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This study looks at changes in the rhetorical structure and features of L2 university student writing after receiving English for Academic Purposes (EAP) instruction. Previous research suggests that the way ideas are presented in text can vary across different cultures. This potentially means that L2 students, who study in English Medium Instruction (EMI) universities, may have to learn how to organize and arrange their ideas in writing to align with what their content area instructors expect to see. The EAP courses that L2 students take, to prepare them for the challenges of studying in an EMI university, primarily focus on language use, but these also may draw students’ attention to possible differences in written discourse in L1 and L2 and help learners to produce the type of writing that is expected by their EMI instructors. To examine this, the present study looked at changes in the rhetorical features and structure of L2 student writing produced before and after learners had completed a 17-week EAP course. After the completion of writing, semi-structured interviews were also carried out with 10 randomly selected participants to gauge their opinions about possible rhetorical differences in written discourse in their first and second languages. Findings revealed that there were significant changes in the rhetorical structure and features of L2 student text after learners had completed EAP instruction. These results suggest that EAP instruction may help students to produce writing that aligns with the expectations of their instructors.

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.

Health-care professionals who prescribe medicines have the professional duty to choose medicines that are in the best interest of their individual patient, irrespective if that patient is an adult or a child. However, the availability of medicines with an appropriate label for pediatric use is lagging behind those for adults, and even available pediatric drugs are sometimes not suitable to administer to children. Consequently, health-care professionals often have no other option than to prescribe off-label medicines to children. An important reason for use of off-label medicines is to improve access to (innovative) treatments or to address medical needs and preferences of patients, especially when no other options are available. However, off-label use of medicines is in general not supported by the same level of evidence as medicines licensed for pediatric use. This may result in increased uncertainty on efficacy as well as the risk for toxicity and other side effects. In addition, liability may also be of concern, counterbalanced by professional guidelines.Conclusion: The purpose of this joint EAP/ESDPPP policy statement is to offer guidance for HCPs on when and how to prescribe off-label medicines to children and to provide recommendations for future European policy.

The construct of learned helplessness (LH) has recently gained attention in the field of second/foreign language learning. However, little is known about this emotion in online classes and also how it can be mitigated through pedagogical interventions. The present study intended to explore learned helplessness experienced by university students in online EAP (English for academic purposes) classes. In doing so, the Learned Helplessness Scale (Quinless & Nelson, Nursing Research, 37 (1), 11–15, 1988 ) was administered to 84 university students and 60 students were identified with LH characteristics. An autonomy-oriented intervention program was designed and implemented to minimize LH experienced in online classes. The results showed students’ LH was significantly reduced after the intervention. Moreover, the analysis of reflective journals by students provided a much more fine-tuned understanding of the processes through which students were able to mitigate their LH. The paper is concluded with pedagogical implications for university instructors to minimize this negative emotion in online EAP classes.

Unlike traditional actuators, such as piezoelectric ceramic or metallic actuators, polymer actuators are currently attracting more interest in biomedicine due to their unique properties, such as light weight, easy processing, biodegradability, fast response, large active strains, and good mechanical properties. They can be actuated under external stimuli, such as chemical (pH changes), electric, humidity, light, temperature, and magnetic field. Electroactive polymers (EAPs), called ‘artificial muscles’, can be activated by an electric stimulus, and fixed into a temporary shape. Restoring their permanent shape after the release of an electrical field, electroactive polymer is considered the most attractive actuator type because of its high suitability for prosthetics and soft robotics applications. However, robust control, modeling non-linear behavior, and scalable fabrication are considered the most critical challenges for applying the soft robotic systems in real conditions. Researchers from around the world investigate the scientific and engineering foundations of polymer actuators, especially the principles of their work, for the purpose of a better control of their capability and durability. The activation method of actuators and the realization of required mechanical properties are the main restrictions on using actuators in real applications. The latest highlights, operating principles, perspectives, and challenges of electroactive materials (EAPs) such as dielectric EAPs, ferroelectric polymers, electrostrictive graft elastomers, liquid crystal elastomers, ionic gels, and ionic polymer–metal composites are reviewed in this article.

In the next-generation heterogeneous wireless networks, designing authentication protocols that meet the demand of mobile users/applications is a challenge. This paper proposes authentication and re-authentication protocols for 4G wireless networks, in particular, LTE-Advanced (LTE-A), WLAN, and WiMAX-Advanced (WiMAX-A) interworking architecture. The proposed protocols are applicable to 5G networks. With the consideration of the existing standard authentication protocols, a new set of authentication and re-authentication protocols has been reinvented to provide fast and secure handovers (HO) in the current 4G and the next 5G networks. The proposed authentication protocols can be invoked when the users perform a vertical HO (between different networks) for the first time, whereas the re-authentication protocols can be invoked when the users perform a horizontal HO (within the same network domain). These protocols provide an efficient method to protect user identity and reduce the burden on the authentication server (AS) during the sequential handovers. The results of the analytical model show that the proposed protocols achieve better performance than standard and other protocols. The reduction of handover cost, handover delay, and energy consumption in the proposed protocols reaches up to 22%, 44%, and 17%, respectively. In addition, the verification tools show that the proposed protocols are secure, dependable, and prevent all types of authentication and secrecy attacks.

