Thermodynamics/dynamics coupling in weakly compressible turbulent stratified fluids

In traditional and geophysical fluid dynamics, it is common to describe stratified turbulent fluid flows with low Mach number and small relative density variations by means of the incompressible Boussinesq approximation. Although such an approximation is often interpreted as decoupling the thermodynamics from the dynamics, this paper reviews recent results and derive new ones that show that the reality is actually more subtle and complex when diabatic effects and a nonlinear equation of state are retained. Such an analysis reveals indeed: (1) that the compressible work of expansion/contraction remains of comparable importance as the mechanical energy conversions in contrast to what is usually assumed; (2) in a Boussinesq fluid, compressible effects occur in the guise of changes in gravitational potential energy due to density changes. This makes it possible to construct a fully consistent description of the thermodynamics of incompressible fluids for an arbitrary nonlinear equation of state; (3) rigorous methods based on using the available potential energy and potential enthalpy budgets can be used to quantify the work of expansion/contraction B in steady and transient flows, which reveals that B is predominantly controlled by molecular diffusive effects, and act as a significant sink of kinetic energy.

Training for the new work order : the adult classroom as a site of class(ed) work

This paper reports on a qualitative case study that investigated how the professional identities of trainers in the adult sector in Australia are shaped by intersecting relations of social class, ethnicity, gender and the discourses of vocational adult education. Interviews with two trainers as well as observations of them at work are analysed and presented here to illustrate how social class, considered in relation to gender and race, is played out through the trainers' identity investments in discourses of nurturance and care and economic rationalism. Such identity investments shape the relationships the trainers develop with their students and the training strategies and practices they privilege. The paper argues the need for trainers to develop critical reflective practices and to interrogate how their investments in particular classed identities shape their views about learning for work and training for work. It also argues the need for more research around social class and trainer identity within the adult sector.