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Polar monomer-induced β-H elimination is a key elementary step in polar polyolefin synthesis by coordination polymerization but remains underexplored. Herein, we show that a bulky neutral Ni catalyst, 1Ph, is not only a high-performance catalyst in ethylene/acrylate copolymerization (activity up to ∼37,000 kg/(mol·h) at 130 °C in a batch reactor, mol % tBA ∼ 0.3) but also a suitable platform for investigation of acrylate-induced β-H elimination. 4Ph-tBu, a novel Ni alkyl complex generated after acrylate-induced β-H elimination and subsequent acrylate insertion, was identified and characterized by crystallography. A combination of catalysis and mechanistic studies reveals effects of the acrylate monomer, bidentate ligand, and the labile ligand (e.g., pyridine) on the kinetics of β-H elimination, the role of β-H elimination in copolymerization catalysis as a chain-termination pathway, and its potential in controlling the polymer microstructure in polar polyolefin synthesis.

In this article, we analyze the plurilingualism of instructors and their students in a program taught through the medium of French at a multilingual, Anglophone university in Western Canada. We employ the lenses of plurilingualism and plurilingual competence in the analysis of data from a one-year qualitative study of plurilingualism across the disciplines at the university. We analyze interview data and students' writing samples, focusing on how French and other languages are used by instructors and students in classes, and on the professional dilemma that instructors face in such courses: are they disciplinary experts and/or French immersion teachers? In our discussion, we suggest that instructors' and students' classroom practices are the result of several factors, including institutional discourses around plurilingualism and the French language, personal beliefs and ideologies, experiences of mobility from France and Quebec to British Columbia (instructors), and normative practices previously experienced in French immersion schools (students).

This article describes the changing linguistic landscape on the North Shore of Vancouver, British Columbia, Canada, during the first three months of the COVID-19 pandemic. I present an account of the visual representation of change along the area's parks and trails, which remained open for socially-distanced exercise during the province's lockdown. Following the principles of visual, walking ethnography, I walked through numerous locations, observing and recording the visual representations of the province's policies and discourses of lockdown and social distancing. Examples of change were most evident in the rapid addition to social space of top-down signs, characterised mainly by multimodality and monolingualism, strategically placed in ways that encouraged local people to abide by social-distancing. However, through this process of observation and exploration, I noticed grassroots semiotic artefacts such as illustrated stones with images and messages that complemented the official signs of the provincial government. As was the case with the official signs and messages, through a process of discursive convergence, these grassroots artefacts performed a role of conveying messages and discourses of social distancing, public pedagogy, and community care.

BackgroundCarbapenem-resistant Klebsiella pneumoniae (CRKP) is a global threat. We therefore analysed the bacterial characteristics of CRKP infections and the clinical outcomes of patients with CRKP infections across different countries.MethodsIn this prospective, multicentre, cohort study (CRACKLE-2), hospitalised patients with cultures positive for CRKP were recruited from 71 hospitals in Argentina, Australia, Chile, China, Colombia, Lebanon, Singapore, and the USA. The first culture positive for CRKP was included for each unique patient. Clinical data on post-hospitalisation death and readmission were collected from health records, and whole genome sequencing was done on all isolates. The primary outcome was a desirability of outcome ranking at 30 days after the index culture, and, along with bacterial characteristics and 30-day all-cause mortality (a key secondary outcome), was compared between patients from China, South America, and the USA. The desirability of outcome ranking was adjusted for location before admission, Charlson comorbidity index, age at culture, Pitt bacteremia score, and anatomical culture source through inverse probability weighting; mortality was adjusted for the same confounders, plus region where relevant, through multivariable logistic regression. This study is registered at ClinicalTrials.gov, NCT03646227, and is complete.FindingsBetween June 13, 2017, and Nov 30, 2018, 991 patients were enrolled, of whom 502 (51%) met the criteria for CRKP infection and 489 (49%) had positive cultures that were considered colonisation. We observed little intra-country genetic variation in CRKP. Infected patients from the USA were more acutely ill than were patients from China or South America (median Pitt bacteremia score 3 [IQR 2-6] vs 2 [0-4] vs 2 [0-4]) and had more comorbidities (median Charlson comorbidity index 3 [IQR 2-5] vs 1 [0-3] vs 1 [0-2]). Adjusted desirability of outcome ranking outcomes were similar in infected patients from China (n=246), South America (n=109), and the USA (n=130); the estimates were 53% (95% CI 42-65) for China versus South America, 50% (41-61) for the USA versus China, and 53% (41-66) for the USA versus South America. In patients with CRKP infections, unadjusted 30-day mortality was lower in China (12%, 95% CI 8-16; 29 of 246) than in the USA (23%, 16-30; 30 of 130) and South America (28%, 20-37; 31 of 109). Adjusted 30-day all-cause mortality was higher in South America than in China (adjusted odds ratio [aOR] 4·82, 95% CI 2·22-10·50) and the USA (aOR 3·34, 1·50-7·47), with the mortality difference between the USA and China no longer being significant (aOR 1·44, 0·70-2·96).InterpretationGlobal CRKP epidemics have important regional differences in patients' baseline characteristics and clinical outcomes, and in bacterial characteristics. Research findings from one region might not be generalisable to other regions.FundingThe National Institutes of Health.

