history, bridging the rapidly changing processes of early Earth with modern plate tectonics as dealt with in Chapters 1-14. It discusses the common Archean (4-2.5 billion years) granite and greenstone terranes and how they may reflect specific tectonic conditions associated with gravitational instabilities and tectonic accretion. Although different from today’s subduction-related accretion systems, these tectonic processes allowed for crustal accretion and amalgamation into (super)cratons. Proterozoic (2.5-0.54 billion years) terranes are widespread as accretionary complexes between or along Archean cratons. The chapter discusses how Paleomagnetic techniques and stratigraphic correlations constrain continental drift throughout the Proterozoic, and how their paths define cycles of supercontinent assembly, tenure, and dispersal. Evidence of modern plate tectonics are also discussed, and a lot of Proterozoic geology seems to be linked to plate tectonics, even though high-pressure rocks (eclogite, blueschist) are rare. It is concluded that the age and mechanism of onset of plate tectonics remains a controversial and fascinating topic that will continue to evolve into the future.

Chapter 12 provides readers with a discussion of conflict in groups. We explore the sources and dynamics of group conflict as well as how to resolve it. We address the importance of accurately diagnosing conflict when it arises in groups as well as provide readers with a strategy for diffusing and resolving it.

This chapter discusses and exemplifies the nature and devlopment of pidgins and creoles. Placed in social and historical context, a range of varieties, contemporary and historical, are discussed. Competing theories on the development of these varieties -- as well as whether they are closely connected to each other -- are addressed. Bickerton’s idea of the language bioprogram hypothesis is critiqued, while the most potent and popular contemporary views on how creoles developed -- creole exceptionalism and uniformitarianism -- are compared and analysed. The case study considers the linguistic history and present nature of the creoles of Suriname, with particular emphasis on Sranan.

This chapter deals with the strike-slip fault zones that systematically offset midocean spreading ridges such as the mid-Atlantic ridge. Transform faults are one of three types of plate boundaries and are the active part connecting spreading ridge segments. The chapter investigates these in terms of size, distribution, dynamics, kinematics and seismicity. It looks at how transform faults relate and contrast to their mostly inactive extensions called fracture zones. Fracture zones can typically be traced across the ocean and record information about spreading direction and relative plate motions through geologic time. The chapter also discusses the origin of transform faults and how they provide a link to the mantle and their role as vertical conduits in terms of fluid flow between the mantle and the ocean floor. Several examples are shown where structural and seismic details are shown. This chapter also discusses complications caused by changes in opening direction, creating both transpressional and transtensional deformation along transform faults, and over time, curved fracture zones.

For thousands of years Aboriginal and Torres Strait Islander people nurtured their young, allowing natural skills to develop. Education using the powers of observation and listening was the most important process used with information being delivered to the child when they were ready to receive it. Most times this information was delivered by several members of the community. Prominent Australian Aboriginal scholar Kaye Price (2012) affirms that ‘right from the beginning there was a specialised education and for each child there was a teacher, a mentor and a peer with whom to learn … who ensured that history and the essentials of life were taught’ (p. 4). Aboriginal society was based on an egalitarian system that was holistic and emphasised belonging, spirituality, and relatedness. Learning was viewed as a natural holistic process where education was centred on the land and children learned alongside adults (Martin, 2005). The traditional epistemological system that maintained Aboriginal Nations in Australia for millennia was disrupted upon colonisation in 1788 resulting in discrimination towards Aboriginal culture and traditions (Morgan, 2019).