Consolidate what you learned in Chapters 7–10; revisit the ideas you came across in Chapters 7–10 in a cross-cultural context.

The concept of circulation is presented, including the physical and mathematical concepts of circulation and lift. A description of how potential flow theory is used to model flow for airfoils, including the predictions of lift. Readers are presented with the concept of the Kutta condition, including how it impacts the development of airfoil theory. Thin-airfoil theory is developed for symmetric and cambered airfoils and methods for prediction lift and pitching moment are presented. The accuracy and limitations of thin-airfoil theory is also presented. Descriptions are presented for why laminar flow airfoils have different geometries than airfoils used at higher Reynolds numbers. Finally, high-lift systems are discussed, including why they are important for aircraft design.

The chapter will begin with the five characteristics that distinguish hypersonic flow from supersonic flow and then discuss each of the characteristics. Analysis methods will then be discussed, including Newtonian and Modified Newtonian methods, as well as tangent wedge and tangent cone methods. Analysis techniques are developed to determine the flow characteristics in the region of the stagnation point of a hypersonic vehicle, as well as the lift, drag, and pitch moment for simple geometries at hypersonic speeds. Information on the importance of heating at hypersonic speeds will be presented, followed by analysis approaches for estimating heating rates on blunt bodies. Finally, the complexities of hypersonic boundary-layer transition are introduced, including details about why transition is so challenging to predict.

Basic concepts are presented to show the difference between airfoils and wings, as well as the physical processes that cause those differences, such as wing-tip vortices. A physical description is presented for the impact of wing-tip vortices on the flow around the airfoil sections that make up a wing, and lift-line theory is developed to predict the effects of wing-tip vortices. A general description and calculation methods are presented for the basic approach and usefulness of panel methods and vortex lattice methods. A physical description for how delta wings produce lift and drag is also presented, including the importance of strakes and leading-edge extensions. High angle of attack aerodynamics is discussed, including the physical mechanisms that cause vortex asymmetry. Unmanned aerial vehicles and aerodynamic design issues are discussed. Finally, basic propeller theory and analysis approaches are introduced, including the use of propeller data to design low-speed propellers.

In contemporary Australian society, the word ‘quality’ is ever-present in professional and political discussions about early childhood education. Educators and families are told that ‘quality is important’; curriculum documents, such as Australia’s Early Years Learning Framework (EYLF), aim to enhance quality; services are rated for the quality of education and care that they deliver; and governments regulate service conditions and provisions in order to facilitate the provision of high quality practice. Together, these social, professional and political structures communicate a strong message that quality matters for young children’s learning and wellbeing.

Chapter 6 discusses the “cost-benefit analysis” (CBA) framework for decision-making, aiding project and policy selection and acceptance. Environmental impacts may occur today, over several years, and sometimes well into the future, requiring discounting future costs and benefits, which raises important ethical considerations. Often, the environmental impacts of projects and policy decisions are not known for certain, and there may be uncertainty about the incidence, scale of the effects, and the probability of their occurrence. Thus, adopting or rejecting a project or policy requires addressing the uncertainty and risk surrounding environmental impacts. Equity issues can also be considered in CBA, as the distributional effects on those who bear the costs and receive the benefits of a project or policy decision are often different. Successfully adopting and implementing projects and policies, in the long run, relies on how costs and benefits are distributed among the stakeholders impacted by them. A case study of mangrove conversion for shrimp farms in Thailand illustrates the implementation of CBA in the real world.

Chapter 15 evaluates the challenge of SDG 17: Partnership for the Goals, which aims to address global issues related to sustainable economic development and reviews how alternative indicators reflect progress toward global sustainability. Although there have been recent advances in areas such as development aid, remittance flows, and technology access, international development funding remains a significant challenge. Global challenges like institutional inertia and vested interests, alongside private sector opportunities for sustainable economic development, are examined. Economics plays a vital role in acknowledging critical planetary limits and boundaries. This requires establishing global partnerships and international environmental agreements, improving how we secure and invest wealth from natural resource exploitation using Sovereign Wealth Funds, creating and correcting global markets, and raising funding for global public goods. Additionally, economics can help analyze ways to stimulate global innovation, increase private sector involvement, and implement safety nets like Universal Basic Income to reduce extreme poverty during environmental crises.

British linguist David Wilkins once said that ‘without grammar, very little can be conveyed; without vocabulary nothing can be conveyed’. The quote is often used to highlight the importance of vocabulary learning for students. Range and accuracy in vocabulary use are considered the most significant linguistic differences between students of English as a first language and as an additional language/dialect (EAL/D). For this reason, developing vocabulary is regarded as a major task for EAL/D students alongside other tasks such as developing grammar. To prepare EAL/D students for learning subject content, teachers often need to explicitly teach students key words beforehand so that students can develop the linguistic capacity to decode subject content texts and encode their understandings for future applications. Acknowledging the critical role of vocabulary in learning, this chapter is devoted to presenting and discussing the complexity of learning vocabulary.

Most civil wars involve internationalized intrastate conflict. These are characterized by foreign involvement or intervention for participating parties involved in domestic fighting. From just two such conflicts in 1946, the frequency of these conflicts peaked at twenty-seven occurrences in 2020, and remains high. As studies continue to analyze intrastate conflicts, internationalized variations also become focus areas, given their often-complicated initiation across regions and multinational groups. To address the challenges of internationalized conflicts, this chapter provides a strong foundation for analyzing why geopolitical conflicts such as the Cold War inhibited the successful prevention and peaceful resolution strategies of third-party actors exposed to internationalized war. Chapter 6 aims to provide greater understanding of these events, third-party motives, and the risks of intervention. External involvement further complicates conflict resolution, and poses significant threats to international peace and security. Whereas most external actors may be motivated by geopolitical benefits from engaging with allies in conflict, supporting factions might not always align with these interests in warfare, in turn causing challenges for both them and those they support.

This chapter takes a different approach to common ECE perspectives on physical development that, for example, focus on the stages of achievement of fine and gross motor developmental milestones. Instead, we focus on the bodily functions, movement and deep physical learning that are central to infant–toddler pedagogy. This is because embodied health and wellbeing in the first three years of life are the foundations for ongoing holistic learning and lifelong outcomes. The Early Years Learning Framework (EYLF) acknowledges this through its recognition that cognitive, linguistic, physical, social, emotional, personal, spiritual and creative aspects of learning are all intricately interwoven and interrelated. Promoting physical health for holistic wellbeing reflects this view by acknowledging the whole body as the physical home of all these parts. The brain is the ‘control centre’ for many of the complex integrated systems within the body, including the nervous and sensory systems, that establish and guide development.