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This chapter is the actualization of an experimentation of two second language (L2) teacher educators (the authors) with(in) Deleuze and Guattari’s (1987) ontology and the associated concepts of agencement, desire, rhizomes, becoming, and affect to contribute to the everchanging knowledge base associated with the work and experiences of teacher educators at a time when such contributions are urgently needed. More precisely, this chapter sought to illustrate what could happen when, as teacher educators and researchers, we become “intimate” with the various elements of a research–teaching–learning–writing agencement. To do so, the chapter presents research based on material collected as part of a study on a mentoring experience between the authors. The second author was preparing to teach an online graduate course in L2 education to in-service teachers for the first time, while the first author had more experience with online teaching. Through the rhizoanalysis of three vignettes, the authors engaged with(in) their experiences by considering how various elements of the research–teaching–learning–writing agencement – particularly the most intensively affective ones – impacted and were impacted by other elements. With(in) this process, desire emerged as a praxis and a force capable of generating new knowledge in part by encouraging teachers and teacher educators (1) to experiment with learning, teaching, and conducting research with(in) the productive energy of desire, and (2) to disrupt affective powers as well as the role played by the body in such a process.

Creativity and innovation have been buzzwords of managerial discourse over the last few decades as they contribute to the long-term survival and competitiveness of firms. Given the non-linear, causally ambiguous, and intangible nature of all innovation-related phenomena, management scholars have been trying to uncover factors that contribute to creativity and innovation from multiple lenses ranging from organizational behavior at the micro-level to strategic management at the macro-level. Along with important and insightful developments in these research streams that evolved independently from one another, human resource management (HRM) research – especially from a strategic perspective – has only recently started to contribute to a better understanding of both creativity and innovation. The goal of this chapter is to review the contributions of strategic HRM research to an improved understanding of creativity at the individual-level and innovation at the firm-level. In organizing this review, the authors rely on the open innovation funnel as a metaphor to review research on both HRM practices and HRM systems that contribute to creativity and innovation. In the last section, the authors focus on more recent developments in HRM research that focus on ambidexterity – as a way for HRM to simultaneously facilitate exploration and exploitation. This chapter concludes with a discussion of future research directions.

SNS, namely social networking sites, has become one of the most effective and fast channels of information diffusion and dissemination. As an influential way of online marketing, SNS has been increasingly used by tourism organizations and enterprises to shape their destination image. On the basis of previews literature of destination image and SNS, this paper used the text analysis software ROST Content Mining (ROST CM) System to do a case study of the SNS destination marketing of Singapore on Chinese market. The authors analyze the text related to Singapore tourism on the major SNS in mainland China: Renren, Sina Weibo, and Douban, through word frequency analysis and the social semantic network, to summarize the destination image of Singapore on SNS. The paper also focuses on the difference of image building by official and individual SNS. Results found by this paper can be used by the relevant tourism organizations and enterprises to improve their destination marketing and image building on SNS channels.

Purpose – Focusing on popular culture as unstructured, emergent talk, rather than encapsulated genre or text, this chapter dramatizes a slice of life riven by constant fear of violent assault.

Approach – I access accusatory discourse as the victim of the robbery that precipitates it. The chapter creates an impromptu alternative arena for reflexive ethnographic analysis of crime.

Findings – Most Brazilians live in South Atlantic coastal cities where beaches are loci of social and symbolic action carried out in a carnivalesque mode. The beach symbolizes the myth of national identity, or brasilidade. Culturally specific, yet transnational, beaches are sexually pleasurable spaces of race and class mixing. Armed robbery is the painful shadow-twin of celebration, as much a part of popular culture as bikinis, drink, and dance, but so, too, are the informal community mechanisms attempting to exclude less desirable carnival propensities from spaces marked safe and respectable. A whirlpool of rumor draws on an array of deviant images and acts.

Originality/value – Crime and social control are part of popular culture not merely as engines of re-presentation but as elemental aspects of practical living.

This chapter reflects on the outcomes of the Digital Student Selves project at a small, specialist arts institution in the United Kingdom. The project aimed to promote increased student understanding of the research process as well as increased reflexivity by engaging students in an inquiry-based approach to unpacking experiences and perspectives of the role of technology in learning. Specifically, students were asked to consider the contribution of programme-specific learning technologies and social media to their creative identity and lifelong professionalism.

Discussion within this chapter outlines strategies that students employed in adopting blended approaches to learning and also presents key aspects of students’ negotiation of digital selfhood. The discussion therefore has relevance in considering current practices in support of digital confidence and how these might be refined or augmented. In this way, the student contributors become co-creators in the learning environment, influencing recommendations for institutional change and best practice.

Researcher Highlight: Dr. Carter G. Woodson (1875–1950)