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This chapter develops Lefebvre’s concept of rhythmanalysis to investigate the ways super-diversity comes to life in the everyday city through the intersection of the spatial and temporal. The chapter explores the multicultural intimacies of streets in a London neighbourhood through a close ethnographic focus on rhythms and atmospheres using slow-motion video. The research contributes to an emerging field of visual ethnographic scholarship by presenting slow-motion video as a method to explore the ‘presence’ (Lefebvre, 2004) of super-diversity and conviviality on the street.

I argue that in slowing down the encounters of the street, slow-motion video shows the often overlooked sensible and affective elements of super-diverse urban space, the mundane interactions between bodies, materials and technologies that create a form of ‘convivial affect’. I argue that these everyday encounters are shaped by a situated politics of difference and yet are also mediated by wider rhythms and atmospheres, contributing to a sense of ‘social time’. I draw attention to both the human and non-human elements of the streets. These material and technological elements can uncover the wider discourses and circulatory regimes of atmospheres in urban super-diverse neighbourhoods, focussing on their relation to broader flows of capital, forms of postcolonial culture and translocality.

This research has implications for how we understand super-diversity and its manifestations in urban space. It encourages policymakers and academics to recognise the affective human and non-human encounters that are a crucial aspect of conviviality, the everyday ways we live together with difference.

The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas.

As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL.

Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints.

STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios.

For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction.

For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.

With several years of experience of personnel and industrial training work, mostly in the United Kingdom with a major paper company, the prospect of joining a major New Zealand company in the same industry proved very exciting. The common features were pulp and papermaking and their specialist training requirements. However, having been conditioned to a European approach to industrial training at both corporate and unit levels, it was with some trepidation that I viewed the prospect of moving some 12,000 miles from the familiar surroundings of my U.K. company headquarters. I need not have feared.

Let us think of an electronic book (e‐book) as a set of textual and related materials that can be accessed through a computer. Like conventional books, e‐books are written by authors (multimedia authors, that is) and processed by editors. E‐books are usually packaged in the form of CDROM discs. Software allows users to access sequences of e‐book materials which may include all the materials in the e‐book, or only some of those materials. The sequence order and content of these materials may be controlled by the user. One of the most striking characteristics of e‐books is that, in addition to conventional materials, they can include sounds and video sequences. During the past few years, thousands of newly‐published e‐books have appeared each year. In 1995 about 4000 new titles are expected.

Purpose – This chapter describes the “Teen Alliance for Prepared Parenting–SPIN” (TAPP-SPIN) unwanted pregnancy prevention intervention for pregnant/parenting adolescents and their adult parent(s) in primarily African American and Latino communities in the District of Columbia (DC).

Methodology/approach – We augment TAPP services with SPIN Video Home Training (VHT)11Called Video Interaction Guidance in the United Kingdom., an intervention to build Parent–Child Connectedness (PCC). SPIN VHT aims to (1) improve adult–teen interaction to strengthen the supports teen parents need to continue to progress toward life success and (2) build the teen's ability to engage in warm, attuned, and skillful parenting of her child.

SPIN VHT uses a guided, strengths-based analysis of videotaped parent–child interactions to identify examples of the parent's competencies that support the child's well-being and optimal development. Collaborative review of an edited collection of video helps guide participants to integrate what has been effective into their daily patterns of interaction and communication.

Findings – The randomized experiment compares TAPP to TAPP-SPIN with a sample of 400 15- to 18-year-olds and their parents (dyads). After a baseline survey, we collect follow-up data at 6, 12, 18, and 24 months post-baseline. We collect outcome data on health information-seeking, pregnancy prevention communication, cognitions related to parenting and subsequent pregnancy, improved parenting, and clinical outcomes including subsequent pregnancy.

Social implications – The TAPP-SPIN intervention aims to advance the state of pregnancy prevention research in a population facing multiple health disparities.

Originality/value of chapter – This chapter describes the first ever randomized controlled trial of the SPIN approach to improving PCC.

The interruption of on-campus teaching and learning, due to the COVID-19 pandemic, forced universities around the globe to rethink their pedagogical models and adopt innovative strategies and approaches that enabled continuity of learning. Engineering schools and faculties were faced with the challenge of how to continue to engage students with the practical component of coursework, especially in terms of lab work and experimentation, which are mandatory requirements for degree awards.

This study documents how the Faculty of Engineering in a university in Oman engaged students with the practical component of their course during the pandemic by launching the remote DoIt@Home Lab. The DoIt@Home Lab approach included the design and development of video recorded labs, virtual labs, simulation exercises and DoIt@Home experiments which were provided to students as teaching tools and guides to conducting home experiments remotely.

This study presents the DoIt@Home Lab approach introduced to Year 2 Chemistry for engineering students. Students' grades improved by 11% over the previous year when the course was delivered face-to-face. Failure rates dropped by 8% while the number of students earning a 3.25 grade point average (GPA) or higher increased by 18%.

The DoIt@Home Lab for engineering courses could enhance students' learning experience and create an effective remote learning environment. While the DoIt@Home Lab was created to supplement on-campus activity in the event of a temporary disruption, it can also be used to supplement regular face-to-face program delivery.