from a radically (co)polymerizable monomer unit having an average degree of polymerization x,
each x is independent, and
Az is an azlactone group or a ring-opened azlactone group.
The polymer product retains the functional group xe2x80x9cON(R2)2xe2x80x9d at a first terminal end of the polymer to initiate a further polymerization or may be used for further functionalization. The polymer product further comprises either the azlactone moiety or the ring-opened azlactone moiety of the initiator at a second terminal end, which may be further reacted or functionalized as desired. Because the two terminal moieties have different functionality and reactivity, each terminus may be independently functionalized.
Where an initiator of Formula I is used, the second terminal group xe2x80x9cAzxe2x80x9d will comprise the residue of the azlactone group of the formula: 
where R1, R3, R4, Q,this article addresses cultural constructions of family learning and the clash that can occur when teachers and researchers work with families from different global communities. The authors focus particularly on the cultural differences among families and teachers operating from different perspectives on parenting, child development, learning, and teaching. They offer this discussion after working on an action research project that implemented the Literacy for Life program based on the use of real-life literacy activity (Anderson, Purcell-Gates, Jang, & Gagne, 2010). The Literacy for Life (LFL) program, designed by educational researchers at the University of British Columbia and implemented by six graduate students, provides a context for considering the role colleges of education can play in preparing global educators to engage in partnerships with culturally diverse families in the