We present findings from a 1-year study of students' plurilingualism across the disciplines in Canadian higher education. We analyze how students exercise their plurilingual competence, focusing on the use of Chinese languages as tools for learning at a university in Metro Vancouver, Canada. The following data are presented: field notes taken during classroom observations, transcripts of recordings of students using Chinese languages while working collaboratively, and semi-structured interviews with students in which they discuss how they use languages for learning. We weigh the creative and instrumental use of Chinese languages as tools for learning against the dominance of academic English. We suggest that the tension between the use of Chinese languages during the process of learning and academic English for assessment underlies the ambivalence around which student participants perceive and practice plurilingualism in higher education.

Doctoral education aims to benefit those who undertake it, but does it exert a wider influence? Professional doctorates are commonly designed to have an impact beyond the individual concerned, but is this influence realised? This article focuses on a collaborative enquiry by a group of academics and doctoral alumni from non-discipline-specific professional doctorates. The enquiry examined how the professional practice of the graduates changed as a result of their studies and what influence this had on their work and their profession. It found that there was considerable impact on the wider context of the alumni, but that these effects were due more to the capacity-building effect of the doctorate than on the particular outcomes of the study undertaken.

I analyze data from a one-year study of plurilingualism across the disciplines in Canadian higher education. I focus on how instructors in different disciplines understand their students' plurilingual practices and how they respond pedagogically to teaching in linguistically diverse classes. I employ the theoretical lenses of plurilingualism and plurilingual competence. Selected data are presented from a broader project, namely, interviews with five instructors teaching linguistically diverse classes in the fields of Linguistics, Literature, and Applied Sciences. Data were analysed around three themes: English as an additional language (EAL) -- institutional backdrop, use of languages in class, and teaching strategies. Participants described classes that were characterised by high degrees of linguistic diversity, in which students frequently communicated in Chinese languages, Punjabi, and Korean. I suggest that instructors' perceptions, as well as their pedagogical responses, were framed by two key factors: pervasive institutional discourses that view students' plurilingualism more in terms of deficit than asset, and the tension between plurilingual process and monolingual product: that is, students using languages other than English during the learning process while they are assessed in monolingual academic English.

This article describes the use of linguistic landscaping as a pedagogical resource [Sayer, Peter. 2010. "Using the Linguistic Landscape as a Pedagogical Resource." "ELT Journal" 64 (2): 143-154] for teaching and learning about multilingualism in a graduate course on ethnographic research methods. We present an account of a student-researcher carrying out a linguistic landscaping project as a means to document, analyze, and engage with multilingualism in Vancouver's Chinatown. The study suggests that using the linguistic landscape as a pedagogical tool allowed for a multimodal/sensory learning experience and text-to-world connections to be made, enabling greater awareness and creative analysis around social language use [Sayer, Peter. 2010. "Using the Linguistic Landscape as a Pedagogical Resource." "ELT Journal" 64 (2): 143-154]. We argue that such a connection can be made due to three key factors: engagement with local practices, researcher agency, and physical immersion within the intersection between theory and lived practice.

