This chapter explains the aims of patient positioning and the complications that can arise from incorrectly positioning patients as well as the physiological changes different positions can cause. The correct positioning and alignment of limbs for surgical procedures is vital, and all perioperative practitioners should understand their role and responsibility for safe patient positioning, and the rationale for it. Safe patient positioning is always a multidisciplinary team effort, whereby all members of the perioperative team should be present in the operating theatre at the crucial moment.

This chapter explains the fundamental principles of respiratory physiology for the perioperative practitioner. First, it describes the relevant respiratory anatomy, its function, and how it applies to the anaesthetic context. Second, it describes the different lung volumes and their relevance and application during artificial ventilation. Finally, it explains the physiology of perfusion and its application to ventilation and how they can be affected by different patient positions during anaesthesia and surgery.

This chapter discusses the analysis of language attitudes as they are expressed in spoken interaction. Although the approach might be considered to have some limitations because it is generally confined to smaller samples of data, it offers valuable insights by providing greater contextualisation of attitudes as they are communicated, whilst also accounting for their fluid and shifting nature as they emerge in discourse. Key points of departure are ideas from discursive psychology and the application of discourse analysis to studying attitudes. The chapter proceeds to outline fundamental developments in this line of enquiry, ranging from work on discourse strategies to more recent research which has placed increasing focus on the elicitation and investigation of language attitudes in the context of interaction between the study participants. The chapter provides information on practical issues of planning and research design for such studies, followed by potential strategies for the analysis and interpretation of the resultant data. The main points arising from the discussion are illustrated by a case study undertaken in the post-industrial urban Ruhr region in Germany, where attitudes towards the local variety – Ruhrdeutsch – were investigated.

Sartre’s play No Exit is described in order to demonstrate the nature of imprisonment that results from looking at oneself via the mirrors of social judgment. In a similar vein, the “male gaze” is analyzed as the imprisoning reduction of the female body as an it-position in the service of the pleasure of the male viewer. This is followed by a discourse about racial discrimination in which the powerful and discriminating other is not simply an “objective” reality outside the self but an organizing part of it. Furthermore, it is argued that positions are not always fixed but, under specific circumstances, flexible as exemplified by a series of psychological experiments investigating the so-called rubber hand illusion. The flexibility of positioning and repositioning is further explained by the story of James Griffin who changed his skin color from white to black. Finally, the dialogical self is described as inherently social, spatial, temporal, and historical.

This chapter is the first of two chapters relating to business strategy and covers the most fundamental aspects in terms of strategic planning and positioning. The starting point is a discussion of the concept of competitive advantage, and how this relates to value creation. Different types of competitive advantage, based on costs and benefits, are discussed, and these are related to market positioning, targeting and segmentation. The relevance of price elasticity is explained in the context of positioning and competitive advantage. Various forms of integration are discussed, in terms of vertical, horizontal and diversification aspects. The nature, costs and benefits of each of these forms is explained. Recent trends in diversification are discussed, along with empirical studies. As with other chapters, case studies are vital in order to illustrate the management principles; in this case, three prominent tech firms are discussed in terms of their strategy development since their origins: Apple, Netflix and Tesla. Although all of them are high-cap tech firms of global reach, they each have quite different prospects.

From a dialogical and Bakhtinian theoretical stance, identity is seen a process and a product of the tensional relation between multiple perspectives or positions. Even in the midst of different dialogical approaches to the self, there is an overarching consensus that the dialogical dynamics established by these different positions are a core element for understanding how identity works. One of the main problems of the field has been the development of empirical methods enabling the study of such dynamics. Positioning Microanalysis is a method based on a dialogical approach, which aims the systematic tracing by trained observers of the dialogical dynamics of self-positions as they unfold over time. This method assumes a genetic-developmental perspective, allowing the study of self-positions taking place in the here-and-now in a moment-by-moment basis. The main unit of analysis is the emergent self-position, which is characterized by a basic triadic relation (I-Other-Object). This method, on a first level of analysis, depicts the microgenetic movements of self-positions from moment to moment, but it also allows for more macrolevels of analysis, by describing stable sequences or cycles of positions. Thus, it may be used as a tool for the study of identity in a given historical moment of the person regarding specific themes or relevant “objects.” This method will be illustrated by its application to the first session of a psychotherapy case.

