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In this chapter, we deliberately attempt to reframe the “self” in self-study of professional practices by focus on how “self” can be conceptualized in ways that do not equate “self” with “I.” Drawing insights from Deleuze and Guattarian’s (1987) rhizomatic philosophy, and particular the concept of assemblage, the objective was to engage with a research assemblage to investigate its function and production. We – i.e., a doctoral candidate, who was researching his practice of teaching pre-service teachers, his two supervisors, and his critical friend – engaged with audio data from our meetings conducted throughout a four-year period. Zooming in on the research assemblage at times when we were provoked to reorganize, adapt, and enhance our systems of thinking (Ovens, Garbett, & Hutchinson, 2016), we highlight the nonlinear and fundamentally relational process of constructing knowledge in self-study of professional practices. We argue that the researcher-self became only one of multiple human and non-human components in a joint construction of knowledge. We suggest that self-study researchers can decenter the researcher-self by embracing a research stance of “coming into composition” (Strom & Martin, 2017) where the researcher engages with a research assemblage to construct joint understanding of teaching and learning. This stance to self-study requires researchers to make themselves into a rhizome.

Artificial neural networks (ANNs), which represent computational models simulating the biological neural systems, have become a dominant paradigm for solving complex analytical problems. ANN applications have been employed in various disciplines such as psychology, computer science, mathematics, engineering, medicine, manufacturing, and business studies. Academic research on ANNs is witnessing considerable publication activity, and there exists a need to track the intellectual structure of the existing research for a better comprehension of the domain. The current study uses a bibliometric approach to ANN business literature extracted from the Web of Science database. The study also performs a chronological review using science mapping and examines the evolution trajectory to determine research areas relevant to future research. The authors suggest that researchers focus on ANN deep learning models as the bibliometric results predict an expeditious growth of the research topic in the upcoming years. The findings reveal that business research on ANNs is flourishing and suggest further work on domains, such as back-propagation neural networks, support vector machines, and predictive modeling. By providing a systematic and dynamic understanding of ANN business research, the current study enhances the readers' understanding of existing reviews and complements the domain knowledge.

Much of the discussion surrounding the antivaccine movement focuses on the decision of parents to not vaccinate their children and the resulting danger posed to others. However, the primary risk is borne by the child left unvaccinated. Although living in a developed country with high vaccination rates provides a certain amount of protection through population immunity, the unvaccinated child is still exposed to a considerably greater risk of preventable diseases than one who is vaccinated. I explore the tension between parental choice and the child’s right to be free of preventable diseases. The chapter’s goal is twofold: to advocate for moving from a dyadic framework – considering the interests of the parents against those of the state – to a triadic one, in which the interests of the child are given as much weight as those of the parent and the state; and to discuss which protections are available, and how they can be improved. Specific legal tools available to protect that child are examined, including tort liability of the parents to the child, whether and to what degree criminal law has a role, under what circumstances parental choice should be overridden, and the role of school immunization requirements in protecting the individual child.

Discuss in detail the uses which might legitimately be made of the following passage by the writer of a profound study of economic life and thought in France at the end of the reign of Louis XIV. In answering the question make full use of your knowledge of (a) historical criticism; (b) French economic and general history.

From the 1960s onwards, students and members of the academic community on growing numbers of college and university campuses in the United States chose to confront the issue of apartheid by advocating divestment from corporations or financial institutions with any sort of presence in or relationship with South Africa. Student divestment advocates faced serious opposition from university administrators as well as opponents of institutional divestiture both at home and abroad. Despite these challenges, the academic community in the United States was one of the first arenas where anti-apartheid activism coalesced. This chapter examines the campaigns of students and educators who participated in the debate over divestment – to engage with the South African government and apartheid through dialogue and communication or to disengage completely from the country through withdrawal of financial investments. The anti-apartheid efforts of the academic community at Michigan State University, one of the first large research universities in the United States to confront the issue of apartheid and divestment at the university level and beyond, serves as a window to view academic activism against apartheid. The Southern Africa Liberation Committee (SALC), a consortium of students, faculty, and community members dedicated to aiding the liberation struggle of Southern Africa, led the efforts at Michigan State and collaborated with allies across Michigan and the United States. SALC focused most of its efforts on South Africa, though the organization also confronted the issue of South Africa's controversial occupation of South West Africa and the ongoing civil war in Angola.