This chapter responds to the questions raised in Chapter 1. It reiterates the need for variationist sociolinguistic analysis of heritage languages to increase our understanding of linguistic structures, variation, and change in multilingual contexts. Each variable is considered through the lens of the profiles corresponding to different sources of change. This allows us to consider whether certain profiles are more common for certain types of variables and of language (types), and whether covariation is more prevalent among any subset of variables. We reiterate how these analyses, based on spontaneous speech in an ecologically valid environment, give a picture of heritage language speakers that contrasts with what we have learned from experimental/psycholinguistic studies, highlighting their stability and consistency with homeland varieties in most cases. Suggestions are made for how this approach can be extended to other under-documented, endangered, and smaller languages, along with discussion of benefits of the HLVC methodology to community members, educators and students, and the field of linguistics. The chapter concludes by reporting on students’ positive responses to engagement with the project.

This essay discusses W.G. Sebald’s use of biographical and autobiographical elements in his literary writing. A diachronic overview retraces Sebald’s evolving use of (auto-)biographical elements from After Nature, Vertigo and The Emigrants to The Rings of Saturn and finally Austerlitz. To do so, this essay outlines, firstly, which protagonists are based on real historical figures and which source-material Sebald used for their literary transposition. Secondly, this essay highlights the relationship between the biographies of persons of historical renown – such as writers like Franz Kafka, Vladimir Nabokov and Stendhal – and those biographies taken from Sebald’s private life. These Sebald modelled after the lives of friends and acquaintances. Their inclusion with changed names – such as Paul Bereyter, Max Ferber or Jacques Austerlitz, raise questions concerning the relationship between truth and fiction. A third, central concern is the discussion of Sebald’s literary techniques and the various ways he introduces and intersects (auto-)biographical texts, photos, and illustrations to create a biographical pastiche.

One way to study agreement-making and its actors, processes, sites, and how they shape global order is through texts produced along the way. In any given multilateral environmental negotiation, there are implementation reports, decisions, resolutions, statements, newsletters, and other technical reports that are often written in a language all of their own. They contain phrases that have a long history and may indicate more than they appear at face value. Choices of words, phrases, and qualifying language often tell part of the story of how governments and other delegates at conferences compromised and reached agreement. This chapter examines the importance of understanding documents at multilateral environmental negotiations in context and what they can and cannot tell you. First we explain why studying negotiations through the documentation is important. We then give a brief overview of the different types of documents you encounter at a COP or other negotiating session, then turn to the question of context, and show how social norms and institutional settings can influence the creation of texts, which in turn could influence research that relies on those texts. Finally, we utilize a case study to show how to consider context when using documents for research.

During an obstetrics call duty in your tertiary center, you are called urgently to assist in a Cesarean section of a 42-year-old with sudden intraoperative maternal collapse. Your surgical colleague followed her prenatal care.

A fundamental area of responsibility for the perfusionist during cardiopulmonary bypass is to monitor, respond to and document heart lung machine parameters as well as physiological variables obtained from the anesthetic monitor and other physiological monitoring devices.This chapter summarizes the monitoring recommendations such as the 2019 EACTS/EACTA/EBCP guidelines on cardiopulmonary bypass in adult cardiac surgery or the combined recommendations of the Society of Clinical Perfusion Scientists of Great Britain and Ireland for Standards of Monitoring and Safety during CPB and the American Society of ExtraCorporeal Technology Standards and Guidelines for Perfusion Practice and shows how to apply them in daily practice.

One of your biggest challenges as a leader is having difficult conversations with members of your group. These conversations may be necessary for a variety of reasons: (1) they might be underperforming or out of compliance with documentation or billing; (2) they might have conduct that is detrimental to the team; or (3) they seem to be struggling with the team concept and the overall goals of the group. Your success as a leader will be determined primarily by how well you conduct one-on-one meetings, working with “problematic” group members to help them be successful or to find a different path for them, sometime even “managing them out.” This chapter discusses how to have these difficult conversations, using case examples to illustrate different techniques. It goes into how to set up the meeting in advance, setting clear expectations and the right mindsets. It discusses how to plan in advance for how you’d like the meeting to go, as well as having a plan B and plan C for when things don’t go as intended. It discusses how to conduct the meeting, including who should be in the room when it happens. It also describes necessary documentation and follow-up from these meetings, as well as setting expectations and next steps. It concludes with the particularly difficult situation of removing someone from a leadership position.

We propose that the representativeness of a corpus directly depends on its suitability for a specific research goal (including the domain and the linguistic feature(s) of interest). Creating a new corpus involves establishing linguistic research question(s), addressing domain considerations, including describing the domain, operationalizing the domain, evaluating the operational domain (relative to the full domain), designing the corpus, and evaluating the corpus (relative to the operational domain), addressing distribution considerations, including defining a linguistic variable and evaluating the required sample size, collecting the corpus, and documenting and reporting corpus design and representativeness. The steps for evaluating an existing corpus are similar: establishing linguistic research question(s), identifying and acquire the corpus and its documentation, addressing domain considerations, including describing the domain and evaluating the operational domain relative to the full domain, and the corpus relative to the operational domain, addressing distribution considerations, including defining a linguistic variable and evaluating the required sample size, and documenting and reporting corpus design and representativeness. We conclude the book by arguing that corpus representativeness is important for both corpus designers/builders, and corpus researchers who need to evaluate whether a corpus is appropriate for their research goals.

Key Learning Points

1. 1. Patients and their representatives (family or friends) have identified effective communication as a critical component of high-quality care whilst in the ICU.

2. 2. Support for patients’ advocates is, in some instances, just as important as the care of the patients themselves.

3. 3. Do not underestimate the importance of prior preparation before meeting a family.

4. 4. Given the dynamic ICU environment and the multi-professional nature of the care, clear documentation is imperative.

5. 5. A medical record is a legally binding document.

Key Learning Points

1. 1. Insight into habitual barriers leads to an effective ward round.

2. 2. The importance of location, which should be at the bedside, with the patient at the focus.

3. 3. The importance of a structured approach, physical examination, checklists and goal setting.

4. 4. The ward round should be multidisciplinary, promoting a culture of collaborative input, with all individual roles acknowledged and respected.

5. 5. The ward round should be concluded by clarification of agreed goals for the day, defining individual responsibilities within the attending team and contemporaneous documentation.

International theatre festivals are now a dominant phenomenon and have significantly influenced global theatre production since the 1980s. Against the backdrop of post-colonial criticism over the last three decades, the initial post-Second World War function of festivals to represent various national, mostly European cultures has gradually shifted towards festivals as co-producers of international work. Therefore, festivals appear as influential players in professional networks to establish and circulate aesthetic approaches in contemporary theatre practice. Due to the lack of sources on international festivals in archives and theatre collections, the chapter examines the possibilities and challenges of documenting these new modes of production and mobility in theatre archives. Focusing on to the complex professional network around the Philippines-based choreographer and performance artists Eisa Jocson and the role of Zürcher Theater Spektakel within this network, the chapter argues that digital media and data online for international co-production reveals the complex structures of professional networks and should be considered in research on international theatre festivals in a digital age.

This chapter illuminates the many deficiencies of contemporary educational reform movements. Most notable among these movements are “accountability,” privatization, vouchers, and charter schools. All of these impulses prove, under closer examination, to be inimical to the tenets of social constructivism, the vision of the Founders, and the project of democracy. Many of these “reforms” have even tacitly adopted the language and principles of behaviorism. The chapter concludes by proposing social constructivist pedagogy and early childhood intervention as the best way to educate a democratic citizenry.