The chapter is about brand positioning, one of the most important concepts in advertising. We can think of positioning as akin to impression management, first discussed by sociologist Ervin Goffman in the 1950s. Impression management means that we present a certain image of ourselves to others, which serves a functional (or instrumental) purpose. In Goffman’s terms, brand positioning is an impression we want to evoke in the mind of the target audience about the brand. In creating this impression, we also sometimes re-create an impression of competing brands, and this is where the topic of positioning becomes especially interesting. Ultimately, positioning is about creating an impression that allows a brand to differentiate itself from its competition. The objective is to create brand associations that will predispose people to choose the brand over others, and ultimately to build brand equity. If all subsequent executions are well implemented, then consumers will come to prefer a brand over the competition. This, in essence, is the ultimate goal of positioning and branding.

This chapter teases out key developments in discourse studies that have involved a radical rethinking of how stories and identities are being conceptualized and studied. First, we focus on how the role of the teller has been rethought by discussing the shift to interactional approaches to identities (cf. identities-in-interaction), including positioning analysis and small stories research. We then discuss how the personal story and story ownership have been reconceptualized with a focus on the uses and mobilization of stories in public arenas, especially politics. Third, we move to the reexamining of the role of space in the constitution of identities in stories, by focusing on work on mobile and migrant populations and on chronotopes as a concept increasingly employed for exploring the contextualization of stories. Finally, we discuss the implications of digital environments and media affordances, including the actual design and “curation” of stories, for how we tell stories and present ourselves online.

This chapter offers a language socialization view on everyday experiences with food in an ethnically diverse kindergarten classroom in Copenhagen, Denmark. It examines discursive encounters that take place between teachers and children during the social activity of lunch, focused primarily on rye bread. It analyzes the ways in which teachers, children, and parents are positioned, using Goffman’s (1981) “production format,” in order to understand how teachers and children occupy different speaker positions, and how teachers attempt to socialize parents through the children. It also looks at the discursive practice of accounts, or social actions expected and presented in the case of unexpected and (often) dispreferred actions (e.g., not bringing Rye bread in one’s lunchbox). It shows how the children presented accounts in numerous cases, yet these were often treated as illegitimate by teachers. The chapter adds to research on food socialization in classrooms under conditions of migration by focusing on the vital role of language and demonstrating the difficulties that emerge when (what is seen as) non-compatible food understandings meet in classrooms.

This chapter presents a brief history of the “first wave” oflanguage socialization research (1980s) and related research occurring during the same time in communities and classrooms. It discusses how research on language socialization has increasingly focused over the years on educational settings both inside and outside of classrooms, including schools, universities, and virtual spaces, where students from various backgrounds frequently have to negotiate changing and multiple languages, norms, roles, ideologies, identities, curricula, and/or ethnolinguistic communities.The chapter summarizes the major findings of the ten empirical cases studies presented in this volume, ties together some common themes among them, and argues that more attention needs to be paid towards examining outcomes of language socialization processes. It also offers suggestions of avenues for further exploration of the process of language socialization inside (and outside) classrooms.

This chapter argues that disciplining of bilingual education as a scholarly field served to divorce discussions of bilingual education from broader political and economic struggles in favor of the seemingly objective pursuit of the benefits of bilingual education. This disciplining of bilingual education was part of a larger discursive shift that reframed discussions of racial inequality from a focus on unequal access and the need for structural change to a focus on the deficiencies of racialized communities and the need for modifying these deficiencies. The chapter ends with a call for bilingual education scholars to situate issues of language inequality within the broader white supremacist and capitalist relations of power. This will offer bilingual education scholars tools for rejecting deficit perspectives of language-minoritized children and pointing to the broader racial stratification that makes these deficit perspectives possible to begin with.

Minnesota has a decades-long history of welcoming and resettling refugees, but there exists a longstanding gap in programming for minority language students and an absence of instruction to develop and build upon students’ native languages. To address these educational inequities, the 2014 Learning English for Academic Proficiency and Success (LEAPS) Act was written and passed in the Minnesota state legislature. This sweeping state law revises many statutes to draw greater attention to English learner education, including recommendations for increased support for native languages. Drawing on interviews with key policy officials, close analysis of the text of the law, we examine the development and implementation of the law. We demonstrate how local culture, in particular what has been termed ‘Minnesota Nice,’ has shaped both the law’s development and implementation path. This chapter demonstrates the utility of narrative analysis in yielding insights into how language policies are developed, interpreted, and prioritized.