Land Use and Land Cover (LULC) classification is vital for environmental and ecological applications. Sentinel-2 is a new generation land monitoring satellite with the advantages of novel spectral capabilities, wide coverage and fine spatial and temporal resolutions. The effects of different spatial resolution unification schemes and methods on LULC classification have been scarcely investigated for Sentinel-2. This paper bridged this gap by comparing the differences between upscaling and downscaling as well as different downscaling algorithms from the point of view of LULC classification accuracy. The studied downscaling algorithms include nearest neighbor resampling and five popular pansharpening methods, namely, Gram-Schmidt (GS), nearest neighbor diffusion (NNDiffusion), PANSHARP algorithm proposed by Y. Zhang, wavelet transformation fusion (WTF) and high-pass filter fusion (HPF). Two spatial features, textural metrics derived from Grey-Level-Co-occurrence Matrix (GLCM) and extended attribute profiles (EAPs), are investigated to make up for the shortcoming of pixel-based spectral classification. Random forest (RF) is adopted as the classifier. The experiment was conducted in Xitiaoxi watershed, China. The results demonstrated that downscaling obviously outperforms upscaling in terms of classification accuracy. For downscaling, image sharpening has no obvious advantages than spatial interpolation. Different image sharpening algorithms have distinct effects. Two multiresolution analysis (MRA)-based methods, i.e., WTF and HFP, achieve the best performance. GS achieved a similar accuracy with NNDiffusion and PANSHARP. Compared to image sharpening, the introduction of spatial features, both GLCM and EAPs can greatly improve the classification accuracy for Sentinel-2 imagery. Their effects on overall accuracy are similar but differ significantly to specific classes. In general, using the spectral bands downscaled by nearest neighbor interpolation can meet the requirements of regional LULC applications, and the GLCM and EAPs spatial features can be used to obtain more precise classification maps.

The study investigates the metaphorical images of English teachers formulated by English for Academic Purpose (EAP) teachers and postgraduate students in a Chinese Sci-tech University. Student Participants (n = 171) and teacher participants (n = 51) completed questionnaires including the metaphor-eliciting prompts to express their perceptions of English teachers. The results revealed a similar three-level categorization (information, disposition, and status) of teachers’ features from the two groups, as well as similarities and discrepancies in the perceptions of certain conceptual teacher metaphors. Based on the comparison, implications for EAP teaching and EAP teachers’ identity development in China are discussed.

Despite the growth of research on EAP teachers in the past decade, little research has focused on their emotions and much less on their well-being. In response to this gap of knowledge, the present study draws on the theoretical framework of activity theory and explores the well-being of 13 Iranian EAP teachers. We collected data from a questionnaire, narrative frames, and semi-structured interviews. Data analyses revealed three themes in relation to the teachers’ well-being: (1) content as a site of experiencing positive and negative emotions, (2) content and institutional contextualities as determinants of seeking purpose in EAP instruction, and (3) sociocultural parameters as shaping meaning in EAP instruction. We found that EAP teacher well-being functions as a layered construct that is influenced by various personal, institutional, and sociocultural dynamics, and substantially influences teachers’ professional practices, identities, and emotions. Across these processes, content operates as the antecedent or consequence of the influence in EAP instruction. Based on the findings, we provide implications for teachers and teacher educators in how to employ professional alternatives that could effectively contribute to EAP teachers’ well-being.

Chitosan/PVA nanofibrous electroresponsive soft actuators were successfully obtained using an electrospinning process, which showed fast speed displacement under an acidic environment. Chitosan/PVA nanofibers were prepared and characterized, and their electroactive response was tested. Chitosan/PVA nanofibers were electrospun from a chitosan/PVA solution at different chitosan contents (2.5, 3, 3.5, and 4 wt.%). Nanofibers samples were characterized using Fourier transform infrared analyses, thermogravimetric analysis (TGA), differential scanning calorimetry (DSC), optical microscopy, and tensile test. The electroactive behavior of the nanofiber hydrogels was tested under different HCl pH (2–6) under a constant voltage (10 V). The electroactive response test showed a dependence between the nanofiber’s chitosan content and pH with the bending speed displacement, reaching a maximum speed displacement of 1.86 mm−1 in a pH 3 sample with a chitosan content of 4 wt.%. The results of the electroactive response were further supported by the determination of the proportion of free amine groups, though deconvoluting the FTIR spectra in the range of 3000–3700 cm−1. Deconvolution results showed that the proportion of free amine increased as the chitosan content was higher, being 3.6% and 4.59% for nanofibers with chitosan content of 2.5 and 4 wt.%, respectively.