BackgroundLimited evidence exists to inform physical activity (PA) and sedentary behavior guidelines for older people, especially women. Rigorous evidence on the amounts, intensities, and movement patterns associated with better health in later life is needed.Methods/designThe Objective PA and Cardiovascular Health (OPACH) Study is an ancillary study to the Women's Health Initiative (WHI) Program that examines associations of accelerometer-assessed PA and sedentary behavior with cardiovascular and fall events. Between 2012 and 2014, 7048 women aged 63-99 were provided with an ActiGraph GT3X+ (Pensacola, Florida) triaxial accelerometer, a sleep log, and an OPACH PA Questionnaire; 6489 have accelerometer data. Most women were in their 70s (40%) or 80s (46%), while approximately 10% were in their 60s and 4% were age 90 years or older. Non-Hispanic Black or Hispanic/Latina women comprise half of the cohort. Follow-up includes 1-year of falls surveillance with monthly calendars and telephone interviews of fallers, and annual follow-up for outcomes with adjudication of incident cardiovascular disease (CVD) events through 2020. Over 63,600 months of calendar pages were returned by 5,776 women, who reported 5,980 falls. Telephone interviews were completed for 1,492 women to ascertain the circumstances, injuries and medical care associated with falling. The dataset contains extensive information on phenotypes related to healthy aging, including inflammatory and CVD biomarkers, breast and colon cancer, hip and other fractures, diabetes, and physical disability.DiscussionThis paper describes the study design, methods, and baseline data for a diverse cohort of postmenopausal women who wore accelerometers under free-living conditions as part of the OPACH Study. By using accelerometers to collect more precise and complete data on PA and sedentary behavior in a large cohort of older women, this study will contribute crucial new evidence about how much, how vigorous, and what patterns of PA are necessary to maintain optimal cardiovascular health and to avoid falls in later life.Clinical trials registrationClinicalTrials.gov identifier NCT00000611 . Registered 27 October 1999.

In this article, we analyze a broad range of factors that affect the sense of belonging of undergraduate students taking a first-year academic literacy course (ALC) at a multicultural, multilingual university in Vancouver, Canada. Students who fail to meet the university's language and literacy requirements are required to pass ALC before they can enrol in writing courses across the disciplines. Consequently, many of those students feel that they have yet to be accepted as fully legitimate members of the university community. We present data from a two-year, mixed-method study, which involved asking students in surveys and interviews about their sense of belonging, as well as analyzing their reflective writing samples for issues related to their sense of belonging. We found that the participants' perceptions of sense of belonging are multi-layered and context-dependent, relating to changes in time and space, classroom pedagogy, and other social, cultural, and linguistic factors. Implications for higher education are discussed. (Contains 2 tables, 4 figures and 4 notes.)

In the school counselling literature, little focus is placed on international students who are learners of English as an Additional Language (EAL) and on school counselling support related to their language acquisition. Using the Critical Incident Technique, we analyzed transcripts of 21 international EAL students from China, Japan, and Korea who studied in three Vancouver, BC, public secondary schools. We present four language-based categories that include both facilitating and hindering incidents: (a) learning English, (b) communicating effectively, (c) speaking first language, and (d) performing well academically. Finally, we address school counselling implications, limitations, and future research.

Today, scholars and students face an array of lingualisms: bilingualism, multilingualism, polylingualism, metrolingualism plurilingualism, codeswitching, codemeshing, and translanguaging, among others. Plurilingualism can be understood as the study of individuals' repertoires and agency in several languages, in different contexts, in which the individual is the locus and actor of contact; accordingly, a person's languages and cultures interrelate and change over time, depending on individual biographies, social trajectories, and life paths. The term "plurilingual competence" adds emphasis on learners' agency, and constraints and opportunities in educational contexts. We discuss where and how plurilingualism fits among the other lingualisms, its similarities and differences, with an example of plurilingual pedagogy and practice from a university in Vancouver, Canada. In doing so, we challenge three common critiques of/misconceptions about plurilingualism: (i) that it is based on an invalid static binary between the social and the individual, (ii) that it is over-agentive, and (iii) that it can serve to reinforce social inequities within a neoliberal world order.

Roberge defines the 1.5 Generation as "those who immigrate as young children and have life experiences that span two or more countries, cultures and languages" (2009, p. 4). In US and Canadian higher education, the term has gained considerable recognition, with the scope of the term broadening among some educators to include bi/multilingual students in general. In this article, we present selected data on students of Chinese ethnicity (322 survey respondents and three interviewees) from a broader two-year study of the languages, literacies, and identities of multilingual undergraduate students in Vancouver, where, in the 2011 census, one in five of the people living in the city reported being of Chinese ethnicity (Statistics Canada, 2011). Our aim was to analyze how key social, cultural, and linguistic defining features of the term Generation 1.5 that we found in the literature were represented in participants' survey and interview responses to open questions about their languages and identities. Five themes emerged: (a) being foreign-born and finishing secondary school in Canada, (b) being an international student, (c) being somewhere in between here and there, (d) (in)competence and language use, and (e) perceiving deficit in cultural knowledge. Participants' responses illustrated complex, transnational interweavings of languages, identities, and literacies around these five themes, leading us to question our institutional use of the homogeneous term Generation 1.5 to describe a heterogeneous group of multilingual, transnational students of Chinese ethnicity.