Micro-electroactive POLYMERs have wide applications from industry to healthcare. Artificial muscles, microvalves, microswitches, haptic sensing, blood pressure and pulse monitoring are some potential applications for micro-electroactive POLYMERs. The most advantage of micro-electroactive POLYMERs as sensors and actuators is bio-compatibility and low power threshold for large deformations. In this short review, some applicable fabrication methods of micro-electroactive POLYMER cantilever are reviewed. Furthermore, a novel method based on standard micro fabrication techniques is designed and discussed in details which presents a conceptual design of a micro-electroactive POLYMER cantilever on a POLYMERic anchor located on a silicon substrate for future works.

Electrooxidation of β-naphthylamine (β-NA) in different aqueous acid media was investigated. The formation of a film adhered to the electrode surface was observed as a principal product and for which a POLYMER structure through C-N coupling is proposed. A standard three-electrode electrochemical cell was used for voltammetric experiments. In this system, glassy carbon rod, platinum wire, and KCl/saturated Ag/AgCl were used respectively as the working, counter and the reference electrodes. From the analysis of the voltammetric and spectroscopic experiments some aspects of the mechanism of electrooxidation of β-NA leading to the formation of the film was proposed. The effects of various physical and electrochemical parameters such as type of supporting electrolyte, temperature of the cell, pH, concentration of the monomer, scan rate and the number of scan cycles were studied. The electrochemical behavior of the film was reported as a function of these parameters. A quasireversible behaviour was observed from cyclic voltammograms obtained in different acid solutions. The film behaved as a thin-layer cell when it was obtained at low scan rates and dilute solutions of the monomer.

Teaching English for Academic Purposes ((EAP)) requires specific qualifications on the part of teachers for which reconstruction of cognitions on (EAP) is a prerequisite. Previous studies have largely taken the quality of teachers' (EAP) cognitions for granted and few studies, if any, have sought to examine in-service teachers' tacitly-held cognitions on (EAP). This study aimed to examine in-service teachers' cognitions on key (EAP) issues including (EAP) goals, distinction between (EAP) and English for General Purposes (EGP), and (EAP) teacher qualifications as well as roles. Data were collected through semi-structured interviews and life-history narratives from nine (EAP) practitioners at a state university in Iran. Results showed that the teachers' cognitions were mainly incongruent with the (EAP) principles. A close relationship was also found among individual teachers' cognitions on different key issues. It is concluded that despite their past practical experience, in-service (EAP) teachers' cognitions might be limited and in need of reconstruction. The findings may promise some implications for (EAP) teacher education and research.

Critical English for Academic Purposes (C(EAP)) is an interdisciplinary subfield which combines English for Academic Purposes ((EAP)) and Criti-cal pedagogy. Through C(EAP), the stakeholders and participants can question the status quo and work for for more effective education. Few studies have addressed the critical issues in the context of Iranian (EAP) education at universities, which may incorporate policy makers, practitioners and students. The present study investigated the perceptions of (EAP) students, instructors and policy makers with regard to the three prominent modules of critical pedagogy, i. e. power, English hegemony and ideology, in (EAP) with focus on textbooks and instruction. Data were collected from the corresponding participants from three Iranian universities. A questionnaire and semi-structured interviews were used to collect data. Chi-squares and ANOVA procedures were employed to analyze the quantitative data. The interviews were analyzed through thematic content analysis. We investigated whether there was any significant discrepancy in perspectives among students, instructors and policy makers regarding decision-making power, English hegemony and ideology in the context of Iranian (EAP) instruction. Results of the quantitative and the qualitative analyses for the module of power showed that based on the participants’ perspectives, neither the students nor the instructors enjoy the power to be active in policy making. Regarding English hegemony, the participants believed that it does not exist in the (EAP) textbooks. With reference to ideology, they believed in the absence of a dominant ideology in the Iranian (EAP) textbooks and instruction.

In recent years, online education has become a significant part of teachers’ professional career. Moreover, it has been argued that contexts of teaching are significantly influential in (EAP) teachers’ practices and identities. Despite these points, little research has examined (EAP) teachers’ identity construction in online contexts. The present study addressed this gap by exploring the impacts of online education on 20 Iranian (EAP) teachers’ identity construction. The participants were interviewed and thematic analysis was run to analyze the data. The findings revealed that online education influenced the teachers’ personal, pedagogical, and social identities. More specifically, it was found that the teachers could reconstruct their identities in light of the challenges and affordances of online teaching and adopt new identities that featured concerns with both their (EAP) and educator responsibilities. These findings are then discussed and implications for teacher educators are offered so that they could help (EAP) teachers construct their identities in online settings effectively.

objective: (EAP) textbooks and materials are probably the most important elements in our academic English courses in Iran. Therefore, their evaluation can help to identify their strengths and weaknesses, and hence, to improve their quality. The purpose of this study was to examine the perceptions of EFL instructors and medical students of their (EAP) textbook. It was also an attempt to find out about the challenges they may face in their teaching and learning contexts.Materials and Methods: To conduct this study, we selected 175 medical students and 25 EFL instructors from four medical universities (Tehran University, Shahid-Beheshti University, Tehran Islamic-Azad University, and Zanjan University). The instruments for gathering data were a questionnaire and interviews. Statistical t-test and MANOVA were used for analyzing the data.Results: The quantitative analyses showed that there was no significant difference between the students' and EFL instructors’ perceptions of their (EAP) textbook. However, there were significant differences between their perceptions of six different aspects of the textbook. Moreover, the qualitative data showed that overcrowded classes, lack of appropriate materials to the learners’ needs, lack of clear objectives in the (EAP) context, and shortage of time were the major challenges instructors and students are faced with.Conclusion: Although there were positive perceptions of the textbook, most of the instructors did not think that it was enough for an (EAP) course. Besides, they believed that the number of the students in their classes should be reduced; there should be clear objectives for (EAP) courses; and based on such objectives, relevant materials should be designed and developed for Iranian context.

Many attempts have been made in the last decade to improve the solubility and processability of polyaniline (PANI) and various procedures have been devised in this direction, such as coPOLYMERization, "precursor", "composite" and emulsion methods. It seems that the presence of an electron withdrawing group or an electron donating group decreases orbital overlap of the π-electrons and the nitrogen lone pair and leads to enhancement of solubility and processability of PANI. NPhenylglycine (PG) has a similar structure to aniline, but it has a carboxyl group at the site of nitrogen. POLYMERization of PG in presence of template results in a water-soluble, conducting POLYMER. A strong polyelectrolyte acid such as sulphonated polystyrene (SPS) is the most favourable template. Poly (N-phenylglycine) (PPG) was prepared by the chemical method using ammonium persulphate (APS) as an oxidant in the presence of SPS as a template. The product was characterized by Fourier transform infrared (FTIR) and the ultraviolet-visible (UV-vis) spectroscopy. Cyclic voltammetry studies showed only one set of redox peaks and redox reversibility demonstrated the electroactivity of PPG as well. The electrical conductivity of POLYMER was measured by four-point probe method. The results showed that POLYMER yield and conductivity decrease as the ratio of template to monomer increases.